systems that learn
DESCRIPTION
Dr. Timothy Mitchell Rapid City Area Schools Administrative Advance 8-5-13. Systems That Learn. Systems That Learn. “Leadership and learning are indispensable to each other” John F. Kennedy Words never spoken Speech to be delivered November 22, 1963-Dallas,TX. Systems That Learn. - PowerPoint PPT PresentationTRANSCRIPT
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Systems That Learn
Dr. Timothy MitchellRapid City Area Schools Administrative Advance 8-5-13
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Systems That Learn
“Leadership and learning are indispensable to
each other”
John F. KennedyWords never spoken
Speech to be deliveredNovember 22, 1963-Dallas,TX
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Systems That Learn
Welcome and Introduction of
New Staff
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Agenda
7:30-8:00 Continental Breakfast8:00-9:00 “Systems That Learn”-Part I9:00-9:15 CSAC Feedback Survey9:15-10:00 Support Services 10:00-10:15 Break10:15-10:45 Human Resources10:45-11:15 Indian Education11:15-11:45 Federal Grants/Assessment
11:45-1:00 Lunch--(On Own)
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Agenda
1:00-1:30 Curriculum and Instruction1:30-2:00 Business Office2:00-2:15 Break2:15-3:15 Special Education3:15-3:45 Technology3:45-4:15 Student Achievement4:15-4:30 “Systems That Learn-Part
2”
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Administrative Advance
In Latin, the word retreat means "to draw back." Many view retreating in a negative way - that it is somehow cowardly or unproductive. Gaining
perspective before action is the best way to advance.
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Administrative Advance
What do we do during our ADVANCE:
•Invest in yourself and your relationships•Quiet the mind to help see things clearer•Time to reflect on difficult decisions•Plan and strategize your vision•Celebrate past success
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What will she need?
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RCAS Mission
Building a community of life
long learners, one student at a
time.
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RCAS Vision
All Rapid City Area School students will
achieve to their full potential.
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RCAS Goals
Goal #1: RCAS will develop a guaranteed and viable curriculum in all grade levels and in all courses so that all students have access to the same essential learning.
Goal #2: RCAS will develop a comprehensive system of assessment that is aligned with content standards, curriculum materials and instructional practices.
Goal #3: RCAS will develop diverse opportunities for students to learn and be academically successful.
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Guaranteed, Viable, Relevant Curriculum Life and Career skills Technology Literacy (21st century skills) Staff Effectiveness and Organizational
Capacity-Building Comprehensive System of Assessment Diverse Opportunities for students to
learn and be academically successful
RCAS Priorities
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Systems That Learn-Year 2Learning Target:
To build a district-wide shared understanding of PLC principles, practices, and concepts with an emphasis on the four critical questions and how they interconnect and support each other.
To develop a high-performing collaborative team at the district and building level in order to achieve the collective purpose of high levels of learning for all students
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Systems That Learn-Year 2Learning Target:
To clarify what all district employees must know and be able to do to achieve a high performing learning culture that supports a highly functioning PLC.
To develop and deploy frequent team-developed evaluation processes to provide specific and immediate feedback to the district that will support the development of a highly functioning PLC.
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Systems That Learn-Year 2Criteria for Success:
The RCAS Administrative Team will develop as a Learning Team with a shared focus, shared priorities and shared understandings that support a highly functioning PLC.
The RCAS Administrative Team will shift all behavior to align systems, structures, process and policies to create a high performing learning culture that will support a highly functioning PLC.
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Systems That Learn
Part 1Leading to LearnLearning to Lead
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Systems That Learn
District-wide Survey-Spring 2013218-Comments
80-Positive87-Neutral51-Negative
Review of comments-Trends-Lack of consistency,
understanding and confusion as to the work
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Seven Leadership Practices
*Creating and Sustaining Collaborative Relationships
*Aligning Systems*Facilitating Shared Responsibility*Building Coherence and Clarity*Modeling Practices and Expectations*Reflecting on Leadership
Effectiveness of Self and Others*Developing Leadership Capacity in
Self and Others
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Seven Leadership Practices
The first three represent the core leadership practices
Building coherence and clarity serves as the base
The last two encircle the core work and extend and broaden the core and base
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Seven Leadership Practices
Changing practice requires focus and commitment to
developing new beliefs and skills. These leadership practices help to create
successful, sustainable PLCs
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Building Coherence and Clarity
Helping individuals understand the why and the what with
consistency is critical. Building coherence and clarity
underpins each leadership practice
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Building Coherence and Clarity
“Change can not happen unless educators bring people
along, and people will not change without a compelling
reason”Reeves
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Building Coherence and Clarity
Devoid of a firm foundation in the area of the compelling
WHY question all organizations do indeed “stand on shaking
ground”
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Building Coherence and Clarity
Each time resistance is found, leaders must redirect their
efforts to engage their colleagues in building a
personal rationale and shared understanding of their
collective work.
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Building Coherence and Clarity
In the absence of coherence and clarity, change becomes
confusing, chaotic and ultimately unwieldy. Building
coherence and clarity is foundational and it is imperative
in everything we do.
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Building Coherence and Clarity
In the absence of organizational coherence and clarity, the beliefs of a few, even when
presented with strong conviction and authority seldom have staying power to carry the
work forward.
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Building Coherence and Clarity
Key Concepts:-Focusing on the ONE Thing-Answering the WHY Question
Before the HOW-Clearly Communicating Priorities-Framing Collaborative
Conversations to Ensure Shared Understanding
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Building Coherence and Clarity
Focusing on the ONE Thing
Collins (2001) stated that great organizations “simplify complex world into a single organizing idea, a basic principle or concept that unifies and guides everything”
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Building Coherence and Clarity
Focusing on the ONE Thing
Every failed organization had a gradual movement and retreat from the fundamental purpose and guiding principle of the organization.
(Collins)
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Building Coherence and Clarity
Focusing on the ONE Thing
Effective PLC leaders: Did not waiver in their belief in the fundamental purpose and guiding principle “facilitating high levels of learning for all”
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Building Coherence and Clarity
Focusing on the ONE Thing
Simplify, Simplify, SimplifyKISS (Keep It Simple, Silly)
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Building Coherence and Clarity
Answer WHY Before WHAT
Rationale that all understand and shareUse data to identify the rationaleLink all actions to the ideaEnsure support for all aligned programs
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Building Coherence and Clarity
Clearly Communicate the Priorities
Intentional and Thoughtful with CommunicationNot a One-time EventDevelop the Common VocabularyInvest Time and Emotional Energy in Dialogue
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Building Coherence and Clarity
Framing Collaborative Conversations
Less Meetings—More DialogueLess Speaking—More Listening
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Building Coherence and Clarity
The journey is first and foremost about orientation. Developing coherence and
clarity through building capacity is key to helping
everyone in the organization.
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Systems That Learn
Part 2WHY?
It is All About Learning!
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Systems That Learn
Consider the following questions:
*Have researchers ever shown that teacher isolation is more educationally effective strategy that teachers collaborating toward common goals?
*Is there evidence that top-down management is more effective that teacher problem-solving and leadership at all levels of the school system?
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Consider the following questions:
*Is there evidence that school structures based upon standardization are more effective that school structures that are differentiated based on actual student needs?
*Lastly, is there any evidence in the private or public sector that employees do not need frequent training and quality supervision throughout their career?
Systems That Learn
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Systems That Learn
The answer to each question is “NO”.
There is no research that supports the claim that high employee
performance is based on isolation, top down management,
standardization and lack of employee training.
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Systems That Learn
The Big IdeaThe learning dynamics that a teacher establishes in his/her classroom is similar to the learning dynamics a principal/instructional leader establishes in his/her school, and is similar to what a superintendent does to promote learning within the district leadership team.
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Systems That Learn
Decreasing costs and increasing student achievement can not be
opposing goals. Resource allocation needs to be part of the
solution. The hardest part is winning the support for these bold and necessary decisions.
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Systems That Learn
Working smarter as a school or school system does not require a larger
school budget
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Systems That Learn
Strengthening the adult learning will benefit students:
*When School Boards learn*When Central Administrators learn*When Building Administrators learn*When Schools and departments learn*When individual teachers learn
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Systems That Learn
Overarching TheoryWhen a school systems learns,
continuous improvement enables educators to close
achievement gaps and ensures that all students grow and
develop as learners.
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Systems That Learn
Creating team time does not guarantee improvements
Structural change is not cultural change. Simply altering the
schedule to provide time to meet does not create conditions for
learning.
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Systems That Learn
“School leaders and teachers need to create schools and classroom environments in which error is
welcomed as a learning opportunity, in which discarding incorrect knowledge and understanding is welcomed, and in which teachers feel safe to learn, re-learn, and explore knowledge and
understanding”J. Hattie
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Systems That Learn
What Do We Need to Do?
*Listen, listen, listen*Be willing to display fallibility*Invite participation & dissent-value open and honest communication*Reframe failures as learning opportunities
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Systems That Learn
In order to disagree, learn from mistakes, successfully manage conflict, and continually learn, the systems needs sufficient:
TrustCapacity building for ALL
educatorsCollaboration in All directionsLeadership at all levels
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Systems That Learn-Year 2Learning Target:
To build a district-wide shared understanding of PLC principles, practices, and concepts with an emphasis on the four critical questions and how they interconnect and support each other.
To develop a high-performing collaborative team at the district and building level in order to achieve the collective purpose of high levels of learning for all students
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Systems That Learn-Year 2Learning Target:
To clarify what all district employees must know and be able to do to achieve a high performing learning culture that supports a highly functioning PLC.
To develop and deploy frequent team-developed evaluation processes to provide specific and immediate feedback to the district that will support the development of a highly functioning PLC.
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Systems That Learn-Year 2Criteria for Success:
The RCAS Administrative Team will develop as a Learning Team with a shared focus, shared priorities and shared understandings that support a highly functioning PLC.
The RCAS Administrative Team will shift all behavior to align systems, structures, process and policies to create a high performing learning culture that will support a highly functioning PLC.
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Systems That Learn
“Leadership is about going somewhere. If you and your people don’t know
where you are going, your leadership doesn’t matter.”
Ken Blanchard