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VCL Orientation Training S1_2013
- 1. www.aspirepublicschools.org VIRTUAL COLLABORATION LEADERS Orientation Session September 12, 2013
- 2. 9/12/2013 2 Welcome! We will… Be engaged – listen, ask questions, monitor air time Assume positive intent Save other work for another time Call out tech glitches Norms
- 3. To understand the role & responsibilities of a Virtual Collaboration Leader To learn how to use the hardware & software required to successfully engage in a virtual collaboration To develop a checklist of the tasks to be completed to set up your first series of virtual collaborations To support the development of a draft agenda for everyone’s first virtual collaboration 9/12/2013 3 Purpose
- 4. Paid out after each series of virtual collaborations: December May/June 9/12/2013 4 Stipend
- 5. 9/12/2013 5 What is a Virtual Collaboration Leader?
- 6. 9/12/2013 6 Role & Expectations Expectations Purpose of Role Attend training led by Teacher Effectiveness staff Lead virtual PLC* 1x/week for an 8-10 week session 2x/academic year Attend virtual meeting with other VCLs 2x/academic year Reach out to Teacher Effectiveness staff for thought partnering, problem solving, sharing successes and challenges along the way Support cross-site & cross-region collaboration Help build peer network Address the isolation many teachers feel content & grade level-wise Share current work/successes/struggles Develop professional capacity * Professional Learning Com- munity
- 7. 9/12/2013 7
- 8. 9/12/2013 8 The average amount of time teachers spend in collaboration during their teaching day
- 9. The majority of American teachers plan, teach, and examine their practice alone. Many Aspire teachers work largely in isolation. Teaching alone
- 10. Collaboration: At the foundation Academic Program Academic Discourse Student Culture Staff Climate Curriculum Instruction & Assessment
- 11. • Teachers feel more motivated and empowered as they become leaders who help others learn. 9/12/2013 11 Research shows that a strong collaborative culture supports the following
- 12. • Teachers feel more motivated and empowered as they become leaders who help others learn. • Teachers feel more effective as they deepen their pedagogical knowledge and improve their practice, leading to improved morale and satisfaction. 9/12/2013 12 Research shows that a strong collaborative culture supports the following
- 13. • Teachers feel more motivated and empowered as they become leaders who help others learn. • Teachers feel more effective as they deepen their pedagogical knowledge and improve their practice, leading to improved morale and satisfaction. • Teachers are increasingly committed to and vigorous in striving toward school goals. 9/12/2013 13 Research shows that a strong collaborative culture supports the following
- 14. • Teachers feel more motivated and empowered as they become leaders who help others learn. • Teachers feel more effective as they deepen their pedagogical knowledge and improve their practice, leading to improved morale and satisfaction. • Teachers are increasingly committed to and vigorous in striving toward school goals. • Teachers develop a stronger sense of shared responsibility for the success of all students. 9/12/2013 14 Research shows that a strong collaborative culture supports the following
- 15. • Teachers feel more motivated and empowered as they become leaders who help others learn. • Teachers feel more effective as they deepen their pedagogical knowledge and improve their practice, leading to improved morale and satisfaction. • Teachers are increasingly committed to and vigorous in striving toward school goals. • Teachers develop a stronger sense of shared responsibility for the success of all students. • Teachers are better able to differentiate. 9/12/2013 15 Research shows that a strong collaborative culture supports the following
- 16. • Teachers feel more motivated and empowered as they become leaders who help others learn. • Teachers feel more effective as they deepen their pedagogical knowledge and improve their practice, leading to improved morale and satisfaction. • Teachers are increasingly committed to and vigorous in striving toward school goals. • Teachers develop a stronger sense of shared responsibility for the success of all students. • Teachers are better able to differentiate. • Student achievement improves. 9/12/2013 16 Research shows that a strong collaborative culture supports the following
- 17. A strong collaborative culture is a distinguishing feature of America’s best schools. 9/12/2013 17
- 18. 9/12/2013 18 So what is a virtual collaboration, or virtual PLC?
- 19. 9/12/2013 19 Is it this?
- 20. 9/12/2013 20 Is it this?
- 21. 9/12/2013 21 More like this…
- 22. Pre-meeting Invite collaborators Propose meeting time Tech set up 9/12/2013 22 Your 1st series of Virtual Collaborations
- 23. • Computer and camera (internal or external) • Headset (optional) • 9/12/2013 23 Your Virtual Collaboration tools
- 24. Meeting time Setting norms & purpose Meeting Structure Weekly collaborations o Reminders o Shout outs to principals of participants o Feedback & reflection 9/12/2013 24 Your 1st series & session of Virtual Collaborations
- 25. Use the skeleton agenda to begin designing your own! Tips Talk to one another – it’s all the same work! Make a presenter’s agenda with notes and examples to guide you & things you don’t want to forget. 9/12/2013 25 Your 1st VC Agenda
Editor's Notes
- Facilitator’s NotesWelcome the group and acknowledge their unique positions as being among the very first leaders in what we are working to build as an organizational norm to make our value of collaboration come to life in a robust and relevant way.Introductions: Name, school, content & grade level(s)
- Facilitator’s NotesPoint out that these norms, while designed for our group, may also serve as an example of norms for their own VC groups.“Be punctual” is referring to times in this training when we will have some “play time” with some of the tools presented.“Save other work…” norm is referring to the emails and texts in particular that so many people tend to feel compelled to respond to immediately. In essence: be here, now.
- Facilitator’s NotesRead norms aloudAddress any questions
- Facilitator’s NotesGive participant’s about 30 seconds to brainstorm a list of what they think are the responsibilities attached to this role.Cold call OR ask for popcorn-style responses
- Facilitator’s NotesHave participants silently read slide to selvesAddress questions re: expectationsAcknowledge that with support & practice, the expectations will eventually feel very manageable in case they feel a little overwhelming right now.Always reach out for help when you need it, any time along the wayTransition to talking more about purpose, importance of role.Questions/Comments re: Purpose
- Facilitator’s NotesAsk participants what they think this percentage represents in the context of the avg. teacher’s teaching day.Popcorn responsesClick to bring up titleAcknowledge that even this number may seem like more than their school’s avg.
- Facilitator’s NotesAsk participants what they think this percentage represents in the context of the avg. teacher’s teaching day.Popcorn responsesClick to bring up titleAcknowledge that even this number may seem like more than their school’s avg.
- Facilitator’s NotesScholastic and the Gates Foundation study
- Facilitator’s NotesOur rigor arch does not exist w/o a strong staff climate. According to this graphic we start so many all-Aspire events with, staff climate is foundational.How do you see collaboration as contributing to a strong staff climate? Is it foundational?Popcorn responses
- Facilitator’s NotesSource:Revisiting Professional Learning Communities at WorkDuFour, DuFour, and Eaker
- Facilitator’s NotesSource:Revisiting Professional Learning Communities at WorkDuFour, DuFour, and Eaker
- Facilitator’s NotesSource:Revisiting Professional Learning Communities at WorkDuFour, DuFour, and Eaker
- Facilitator’s NotesSource:Revisiting Professional Learning Communities at WorkDuFour, DuFour, and Eaker
- Facilitator’s NotesSource:Revisiting Professional Learning Communities at WorkDuFour, DuFour, and Eaker
- Facilitator’s NotesSource:Revisiting Professional Learning Communities at WorkDuFour, DuFour, and Eaker
- Facilitator’s NotesYou are an important part of our foray into strengthening the foundation of students’ and teachers’ success and filling a big hole so many charter schools live with on a regular basis. YOU are game changers.
- Facilitator’s NotesUse checklist to walkthrough these piecesTools to share: Tableau page, Doodle.com, Google spreadsheet for hardware, How to set up Hangout guide (OR just navigate from VCL page); sample recruitment emailInvite collaborators: explain target audience – teachers teaching same grade & content area, or whatever combination of that makes sense; personal invitations (who); share tableau page (where). NOTE: to find SPED, Art, Music, and other non-core content teachers, select “other” or “unassigned”. Click on a school to see which grades it serves so you know whether or not to search it. Take note of names as you search. Send recruitment email to people you find – be thoughtful about numbers if they start to look high (e.g. w/elementary grades)Propose meeting time: For sure – after school when VCLs can do it (this will exclude the weekly PD day). You can choose 1-hour blocks before anyone even replies to you about joining. Earliest – 4, then go in 15-minute increments up to 4:30 (or later if it suits you). Go to Doodle to demonstrate how to do this. As part of the onboarding of your participants, you will ask them to complete a Doodle ASAP.Tech Set Up: Also part of the participant onboarding – share the Google spreadsheet with them so we can figure out who needs what. I will monitor daily so I can order/send hardware as needed.
- Facilitator’s NotesAcknowledge how headsets or earphones w/mics can help to minimize environmental noise. They are particularly helpful when a participant is using an older model computer.Demo: Set up the meeting Hangout Google hangout – schedule & run a test hangout for everyone, just as we did, to make sure everyone know how to join when in session. Doesn’t necessarily need to happen for whole group at same time – do what works for you & the group members.
- Facilitator’s NotesTools to use: COI models – docs (fr. LC & AY)Use checklist to guide discussion of norms, purpose, and structureShout outs to principals = good data for them, good motivator for participants.Feedback and reflection – we don’t have any norms for this as related to VCs at this time. Think about how you’d like to get feedback about the VCs.As a regular part of the meeting (e.g. plusses & deltas for each session at closing?)SurveyReflection session at end & a survey
- Facilitator’s NotesRefer participants to skeleton agenda sent via courier.Brainstorming session on agenda #1If time remains, some work time on agenda #1Action Item: Complete Agenda #1 by _______________ (ask participants when is a reasonable time – x # of days before 1st VC)VC planning/feedback buddy?I am available for feedback – ongoing – via email, Hangout, phoneIf we were doing this in person:Encourage participants to talk to one another – they’re essentially setting up the same meeting regardless of content or grade!After time is up, put participants in groups of 3 where they will:Share each agenda item, talking through the rationale and implementationAsk questions they may haveGet and give constructive feedback
- Facilitator’s NotesReach out to TE team and one another for support as you work up to your first session, and certainly as the rest unfold.Of course there will be a survey for this training!