Reporting on the Work:

Accountability for the work

of learning teams

Florida Association for Staff Development

Leadership Conference

September 2010

Debbie Cooke

Session Outcomes:

• Deeper understanding of principles which guide reporting on our work

• Next steps for embedding new information into existing practices in our work

Community Agreements

• Be an active learner...it IS all about YOU!• Pay attention to what has meaning for you…

there’s a pony in there somewhere!• Seek clarity…what makes sense makes a

difference!• Take responsibility for your own learning…

remember, it IS all about YOU!• Have fun….happy brains learn best!

Evaluating Staff DevelopmentEvaluating Staff DevelopmentPlanningPlanning

1.1. Assess Assess EvaluabilityEvaluability

2.2. Formulate Formulate Evaluation Evaluation QuestionsQuestions

3.3. Construct Construct Evaluation Evaluation FrameworkFramework

ConductingConducting

4. 4. Collect DataCollect Data

5. 5. Organize & Organize & Analyze Analyze DataData

6.6. Interpret Interpret DataData

ReportingReporting

7. 7. DisseminatDisseminate Results/ e Results/ FindingsFindings

8.8. Evaluate Evaluate the the EvaluationEvaluation

Step Seven: Disseminate and Use Findings

• Will there be one final report, or will there be interim reports along the way?

• Will we provide an opportunity for the various audiences to interact with the member(s) reporting the process?

• Will we have one (and only one) method for reporting the information, or will we tailor our reports for various audiences?

Uncommonly asked questions:

Joellen Killion, Assessing Impact, 2008

• Will folks other than team members be sharing our information?

• If so, what will they need in order to be prepared to share our information accurately and confidently?

More uncommonly asked questions:

Joellen Killion, Assessing Impact, 2008

Two watch words for sharing your story

Simplicity

Clarity

Joellen Killion, Assessing Impact, 2008

Components of a formal report of impact

Possible Components:

• Executive summary

• Introduction

• Design

• Findings

• Recommendations

Joellen Killion, Assessing Impact, 2008

WHAT!!!!

Chapter 13:

Team Planning and Reporting

Possible Benefits:

• What were your ideas…..

Possible Benefits:

• Avoids “balkanization” (Hargreaves, 1998)

• Cross-pollination

• Shared responsibility

Killion and Roy, Becoming a Learning School, 2009

Team reporting structures:

• Team logs (tool 13.5)• Fishbowls• Intervisitation• Walk-throughs• Videotaped

presentations• Facilitator

meetingsKillion and Roy,

Becoming a Learning School, 2009

Suggested Elements:

• Members present• Date/time of meeting• Topics addressed and their link to

professional and student learning goals

• Summary comments• Resources or support requested

Killion and Roy, Becoming a Learning School, 2009

Sharing with others via:

• Fishbowl observations

• Intervisitation• Walk-throughs• Videotape

Killion and Roy, Becoming a Learning School, 2009

Teams in a fishbowl:

Killion and Roy, Becoming a Learning School, 2009

Comparing reporting structures

Fishbowl observations, Intervisitation,

Walk-throughs and Videotape

Teams in a fishbowl:• Can showcase work of a team• Involves at least one team with something to share• Involves observers who are learning about the content• Does not allow for conversation during the team

process• Involves a moderator at the end of the process to

debrief the learning and facilitate the discussion • May provide a set of guidelines for what to look for

during the process• Typically has multiple observers

Killion and Roy, Becoming a Learning School, 2009

Intervisitation:• Can showcase work of a team• Typically involves two teams with common interest in

a shared focus area• Is reciprocal• Allows for dialogue during the process• May allow the visitor(s) to provide feedback to the

team if requested from the team• May allow for teams to compare similarities and

differences in their work• Visitation may be only one member of a team, or

multiple members of the team

Killion and Roy, Becoming a Learning School, 2009

Walk-throughs:• Can showcase work of a team• Is often used as a tool for an administrator or coach to

provide feedback on a particular piece of learning• May involve one or more than one observer• Involves a predetermined set of “look fors” during the

walkthrough process.• Is not typically very long in duration• Is typically a small group (3-5)• Typically includes a debriefing meeting that takes

place after the event

Killion and Roy, Becoming a Learning School, 2009

Video-taped Presentation:• Can showcase work of a team• Does not involve “face-to-face” observation of the

process in action in “real time”• Can be processed multiple times• Can share a small portion of a process, rather than

the entire event• Allows team members involved in the videotaping to

review their performance for self-critiquing• Teams can pick and choose the aspects of

performance they want to highlight or showcase, as there are “editing” capabilities

Killion and Roy, Becoming a Learning School, 2009

Comparing reporting structures

Fishbowl observations, Intervisitation,

Walk-throughs and Videotape

Facilitator Meetings:

• Exchange ideas• Share agendas• Discuss designs

for professional learning

• Solve problems

Killion and Roy, Becoming a Learning School, 2009

The Seven C’s (or seas) of encouraging, enhancing

and sustaining professional learning communities

• Communication• Collaboration• Coaching

• Change• Conflict• Creativity• Courage

Hord, Summers 2008

Problem-solving the barriers to reporting on the work

• Select an issue that you are interested in discussing with others from the selections listed on the chart.

• Report to the designated area to work with your group

• Complete the activity as described on the instruction sheet.

3-2-1 Summary

• 3 ideas that have provoked your thinking during this session

• 2 thoughts that you have about how to use this information in a meaningful way

• 1 promise that you will make to yourself (and/or to a colleague) about an immediate action you will take to use this information

Session Resources:

• Killion, Joellen (2008) Assessing Impact, Evaluating Staff Development (2nd Edition), National Staff Development Council and Corwin Press, Inc. www.corwinpress.com ; (800) 233-9936

• Killion, Joellen and Roy, Patricia (2009) Becoming a Learning School, National Staff Development Council and Met Life. www.nsdc.org ; (800) 727-7288

• Hord, Shirley and Sommers, William (2008) Leading Professional Learning Communities – Voices from Research and Practice, National Staff Development Council, National Association of Secondary Principals and Corwin Press, Inc. www.corwinpress.com ; (800) 233-9936

The following resources have been used in creating content for this presentation:

Session Outcomes:

• Deeper understanding of principles which guide reporting on our work

• Next steps for embedding new information into existing practices in our work

Bye…it’s been a pleasure!

Be in touch if you have questions or want to share your story with me.

Thanks for allowing me to be a part of your conference learning team!

wpglconsulting@comcast.net