supporting a culture of collaboration student and staff connectedness at the heart of school...

Supporting a Culture of Collaboration

Student and staff connectedness at the heart of school improvement!

Why?Data collected from high school teachers and

partners involved in K-12 Wellness Framework stated they had “significant concerns” with current POS implementation and student health outcomes at high school

High schools applying for wellness fund grants

Student perception data Accountability Pillar:Opportunities to learn about health (poor, very poor,

don’t know)Prepared for lifelong learning, world of work and

citizenship

RHS Foundational Principles

Rigorous and relevant curriculum

Personalization

Educator Roles and Professional Development

Meaningful relationships

Welcoming, Caring, Respectful, and Safe

Embedding wellness in the whole school with a focus on explicit interdisciplinary learning opportunities, considering

the cross curricular competencies.

Instructional Design

Student Agency

Programs of study, resources and assessments

Cross-Curricular Competencies

Finding out the What?Teachers work in isolation, rarely interdisciplinary or interdepartmental; wanted to work collaboratively

Felt that there was a need to fully understand POS outcomes in other disciplines to make connections; needed to understand dimensions of wellbeing; student centered

Collaboration Supports Student Success

Timperley et el (2007) “Teachers collectively and individually identify important issues, become the drivers for acquiring the knowledge they need to solve them, monitor the impact of their actions, and adjust their practice accordingly.”

Friesen (2009) “Researchers stress the importance of teachers becoming familiar with one another’s work. This type of familiarity comes from frequent conversations centered on the work, access to each other’s classrooms, and collective planning time.”

John Hattie (2014) “It boils down to empowering teachers to work collaboratively and continuously to improve.”

Measuring CollaborationSocial Network Analysis

Quantitative method to map relationshipsMap relationships among people, organizations,

and even countriesA person’s position in a social network gives them

access to resources-things like information, support, advice, appraisal, ideas, and also material resources

We collected the data to determine if there were changes to collaborative ties and a shift to student centered learning decision making!

Connected

Work Related Advice

Collaborate on Student Learning

Collaborate Cross-Curricular

Those Involved

Those Involved

Those Involved• Positive correlation between individual being very

satisfied at work with the number of people that go to them for work related advice increases

• Positive correlation with an individual being very satisfied at work increases as they consult with more staff about curriculum in departments other than their own

• Unexpected result….those with higher centrality scores for giving support and advice about student learning are less likely to be very satisfied with their job

We are CCH

Results for CCHWho do you go to for

work-related advice?

Who do you collaborate with about student learning?

Who do you collaborate with about curriculum?

0 isolates; increase in number of connections overall and in core individuals.

0 isolates; increase overall in connections rather than relying on one individual

0 isolates; noticeable increase in density of interactions.

Educator Roles and Professional Development

Our CCH Action Plan

1. Divide your chart paper into equal sections for each person.

2. Create a space in the middle to write common ideas.

3. Everyone needs something with which to write.

4. Think, Write, Do not discuss – yet.

How we got here1. Having a vision –

articulated, data-driven, common language.

2. Distributed Leadership – everyone leads/everyone helps.

3. Provide opportunities.

4. Create a culture of openness.

 Vision + Skills + Incentives + Resources + No action plan = False Starts  Vision + No Skills + Incentives + Resources + Action Plan = Anxiety  No Vision + Skills + Incentives + Resources + Action Plan = Confusion  Vision + Skills + No Incentives + Resources + Action Plan = Resistance   Vision + Skills + Incentives + No resources + Action Plan = Frustration   Vision + Skills + Incentives + Resources + Action Plan = CHANGE 

Admin Planning Retreat

1. What are our pillars? What is essential to our community at CCH?

2. What are we doing well?

3. What do we need to improve?

4. Where are the holes? (the brutal truths).

Needs Analysis Accountability

Relationships

Vision

Visibility

Transparency

Action

Professionalism

If we BELIEVE it, then we must

1. Say it

2. Model it

3. Organize for it

4. Protect it

5. Reward/Celebrate it

From an intern teacher

…one of the most crucial factors contributing to the collaborative culture here is a practical implementation of CCH’s core values. The slogans…are not fluffy in-the-sky ideal, but sayings that we take to heart and work by.

So what?

How we got herePlace-mat activity

Instructions1. Divide your chart paper into equal sections for

each person.

2. Create a space in the middle to write common ideas.

3. Everyone needs something with which to write.

4. Think, Write, Do not discuss – yet.

How we got here1. As ideas come to you, record in your section

of the paper specific ideas about how we attained these results. Think of specific, concrete actions.

2. When instructed to, share your responses.

3. In the center portion of the paper, record the group’s 3 Key Behaviors that help us to maintain Rigor, Relevance and Relationships.

Learning Opportunities Details

Current Year

Satisfaction with variety of courses available: 92%

Opportunities to learn about health: 78%

Expectations are clear: 88%

Work is interesting: 75%

Core subjects are useful: 88%

Satisfied with quality of teaching: 95%

Previous Year

88%

68%

86%

64%

84%

93%

Rutherford Scholarship Eligibility

Details for Safe and Caring measure

Current Year

I am treated fairly by adults at school: 84%

I feel safe at school: 90%

My teachers care about me: 86%

Other students treat me well: 87%

Previous Year

77%

88%

82%

84%

One more component

Vision+Skills+Incentives+Resources+Action Plans +

No Collegiality = Isolation

How we got here1. Having a vision –

articulated, data-driven, common language.

2. Distributed Leadership – everyone leads/everyone helps.

3. Provide opportunities.

4. Create a culture of openness.

Collaborative efficacy – a shared belief that group members can enhance the effectiveness of an organization through cooperative efforts.

We are a purposeful community with the belief that together we can make a difference.

( - adapted from Marzano, Waters and McNulty)

Our common paths

“One of the marvelous things about community is that it enables us to welcome and help people in a way we couldn't as individuals. When we pool our strength and share the work and responsibility, we can welcome many people, even those in deep distress, and perhaps help them find self-confidence and inner healing.” ― Jean Vanier, Community And Growth

We are a community

Steps to Distributed Leadership1. Lead Teachers for each

department.

2. Allocation of staff to key leadership positions – curricular and co-curricular.

3. Establishment of school committees empowered to make decisions and lead.

4. Formalize Mentorship of new staff.

Our School CommitteesFaith Life

Building Quality

Professional Growth/High School Re-Design

Communications

Co-Curricular

Technology

50th Anniversary

Wellness

Social

I can do things you cannot;

You can do things I cannot;

Together, we can do great

things.

Blessed Mother Teresa

I

One teacher’s voice…

Involvement in committees adds to a sense of ownership/responsibility towards our school community.

How we got here1. Having a vision –

articulated, data-driven, common language.

2. Distributed Leadership – everyone leads/everyone helps.

3. Provide opportunities.

4. Create a culture of openness.

Educator Roles and Professional Development

Structures to support learning relationships

Encourage collaboration and shared decision making.

Administrators participate in the learning

Teachers work together.

Opportunities to Collaborate

1. Staff meetings are also PD days – involvement required!

2. Include team-building workshops and activities.

3. Practice professional sharing and instructional strategies as part of staff meeting.

4. Encourage cross-curricular collaboration.

Speed-DatingPrayer

Hats

Attendance

Cell Phones

Flex time

Latecomers

Missed assignments

Other

UltranationalismProject

Social Studies 20-1

OutcomesThe continued focus of PD and

acknowledgement that “no man/woman is an island” emphasizes that we can learn from each other. We have ongoing opportunities to share expertise and strategies.

The quarter system…gives teachers a common ground to share strategies. Teachers with different specializations can still collaborate and improve their practice.

Outcomes Question: From

where would you like to receive professional learning opportunities or related advice?

48% - School level

27% - External resources

21% - Provincial level

3% - District level

How we got here1. Having a vision –

articulated, data-driven, common language.

2. Distributed Leadership – everyone leads/everyone helps.

3. Provide opportunities.

4. Create a culture of openness.

If the culture isn’t there, you won’t see any change.

Aligning with High School Re-Design

Relationships: at the heart of everything: honest and transparent communication; mutual support; respect; trust; collegiality and mentorship; connected to God, community and families.

Aligned with WellnessIt sends a great message to kids, We care about

you.”

It helps us to take a closer look at specific concerns and look for solutions.

A student said… “made me feel welcome. Happy. Like someone cared.”

I like how we have such a friendly school.

Steps to transformation.1. Create community.

2. Demonstrate accountability – collect data and be transparent

3. Manage processes.

4. Develop people – focus on pedagogy and training.

5. Have a simple vision that everyone subscribes to

Visit us!http://www.holyspirit.ab.ca/cch/

https://www.youtube.com/channel/UCS5bB2xYSBfpZeR4sw30gRQ

Thank you for your time and participation!

Network Thinking in Schools

Teacher Networks

Turn to the person beside you and discuss:

What would be your best next step if you were a instructional leader in this school and you were given this network information?

What might explain the changes in the collaborative networks of teachers in this school?

Students who they talk-to-when-upset network at first collection.

Students who they talk-to-when-upset network second collection same group of students

Turn to others close by and discuss the following:

What students might you be concerned about from the first collections? Why?

What action would you take if you were given this map and these were your students?

What has changed for students in the second network map?

Sharing Your StrategiesRead the document called “You Don’t Need Technology to Think Networks”

After reading turn to another person and share.

A strategy that you have used in your school or classroom that would connect students to each other or to a significant adult.

A way that you or your school has worked to be intentional around connecting teachers to each other.

Be prepared to share!