Creating Synergy in your School

Diane Lauer

Thompson School District

Synergy1. the working together of two or more things,

people, or organizations, especially when the result is greater than the sum of their individual effects or capabilities.

2. the phenomenon in which the combined action of two things, for example, drugs or muscles, is greater than the sum of their effects individually.

“There is a weak relationship between restructuring efforts (e.g. changing the

schedule or textbooks, site-based management,

looping) and student learning.

The collaborative climate and culture are greater predictors of student achievement gains.”

~ Elmore, R. (1995)

What does this make you think about?

What does this make you think about?

How do we get there?(Today’s objectives)

1. Creating a Positive, Learning Culture

2. Identifying the Target

3. Create a Road Map

4. Differentiate and Provide Choice

5. Monitor your Progress

6. Celebrate Your Successes Often!!!

NOTE - These steps are ongoing…

Cultures that get a building nowhere

Competitive Passive-aggressive Popularity contests Satisfied with status quo

Cultures that propel student achievement

Collegial and Collaborative Focused on student learning Reflective and Experimental Trusting and Efficacious Persistent and Positive-minded

Creating a Positive, Learning Culture

Staff must come together and believe that all kids can learn at high levels, and that their job is to do whatever it takes to ensure this happens…

Staff must feel involved in the process of school goal identification and achievement.

Staff must feel that each is integral to the entire schools success.

DuFour Handout

Our goal is to create a culture of trust so we are able to work together while we conduct

this great experiment called “learning”

We must be willing to keep positive minded.

We must use our creative energies to solve difficult problems.

We must work together because there is strength in our unity.

The Message…The Message…

An Exemplary School never ceases its quest to create the very best environment for students and staff; one where everyone finds success.

It embraces and is energized by continual learning and experimentation.

It is characterized by an encouraging and collaborative climate.

It understands both the importance of the individual and the strength of the collective.

What is your definition of a exemplary school?

(group chat)

2. Identifying the Target

What is your building goal? Why did you select it? What process was used to select it? Who was involved in selecting it?

(group chat)

Strong Building Goals

Are created collectively with high levels of involvement from all teachers.

Are identified through analysis of student achievement via state exams, samples of student work, teacher anecdotes.

Are aligned with research-based, focus areas known to be integral to increasing student achievement.

Are specific, measurable and attainable. Are broad, over-arching, and pervasive.

Using an Asset Inventory

When Aligned to Research-based Best Practices - we have a framework to focus our reflection

Validates what is going well! Identifies what we need to refine! Starts schoolwide conversation, helps to create

common vocabulary, validates school positives, frames areas for focus and refinement.

(share asset maps)

CRI TICAL QUESTI ONS FOR TEAM CONSIDE RATI ON

Team:__ ___ _____ __ Date:____ ___ ___Team Members:_____ ___ ___ ___ ___ ___ ___ _____ ___ ___ ___

Consider the f ollowing statements in relationship to your team and indicatewhat is the most ref lective of your team:

1 2 3 4 5 6 7 8 9 10

Not T rue of Our Team Our Team is addressing Tr ue of O ur Team

1.__ _ Each of our team is clear on the intended outcomes ofour grade as well as on the specific outcomes of eachunit.

2.___ We have aligned the outcomes of our grade/units tostatewide goals and to high-stakes tests.

3.___ We have identif ied the prerequisite knowledge and skillsneeded to learn the intended outcomes of thegrade/unit.

4.___ We have identif ied strategies and created instr umentsto assess whether students have the prerequisiteknowledge and skills.

5.___ We have agreed on how to best sequence the content ofthe grade to help students achieve the intendedoutcomes.

6.___ We have agreed on the criteria we will use in judging thequality of student work in key areas of our grade such aswriting, reading, math, thinking, …

7.___ We have taught students the criteria we will use injudging the quality of their work and have provided themwith examples.

8.___ We have developed formative assessments that help us identify strengths and weaknesses of individual students while the unit is being taught.

9.___ We have developed summative assessments that help us assess the strengths and weaknesses of our program.

10.___ We have established the proficiency level we want all students to achieve on our summative assessments. We have models for this where appropriate.

11.___ We have identified content and/ or topics that can be eliminated so we can devote more time to essential curr iculum.

12.___ We have analyzed student achievement data and established measurable team goals that we are working together to achieve.

13.___ We have identified a set of common research-based instructional strategies that we will use to support student learning.

14.___ We are continually looking for new ways help students achieve at higher levels.

15.___ We have a plan to dif ferentiate and implement interventions for students who are struggling.

16.___ We adhere to our team norms. 17.___ We have identified team agreements to guide us in

working together.

3. Create a Road Map It’s hard to get where you want to go without

a road map. Help everyone know where they are going

and how they are going to get there. When educators don’t know where they are

going (or why) they can become confused, dissatisfied, uncomfortable, and unmotivated!

(just like students, right?)

Standards-Based Education practices help teachers focus on student learning.

Always begin with the end in mind. Know where you are going Paint the picture of what it will look like when

you get there Prioritize and plan your steps - nice, easy

chunks

Keep the Target Visible at all Times

Promote peer or offsite observations that can help teachers “visualize” the target.

Use the language every day, every way - strategically use your time to promote conversations, journaling, and sharing.

Embed matrices in evaluations, teacher self-reflection and goal setting, action planning, and informal conversations.

Models of Road Maps

Goals and Action Plans Make it Visual - Use a graphic organizer Use Metaphors - build it into your culture Show your staff a step-by-step the path they

will take to get there

(share ConBall Three Year Plan)

Developing the ability to visualize what it would look like and feel like when the goals are fully realized.

Becoming well informed about the key concepts, procedures and frameworks related to each building goal.

Beginning to try out or practice some of the new ideas and concepts.

Incorporating learned strategies and ideas into your instructional practice on a regular basis.

Discussing with colleagues the successes and failures of our attempts to analyze our progress

Continuing to process and modify our practice interdependently.

Reaching a level so that every part of our school is affected by the implementation.

Realizing a foundational change in the climate and the culture of our school.

Achieving the vision

Maintaining the vision

Awareness Adaptation Permeation

ThinkingStrategies(Achieve)

Differentiation(Belong)

CharacterEducation

(Care)

1

Each teacher understands the sixthinking strategies and canexplain how it could be used inhis/her content area.

Eva luation: teache rs canconvey a ba sic u nderstan dingof the thinking strategie s inconfe rencing o r obse rva tion s.

Students can articulate with precisionwhat they are expected to know,understand and be able to do to meetessential learning expectations inevery content area.

Eva luation: studen ts can articula tewha t they are expe cted to kno w,understan d an d be able to doduring a forma l or informa lobserva tion.

Students can define eachcharacter trait.

Eva luation: studen ts can givea bas ic de finition for ea ch ofthe characte r traits d uring aforma l or informa l observa tion.

2

Each teacher has practicedmodeling several thinkingstrategies during instruction andthe gradual release ofresponsibility method.

Eva luation: teache rs are ableto demo ns tra te two thinkings tra tegie s and the gradua lre lease me thod d uring aforma l or informa l observa tion.

Students can articulate with precisionwhat steps they need to take toachieve proficiency on an essentiallearning expectation – they have aroad map of their learning and theyknow how to use it in every contentarea.

Eva luation: studen ts can outlinetheir road map for lea rning d uringa formal or informal observa tion.

Students will be able to describetheir own behavior in relation tothe ideals described by thecharacter traits.

Eva luation: studen ts can givean ex ample of h ow theirbehavior is like o r unlike theidea ls s e t in the cha ractertraits du ring an forma l orinformal obs erva tion.

3

Each teacher can model the sixthinking strategies and thegradual release of responsibilitymethod. Students have learned tobe consumers of thinkingstrategies across all content areas.

Eva luation: studen ts candescribe e ach thinkings tra tegy, how they are u sed ,when they sho uld b e used,and for what purpo se during aforma l or informa l observa tion.

Students can analyze andcommunicate their own level ofknowledge, understanding and skillsin relation to an essential learningexpectation. They know what nextsteps should be taken in their ownlearning process to meet those targets.

Eva luation: studen ts can articula tethe proces s by which they willmee t a s et of e ss entia l lea rningexpecta tions d uring a forma l orinformal obs erva tion.

Students can describe how thecharacter traits are essential tobeing successful throughout allcontent areas and in their ownfuture.

Eva luation: studen ts can givean ex ample of h ow thecha racte r tra it ca n be app liedin the ir own an d othe rs’lifelong lea rning du ring aforma l or informa l observa tion.

Awareness, Adaptation, PermeationGoal:By the end of three years, in the spring of 2006 ---

Students and staff will independently be able to use a toolkit of thinking strategies to actively monitor their own comprehension. Students and staff will consistently use six thinking strategies – making connections, questioning, visualizing, determining importance, inferring, and synthesizing – throughout all content areas when accessing and communicating ideas and information both in written and oral formats.

Students and staff will be able to use a variety of data to drive instruction and meet personal learning needs. Students and staff will be able to actively monitor and direct their own learning, be able to articulately communicate their own personal level of learning in relation to a set of expressed expectations, and advocate their own next steps for learning.

• The 15 character traits will serve as a foundation of the Conrad Ball Middle School culture and climate. Students and staff will fully understand and demonstrate the behaviors associated with each trait. Students and staff will be able to monitor and adjust their own behaviors using the character trait expectations.

4. Differentiate and Provide Choice

Just like good instruction, good staff development should be differentiated to meet the needs of individual learners.

A variety of opportunities should be available for teachers so they can choose what they think best fits their needs.

Use graphic organizers or other schematics to help teachers visualize their options and where specific ones might take them in their learning journeys…

Create Tiered Learning Opportunities

Small Group - Professional Learning Community Work SMART Goal examples and template

Individualized Programming See ConBall’s Staff Development Opportunities

Survey and Graphic Organizers

Student Achievement Goal Setting Worksheet

Team Name:

Question being addressed by stated goal:

Why are 6th grade students scoring low in number sense, and what can be done to help them achieve more?

Identify a Student Achievement SMART goal for your team (Specific, Measurable, Attainable, Results-Oriented, and Time-Bound)

6th grade students will increase their ability to make sense of numbers as described in math standard 1.

Action Steps Designation Time Frame EvaluationWhat steps or activities will beinitiated to achieve this goal?

Team inquiry into what proficiencyin number sense looks like.

CSAP item map will be analyzed toget a better sense of how stateassesses number sense.

Team will determine how to assessnumber sense

Team will analyze how to betterinstruct for number sense usingstudent work to guide theirevaluation.

What products will be created?

Pre/Post and formativeassessments related to specific skilllevels in number sense

Sample lesson plans or units toteach number sense.

Who will be responsible forinitiating or sustaining the actionsteps?

Teacher 1will investigate CPM, 5th

grade texts, and work with districtTOSA to develop basis forunderstanding what proficiencylevel looks like and share withteam.

Teacher 2 will obtain CSAP itemmap, do preliminary study andpresent to team how CSAPanalyzes number sense.

Teacher 3 will analyze current textand identify other ways to assessnumber sense.

Teachers will work together todevelop an assortment ofassessments, lesson plans, andstrategies for instruction.

What is the realistic timeframefor each phase of the activity?

SeptemberAnalyze student data

OctoberAnalyze item maps and determinewhat proficiency looks like

NovemberDevelop pre and post assessmentsfor number sense

DecemberDevelop formative assessments fornumber sense

January-MarchAnalyze student work to determinecurrent 6th grade level ofunderstanding of number sense.

April-MayReflect on assessments to createinterpretations about instructionaldesign.

What evidence will you presentto show that you are makingprogress toward your goal?

Pre/Post Tests

Formative Assessments

Analysis of Student work

Case Studies on 4 individualstudents from each team membersclasses.

Sample lesson plans orcomponents for instructional design

CBMS Staff Development Opportunities

In an attempt to create a broad picture of the comprehensive staff developmentopportunities available to you as a Conrad Ball Middle School teacher, we havedesigned the following two graphic organizers that illustrate our LiteracyIntegration Staff Development Continuum and our Differentiation/AssessmentStaff Development Continuum.

We have attempted to provide you with an array of choices that fit your needs,as we believe that we must practice what we preach about differentiation as anintegral component of effective instruction.

In order to best create a plan that fits your individual needs and desires, we askthat you fill out the following “Staff Development Questionnaire”. Pleasecomplete and return to Diane by no later than Friday, September 23. Thanks!

Your Name School Telephone

Teaching Assignment Grade Level(s)

Literacy Integration Staff Development Opportunities

Select your interests:(in some cases you have already committed to doing some of the following, please include such in your ranking)

Book Study – Do I Really Have to Teach Reading? _____Book Study – Strategies That Work? _____Tier Two Training _____Off/On Site Classroom Visitations _____On Site Classroom Modeling and Demonstrations _____Small Group Action Research Project _____Personal Observations & Feedback _____Small Group/Peer Observations and Feedback _____Lab Classroom Teacher _____

Describe below why you are interested in these opportunities and how you hopethey will meet your needs.

(Over)

Differentiation/Assessment Staff Development Opportunities

Select your interests:(all of you are involved in a learning team activity this year – your SMART Goals!)

Book Study – Classroom Assessments for Student Learning _____Book Study – Differentiated Literacy Strategies for Student

Growth and Achievement in Grades 7-12 _____Mel Levine Follow-up – The Myth of Laziness _____Small Group Action Research Project _____Personal Observations & Feedback _____Small Group/Peer Observations and Feedback _____Lab Classroom Teacher _____

Describe below why you are interested in these opportunities and how you hopethey will meet your needs.

If you could only have two staff development opportunities listed thisyear….what would they be and why?

Higher Risk

Lower Risk

Awareness Level

Synthesis Level

Literacy Integration Staff Development Continuum

Book Study – Do I Really

Have to Teach Reading?

Book Study –Strategies That

Work

Focus Group –Tier Two Training to prepare teachers for

becoming Lab classroom teachers

Personal Observations and Feedback

Lab Classroom Teacher – Large group observations

and Feedback

Small Group/Peer Observations

and Feedback

Off/On Site Classroom Visitations

On Site Classroom Modeling and

Demonstrations

Small Group Action Research Project - Independent Study

5. Monitor your Progress

Discover ways you can provide descriptive, immediate feedback

Focus on your target during the evaluation process Teach teachers to analyze and monitor their own

progress - use the asset maps and the teacher rubrics for self analysis

Create venues for staff to collaborate, embed this during the day - don’t make it an extra add on…

If your staff does not see their progress, they won’t know they’re headed in the right direction.

5. Celebrate your Success!

No matter how small Praise frequently Make sure others see your success,

too!

Brainstorm ways to Praise!

Brainstorm ways to Praise!

General praise in weekly updates, “I love all the thinking strategy posters I’m seeing in the classrooms - way to go!”

Teacher sharing of best practices - invite a teacher describe a great lesson or assessment strategy that is showing success.

SAAC meeting standout - encourage parents to invite teachers to SAAC meetings whose work is praiseworthy.

Personal notes in their mailboxes - thank you’s, praise, and appreciations.

One-on-one chats - nothing is better than face time Whole Staff parties with cake, balloons, banners - whoo hoo! Newspaper articles - get cozy with your local newspaper and

invite them to cover great things your teachers are doing! Invite Directors or Supers over to observe teaching, team

meetings, student work analysis, etc.

And always remember to

Accentuate the Positive in everything you do and say!