Dialogue is a conversation toreview, reflect, consider options, analyze, critique, and projectinto the future..when new understandingsand possibilities emerge.

*. Conversation. Listening & Pondering. Brainstorming. The Basics. A conclusion or questionDialogue is an organic process that unfolds over time, for one idea leads to the next, etc.

Assumptions about Dialogue. Changes understandings. Generates new perspectives. Binds people together aroundcommon ideas. Builds trust. Stimulates creativity. Fosters a sense of possibility

Some Basics.Brainstorming: Generate lots of ideas aboutsomething, building on the ideas of others. No discussion!

The Basics: List ideas, Cluster ideas, Label clusters,Hop to a decision, recommendation, goal, or ????

3.Group Roles: Facilitator, Recorder, all participate*

Round I: School Community DirectionRound II: Individual SuggestionsRound III: Small Group SuggestionsRound IV: School Council Suggestion &DecisionA Collaborative Process for DecidingSchool Development Goals

. Review dialogue Tools:Brainstorming & The Basics. Review the Schools Vision. Review Case Study Data: Current Conditions. Share General Areas of School Development that are evolving Outcome: Identify general areas for thisSchool Development goal setting processP 15-17

. A Personal Analysis of current conditions, new areas for development, & the school vision. A personal recommendationfor school developmentOutcome: Select recommendationfor school development

. Share individual recommendation. Cluster & Label recommendations. Create one goal to recommendationOutcome: To develop a grouprecommendation for a goal

. A Representative from forms a Council. Each group shares their goal recommendation. The Council Clusters & Labels recommendations. A school development goal is recommended. Reps return to their groups for dialogue. Reps return to the council & share feedback. The council modifies the goal recommendation. Fashion the Goal with SMART criteria

Outcome: The new SMART goal is announced!

Reviewing School Data1.Review data from the Case Study Practice School

2. Identify the general thrust for development that emerged during the data analysis activity

Who will Do What?. Observation Team. Lead Round I Team. Lead Round II Team. Lead Round III Team. Lead Round IV Team

1. Provide the purpose and Overview of the FourRounds of the DDT.2. Invite each group to use the BASICSto review and select a generalarea of school improvement,based on Case Study Data from LSSD Day 4.3. Each groups suggestion become a list thatthe facilitator records, and continueswith the BASICS to find one goal area4. Announce the general BIG IDEA for the DDT Training Activity5. Introduce the facilitators of Round IIRound I Leadership Tasks

Round II Leadership Tasks. Invite each person to consider the Schools vision, current school conditions, & case study recommendations.

. Ask each person to identify a goalfor school development

Round III Leadership Tasks. Each persons shares a goal recommendationin their small group

. A facilitator guides the Group in the BASICS to Identify a Group goal recommendation.

Round IV Leadership Tasks. Ask for a representative from each group to form a council.. Ask the new group to select a facilitator & recorder.. The facilitator invites reps to post & sharetheir group goal recommendation.. The Council analyzes suggestions and createsa goal recommendation to reflect all.. Each rep returns to their group for dialogue. Each rep returns to the council to share. The Council processes the feedback& makes a school goal decision.

*This slide begins to build a mindset for participating in and facilitating the DDT. As people to share what they are learning about dialoguewhat is its function? How does it work? What patterns are most helpful? Invite responses to this definition above.*Review these basic elements of Dialogue, and invite a few ideas or reflections on what is being learned from the LSSD experience, or other experiences.*Here are some assumptions we can make about dialogue and its function in building System thinking. These ideas are the substance of dialogues function in facilitating momentum toward something new.*

Slides 12 15 The Basics / Delphi Dialogue Technique 2:10pm 3:15pm

Before you begin the DDT, conduct a simple learning activity teaching the BASICS. Use a non-educational task so that they come to understand the process, such as:1. The kinds of trips to take if you had all the money and time you wanted.2. What kind of physical activity would you want if money and time were not limitations.3. What are all the ways to learn important things today?4. etc.Teach the Basics on Day 2 training.*This slide provides an overview of the four rounds of DDT and their basic function in the technique. Read these found rounds and their functions on the slide.This model is also a poster to be posted around the training room. The four rounds of the DDT are graphically pictured with the essential elements of each. More detail about what happens within each round. Share highlight.

**The next four slides will provide more detailed information about what happens in each of the four rounds. Invite people to also look in the Participant Manual for this information. People wont remember it at this point, so just highlight elements for each round.

Give a brief overview of the elements on this slide.*Highlight what the nature is of this individual phase of the DDT. It is a time for reflection and personal projection of a desired new development goals.*Give highlights of the 3 phases of Round 3: sharing, clustering/labeling, and creating one goal that reflects the essential ideas in everyones individual suggestion.*In Round 4, each group selects one person to represent their group and its ideas in a representative group.

When the Rep group convenes, a facilitator and recorder are identified. The facilitator invites each person to share their groups recommendation. The recorder write main ideas from the recommendations on the easel, so that everyone can see all the ideas. Then the group is invited by the facilitator to cluster and label all ideas, and create a new goal recommendation.

Each person returns to their group to hear the new goal, solicit reactions from their group, and then return with information to the Rep group.

Members of the Rep group share the reactions and suggestions they received from their return home, and together they explore ways to create a more satisfying goal to everyone. In real life, this process continues until there is consensus. In training, people reach a general agreement about the goal.

In real life, a small team would then take the new goal and shape it into a SMART Goal: specific, measureable, attainable, results oriented, and time bound.Use an easel, or document camera and a piece of paper, to record data elements that people recall from the simulated school for the Case Study. Invite brainstorming. Review the highlights and indicate that this information will be used by those who facilitate Round I of the DDT,**Post the sign-up sheet for facilitating a round of the DDT. People can work in pairs to facilitate.

Organize a group of 3 or so people to form an observation team. Their job is to observe and record leader behaviors and their effects in each round. After the completion of the practice DDT, the observation team will share its observations. This is a learning and stretching time for everyone, a time to reflect, consider, and rethink the leadership of the DDT process.

Give 15 minutes for this activity.*The facilitators actually use the BASICS to stimulate consensus about the broad are of the goal setting process: DDT.

The purpose is to set a school development goals through consensus.

The first task is to review from memory the practice activity in Day 4 on the Case Data that were reviewed. Invite each group to use the basics to list, cluster, label, and jump to a suggested area for school development. This is not a SMART goal, but a general area for school development.

After each group has their suggestion for an area of people to use the BASICS in a loose way to identify common themes and determine an area of school development that reflects every groups ideas.

When the BIG IDEA is clear, the facilitators announce that this area IDEA will become the focus for Rouds !!, !!!, !V of the DDT Training Activity.

The facilitators introduce the Facilitators of Round II.*The facilitators invite people to individually to reflect on their perspectives and make a recommendation for the schools new development goal. They can record their recommendation in the PM, page 15.

The facilitators walk around the room during this quiet and personal activity to ensure that people understand the task. When everyone is ready, they introduce the facilitators of Round III*Show this slide while facilitators lead Round III.

A facilitator and a recorder are selected for Round III.

Participants share their recommendation for a school development goals. The recorder notes on a big easel paper the big ideas in the goals for each person. This is a new list. Then the facilitator invites people to cluster similar ideas, and label the new ideas, and then jump to a group recommendation for a school development goal.

While groups are working on this task, the facilitators wander around the room and help groups to be successful. The objective is for each group to develop a recommended school development goal that links to the BIG IDEA in Round 1.

When groups are ready, facilitators introduce the facilitators of Round IV.*The facilitator organizes a council with a representative from each group. The representative posts the recommended goal from their group, which provides a visual of all group goals.

A new recorder and facilitator are chosen for Round IV. Each person shares their groups recommendation, which is followed by the group searching for common themes and patterns, and creating a goal that reflects the essential elements in all goal recommendations.