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Book Study Preso - The Collaborative Administrator


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Presentation on the book "The Collaborative Administrator" to Minot Public School administrators.

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Book Study Preso - The Collaborative Administrator

  1. 1. The Collaborative Administrator Working Together as a Professional Learning Community Craig Nansen Minot Public Schools
  2. 2. Collaboration Collaboration is a recursive process where two or more people or organizations work together intersection of common goals — for example, an intellectual endeavor that is creative in nature — by sharing knowledge, learning and building consensus. Collaboration does not require leadership and can sometimes bring better results through decentralization and egalitarianism.
  3. 3. Electronic Collaboration Technology tools that have been used to enhance collaboration include, but are not limited to, e-mail and listservs, FirstClass and FC Conferences, FC workgroups, shared calendars, chat and IM, Skype, discussion forums
  4. 4. Web 2.0 Web 2.0 refers to the new sites on the WWW that allow users to easily add content to sites without needing to have their own server, or know how to design web sites. Web 2.0 is also referred to as the “read,write web” and “the collaborative web.”
  5. 5. Camilla Gagliolo
  6. 6. Personal Learning Networks (PLN) Personal learning networks are based on Web 2.0 technologies. Blogs, Wikis, collaborative documents such as Google Docs, Facebook, uStream, Delicious, YouTube, Flickr, CoverItLive & Today’s Meet, Podcasting (?) and Twitter are tools used in PLNs
  7. 7. What is something you learned today? What is something neat you found recently? What is something interesting you have read recently? What is something you did today to improve student learning?
  8. 8. Hoarders Lurkers Sharers
  9. 9. CoverItLive or TodaysMeet
  10. 10. Chapter 8 - Professional Learning in a Professional Learning Community Terri L. Martin
  11. 11. My thesis for EdS in Educational Technology from NSULA quot;Teaching Teachers Technology: Designing a Technology Professional Development Model to Implement Integration of Technology Into the Curriculum.quot;
  12. 12. 1st Premise Based on what we had been doing Staff development workshops after school, evenings, weekends, summers Thrown out when I quot;reallyquot; looked at the numbers. Actually had about 30% of staff involved many taking multiple courses so percentage seemed much higher.
  13. 13. 2nd Premise Infusion of money via Goals 2000, offering stipends to teachers who attended. Still over 60% of teachers did not participate due to families, coaching, supervision of activities, outside jobs, summer jobs, etc.
  14. 14. 3rd (and final) Premise Take it to the teachers during contracted time Led to the Curriculum Technology Partners program and quot;100%quot; participation. My thesis was not being about technology staff development, but about teaching adult learners. Based on research on farmers back in 1930’s Small groups, familiar location, comfort level, talk time, handouts, peer coaching, key leaders. Dismantled Staff Development Lab
  15. 15. Richard DuFour writes quot;enabling individuals to improve their effectiveness is the key to any meaningful school improvement effortquot;
  16. 16. We know that when schools are focused on learning for both students and teachers, our opportunity for success grows. we must realize that learning for all includes adults as well as students
  17. 17. Marzano suggests, quot;Perhaps the most obvious way to address the issue of professionalism is to engage teachers in meaningful staff development activitiesquot;
  18. 18. We will have to go beyond the typical quot;sit and getquot; event that an educator attends in the hopes of gathering tidbits of information to take back to the classroom. ...traditional professional development only provides an inspiring and motivating moment.
  19. 19. a large gap exists between what is known about professional learning that effects teaching and improves student achievement and the professional development that teachers and principals regularly experience. (Sparks)
  20. 20. Without a structure in place to allow teachers to share, practice, and implement their learning, new knowledge is rarely embedded in current classroom practice. shift to high-quality professional development (NSDC) High-quality professional development... learning is continuous and best done collaboratively. Defining professional development in this way helps teachers understand that it works best not as a one-time event, but rather as a continuous resource to improve what happens in their classrooms
  21. 21. Professional development follows two very different strands: learning that comes from outside the school environment and learning that comes from within. The key is in knowing when it is appropriate to go outside the district for knowledge and when it is best to capitalize on that which is well within our reach.
  22. 22. quot;Because learning has a strong social component, and because synergy that comes from group problem solving often leads to innovative solutions, the most powerful forms of professional development are centered on teams within schools.quot; (Dennis Sparks)
  23. 23. When everyone needs to have the same level of knowledge and use the same language in regard to that knowledge, it is appropriate to bring in an outside expert for the entire group.
  24. 24. When teachers know what they are looking for to further their knowledge, they can make educated decisions about where to look. Conference, workshops, books, and articles can assist with filling the gaps. Craig’s note: wikis, blogs, podcasts, Twitter, Delicious, FirstClass, CoverItLive, uStream, etc.
  25. 25. The value of professional development reaches an entirely different level when it is tied directly to the needs of the learners, both student and adult, within a building. It is not about the next new thing or what someone heard someone else talking about. It is not about doing what the school down the street is doing. It is about the very definite needs of an individual building and the collaborative efforts of educators to meet those needs. Educators also need to keep current on best practices. Education experts and researchers are continuously updating, refining, and even identifying new practices to be used in schools in order to meet the ever-changing societal needs of those who walk trough the school doors. Effective schools create a system that connects this new knowledge, when relevant, to what is happening in the classrooms. The system may be a sharing circle where learning articles are distributed around the staff
  26. 26. The most powerful forms of staff development occur in ongoing teams that meet on a regular basis, preferably several times a week, for the purposes of learning, joint lesson planning, and problem solving. (NSDC)
  27. 27. Collaborative relationships are about teachers supporting teachers in order to promote success for students. Unlike collegial relationships (personal and social level), collaboration is all about the professional side of teaching.
  28. 28. quot;While subject-matter knowledge in itself might not be consistently associated with student achievement, pedagogical knowledge isquot; (Marzano)
  29. 29. A PLC quot;starts with a group of teachers who meet regularly as a team to identify essential and valued student learning, develop common formative assessments, share strategies, and then create lessons to improve upon those levelsquot; (Schmoker, quot;On Common Groundquot;) In the past we haven't categorized this work as professional development, simply because it happens within the school. All of these tasks and so many more can now be defined as professional development. The mindset used to be that for professional development to occur, an outsider must come in to deliver the message.
  30. 30. Professional Community quot;such communities are places in which teachers participate in decision making, have a shared sense of purpose, engage in collaborative work, and accept joint responsibility for the outcomes of their work. This is true professional development.
  31. 31. in a professional learning community, learning begins to permeate the entire educational environment. It becomes a part of conversations between staff members at all junctures of the school day - before and after school, during faculty meetings and lunch times. Whether scheduled or spontaneous this professional learning is ongoing, job-embedded, and very specific to the individual needs of the school.
  32. 32. Administrators can build support for this new culture in many ways. Model collaborative learning structures during faculty meetings by eliminating quot;administriviaquot; and focus on the learning needs of the building. Share research articles that support the work of the school and teams and reinforce job-embedded professional development. Team time needs to be protected from outside events. <Craig> or support team time with online collaborative tools<end Craig>
  33. 33. quot;many schools are finding that dollars spent on substitutes for teachers so that they can engage in professional development during the school day is money well spent. Sometimes many of the best educational practices are happening in a colleague's classroom just down the hall. uStreaming or iChat (video) could be used, or video tape for “best practices” library Reorganize human resources to allow time for teachers to work together on common issues or view each other in action.
  34. 34. Leadership support of teacher learning outside of the team structure is relatively new to most people. Most common structure of peer and collegial coaching utilizes one teacher as the expert and the other as the learner. Coaching in a collaborative environment focused on professional development is more unilateral. Not necessarily one expert. Peer coaching promotes the idea of teachers learning together and bettering their teaching practices together (Martin & Brown)
  35. 35. Teams need defined times throughout the year to report out to the collective group as a way of reflecting on and celebrating their progress--and ensuring that learning doesn't become quot;siloed.quot; greatest benefits can only be reaped if that learning is shared and celebrated. How about sharing taking place collaboratively using Web 2.0 resources such as Wikis?
  36. 36. This new kind of professional development also becomes the catalyst for transforming the school from individuals working in isolation to groups working collaboratively toward a common goal.
  37. 37. In a professional learning community, everyone benefits from adult learning. Students have a better educational experience due to the increased expertise of their teachers. Teachers have a support network of peers with whom they learn and grow.
  38. 38. Quotes not attributed to a specific person are taken from the 8th Chapter according to Dr. Terri Martin The Collaborative Administrator Working Together as a Professional Learning Community Copyright ©2008 by Solution Tree