having a strategy for your strategy gvsu learning network january 2014
TRANSCRIPT
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Having a Strategy for Your StrategyGVSU Learning Network
January 2014
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Essential Questions
What progress have we made in implementing our instructional improvement strategies?
How might we strengthen our implementation for even a larger impact?
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Agenda
I. Welcome, Agenda Review, NormsII. Video Observation Exercise: What are
Students Learning and How do We Know?III. Stock-Taking: How is Our Work Going This
Year? What Is Our Work For the Rest of the Year?
IV. Text-based DiscussionV. Performance Management: Getting It DoneVI. Action Planning
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Learning Network -Norms
• Silence mobile phones and other devices
• Be present and engaged• Listen actively• Make this relevant to your
work and your school• Call the baby ugly (call it
like you see it)• Reduce side conversations• Come prepared
• Speak honestly• Vegas rule—share ideas,
but protect people, schools, sensitive issues
• Share speaking opportunities—watch talk time
• Avoid negativity and complaining
• Arrive on time, start on time, end on time
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Learning and Teaching in the ClassroomA Descriptive Framework
Teacher
ContentStudent
Task
Environment
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Video Observation Exercise
Task 1: Observe the lesson segment.• Gather evidence regarding what is occurring in
the instructional core.• Discuss what you observed– Descriptive—Not Evaluative– Specific—Not General– Precise with Understood Vocabulary—Not Jargon
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Video Observation Exercise
Task 2: Reassess your evidence to answer the following question: What evidence do we have of student learning?• If a student were to successfully accomplish
the task, what would he or she really learn?• What evidence do we have about how many
students were successfully accomplishing the task?
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Reflection on the Year’s Work
• What was our improvement focus for the year? What goals did we set (outcomes and implementation)?– What successes have we experienced?• How do we know?
– What are the ongoing challenges?• How do we know?
– What is the next level of work for our school in terms of improving learning for children?
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Quick Reflection
• Identify one school improvement initiative you have personally experienced being implemented successfully (successful = implemented as desired and generating expected results).– What explains the success?– In other words, what are the lessons learned?
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Performance Management
• The system through which an organization ensures that goals are being met in an efficient and effective manner.
http://en.wikipedia.org/wiki/Performance_management
Copyright © 2014 by Connecticut Center for School Change, Hartford, CT. All rights reserved .
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Homework
• In paired schools, identify and consolidate the big ideas from the readings about the key components of a performance management system.
• How do the readings explain your success (or lack thereof) with implementation of school improvement initiatives? What do the readings suggest about how to improve your execution?
• Make sure everyone in the group responds and record your ideas on a t-chart. (20 minutes)
Copyright © 2014 by Connecticut Center for School Change, Hartford, CT. All rights reserved .
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Components of performance management system
Implications for our work
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Reflection
• Post your charts around the room. With your district team, review and consider the charts from the other groups. (10 minutes)
• What did you notice in the gallery walk?
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How do we make our vision a reality? Why do we often struggle to deliver upon our
intentions?
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Biggest Takeaways• It is not about the plan; it is about how you
work the plan.
• Organizations don’t achieve ambitious goals by accident; effective organizations aggressively pursue goals with discipline.
• Leadership is critical to executing a vision.
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Model of Individual Learning in Action
Copyright © 2014 by Connecticut Center for School Change, Hartford, CT. All rights reserved .
Goal-driven
problem of practice
Theory of action
Design & execute actions
Evaluate
Reflect
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Model of Organizational Learning in Action
Copyright © 2014 by Connecticut Center for School Change, Hartford, CT. All rights reserved .
Goal-driven
problem of practice
Theory of action
Design & execute actions
Evaluate
Reflect
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The analogy . . .
A flywheel
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What provides the leverage?
Copyright © 2014 by Connecticut Center for School Change, Hartford, CT. All rights reserved .
Goal-driven problem of
practice
Theory of action
Strategic Planning: Design & execute actions
Evaluate
Reflect & Adjust Actions
Leaders who surface difficult realities
Precise and “failable” goals; benchmarked
targets; implementation and outcomes
Authentic planning process that encourages
problem solving, not plan completion
Leadership routines for
surfacing and solving problems
Engagement of stakeholders necessary for
implementation success
Explicit, widely shared, and often revisited logic
chain
Formal and informal accountability for
performance and effort
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Next Steps
• What are you going to do with this?
Pick 1 area of implementation in your most critical work that is not where you want it to be.
Assess where your school is on leverage points.
Identify action steps.
Use the supplied Strategy Action Planning Template to the degree it is appropriate for your needs.
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Improvement Strategy:
Getting Things Done Leverage Points Evidence of Leverage Points in Our School Specific Actions We Will Take to Improve Leverage
Precise and “failable” goals with benchmark target (implementation and results)
Explicit, shared and revisited logic chain
Authentic planning process
Leaders that fearlessly surface reality
Routines for examining progress, surfacing problems, problem-solving
Engagement of key stakeholders
Formal and informal accountability aligned with implementing strategy and delivering results
Notes: