Seven Principles

Growing Teacher PracticeThe power of reflection and collaborationQuick HistoryEffective Schools literatureProfessional Learning CommunityConstructivist ModelStudy of collaborative process3 initiatives - RJ, Coaching, Pairing

12 years of thinking, talking and working with practice Where we started: Three QuestionsWhat do we want students to know and be able to do?How are we going to know when they have met our objectives?What do we do if they do not learn?

Beliefs to begin:When students believe they are learning things of value, the behaviors we associate with problems in school will be reduced significantly.Our sought after and foremost outcome is curricular learning in its broadest mandate.Learning is only possible in an environment of relationship rather than power, competition and dominance.Beliefs about our CollaborationTrust I will try to sharemy truth without self serving motiveUnderstanding our goal is shared and we are searching for greater understanding of what is happening to us Beliefs about our CollaborationWillingness I am willing to reflect on my motives and practiceCompassion I am driven to make things betterResponsibility I am the source of a better place what can I do?Words of concernChances

Responsibility

Collaboration

LonelinessOther Stuff Master Teacher The master teacher as a trajectoryThe teacher is the single biggest school based factor in student success Create cultures of high expectations and life long learningOther Stuff Master Teacher Master teachers are always learning Any teacher can become a master teacher with the right kind of support

3 Simultaneous InitiativesRobyn Jackson a cultural language

Executive Coaching guided reflection on practice

Teacher Pairing real collaborative practice

Seven PrinciplesFinding a common language for our growth

Robyn JacksonSeven principlesStart where your students areKnow where your students are goingExpect to get your students thereSupport your studentsUse effective feedbackFocus on Quality not QuantityNever work harder than your students

Why Principles?Principles are timeless: curriculum, policies, and leadership may change but the principles of effective instruction never do. Principles are universally applicable. Principles are customizable to individual teaching style. Principle 1- CurrencyFour common currencies autonomy, mastery, purpose and belongingEvery time you walk in a classroom, there is a currency exchange happeningRules of engagement ROIExamine the teachers currencies which ones are valued - intention or unintentionRelevancy is acknowledging currencyPrinciple 2 Where are they goingWhat are they expected to know and doFive In Five OutMatch all learning activities to the goal Goal is the floor rather than the ceiling. What does progress look like?Rigor Acquisition, Application, Assimilation and AdaptationHow does the student know mastery?Principle 3 Believe they can!Maintaining unwavering faithWe can/will prevail despite the brutal facts of the situation Im not going to give up on youKeep reviewing values and beliefsThis can be our/my defining moment

Principle 4 Provide SupportEstablish Red flags why are they not learning Set up pro active intervention planRescue when it will make a significant differenceIs learning it the first time more important than learning it?Useful, actionable feedback is crucialQuality vs quantity

Principle 5 FeedbackTells the students what is importantIs immediate and actionable if wrong how do you make it rightGood feedback leads to trying again and reinvestment and continuation video game mentality I know how to get it right!Fundamental to the teacher about their practice content of feedback

Principle 6 QL vs QTEliminate overlap and repetitionDistinguish between need to know/do and nice to know/doTeach from principles rather than strategiesIf we add, what do we removeAgain, if not to the goal then why do it

Principle 7 Dont Work HarderWhat is your work and what is your student's work When you control every part of the learning process, I can't take ownership of it Learning is messy If directions aren't clear or kids have to teach themselves, they've been given the teacher's work. Principle 7 MoreThe person doing the work is usually the one doing the learning. The purpose is to let kids manage their own learning, make connectionsHaving kids take ownership for their own learning Sometimes easier to do things ourselves rather than empowering others to do it for themselves Executive CoachingA highly structured model of talking about workBased on belief that greatness is possibleChange and energy lies with executive/teacherProfessional Executive coach spends timeRegular sessions examining growth possibilitiesOriented to future behavior

Teacher PairingTwo equals working togetherStructured discussions about practiceOverwhelming feedback about valueStudents and teachers reactionsAnd so to our growth!How best to support your growth as a leaderApplying the principles to our growthCurrency what is our coin? Where are we going with practice We can all be masters of the craft What does support look like Feedback vs evaluationQuality momentsLeaders cannot make growth happen

Important to Consider . . . Good is sometimes the enemy of great.