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Part One: Getting Started
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Part One: Getting Started



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  • 1. Administrative Retreat: Part One: Getting Started
    What should we be able to expect of each other?
  • 2. Changing Seasons
    Nature works in cycles- water cycle, seasonal cycle, lunar cycle.
    May look different from different perspectives but the “big idea” remains the same.
    Leadership at Sweet Home may look different but the big ideas of our work together will remain.
  • 3. What are the “big ideas?”
    Results: Commitment to learning and results- what kids produce matters; not the adults.
    Learning as the Mission: The reason the organization exists and the adults have jobs is to help students learn. It’s not about grades, test scores, and rankings- those are indicators of the mission but not the mission itself.
    Proficiency: I know it well and I can use it- independently- in new situations.
  • 4. What are the “big ideas?”
    The Importance of the Teacher- The single most important element in the success of kids and schools is the teacher.
    Adult Proficiency: The quantity and quality of what students learn in school is directly correlated adult proficiency- what they know and if they can use it independently.
  • 5. What are the “big ideas?”
    Collaboration: The most effective form of learning for teachers is in collaboration with others.”
    Learning Community Questions:
    What exactly must kids be able to know and do and how well?
    What evidence will we accept that they have learned?
    What learning experiences are most likely to produce learning?
    What will we do when kids have already learned before we teach it?
    How will we respond when, despite our best efforts, some kids still have not learned?
  • 6. What are the “big ideas?”
    The Role of Expectations: Most people- both kids and adults will rise to meet expectations if they know what they are and feel that they will the support needed to meet them.
    Raising the expectations for the students by necessity means increased expectations for the adults.
    Accountability: We are all accountable- all the time.
    Student Results
    Antecedents: Doing “What Works”
  • 7.
  • 8.
  • 9. District Mission
    Learning for All- every student proficient in each subject area.
    Great teaching for every child every day in every classroom.
  • 10. People and Ideas
    Marzano- what works, Art and Science, Balanced Leadership
    Reeves- Writing, Data Teams, Accountability, Antecedents
    Dufour- PLC, Intervention, Expectations, Results
    Silver- Teaching Tools; Translating What Works
    Wiggins/McTighe- UbD, Performance Assessment, Rubrics, Feedback
  • 11. Reflections
    We have accomplished a great deal in some areas.
    Our teachers have learned- some more than others.
    We can’t work on one thing- its all too connected.
    We’ve not focused our efforts on a piece small enough to “get done” and build understanding.
    We’ve not spent enough time administratively before asking you to get out and lead it.
    We’ve implemented but not reflected and adjusted.
  • 12. Reflections
    We haven’t given enough feedback to teachers- either directly or in models of expected practice.
    Our expectation for kids in daily experience is not high enough.
    There are pockets that differ but in general, kids don’t produce enough independently- they copy, select or fill-in.
  • 13. Reflections
    We work very hard administratively- trying to “get things done.”
    We are what we talk about. We’ve gotten away from talking about what matters most- learning.
    We’ve not focused our efforts on a piece small enough to “get done” and build understanding.
    We’ve not spent enough time administratively before asking you to get out and lead it.
    We’ve implemented but not reflected and adjusted.
  • 14. Expectations for Administrators
    Leader of Learning
    Building Manager
    Personal Attributes
  • 15. Be Leaders of Learning
    Understand and communicate the mission and vision of our District and your school.
    Be Involved in Curriculum, Instruction and assessment. Try it yourself, offer models; clarify expectations, learn with staff. when appropriate and needed.
    Intellectual Stimulation- facilitate staff conversation and action around C, I, A and your goal areas. We are what we do.
    Focus- set achievable goals for student achievement and teacher performances.
  • 16. Be Leaders of Learning
    Monitor and Evaluate your program and your progress by gathering evidence of learning
    Informal Observations
    Formal Observations
    Student Tasks/ Work
    CDEP teamwork
    Results of Assessments
    Celebrate accomplishments and reward those whose performance and hard work merit it.
    Be the Optimizer- Be the driving force behind the effort; Be positive about the importance of what is being done and the ability of the staff to accomplish it. Believe in what you’re doing and inspire others to share that belief.
  • 17. Be Building Managers
    Establish Order- clearly understood routines and procedures.
    Communicatewell and often with students, staff and parents.
    BeVisible- in classrooms and common areas. Plan for it.
    BuildRelationships. Listen. Seek opportunities for inputbut not necessarily agree or promise.
  • 18. Be Building Managers
    BeFlexiblewhen appropriate and situationally aware.
    Manage Resources well. Advocate and ask for resources to make progress towards the vision.
    Protect teachers’ instructional time; shelter staff from distraction; maximize focus on instruction.
  • 19. Personal Attributes
    Personal Growth: Learn and grow. Don’t settle. Build your own understanding. Be knowledgeable. Accept feedback at face value.
    Commitment: Maintain the balance of personal and professional but be sure to provide enough time to get the job done.
    Ideal/ Beliefs: Believe in what we’re trying to do. Make your actions congruent with your beliefs.
    Personal Efficacy: Believe in your own efficacy; know and live that you make a difference.
    Assertiveness- If you have a question, ask. If you have something say- say it. Don’t leave your concerns unspoken.
  • 20. Expectations of District
    A focus on Learning and its antecedents.
    Narrowing the focus to a tangible component.
    Facilitate the creation and promotion of the District Vision.
    Setting Goals with the Administrative team for Student Achievement and Classroom instruction.
    Establish and reinforce a broad but consistent instructional framework.
  • 21. Expectations of District
    Time to understand before leading. Time to reflect and engage in feedback before adapting or changing.
    Defined autonomy- the power to lead locally within the boundaries defined by the District’s goals and vision.
    Visibility and curiosity what is happening in your school or area of responsibility.
  • 22. Expectations of District
    Realistic expectations and a willingness to hear feedback on those expectations.
    Quality information, processes and discussion required for informed decision-making.
    Information needed to be successful. Triaging information to assist in time management.
    Resources needed to get the job done- within realistic parameters.
    A questioning stance- probing to ensure good decision-making rather than micromanagement.