leadership workshop principals & coaches sit together other staff - join a school team september...
TRANSCRIPT
Leadership Workshop
Principals & Coaches Sit TogetherOther Staff - join a school team
September 4, 2009Binders arefor Coaches
Updates Rest Rooms Fire Exits Coffee & Water Revised PD Calendar Move quickly between sessions Lunch – Taco Bar
Why are you here today?
• Leadership Team Roles
• PLC –Your Role
•Curriculum Support
•Creating Collaborative Teams
• Formative Assessment Overview
Workshop Outcomes
Identify how coach & principal will work together as leadership team
Touch Base with Curriculum Facilitators– Curriculum Updates & Hot Topics
Prepare for September 18 In-service– PLC -- Creating Collaborative Teams– Formative Assessment
What do we want to know or be able to do at the end of the today?
Workshop FormatLarge GroupBreak-out
sessionsLunchLarge GroupBreak-out
Sessions
Mary Ellen MaskeCarol Cassells, Joy Long,
Becky Martin, Candi LynchAnn Nicholson, Amy Russell
Bonnie SpaightPrincipals
Instructional Coaches
Classroom and Support Teachers
PLC Express
Instructional Coach Role
What it is? What it isn’t?Carousel Activity
– Identify the what it is looks like or could look likein your building
Share Out
Responsibilities-Instructional Coach & Principal
Change in the Mission of Education
Old Mission Every Student CAN
learn Assessment OF
Learning (Summative) Select and Sort Students Winners and Losers Focus on Teaching
New Mission Every Student WILL
learn Assessment FOR
Learning (Formative) Pyramid of Intervention Failure is Not an Option Focus on Learning
“I cannot teach anybody anything; I can only make them think.”
Socrates (BC 469- BC 399)
The Foundation of Professional Learning
Communities
Three Big IdeasSix CharacteristicsFour Corollary Questions
4 Questions What do we want each students to know or
be able to do? How will we know they have learned?
What evidence do we have of the learning?
How do we respond when students don’t learn or struggle?
How do we respond to those who have already learned?
Student Learning ExpectationsStudent Learning Expectations
Formative AssessmentFormative Assessment
Pyramid Of InterventionPyramid Of Intervention
Student Questions
What do I need to know ?Where am I now?How do I get there?What happens if I struggle or
fail?
Focus on Learning Collaborative Culture Collective Inquiry Action Oriented Commitment to Continuous
Improvement Results Oriented
6 Characteristics
Trust
“Trust is …cultivated through speech, conversation, communication and action.”
Building Trust by Solomon & Flores
The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.
-- Roland Barth,Learning by the Heart
Relational Trust
Focuses on distinct role relationships AND the obligation & expectations associated
with them
ResultsResults Enhances trust or diminishes trust
Someone’s Behavior
My belief about the behavior
Feelings
Outcome/Reactions
Enhanced Trust
Diminished Trust
Expectations Met
Expectations Not Met
Trusting Relationships 4 Key components
RespectPersonal regardPersonal integrityCompetence
Built through day-to-day routines and life in the school
Researchers Anthony Bryk and Barbara Schneider
Activity – Trust Busters & Builders Busters
– Talk, talk, talk– Disengaged– Pessimistic– But….
Builders– Follow through– Consistent– Agree to disagree– Listens to others
“Trust is …cultivated through speech, conversation, communication and action.”
Building TrustRobert C. Solomon and Fernando Flores, Building
Trust (Oxford University Press 2001)
“Trust is …cultivated through speech, conversation, communication and action.”
“It can, and often must be, conscientiously created, not simply taken for granted.”
“It consist of assurances, in deed as well as in word, and both the continual making and keeping of promises and the encouragement of others to make and keep their promises.”
“Trusting is a decision that opens up the world for us, builds and deepens our relationships, and creates new possibilities, even new worlds.”
Trust has been defined as the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.
What is Collaboration?A systematic process in which we
work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.
- DuFour, DuFour, & Eaker (2002)
Mark Buehrle White Sox Perfect Game July 23, 2009
What is Collaboration?A systematic process in which we
work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.
- DuFour, DuFour, & Eaker (2002)
One Step at a Time
Stage 1: Filling the Time Stage 2: Sharing Personal Practices Stage 3: Planning, Planning, Planning Stage 4: Developing Common Assessments Stage 5: Analyzing Student Learning Stage 6: Differentiating Follow-Up Stage 7: Reflecting on Instruction
Parry Graham & Bill Ferriter www.nsdc.org
Critical Question to Consider
The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?”
The far more important question is, “What do we collaborate about?”
What Evidence Do We Have That Our Team Collaboration…
Focuses on the critical questions of learning? Leads to changes in classroom practice? Increases the teams ability to achieve its
SMART goals? Helps individual teachers, the team at large
and the school do a better job of helping all students learn at high levels?
Motivate your stakeholders
Accelerate learning with PLCs
Keep your eyes on student achievement
Evaluate by reflecting to improve practice
JUST . . .
IT HAPPEN!