Clarifying Purpose: Follow-up Field Guide · Clarifying Purpose: Follow-up Field Guide To support...

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Clarifying Purpose: Follow-up Field Guide

To support administrators in identifying the key elements involved in aligning values within an organization . . . This session will provide information that will be helpful in determining the 'elements' that need to be clarified before a purpose can be achieved through Supervision For Learning.

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Copyright © 2011 by BCPVPA

Table of Contents

A. Introduction

Effective Professional Learning: Using this Package…..3-5

B. Presentation Package

Facilitators Agenda………………………………..………………….6-12

Participants’ Agenda…………………………………………………13

C. PowerPoint • PowerPoint Slides numbered………………….PP1-PP36

D. Appendices/Activities………………………………………………………..14-30

E. Resource List……………………………………………………………………..31

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The British Columbia Principals’ and Vice-Principals’ Association would like to

thank the committee of practicing principals and vice-principals in addition to Dr.

Bruce Beairsto for contributed hours of their time to the research and

development of the Supervision For Learning Field Guides.

Supervision For Learning Committee

Chair Person

Don Boyd

Committee Members

Jessica Antosz Beverly Forster

Carmen Barber Jennifer Gardner

Liz Bell Leanna Garner

Cale Birk Read Jorgensen

Daniel Blais Kevin Leach

Woody Bradford Laird Ruehlen

Gaila Erickson

Special recognition and thank you to Dr. Bruce Beairsto

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Clarifying Purpose

Effective Professional Learning

Suggestions for How to Use this Package

The purpose of this Field Guide is to provide materials and activities which will encourage

dialogue and discussion about Supervision For Learning.

The activities and resources are intended to:

1. Prioritize the learning

2. Foster inquiry

3. Facilitate the dissemination and sharing of knowledge

4. Inspire engagement in Supervision For Learning

5. Encourage a partnership in learning

6. Improve learning, teaching and leading in school systems

In implementing professional improvement Ron Ferguson of Harvard University, shares several

strategic actions that will foster sustained success:

1. Select ideas that foster trust not mistrust

2. Ensure shared leadership

3. Plan, initiate and implement in ways that inspire

4. Support ongoing implementation

5. Recognize, celebrate and reward accomplishments

6. Sustain coherence

The following steps will support the implementation of this professional learning package:

1. The package is divided into 4 sections, each designed to be about 30 – 45 minutes long.

2. Appoint a member to become the Lead Facilitator and coordinate the session or

sessions.

3. You can work alone or with a committee to organize the delivery of the sessions.

4. The Lead Facilitator or committee should choose the dates, locations, times and send

out an invitation to your targeted audience.

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Clarifying Purpose

Suggestions for Use of this Package - Continued

Facilitator Resources, Materials and Preparation Timing

Read the package and decide

how you want to present

materials in your community,

district and / or schools.

• Book your location

• Email invitation

• Collect all materials

• Order AV: laptop, LCD projector, speakers,

screen, lavaliere, flipchart and stand, tape

• Materials to bring:

o Chart paper

o Large post-it-notes

o Pens

o Markers

o Highlighters

2 – 3 weeks before

• Review materials (dry run) prior to the

presentation

• Make name tags

• Order catering

• Room setup (sessions need tables of 4 – 5 people)

• Assemble all participant / facilitator materials

(create sample package)

1 week before

Enjoy the day

• Plan to be ready a half hour prior to your session

• 15 minutes before the end of the day, have a

discussion on next steps and where this will fit in

future sessions

• If you are dividing this package into a series,

suggest to participants a variety of opportunities

to use some of the ideas and one particular piece

that can be tried alone or with a partner and

reported on at the next session

• Give people time to complete the Feedback Form

Day of

presentation(s)

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and have a formal closing

• Debrief with the planning committee, using the

facilitator evaluation form

Mail feedback forms to:

Gaila Erickson

Manager, Professional Learning

BCPVPA

#200, 525 West 10th

Avenue

Vancouver, BC V5Z 1K9

Thank you for helping to make Supervision For

Learning a continued success.

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Facilitator’s Agenda – 2.5 hour Program

Time Instructions Materials

Individual

preparation for first

session

Activating and Engaging: Preparing for the Session

Participants are asked to reflect on the following questions prior

to the session:

Descriptive Overview

To support administrators in identifying the key elements

involved in aligning values within an organization. This session

will provide information that will be helpful in determining the

‘elements’ that need to be clarified before a purpose can be

achieved through Supervision for Learning.

Clarifying Purpose:

Clarifying purpose means ensuring that professional

relationships, staff collaboration, learner focused dialogue, and

systems and supports are focused on improving learning for all

with clear expectations, progress monitoring, and mutual

accountability.

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5 minutes

10 Minutes

Introduction of facilitator(s) and participants

This package is designed to build on and sustain conversations

and work related to the theme of Clarifying Purpose.

Key intention:

“An essential part of leadership is the creation of a performance-

oriented culture that has professional learning and collaboration

at its core (Sparks, 2005).” Clarifying purpose means ensuring

that professional relationships, staff collaboration, learner

focused dialogue, and systems and supports are focused on

improving learning for all with clear expectations, progress

monitoring, and mutual accountability.”

Overview of package

“The way you get meaning into your life is to devote

yourself to loving others, devote yourself to your

community around you, and devote yourself to creating

something that gives you purpose and meaning.”

Mitch Albom quotes

Presenters - Liz Bell, Read Jorgensen, Woody Bradford

This package includes the following sections and may be used in

a variety of ways to meet the needs of individuals.

Ice Breaker Activity

� 8 values you feel are the most important in helping

students succeed (i.e. respect, responsibility, fairness,

wisdom etc..)

� Write them on cards – or cut and paste into squares

� Facilitator leads bingo

� First to get three spaces filled vertically, horizontally or

diagonally calls out, “Supervision for Learning!”– winner

� Values need to be discussed and defined before the goal

or target can be achieved – Leaders have a key role in

managing values on the journey of clarifying the

purpose for learning

Slide 2

Bingo Board

Pens

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2 Minutes

Learning intentions for Clarifying Purpose:

• To develop a common language and understanding of

learning and supervision within a context of shared values

• To develop the evidence for learning with the ongoing

intention of clarifying the purpose of the S4L

Slide 3

3 Minutes Clarifying The Purpose - Video Slide 4

5 Minutes Overview – Setting the Stage

Defining Clarifying Purpose

Slides 5, 6

Section 1

Developing A Common Language

Slide 7

10 minutes

Activating and Engaging: Supervision vs. Evaluation

Activity #1 Reflect on a Word

Define Supervision and Evaluation

� Participants give their own take on each word

� Multiple takes on a word allows for participants to

establish the norm that different takes are useful and

helpful to the group’s overall learning

Slide 8

T - Chart

Pens

Chart paper

Felts

5 Minutes Exploring and Discovering: Discussion

Definitions: Supervision vs. Evaluation

Leadership – Common Language

Learning By Doing

Slides 9, 10, 11,

12

5 Minutes Accessing – Video Clip: Developing a Common Understanding of

Learning

Slide 13

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10 minutes Activating and Engaging: Web Questions

Activity #2 - Common Language - Constructivist Learning

Groups

� In small groups participants assign themselves 1 – 5.

One person records responses.

� Facilitator explains that the group will be asked a series

of questions they must answer. These questions are

related to a larger question.

� Facilitator reads question. Each participant writes their

response down on their worksheet.

� Group members share with each other their responses

to the question

� Facilitator will choose a number (1-5). This person

shares the response from their group

� Facilitator will go through each sub question until the

larger question is discussed as an entire group

Actions you may see…

Slides 14, 15

Activity #2 –

Web

Pens

Slide 16

5 minutes Section 2

Exploring Shared Values

Slide 17

Accessing –Video Clip: Exploring Shared Values

Slide 18

5 minutes Exploring and Discovering: Discussion

Moving to Action

Slide 19

15 minutes Activating and Engaging: Mission Statement Scramble

Activity #3 - Mission Statement Scramble

� The table groups review the examples of mission

statements provided

� 5 common values need to be agreed upon and

removed from the mission statements

� The group will prioritize them in terms of their ‘shared

values’ at the table (these can be aligned with previous

experiences in the table group’s own schools)

� The group will prepare to share out to others the

priority and meaning for each value as agreed upon by

the group

Slide 20

Mission

Statements

activity sheet

Highlighters

Pens

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Section 3

Evidence For Learning

Slide 21

5 minutes Accessing – Video Clip: Evidence for Learning Slide 22


Schools are Data Rich Environments

Leadership – Evidence for Learning

Slides 23, 24

15 minutes Activating and Engaging: Question Bank

Activity 4 - Evidence For Learning - Question Bank

� Create a bank of questions you would use to clarify the

purpose of interpreting data

� Create these questions as if they were being used to

seek more information during a one on one meeting

with a staff member

� Pair, Share: share your questions with a partner. - Take

turns role playing the principal and teacher.

Slide 25

Question Bank

Pens


Sources of Evidence

Slide 26

Section 4

The Ongoing Intention

Slide 27


Leadership – The Ongoing Intention

Slide 28

5 minutes Accessing – Video Clip: The Ongoing Intention

Slide 29

15 minutes Activating and Engaging: Getting Started – Hot Potato

Activity 5 - Hot Potato

� The larger group is broken into smaller groups (5 - 7

people)

� The facilitator will pose a series of questions. One

question at a time. Members will be given 30 seconds

to think about a response and then the music will play.

Slides 30, 31

Chart Paper

Pens

Music

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� As the music plays, table members will pass the chart

paper and pen around. When the music stops, the

person who has the pen writes the responses on the

chart.

� The facilitator will give the group 5 minutes to review

what is on the chart paper. During this time group

members can respond or ask for clarification from

comments written by others.

5 minutes Exploring and Discovering: Discussions

Actions

Slides 32, 33

10 minutes Closure: Final Thoughts

Questions/Thoughts/Reflections

Slide 34

Post Assessment: Ticket Out Slide 35

Follow Up Activities: Continuing to Explore and Discover

Clarifying Purpose

Activity #1 - Mission Statements to Student Achievement

� How do mission statements and priorities become truly

learner centered?

Sharing of Examples:

� Consider ways that your mission statement comes to life

in your school.

� How is your mission statement learner centered?

� How are your priority values demonstrated within the

classroom, and within the culture of the school?

Activity #2 - Treasure Hunt

� Choose a few different sources of data (Formative vs.

Summative)

� Look at what the data is telling you

� Prioritize the most important trends you see from the

data

� Separate or identify groups of students who are ‘at risk’

� Create an action plan with the purpose of increasing

student achievement

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� When creating the plan, embed values that connect with

commitments people will be making to see the plan

through

Activity #3 - Evaluation vs. Supervision

Set the Stage - Going through the Process

Setting - Choose the subject area (i.e. art, math, language arts)

and grade level

Character - Choose the teacher and experience level of the

teacher

Plot - It is the evaluation year for this teacher. You are trying to

ensure the process is worth while so that learning occurs. In

your initial evaluation process meeting with the teacher.

Describe how you would clarify the purpose for learning. Write

some things down that would help guide the conversation

between you and this teacher. Some things to think

about...What values are in place for your school? How is

Evaluation vs. Supervision defined in the school? What are the

structures in place to support the process? How are you going to

ensure there is a balance of professional and personal

conversations along the journey? What data will you use and

look at together to help guide the process?

Once you have completed writing the ‘mock’ script you would

use, take turns with a partner role playing the scenario. Make

sure your partner (the teacher) links their ‘role’ to the setting

and character that has been described.

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Clarifying Purpose

Participants’ Agenda – 2 hour Program

Instructions

Introductions

Section 1: Developing a Common Language

Section 2: Exploring Shared Values

Section 3: Evidence for Learning

Section 4: The Ongoing Intention

Closure

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Clarifying Purpose

Appendices/Activities

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Clarifying Purpose - Survey

Definition: “An essential part of leadership is the creation of a performance-oriented culture that

has professional learning and collaboration at its core (Sparks, 2005).” Clarifying

purpose means ensuring that professional relationships, staff collaboration, learner-

focused dialogue, and systems and supports are focused on improving learning for all

with clear expectations, progress monitoring, and mutual accountability.

For the following statements, please rate each statement in TWO ways:

1. How prevalent is each practice used in your school right now?

2. To what extent do you agree or disagree with the statement?

Level of Use Level of Agreement

Please rate each practice as:

1 Used once a reporting period 2 Used once a month 3 Used twice a month 4 Used weekly 5 Used daily

Please rate each statement as:

1 Strongly Disagree 2 Disagree 3 Undecided 4 Agree 5 Strongly Agree

Practice Current

Level of Use

(1 to 5)

Statement Personal

Level of

Agreement

(1 to 5)

1 Data and other evidence

used in learner focused

dialogue.

Data and other evidence are the

basis for all learner focused

dialogue.

2 Staff, individually, set

measurable targets for

improving student

learning.

Staff, individually, set measurable

targets for improving student

learning.

3 Staff, collectively within

groups, set measurable

targets for improving

Staff, collectively within groups,

create and follow action plans to

achieve targets for improving

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student learning. student learning.

4 Staff, individually, create

and follow action plans to

achieve targets for

improving student

learning.

Staff, individually, create and

follow action plans to achieve

targets for improving student

learning.

Practice Current

Level of Use

(1 to 5)

Statement Personal

Level of

Agreement

(1 to 5)


groups, create and follow

action plans to achieve

targets for improving

student learning.


create and follow action plans to

achieve targets for improving

student learning.

6 Staff action plans and

targets, for individuals

and groups, are the

primary vehicle for

achieving the school’s

annual growth plan.

Staff action plans and targets, for

individuals and groups, are the

primary vehicle for achieving the

school’s annual growth plan.

7 Staff, individually, create

and use classroom

assessments to monitor

student progress to

achieve targets.

Staff, individually, create and use

classroom assessments to monitor

student progress to achieve

targets.


groups, create and use

classroom assessments to

monitor student progress

to achieve targets.


create and use classroom

assessments to monitor student

progress to achieve targets.

9 Staff use protocols to

examine student work

together to assess

student understanding

Staff use protocols to examine

student work together to assess

student understanding and

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and barriers to improved

learning.

barriers to improved learning.

10 Student work that

demonstrates

improvements in learning

is displayed throughout

the school.

Student work that demonstrates

improvements in learning is

displayed throughout the school.

Practice Current

Level of Use

(1 to 5)

Statement Personal

Level of

Agreement

(1 to 5)

11 Staff action plans, targets,

and evidence of work to

improve teaching and

learning is publicly shared

and displayed.

Staff action plans, targets, and

evidence of work to improve

teaching and learning is publicly

shared and displayed.

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What are five activities that you use to clarify purpose with your staff?

•

•

•

•

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Pre Assessment D e f i n i t i o n

Clarifying purpose means ensuring that professional relationships, staff, collaboration, learner focused dialogue, and systems and supports are focused on improving learning for all with clear expectations, progress monitoring, and mutual accountability.

K n o w a n d W o n d e r a b o u t C l a r i f y i n g P u r p o s e

K n o w W o n d e r

I w o u l d r a t e m y p r a c t i c e o f C l a r i f y i n g P u r p o s e . . .

N o t Y e t G e t t i n g S t a r t e d S t e a d y P r o g r e s s E s t a b l i s h e d

P r a c t i c e

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Activity Description and Directions Ice Breaker - Values and Purpose - BINGO

� 8 values you feel are the most important in helping students succeed (i.e. respect, responsibility, fairness, wisdom etc..)

� Place them on cards - cut and paste into squares

� Facilitator leads bingo

� First to get three spaces filled vertically, horizontally or diagonally calls out,“Supervision for Learning!”– winner

� Values need to be discussed and defined before the goal or target can be achieved – Leaders have a key role in managing values on the journey of clarifying the purpose for learning

Materials - BINGO

� Blackline master: Bingo Board

� Bingo chips

� Glue Sticks and Scissors

� Prize(s) for winner(s)

Activity 1 - Supervision vs. Evaluation - Reflection on a Word

� Participants give their own take on each word

� Multiple takes on a word allows for participants to establish the norm that different takes are useful and helpful to the group’s overall learning

Materials - Reflection on a Word

� Blackline master: T- Chart

� Pens

� Chart paper

� Felts

20


Ac t i v i t y 2 - C o m m o n L a n g u a g e - C o n s t r u c t i v i s t L e a r n i n g G r o u p s

� In small groups participants assign themselves 1 – 5. One person records responses.

� Facilitator explains that the group will be asked a series of questions they must answer. These questions are related to a larger question.

� Facilitator reads question. Each participant writes their response down on their worksheet.

� Group members share with each other their responses to the question

� Facilitator will choose a number (1-5). This person shares the response from their group

� Facilitator will go through each sub question until the larger question is discussed as an entire group

M a t e r i a l s - C o n s t r u c t i v i s t L e a r n i n g G r o u p

� Blackline master: Web

� Pens

Ac t i v i t y 3 - S h a r e d V a l u e s - M i s s i o n S t a t e m e n t S c r a m b l e

� The table groups review the examples of mission statements provided

� 5 common values need to be agreed upon and removed from the mission statements

� The group will prioritize them in terms of their ‘shared values’ at the table (these can be aligned with previous experiences in the table group’s own schools)

� The group will prepare to share out to others the priority and meaning for each value as agreed upon by the group

M a t e r i a l s – M i s s i o n S t a t e m e n t S c r a m b l e

� Blackline master: Mission Statements

� Highlighters

� Chart paper

� Pens

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Activity 4 - Evidence For Learning - Question Bank

� Create a bank of questions you would use to clarify the purpose of interpreting data

� Create these questions as if they were being used to seek more information during a one on one meeting with a staff member

� Pair, Share: share your questions with a partner. - Take turns role playing the principal and teacher.

Materials – Question Bank

� Blackline master: Question Bank

� Pens

Activity 5 - The Ongoing Intention - Hot Potato

� The larger group is broken into smaller groups (5 - 7 people)

� The facilitator will pose a series of questions. One question at a time. Members will be given 30 seconds to think about a response and then the music will play.

� As the music plays, table members will pass the chart paper and pen around. When the music stops, the person who has the pen has to respond to the question on the chart paper.

� The facilitator will give the group 5 minutes to review what is on the chart paper. During this time group members can respond or ask for clarification from comments written by others.

Materials – Hot Potato

� Chart Paper

� Music - Hot Potato

� Pens

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S 4 L

X

Word Bank of Values

P l e a s e n o Pe v a l u e s c a n b e c h a n g e d s o Ph e y r e f l e c P Ph o s e o f Ph e d i s Pr i c PCs c h o o l B

Ice Breaker Activity

Respect Teamwork Honesty Accountability

Trust Responsibility Self-Motivated Excellence

Integrity Work Ethic Reliability Wisdom

Communication Positive Attitude Loyalty Honour

Clarifying Purpose

Activity # 1 Reflection on a Word

“I a d i e s a n d G e n Pl e m e n L b o y s a n d

g i r l s ~ g e P r e a d y f o r Ph e m a i n

e v e n PA I n Ph e r e d c o r n e r L R e h a v e

E v a l u a Pi o n a n d i n Ph e b l u e c o r n e r

R e h a v e S u p e r v i s i o n B P l e a s e Pa k e

Ph r e e m i n u Pe s Po r e f l e c P a n d R r i Pe

y o u r Ph o u g h Ps d o R n o n b o Ph

c o m p e Pi Po r s b e f o r e R e a s k Ph e m Po

c o m e o u P o f Ph e i r c o r n e r s

s R i n g i n g A”

Red

Blue

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Blue

Constructivist Learning

Groups

Question 1

Question 5

Question 3

Question 2 Question 4

Activity #2

25


Activity #3

At Lord Byng Secondary our goal is to provide a safe learning environment that enables students to challenge their intellectual and creative abilities and allows them to meet their full potential as citizens.

Our vision is to provide a happy, caring and stimulating environment where children will recognize and achieve their fullest potential, so that they can make their best contribution to society.

We will provide an environment in which every individual is cared for spiritually, morally, intellectually, physically, socially and emotionally

Our school believes that every child is entitled to enjoy his/her childhood. They should be valued for their individuality, culture and heritage. They should be encouraged to develop their full potential in a stimulating and caring environment.

At Windsor Secondary School we strive to treat each other with

respect and dignity, appreciate diversity, actively pursue lifelong

learning through different opportunities and value everyone’s right

to an education in a challenging, safe, supportive environment.

Activity #4

Post Assessment Ticket Out Reflecting on my Learning

A few things I learned today about Supervision for Learning were...

A few things I still wonder about Supervision for Learning are...

One activity I really liked...

One activity I would change/modify...

Please hand-in this in before leaving...thank you

Additional Comments:

Follow Up Activities Ac t i v i t y # 1 - M i s s i o n S t a t e m e n t s t o S t u d e n t A c h i e v e m e n t

� How do mission statements and priorities become truly learner centered? Sharing of Examples:

� Consider ways that your mission statement comes to life in your school. � How is your mission statement learner centered? � How are your priority values demonstrated within the classroom, and within the

culture of the school?

M a t e r i a l s

� Chart Paper

� Pens

� Mission/Vision Statement - school level

Ac t i v i t y # – - T r e a s u r e H u n t

� Choose a few different sources of data (Formative vs. Summative)

� Look at what the data is telling you

� Prioritize the most important trends you see from the data

� Separate or identify groups of students who are ‘at risk’

� Create an action plan with the purpose of increasing student achievement

� When creating the plan, embed values that connect with commitments people will be making to see the plan through

M a t e r i a l s

� Different forms of data

� Template for Action Plan (see template attached)

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Ac t i v i t y # 3 - E v a l u a t i o n v s . S u p e r v i s i o n

Set the Stage - Going through the Process

Setting - Choose the subject area (i.e. art, math, language arts) and grade level

Character - Choose the teacher and experience level of the teacher

Plot - It is the evaluation year for this teacher. You are trying to ensure the process is worth while so that learning occurs. In your initial evaluation process meeting with the teacher. Describe how you would clarify the purpose for learning. Write some things down that would help guide the conversation between you and this teacher. Some things to think about...What values are in place for your school? How is Evaluation vs. Supervision defined in the school? What are the structures in place to support the process? How are you going to ensure there is a balance of professional and personal conversations along the journey? What data will you use and look at together to help guide the process?

Once you have completed writing the ‘mock’ script you would use, take turns with a partner role playing the scenario. Make sure your partner (the teacher) links their ‘role’ to the setting and character that has been described.

QUESTION: e.g. How can we help our students to improve the aspect of form in fiction writing? Which specific attribute within form is the problem?

OBJECTIVE: e.g. The student will write logically sequenced stories which include a beginning, middle, and end.

ASSESSMENT TOOLS: e.g. Identify Pre and Post Assessments

TEACHING STRATEGY: e.g. Teach the use of sequential graphic organizers in prewriting.

TEACHING STRATEGY:

TEACHING STRATEGY:

SMART GOAL: (e.g. By June 2010, 90% of third grade students will write logically sequenced stories which include a beginning, middle, and end).

BASELINE DATA REVEALS: e.g. Our grade 3 students are struggling in writing in the area of form (attach baseline data to

substantiate need).

RESOURCES: ( P r o f e s s i o n a l

D e v e l o p m e n P

o p p o r Pu n i Pi e s m a y

b e i n c l u d e d i n Ph i s

s e c Pi o n )

e.g. Evidence of a logically sequenced story based on completion of a graphic organizer every four weeks.

F O R M A T I V E A S S E S S M E N T S :

W h a P i f Ph e y

a l r e a d y k n o R i P?

e.g. re-teach, provide more time... W h a P i f Ph e y


e.g. will learn to incorporate specific attributes of beg., mid., & end.

W h a P i f Ph e y


W h a P i f Ph e y


W h a P i f Ph e y


W h a P i f Ph e y


I N T E R V E N T I O N S :

Target:

Completion Date:

What percentage of students will meet the goal?

When are the students expected to have met this goal?

Clarifying Purpose

Resources

Resources

1. Blase J., Kirby P. (2009). Bringing Out The Best in Teachers What Effective Principals Do.

2. Bruce Beairsto Presentation (2010).

3. Dufour, R., Dufour, R., Eaker R., (2007). A Leader’s Companion.

4. Dufour, R., Dufour, R., Eaker, R., Karhanek, G. (2010). Raising The Bar Closing The Gap, 129 - 139.

5. Marzano, R., Frontier, T., Livingston, D. (2010). Effective Supervision: Applying the Art and Science of Teaching. 4 -16.

6. Marzano R. (2007). The Art and Science of Teaching.

7. Marzano R., Waters T., McNulty B., (2005). School Leadership That Works.

8. McDonald J., Mohr, N., Dichter, A., McDonald, E. (2007). The Power of Protocols.

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