Leadership Workshop

Principals & Coaches Sit TogetherOther Staff - join a school team

September 4, 2009Binders arefor Coaches

Updates Rest Rooms Fire Exits Coffee & Water Revised PD Calendar Move quickly between sessions Lunch – Taco Bar

Why are you here today?

• Leadership Team Roles

• PLC –Your Role

•Curriculum Support

•Creating Collaborative Teams

• Formative Assessment Overview

Workshop Outcomes

Identify how coach & principal will work together as leadership team

Touch Base with Curriculum Facilitators– Curriculum Updates & Hot Topics

Prepare for September 18 In-service– PLC -- Creating Collaborative Teams– Formative Assessment

What do we want to know or be able to do at the end of the today?

Workshop FormatLarge GroupBreak-out

sessionsLunchLarge GroupBreak-out

Sessions

Mary Ellen MaskeCarol Cassells, Joy Long,

Becky Martin, Candi LynchAnn Nicholson, Amy Russell

Bonnie SpaightPrincipals

Instructional Coaches

Classroom and Support Teachers

PLC Express

Instructional Coach Role

What it is? What it isn’t?Carousel Activity

– Identify the what it is looks like or could look likein your building

Share Out

Responsibilities-Instructional Coach & Principal

Change in the Mission of Education

Old Mission Every Student CAN

learn Assessment OF

Learning (Summative) Select and Sort Students Winners and Losers Focus on Teaching

New Mission Every Student WILL

learn Assessment FOR

Learning (Formative) Pyramid of Intervention Failure is Not an Option Focus on Learning

“I cannot teach anybody anything; I can only make them think.”

Socrates (BC 469- BC 399)

The Foundation of Professional Learning

Communities

Three Big IdeasSix CharacteristicsFour Corollary Questions

4 Questions What do we want each students to know or

be able to do? How will we know they have learned?

What evidence do we have of the learning?

How do we respond when students don’t learn or struggle?

How do we respond to those who have already learned?

Student Learning ExpectationsStudent Learning Expectations

Formative AssessmentFormative Assessment

Pyramid Of InterventionPyramid Of Intervention

Student Questions

What do I need to know ?Where am I now?How do I get there?What happens if I struggle or

fail?

Focus on Learning Collaborative Culture Collective Inquiry Action Oriented Commitment to Continuous

Improvement Results Oriented

6 Characteristics

Trust

“Trust is …cultivated through speech, conversation, communication and action.”

Building Trust by Solomon & Flores

The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor.

-- Roland Barth,Learning by the Heart

Relational Trust

Focuses on distinct role relationships AND the obligation & expectations associated

with them

ResultsResults Enhances trust or diminishes trust

Someone’s Behavior

My belief about the behavior

Feelings

Outcome/Reactions

Enhanced Trust

Diminished Trust

Expectations Met

Expectations Not Met

Trusting Relationships 4 Key components

RespectPersonal regardPersonal integrityCompetence

Built through day-to-day routines and life in the school

Researchers Anthony Bryk and Barbara Schneider

Activity – Trust Busters & Builders Busters

– Talk, talk, talk– Disengaged– Pessimistic– But….

Builders– Follow through– Consistent– Agree to disagree– Listens to others

“Trust is …cultivated through speech, conversation, communication and action.”

Building TrustRobert C. Solomon and Fernando Flores, Building

Trust (Oxford University Press 2001)

“Trust is …cultivated through speech, conversation, communication and action.”

“It can, and often must be, conscientiously created, not simply taken for granted.”

“It consist of assurances, in deed as well as in word, and both the continual making and keeping of promises and the encouragement of others to make and keep their promises.”

“Trusting is a decision that opens up the world for us, builds and deepens our relationships, and creates new possibilities, even new worlds.”

Trust has been defined as the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.

What is Collaboration?A systematic process in which we

work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.

- DuFour, DuFour, & Eaker (2002)

Mark Buehrle White Sox Perfect Game July 23, 2009

What is Collaboration?A systematic process in which we

work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results.

- DuFour, DuFour, & Eaker (2002)

One Step at a Time

Stage 1: Filling the Time Stage 2: Sharing Personal Practices Stage 3: Planning, Planning, Planning Stage 4: Developing Common Assessments Stage 5: Analyzing Student Learning Stage 6: Differentiating Follow-Up Stage 7: Reflecting on Instruction

Parry Graham & Bill Ferriter www.nsdc.org

Critical Question to Consider

The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?”

The far more important question is, “What do we collaborate about?”

What Evidence Do We Have That Our Team Collaboration…

Focuses on the critical questions of learning? Leads to changes in classroom practice? Increases the teams ability to achieve its

SMART goals? Helps individual teachers, the team at large

and the school do a better job of helping all students learn at high levels?

Motivate your stakeholders

Accelerate learning with PLCs

Keep your eyes on student achievement

Evaluate by reflecting to improve practice

JUST . . .

IT HAPPEN!