Departmental Leadership: Lessons for Successful Collaboration<br />PNAIS Annual Conference<br />October 8, 2010<br />
The Law of Two Feet<br />
8 Teachers4 Days2 Shared Commitments<br />
agenda<br />The Law of Two Feet<br />The Role of the Department Chair<br />Framing Goals for Collaboration<br />Toolkit fo...
Define the Department Chair’s role.<br />
How can you move forward<br />within an egalitarian culture?<br />
Frame Goals Before the Meeting.<br />
Our Decision, Your Decision, Their Decision<br />“Our decision” – the department<br />“Their decision” – the administratio...
State Interests, Not Positions<br />Position: We need a week of plagiarism education at the beginning of 9th grade.<br />I...
Discuss tabled issues<br />Deal with unexpected consequences<br />Share success stories<br />Calendar Follow-Up<br />Calen...
TOOLKIT FOR COLLABORATIVE PROCESS<br />Build Your Toolkit.<br />.<br />
Environment Design<br />Food and Drink<br />Tables and Chairs<br />The Room<br />Music<br />Breaks<br />Time of Year<br />...
“Writing is an iterative process.”<br /><ul><li>Simple
Counterintuitive
Central to Discipline</li></ul>Understanding by Design<br />Identify the Big Idea.<br />
Plan Curriculum Backwards from Knowledge, Attitudes, Skills<br />
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PNAIS collaborative leadership presentation

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The slideshow delivered at the PNAIS Fall Educators' Conference on October 8, 2010 at Catlin Gabel School in Portland, Oregon. The

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  • I don’t believe that people really want to control the process. They want to focus on teaching. They want freedom and space to teach well. They want to make sure that the process will respect them and allow them to be heard. But if they know that will happen, they can relax. Tell Ellen anecdote.
  • Anecdote: the five course load
  • This was also one way we were able to move beyond the four course load mantra. The position many people had was for a four course load, which ran into both a political and a fiscal constraint. However, the underlying interest was for people to have a manageable workload, which broadens the opportunities for what we can decide. Ultimately, we shifted some of the work to students (to process feedback) and simplified curriculum (to reduce preps.)
  • Anecdote: sharing how people were actually teaching grammar. Going around before hand and collecting anecdotes of what works – then scheduling follow up.
  • Identify features of this room.
  • So, the question is: what can’t you decide in your department?
  • So, the question is: what can’t you decide in your department?
  • PNAIS collaborative leadership presentation

    1. 1. Departmental Leadership: Lessons for Successful Collaboration<br />PNAIS Annual Conference<br />October 8, 2010<br />
    2. 2. The Law of Two Feet<br />
    3. 3. 8 Teachers4 Days2 Shared Commitments<br />
    4. 4. agenda<br />The Law of Two Feet<br />The Role of the Department Chair<br />Framing Goals for Collaboration<br />Toolkit for Collaborative Process<br />0<br />1<br />2<br />3<br />
    5. 5. Define the Department Chair’s role.<br />
    6. 6.
    7. 7. How can you move forward<br />within an egalitarian culture?<br />
    8. 8.
    9. 9. Frame Goals Before the Meeting.<br />
    10. 10. Our Decision, Your Decision, Their Decision<br />“Our decision” – the department<br />“Their decision” – the administration<br />“Your decision” – the department chair<br />Who Decides?<br />
    11. 11. State Interests, Not Positions<br />Position: We need a week of plagiarism education at the beginning of 9th grade.<br />Interest: We need to make sure that every student in the upper school knows what plagiarism is, can identify it in their own work, and knows the consequences for plagiarism.<br />State Interests, Not Positions<br />
    12. 12. Discuss tabled issues<br />Deal with unexpected consequences<br />Share success stories<br />Calendar Follow-Up<br />Calendar Follow-Up<br />
    13. 13. TOOLKIT FOR COLLABORATIVE PROCESS<br />Build Your Toolkit.<br />.<br />
    14. 14. Environment Design<br />Food and Drink<br />Tables and Chairs<br />The Room<br />Music<br />Breaks<br />Time of Year<br />Compensation<br />Design the Environment.<br />
    15. 15. “Writing is an iterative process.”<br /><ul><li>Simple
    16. 16. Counterintuitive
    17. 17. Central to Discipline</li></ul>Understanding by Design<br />Identify the Big Idea.<br />
    18. 18. Plan Curriculum Backwards from Knowledge, Attitudes, Skills<br />
    19. 19.
    20. 20.
    21. 21. Stay in Touch:<br />greg@rechargenow.com<br />www.rechargenow.com<br />Twitter: @gregbamford<br />http://gregbamford.blogspot.com<br />

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