Leadership Workshop - A Shared Eperience

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This workshop was for K-12 Lead Teachers to discuss important aspects of teacher leadership and support for Understanding by Design

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  • 8:30-9:00Grounding Activity:Look at your job description In view of this, what are you hopes for today?Everyone will briefly share their hopes for the day.
  • Setting Norms for the Day: 9:00-9:15Brainstorm our norms for the day – post on butcher paper on wall, small group discussion and then full group brainstorm for how we will work together today.Can you live with these?Put butcher paper on white boards – ready to write comments
  • Strategies for Effective Meetings 9:15-9:25Turn to the TAB effective meetings: Look at the 3 organizersAs we go through the day, we will be modeling the three organizers for effective meetings.We will model throughout the day and ask you to check off what you see us do. Turn and talk with a partner, what do you value most from these recommendations? What do you already do on a regular basis?Effective MeetingsThree Organizers for Designing Effective Meetings:1. Have Clear OutcomesWhat is the context for the meeting?What are the outcome (cognitive, affective, or products)?What logistical details should be considered?What follow-up will be required?2. Have a task-analysis plan to achieve the outcomesRun a mental rehearsal of the meeting from the viewpoint of the various participantsWork from the end of the meeting forward (backward design – starting with the end in mind)Ask what information is required to achieve the outcomesDetermine exactly what must be decided and by whomIdentify what questions might be addressed in getting the group from the starting point to the outcome3. Have a repertoire of agenda formats with which to workPost outcomes in the meeting room. Focus team member energyDetermine how much content and how much process there will beRemember, when outcomes are related to attitude or behavior change, more process time is required, not lessEstimate how much time each agenda item will takePlace divisive items early in the agendaExcuse those not needed for specific agenda items – When an item is relevant to only ½ of the group, schedule it last and dismiss the othersIf a meeting is a single agenda item and brief, remove the furniture. This signals a stand-up meeting – less than 15 minutesFrom The Adaptive School by Robert Garmston and Bruce Wellman, 1999, Christopher Gordon PublisherPrinciples for Successful MeetingsGroups should address only one topic at a timeGroups should use only one process at a timeMeetings should be interactive and engage balanced participationDecision making meetings should engage cognitive conflictAll parties should understand and agree on meeting rolesTurn to pg.
  • 9:25-9:30In the front pocket of your binder, take out your UbD Unit in Atlas for this session. Walk them through the Atlas unit
  • 9:30-9:40In your booklet, turn the tab Norms for Collaboration:Read your norms and then:Please assess yourself along the continuum for each of these norms. Then please take a moment to reflect on where your team is in regards to the use of these norms. What do these norms look and sound like in your team meetings?What areas will you target for growth with your team next year? What is the value of setting norms and revisiting them on a regular basis?
  • Please assess yourself along the continuum for each of these norms. Then please take a moment to reflect on where your team is in regards to the use of these norms. What do these norms look and sound like in your team meetings?What areas will you target for growth with your team next year? What is the value of setting norms and revisiting them on a regular basis?Use the document on pg??? To reflect on this questions.
  • 9:40-9:50
  • 10:00-10:15
  • 10:15-10:30Turn to pages _______________ in your booklet and take the effective team questionnaire and the leadership characteristics for building effective teams questionnaire.
  • 10:30-10:45At your table in a team of 6Still under effective teams tab, open to the Atlas Scavenger hunt Sticker Chart:Your task is to work effectively together as a team to work your way through Atlas and find the desired items. Call one of us over when you find your items so you can receive stickers for your hard work. There will be prizes for the winners. 10:45-11:00Followed by answers and why this is important to know
  • 11:00-11:05Have a recorder…whoever has the shortest hair, record your answers for your team on the Reflection Sheet included in the Effective Teams TabGroup share, what was something that worked really well for you or something that didn’t go so well?
  • 11:05-11:20Our next activity will take us through a unit protocol. Before we get into the actual protocol, we would like everyone to have a change to get better acquainted with our unit design criteria. This will be a silent reflectionWe’ve picked a typical unit – great stuff and stuff to improveUse the definitions pages and the UbD unit design reflection pages on…We picked a Social Studies unit because accessible to all, this is a unit written by teachers who are no longer here, please note no standards were aligned to the assessments.
  • 11:20-11:35After you have finished reading, find partner at your table who ready to discuss and debrief the reading.
  • 11:35-12:15We will time keepe and facilitate.This protocol is designed to help unit designer’s gain understanding about their work, and to learn from each other. The protocol can also be used to examine student work or educator practice. It is essential that the facilitator does not let one person monopolize the discussion.Wow and Wonder Protocol: Examining Our WorkRolesPresenter: Shares their work, answers questions, and poses a question or problem for the group to provide feedback or analyze.Facilitator: Keeps the process moving, explains the steps of the protocol, asks questions, listens, takes notes, and keeps time.Listeners: Listen, take notes, ask clarifying questions, and reflect on the protocol. The listeners try to give feedback to the presenter and try to help the presenter analyze the issue or question that was presented. It is not essential that the listeners solve the problem posed by the presenter.Protocol StepsStep 1: IntroductionThe facilitator provides an overview of the protocol and its purpose. Time is established for each step. The facilitator clarifies what to do if the group is not staying within the time limits for each step of the protocol or if inappropriate comments are made.Step 2: Presentation The presenter introduces the work. This includes an explanation to help colleagues understand the context and goal. Include anything that is relevant. Then the presenter poses one or two areas for focus, for “How well do you think our assessments match up to the stated standards and benchmarks? (5 mins)Step 3: ReflectionThe group spends time in silent examination of the written work and the presentation. This is an opportunity for the participants to reflect and jot down notes or questions. (5 mins)Step 4: Clarifying QuestionsColleagues ask clarifying questions about the work. These questions help the reader understand what the work consists of and how it was accomplished. The presenter answers the questions factually (Clarifying questions are usually factual questions that can be easily answered by the presenter.). (5 mins)Step 5: WowsThe presenter moves out of the discussion and silently takes notes during the “wows”. Colleagues comment on the “wows” of the work. They state the understanding gained from looking at the work. They describe what the work demonstrates to them and what insights were gained. (5 mins)Step 6: WondersThe presenter continues to silently take notes listening for new ideas and perspectives. Colleagues comment on the “wonders” of the work using appropriate probing questions whenever possible. For example, “I wonder if you might have considered that having fewer understanding would make it easier to concentrate on the big ideas of the unit?”Colleagues also comment on other pertinent questions the work brings up. (10 mins)Step 7: FeedbackThe presenter has time to reflect on what he/she learned. The presenter reflects on how he/she may use the comments provided. What prompted him/her to think differently about the work presented? The presenter should not use this time to define their work or further their actions. (5 mins)Step 8: DebriefParticipants and presenter reflect on the protocol. (5 mins)What was helpful about the process?What was difficult?How could you use this protocol in other settings? *Adapted from Wows and Wonders, Examining Student Work, and used with the permission of Atlas Communities
  • 12:15-12:45
  • 12:45-1:05Focusing Four: Looking for the top 4-5 reasonsThis is a consensus building strategy that is very effective from very large to smaller groups (more than 5).In consensus we are looking for an outcome that everyone can live with, not necessarily one that everyone wants. PROCESS:Have a focus question or issue for the group (e.g. What should be our top curricular priorities for next school year?)Step One - Brainstorm:Solicit from the group their ideas in relation to the prompt. There is not right or wrong answer.Purpose: quickly generate a lot of ideasGround rules: no questions or judgment, just ideasStep Two – Clarification:Solicit questions from the group to specific peoplePurpose: an opportunity to understand something or learn more about what the author meantGround rules: State the item you want to know more about. The facilitator will then ask the author to explain. The author explains. There is no back and forth dialog. You can also at this time suggest combining ideas from the brainstormStep Three – Advocacy:Solicit input from various people.Purpose: influence others as you talk in favor of a certain itemGround rules: Be brief, positive statements only, discuss only one item at a timeStep Four – Canvassing:Building consensus.Purpose: Identify a number of items that importantGround Rules: Vote by dots. Move quickly and mark your choices (the number of choices should be the number of outcomes you wish for the consensus activity
  • Point out that the FF Protocol is under the tab FF
  • 1:05-2:00
  • 10mins:Overview of the various ways in which unit development can happen. (point of this…there are multiple entry points into unit development and the CO will differentiate the support based on the needs of the subject.)
  • 10 minsExamine for the team you work with, which documents would be most useful to your unit development process?On a note card, please put your name and department/subject and indicate which documents you feel would be most beneficial to your curriculum work with your team.
  • 5 mins.
  • 5 mins.
  • 2:00-2:15
  • 2:15-3:15Build the unit3:15-3:45 Share out
  • 3:45-4:00
  • Leadership Workshop - A Shared Eperience

    1. 1. CURRICULUM LEADERSHIP AT AES: A SHARED EXPERIENCE MAY 4, 2012
    2. 2. GROUNDING ACTIVITY• Look at your job descriptions (TAB: AES Job Descriptions for Leads) – focus on the components related to curriculum• Examine the Teacher Leadership Standards (TAB: Lead Teacher Standards)In view of these two documents, whatare your hopes for today?
    3. 3. NORM SETTING FOR THE DAY
    4. 4. WALK THE TALKThree Organizers for Designing EffectiveMeetings:1. Have clear outcomes2. Have a task-analysis plan to achieve the outcomes3. Have a repertoire of agenda formats from which to work
    5. 5. OUR OUTCOMES FOR TODAY:FRONT POCKET OF YOUR BINDER
    6. 6. THE SEVEN NORMS OF COLLABORATION• Pausing• Paraphrasing• Posing Questions• Putting Ideas on the table• Providing Data• Paying Attention to Self and Others• Presuming Positive Intentions
    7. 7. SELF-ASSESS AND CONSIDERTurn to the TAB: Norms for Collaboration• Rate yourself and your team vis a vis the 7 Norms for Collaboration
    8. 8. CONSIDERReflection Sheet under the Norms TAB• What behaviors do you observe working in your various teams that enhance communication?• What behaviors do you observe working in your teams that block communication?• What can you do to encourage behaviors that enhance communication?
    9. 9. THINK ABOUT…AND SHARE…In trios:• An experience you were part of or observed when 7 Norms of Collaboration were employed effectively.• An experience you were part of or observed when the 7 Norms of Collaboration were not effectively utilized.
    10. 10. BREAK
    11. 11. BUILDING AN EFFECTIVE TEAMTurn to the TAB: Effective Teams• Individually, take the questionnaires related to effective teams
    12. 12. GROUP ACTIVITY• As a group, define teamwork in one sentence.• Post your definition on the wall• Gallery walk
    13. 13. PUTTING YOUR TEAMING SKILLS TO THE TEST: THE ATLAS SCAVENGER HUNT
    14. 14. WHERE ARE YOU IN CURRICULUM REVIEW
    15. 15. PULL UP A UNIT FROM THE PREVIOUS GRADE
    16. 16. FIND A UNIT FROM 2009-10
    17. 17. FIND A TRAINING VIDEO
    18. 18. IN DEVELOP, PULL TECH STANDARDS
    19. 19. IN HOW MANY UNITS IS THE SUBJECTIVE TENSE TAUGHT SCHOOL-WIDE?
    20. 20. FIND THE UBD DEFINITIONS PAGE
    21. 21. IN COMMUNITIES, LOCATE A FULLY DEVELOPED UNIT
    22. 22. IN DEVELOP OR BROWSE, SHOW POP UP WINDOW WITH UBD DEFINITION
    23. 23. • In what ways was your teamGROUP effective?DEBRIEF • In what ways could you have worked more effectively?
    24. 24. UNDERSTANDING BY DESIGN UNITS: GETTINGBETTER ACQUAINTED WITH AES’S DESIGN CRITERIAOpen to the TAB: WOW and Wonders Protocol• Use the reflection sheets provided to evaluate the unit
    25. 25. WOW AND WONDERS: PREPARING FOR PROTOCOLS THROUGH EFFECTIVE QUESTIONINGStill in the TAB: WOW and Wonders ProtocolFind the reading on Focusing QuestionsCoded Reading • As you read • ! – this is important to remember • T – I would like to talk about this with someone for clarification • Debrief with a partner
    26. 26. WOW AND WONDERS PROTOCOLIn the same TAB, find the protocol – last page in thissection• Assign roles – one of you must be the ‘presenter’ who wrote this unit• Put this unit through the protocol in trios
    27. 27. LUNCH MSConference Room
    28. 28. FOCUSING FOUR PROTOCOL• Why are UbD units important for those teaching the course, those who will teach the course and for our students?• Why does AES embrace UbD?• Why should we invest time, energy and resources into this type of training?
    29. 29. THE FOCUSING FOURA 4-step consensus building activity:• Brainstorm• Clarify and Combine• Advocate• Canvass
    30. 30. STEP 1: BRAINSTORMSolicit from the group their ideas in relation tothe prompt. There is no right or wronganswer.• Purpose: quickly generate a lot of ideas• Ground rules: no questions or judgment, just ideas
    31. 31. STEP 2: CLARIFICATION• Purpose: an opportunity to understand something or learn more about what the author meant• Ground rules: State the item you want to know more about. The facilitator will then ask the author to explain. The author explains. There is no back and forth dialog. You can also at this time suggest combining ideas from the brainstorm
    32. 32. STEP 3: ADVOCACYSolicit input from various people.• Purpose: influence others as you speak in favor of a certain item• Ground rules: Be brief, positive statements only, discuss only one item at a time
    33. 33. STEP 4: CANVASSINGBuilding consensus.• Purpose: Identify a number of items that important• Ground Rules: Vote by dots. Move quickly and mark your choices (the number of choices should be the number of outcomes you wish for the consensus activity)
    34. 34. FACILITATION FOR COLLABORATIVE UNIT DEVELOPMENT AND REVISIONProvide Clarity of Outcomes• Agenda• Clear process• Roles
    35. 35. POSSIBLE ENTRY POINTS FOR UNIT DEVELOPMENT• Standards and benchmarks• Scope and sequence of skills or content• Big ideas/concepts• Sequencing – what is the next unit• Scope and sequence of benchmarks to assess• Use your standards to create EU’s and EQ’s• Other program documents (eg: CC clarification documents – DOK, Unit titles, critical areas)
    36. 36. WHAT IS MOST USEFUL TO YOU?• Examine the documents and consider the team you work with; which documents would be most useful to your unit development process?• On a note card, please put your name and department/subject and indicate which documents you feel would be most beneficial to your curriculum work with your team.
    37. 37. IDENTIFYING AREAS FOR REVISION• Assessment Mix • Formative/summative • Write/do/say • Blooms taxonomy• Integration of technology• Coherence? • Use a protocol• Student performance data
    38. 38. GETTING THE MOST OUT OF YOUR UNITS• Start and end with your unit• Before teaching sit down as a team to look at the unit• Confirm agreements regarding standards, Enduring Understandings, Essential Questions, and assessments• After teaching, reflect and revise through the use of a protocol• Record your reflections in Atlas• Update Atlas with unit changes for next year
    39. 39. BREAKPack and Stack
    40. 40. BUILDING A UNIT FOR YOUR TEAM• Using the teacher leadership standards which have been pre-loaded into your Atlas planner, develop your unit entitled: Leading my Team in 2012-13• Objective of your unit: Build collaboration and team-work skills in order to guide the learning of your team in 12-13• Use your learning from the day to organize how you will proceed as a team• Debrief the highlights of your unit
    41. 41. NEXT STEPS• Lead Teacher Session: First day back for faculty • Focus: Building Leadership Capacity with a focus on Common Assessments• Bambi Betts Lead Teacher Training: week of Oct. 22-26, including Dussehra
    42. 42. WRAP UP AND REFLECTION• Please fill out the reflection form which will help us inform next steps
    43. 43. HAPPY HOUR: CHEZ BOB

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