Maine Guide Training

“Bringing hope to all of our children”

RISC Foundation

#maineguide You can use this hash mark to connect with others during our training and share documents

Twitter with each other and the rest of the world

RichDeLorenzo is my twitter name

#maineguide http://www.reinventingschools.org/2010/11/18/guide-training-maine-131-2111/

Guide Training Outcomes What does it mean to be a guide?

• Provide practice with new and ‘old’ tools• Check and Adjust …. Peaks and Valleys of our

journey• Engage in problem-solving strategies with new

tools• Understand facilitating and presenting skills• Network with each other for sharing and

support

Keys to success for all guidesYour ability…

• to be open as a reflective learner• to be honest about your own strengths and

limitations and committed to always improve• to commit to unleashing the potential of

students, teachers and administrators• to problem solve over and over again and to

never give up

Exhibit xx. RISC Change Continuum, General Replication Timeline Year 1 Year 2 Year 3 Year 4 Year 5

Awareness Understanding First Implementation Routine Use Refinement Replication

Parking Lot

+ ∆

?

Positive comments, “Ah Has” Things that need to be changed

Questions? Aha!

Liberal Cup at 4:30

Group Dynamics• Groups of 4-5• Introduce yourself to your team and share “Why

are you here and what do you hope to take away”.

• Find a Recorder, Runner, Time Keeper, and Inspirer

• Determine the characteristics of an effective group and record these

• Select your top 2 characteristic and share out• Capture this training in one sentence

In your groups using all available documents and downloads discuss and analyze how you might use these materials to guide your organization

• Clarify the task• Reflect individually• Impact on your system• Share with your group

Guide’s Treasure Hunt

Critical Documents

• RISC PPFT Rubric• RISC Facilitator Overview• RISC Presentation Guidelines

Our Journey• Peaks and Valleys– What is the purpose of this process?– On separate stickies, write all successes,

challenges and failures you’ve experienced on your journey thus far

– When did journey begin– As a table, organize stickies chronologically on

chart paper– Share out

Types of Change

• First-order change: doing more – or less – of something we are already doing. – always reversible.

• Second-order change: deciding or encouraged to do something significantly different from what we have done before. – once you begin, it is nearly impossible to return

to the way you were doing before.

1st or 2nd Order Change ?• Implement an intervention program• Creating a performance curriculum with input from

parents and business partners• Implement standards-reference reporting system that

reflects an average of performances• Acknowledging learning which takes place without

teacher instructions • Changing your lunch and bus schedule• Creating a school schedule based on student needs vs.

adult needs

Are you ready for 2nd order change?

• Does your district/site have a clear shared vision and action plan, one that is consistent with the values of its stakeholders

• Are there gaps between the mission statement, district practices, and what happens in the classroom?

• Are there clear professional development expectations and a road map to get there?

• Do you have the level of collaboration to make it to the summit?

1. In your groups determine the essential questions that will help you on your journey2. Rank the questions in priority order3. Be ready to share your top three

Help Rich Help You Process

• How do I organize my school’s climate to be more collaborative?

• What happens when I don’t have the answers?• What types of support need to be in place for all

teachers be ready to move into 1st implementation?

• What are some strategies to keep the momentum going?

• Where can I buy cheap, powerful sedatives?

Examples

• How do we prioritize our work to build capacity?• How should we go about setting our RISC

development priorities?• What is the best way to roll out curriculum work

in our district?• How do we build effective professional

development?

Essential Questions

Let’s look back 20 years ago around school reform research

+/delta

Richard DeLorenzoRISC Foundation

What are the key learnings about school reform ?

1988-2010

Richard DeLorenzoRISC Foundation

Re-Creating a School System:7 Lessons (from 1988-1996)

— Elmore & Burney, 1999

1.It is about instruction, and only instruction 2.Instructional change is a long, multistage process 3.Shared expertise is the driver of instructional change 4.Focus on system wide improvement 5.Good ideas come from talented people working together 6.Set clear expectations, then decentralize 7.Collegiality, caring, respect

— Elmore & Burney, 1999

Re-Creating a School System:10 Lessons (from 1998-2004)

— Fullan, Bertani, & Quinn, 2004

1.Internal leaders with a clear, coherent driving conceptualization 2.Collective moral purpose that extends to everyone 3.The right bus 4.Leadership and capacity building for those on the bus5.Lateral capacity building 6.Deep learning 7.Productive conflict 8.Demanding cultures9.External partners 10. Growing financial investments over time

Lesson Learned with RISC from 2002-2011

— DeLorenzo 2010

The Key Difference…The RISC approach to learning

is where the entire educational system is organized around engaging students in 21st century skills‚ in a

learner-centered environment,

working at their developmental levels and advancing only when they have demonstrated proficiency.

©RISC 2010

The RISC approach to learning

is where the entire educational system is organized around engaging students in 21st century skills‚ in a

learner-centered environment,

working at their developmental levels and advancing only when they have demonstrated proficiency.

The RISC approach to learning

is where the entire educational system is organized around engaging students in 21st century skills‚ in a

learner-centered environment,

working at their developmental levels and advancing only when they have demonstrated proficiency.

Movement based on timeSitting in rowsTextbook-drivenCommercial bulletin boardsTeacher-controlled class10% student engagement3 Rs (read, write, arithmetic)Teacher is the evaluator1 years growth

20th Century Classroom RISC Class

RISC Philosophy

Performance movementSituational groupingShared vision-drivenStudents’ bulletin boardsStudents are the navigators100% authentic engagementGlobal curriculumSelf, peer, and teachersAccelerated growthup to 3 years in 1 year

Movement based on timeSitting in rowsTextbook-drivenCommercial bulletin boardsTeacher-controlled class10% student engagement3 RsTeacher is the evaluator1 years growth

20th Century Classroom RISC Class

RISC Philosophy

1. Heroic leaders at all levels are the key to summiting

2. Collaboration needs to be strategic and measured

3. All stakeholders need to be raised simultaneously especially administrators, teachers and students

4. 1st implementation is the most difficult transition5. Your ability to problem solve will determine your

success6. The RISC philosophy well deployed will be

transformational for all7. >80 % commitment from all staff

What are the conditions needed to maximize

learning?

Richard DeLorenzoRISC Foundation

Personally meaningful Challenging but achievable Learn developmentally Allow individuals to learn differently New knowledge builds on current knowledge Social interaction We need feedback to learn Reflection of strategies (metacognition) A positive emotional climate Learning is influenced by the total environment

DeLorenzo/Marzano

1. What is the purpose of the bone diagram?2. From earlier today, determine which

question is most important. 3. Clarify or unpack the question4. What is the current condition5. Determine the perfect outcome6. What are the action steps needed to get

there? ( force field analysis, interrelationship diagram)

7. Fill in all of the steps! (POPE, PDCA)

Bone Diagram

Bone Diagram

What would you like to achieve or learn?

1.Current conditions

2.Best possible outcome

3.Steps necessary to achieve

this

+

___

Gaining input through a Bone Diagram

How can we improve our classroom shared vision?

1.What are our current

classroom practices?

2.What would best practices in developing and monitoring a SV

look like?3. What are the key steps

necessary to deploy best

practices in a SV?

Gaining input through a Bone Diagram

How can we improve our school’s collaboration?

1.What is the current feeling

tone of the school?

2.What would an incredible

school climate look and feel

like?3. What are the key steps

necessary to deploy this type

of climate?

Force Field Analysis

What are driving and preventing forces of deploying an incredible school climate?

• Used to look at forces that prevent change• Create a T chart and label it driving forces and

preventing forces• Individually write down your responses for each

force• Set a time limit and allow round robin until no

more responses

1. Determine which question your team would like to work on and record this.

2. Identify the force field conditions3. Select the 5 most powerful conditions t/-4. Place them in a circle evenly spaced out5. Is there a relationship between the conditions6. Which is the outie and innie?7. The one with the most outies is where you

want to build your PDCA/POPE

Interrelationship Diagraph

A Tool used determine the key preventing force of an issue

Guide Training Agenda Day 2• Review Parking lots and evaluations• Preview agenda• Revisit norms• Guide needs• Share out action plans• Presenting overview• Facilitating overview

Facilitator Scenario

• Describe a scenario which might challenge you as a guide– Ex. There are a few teachers making this transition

difficult with their negative attitudes • As you write your scenario, include as many details as

possible (describe the relationship level and difficulty of task)

• Pass your scenario to the partners on your left• Use the Facilitator Overview to determine how to

handle this situation• Share with table possible way to handle these

scenarios

IPP Process• After reading through the documents individually

brainstorm the following• What are you imminent challenges?• What are your potential challenges?• Prioritize your challenges• Share out the challenges that keep you awake at night• Create a PDCA or POPE and be ready to give a

presentation or facilitate a group through your process• Work Time

Presentation/Facilitation Feedback

• Diverse teams of 6-8• 10-15 minutes of presenting or facilitating

using the problem you identified• Plus/Delta for each session with a short

debriefing session