Key Work Key Work of School Boardsof School Boards

NameWorkshop Facilitator

Welcome

Name of Superintendent Welcome Why Important

Overview & Introductions

Name of Facilitator Overview Agenda Targeted Objectives Guiding Questions Introductions

Proposed Workshop NormsProposed Workshop NormsDemonstrate trust

Be trustworthy & trusting of othersDemonstrate healthy conflict

Listen to one another Share what is on your mind

Demonstrate a growth mindset

Engage in dialogue to develop new ideas Ask questions to learn and clarify

Share ONE point …then next person

Silence cell phones

Our Educational System\Segment Guiding Question

What are the critical components of the education system (for a school district)?

What do you consider to the most significant work of your district’s educational system?

How can these critical components help the school district maintain its focus on the most significant work?

Reflection: Write – Pair Share

Individually write on paper Consider the following:

What is a system? What is systems thinking?

As a pair – share your ideas

What is a system?

A system is a group of components with interrelated/interdependent parts

The component parts act predictably But not always in an obvious manner

What Is Systems Thinking?

Systems thinking focuses on understanding the interaction of the components parts and thereby creating a more effective system

It integrates the component parts of the system in a way that maximizes organizational effectiveness.

Reform efforts often address deficiencies in the components, and ignore the interdependence of the components… so they often do not work!

IN SYSTEMS THINKING

If you want continuous school improvement focused on student achievement, you must … Understand the system in play

Interrelatedness of component partsImpact of one action on others

Identify & integrate componentsManage many facets

Improve selected components while anticipating unintended results and applying strategies to mitigate effects

Critical Components of our Educational System

Research indicates that… district with high student achievement tend to

focus a few significant components within their system

paying attention to what works and/or what has the most impact on student achievement is critical

focused effective governance has a significant positive impact on student achievement

there are eight common areas of focus with School Boards in districts with high student achievement

Critical Components of our Educational System

VisionStandardsAssessmentAccountabilityAlignmentClimate/CultureCollaborative RelationshipsContinuous Improvement“These eight components have become

fundamental to how school boards and administrative teams functions”

Read the assigned chapters: Please highlight significant ideas as you read

and identify 2-5 BIG IDEAS per chapter– Write notes in summary table or on graphic

organizer As a group

Create a graphic organizer for each chapter (separately)

– Appropriate for staff presentation

– Be prepared to present with SHORT explanation

Chapters will be presented in order– Maximum of two minutes per chapter

Critical Components of our Educational System

Assignments

Group Chapters

A Systems Thinking Accountability

B Alignment Standards

C Collaboration Continuous Improvement

D Climate & Culture Assessment

E Putting It ALL Together

Vision

Share

Present your graphic organizer Different spokesperson for each chapter

– BE CONCISE …MAXIMUM OF TWO MINUTES (per chapter)

Please complete the “summary table” or write notes on the graphic organizer as others are presenting

Systems Thinking Model

1. Vision • Core Values • Ideals/Beliefs • Intellectual Stimulation • Change Agent • Creating Demand • Purpose & Picture (4P’s) • Collaborative Goal Setting

8. Continuous Improvement

• Accept responsibility for student learning

• Use data to inform decision making

• Differentiate Professional Development

7. Collaborative Partnerships

• Professional Behaviors & Culture of Learning

• Teamwork • Engage all stakeholders • New ways of

problem solving

6. Climate/Culture • Professional Behaviors &

Culture of Learning • Collective values • Behaviors modeled • Sense of Purpose • Commitment to results • Optimizer

5. Accountability • Monitor & Evaluate a

few goals and strategies • Progress monitoring of

identified benchmarks • Evaluating impact on

student achievement • Evaluating impact on

implementers

4. Alignment • Common Focus • Plan & Part (4P’s) • Managing Personal

Transitions • Professional Develop. • Resources support goals • Budget support goals • Board alignment

3. Assessment • Informs continuous

improvement • Using data (AIMS, district

benchmarks, classroom assessments, etc) to inform decision making

• Focused on priorities

2. Standards • High Standards

Aligned with Arizona Performance Objectives

• Rigorous Curriculum • Quality Instruction • Research Best Practices • Knowledge of C.A.I. • Defined Autonomy • Non-negotiable priorities

Student Achievement

Teacher Quality

Administrator Excellence

Closure for this Segment

Consider the guiding questions

Pair Share ONE strategy you learned today and how you plan to use it at your school.

16

KWSB Data DiscussionSegment Guiding Questions

How can these critical components help the school district maintain its focus on the most significant work?

What does the data tell you about your focus on the critical components of your district’s educational system?

Reminders about Processing Data

McREL Power of Data Step 1: Collect & Organize Data

Step 2: Analyze DataStep 3: Interpret DataStep 4: Plan to Take Action

Reflection on Past Practice

Step 1: Collect & Organize Data

Step 2: Analyze Data

Step 3: Interpret Data

Step 4: Plan to Take Action

How have you explored data in the past?

How were your strategies similar to these steps?

What might be one difference?

Putting it together

Examining critical components KBSB survey available KWSB survey results

Data on progress per each component Examine your component

– The one you were assigned to read– If time permits we may do more later

Model of process …tentative “plan”

Assignments

Group KWSB Survey Feedback (section)

A Vision Accountability

B Alignment Standards

C Collaboration Continuous Improvement

D Climate & Culture Assessment

Step 2: Analyzing the Data

Focus Question What does the data tell us regarding our

implementation of this component? List the FACTS

#Fully, #Mostly, #Beginning, Highest average, Lowest average, etc 1 fact per post-it

WRITE observation statement 1 glow 1 grow

Step 3: Interpreting the Data

Summarize the patterns Write 1-3 problem statements Generate numerous potential explanations

include a noun & verb, ONE per post-it Group or categorize similar explanations Select 1-3 most plausible categories

write a cause statement examine for root cause

Step 4: Plan to Take Action

Select ONE cause statement. Think long-term and write a SMART Goal. Think short-term and describe next step Brainstorm specific action steps or strategies

group or categorize similar strategies Select 1-3 strategies.

Work Time …add slide

Each group will work independently and on your own (not walking through it together this time)

Repeat the process for the other section assigned to your group

Sharing together

For your component…ONE at a time! What is a strength?

– Celebrate successes! What is an area for improvement?

– Observation– Cause Statement– SMART Goal– 1-3 selected strategies

From Components back to System

Tentative list of areas for growth 8 is too many.

Next Step… Select TOP 3 priorities! Consider…

– leverage points– Implementers reaction– Other influences

Systems Thinking Approach

Leverage Points Places in the system where a small change

can lead to a large shift in behavior Focus on which ONE growth area will have the

broadest impact or the most significant impact on student achievement?

Implementers Reaction The magnitude of change is determined by the

individual implementer; Leaders must consider the magnitude of change in making choices.

Focus on which ONE growth area will be most accepted without resistance or can be supported with quality professional development?

Systems Thinking Approach

Given our 8 areas, consider the following… Which ONE area may have the biggest impact? What might be the impact on implements? What training is needed for implementers? Is this an effective leverage point in the system?

In a round-robin format, share your thoughts with your table group

Share regarding each question! Come to consensus on ONE area Discuss the Next Steps for the…

– district

– school

Systems Thinking Approach

Share whole group Revisit the strategies selected during that

group’s discussion of this growth area– Do we want to delete or added any items?– Reach consensus on 3 strategies for the

implementation of the growth area Discuss the Next Steps for the…

– district– school

Come to consensus

Systems Thinking Approach

How will we communicate … Our “purpose” or expectations (vision)? Our “picture” of success (looks-like & sound-like)?

– And the “part”/role of each implementer Our “plan” for progress monitoring (evidence)?

– Did it work? AND Are we improving?• Impact on student achievement.

– Are we doing what we agreed-upon?• Implementation data (effectiveness/fidelity)• Impact on implementers

– Is it positively impacting teaching & learning?

Closure for this Segment

Consider the guiding questions

Pair Share ONE strategy you learned today and how you plan to use it at your school.

32

Conclusion and Development of an Action Plan Review the following…

Targeted Objectives ISLLC Standards

What does the KWSB data tell you about your focus on the critical components of your district’s educational system?

What is the implication for next steps? Are your efforts aligned across the

components with a focus on ONE priority?

Workshop Closure

In table groups (in a round robin format) Share one new learning and describe how you

will apply it in your job NO REPEATS!

Workshop Closure

Please complete “Participant Feedback” form Grant research Improve future workshops