Your SlideShare is downloading. ×
0
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Principals August 10, 2011
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Principals August 10, 2011

172

Published on

Day of Principal's Retreat 2011

Day of Principal's Retreat 2011

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
172
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Get pocket folders for each principal. Number the folders 1-40.
  • Post when principals enter the room.

  • Excited to have key people and structures in place to drive the meaningful work that true Professional Learning Communities do.
    PLC conference re-affirmed that student achievement is not the result of a particular curriculum or program, but the result of the hard work of a PLC. The vision – and the non-negotiable moving forward – is to embrace the key questions and processes of a PLC and empower principals to lead the effort as true instructional leaders.
    Some of you have spent a great deal of time this summer with your leadership teams diving in!
    Our work this year will be focused on aligning efforts district-wide and to help each other get better and better at leading a true PLC. Many of our principal meetings will be spent focusing on the results – the data you’ve collected – tied to your SIP and PD plans and engaging in the conversations necessary for reciprocal accountability at the principal level. The key questions are the same at all levels and our focus needs to stay tight to the 3 BIG ideas: Focused on results, learning, and collaboration.
    Driving the process at the building level is the principal. Driving the process at the district level is the TLT team:
    Kathy and Rachel
    Delonna and Maggie
    Dave and Brad
    Supported by Judy and Nan
    Often including Connie



  • Chris will share key objectives for the day.
  • 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.
  • Make 6 copies of each quote. Collate the quotes so that when they are passed out, the people at the tables each have a different quote.
    Robert Frost—every poem is figurative in two senses: a figure in itself and a figure for our time. The literal and the relevant.
    Click to each quote. Have someone record the key themes learned.
  • Have each coordinator/director read one of the quotes and ask a person from the quote group to share salient points.
  • Invite quote teams to share. Have number 1s share.
  • 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.
  • Part of our work and learning together will be the development of norms. To deepen our thinking about the development of agreed upon behaviors and expectations, each of us will be taking an inventory using a clicker.

    Access the survey online at http://www.learningforward.org/news/getDocument.cfm?articleID=1919
  • Have Rachel share how clickers are assigned and walk us through the first section on pausing.
  • Rachel
  • Kathy
  • Maggie
  • Delonna
  • Brad
  • David
  • TLLT members distribute blank survey
  • Invite everyone to silently reflect. We will be revisiting the norm inventory and focusing on skill development and reinforcement during our meetings.
  • Once norms have been developed, have each cluster share and then post their emerging norms. Let them know that we will continue to refine and monitor our norms throughout the year.
  • TLLT members or SPED Supervisors can join groups. Have Jackie join central and Jenne join west.
  • Brad and Maggie
  • Brad and Maggie
  • Facilitate ball toss—get in cluster
    Discuss differences between one ball and two. Challenges when a ball is dropped. Added challenge of an additional ball. Pace of toss—competitive or collaborative. Keeping multiple balls in the air. Adding a third ball. Adding a fourth ball (different size, texture, outside of routine/pattern. Does the outside have to be a bad thing?
  • Much of our work/learning today and tomorrow focuses on developing a baseline for the year…where are you/we in relation to the work that we need to be engaged in to support our students? Our processes will include learning and formative assessments to inform our planning. We are going to ask you to record the efforts, initiatives and/or goals that direct your work and the work of those in your building. Record initiatives on the left side of the page.
  • Provide copies of the template for principals to complete. SPED staff can do a modified version of the process.
  • Collect and generate Wordles. Make copies to retain for TLLT. Fold right side of paper to allow for ranking importance.
  • Use Constructivist Listening Dyad—process that challenges us to listen to each other for 3 minutes without interjecting any verbal comments. Each person speaks for 3 minutes. The person listening summarizes what they heard…what I heard you say…but no commentary. We will revisit initiatives after lunch and again when we process the 3 big ideas for PLCs on Thursday.
  • Did you want SPED coordinators double scheduled?
  • After reading the Martin-Kneip quote, identify the most compelling part of the quote and share with an elbow partner at your table.
  • See assigned statements.
  • Return initiative sheet folder over. So that only rankings show.
  • What do you see? What surprises you? What’s missing (if anything)?
  • What do you see? What surprises you? What’s missing (if anything)?
  • When the elem/sec are combined, what changes? What stays the same?
  • Have principals do a turn and talk…
  • When you think about the passage from Reeves, what do you learn? Have #2 share.
  • Share Zoom slides and ask tables to respond to the prompts.
  • Form two lines facing each other at the back of the room—TLLT members can participate (even lines, relationship development). Briefly discuss benefits of processes after the learning line up. Before the line ends, have them return to their horizontal collaborative teams.
  • TLLT members will provide wiki site on ½ sheet to tables.
  • This process will allow us to create a rubric for understanding the key components and to identify professional learning that will be needed to support implementation of components.
  • Transcript

    • 1. Principals’ Retreat August 10-11, 2011
    • 2. Culture and Collaboration: Focusing on Learning "The school culture must push teachers to collaboratively address new ways of thinking and provide specific strategies for implementation within their local context, allowing them to turn possibilities into reality for each learner. In the spirit of collaboration, school leaders and teachers must promote new ways of thinking and acting." G. Carter in "Learning and Teaching Still Matter"
    • 3. Introductions and Overview: TLLT Curriculum Assessment Instruction Continuous Improvement to Align Our Work
    • 4. • 8:30 – 11:30 Secondary • 1 – 4pm ElementaryAdministrivia • 9:30 – 12:30 in clusters • Rotate sites Vertical Collaborative Team • 8:30 – 11:30 Secondary • 1 – 4pm Elementary Horizontal Collaborative Team • 9:30 – 12:30 • ASC or Great RoomDistrict Alignment Meetings focused on the “Right Work” Site Visits, DLT work, and PD calendar aligned to support the work of principals and BLTs
    • 5. Key Objectives for August 10-11 Develop our collaborative culture Revisit the development of norms Deepen our understanding of the PLC focus questions Deepen our understanding of the components of the School Improvement Plan framework Link our understanding of continuous improvement to PLCs, SIPS, and PD plans Reflect on our learning (shared knowledge)
    • 6. Meeting Procedures and Routines High Five Look for the “high five” as a signal to come back together—a signal to wrap up your final point during a discussion as a sign of transition Meeting Documents Go to subfolder “Administrative Meetings” in shared folder for “Continuous Improvement” –look for meeting date to locate materials and processes and protocols In Case of Emergencies For meetings at DEC, have administrative assistant contact Judy Sherin at ext. 6279. At ASC, contact Jan Larsen at ext. 2005 Meeting By Memo Look for a “meeting by memo” that communicates information, shares resources, and provides updates that don’t need to be addressed at our meetings
    • 7. Words of Wisdom • Individually read the quote at the top of the page and respond to the reflective prompts. • When prompted, find your colleagues who have the same quote as you do, share one highlight from your summer, and then generate a collective response to the quote.
    • 8. Quote #1 "The single most important factor for successful school restructuring and the first order of business for those interested in increasing the capacity of their schools is building a collaborative internal environment." ~Eastwood & Seashore Louis, 1992
    • 9. Quote #2 "School leaders improve instruction by creating structures and opportunities for teachers to collaborate. Collaboration works best when focused on expectations for student achievement and school goals, while contributing to the professional learning of teachers." ~Louis, Leithwood, Wahlstrom, & Anderson, 2010
    • 10. Quote #3 "Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success." ~McLaughlin & Talbert, 2006
    • 11. Quote #4 "Collaborative practice is all about teachers and school leaders working together to develop effective instructional practices, studying what works well in classrooms, and doing so both with rigorous attention to detail and with a commitment to improving not only one's practice but that of others…This is the essence of collaborative practice: teachers jointly engaged in empirical, routine, and applied study of their own profession." ~Mourshed, Chijiole, & Barber, 2010
    • 12. Quote #5 "When groups, rather than individuals, are seen as the main units for implementing curriculum, instruction, and assessment, they facilitate the development of shared purpose for student learning and collective responsibility to achieve it." ~ Newmann & Wehlage, 1995
    • 13. Quote #6 "Collaborative inquiry helped teachers build an evidence- oriented professional community within the school. Specifically, the process raised teacher awareness of the particular needs of individual students and facilitated an evaluation of the effectiveness of an instructional response." ~Robinson, et al., 2010
    • 14. Quote #7 "Collaboration and the ability to engage in collaborative action are becoming increasingly important to the survival of the public schools. Indeed, without the ability to collaborate with others, the prospect of truly improving schools is not likely." ~Schlechty, 2005
    • 15. What Did We Learn? • As a result of your processing the relevance of the quotes on collaboration, what did we learn that should guide and impact our work with one another?
    • 16. The Role of Norm(s) “Teams improve their ability to grapple with the critical questions when they clarify the norms that will guide their work. These collective commitments represent the ‘promises we make to ourselves and others, promises that underpin two critical aspects of teams— commitment and trust.’” ~Katzenbach & Smith, 1995
    • 17. The Role of Norms • What does the quote from Katzenbach and Smith mean for our work as a collaborative community of learners and leaders? • Briefly discuss this at your table. Norms v. Routines Norms are…agreed upon behaviors and expectations that guide our learning and work Routines are…common practices for how we “do” things
    • 18. Norms of Collaboration Inventory • Using Garmston and Wellman’s “Norms of Collaboration Inventory” identify how your practices and behaviors align with statements for the categories that follow: – Pausing – Paraphrasing – Probing for Specificity – Putting Ideas on the Table and Pulling Them Off – Paying Attention to Self and Others – Presuming Positive Intent – Pursuing a Balance Between Advocacy and Inquiry
    • 19. Redefining Norms • Use your clicker to respond to each of the prompts that follow: – Click A for Rarely – Click B for Occasionally – Click C for Frequently
    • 20. Pausing 1. Listens attentively to others’ ideas with mind and body 2. Allows time for thought after asking a question or making a response (3-5 seconds) 3. Waits until others have finished before entering the conversation A=Rarely B=Occasionally C=Frequently
    • 21. Paraphrasing 4. Uses paraphrases that acknowledge and clarify content and emotions: “So you’re concerned about…” 5. Uses paraphrases that summarize and organize: “We all seem to be concerned about…” 6. Uses paraphrases that shift a conversation to different levels of abstraction: “So a major goal here is to…” 7. Uses nonverbal communication in paraphrasing A=Rarely B=Occasionally C=Frequently
    • 22. Probing for Specificity 8. Seeks agreement on what words mean 9. Asks questions to clarify facts, ideas, stories 10.Asks questions to clarify expectations, implications, consequences 11.Asks questions to surface assumptions, points of view, beliefs, values A=Rarely B=Occasionally C=Frequently
    • 23. Putting Ideas on the Table & Pulling Them Off 12. States intention of communication: “Here is an idea for consideration” 13. Reveals all relevant information 14. Considers intended communication for relevance and appropriateness before speaking 15. Provides facts, inferences, ideas, opinions, suggestions 16. Explains reasons behind statements, questions, actions: “This is not an advocacy; I am just thinking out loud” 17. Removes, or announces the modification of, own ideas, opinions, points of view: “I think this idea is blocking us; let’s move on to other possibilities” A=Rarely B=Occasionally C=Frequently
    • 24. Paying Attention to Self and Others 18.Maintains awareness of own thoughts and feelings while having them 19.Maintains awareness of others’ voice patterns, nonverbal communications, use of physical space 20.Maintains awareness of group’s tasks, mood, relevance of own and others’ contributions A=Rarely B=Occasionally C=Frequently
    • 25. Presuming Positive Intent 21.Acts as if others mean well 22.Restrains impulsivity triggered by own emotional responses 23.Use positive presuppositions when responding to others’ inquiries: “I assume you might think differently. What are your ideas?” A=Rarely B=Occasionally C=Frequently
    • 26. Pursuing a Balance Between Advocacy & Inquiry 24. Advocates for own ideas and inquiries into the ideas of others: “Do you see any flaws in my reasoning?” 25. Acts to provide equitable opportunities for participation: “In what ways do you see it differently?” 26. Presents rationale for positions, including assumptions, facts, feelings: “This is the data I have. This is what I think it means.” 27. Disagrees respectfully and openly with ideas and offers rationale for disagreement: “I am seeing this from the point of view of…” 28. Inquires of others about their reasons for reaching and occupying a position: “Can you help me understand your thinking here?” A=Rarely B=Occasionally C=Frequently
    • 27. Glow and Grow • Spend a couple of minutes reviewing the statements on the survey. – As you think about the categories and/or statements on Garmston and Wellman’s survey, what is an area where you feel you “glow”? – What is an area in which you want to “grow”?
    • 28. Developing Norms • Individually reflect on the following question: – Given our processing and the importance of our working with and learning with one another, what are the behaviors we expect and will accept from one another? • When prompted… – Join two other colleagues in your cluster – Share behaviors that you expect and will accept from one another – Generate an agreed upon list – Join the other two triads from your cluster and record the collective agreed upon list on the chart paper
    • 29. Vertical (Cluster) Collaborative Teams WEST CENTRAL EAST Cherie Braspenik Jon Bonneville Erin Copeland Gary Hamilton Dave Helke Don Leake Rob Nelson Jeremy Willey Kristine Black Renee Brandner Kay Fecke Kari Komar Jeff Leach Susan Risius Gene Roczniak Elizabeth Vaught Taber Akin Chris Bellmont Lyle Bomsta Bill Heim Sarah Kloeckl Elaine Mehdizadeh Bruce Morrissette Janice Porter Kelly Ronn
    • 30. SUPU Reflection on Learning: Stand Up and Pair Up • Join one of your colleagues across the room. • Have one person respond to question 1 and the other person respond to question 2. 1. What did we learn about collaboration? 2. What did we learn about the renewing and sustaining norms?
    • 31. PUPU Reflection on Learning: Pair Up and Pair Up • Join two of your colleagues to form a group of four. • Summarize your conversations about questions 1 and 2. • As a group, discuss question 3 and be prepared to summarize your response to question 3 for the whole group. 1. What did we learn about collaboration? 2. What did we learn about the renewing and sustaining norms? 3. What can or will we do as a result of our learning?
    • 32. Break • Be back to continue our learning in 10 minutes!
    • 33. Knowing Our Focus 1. What initiatives are guiding the efforts of your staff members and you? 2. When you examine the draft copies of your SIP and PD plans, how are resources (human, financial, time, etc.) being allocated? What is top priority with regard to time? With regarding funding? Where is your energy being spent?
    • 34. Knowing Our Focus Initiatives Rank: Time Rank: Resources Rank: Energy
    • 35. Knowing Our Focus • Complete the initiative matrix by: – Documenting what initiatives are guiding the efforts of your staff members and you – Ranking them with regard to the time being allocated – Ranking them with regard to the resources allocated to support each initiative – Ranking them according to the energy they take to support
    • 36. Knowing Our Focus • Use the following stems to discuss your reflection… – I discovered… – I am excited by… – I feel challenged by… – I am concerned about… – I need… Process Overview Constructivist Listening Dyad Clear Protocols Focus on Listening Provide Stems/Prompts Summarization
    • 37. Horizontal Collaborative Teams Secondary Collaborative Teams Elementary Collaborative Teams Chris Bellmont Cheri Braspenick Renee Brandner Erin Copeland Gary Hamilton Dave Helke Kelly Ronn Jenne O’Neill-Mager Taber Akin Kristine Black Erin Copeland Kay Fecke Kari Komar Rob Nelson Elizabeth Vaught Bill Heim Sarah Kloeckl Kari Komar Jeff Leach Don Leake Bruce Morrissette Janice Porter Gene Roczniak Lyle Bomsta Jon Bonneville Sarah Kloeckl Elaine Mehdizadeh Susan Risius Jackie Smith Jeremy Willey
    • 38. Lunch Break Be back and ready to continue our learning at…
    • 39. “What Are We Waiting For?” “Imagine if everyone in a school thought that what happened in every classroom, to every teacher and every student, was of tremendous significance and that quality learning was the most valued commodity. What would that mean for how time is used? What would it enable in teams of teachers’ interactions with others? What would principals, teachers, and community members believe in and expect? What would students be able to accomplish?” Martin-Kneip, 2008
    • 40. Step to the Line… Step to the line…if you…
    • 41. What’s Important? • Review the list of initiatives that guides your work. • As you do, rank them in order of importance (1, 2, 3, 4, etc.) in relation to making the greatest difference for student learning.
    • 42. Wordle: Elementary Schools
    • 43. Wordle: Secondary Schools
    • 44. Wordle: District
    • 45. Aligning Our Efforts • Open your initiatives sheet. • Compare your importance rankings to the energy, time and resources rankings. – Are they in sync? – What’s discrepant? – What do you discover?
    • 46. Identifying Priorities Note the following passage from Doug Reeves: “The Law of Initiative Fatigue states that when the number of initiatives increases while time, resources, and emotional energy are constant, then each new initiative—no matter how well conceived or well intentioned—will receive fewer minutes, dollars, and ounces of emotional energy than its predecessors.”
    • 47. Zoom • What do the sequence of pictures tell us about how we view data? • What did you discover as each page “zoomed” out? • How does the “zooming” relate to multiple measures?
    • 48. SIP: Current Reality • Read the highlighted sections from the article, “Multiple Measures.” • Record a summary of the details on the “Details—Main Idea” sheet.
    • 49. Process Overview SIP: Current Reality • With your completed “Details—Main Idea” handout, form two lines (facing each other) at the back of the room. • When prompted, take turns sharing the details you recorded. Bite-Sized Reading… Efficient Identifies key concepts to be “covered” Serves as scaffold Details—Main Idea… Formative assessment Develops analysis and synthesis skills Encourages summarization Learning Line Up… Movement Multiple perspectives Collaborative meaning making Efficient
    • 50. Getting Clearer: Multiple Measures
    • 51. SIP: Current Reality • To deepen our collective understanding of data sources, each horizontal collaborative team will work collaboratively on a Google doc • http://tinyurl.com/4ydcwsj Data Sources: – Student Achievement – Demographics – Perception – School Processes (Program)
    • 52. SIP: Current Reality • What does the data source describe? • Why would this data source be important for guiding our improvement practices? • What information and/or resources do we need to effectively use and understand the data source? • How does our understanding of this data source impact our data analysis?
    • 53. Break—Be Back in 5!
    • 54. Exploring SIP Components • Focus Areas – Core Instruction – Systems of Intervention – Climate and Culture – Community Engagement
    • 55. Exploring SIP Components • With your horizontal collaborative team, document the following for your assigned component… – What does your assigned component describe? – Why would your assigned component be important for guiding your improvement practices? – What information and/or resources do we need to effectively use and understand your assigned component? – How we will know our improvement efforts will make a difference (criteria for improvement)? • Use the chart paper and marker provided to document your team’s thinking
    • 56. Process Overview Exploring SIP Components • Decide which two team members will stay with chart. – Stayers—explain thinking, engage discussion • Use assigned color to add questions, additional perspectives to the thinking of other components • Strayers—deepen thinking, add to emerging understanding One Stay, The Rest Stray… Blends emerging understanding with dialogue Adds multiple perspectives Movement Efficient Charting a Colorful Course… Allows for questions, additions from all groups Helps monitor which group made additions, updates Use as formative assessment Movement Efficient
    • 57. Norm Check • How effectively did we follow our emerging norms?
    • 58. Key Messages • What were the key messages that we learned today that will guide our work and learning with one another? Think about… Creating collaborative culture Developing norms Knowing and aligning initiatives Understanding multiple measures Understanding SIP components

    ×