Principal VT September 15

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Vertical Collaborative Teams ISD 191 Administrative Meeting September 15, 2011

Transcript of Principal VT September 15

Page 1: Principal VT September 15

Vertical Collaborative Teams

ISD 191 Administrative MeetingSeptember 15, 2011

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Blazing Spirits

“In everyone’s life, at some time, our inner fire goes out. It is then burst into flame by an encounter with another human being. We should all be thankful for those people who rekindle the inner spirit.”

~A. Schweitzer

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Key Objectives• Revisit our emerging norms • Review the component parts of

the SIP (and PD) planning process

• Explore processes for analyzing student achievement data

• Discuss processes for the self-assessments for learning, collaboration, and results

• Establish protocols for vertical collaborative team sharing

• Discuss framework and expectations for district PD days

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Trial and Error…

“The growth of any craft depends on shared practices and honest dialogue among the people who do it. We grow by private trial and error, to be sure…but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community that encourages such risks.”

From The Courage to Teach, P. Palmer

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Constructivist Listening Dyad

• Join a colleague from a different vertical collaborative team and from a different level (where possible).

• Use the constructivist listening dyad protocol to discuss the focus of the passage.

• Discuss the concepts of trial and error, risk, and community.

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Revisiting Norms

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Revisiting Norms

•Consider the learning that we have shared with one another.

Step 1

•As you do, individually review the emerging norms that were generated in August.

Step 2

•As a vertical team, discuss what norms are the most important and if any are missing. Be prepared to share.

Step 3

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Current Reality (Needs Assessment)

Core Instruction Action Plan

Student Achievement Goals

System of Interventions Action Plan

Culture and Climate Action Plan

Community Engagement Action Plan

Core Instruction PD Plan

Systems of Interventions

PD Plan

Culture and Climate

PD Plan

Community Engagement

PD Plan

The School Improvement Plan Framework

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Timelines for SIP/PD Plans

September October November December January/February March April/May June

Bring Data from Self-Assessments; Develop SMART Goals; Focus on Action and PD

Plans

Share Current Reality (at least 2 data

sources); Share Data and Narratives or Visuals about SIP

Complete Self-Assessments on

Learning, Collaboration,

Results; Develop Current Reality

Analyze Student Achievement Data; ; Explore Other School

Process Data Sources; Learn about

Data Collection on Staff Learning

Review Data (continuous

improvement cycle) and

Develop 2012-2013 Plans

Share Additional Data Analysis for Current Reality; Share Emerging

Action Plans; Discuss Creating Narratives, Visuals for SIP Data

Share Emerging Results from Action

Plans; Share Summary of Professional

Learning; Focus on Continuous

Improvement Cycle

Share Current Reality (at least 2 data

sources); Share Plans for Exploring Data

Sources, SIP Progress

Share Current Reality (4 data sources); Share Learning, Progress, and

Data at DLT; Share 2012-2013 Plans (draft)

Share Emerging Results from Action

Plans; Share Summary of Professional

Learning; Focus on Continuous

Improvement Cycle

Explore Processes for Demographic and Perception Data; Explore Learning

Connected to Action Plans (i.e., core

instruction, system of interventions)

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Protocols Common to All Meetings

1. Focusing our work on learning, collaboration, and results2. Sharing protocols that promote reflection on learning,

collaboration, and results3. Sharing learning from sites—discussing the data of doing

and developing4. Learning about and/or reinforcing instructional coaching

skills5. Reinforcing the continuous improvement cycle6. Celebrating learning (sharing protocols to promote

celebration)

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Got Questions?

• As your vertical team reviews the timeline for developing, implementing, and monitoring the work of your SIP and PD plans, what questions emerge?

• Generate each question on a separate post-it note.

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Protocol for On-Site Vertical CT Sharing

• Principal and DLT members/teachers present some of the following:– Findings and narrative

statements from data analysis

– Emerging current reality– Emerging action plans– Emerging PD plans– Emerging results (narrative

about collective learning)

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The Do’s and Don’tsWhat do we want the on-

site vertical team

sharing to be?

What don’t we want the on-site vertical team

sharing to be?

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Be back to continue our learning in 10 minutes!

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On Professional Learning…

“An empowered teacher is a reflective decision maker who finds joy in learning and in investigating the teaching/learning process—one who views learning as construction and teaching as a facilitating process to enhance and enrich development.”

—Fosnot

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Focus of Learning

What structures and/or processes do you have in place to differentiate professional development meetings from collaborative team time?

PD focus on adult learning

CT focus on student learning

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Focus on Learning• Individually record what you

have done to differentiate the purpose of the meetings.

• Individually read the excerpt from Learning by Doing and highlight processes to support collaborative team time.

• As a vertical collaborative team, generate a combined list of processes or strategies used to differentiate and/or reinforce the purpose of the meetings.

PD vs.

PLC

How do

we use

our time?

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Deepening Our Understanding

• Go the Ning site for ISD 191 administrators and access the following blog post:

• Bringing the Updated Standards for Professional Learning from Learn Forward (NSDC) to Life

• As you review the blog post and access the more detailed version of the standards on Learning Forward’s website, add a comment about how the standards will guide your decision-making about PD at your building.

Ning for ISD 191 Admin• http://isd191.ning.com

/?showAddContent=1&xg_source=msg_wel_network

Learning Forward (NSDC)• http://www.learningfor

ward.org/standards/standards.cfm

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District PD Days

• ½ days focused on first question: what do we want students to know, understand, and do?

• Intended to introduce or support concepts that are part of district curriculum development process

• TLT will develop a structured agenda & processes• Principals, supervisors, and TLT will lead sessions• Training sessions available October 11 from 9:00

a.m. to 11:00 a.m. or October 12 from 3:30 p.m. to 5:30 p.m.

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Data Dig: Student Achievement Data

• Review and discuss 3 different data sets related to student achievement gap

• Write narrative statements based on each set.

1. The gap between white students and students of color is sometimes up to 25 points.

2. In 2010, the gap is beginning to close at the elementary level.

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5 Whys: The What and the HowHow to use it:• Write down the specific problem. Writing

the issue helps you to formalize the problem and describe it completely. It also helps a team focus on the same problem.

• Ask "Why" the problem happens and write the answer down below the problem.

• If the answer you just provided doesn't identify the root cause of the problem that you wrote down in step 1, ask “Why” again and write that answer down.

• Loop back to step 3 until the team is in agreement that the problem's root cause is identified. Again, this may take more or less than five “Whys”.

What is it: The 5 Whys is a question asking

method used to explore the cause/effect relationships underlying a particular problem. Ultimately, the goal of applying the 5 Whys method is to determine a root cause of a defect or problem. By repeatedly asking the question "Why" (five is a good rule of thumb), you can peel away the layers of symptoms which can lead to the root cause of a problem. Very often the underlying reason for a problem will lead you to another question. Although this technique is called "5 Whys," you may find that you will need to ask the question more or less than five times before you find the root cause of the problem.

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Stop and Think

• In what ways might the data dig, the narrative statements, and the 5 Whys process help clarify the goal writing process?

• Find a colleague from a different vertical collaborative team and share your thinking.

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Learning For All Mission

• According to the Effective Schools research, schools need to operate with a “learning for all mission” not just in words, but in actions.

• If ISD 191 were to focus its efforts on a learning for all mission, what would that require?

• What policies, practices, and procedures would need to be examined, tweaked, and/or changed?

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Next Steps in Data Dig

• At September 22 meeting, use Cognos and MDE to explore student achievement data related to…– Proficiency– Trend– Growth– Racial Disparity– Bubble Kids

• Write narrative statements to deepen development of current reality

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Getting to Goals

• Develop narrative statements about your data.

• Think about how the narrative statements form your current reality.

• Use your narrative statements and a 5 Whys process to frame the development of goals for your site—either quick wins or long-term goals.

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Reflection on Learning

• What did you learn today that will guide your work?

• Individually document what you learned on the 4-2-1 reflection sheet.– What 4 things did you learn

about– What 2 things do you plan

to do– What 1 thing do you want to

learn more about

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Purpose & Power of Collaborative Teams

“What distinguishes professional learning communities from support groups where teachers mainly share ideas and offer encouragement is their critical stance and commitment to inquiry…Teachers ask probing questions, invite colleagues to observe and review their teaching and their students’ learning, and hold out ideas for discussion and debate.”

–J. Saphier

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Announcements & Updates

• Communications from TLT

• BEA Executive Board Vote

• PLCs for Math and Reading Interventionists (system of interventions)