DOUGLAS SCHOOL IMPROVEMENT TEAM October 22, 2007.

DOUGLASSCHOOL IMPROVEMENT TEAM

October 22, 2007

Agenda

Welcome & Transition

Setting Norms

Professional Learning Communities

Circle of Concern

SPED Data

October 26 Training

Outcomes

Define who we are as a team.

Develop working norms for a positive learning environment.

Develop a deeper understanding of professional learning communities.

Gain an awareness of Stephen Covey’s Circle of Concern/Circle of Influence.

Use the Circle of Influence when analyzing Individual Student Data from the DakotaSTEP.

Feedback October 2

DEFINE WHO WE ARE AS A DEFINE WHO WE ARE AS A TEAMTEAM

Got Motto?

Team Motto/Mascot – Purposes

"The development of a … motto…has helped develop a sense of community identity, and it serves as the backbone for all we believe and do at school. It is the light that continues to guide us and pull us back on track whenever we lose sight of the big picture of what we

strive to be. It is a message, remembered by all, that reflects our beliefs and philosophies

about learning.”

“Those simple slogans are guiding forces for entire school communities. They help set a positive tone, establish big-picture goals, focus teachers and students, and improve

discipline and student achievement.”

Team Motto/Mascot Using your names, or some

variation of your names create a team name and slogan.

Add a mascot, logo, or symbol that represents your team name.

You can use actual names

You can use abbreviations or initials

You can use any version of your names

Team Motto/MascotPam (P)Barb (B)Janet (J)

PBJPeanut Butter & Jelly

We work together and stick together like Peanut Butter

and Jelly.

Team Motto/Mascot – Purposes

Recognition for EffortCooperative Learning

Community of LearnersCelebration

Student InteractionStaff Celebration

Staff TeambuildingStudent Teambuilding

During our time together, we need a safe and open learning climate in which we can…

think deeply about important learning and teaching ideas

work and talk together to build shared understandings

Setting Norms

So how will we stay on track and on time in large group?

Setting Norms

Honor private think time Be mindful of those still working or reading

Own the responsibility of putting ideas on the table Say what you need to here, not in the parking lot

Share air time Come back together as large group quickly Use “round robin” approach to seek all perspectives Listen to understand first, respond second

Setting Norms: Examples

Get up and find two people you don’t already know

Introduce yourself and describe one specific action that will help move us toward our goal.

Tell what it looks like—what would we see, hear, feel?

2 minutes

Setting Norms: Step 1

Find two more people you don’t already know

Introduce yourself and describe one specific action that will help move us toward our goal.

1 minute


One More Time!


• Return to your team table

• Based on your discussed ideas, generate a list of specific actions that will help keep us on track and on time

• Narrow that list to the three most important at your table and write each one on the word strips.

• Post the paper strips under the appropriate category.

5 minutesSetting Norms: Step 3

PROFESSIONAL LEARNING PROFESSIONAL LEARNING COMMUNITIESCOMMUNITIES

“A group of individuals who have committed to meet regularly for an agreed amount of time guided by a common purpose.”

Goal“. . . to help all members through collaboration, during team meetings and individual study, and through our actions between meetings.”



Number off by 3’s at your table

ALL read the introduction and conclusion Each member reads his/her numbered section

Record information on Graphic Organizer Handout

7-10 Minutes

Step 1

Please be mindful of those that are still reading

Each person, explain your reading’s key points to your table group

As a group, determine ONE key idea from the article and write it on the L-hand side of the chart paper

Determine how to ACHIEVE the key idea back at your building and write it on the R-hand side of the chart paper.

Step 2

15 minutes


THE 7 HABITS OF HIGHLY THE 7 HABITS OF HIGHLY EFFECTIVE PEOPLEEFFECTIVE PEOPLE

Steven R. Covey

“The problems all of us face fall in one of three areas:

direct control (problems involving our own behavior);

indirect control (problems involving other people’s behavior); or

no control (problems we can do nothing about, such as our past, or situational realities).”

Stephen Covey

Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence

Circle of Circle of influenceinfluence

Circle of concernCircle of concern

The Way We See the Problem…Is the Problem

If you have a problem, the actual problem is that you are looking at it as a problem.

It could be something else, such as an opportunity. When it rains lemons, make lemonade.

You just need a paradigm shift.


The Power of a Paradigm ShiftCovey has the best example of a paradigm shift: he was traveling in a subway, a man gets in with his two sons, the sons are running all over the place bothering the people, this continues, so he finally gets irritated enough to ask the father why he doesn't do something to control his kids. The father replies, "We just got back from the hospital where their mother died. I don't know how to handle it and I guess they don't either."


Even briefer…

Instead of…“What’s wrong?”

Indulge in… “What can we do

about it?”

Brainstorm: What constrains teachers from helping

students meet the standards?

Write each constraint in the outside “Circle of Concern”



1. curriculum too hard

3.

4.

5.

2.

PrioritizePrioritize your list and choose 1 to bring into your “Circle of Influence.”

Brainstorm things you might have control over in regard to this constraint and write them in your “Circle of Influence.”



1curriculum too hard

3

4

5

2

You SEE…

What you LOOKLOOK for!

DATA-DRIVEN DIALOGUEDATA-DRIVEN DIALOGUE

Data-Driven Dialogue

What might you expect to see on the IEP Data?

Class AverageIEP

Non-IEP


Sample Test Questions


Student 1 IEPStudent

2Student 3 IEPStudent

4

Questions

Standards Charts: electronic

October 26 Training

DOUGLAS SCHOOL IMPROVEMENT TEAM October 22, 2007.

Documents

Transcript of DOUGLAS SCHOOL IMPROVEMENT TEAM October 22, 2007.