Principal VT September 15

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  • Principal VT September 15

    1. 1. Vertical Collaborative Teams ISD 191 Administrative Meeting September 15, 2011
    2. 2. Blazing Spirits“In everyone’s life, atsome time, our innerfire goes out. It is thenburst into flame by anencounter with anotherhuman being. Weshould all be thankfulfor those people whorekindle the innerspirit.” ~A. Schweitzer
    3. 3. Key Objectives• Revisit our emerging norms• Review the component parts of the SIP (and PD) planning process• Explore processes for analyzing student achievement data• Discuss processes for the self- assessments for learning, collaboration, and results• Establish protocols for vertical collaborative team sharing• Discuss framework and expectations for district PD days
    4. 4. Trial and Error…“The growth of any craft depends on sharedpractices and honest dialogue among thepeople who do it. We grow by private trialand error, to be sure…but our willingness totry, and fail, as individuals is severely limitedwhen we are not supported by a communitythat encourages such risks.” From The Courage to Teach, P. Palmer
    5. 5. 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.
    6. 6. Revisiting Norms
    7. 7. Revisiting Norms • Consider the learning that we haveStep 1 shared with one another. • As you do, individually review theStep 2 emerging norms that were generated in August. • As a vertical team, discuss what normsStep 3 are the most important and if any are missing. Be prepared to share.
    8. 8. The School Improvement Plan Framework 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
    9. 9. 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)
    10. 10. Protocols Common to All Meetings1. Focusing our work on learning, collaboration, and results2. Sharing protocols that promote reflection on learning, collaboration, and results3. Sharing learning from sites—discussing the data of doing and developing4. Learning about and/or reinforcing instructional coaching skills5. Reinforcing the continuous improvement cycle6. Celebrating learning (sharing protocols to promote celebration)
    11. 11. Got Questions?• As your vertical team reviews the timeline for developing, implementing, and monitoring the work of your SIP and PD plans, what questions emerge?• Generate each question on a separate post-it note.
    12. 12. Protocol for On-Site Vertical CT Sharing• Principal and DLT members/teachers present some of the following: – Findings and narrative statements from data analysis – Emerging current reality – Emerging action plans – Emerging PD plans – Emerging results (narrative about collective learning)
    13. 13. The Do’s and Don’ts What do we What don’t wewant the on-site want the on-site vertical team vertical team sharing to be? sharing to be?
    14. 14. Be back tocontinue ourlearning in10 minutes!
    15. 15. On Professional Learning… “An empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teaching/learning process— one who views learning as construction and teaching as a facilitating process to enhance and enrich development.” —Fosnot
    16. 16. Focus of LearningWhat structures and/or processes do you have inplace to differentiate professional developmentmeetings from collaborative team time?PD focus on adult learningCT focus on student learning
    17. 17. Focus on Learning • Individually record what you have done to differentiate the purpose of the meetings. • Individually read the excerpt from Learning by Doing and highlight processes to support collaborative team time. • As a vertical collaborative team, generate a combined list of processes or strategies used to differentiate and/or reinforce the purpose of the meetings.
    18. 18. Deepening Our Understanding• Go the Ning site for ISD 191 Ning for ISD 191 Admin administrators and access the • http://isd191.ning.com/?show following blog post: AddContent=1&xg_source=ms• Bringing the Updated g_wel_network Standards for Professional Learning from Learn Forward (NSDC) to Life• As you review the blog post Learning Forward (NSDC) and access the more detailed • http://www.learningforward.o version of the standards on rg/standards/standards.cfm Learning Forward’s website, add a comment about how the standards will guide your decision-making about PD at your building.
    19. 19. District PD Days• ½ days focused on first question: what do we want students to know, understand, and do?• Intended to introduce or support concepts that are part of district curriculum development process• TLT will develop a structured agenda & processes• Principals, supervisors, and TLT will lead sessions• Training sessions available October 11 from 9:00 a.m. to 11:00 a.m. or October 12 from 3:30 p.m. to 5:30 p.m.
    20. 20. Data Dig: Student Achievement Data• Review and discuss 3 different data sets related to student achievement gap• Write narrative statements based on each set. 1. The gap between white students and students of color is sometimes up to 25 points. 2. In 2010, the gap is beginning to close at the elementary level.
    21. 21. 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 doesnt identify the root cause of the can lead to the root cause of a problem that you wrote down in step problem. Very often the underlying 1, ask “Why” again and write that reason for a problem will lead you to answer down. another question. Although this 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.
    22. 22. Stop and Think • In what ways might the data dig, the narrative statements, and the 5 Whys process help clarify the goal writing process? • Find a colleague from a different vertical collaborative team and share your thinking.
    23. 23. Learning For All Mission• According to the • If ISD 191 were to focus Effective Schools its efforts on a learning research, schools need for all mission, what to operate with a would that require? “learning for all • What policies, practices, mission” not just in and procedures would words, but in actions. need to be examined, tweaked, and/or changed?
    24. 24. Next Steps in Data Dig• At September 22 meeting, use Cognos and MDE to explore student achievement data related to… – Proficiency – Trend – Growth – Racial Disparity – Bubble Kids• Write narrative statements to deepen development of current reality
    25. 25. Getting to Goals• Develop narrative statements about your data.• Think about how the narrative statements form your current reality.• Use your narrative statements and a 5 Whys process to frame the development of goals for your site—either quick wins or long-term goals.
    26. 26. Reflection on Learning• What did you learn today that will guide your work?• Individually document what you learned on the 4-2-1 reflection sheet. – What 4 things did you learn about – What 2 things do you plan to do – What 1 thing do you want to learn more about
    27. 27. Purpose & Power of Collaborative Teams“What distinguishes professional learningcommunities from support groups whereteachers mainly share ideas and offerencouragement is their critical stance andcommitment to inquiry…Teachers ask probingquestions, invite colleagues to observe andreview their teaching and their students’learning, and hold out ideas for discussion anddebate.” –J. Saphier
    28. 28. Announcements & Updates• Communications from TLT• BEA Executive Board Vote• PLCs for Math and Reading Interventionists (system of interventions)

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