Key ObjectivesLearn about the development of the current reality and SIP at BHSReflect on the implementation of the protocol for sharing SIP development and progress toward SIPgoalsDiscuss processes and protocols for developing narrative about learning and doingShare results of self-assessments on learning, collaboration, and resultsDiscuss protocol for prioritizing goals and SMART goal developmentDiscuss curriculum development process as it relates to your Core Instruction action plan and district PDdaysReview expectations for October 17
In the ideal it is a harvesting,Harvest Home this work we do— a reaping of crops grownby Bettye T. Spinner from ancestral seeds, a gathering of first fruit from vines that trace their sources beyond geography, beyond gender, beyond the bleach and blush and black of skin and root themselves in watery grace, in knowledge that nurtures us all. In the ideal our classrooms fill, like cornucopia, overflowing with the bounty of our grange. Life stories, heaped among the texts, spill into hallways of our schools, crowd the sidewalks or the subways or ride yellow buses home, altering the form of knowing, changing heads, changing hearts, changing history, bringing harvest home.
Turn & Talk: What Do We Harvest?• As you think about Spinner’s poem, turn and talk with someone at your table about the question that follows:• What do we need to do to make the “in the ideal” real?
Collaborative Team Sharing Protocol (Initially Generated 9/15/2011)1. Collaborative problem solving2. Student perspective3. Concise sharing of data—what are the components4. Safe, learning-focused environment (especially with teachers there), not judgmental (supportive, encouraging, positive, honest, open, flexible, place for risk-taking)5. Reflective, real, authentic6. Based on the current reality, topics that emerge become the focus of our work (future agenda)7. Genuine, honest, transparent picture of the data, process8. Spirit of encouragement, recognition of moving forward9. Outcome is positive, builds trust10. Feel comfortable share successes, challenges11. Positive presuppositions—assume positive intent12. The protocol is shared with all teachers
BHS: Sharing of Learning and Doing• As BHS shares their learning and doing connected to the development of their current reality and SIP and PD plans, think about how the development and progress protocol is being implemented.
Reflection on Sharing: Sentence Frames1. During today’s presentation, I learned the high school is doing ____________________.2. After listening today, I am thinking about ____________________.3. After participating today, I am wondering if the high school has considered ____________________.
Reflection on Sharing and Protocol Reflection from Vertical Reflection from BHS Collaborative Teams • Discuss the degree to• Discuss how your team which you feel the sharing prepared and what your protocol was implemented reaction is to the • Provide suggestions process of analyzing and and/or recommendations synthesizing work on about the progress your SIP monitoring and sharing of learning and doing from your SIP
Walk & Talk: Processing the Protocol• Join a colleague from your vertical collaborative team and discuss the following two questions during a 10 minute walk and talk. – How does what you experienced today inform and/or shape your work leading collaborative teams? – What did we hear or learn that impacts our work with the SIP and PD plans?
Creating a Narrative (Initially Shared 9/22/2011)• 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/
“In the world of work, there areDeveloping a Narrative enormous opportunities to learn,1. Provide intentional yet relatively few structures that opportunities for individuals support learning from to reflect on and document their learning and doing experience, particularly in2. Embed protocols for adulthood. Every adult reflects individuals to make to some degree, and everyone, meaning of their learning no matter their field, and work with their collaborative teams hypothesizes and draws3. Create opportunities for conclusions from the ‘data’ of collaborative teams to their experience. Nevertheless, document and share their learning and doing as a most fields of work do not building provide the infrastructure of4. Engage in systematic methods, practices, and process processes to share learning as buildings with horizontal for building knowledge from and vertical collaborative teams practice.”
Individual Narrative • Determine protocols for individuals to systematically document the learning and doing • Build in structures where individuals draw conclusions about their work and inform their practice and professional learning • Have individuals analyze their learning and work at the end of the year – What did I learn this year? – How did I grow and change as a result of my learning? • Celebrate the learning and doing of individuals
From Individual to Team Narrative1. Provide time for teams to systematically document When individuals their learning and doing begin sharing and with one another collectively2. Have teams determine protocols to monitor and building their inform their learning and narratives, the doing team narrative3. Have teams summarize their learning and doing starts to take4. Celebrate the learning shape, as well and doing of teams
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 ourcollaborative 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 ourand individuals, need to own work by using theshow our work and our documentation of our thinking? team’s work?
From Team to Building Narrative As teams engage in the1. Determine protocols and processes for your building to development of their synthesize the learning and narratives, their doing of your teams collective “story”2. Determine a mechanism for how the synthesis of your shapes the building’s building’s learning and doing narrative, as well. are documented and celebrated
From Building to District Narrative1. Systematically embed protocols and processes for The richness of our buildings to share and district’s narrative is celebrate their learning and doing at principal meetings, based on the at DLT meetings, and other collective stories data share fair opportunities from buildings, departments, and programs.
Continuous Improvement in Action (Initially Shared 9/22/2011)Document • 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…
Partner A—Partner B Reflection• As you reflect on the concept of developing narratives, join a colleague from a different cluster.• Partner A will share his/her thoughts about developing narratives• Partner B will then share his/her thoughts• Partners A and B then generate thoughts and/or questions to share
Sharing Results: Self-Assessment on 3 Big Ideas of Collaborative Team Work• Prior to sharing with your horizontal collaborative team, individually reflect on the following for each of the 3 Big Ideas using the reflective tool provided: – If focused on in your SIP, which items would provide the greatest impact…think both short term (quick wins) and long term solutions? – If focused on in your SIP, which items reflect the greatest need for your building? – If focused on in your SIP, which items would encounter the least resistance and/or challenge?
Action Plan: Components and Implementation (Initially Shared August 11, 2011)Required Components: Implementation:1. Core Instruction 1. Actions/Strategies2. System of Interventions 2. Evidence of3. Climate and Culture Implementation4. Community 3. Evidence of Impact Engagement 4. Resources Required 5. Persons Responsible 6. Tools and Timelines for Progress Monitoring
Scope & SequenceGrade/Course Specific Curriculum Guides Coherent Instructional Practice
Aligning Curriculum Development & District Professional Development• Individually and collaboratively focus on questions one and two: – What we do want/need students to know, understand, and do? – How will we know they know it?• Individually and/or collaboratively complete the following tasks throughout and after the district PD days: – Use standards, benchmarks, and best practices/research to identify the essential outcomes for units of study for course, semester – Become more assessment literate – Create diagnostic (pre-assessments), formative, and common formative assessments that align with essential outcomes – Document essential outcomes and aligned assessments by posting them electronically
Implications for District PD Days• What other questions do you have for October 17?• What other questions do you have for district PD days for the 2011-2012 school year?
Getting to SMART Goals (Initially Shared August 11, 2011)• Develop 1 year SMART • Specific S goals• Develop 3 year bold M • Measureable stretch goals that are… – Targeted A • Attainable – Needs-Based – Equity-Focused R • Realistic T • Time-bound
What Do We Mean By…• Targeted• Needs-Based• Equity- Focused
Developing SMART Goals: An Option• Using one of the quick- win goals that you have Shared Resource: identified, complete the SMART goal template. The Power of SMART Goals by O’Neill and Conzemius:• When prompted, share Where do we want to be? your SMART goal Where are we now? How will we get to where mapping with one of we want to be? your colleagues. What are we learning? Where should we focus next?
Key Messages: Pick 3 and Post1. What additional insights did you learn from BHS’s sharing?2. What more did you learn about the development of narratives?3. What more did you learn about identifying and setting goals based on your building’s self-assessments?4. What did you learn about curriculum planning in ISD 191?5. What else did you learn?