welcome back !! 1. based on the work of kerry patterson, joseph grenny, ron mcmillan, al switzler,...

Welcome Back !!

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Based on the work of Kerry Patterson, Joseph Grenny, Ron McMillan , Al Switzler, Michael Fullan, Jeffrey Glanz, Rick DuFour, Linda Darling Hammond, Connie Moss, Susan Brookhart, Paul Black, Katie Haycock, Robert J. Marzano, Mark Van Clay, Perry Soldwedel and other leaders in the field of education research

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Introduce yourself to the others in your group!

Resulted from your “Style Under Stress” self-assessment and your conversational strategies ranking

Group sizes....... Groups should not exceed 6 members

I will know I am successful when I can plan a crucial conversation applying the new strategy that I read about today.

I will know I am successful when I fully participate in today’s engaging instructional strategy to uncover skills that will increase my ability to effectively dialogue when the stakes are high.

Stop believing that others are always the problem.

Recognize that more often than not you do contribute to the problems you are experiencing.

Realize that you can improve your approach and impact the situation.

Go to Chapter 2: Pages 23-30 to complete this statement:

A Shared Pool of Meaning is............

Silence = We don’t confront or we rely on hints, caustic humor, innuendo and looks. We withhold meaning and remain silent when we should share what we think or know.

Violence = Anything from subtle

manipulation to verbal attacks. We force our meaning trying to compel others to our point of view.

WinPunishKeep the Peace

Focus on these questions: What do I really want for myself? What do I really want for others? What do I really want for the

relationship?

The questions allow you to: Stop and think before you react. Bring you back to your focus Take charge of your body

Clarify what you want.Clarify what you really don’t want.Combine the 2 into an and question

that forces you to search for a more creative and productive options.

Clarify what you really want.What I want is for Ms. Jones to be more positive with her students.

Clarify what you really don’t want.What I don’t want is for Ms. Jones to become defensive, return to her classroom and then take it out on her students

Create an “and” questionHow can I have a candid conversation with Ms. Jones about being more positive with her students and avoid her becoming defensive and returning to her classroom and taking it out on her students?

Think about a situation where you need to have a Crucial Conversation.

Create your own “And Question” using the Day 2 handout.

Read with a highlighter in hand.

Now, based on areas you identified and ranked from your self-assessment, each person will work to strengthen one conversational skill.

You will have 45 minutes to skim –read that section from the book and complete the affinity map strategy.

Use the time when you finish reading your focus chapter to begin reading Chapter 3.

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Chapter 3, Start with the Heart, is central to the entire crucial conversation concept, so we are going to be focusing on that chapter as a whole group during each KLA session.

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This whole activity is intended to be completed in groups and in silence!

Will need: Content for student groups to read Post it Notes Chart paper Markers Highlighters

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Each group reads the selected chapter for your identified conversational skill. (Chapters 4-9 in Crucial Conversations)

While reading the chosen chapter, each participant writes three complete sentences about key points/elements from the text on three separate Post It Notes.

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The Post It Notes are then placed on the chart paper in no particular order.

Then each group silently sorts the Post It Notes into themes or big ideas.

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Participants can rearrange the Post It Notes over and over to make their sorted groups or themes.

If there is a Post It Note in question, the person who wrote the note has the final say on its placement.

There is no limit to the number of themes or big ideas. There may be only one Post It Note representing a big idea.

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Next, the group must label the big ideas working silently. The group may write, mark through and re-write as many times as needed until they all agree showing thumbs up.

Finally, each group shares the key points and big ideas with the whole cadre.(Now, you can talk !)

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Based on your reading prior to Cadre and from your assigned chapter today, complete the Handout for Day 2.

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A PLC is a group of people working interdependently to achieve a common goal for which members are mutually accountable.

Leaders of Learning page 7023

I will know I’m successful when… I can apply Crucial Conversation skills

and healthy PLC elements and processes to investigate the designated book for my PLC.

I can assess the tools, products and methods compiled and shared to meet the needs identified by PLCs during KLA day one for application in my setting .

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Shared Mission and Vision Collaborative Culture Collective Inquiry Action Orientation Continuous Improvement

Focus on Results

Six Characteristics of Healthy Six Characteristics of Healthy PLCs PLCs

Each member selected a PLC area of focus:

What do we want students to know and be able to do?

How will we know when they’ve learned it?How will we respond when students

haven’t learned it?How will we enrich and extend the

learning for students who are proficient?

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What could your PLC learn together this year during our KLA Cadre sessions to help you be better prepared to effectively deal with the issue you selected?

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During each KLA PLC session segment, participants will read and process resource material as well as share tools, processes and products.

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Read the assigned section from your PLC book.

Each member will read with a highlighter in hand.

You will have 1 hour prior to lunch to read the selected passage and conduct the discussion using the Inside/Outside Protocol.

Following lunch, we will have 30 minutes to share resources and tools.

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PLC 1: Learning by Doing: Chapter 3PLC 2: Advancing Formative Assessment

in Every Classroom: Chapter 1PLC 3 : Pyramid Response to

Intervention: Chapter 3PLC 4: Teaching Advanced Learners in

the General Education Classroom: Chapter 1

As you read, the flash drive will be available to download contents.

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Assemble two concentric circles of chairs, one circle of chairs on the inside. The second group forms an outside circle with each member sitting behind his or her partner.

Participants need pencil and paper. The participants seated in the inner

circle discuss the key question:

Protocols for Professional Learning by Lois Brown Easton31

The participants in the outer circle listen and take notes while the inner circle discusses the key question. ( about 4-5 minutes)

Exchange seats. Those in the inner circle move to the outer circle.

Reverse your roles. The new inner circle discusses the key question while the new outer circle takes notes. ( about 4-5)

New inner circle members turn and face your partner.

Protocols for Professional Learning by Lois Brown Easton

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Compare notes with your partner looking for commonalities.

Share the commonalities and any questions with the entire group.

Protocols for Professional Learning by Lois Brown Easton

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What are the implications from our reading related to our focus question?


How will we know when they’ve learned it?

How will we respond when students haven’t learned it?

How will we enrich and extend the learning for students who are proficient?

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Members will present tools, process, products or methods brought as a result of needs charted during KLA day 1.

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Knowledge Level- Describe or paint a picture with words to tell all about it.

Comprehension Level- Explain or tell all about it in your own words with facts, facts, facts.

Application level-Compare or tell how are they alike and different.

Analysis level-Analyze or take it apart, break it down, look closely piece by piece or tell the good and the bad.

Synthesis level-Infer or read between the lines. What is the writer trying to say? Make an educated guess.

Evaluation level-Summarize , recap or give the main idea.

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I will know I am successful when I can determine the major components of the Teacher Professional Growth and Effectiveness System, gain information about the state timeline and clarify expectations for its implementation.

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Read and listen

Jot down key ideas

Discuss your findings with your elbow partner

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How is CHETL embedded in this system?

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Now, our content specialists will bring us up- to- date with the teacher and ISL networks.

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What? Suggestion: Share the strategies with your staff. Ask that they implement one of the strategies from today’s session during the next week in their classes.

So What? Monitor the lesson and make notes on the level of student engagement and content processing.

Now What? Bring your observations to share at the next KLA Cadre session.

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Reeves, Douglas.(2011). Finding Your Leadership Focus: New York, NY. Teachers’ College Press.

Patterson, Grenny, McMillan,Switzler. (2012). Crucial Conversations: New York, NY, McGraw Hill.

Dufour,R and Marzano, R. (2001,March).Leaders of Learning: Bloomington, IN, Solution Tree.

Van Clay, Soldwedel, Many (2011). Aligning School District PLCs: Bloomington, IN, Solution Tree.

Moss, C.and Brookhart, S (2009). Advancing Formative Assessment in Every Classroom:Alexandria, VA, ASCD.

Glanz, Jeffrey.(2006). School-Community Leadership, Thousand Oaks, CA,Corwin Press.

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Based on the work of Kerry Patterson, Joseph Grenny, Ron McMillan , Al Switzler, Michael Fullan, Jeffrey Glanz, Rick DuFour, Linda Darling Hammond, Connie Moss, Susan Brookhart, Paul Black, Katie Haycock, Robert J. Marzano, Mark Van Clay, Perry Soldwedel and other leaders in the field of education research

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Welcome Back !!

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I can apply the principles of engagement within and outside school and district walls.

I can effectively apply crucial conversational skills to establish a collaborative culture that focuses on student learning and tear down barriers that inhibit student achievement.

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Connection to Prior Learning:

Summarize briefly for all attendees your observations regarding the instructional strategies from the last segment.

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Each member at your table should select at least two of the seventeen tough cases from Chapter 11, Yeah But.. Advice for Tough Cases pp.193-214 to read

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What it isA group of three to five cadre

members write short notes to each other about a rich, complex topic.

Go to the charts that correspond with your readings . Read the short text.

Each member will use a different color marker.

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As you read, jot comments, read what the others have written and add your own remarks, basically creating a string of conversation circulating the text.

Write collaborative responses to the

question.

When to use it This strategy gives students the

opportunity to challenge and correct each other’s misconceptions.

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What it is Stop and reflect in writing on the

information being presented. Use the 3.2.1. reflection tool. Complete the first two sections independently.

When to use it Use at regular intervals, about every ten

to twenty minutes, in order to increase retention of material. Use during in-class readings, large-group discussion, teacher lecture, film or picture viewing

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Each PLC uses specific resource material: 1. Formative Assessment in Every

Classroom by Moss and Brookhart pp 2. Formative Assessment in Every

Classroom by Moss and Brookhart pp 3. Aligning School Districts as PLCs pp.39-

58 and Leaders of Learning pp. 171-185 4. Leaders of Learning by DuFour and

Marzano pp.185-191

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School and Community Leadership by Jeffrey Glanz Questionnaire.

Analyze your results.Determine your strengths and areas

in need of growth regarding school and community leadership.

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Using the lens of your focus area, what will be barrier to the success of your school-community leadership? ( partnerships??)

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What will be your barriers to success? Think individually.

List 3 reasons that will some will say this

change/accomplishment won’t happen.

Then, talk with your the PLC colleagues. Share your ideas.

Now, zero in on the one thing that may

cause the most destruction as you try to accomplish the vision.

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Now, zero in on the one thing that may cause the most destruction as you try to accomplish your vision.

Record this one barrier on the provided paper and post. Our postings will constitute a barrier wall.

Each school team will share their vision relative to the change item. Then, each person will elaborate on the barrier.

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Use the information from your research reading and experience to suggest solutions to the barriers on the Barrier Wall.

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Work together to complete the Barrier Wall activity

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Allows students to learn from each otherProvides students opportunities to build

on their peers’ knowledgeTeaches cooperative learning skillsProvides opportunities to critique and

challengeProvides a review of subject matterCan be an application, analysis, or even

synthesis /evaluation level activity

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What? Share the 2 strategies with your staff. Ask that they implement one of the two strategies with fidelity from today’s session during the next week with in their classes.


Now What? Bring your observations to share at the Heartland Cadre session.

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Based on the work of Michael Fullan, Tony Wagner, Alan M. Blankstein, Rick DuFour, Roland Barth, Paul Black, Katie Haycock and other leaders in the field of education research

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Connection to Prior Learning:

Summarize briefly for all attendees your observations regarding the instructional strategies from the last segment.

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I can build personal and shared leadership capacity by incorporating crucial conversation skills into my practice.

I can effectively apply Doug Reeves’ three clusters of effective leadership practice to lead the charge for student learning, teacher growth and development and inclusion of the broader school community.

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Let’s apply our crucial conversational skills in during the next instructional strategy.

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What it is This activity gives students opportunity to

contemplate multiple answers and promotes active participation!

Steps: Teacher has labeled 4-6 pieces of chart paper,

numbered them and hung each chart paper in a different area of the classroom.

Each chart paper contains a different question Teacher forms groups of 3 to 5 students to

assemble at each chart Each group has a different colored marker for

recording responses on the chart paper66

Students receive content instruction or text to read.

Groups assemble at the chart corresponding to their number.

Groups will have a few minutes at the first station, depending on the number of groups formed, to read the question and begin to write their answer.

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Groups, then, rotate to the next station. For example, station one moves to station two and station four moves to station one.

At each station, participants read the question and what preceding groups have written.

Each group elaborates, extends or makes corrections to the answer at each station.

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If six stations or groups are formed:Groups will have five minutes at the

second station. Groups will have four minutes at the

third station.Groups will have three minutes at

the fourth station.Groups will have two minutes at the

fifth stationGroups will have one minute at the

sixth station.

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Groups will return to their original station.

Review the contributions of each group recorded on the chart paper.

Finally:Each group will discuss the aha’s

gained from the station activity.

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Principal Effectiveness documents

Presentation by speakers

Participate in the Marzano instructional strategy as described in the slides

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Cooperative learning allows students to experience content viewed from multiple perspectives. Marzano recommends that groups be kept relatively small; triads for most types of interactions.

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Organize students in groups of three. Each member of the group is assigned a letter-A, B, or C.

Divide the teacher led/direct content

instruction into chunks of 5 to 10 minutes.

The teacher tells the students to record

ideas into their academic notebooks as they watch and listen. But, the teacher cautions, not to try to take notes verbatim.

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After the teacher led segment or instructional chunk, Student A in each group is asked to summarize in writing what he or she remembers from the chunk. The other two students in each group can contribute to Student A’s summary.

Summarizing requires students to create a personalized account of the information gleaned from the input experience.

Student A in each group shares the group’s summary with the whole group.

The teacher asks if there are questions. 75

The teacher asks one higher order question after each group shares their summary.

The question is asked encouraging students to elaborate and extend learning.

Students record answers in their

academic notebook. 76

The teacher provides another chunk of 5 to 10 minute direct content instruction.

The process is repeated with Student B summarizing in each group.

The process is be repeated a third time

until all students have had a chance to be the one who summarizes and shares the content

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Finally, the teacher asks inferential questions. This step is done as a whole class activity.

The basic generalization from this

instructional strategy is that students must be actively engaged in processing the content.

The teaching-learning process is interactive in nature.

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There is an overall positive effect on learning with prominent use of high order cognitive questions in the classroom, researchers conclude. One particularly effective type of inferential question is elaborative interrogation (e.g., Why would that be true? Tell me why you think so. It seems to me you are saying…). Such phrasing allows a skillful interaction with the students as the teacher tries to make explicit the thinking the student is using to generate the answer.

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Read from Doug Reeves book Leadership Focus Chapter 5, pp.43-50

Each PLC member will read the introduction to the chapter and one section on ‘weeds.’

Participate in the instructional strategy described in the following slides.

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Purpose: To allow opportunities to reflect on a text, clarify, construct meaning collaboratively and expand thinking about the text.

Time required: This protocol can be completed in as few as 20 minutes or extended if the text is long and complex.

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Step 1: Students read text and take notes.

Step 2: Each member of the group of 4 to 6 students selects a sentence that is significant from the text and writes it down. The other participants listen to what each member says and take notes but there is no discussion.

Step 3: Each member of the group selects a phrase that is significant from the text. The other group members listen and take notes but there is no discussion.

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Step 4: Each member of the group selects a word that is significant from the text. The other participants listen and take notes but there is no discussion.

Step 5: Participants discuss what they heard and what they’ve learned about the text being studied.

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What? Share the 2 strategies with your staff. Ask that they implement one of the two strategies with fidelity from today’s session during the next week with in their classes.


Now What? Bring your observations to share at the Heartland Cadre session.

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welcome back !! 1. based on the work of kerry patterson, joseph grenny, ron mcmillan, al switzler,...

Documents