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Establishing a Culture of Response: PARCSA (12-09-14)

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Powerpoint from the full-day workshop for Peace Area Region Council of School Administrators (PARCSA) - 12-09-14

Powerpoint from the full-day workshop for Peace Area Region Council of School Administrators (PARCSA) - 12-09-14

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  • Tweet #1 – Learning CoachesWill return to the PQPS
  • Tweet #3 – Reflection on school-wide student transitions
  • Tweet #4 – Putting FACES on the Data and a Collaborative Response Model
  • Tweet #15 – Flagging KidsTweet #16 – Annual planning calendarTweet #17 – Essential Elements Rubric
  • Transcript

    • 1. Establishing a Culture of Response:The Leader’s Role in a Collaborative Response Model Peace Area Region Council on School Administration Friday, September 14, 2012 Kurtis Hewson Faculty Associate University of Lethbridge
    • 2. Who’s In the Room?• Introduce at your table – name, school, position• Clock partners: – 12 o’clock – something new this year – 3 o’clock – one success this year – 6 o’clock – one thing you hope to try this year – 9 o’clock – one thing keeping you up at night• Select a playing card from the bin
    • 3. Essential Questions• What role do leaders play in establishing and supporting a culture of response?• What assumptions about a school’s culture need to be confronted as you move forward?• How do collaborative team meetings, assessments and a pyramid of interventions support the needs of students?• What lessons learned can assist leaders when establishing a culture of response?• How can a collaborative response model be applied in other school contexts? What are the next steps?
    • 4. Extending the LearningTwitter hashtag #parscaBackchannel Todaysmeet.com/parscaJigsaw Learning Website http://jigsawlearningca.wordpress.comEmail List Future updates, newly added resources and ongoing support
    • 5. Workshop Agenda• Role of the Leader• Cultural Shifts – Break• Collaborative Response Model – Lunch/AGM• Collaborative Response Model• Lessons Learned• Reflecting on the PQPS• Developing an Action Plan – Closure
    • 6. Alberta Connection• Action on Inclusion – Response to Intervention – Learning Coaches – Collaborative response – Building Capacity• Principal Quality Practice Standards – Fostering Effective Relationships – Embodying Visionary Leadership – Leading a Learning Community – Providing Instructional Leadership – Developing and Facilitating Leadership – Managing School Operations and Resources – Understanding and Responding to the Larger Societal Context
    • 7. The Role of Leaders• In table groups, discuss: What is the role of a leader in developing and nurturing a culture of response?• Forge a common language• Don’t need to be the expert• Place unrelenting focus on priorities• Loose/Tight Leadership• Establish structures• Distribute leadership• Support, support, support
    • 8. Cultural Shifts …restructuring occurs time and time again, whereas reculturing (how teachers come to question and change their beliefs and habits) is what is needed. Fullan, 2007• Messy and nonlinear – behaviours change before beliefs• Change Index handout 1 – minor shift (already there) 4 – major shift (long way to go)• Essential Cultural Shifts Analysis resource for staff – Do our beliefs match our collective practices?
    • 9. Support for students is reactive, as problemsEssentialCultural arise Shifts Support for students is proactive upon entry (school or grade progression)
    • 10. Focus on overall schoolEssentialCultural performance Shifts Focus on individual student performance
    • 11. Embedded collaboration informal and focused onEssentialCultural events and activities Shifts Formalized embedded collaboration focused on student learning and progress
    • 12. Assessments primarily summative with limitedEssentialCultural impact on learning Shifts Ongoing formative assessment system that drives instruction and programming
    • 13. Student progress and programming is the soleEssentialCultural responsibility of the Shifts teacher Student progress and programming is the responsibility of a collaborative team
    • 14. At-risk students pulledEssential out of core instructionCultural Shifts At-risk students receive interventions that are both inclusive during core instruction and additional time for instruction
    • 15. Interventions for struggling students areEssentialCultural dependent on the Shifts individual teacher Interventions for struggling students are school-wide and systematic
    • 16. Reflecting on Cultural ShiftsIndividually roll the dice and answer thequestion for the corresponding number1. What is one current shift of success for your school?2. What is one shift that will be easy for your school? We have a3. What is one aspect of your school that will prove question to be a major obstacle?4. What is one shift that your school will not be able We are still to address at this time? talking5. What is one area that you will need further support (ie. Model schools, additional reading, We are all etc.) done6. What is a next step for your school in addressing the literacy culture?
    • 17. Collaborative Response Model
    • 18. Lessons LearnedReady Fire Aim
    • 19. Collaborative Team Meetings• Time to talk about kids!• Time embedded in the school timetable and calendar• Visual display of students• Maximum staff involvement• Formalized process• Team meeting notes and tasks• Team meeting norms• Focus and action• Essential Elements Rubric
    • 20. Lessons LearnedDilemmas Team Not NormsProblems
    • 21. Reflection…12 o’clock meeting Questions or Comments?
    • 22. Assessments• Flag students for discussion• Common across the school• Benchmark assessments• Progress Monitoring Assessments• Efficient Use of time• Teacher Assessments• Assessment schedule established• Results disaggregated for use• Essential Elements Rubric
    • 23. Lessons Learned Don’t Wait for the PerfectAssessment
    • 24. Reflection…3 o’clock meeting Questions or Comments?
    • 25. Pyramid of Interventions• Increasing intensity and support• Fit the context of the school and the student• Articulation of interventions• Articulation of pyramid tiers• Trained staff – reimagine current practices• Monitored and effectiveness evaluated• Parental consent• Essential Elements Rubric
    • 26. Lessons LearnedPyramidFits theContext
    • 27. Reflection…6 o’clock meeting Questions or Comments?
    • 28. WMES’ Journey Phase One Phase Two Action Planning Team – POI Team Meetings Shift in Culture Common Benchmark Progress Monitoring Common Language Defining Interventions Establishing Critical Mass Examine staff time usage Phase Three Phase Four Expanding Interventions BLAST program Articulation of WMES Push-In (Grades 1-4) Pyramid Literacy Coach Piloting Push-In (Grade 1) Behaviour and Division 2Refinement of Assessments
    • 29. Lessons Learned Time to LetImplementation Pilot People Dip is Real Everything Arrive
    • 30. Reflecting on the PQPSIndividually roll the dice and make aconnection between the standard and akey learning 1. Fostering Effective Relationships 2. Embodying Visionary Leadership We have a question 3. Leading a Learning Community 4. Providing Instructional Leadership We are still 5. Developing and Facilitating Leadership talking 6. Managing School Operations and Resources We are all done
    • 31. Taking Action• Working individually or in school teams, discuss/determine some next steps (limit!)• Meet with your 9 o’clock partner to share as a critical friend
    • 32. Questions??• Complete an Exit Slip• Email survey to follow next week Kurtis Hewson hewskp@uleth.ca (403) 682-7374 @hewsonk27 jigsawlearning@shaw.ca @jigsaw_learninghttp://jigsawlearningca.wordpress.com