LAKEVILLE PUBLIC SCHOOLS LEADERSHIP TEAM INSTITUTE

September 18, 2012

Welcome - • Candace Raskin• Dee Wells• Barb Wilson

• Welcome, facilitator introductions–Why this institute?

Who are the Members of this Institute?

• Find someone you know well. • Sit by each other – don’t talk• Go to www.wordle.net• Create a wordle on the partner you

selected using words you believe describe his/her...– Leadership style– Core Beliefs– Passions

Who are the Members of this Institute?

• Share your wordle with your partner • Join another pair you don’t know

well• Share the wordle you did about your

partner with your group• Take out your journal and reflect

– What was spot on– What was a surprise– What was missing

Today• Introductions • Lakeville Leadership Team Mission

and Vision• Cone of Silence• Overview of Beliefs • Beliefs to Behaviors = Results• School Culture

Lakeville Leadership Team Institute’s Mission

Every participating leader will develop a professional

learning culture within their school/environment that ensures equity and

opportunity—every child, every day.

In an era of unprecedented educational challenge and need, develop a team of leaders that

lead with fearlessness, skill, self knowledge and racial

competence so that under their leadership, EVERY child fully

achieves.

Lakeville Leadership Team Institute Vision

Cone of Silencehttp://www.youtube.com/watch?v=g1eUIK9CihA

Public Knowledge: This information is not confidential and is stated as such by the person speaking..Permission Granted: This information was shared confidential. Someone asks for permission to repeat it and permission is granted.Cohort confidential: This information is confidential. It can never be repeated outside the Cohort meeting.Attila the Hun: The speaker can state “Attila the Hun” after sharing something that they never want to be spoken of again, even in the cohort meeting…

What Does a Breach Look Like?

• Discussing Institute matters with anyone including a spouse or significant other. No quoting others.

• Discussions outside of our Institute can be overheard or intercepted. No email, voice mail regarding our matters when it’s confidential

• Never talk about an Institute member when they are not present. Similar to gossiping.

• Even long after the Institute is over, continue to honor the cone of silence.

INSTITUTE BELIEFS

Collaborative Teaming

Participative leadership focused on teaching and learning

Common Mission, Vision, Beliefs, Behaviors

Mission Vision Beliefs

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Behaviors

Results

Systems of Prevention and Intervention that Ensure Academic Success for All Students

Data Driven Decision that Promotes Continuous Assessments and Improvement

Interdependent Culture Based on Trust

Leadership Focused on Results and Student Learning

Professional Development that is Teacher Driven and Embedded in Daily Work

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The question confronting most school and district leaders is not,

“What do we need to know in order to improve?”

but rather, “Will we turn what we already

know into action?”

The Construction Process…

Mission Vision Beliefs

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Behaviors

Results

If we believe every leader in this institute can and will generate better achievement results than they currently have…

Then every leader is held accountable with high expectations and equal access to all opportunities…

If you believe… Then we behave…

• Work with a belief that was assigned to your table…..

• What’s the belief?• What are the behaviors that should coincide with the belief?

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to behaviors

K-12 Administration

Beliefs to Behaviors

Behaviors for our Institute• Each table will generate the

top three behaviors to coincide with the belief assigned.

• On chart paper write your belief and your top three behaviors.

• Report to the whole group

Assignment #1

• Repeat this activity within your school at a staff meeting.

• Let’s have a discussion – who doesn’t have a building assignment?

• How will you engage in this activity?

Understanding School Culture to Improve Learning

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Defining School Culture

• At your table, develop descriptors of school culture

• Write those descriptors on the post-it notes at your table

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Understanding School CulturesDan Lortie (1986) described teachers who still work under school conditions of long ago.

Isolation – Teachers have only their own expertise, energy, and time to solve all the problems within their classrooms.No shared dialogue around the technical core of teaching—yet researchers of improving schools identified one essential dimension common to all: “Professionals constantly talk with each other, in a problem-solving, action-oriented way, about teaching.”

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Culture is a Powerful Force

School culture influences

how people think, feel, and act.

Culture is the key determinant of

faculty focus, commitment,

motivation, and productivity.

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School Culture: What is it and what isn’t it?

What Culture is…

The way we do things around here.

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What school culture is not…

• School climate• School environment• School spirit• History

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A school’s perception of

itself shapes what it ultimately

becomes, or what it represents to

others.

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Film Clip

From Dead Poet’s Society determine the following:

Historical and current artifacts▪ Behavior norms, traditions, and myths

Commonly held values and beliefs Internal and external participants

Basic assumptions▪ Underlying basis for actions, values and beliefs What were the roles of leaders? What were the roles of participants?

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Dead Poet’s Society

• http://www.youtube.com/watch?v=2c_A7pstBjU

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Discussion

From Dead Poet’s Society determine the following:

Historical and current artifacts▪ Behavior norms, traditions, and myths

Commonly held values and beliefs Internal and external participants

Basic assumptions▪ Underlying basis for actions, values and beliefs What were the roles of leaders? What were the roles of participants?

Which of the following pictures describes your school’s culture? Explain why.

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Which of the following pictures describes the culture that you would like to develop in your school?

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To understand your school’s culture is to understand its future.

Class of 202539

RETURN TO YOUR TABLE

Defining School Culture

• At your table, review the culture descriptors on your post-it notes

• Pull out the descriptors that you have reconsidered

• Add any descriptors that you now believe define school culture on post-it notes

Assignment 2

• Repeat the culture exercise with the post-it notes in your building at a staff meeting

• Discussion – how will those not assigned to a building complete this assignment?

Journal

• What is the most significant behavior that you will change or begin based on tonight’s work?