The document discusses focus questions for collaborative teams and procedures for district leadership team meetings. It includes sections on reviewing the purpose and functions of the district leadership team, clarifying expectations for collaborative team time versus professional learning time, and celebrating progress. Key points include having collaborative teams focus on what students should know and be able to do, how teams will know if students are learning, and how teams will respond when students don't learn or do learn. The document provides guidance for district leadership team meetings, including protocols for sharing progress and learning from each other.
This online team building assignment was put forth by Full Sail University. Five students, including me, followed the rubric to complete the project. We had not known each-other at the outset. The Keynote presentation outlines the special considerations in working together online, though it transfers to working side-by-side with co-workers.
How do you engage others when problem solving? Knowing how to facilitate a productive brainstorming session puts the power of collaborative thinking in your corner. Plus, it builds a stronger and more united team to meet future challenges head on, too. Learn how to unlock group creativity to start the ideas flowing in this article from the Peak Focus experts.
Meetings are a key driver (and drain) of productivity and effectiveness for any project. Effective meetings accelerate work, achieve buy-in and consensus, ensure consistent communication, and get results. Ineffective meetings waste time, pull key resources from important tasks, create confusion, and stifle progress.
In this session, project managers are introduced to key techniques from Accelerated Facilitation, a structured methodology to deliver highly interactive, streamlined meetings that generate high levels of participant productivity, collaboration, consensus and buy-in. Using these techniques, PMs will be able to get more done in less time and reach clear consensus on decisions and priorities.
Attendees were introduced to each technique, then applied the techniques in a small group.
Topics
1. Accelerated Facilitation Overview
2. Idea Generation
3. Prioritization
4. Risk/Performance Assessment
5. Incorporating Accelerated Facilitation into Project Meetings
This online team building assignment was put forth by Full Sail University. Five students, including me, followed the rubric to complete the project. We had not known each-other at the outset. The Keynote presentation outlines the special considerations in working together online, though it transfers to working side-by-side with co-workers.
How do you engage others when problem solving? Knowing how to facilitate a productive brainstorming session puts the power of collaborative thinking in your corner. Plus, it builds a stronger and more united team to meet future challenges head on, too. Learn how to unlock group creativity to start the ideas flowing in this article from the Peak Focus experts.
Meetings are a key driver (and drain) of productivity and effectiveness for any project. Effective meetings accelerate work, achieve buy-in and consensus, ensure consistent communication, and get results. Ineffective meetings waste time, pull key resources from important tasks, create confusion, and stifle progress.
In this session, project managers are introduced to key techniques from Accelerated Facilitation, a structured methodology to deliver highly interactive, streamlined meetings that generate high levels of participant productivity, collaboration, consensus and buy-in. Using these techniques, PMs will be able to get more done in less time and reach clear consensus on decisions and priorities.
Attendees were introduced to each technique, then applied the techniques in a small group.
Topics
1. Accelerated Facilitation Overview
2. Idea Generation
3. Prioritization
4. Risk/Performance Assessment
5. Incorporating Accelerated Facilitation into Project Meetings
Hello sir/mam,
SUB : Regarding Automotive Electronics / Sensors / VLSI Design / MEMS Technology / Robotics Opportunities
Sensors - MEMS - Automotive Electronics (Telematics - Infotainment - Driver Assistant & Safety Systems - AUTOSAR / dSPACE / CAN / LIN / FlexRay) Technology
I had completed my M.Tech graduation in Sensors Systems Technology (tie up with karlsruhe university-germany) Specialization done at Vellore Institute of Technology from Tamilnadu,India.
I am interested in R&D to continue my career in Sensors Systems Technology / Automotive Electronics / Automobile Industry.
So need your assistance in approaching Automotive/Sensors/MEMS Technology companies in india / overseas.
Eagerly waiting for your kind reply.
thank you,
Regards,
Santhosh.
Contact : 09487253815
ersanthosh.vit12@gmail.com
Hello sir/mam,
SUB : Regarding Automotive Electronics / Sensors / VLSI Design / MEMS Technology / Robotics Opportunities
Sensors - MEMS - Automotive Electronics (Telematics - Infotainment - Driver Assistant & Safety Systems - AUTOSAR / dSPACE / CAN / LIN / FlexRay) Technology
I had completed my M.Tech graduation in Sensors Systems Technology (tie up with karlsruhe university-germany) Specialization done at Vellore Institute of Technology from Tamilnadu,India.
I am interested in R&D to continue my career in Sensors Systems Technology / Automotive Electronics / Automobile Industry.
So need your assistance in approaching Automotive/Sensors/MEMS Technology companies in india / overseas.
Eagerly waiting for your kind reply.
thank you,
Regards,
Santhosh.
Contact : 09487253815
ersanthosh.vit12@gmail.com
What are some of the differences between attitudes and beliefs, .docxtwilacrt6k5
What are some of the differences between "attitudes" and "beliefs," as described in Ch. 4 of the text? Must be atleast 300 words!!!
Please use the reading material below!!
The primary message of this chapter can be summarized by the Boy Scout motto “Be prepared!” Have you ever spent an hour or two at a group or team meeting only to find out no one was ready to make a meaningful, informed contribution? Many wasted meetings boil down to the fact that group members just haven’t done their homework. GIGO is the acronym that computer programmers use for the expression “Garbage in, garbage out.” If you put poor information (garbage) into a computer program, you get poor results as output. It works the same way in group discussions.1 To achieve a quality decision, a group needs quality information gleaned from research as well as effective reasoning and critical-thinking skills.2 In this chapter we delve into the processes by which groups accomplish their work and achieve their goals. We’ll discuss how to prepare effectively for a group discussion and how to use research and critical-thinking skills to enhance the quality of the work accomplished by group members. The Greek philosopher Socrates believed that the primary goal of dialogue and discussion was the search for truth. Today, group discussion continues to be a trusted method of seeking answers to tough questions. Our legal system is based on the idea that a jury of adults, after hearing evidence and using their best critical-thinking and analysis skills, should be able to decide whether someone is guilty of a crime. In corporations, teams and task forces hammer out key decisions. Regardless of a group’s composition, goal, or context, its discussion will be more productive if group members have prepared and if they know how to critically evaluate information used to reach reasoned conclusions.3 How to Develop a Discussion Plan Imagine the instructor in your group communication class has assigned you to a group or committee, perhaps, so that you can make a recommendation, solve a problem, or make a decision. What should you do first? How would you develop a plan to get your work accomplished? What should you not do? It’s tempting for members to jump in with both feet and start deciding what to do without adequate research or preparation. The most effective groups develop a plan for accomplishing their goal. Groups are more likely to deliberate wisely and effectively if group members clarify their goals, have good discussion skills, and are motivated to do a good job.4 Suggesting solutions or making final recommendations at your first meeting is not a good idea. Effective groups prepare for discussion.5 We’ll outline the general parts of a discussion plan and then spend the rest of the chapter describing these strategies in detail. Get Acquainted with Your Group Members “Let’s get down to business,” “What are we supposed to do,” and “Get to the point” are typical statements heard at most f.
This activity is designed to help coalition and action team members evaluate action ideas and make decisions where the group has a chance for success. Small groups should use this tool before making a decision on which actions to pursue. It gives work groups a way to evaluate what they send to an action forum and it gives the action teams preliminary guidance about levels of impact and levels of feasibility.
This tool would be useful in the first action team meeting and/or when action ideas cannot be combined.
Hello sir/mam,
SUB : Regarding Automotive Electronics / Sensors / VLSI Design / MEMS Technology / Robotics Opportunities
Sensors - MEMS - Automotive Electronics (Telematics - Infotainment - Driver Assistant & Safety Systems - AUTOSAR / dSPACE / CAN / LIN / FlexRay) Technology
I had completed my M.Tech graduation in Sensors Systems Technology (tie up with karlsruhe university-germany) Specialization done at Vellore Institute of Technology from Tamilnadu,India.
I am interested in R&D to continue my career in Sensors Systems Technology / Automotive Electronics / Automobile Industry.
So need your assistance in approaching Automotive/Sensors/MEMS Technology companies in india / overseas.
Eagerly waiting for your kind reply.
thank you,
Regards,
Santhosh.
Contact : 09487253815
ersanthosh.vit12@gmail.com
Hello sir/mam,
SUB : Regarding Automotive Electronics / Sensors / VLSI Design / MEMS Technology / Robotics Opportunities
Sensors - MEMS - Automotive Electronics (Telematics - Infotainment - Driver Assistant & Safety Systems - AUTOSAR / dSPACE / CAN / LIN / FlexRay) Technology
I had completed my M.Tech graduation in Sensors Systems Technology (tie up with karlsruhe university-germany) Specialization done at Vellore Institute of Technology from Tamilnadu,India.
I am interested in R&D to continue my career in Sensors Systems Technology / Automotive Electronics / Automobile Industry.
So need your assistance in approaching Automotive/Sensors/MEMS Technology companies in india / overseas.
Eagerly waiting for your kind reply.
thank you,
Regards,
Santhosh.
Contact : 09487253815
ersanthosh.vit12@gmail.com
What are some of the differences between attitudes and beliefs, .docxtwilacrt6k5
What are some of the differences between "attitudes" and "beliefs," as described in Ch. 4 of the text? Must be atleast 300 words!!!
Please use the reading material below!!
The primary message of this chapter can be summarized by the Boy Scout motto “Be prepared!” Have you ever spent an hour or two at a group or team meeting only to find out no one was ready to make a meaningful, informed contribution? Many wasted meetings boil down to the fact that group members just haven’t done their homework. GIGO is the acronym that computer programmers use for the expression “Garbage in, garbage out.” If you put poor information (garbage) into a computer program, you get poor results as output. It works the same way in group discussions.1 To achieve a quality decision, a group needs quality information gleaned from research as well as effective reasoning and critical-thinking skills.2 In this chapter we delve into the processes by which groups accomplish their work and achieve their goals. We’ll discuss how to prepare effectively for a group discussion and how to use research and critical-thinking skills to enhance the quality of the work accomplished by group members. The Greek philosopher Socrates believed that the primary goal of dialogue and discussion was the search for truth. Today, group discussion continues to be a trusted method of seeking answers to tough questions. Our legal system is based on the idea that a jury of adults, after hearing evidence and using their best critical-thinking and analysis skills, should be able to decide whether someone is guilty of a crime. In corporations, teams and task forces hammer out key decisions. Regardless of a group’s composition, goal, or context, its discussion will be more productive if group members have prepared and if they know how to critically evaluate information used to reach reasoned conclusions.3 How to Develop a Discussion Plan Imagine the instructor in your group communication class has assigned you to a group or committee, perhaps, so that you can make a recommendation, solve a problem, or make a decision. What should you do first? How would you develop a plan to get your work accomplished? What should you not do? It’s tempting for members to jump in with both feet and start deciding what to do without adequate research or preparation. The most effective groups develop a plan for accomplishing their goal. Groups are more likely to deliberate wisely and effectively if group members clarify their goals, have good discussion skills, and are motivated to do a good job.4 Suggesting solutions or making final recommendations at your first meeting is not a good idea. Effective groups prepare for discussion.5 We’ll outline the general parts of a discussion plan and then spend the rest of the chapter describing these strategies in detail. Get Acquainted with Your Group Members “Let’s get down to business,” “What are we supposed to do,” and “Get to the point” are typical statements heard at most f.
This activity is designed to help coalition and action team members evaluate action ideas and make decisions where the group has a chance for success. Small groups should use this tool before making a decision on which actions to pursue. It gives work groups a way to evaluate what they send to an action forum and it gives the action teams preliminary guidance about levels of impact and levels of feasibility.
This tool would be useful in the first action team meeting and/or when action ideas cannot be combined.
Achieving Success in an Interdisciplinary TeamLeah Henrickson
Working in a team is hard. Everyone comes with their own experience, expertise, and opinions. How is anything supposed to get done?
We've spent three years working together to build a startup from scratch. Together, we identified three of the most important lessons we've learned about interdisciplinary teamwork.
1. Identify your shared vision and values.
2. Practise open communication.
3. Make - and stick to - clear plans.
However, we've all taken different things away from these lessons. That's why each of the following lessons is accompanied by our own individual elaborations.
Our different perspectives make us a stronger team.
Note: This document is formatted for double-sided printing on A4 paper, to be read in codex form. For the intended reading experience, download this file and read in a PDF reader.
People can work together while living in different realities because everyone interprets the world in their own way. Assumptions, misunderstandings, information gaps, behavioural habits, biases – these often sit under the radar, affecting performance, motivation, and delivery. We call it ‘The Fog’, and it makes progress difficult, frustrating, and slow.
This session is all about team alignment for effective delivery.
Timothy Gallwey’s acclaimed The Inner Game teaches four parts to the learning process:
awareness of what is
focus of attention
own choice (regarding own decisions)
trust in self and team.
This transfers to the letter when it comes to developing the Agile Mindset and I specialize in helping teams with the first step. In this session, you'll learn about the research behind team alignment, you'll find out a structured team alignment process works, and you'll see results through a case study with Samsung.
We will workshop a few areas around 'perception differences' and I also offer a free Take the Team Test online tool to assess your team's behavioral and cognitive alignment. Anyone attending this session is invited to take the test in advance and share your experiences of it in this interactive session.
More details:
https://confengine.com/agile-india-2019/proposal/8017/take-the-team-test-and-clear-the-fog
Conference link: https://2019.agileindia.org
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. 4 Focus Questions for Collaborative Teams
• What do we want our students to
Q1 know, understand, and do?
• How will we know they are learning?
Q2
• How willDecember 7, 2011don’t learn?
we respond when they
Q3
• How will we respond when they do learn?
Q4
3. Key Objectives
1. Review purposes and functions of DLT
2. Deepen our engagement with and
understanding of collaboration, learning, and
results
3. Clarify expectations for collaborative team
time vs. professional learning time
4. December 7, 2011
Collaboratively clarify expectations for core
instruction action and PD plans
5. Celebrate our work as teams, buildings, and a
district
4. Meeting Procedures and Routines
Meeting In Case of
High Five
Documents Emergencies
• Go to subfolder • Look for the “high • For meetings at
“DLT Meetings” in five” as a signal to DEC, have your
shared folder for come back building’s
“Continuous together—a signal administrative
Improvement” – to wrap up your assistant contact
look for meeting final point during Judy Sherin in
date to locate a discussion as a Teaching and
materials and sign of transition Learning at ext.
processes (The TLT 6279
Google site and • You can check
Ning will replace text, emails during
need for shared breaks
folder)
5. Table Talk: Discovering Creativity…
(Initially Shared: 8/18/2011)
“We can’t be creative if we refuse to be confused.
Change always starts with confusion; cherished
interpretations must dissolve to make way for the
new. Of course it’s scary to give up what we
know, but the abyss is where newness lives.
Great ideas and inventions miraculously appear
in the space of December 7, If we move through
not knowing. 2011
the fear and enter the abyss, we are rewarded
greatly. We discover we’re creative.”
—M. Wheatley, 2002
6. The Leading & Doing
As your team reflects on the Wheatley quote, think
about what has become clearer about your work as
both participants in and leaders of collaborative teams.
Use the form provided to document your responses to
the reflective prompts.
• What has become clearer about our roles in
Decemberwork of collaborative
leading and doing the
7, 2011
teams since our first DLT meeting in August?
• What additional support and/or clarity do
you need to move through “the abyss”?
7. Sharing Our Progress
1. As a team, review the results
from the self-assessment on
learning, collaboration, and
results.
2. Identify quick wins that have
been documented and/or
plans that have been
established to address each of
December
the big ideas that have the
7, 2011
greatest impact, greatest
need, and/or least resistance.
3. Determine why your site
chose to focus on each of the
three areas you identify.
8. Sharing Our Progress
1. When prompted, join Partners A and B Protocol
a colleague from 1. Partner A shares.
another building and 2. Partner B listens.
share one of the three 3. When
focus areas: prompted, Partner B
learning, collaboration, shares.
or results. December 4. Partner A listens.
7, When
2011
2. Use partners A and B 5.
to engage in your prompted, discuss
sharing. what you heard being
shared.
9. Sharing Our Progress
As you regroup with your team, discuss
what you heard and what you learned.
Document your responses to the
following prompts on the handout:
December 7, 2011
1. What have we done?
2. What do we plan to do next?
10. 60 Second Lecture
1. Identify one of the big
ideas about which you
would like to share
with the whole group.
2. Using the “60 Second
Lecture”
protocol, share what
December 7, 2011
your site has done and
what you plan to do
next regarding
learning, collaboration,
or results.
11. 60 Second Lecture or Pink Flamingo
60 Second Lecture Protocol
The 60 second lecture, also
known as the pink
flamingo, requires the
person sharing to report to
the whole group to stand on
one-leg and summarize
December
their team’s reflection on 7, 2011
the prompts provided.
Preferably, those in yoga
are not invited to share.
13. Be Back in 10…
December 7, 2011
….to Continue Our
Sharing and Learning!
14. Leading Collaborative Teams
“Practicing and
rehearsing the work of
teacher teams not only
trains principals to
assist teams within their
buildings, it increases
their credibility with
December 7,
teachers since they have
2011
done and can model the
work themselves.”
~Eaker & Keating
15. Functions of DLT Members
(Originally Shared: 8/17/2011)
1. Share responsibility to align the
work of the district with Effective
Schools research
2. Model the 3 Big Ideas (focus on
learning, collaboration, and
results) at the building level to
enhance learning and improve
student achievement
3. December 7,
Work in partnership with your 2011
principal to facilitate the
development, implementation and
monitoring of continuous
improvement processes
16. Focusing Our Efforts
1. What does the quote
from Eaker and Keating
challenge us to do as a
district, in our
buildings, and during our
collaborative team time?
2. What does the quote say
December 7, 2011responsibilitythe
about
the work of leading
for
doing?
3. Use the reflective form
to individually document
your thinking.
17. Focusing Our Efforts
Locate the number on your
paper.
0—stays
1—rotate 1 group
clockwise
2—rotate 2 groups
clockwise December 7, 2011
When prompted, share your
response about part of the
first question or the second
question.
18. Focusing Our Efforts
Join your number group, form
groups A or B (see bottom of
reflection sheet), and then
generate what you learned:
0—what do we need to do as a
district?
1—what do we need to do in our
buildings? December 7, 2011
2—what do we need to do in our
collaborative teams?
Document your group’s main ideas
on chart paper.
20. Focusing Our Efforts:
Deepening Our Understanding of Leading & Doing
• Read your assigned section of form Every School, Every Team, Every
Classroom: District Leadership for Growing Professional Learning
Communities at Work.
1. Pages 8-10—PLC is the Initiative to Ensure Student Learning to Leaders
Matter
2. Pages 15-17—Collaborative, Highly Dispersed Leadership Matters to
Professional Teaching Matters
3. Pages 18-21—Collaborative Teacher Teams (intro) and What Do We Want
Students to Learn? and How Will We Know if Students Are Learning?
4. Pages 18-21—Collaborative Teacher Teams (intro) and What Will We Do
When Students Don’t Learn or Need Enrichment?
5. Pages 37-39 and 40-41—Ask the Right Questions to Monitor What You Say
and Returning to the Why to Celebrate, Celebrate, Celebrate
6. Pages 88-92—Define the Work to Begin With the Principals
• Document the most critical points that will guide the implementation of
collaborative teams in our district.
• Be prepared to join members from your assigned group when prompted.
21. Focusing Our Efforts:
Deepening Our Understanding of Leading & Doing
1. Join those who read the
same section you read.
2. Generate a list of
commonly agreed upon
key points that will be
shared with the rest of
the group.
December 7, 2011 to share with
3. Be ready
the group in
approximately 15
minutes.
22. What Did We Learn?
• What are the five most
essential things you
learned?
• Generate a list as a DLT.
• List your top five on a
post-it note. December 7, 2011
• Be prepared to share
with the rest of the
group.
23. What Did We Learn?
1. At your table, use the key
messages from our jigsaw
and the contents of Figure
4.4 (pages 70-72) to
determine what you want
and need to happen in your
buildings so that your
collaborative teams work as
December 7, 2011
effectively as possible.
2. Generate a “wish list” that
highlights the questions
and/or expectations you
have for your collaborative
teams.
24. 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 terms of teachers’ interactions with others?
December 7, 2011
What would principals, teachers, and community
members believe in and expect? What would students be
able to accomplish?”
-Martin-Kneip, Communities That Lead, Learn, and Last
25. Cookie Break
Grab a
yummy
cookie and
December 7, 2011come on
back in 5.3
minutes!
26. PD to Support Our Work
In addition to the district
curriculum development
& PD sessions…
1. Intervention Cohorts
December 7, 2011
2. Assessment Cohorts
3. Summer
Curriculum, Assessm
ent Writing
27. The School Improvement Plan Framework
(Initially Shared: 8/18/2011)
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
28. Core Instruction: Defined
(Initially Shared with Principals: 11/13/2011)
• Core instruction involves
– The identification of essential learning outcomes for the grade
level and/or course(s) taught
– The development of units of instruction, guided by essential
learning outcomes and standards and benchmarks
– The development of a continuum of assessments aligned with
the essential learning outcomes, skills, knowledge, and key
academic vocabulary
– The identification of research-based instructional strategies to
deliver instruction
– The identification and/or development of classroom-based
interventions and enrichments
29. Dissecting the Core
1. With your assigned
groups, define the
component of the
operational definition for
core instruction—think what
does it mean and what it
requires us to do.
December 7, 2011your group’s
2. Document
definition of the component
on chart paper.
3. Be prepared to share your
definition with the entire
group.
30. Core Instruction: Work Groups
Component Teams
The identification of essential learning outcomes for the grade NJHS, WB, BAHS
level and/or course(s) taught
The development of units of instruction, guided by essential MWS, RN, BHS
learning outcomes and standards and benchmarks
The development of a continuum of assessments aligned with the HB, HV, MJHS
essential learning outcomes, skills, knowledge, and key academic
vocabulary
The identification of research-based instructional strategies to EN, ST, GP
deliver instruction
The identification and/or development of classroom-based VV, SO, ERJH
interventions and enrichments
31. Processing Our Learning
1. Individually think about how the definitions for each of the
components of our district’s understanding of core
instruction became clearer.
2. Think about our work from earlier in the day about the
leading and doing of collaborative teams.
3. What has become clearer about the leading and doing of
collaborative teams and the focus on core instruction?
4. Join your DLTDecember 7, 2011
on a gallery walk and then complete the
following sentence frame:
• “Our discussion on core instruction has made
______________ clearer. As a result, our collaborative
teams will _____________________.”
32. Core Instruction:
What’s Happened or Happening?
(Initially Shared: 11/13/2011)
• The units of instruction (based on standards and essential
learning outcomes) through our district curriculum meetings
• The essential learning outcomes (and essential
knowledge, skills, and vocabulary) being articulated through our
district PD days (including Jan. 23 & Feb. 20)
• The work of your collaborative teams dedicated to the 4 PLC
questions, not building PD topics
• The PD being led in your building to support teachers'
understanding of question 1
• The meetings related to reading, math, team or department
meetings that support the focus of question 1
33. Core Instruction: Defined
(Initially Shared with Principals: 11/13/2011)
• Core instruction involves
– The identification of essential learning outcomes for the grade
level and/or course(s) taught
– The development of units of instruction, guided by essential
learning outcomes and standards and benchmarks
– The development of a continuum of assessments aligned with
the essential learning outcomes, skills, knowledge, and key
academic vocabulary
– The identification of research-based instructional strategies to
deliver instruction
– The identification and/or development of classroom-based
interventions and enrichments
34. Core Instruction: Looking Forward
Given what has and is going to happen
related to core instruction (through
district curriculum and PD), what do
plan to focus on for the remainder of
the year in relation to the first three
components of the core instruction
definition?
1. The identification of essential learning
outcomes for the grade level and/or
2.
course(s) taught
December 7, 2011
The development of units of instruction,
guided by essential learning outcomes
and standards and benchmarks
3. The development of a continuum of
assessments aligned with the essential
learning outcomes, skills, knowledge,
and key academic vocabulary
35. DLT & Core Instruction: Looking Forward
1. Post your site’s core instruction action plan and evidence of impact
and implementation on the TLT dashboard (on Google) no later
than February 15.
2. Provide feedback on the plan and evidence before February 29 for
sites in your vertical cohort.
3. Update and post plan following our February 29 meeting.
4. Bring an updated version of your action plan and evidence of
impact and implementation to our June 12 DLT meeting.
December 7, 2011
36. Action Plan: Essential Questions
(Initially Shared: 8/18/2011)
• What actions or strategies
are needed? Current Reality
• What will you document as (Needs Assessment)
evidence of impact? Of
implementation?
• What resources will you Student
use? Achievement Goals
• Who will be responsible?
• What are your timelines Core
and processes for Instruction System of
Interventions
Culture and
Climate
Community
Engagement
Action
monitoring? Plan
Action Plan Action Plan Action Plan
37. PD Action Plans
(Initially Shared: 8/18/2011)
• Create an action plan that details how the learning
for adults will be implemented and monitored.
– The specific learning that your site will engage in (think
KUDOs—what teachers will “know, understand, and do”)
– The timeline for when the learning will occur
– The timeline for monitoring the learning (getting at impact
and results)
– The processes you will use for monitoring learning (i.e.,
reflections on learning, reflections for action, student
learning, etc.)
– The resources required to support your PD
– The person(s) responsible
38. DLT: Looking Ahead
Prior to and for February:
1. Locate documents from today’s meeting
to support your work
2. Develop core instruction action plan
3. Share progress on core instruction action
plan on TLT Google website
4. Provide feedback on core instruction
action plans for those in your cohort
(cluster)
5. Respond to reflective prompts on Ning
December 7, 2011
about documenting the work of
collaborative teams and the work of SIPs
6. Respond to reflective prompts on Ning
about the content of Chapter 6 “Ensuring
a Focus on Student Learning”
39. Ning Posting Coming Soon! Conversation will set up learning for February.
Essential Elements: Documenting Progress
(Initially Shared 8/18/2011)
• How will you document your progress?
• What evidence related to staff learning will you show
that you are making progress?
• What evidence related to student learning will you
document that you are making progress?
• When you share progress toward your goals at
principal meetings and/or at DLT meetings, what will
you share?
It’s the narrative or
story of learning. It’s the journal
for your journey.
40. Ning Posting Coming Soon! Conversation will set up learning for February.
Application: Essential Questions for CTs
(Initially Shared 9/22/2011)
How will we document What do we need to
the doing of our show as evidence of our
collaborative team work work—to monitor and
at our site? inform our work?
In what ways can we, as
Why do we, as teams individuals, inform our
and individuals, need to own work by using the
show our work and our documentation of our
thinking? team’s work?
41. Key Messages
What did we learn about
the leading and doing of
collaborative teams that
will guide our work?
What did we learn about
the development of the
December 7, 2011
core instruction action
plan?
What else did we learn?
Editor's Notes
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.
Question for Principals: If someone were to ask you what you did at your principals’ meetings during the 2nd and 3rd Thursdays of the month, what would you share?
Share after working lunch…
Discuss
The bold, italicized serve as the focus for your core instruction action plan this year.