“ Smart goals on outcomes will never change the outcomes” “ Boards want to see what you’re doing (results) in the first two columns.”
The “District Focus” remains the same regardless of the outcome of Q-Comp vote
One of the processes and protocols that will be used during our meetings is “Numbered Heads.” The person at the farthest left of the table is number 1, the next person is number 2, etc. We will invite a number from each table to share perspectives, etc. that were generated at your table. For the interpretation of the quote, have #3 share.
Insert text and graphic about continuous improvement
Pro-Pay: At-A-GlancePro-Pay Component ExpectationsBuilding Goal Implement strategies that support a building goal focused on student achievement and aligned with core instruction.Collaborative Team Goal Engage in the development and implementation of a collaborative team goal that addresses one of your school improvement goals.Personalized Professional Develop and implement a professional learning planLearning Plan that is personalized, aligned with your school improvement goals and building PD plan, and aligned with the teaching license renewal expectations.Observations and Demonstrate your professional practice through 3Instructional Coaching formative observations and coaching sessions conducted by 2 different observers (instructional coach and another trained observer).
Alignment of EffortDistrict Focus Q-CompSchool Improvement Plan (SIP) Building GoalContinuous Improvement MonitoringProcess (CIMP) PlanCollaborative Teams Collaborative Team GoalBuilding Professional Development Plan Personalized Professional Development Plan/ObservationsLeadership Opportunities Career Ladder Positions
Clear to Partly Cloudy• What became clearer as a • What is still partly cloudy? result of our learning yesterday?
The Role of Norm(s)“Teams improve their abilityto grapple with the criticalquestions when they clarifythe norms that will guidetheir work. These collectivecommitments represent the‘promises we make toourselves and others,promises that underpin twocritical aspects of teams—commitment and trust.’” ~Katzenbach & Smith, 1995
The School Improvement Plan Framework Systems of Culture and Community Core Instruction Interventions Climate Engagement PD Plan PD Plan PD Plan PD Plan
Timelines for SIP/PD Plans Review Data Complete Self- Bring Data from (continuous Share Current RealityAssessments on Self-Assessments; Share Current Reality Share Current Reality improvement (4 data sources); Share Learning, Develop SMART (at least 2 data (at least 2 data cycle) and Learning, Progress, and Collaboration, Goals; Focus on sources); Share Data sources); Share Plans Develop 2012- Data at DLT; ShareResults; Develop Action and PD and Narratives or for Exploring Data 2013 Plans 2012-2013 Plans (draft)Current Reality Plans Visuals about SIP Sources, SIP Progress September October November December January/February March April/May June Analyze Student Share Additional Share Emerging Share Emerging Data Analysis for Explore Processes for Results from Action Results from Action Achievement Data; ; Current Reality; Demographic and Plans; Share Summary Plans; Share Summary Explore Other School Share Emerging Perception Data; of Professional of Professional Process Data Action Plans; Discuss Explore Learning Learning; Focus on Learning; Focus on Sources; Learn about Creating Narratives, Connected to Action Continuous Continuous Data Collection on Visuals for SIP Data Plans (i.e., core Improvement Cycle Improvement Cycle Staff Learning instruction, system of interventions)
Constructivist Listening Dyad• Join a colleague from a different vertical collaborative team and from a different level (where possible).• Use the constructivist listening dyad protocol to discuss the focus of the passage.• Discuss the concepts of trial and error, risk, and community.
5 Whys: The What and the HowWhat is it: How to use it: The 5 Whys is a question asking • Write down the specific problem. method used to explore the Writing the issue helps you to cause/effect relationships underlying formalize the problem and describe it a particular problem. Ultimately, the completely. It also helps a team focus goal of applying the 5 Whys method on the same problem. is to determine a root cause of a • Ask "Why" the problem happens and defect or problem. By repeatedly write the answer down below the asking the question "Why" (five is a problem. good rule of thumb), you can peel • If the answer you just provided away the layers of symptoms which can lead to the root cause of a doesnt identify the root cause of the problem. Very often the underlying problem that you wrote down in step reason for a problem will lead you to 1, ask “Why” again and write that another question. Although this answer down. technique is called "5 Whys," you • Loop back to step 3 until the team is may find that you will need to ask the in agreement that the problems root question more or less than five times cause is identified. Again, this may before you find the root cause of the take more or less than five “Whys”. problem.
SIP: Where Have You Been? • Use the timeline to document the steps you have taken to develop your SIP plan.• What work have you done on your SIP plan to date?
Creating a Narrative• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.• Here’s an option that will be studied further: http://sksssip.blogspot.com/
Individual Narrative • Determine protocols for individuals to systematically document the learning and doing • Build in structures where individuals draw conclusions about their work and inform their practice and professional learning • Have individuals analyze their learning and work at the end of the year – What did I learn this year? – How did I grow and change as a result of my learning? • Celebrate the learning and doing of individuals
From Individual to Team Narrative1. Provide time for teams to systematically document When individuals their learning and doing begin sharing and with one another collectively2. Have teams determine protocols to monitor and building their inform their learning and narratives, the doing team narrative3. Have teams summarize their learning and doing starts to take4. Celebrate the learning shape, as well and doing of teams
From Team to Building Narrative As teams engage in the1. Determine protocols and processes for your building to development of their synthesize the learning and narratives, their doing of your teams collective “story”2. Determine a mechanism for how the synthesis of your shapes the building’s building’s learning and doing narrative, as well. are documented and celebrated
From Building to District Narrative1. Systematically embed protocols and processes for The richness of our buildings to share and district’s narrative is celebrate their learning and doing at principal meetings, based on the at DLT meetings, and other collective stories data share fair opportunities from buildings, departments, and programs.
Continuous Improvement in Action (Initially Shared 9/22/2011)
Walk & Talk: Processing the Protocol• Join a colleague from your vertical collaborative team and discuss the following two questions during a 10 minute walk and talk. – How does what you experienced today inform and/or shape your work leading collaborative teams? – What did we hear or learn that impacts our work with the SIP and PD plans?
Aligning Our Efforts Think about our collaborative efforts to deepen our teachers’ engagement with and understanding of Question 1. 1.Curriculum will continue to facilitate the development of units of instruction based on standards and best practice. 2.PD will structure district PD meetings to structure collaborative meetings and sustain teachers’ engagement with question 1. 3.Buildings will develop their action plan on core instruction to sustain and deepen teachers’ work on question 1.
Looking Ahead: November 17• Process Core Instruction Action Plans• Provide feedback about MCA IIIs testing• Provide feedback about the District AYP plan• Engage in reflection protocol regarding work of TLT
Triad Sharing Learning• Form a triad by joining two colleagues from different clusters.• Share insights you gained about developing, implementing, and/or monitoring your SIP’s work.
Collaborative Team Work & TimeAs you review the processing about the leading and doing of collaborative teamsthat we discussed last Wednesday and other resources, identify the “non-negotiables” for how our collaborative teams need to function? Think Descriptive Checklist!
Developing Formative AssessmentsEssential Assessment Assessment Assessment AssessmentOutcome Option 1 Option 2 Option 3 Option 4 Create, document a variety of Document essential assessment options to check for and learning outcomes, demonstrate student understanding essential knowledge, essential skills that students need to learn
Action Plan: Essential Questions (Initially Shared: 8/18/2011)• What actions or strategies are needed?• What will you document as evidence of impact? Of implementation?• What resources will you use?• Who will be responsible?• What are your timelines and processes for monitoring?
Focus on Continuous Improvement• Plan – Collect and analyze data – Identify goals – Identify strategies focused on improvement – Determine progress monitoring processes and timelines• Do – Implement strategies – Monitor and document progress• Study – Assess the impact of the strategies – Monitor results• Act – Use data to modify plan – Develop on-going efforts focused on improvement
Coming to “Con-Senses”… Join the SEE, HEAR or FEEL groups from the other two clusters. Generate a comprehensive list of behaviors that we expect to be present. Be ready to share with the other “senses.”
60 Second Lecture1. Identify one of the big ideas about which you would like to share with the whole group.2. Using the “60 Second Lecture” protocol, share what your site December 7, 2011 has done and what you plan to do next regarding learning, collaboration, or results.
60 Second Lecture or Pink Flamingo60 Second Lecture ProtocolThe 60 second lecture, alsoknown as the pink flamingo,requires the person sharingto report to the wholegroup to stand on one-legand summarize their team’sreflection on theDecember prompts 7, 2011provided.Preferably, those in yogaare not invited to share.