formerly national educational service district office and professional learning communities march...
TRANSCRIPT
![Page 1: Formerly National Educational Service District Office and Professional Learning Communities March 30, 2007 Dr. Dennis King dking@bluevalleyk12.org](https://reader037.vdocuments.mx/reader037/viewer/2022110303/5513c3b25503463a298b4ac2/html5/thumbnails/1.jpg)
formerly National Educational Service www.solution-tree.com
District Office and Professional Learning
Communities
March 30, 2007
Dr. Dennis King
![Page 2: Formerly National Educational Service District Office and Professional Learning Communities March 30, 2007 Dr. Dennis King dking@bluevalleyk12.org](https://reader037.vdocuments.mx/reader037/viewer/2022110303/5513c3b25503463a298b4ac2/html5/thumbnails/2.jpg)
formerly National Educational Service www.solution-tree.com
The norms for our school are not like the norms for other schools…we expect
our school to do things differently.
»Fred Newman
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formerly National Educational Service www.solution-tree.com
Current Reality Vs Our Ideal School
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formerly National Educational Service www.solution-tree.com
Connecting the Strategic Plan to Each Student
District - Strategic Plan District Mission, Vision, Goals, Targets
School Improvement PlanMission, Vision, SMART Goals,
Initiatives, Interventions
Grade Level, Department CollaborationTeam Protocols, Goals and Interventions
Essential Questions of a PLC
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formerly National Educational Service www.solution-tree.com
District School Improvement Model
• What are the essential components of a school improvement model in your school district?
• How are they implemented?• Are they standardized throughout
each school?• How do you guarantee the district
curriculum is being taught?
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formerly National Educational Service www.solution-tree.com
“The real voyage of discovery consists, not of seeking new landscapes, but in seeing through new eyes”
Marcel Proust
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formerly National Educational Service www.solution-tree.com
Curriculum Mapping
Assessment FOR Learning
Instruction
Literacy
Traditional Model of School Improvement
Q
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formerly National Educational Service www.solution-tree.com
LiteracyAssessment
Instruction
Unit/CurriculumDesi
gn
Professional Learning CommunitiesStudent Support
Foundation, Collaboration, Results OrientationInterventions, SMART Goals
Grade Level or
Dept.
Grade Level or
Dept.
GradeLevel or
Dept.
Grade Level or
Dept.
Grade Level or
Dept.
GradeLevel or
Dept.
Grade Level or
Dept.
Grade Level or
Dept.
Professional Development PlanProfessional Learning Communities
Assessment LiteracyUnit/CurriculumDesi
gn
School Improvement/Professional Development & PLC’s
Instruction
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formerly National Educational Service www.solution-tree.com
Professional Learning CommunitiesStudent Support
Foundation, Collaboration, Results OrientationInterventions, SMART Goals
Foundation for School ImprovementProfessional Learning Communities
Foundation, Collaboration, Results OrientationInterventions, SMART Goals
• Mission, Vision, Values, Goals• Process for School Improvement
– Collaborative teams throughout the district – grade level and departmental
– Developed team protocols to allow teams to function as teams vs. groups
• School Improvement Plans – alignment
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formerly National Educational Service www.solution-tree.com
• School Professional Development Plans Aligned to District Initiatives and School Improvement Plans
• Focused Professional Development Embedded within the Collaborative Team
• Professional Development Initiatives
Professional Development PlanProfessional Learning Communities
Curriculum Mapping
Assessment FOR
LearningInstruction Literacy
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formerly National Educational Service www.solution-tree.com
Curriculum Mapping
• What we want students to learn?– Curriculum Management
System – Curriculum– Diary Mapping (content, skills,
assessments)– Read Through– Aligned to State
Standards/Indicators
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formerly National Educational Service www.solution-tree.com
Assessment
• Assessment FOR Learning– Five Keys to Highly Effective Assessment
• Clear Purpose• Clear Targets – knowledge, skills,
reasoning and products• Good Design• Sound Communication• Student Involvement
– Assessment Methods
• Measures of Academic Progress (MAP)
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formerly National Educational Service www.solution-tree.com
Literacy
• Reading Continuum• Essentials
– Reading– Writing– Communication
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formerly National Educational Service www.solution-tree.com
Instruction
• Permeates throughout the initiatives
• Teacher “tool kit”• Researched Based
Strategies
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formerly National Educational Service www.solution-tree.com
Special Education Placement
Screening and Evaluation
for Special Education
Problem Solving Team
Systematic School Interventions How does the school respond when students don’t get it?
Grade Level / Department/Classroom Interventions - SMART Goals
Early Interventions – What do we need to know prior to the start of school?
INTERVENTION PYRAMID
• District Interventions
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formerly National Educational Service www.solution-tree.com
District Interventions
• District Interventions– AVID– READ 180– Larsen Math– Personal Plans of Progress– High School Advisory– K-12 Reading Continuum
• Language Program– Early Intervention Summer School
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formerly National Educational Service www.solution-tree.com
Implementation of Professional Development
Embedding Professional DevelopmentHow do we act as a team?
Establish Team ProtocolsWhat do students need to know?
Curriculum Mapping and Unit DesignHow do we know students have learned?
Assessment For Learning What do we do if they haven’t learned?
Instruction/InterventionsWhat do we do if they have learned?
Differentiation
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formerly National Educational Service www.solution-tree.com
Aligning the School Improvement Plans to the School Improvement
Process
Mission - Why we exist?
Vision - What we want to become?
SMART Goals - Specific, Measurable, Attainable, Results Oriented, Time-
bound
Initiatives - What do we need to do to reach the desired results? (District and School)
InterventionsCollaboration
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formerly National Educational Service www.solution-tree.com
Developing a School Improvement Plan
• Model Plans• Rubric• How do we begin?
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formerly National Educational Service www.solution-tree.com
Culture
• What is culture?• How do we define culture in a PLC?• How is culture defined in your
school?
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formerly National Educational Service www.solution-tree.com
Pyramid of Intervention Strategies
Least Restrictive
Most Restrictive
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formerly National Educational Service www.solution-tree.com
Interventions
As a school – How do you respond when a student doesn’t learn?
As a department – How do you respond when a student doesn’t learn?
As a teacher – How do you respond when a student doesn’t learn?
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formerly National Educational Service www.solution-tree.com
Special Education Placement
Screening and Evaluation
for Special Education
Problem Solving Team
Systematic School Interventions How does the school respond when students don’t get it?
Grade Level / Department/Classroom Interventions - SMART Goals
Early Interventions – What do we need to know prior to the start of school?
INTERVENTION PYRAMID
• District Interventions
![Page 24: Formerly National Educational Service District Office and Professional Learning Communities March 30, 2007 Dr. Dennis King dking@bluevalleyk12.org](https://reader037.vdocuments.mx/reader037/viewer/2022110303/5513c3b25503463a298b4ac2/html5/thumbnails/24.jpg)
formerly National Educational Service www.solution-tree.com
StudentStudentLearningLearningProblemProblem
Using the Data Protocol to Identify Student Learning Problems
Aggregate / Summary Reports
Disaggregated resultsStrand / Indicator
Item Analysis
Student Work
Triangulate Student Learning Data
1 2 3
/Curriculum maps
/Classroom Assessments
The Data Protocol is most effective when used within a PLC to develop Grade-level or Departmental interventions.
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formerly National Educational Service www.solution-tree.com
Initiatives
Instruction
Data Driven Decisions
Pyramid
of
Interventions
Professional Professional Learning Learning CommunitiesCommunities
Strategic Plan
Mission, Vision, Goals
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formerly National Educational Service www.solution-tree.com
Professional Professional Learning Learning CommunitiesCommunities
SPED
Strategic PlanPersonalized Learning & Academic Growth
District Data
District Interventions
(Read 180, Advisories)
School Improvement
Plan
School Goals
School Data
KSA, MAP
School Interventions
(Structured Study Hall, etc.)
Department/Grade Level Goals
Grade/Department
Data
Common Assessments, Curriculum Maps
Dept./Grade level Interventions
Teacher
Data
Formative Assessments, Student work, etc.
Instruction, Literacy, Unit Design, Interventions, etc.
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formerly National Educational Service www.solution-tree.com
Team Protocol Timeline
• Week 2 – Team Norms / Consensus• Week 4 – Team Vision• Week 6 – SMART Goal• Week 8 – Team Interventions• Week 9 –
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formerly National Educational Service www.solution-tree.com
Leading and Following Through Change
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formerly National Educational Service www.solution-tree.com
Leading and Following through Change
• What are the implications for leaders? What should we be doing?
• What are the implications for followers? What should they be doing?
• What are the implications for the system? What gets in the way of moving forward?
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formerly National Educational Service www.solution-tree.com
Myth vs. Realities of Change
• Myth – Everyone wants to embrace change because the organization wants to change
• Realities– Most people act first in their own self interest, not in the
interest of the organization– Most people do not want to understand the What and
Why of organizational change– Most people engage in organizational change because of
their own pain, not because of the merits of change» Jerry Patterson, Coming Even Clearer About Organizational Change
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formerly National Educational Service www.solution-tree.com
Leading through Change
All my life, I assumed that somebody, somewhere knew the answer to the problem. I thought politicians knew but refused to do it … but now I
realize that nobody knows the answer. (Senge, 1990)
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formerly National Educational Service www.solution-tree.com
How has the concept of our leadership practice
changed?
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formerly National Educational Service www.solution-tree.com
How has the leadership model changed?
• From hierarchical leadership-decisions are best made at the top
to • distributive leadership-enlisting more
of the professional staff to assume leadership roles
• servant leadership-a sincere desire to work in service to the needs of others
• stewardship-holding in trust the authority and responsibilities we have been given
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formerly National Educational Service www.solution-tree.com
What did Jim Collins find in their five year research project on great
organizations?
• Any system is designed to produce exactly what it produces.
• To change performance, we must change the system, and this requires new approaches to leadership.
• Good is the enemy of great!
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formerly National Educational Service www.solution-tree.com
What did Jim Collins find in their five year research project on great
organizations?
• The good to great organizations did not focus principally on what to do; they focused equally on what not to do and what to stop doing.
• They created a culture of discipline where disciplined people meant less hierarchy, bureaucracy, control.
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formerly National Educational Service www.solution-tree.com
What did Jim Collins find in their five year research project on great
organizations?
• They had leadership that was a blend of humility and professional will.
• They believed that you first had to get the right people on the bus, the wrong people off the bus, and the right people in the right seats and then figure out where to drive.
• They realized that the concept of “good is the enemy of great” is not just an organizational problem – it is a human problem.
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formerly National Educational Service www.solution-tree.com
What did Jim Collins find in their five year research project on great
organizations?
• They put their best people on their biggest opportunities, not their biggest problems.
• They created a climate where truth was heard through questions, dialogue, autopsies not blame, and red flags.
• They created from complexity a single organizing idea that unified and guided everything.
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formerly National Educational Service www.solution-tree.com
Michael Fullan’s lessons for leading complex change?
• Give up the idea that the pace of change will slow down
• Coherence making is a never-ending proposition and is everyone’s responsibility
• Changing context is the focus• Premature clarity is a dangerous thing
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formerly National Educational Service www.solution-tree.com
Michael Fullan’s - lessons for leading complex change?
• The public’s thirst for transparency is irreversible
• You can’t get large-scale reform through bottom-up strategies – but beware of the trap
• Mobilize the social attractors – moral purpose, quality relationships, quality knowledge
• Charismatic leadership is negatively associated with sustainability
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formerly National Educational Service www.solution-tree.com
What is the overriding theme present in all
research on improving student and teacher success and in reforming our schools
to help all students learn?Leadership!!!
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formerly National Educational Service www.solution-tree.com
Having thought about these attributes of great leaders and
understood that leaders are made “more by themselves than
any external means”, what is the evolution of your
professional practice at this point in your career? How would
you characterize your current practice?
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formerly National Educational Service www.solution-tree.com
Change is Complex!
• Any significant innovation, if it is to result in true change, requires individual implementers to work out their own meaning.
Michael Fullan
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formerly National Educational Service www.solution-tree.com
PLC School Improvement
Knowing
Doing
Being
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formerly National Educational Service www.solution-tree.com
What we know today does
not make yesterday wrong,
it makes tomorrow
better. Carol Commodore