Horizontal Collaborative Teams ISD 191 Administrative Meeting September 22, 2011
Horizontal Collaborative TeamsSecondary Collaborative Teams Elementary Collaborative TeamsChris Bellmont Taber AkinCheri Braspenick Kristine BlackRenee Brandner Erin CopelandErin Copeland Kay FeckeGary Hamilton Kari KomarDave Helke Rob NelsonKelly Ronn Liz VaughtJenne O’Neill-MagerBill Heim Lyle BomstaSarah Kloeckl Jon BonnevilleKari Komar Sarah KloecklJeff Leach Elaine MehdizadehDon Leake Susan RisiusBruce Morrissette Jackie SmithJanice Porter Jeremy WilleyGene Roczniak
What’s One Thing…• Individually think about the emerging current reality and action plans for your SIP.• What’s one thing that you want to celebrate about your journey so far?• Be prepared to share when prompted.
Key Objectives• Learn about documenting your SIP• Link the doing of collaborative team work to continuous improvement• Determine common processes and structures for consistency for PBIS• Differentiate between PD and PLC time
SIP: Where Have You Been? • Use the timeline to document the steps you have taken to develop your SIP plan.• What work have you done on your SIP plan to date?
Sharing with Proposed Protocol • Collaborative problem solving • Student perspective• Share the highlights from • Concise sharing of data—what are the your emerging narrative. components – What has been the • Safe, learning-focused environment (especially with teachers there), not judgmental (supportive, most rewarding part? encouraging, positive, honest, open, flexible, place for risk-taking) – What has been the • Reflective, real, authentic most challenging • Based on the current reality, topics that emerge become the focus of our work part? (future agenda) – What have you • Genuine, honest, transparent picture of the learned? data, process • Spirit of encouragement, recognition of – What more do you moving forward want to learn about? • Outcome is positive, builds trust • Feel comfortable share successes, challenges • Positive presuppositions—assume positive intent • The protocol is shared with all teachers
Creating a Narrative• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.• Here’s an option that will be studied further: http://sksssip.blogspot.com/
Continuous Improvement in ActionDocument • What do you need to show as evidence (actions/data) of your doing?the Doing • Here is what we did… Document • How will you document and analyze your thinking?the Thinking • Here is what that means…Inform the • How can what you document inform your continued doing? Doing • Here is what we will do as a result of…
Application: Essential Questions for CTs How will teams What do teams need to document the doing of show as evidence oftheir collaborative team their work—to monitor work at your site? and inform their work? In what ways can Why do teams and individuals inform their individuals need to own work by using the show their work and documentation of their their thinking? team’s work?
What Did You Learn……That will inform your work on the SIP? 1. Individually record…Where you can or might your responses to deepen your work on certain components of your the reflective SIP? questions .…Where you can make 2. When prompted, connections between what you have done and what share your what you could/should be learned. documented?
PBIS: Documenting Discipline Referrals• How should discipline referrals be documented? – What is addressed verbally with students? – What is documented on TIES? – What (and when is) information sent home?• Discuss questions with your collaborative team.• Generate agreed upon responses and examples to share.
PBIS Data: Acting Consistently• How do you plan to get consistent “buy- in” from your staff members?• Think how teachers and all other staff groups will document data in a consistent manner.• How do you involve parents in the process?
PBIS: Documenting Behaviors/Actions• What behaviors/actions should be documented? – Review the list of minors and majors that are on TIES. – Compare the list of minors and majors from PBIS to those on TIES. – Come to a common understanding of the minors and majors that ISD 191 should follow. – Be prepared to share your compiled list.
On Professional Learning… “An empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teaching/learning process— one who views learning as construction and teaching as a facilitating process to enhance and enrich development.” —Fosnot
Focus of LearningWhat structures and/or processes do you have inplace to differentiate professional developmentmeetings from collaborative team time?PD focus on adult learningCT focus on student learning
Focus on Learning• What will your staff be learning about during your PD time?• What will your staff be doing during their collaborative team time?
Focus on Learning • Individually record what you have done to differentiate the purpose of the meetings. • Individually read the excerpt from Learning by Doing and highlight processes to support collaborative team time. • As a horizontal collaborative team, generate a list of processes or strategies used to differentiate and/or reinforce the purpose of the meetings.
Deepening Our Understanding• Go the Ning site for ISD 191 Ning for ISD 191 Admin administrators and access the • http://isd191.ning.com/?show following blog post: AddContent=1&xg_source=ms• Bringing the Updated g_wel_network Standards for Professional Learning from Learn Forward (NSDC) to Life• As you review the blog post Learning Forward (NSDC) and access the more detailed • http://www.learningforward.o version of the standards on rg/standards/standards.cfm Learning Forward’s website, add a comment about how the standards will guide your decision-making about PD at your building.
Key MessagesThink about…1. Documenting our work2. Clarifying the purposes of and structuring PD and PLC time3. Clarifying and being consistent regarding discipline data
Housekeeping Items…• Other things you need to know or that need to be shared… – Q-Comp/Pro-Pay – Elementary math and reading interventionists – Specialists—late start and ½ day PD