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Creating Synergy Through Positive Culture and Powerful Structures

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Creating Synergy Through Positive Culture and Powerful Structures

  1. 1. Creating Synergy Through Positive Culture and Purposeful Structures
  2. 2. What is Synergy?
  3. 3. Synergy the potential ability of individuals to be more successful or productive as a result of working together.
  4. 4. in other words...
  5. 5. Accomplishing things together which one person could not accomplish alone.
  6. 6. Today’s Objectives 1. Understand and be able to use a key strategy to enhance relationships 2. Develop tools to increase leadership capacity in order to accomplish set goals
  7. 7. Names
  8. 8. List the names of all staff members first and last
  9. 9. Names 1. Abel Garcia 2. Sue Williams 3. Mary Jones 4. Joe Lipinski 5. Rena Mai
  10. 10. Think -
  11. 11. Think - Pair - Share
  12. 12. Professional Names Goal 1. Abel Garcia 2. Sue Williams 3. Mary Jones 4. Joe Lipinski 5. Rena Mai
  13. 13. Professional Personal Names Goal Passion 1. Abel Garcia 2. Sue Williams 3. Mary Jones 4. Joe Lipinski 5. Rena Mai
  14. 14. Professional Personal Names Goal Passion 1. Abel Garcia Develop more meaningful relationships w/ families 2. Sue cake decorating Williams Increase quality of spending time with 3. Mary Jones grandchildren expository writing 4. Joe Lipinski 5. Rena Mai
  15. 15. Professional Personal Names Goal Passion 1. Abel Garcia Develop more meaningful relationships w/ families 2. Sue cake decorating Williams Increase quality of spending time with 3. Mary Jones grandchildren expository writing 4. Joe Lipinski 5. Rena Mai 6. Sari Silver 7. Martin Zell 8. Antoine Poh 9. Shirley Shutt 10.JosueToledo
  16. 16. Mix - Think - Pair - Share Check an Assumption Seek new Information
  17. 17. Better Together
  18. 18. Better Together When the Whole 
is Greater 
than the Sum 
of its Parts
  19. 19. When trust goes up, productivity goes up When trust goes down, productivity goes down
  20. 20. • Employees are the biggest asset of any company • Trust is initiated through positive relationships • Trusting relationships are cemented by strategic actions tied to clear goals and actively monitored
  21. 21. =
  22. 22. "When children understand how to connect the text they read to their lives, they begin to make connections between what they read and the larger world. This nudges them into thinking about bigger, more expansive issues beyond their universe of home, school, and neighborhood.” Harvey &Goodvis, Strategies that Work Strategies that Work, p. 68
  23. 23. “A serious problem large systems face, one that becomes more perplexing in an ever more complex, diverse world, is how to achieve a degree of cohesion and focus in an otherwise fragmented environment.” Michael Fullan, Six Secrets of Change
  24. 24. Effective change leaders create coherence. Michael Fullan– Leading in a Culture of Change
  25. 25. • We need vision and strategy • We need coherence • We need synergy generated by strong positive relationships In order to achieve sustained achievement
  26. 26. What do you want students and staff to know, understand and be able to do? Articulating Your Vision
  27. 27. Awareness, Adaptation, Permeation Goal:By the end of three years, in the spring of 2006 --- Students and staff will independently be able to use a toolkit of thinking strategies to actively monitor their own comprehension. Students and staff will consistently use six thinking strategies – making connections, questioning, visualizing, determining importance, inferring, and synthesizing – throughout all content areas when accessing and communicating ideas and information both in written and oral formats. Students and staff will be able to use a variety of data to drive instruction and meet personal learning needs. Students and staff will be able to actively monitor and direct their own learning, be able to articulately communicate their own personal level of learning in relation to a set of expressed expectations, and advocate their own next steps for learning. • The 15 character traits will serve as a foundation of the Conrad Ball Middle School culture and climate. Students and staff will fully understand and demonstrate the behaviors associated with each trait. Students and staff will be able to monitor and adjust their own behaviors using the character trait expectations.
  28. 28. For the following goal, what knowledgeand skillsdo adults need to hit this target? • Students and staff will be able to use a variety of data to drive instruction and meet personal learning needs. Students and staff will be able to actively monitor and direct their own learning, be able to articulately communicate their own personal level of learning in relation to a set of expressed expectations, and advocate their own next steps for learning. Knowledge& Understandings Skills
  29. 29. What is Your Outcome Goal? • Take some time to clearly articulate your outcome goal – A year from now…2 or 3 years from now…. What should students and staff be doing? – Then go deeper, what specific knowledge and skills will they need to go there? Knowledge& Understandings Skills
  30. 30. Create a Road Map/Plan • It’s hard to get where you want to go without a road map. • Help staff know where they are going and how they are going to get there. • When staff doesn’t know where they are going (or why) they can become confused, dissatisfied, uncomfortable, unmotivated and less trustful! (just like students, right?)
  31. 31. Awareness, Adaptation, Permeation Goal:By the end of three years, in the spring of 2006 --- Students and staff will independently be able to use a toolkit of thinking strategies to actively monitor their own comprehension. Students and staff will consistently use six thinking strategies – making connections, questioning, visualizing, determining importance, inferring, and synthesizing – throughout all content areas when accessing and communicating ideas and information both in written and oral formats. Students and staff will be able to use a variety of data to drive instruction and meet personal learning needs. Students and staff will be able to actively monitor and direct their own learning, be able to articulately communicate their own personal level of learning in relation to a set of expressed expectations, and advocate their own next steps for learning. • The 15 character traits will serve as a foundation of the Conrad Ball Middle School culture and climate. Students and staff will fully understand and demonstrate the behaviors associated with each trait. Students and staff will be able to monitor and adjust their own behaviors using the character trait expectations.
  32. 32. Keep the Target Visible at all Times • Promote peer or offsite observations that can help teachers “visualize” the target. • Use the language every day, every way - strategically use your time to promote conversations, journaling, and sharing. • Embed matrices in evaluations, teacher self-reflection and goal setting, action planning, and informal conversations. (SBE Innovation Configuration)
  33. 33. SBE Innovation Configuration
  34. 34. Professional Development Research Training Components and Attainment of Outcome in Terms of Percent of Participants Outcomes Components Knowledge Skill Behavior Transfer Study of Theory 10 5 0 Demonstrations 30 20 0 Practice 60 60 5 Peer Coaching 95 95 95 Joyce, B. & Showers, B. (2002). Student achievement through staff development,3rd Edition. Alexandria, VA: ASCD
  35. 35. Differentiate and Provide Choice • Just like good instruction, good staff development should be differentiated to meet the needs of individual learners. • A variety of opportunities should be available for teachers so they can choose what they think best fits their needs. • Use graphic organizers or other schematics to help teachers visualize their options and where specific ones might take them in their learning journeys…
  36. 36. Awareness Synthesis Level Level Higher Risk – Small Group/ Lab Classroom Behavior Personal Peer Observations Teacher – Observation Observations & & Feedback Large group Feedback observations & feedback Learning Team Learning Team Learning Team Activities – Medium Risk – Activities – Activities – creating differentiated Skills analyzing student creating and units/lessons using a wide Practice data, instructional implementing range of assessment data and alignment and common differentiated instructional design assessments strategies Book Study – Book Study – Differentiated Literacy Strategies Assessment Classroom for Student Growth and + FOR Learning Achievement in Grades 7-12 Assessment for Lower Risk – Video Series Student Learning (Stiggins is Prerequisite) Knowledge Building Differentiation/Assessment Staff Development Continuum
  37. 37. Monitor your Progress • Discover ways you can provide descriptive, immediate feedback • Focus on your target during the evaluation process • Teach teachers to analyze and monitor their own progress - use the asset maps and the teacher rubrics for self analysis • Create venues for staff to collaborate, embed this during the day - don’t make it an extra add on…

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