doug fisher nancy frey ian pumpian. processes : organizational principles tools : action research...
Post on 14-Dec-2015
218 Views
Preview:
TRANSCRIPT
Doug Fisher Nancy Frey
Ian Pumpian
Processes:Organizational Principles
Tools:Action Research
Patterns:Service CyclesStructures:
Pillars
Relationships: Achievement and Belonging
Data:Quantitative and
Qualitative
Identity: Culture
Connections:Families and Communities
Fisher, Frey, and Pumpian, 2012; Wheatley, 1998
Organizational Elements Above and Below the Surface
WelcomeDo No HarmChoice WordsIt’s Never Too Late to LearnBest School in the Universe
Organizational Structures:
Pillars define quality
Service Cycles are the
specific actions that operationalize the organizational structures.
Action Research tools are a means to balance
and align investment in reflective practice, responsive planning and competent performance.
Welcome
Front OfficeInclusive EducationNew StudentsFirst Four DaysHallway TLC
Service Cycles for the Welcome Pillar
Hallway TLC
How can I help you? I have the time.
Action Research Tools for Welcome• Secret Shopper
Checklist for enrolling in a new School
• Student focus groups
• Family surveys and focus groups
Do No Harm
Service Cycles for Do No Harm
• Helping curriculum
• Restorative Practice
• Protocols for follow up
The helping curriculum
Service Cycle Up Close: Restorative Practices
If a child can’t read, we teach him to read.
If a child can’t do math problems, we teach him how to do math problems.
If a child doesn’t know how to behave, we punish him.
HIGH
LOW HIGH
Control
Support
CLASSROOM/SCHOOL CULTURE
TO
NOT FOR
•Power Struggles•Confrontation•Authoritarian•Win/Lose•Retribution•Stigmatizing
Consistent Accountable
Responsive Flexible
Responsible
Cooperation
Negotiation
•Uncaring•Tired•Lazy•Burnt Out•Given Up
•Chaotic•Inconsistent•Excusing•Giving In•Blurred Boundaries•Rescuing
(Thorsborne)
WITH
16
What does justice mean to you?
17
When you were a victim…
• How did you feel?
• What questions did you want to ask the offender?
• What else did you want to say to him/her?
• Who or what could make things right for you?
• What would justice have looked like for you?
A time when you were wronged, intentionally or unintentionally.
When you were an offender…
A time when you did something
wrong--something you’re not proud
of, and for which you got caught.
• How did you feel?
• What would you have liked to say
to the victim?
• Who or what would have made
things right?
• What would justice have looked like
for you and
for the victim?
Continuum of Restorative Practices
Foundation of RespectFoundation
of Respect
Restorative Conferences
Victim-Offender Dialogue
Circle Processes
Class Meetings
Small, Impromptu Conferences
Restorative Inquiry and Restorative Reflection
Continuum: Class Meetings
Class Meetings
• Community building• Checking in• Planning• Problem solving• Sensitive issues
Supports Responsive Classroom
Continuum: Circles
Continuum: Restorative Conferencing
Restorative Questions for Challenging Behavior
• What happened?• What were you thinking at the time?• What have you thought about since?• Who has been affected by what you have done?
In what way?• What do you think you need to do to make
things right?
Restorative Questions to Help Those Harmed By Another’s Action
• What did you think when you realized what had happened?
• What impact has this incident had on you and others?
• What has been the hardest thing for you?• What do you think needs to happen to make
things right?
Action Research Tools for Do No Harm
• Discipline audit• Student and
teacher surveys of problematic behavior
Choice Words
Principles of the Choice Words Pillar
1. The language we use can positively or negatively affect the learning of students. It’s up to us to choose our words wisely.
2. We foster a growth mindset daily to unlock human potential.
3. We are builders of identity and agency. 4. We are eliminating sarcasm as a means of
providing feedback or trying to be funny. 5. We provide extensive opportunities for students
each day to experience the power of their words to shape their learning and the learning of others.
6. We listen.
Service Cycles for Choice Words• De-escalating
behavior• Active listening • Giving
compliments• TESA protocols • “Do the next right
thing”
Mindset
Service Cycle Up Close: Do the Next Right Thing
1. Listen to the description of the problem or task.
2. Ask clarifying questions to assist the person in differentiating between the central problem or task and issues that are distracting them from beginning.
3. Restate the problem or task as you understand it.
4. Ask them to what the next right thing to do would be.
5. Write down their ideas for them. 6. If they are stuck, offer some ideas for how to
begin.
Action Research Tools for Choice Words
• Indicators of success for Productive Group Work
• Video self-analysis tool
• TESA analysis of student interactions
It’s Never Too Late to Learn
Service Cycles for Never Too Late to Learn
High quality instructionAcademic recovery Grading and homework policiesGrit letters Recognition letters
Purposeful Teaching
Focus Lessons
Guided
Collaborative
Independent
Academic Recovery
Grit and Recognition Letters
Handwritten, hand-addressed, with a postage stamp
“Bring a pencil to class is not in the math standards.”
Five Obstacles for Grading Reform
“Grades should provide the
basis for differentiating
students.”
Guskey, 2011
Five Obstacles for Grading Reform
“Grades should provide the
basis for differentiating
students.”
Is my purpose to select talent, or to develop it?
Five Obstacles for Grading Reform
“Grade distributions should represent a bell-shaped curve.”
Guskey, 2011
Five Obstacles for Grading Reform
“Grade distributions should represent a bell-shaped curve.”
Random distribution only works when nothing intervenes.
Five Obstacles for Grading Reform
“Grades should be based on students’ standing among classmates.”
Guskey, 2011
Five Obstacles for Grading Reform
“Grades should be based on students’ standing among classmates.”
Standing tells us nothing about learning.
Five Obstacles for Grading Reform
“Poor grades prompt students to try harder.”
Guskey, 2011
Five Obstacles for Grading Reform
“Poor grades prompt students to try harder.”
Guskey, 2011Reinforces fixed belief of intelligence
instead of a malleable view.
Five Obstacles for Grading Reform
“We’ve always done it this way.”
Guskey, 2011
Five Obstacles for Grading Reform
“We’ve always done it this way.”
Shouldn’t we be focused on continuous improvement of ourselves?
Action Research Tools for It’s Never Too Late to Learn
• Learning Beliefs survey for teachers
• Grit questionnaire for students
• Homework audits• Weekly monitoring of
Incompletes• Learning walks with
teachers
Best School in the Universe
Service Cycles for Best School in the Universe
• Service recovery
• Rounding• Celebrations• Data room• Morning
meeting
Morning Meeting
Processes:Organizational Principles
Tools:Action Research
Patterns:Service CyclesStructures:
Pillars
Relationships: Achievement and Belonging
Data:Quantitative and
Qualitative
Identity: Culture
Connections:Families and Communities
Fisher, Frey, and Pumpian, 2012; Wheatley, 1998
Organizational Elements Above and Below the Surface
top related