Lets Talk

How do the Sulli stars align?

Nov. 2013

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OverviewKeynote kick off

Discussion: Developing personal goals to move forward as a cohesive and collegial staff to create powerful learning environments for all.

coffee

Focusing the conversation: Continuing on from our discussion in the morning, this process is designed to create an action plan and identify things that we as a staff want to do to move forward together.

Lunch

Agenda8:30 9:00Welcome - thoughts9:00 9:15Introduction to The Matrix9:15 10:00 The interviews10:00 10:30Summary Sheets10:30 10:45Coffee10:45 11:15Report out11:15 11:30Carousel - priorities11:30 12:00Advice to pro-d committee12:00 12:15Closing comments

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Keynote a challengeJust try to give us something a bit inspirational.

I live with an 8 year old boy

So what to do?

Perspective onyour studentsYou have champions in your midst

Perspective onleadership

Perspective onleadership

Perspective onresearchJohn Hattie Influences on student learning 1999Teachers make a difference 2003A meta-analysis (synthesis of over 50,000 studies) of what made a difference. Why did he do this?Everybody I ever met in the education business told me what the answer was, and they were all different, he says. It didnt make sense to me that everybody had evidence and could claim they were right. In the early days meta-analysis was a new concept, and I started wondering if I could use this method to put every educational intervention on a scale and measure them against each other.

Perspective onresearch

Students -- which account for about 50% of the variance of achievement. It is what students bring to the table that predicts achievement more than any other variable. Home -- which accounts for about 5-10% of the variance considering that the major effects of the home are already accounted for by the attributes of the student. The home effects are more related to the levels of expectation and encouragement, and certainly not a function of the involvement of the parents or caregivers in the management of schools. Teachers make a difference, 2003

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Perspective onresearch

Schools - which account for about 5-10% of the variance. Schools barely make a difference to achievement. Principals --are already accounted for in the variance attributed to schools and mainly, I would argue, because of their influence on the climate of the school. Principals who create a school with high student responsiveness rather than bureaucratic control, who create a climate of psychological safety to learn, who create a focus of discussion on student learning have the influence. The effect on learning is trickled through these attributes rather than directly on learning. Teachers make a difference, 2003

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Perspective onresearchPeer effects -- which accounts for about 5-10% of the variance. It does not matter too much who you go to school with, and when students are taken from one school and put in another the influence of peers is minimal.Teachers who account for about 30% of the variance. It is what teachers know, do, and care about which is very powerful in this learning equation. Teachers make a difference, 2003

So in the end, students bring what they bring and teachers are the key.12

Perspective onresearchTeachers are the biggest game changer.Feedback (formative assessment) is the most powerful mechanism as an instructional strategy.Leadership matters, but it matters in developing a safe, professional and collaborative climate with a focus on learning the relationship to learning is through the teachers who are empowered and supported.

Teaching is a giftIt is a sacred trust.And with that trust comes an obligation.We (the profession and public) hold you to a high standard.

Standards for Educators in BCEducators engage in career-long learning. Educators engage in professional development and reflective practice, understanding that a hallmark of professionalism is the concept of professional growth over time. Educators develop and refine personal philosophies of education, teaching and learning that are informed by theory and practice. Educators identify their professional needs and work to meet those needs individually and collaboratively.

And these beliefs and values are captured in the standards for educators in BC

We say were professionals and we actually have language which speaks to what that professionalism looks like.15

Standards for Educators in BCEducators contribute to the profession.Educators support, mentor or encourage other educators and those preparing to enter the profession. Educators contribute their expertise to activities offered by their schools, districts, professional organizations, post-secondary institutions or contribute in other ways.

So in essence, you are lifelong learners who support each other.

Also, the dangers of going in your room, closing the door and living in your own little king or queendom16

Just like student championsYou have staff members with various gifts and strengths.

Perspective onteachersDoctors, social media and public trust

My job todayTo do what you invited me to doTap into your expertise and strengthsTap into your personal (professional) goalsHelp identify themes that capture those strengthsHelp identify both opportunities and barriers that exist in your workHelp you to provide advice and guidance to your colleagues on the Pro-D committee

How?Talk to each other on questions you helped designSummarize themesPrioritize directionsSummarize advice to your committeeEat lunch.

The QuestionsThe importance of clarityIn developing themes, the difference between professional autonomy and themes that help guide your collective pro-d offerings.A handout

Distribute Handout21

Todays processThis is a conversation about you and your school. The strengths, challenges and possibilities that exist.Each person will be an expert in 1 of 4 questions. Each person will be given an opportunity to speak to 4 questions.Through an Interview Matrix everyone will be heard.

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My Job Your JobMy JobYour JobTimekeeperRecord what people sayFacilitatorSummarize their thoughtsTask masterConnect ideasSetting the stage for your voiceSpeak your mind

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Individual responsibilitiesListening, not defendingThe task is about hearing voices not about respondingThe end goal is to have a list of priorities as defined by you, from which to plan and act.You do NOT have to fill in all the blanks on all the sheets that you have.

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Move into groups, number off

Move yourself into groups of 4. With people you dont normally hang around with (please).

Not even 4s?

If 5, - form a group of 5 with two #1s.If 6, - form a group of 6 with two #1s and two #2s.If 7 form a group of #1, #2 and #3

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The Matrix

Round 1Round 2Round 3Round 4Round 5Round 6Round 71 v 22-32-43-24-22-1PersonalSummary3 v 44-13-11-41-34-3

Interviewer IntervieweeEach round 5 mins

7 rounds of 5 minutes each.

You will interview and be interviewed about the 4 questions.

In round 1 person #1 interviews #2 and person #3 interviews #4. Same pattern continues every 5 mins.

Go on to the summary sheet then come back to this to run the matrix.26

Java JiveBack at 10:15 please

15 minsBio break

The group summaryEach question expert gathers around sheets to summarize their feedback.1s together2s together3s together4s together

Recorder, reporter..Summarize!

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Summary EtiquetteFocus on what mattersContribute your best thinkingSpeak your mind and heartListen to understandLink and connect ideasListen together for insights and deeper questions

10:00 10:3029

After the summariesEveryone back on stage with your large sheets so that we can hear a report out from each of the 4 questions.

Summary Report OutRecorders (or others) will report out on each of the areas.What did people have to say about your question?What were the highlights?Please give context for your conversations and summaries.The context is crucial for the next step.

10:45 11:15 (7 mins/sheet)31

Carousel - from recording to adviceFour stickers colour is irrelevantOne each - priorities from questions 1, 2One each - priorities from questions 3, 4A staff snapshot of the top issues to be considered in the short or long term.You have heard the summaries, you have an idea of what you feel is most important.Four votes. Four different priorities.

Come get your dots 4/person. 32

ClosureReporting out on carousel what themes emerged?What guidance did you give to your pro-d committee?

Hopefully weve had an opportunity to move from awareness to engagement.From this comes an opportunity to form a plan based on your priorities.

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Teaching is complicated

The importance of cultureUrsula FranklinThe value of voiceThe culture is youYour interactions with each other are what defines the way we do things around here

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We all change over time

Paul PottsAndrew Johnston

Thank youBlog: jordantinney.orgTwitter: @jordantinneyEmail: tinney_j@Surreyschools.ca

If you go here, youll hopefully see that we are just like you. We care, we want to make a difference and we work with students at the centre.

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