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DLT December 2011 Retreat
 

DLT December 2011 Retreat

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  • Share that while we will be developing norms today, there are some routines and procedures that will be part of our meetings. One routine involves bringing our group back together when we are engaged in collaborative learning. When we need to come back together, look for the “high five.” When you see it, know we will be coming back together—raise your hand. Another procedure is related to information that we share at our meetings. There is a shared folder in the continuous improvement file for administrative meetings. Look for the presentations, handouts, and notes from the meeting in dated sub-folders. A third procedure deals with cell phones and laptops. We will remind you of when and where meetings are, so if someone from your building needs to reach you by phone, have them call Judy Sherin at 707-62XX (when meetings are at DEC). She will let you or us know if you are needed during our meeting times. Have them call Jan Larsen at 707-XXXX when meetings are at ASC. Introduce number heads.
  • Question for Principals: If someone were to ask you what you did at your principals’ meetings during the 2nd and 3rd Thursdays of the month, what would you share?
  • Share after working lunch…
  • Discuss
  • The bold, italicized serve as the focus for your core instruction action plan this year.

DLT December 2011 Retreat DLT December 2011 Retreat Presentation Transcript

  • District Leadership Team December 7, 2011 December 7, 2011
  • 4 Focus Questions for Collaborative Teams • What do we want our students toQ1 know, understand, and do? • How will we know they are learning?Q2 • How willDecember 7, 2011don’t learn? we respond when theyQ3 • How will we respond when they do learn?Q4
  • Key Objectives1. Review purposes and functions of DLT2. Deepen our engagement with and understanding of collaboration, learning, and results3. Clarify expectations for collaborative team time vs. professional learning time4. December 7, 2011 Collaboratively clarify expectations for core instruction action and PD plans5. Celebrate our work as teams, buildings, and a district
  • Meeting Procedures and Routines Meeting In Case of High Five Documents Emergencies• Go to subfolder • Look for the “high • For meetings at “DLT Meetings” in five” as a signal to DEC, have your shared folder for come back building’s “Continuous together—a signal administrative Improvement” – to wrap up your assistant contact look for meeting final point during Judy Sherin in date to locate a discussion as a Teaching and materials and sign of transition Learning at ext. processes (The TLT 6279 Google site and • You can check Ning will replace text, emails during need for shared breaks folder)
  • Table Talk: Discovering Creativity… (Initially Shared: 8/18/2011)“We can’t be creative if we refuse to be confused.Change always starts with confusion; cherishedinterpretations must dissolve to make way for thenew. Of course it’s scary to give up what weknow, but the abyss is where newness lives.Great ideas and inventions miraculously appearin the space of December 7, If we move through not knowing. 2011the fear and enter the abyss, we are rewardedgreatly. We discover we’re creative.” —M. Wheatley, 2002
  • The Leading & DoingAs your team reflects on the Wheatley quote, thinkabout what has become clearer about your work asboth participants in and leaders of collaborative teams.Use the form provided to document your responses tothe reflective prompts.• What has become clearer about our roles in Decemberwork of collaborative leading and doing the 7, 2011 teams since our first DLT meeting in August?• What additional support and/or clarity do you need to move through “the abyss”?
  • Sharing Our Progress1. As a team, review the results from the self-assessment on learning, collaboration, and results.2. Identify quick wins that have been documented and/or plans that have been established to address each of December the big ideas that have the 7, 2011 greatest impact, greatest need, and/or least resistance.3. Determine why your site chose to focus on each of the three areas you identify.
  • Sharing Our Progress1. When prompted, join Partners A and B Protocol a colleague from 1. Partner A shares. another building and 2. Partner B listens. share one of the three 3. When focus areas: prompted, Partner B learning, collaboration, shares. or results. December 4. Partner A listens. 7, When 20112. Use partners A and B 5. to engage in your prompted, discuss sharing. what you heard being shared.
  • Sharing Our ProgressAs you regroup with your team, discusswhat you heard and what you learned.Document your responses to thefollowing prompts on the handout: December 7, 2011 1. What have we done? 2. What do we plan to do next?
  • 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 December 7, 2011 your site 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 pinkflamingo, requires theperson sharing to report tothe whole group to stand onone-leg and summarize Decembertheir team’s reflection on 7, 2011the prompts provided.Preferably, those in yogaare not invited to share. 
  • Looking Forward… December 7, 2011
  • Be Back in 10… December 7, 2011 ….to Continue Our Sharing and Learning!
  • Leading Collaborative Teams“Practicing andrehearsing the work ofteacher teams not onlytrains principals toassist teams within theirbuildings, it increasestheir credibility with December 7,teachers since they have 2011done and can model thework themselves.” ~Eaker & Keating
  • Functions of DLT Members (Originally Shared: 8/17/2011)1. Share responsibility to align the work of the district with Effective Schools research2. Model the 3 Big Ideas (focus on learning, collaboration, and results) at the building level to enhance learning and improve student achievement3. December 7, Work in partnership with your 2011 principal to facilitate the development, implementation and monitoring of continuous improvement processes
  • Focusing Our Efforts 1. What does the quote from Eaker and Keating challenge us to do as a district, in our buildings, and during our collaborative team time? 2. What does the quote say December 7, 2011responsibilitythe about the work of leading for doing? 3. Use the reflective form to individually document your thinking.
  • Focusing Our EffortsLocate the number on yourpaper. 0—stays 1—rotate 1 group clockwise 2—rotate 2 groups clockwise December 7, 2011When prompted, share yourresponse about part of thefirst question or the secondquestion.
  • Focusing Our EffortsJoin your number group, formgroups A or B (see bottom ofreflection sheet), and thengenerate what you learned:0—what do we need to do as adistrict?1—what do we need to do in ourbuildings? December 7, 20112—what do we need to do in ourcollaborative teams?Document your group’s main ideason chart paper.
  • Focusing Our EffortsRotation Number/Letter Number GroupOA 10B 21A 31B December47, 20112A 52B 6
  • Focusing Our Efforts: Deepening Our Understanding of Leading & Doing• Read your assigned section of form Every School, Every Team, Every Classroom: District Leadership for Growing Professional Learning Communities at Work. 1. Pages 8-10—PLC is the Initiative to Ensure Student Learning to Leaders Matter 2. Pages 15-17—Collaborative, Highly Dispersed Leadership Matters to Professional Teaching Matters 3. Pages 18-21—Collaborative Teacher Teams (intro) and What Do We Want Students to Learn? and How Will We Know if Students Are Learning? 4. Pages 18-21—Collaborative Teacher Teams (intro) and What Will We Do When Students Don’t Learn or Need Enrichment? 5. Pages 37-39 and 40-41—Ask the Right Questions to Monitor What You Say and Returning to the Why to Celebrate, Celebrate, Celebrate 6. Pages 88-92—Define the Work to Begin With the Principals• Document the most critical points that will guide the implementation of collaborative teams in our district.• Be prepared to join members from your assigned group when prompted.
  • Focusing Our Efforts:Deepening Our Understanding of Leading & Doing 1. Join those who read the same section you read. 2. Generate a list of commonly agreed upon key points that will be shared with the rest of the group. December 7, 2011 to share with 3. Be ready the group in approximately 15 minutes.
  • What Did We Learn?• What are the five most essential things you learned?• Generate a list as a DLT.• List your top five on a post-it note. December 7, 2011• Be prepared to share with the rest of the group.
  • What Did We Learn? 1. At your table, use the key messages from our jigsaw and the contents of Figure 4.4 (pages 70-72) to determine what you want and need to happen in your buildings so that your collaborative teams work as December 7, 2011 effectively as possible. 2. Generate a “wish list” that highlights the questions and/or expectations you have for your collaborative teams.
  • What are We Waiting For? “Imagine if everyone in a school thought thatwhat happened in every classroom, to every teacher andevery student, was of tremendous significance and thatquality learning was the most valued commodity. Whatwould that mean for how time is used? What would itenable in terms of teachers’ interactions with others? December 7, 2011What would principals, teachers, and communitymembers believe in and expect? What would students beable to accomplish?” -Martin-Kneip, Communities That Lead, Learn, and Last
  • Cookie Break Grab a yummy cookie andDecember 7, 2011come on back in 5.3 minutes!
  • PD to Support Our Work In addition to the district curriculum development & PD sessions… 1. Intervention Cohorts December 7, 2011 2. Assessment Cohorts 3. Summer Curriculum, Assessm ent Writing
  • The School Improvement Plan Framework (Initially Shared: 8/18/2011) Current Reality (Needs Assessment) Student Achievement Goals Core System of Culture and Community Instruction Interventions Climate Engagement Action Plan Action Plan Action Plan Action Plan Systems of Culture and Community Core Instruction Interventions Climate Engagement PD Plan PD Plan PD Plan PD Plan
  • Core Instruction: Defined (Initially Shared with Principals: 11/13/2011)• Core instruction involves – The identification of essential learning outcomes for the grade level and/or course(s) taught – The development of units of instruction, guided by essential learning outcomes and standards and benchmarks – The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary – The identification of research-based instructional strategies to deliver instruction – The identification and/or development of classroom-based interventions and enrichments
  • Dissecting the Core 1. With your assigned groups, define the component of the operational definition for core instruction—think what does it mean and what it requires us to do. December 7, 2011your group’s 2. Document definition of the component on chart paper. 3. Be prepared to share your definition with the entire group.
  • Core Instruction: Work GroupsComponent TeamsThe identification of essential learning outcomes for the grade NJHS, WB, BAHSlevel and/or course(s) taughtThe development of units of instruction, guided by essential MWS, RN, BHSlearning outcomes and standards and benchmarksThe development of a continuum of assessments aligned with the HB, HV, MJHSessential learning outcomes, skills, knowledge, and key academicvocabularyThe identification of research-based instructional strategies to EN, ST, GPdeliver instructionThe identification and/or development of classroom-based VV, SO, ERJHinterventions and enrichments
  • Processing Our Learning1. Individually think about how the definitions for each of the components of our district’s understanding of core instruction became clearer.2. Think about our work from earlier in the day about the leading and doing of collaborative teams.3. What has become clearer about the leading and doing of collaborative teams and the focus on core instruction?4. Join your DLTDecember 7, 2011 on a gallery walk and then complete the following sentence frame: • “Our discussion on core instruction has made ______________ clearer. As a result, our collaborative teams will _____________________.”
  • Core Instruction: What’s Happened or Happening? (Initially Shared: 11/13/2011)• The units of instruction (based on standards and essential learning outcomes) through our district curriculum meetings• The essential learning outcomes (and essential knowledge, skills, and vocabulary) being articulated through our district PD days (including Jan. 23 & Feb. 20)• The work of your collaborative teams dedicated to the 4 PLC questions, not building PD topics• The PD being led in your building to support teachers understanding of question 1• The meetings related to reading, math, team or department meetings that support the focus of question 1
  • Core Instruction: Defined (Initially Shared with Principals: 11/13/2011)• Core instruction involves – The identification of essential learning outcomes for the grade level and/or course(s) taught – The development of units of instruction, guided by essential learning outcomes and standards and benchmarks – The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary – The identification of research-based instructional strategies to deliver instruction – The identification and/or development of classroom-based interventions and enrichments
  • Core Instruction: Looking ForwardGiven what has and is going to happenrelated to core instruction (throughdistrict curriculum and PD), what doplan to focus on for the remainder ofthe year in relation to the first threecomponents of the core instructiondefinition?1. The identification of essential learning outcomes for the grade level and/or2. course(s) taught December 7, 2011 The development of units of instruction, guided by essential learning outcomes and standards and benchmarks3. The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary
  • DLT & Core Instruction: Looking Forward 1. Post your site’s core instruction action plan and evidence of impact and implementation on the TLT dashboard (on Google) no later than February 15. 2. Provide feedback on the plan and evidence before February 29 for sites in your vertical cohort. 3. Update and post plan following our February 29 meeting. 4. Bring an updated version of your action plan and evidence of impact and implementation to our June 12 DLT meeting. December 7, 2011
  • Action Plan: Essential Questions (Initially Shared: 8/18/2011)• What actions or strategies are needed? Current Reality• What will you document as (Needs Assessment) evidence of impact? Of implementation?• What resources will you Student use? Achievement Goals• Who will be responsible?• What are your timelines Core and processes for Instruction System of Interventions Culture and Climate Community Engagement Action monitoring? Plan Action Plan Action Plan Action Plan
  • PD Action Plans (Initially Shared: 8/18/2011)• Create an action plan that details how the learning for adults will be implemented and monitored. – The specific learning that your site will engage in (think KUDOs—what teachers will “know, understand, and do”) – The timeline for when the learning will occur – The timeline for monitoring the learning (getting at impact and results) – The processes you will use for monitoring learning (i.e., reflections on learning, reflections for action, student learning, etc.) – The resources required to support your PD – The person(s) responsible
  • DLT: Looking AheadPrior to and for February:1. Locate documents from today’s meeting to support your work2. Develop core instruction action plan3. Share progress on core instruction action plan on TLT Google website4. Provide feedback on core instruction action plans for those in your cohort (cluster)5. Respond to reflective prompts on Ning December 7, 2011 about documenting the work of collaborative teams and the work of SIPs6. Respond to reflective prompts on Ning about the content of Chapter 6 “Ensuring a Focus on Student Learning”
  • Ning Posting Coming Soon! Conversation will set up learning for February. Essential Elements: Documenting Progress (Initially Shared 8/18/2011) • How will you document your progress? • What evidence related to staff learning will you show that you are making progress? • What evidence related to student learning will you document that you are making progress? • When you share progress toward your goals at principal meetings and/or at DLT meetings, what will you share? It’s the narrative or story of learning. It’s the journal for your journey.
  • Ning Posting Coming Soon! Conversation will set up learning for February. Application: Essential Questions for CTs (Initially Shared 9/22/2011) How will we document What do we need to the doing of our show as evidence of our collaborative team work work—to monitor and at our site? inform our work? In what ways can we, as Why do we, as teams individuals, inform our and individuals, need to own work by using the show our work and our documentation of our thinking? team’s work?
  • Key MessagesWhat did we learn aboutthe leading and doing ofcollaborative teams thatwill guide our work?What did we learn aboutthe development of the December 7, 2011core instruction actionplan?What else did we learn?