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Impacting Professional Effectiveness by Developing Professional Capital
Roberta ReedPamela Yoder
Learning Forward, 2015Washington, D.C.
Welcome and Introduction
Staying “systems” focused - Senge - : a system is any perceived whole whose elements hang together because they continually affect each other over time.”
Above the Maze
Our role
“Manage up. Help your leaders be the best they can be. This means teachers reaching out to school and district administrators to support collaborative learning wherever they can.” (Professional Capital, Hargreaves and Fullan, 2012)
• “The art of systems thinking lies in seeing through the detail complexity to the underlying structures generating change. Systems thinking does not mean ignoring detail complexity. Rather it means organizing detail complexity into a coherent story that illuminates the causes of problems and how they can be remedied in enduring ways.” (The Fifth Discipline, Senge)
Outcomes
*Know collaboration structures that deepen and expand educator effectiveness by accessing and learning with your collaboration partners.
*Understand how developing everyone's professional capital contributes to transformational change and increased student achievement.
Outcomes-cont.
• Examine how the models presented can be adapted to develop collaborative partnerships that guide participants towards a plan for creating a powerful transformational process.
• Create a structure that inspires collective responsibility through fostering professional alliances focused on developing an interdependent commitment to learning.
One thing we have in common is the need to respond to multiple needs in a time of great change
What needs are you
responding to?
The Story
Our Story is our ‘Why”
Powerful Designs for Professional Learning
Connecting the Story (Why) to Impact (What)
What difference does a story make?
- The story impacts people
- Ignoring the story impacts people
How do we amplify and accelerate educators’ professional growth?
-What would this look like?
-What would this sound like?
Learn how to plan for positive transformation within a system by
facilitating focused learning conversations that inspire
individual aspirations toward signature performance.
The Connection:Professional Capital
Resulting in inspiring adults to signature performance!
Resulting in inspiring adults to signature performance!
Quotation Quest
Learn how to plan for positive transformation within a system by facilitating focused learning conversations that inspire individual aspirations toward signature performance.• Read the quotes• Highlight one that resonates with you.• Find a partner: share your quote and explain
why you chose this one• Share out
Professional CapitalPC= f (HC, SC, DC)
Professional CapitalPC= f (HC, SC, DC)
Fullan and Hargreaves book spells out the three kinds of
capital that comprise professional capital: human capital (the talent of individuals); social capital (the collaborative power of the group); and decisional capital (the wisdom and expertise to make sound judgements about learners that are cultivated over many years). That’s the vision of professional capital. (oral introduction, Key Note, 2012, Learning Forward
http://www.cdl.org/articles/the-power-of-professional-capital/
Social Capital
• Trust
• Collaboration
• Collective responsibility
• Mutual assistance
• Professional capital
• Push, pull, nudge (Professional Capital, Hargreaves and Fullan)
Identifying and Expanding Social Capital
• Where do you see social capital being developed in your system?
• What are the challenges?
Social capital connected to learning conversations
Our entry point : vulnerability and willingness to be a learnerassumptions of appreciative inquirylanguage of observation rather than evaluationgrowth language (Dweck)
Cooperrider and Whitney
Collaboration Models
The How
What frameworks, mental models, structures do you/have you used that promotes social capital that increased the value of everyone’s professional capital?
Word Splash
Models and Frameworks
Beyond Our Own Walls
objective: The goal for our time together is to create
alliances between buildings in order to collaborate together, learn together, and to develop and refine our professional practices.
inspire individual
aspirations toward
signature performance
entelechy
shared ownership
What does it look like?partners, triads, quads-an investment in our most valuable resource-teachers
job embedded professional learning planned by coaches and teacher leaders
series of observations including a pre-brief, an observation, and a debrief-instructional practice and content (CCSD protocol)
what I will apply
circle back to the professional learning and determine action steps in individual practice
scheduled time for a written reflection and feedback
What makes it different from other observational or instructional rounds?no spectators-shared responsibility and ownership
it’s about being selfish
appreciative inquiry
active engagement
commitment to action
flexible and adaptive to the needs of participating schools and teachers-
shared ownership
relatively cheap
embraced by teachers
from a teacher’s perspective
What do we gain? more teacher perspectives
● “This experience has greatly improved my teaching. Through
structured observations I have noticed (and now have put into
practice) many teaching strategies and techniques for integrating
science and literacy, and other best practices to increase rigor and
engagement.” (Polton teacher)
● “The structure of this staff development effort made sense. A pre-
brief, observation, and debrief structure taking place on multiple
days with many of the same people promises longer “staying power”
for me when compared to a traditional in-service type structure.”
(Ponderosa teacher)
● “This is authentic professional development; by teachers, for
teachers.” (Hollys’ teacher)
Principal Perspective
“Over the last few years, Sagebrush has had the benefit of
participating in Beyond Our Own Walls, which strengthened us
as a staff. The first year, with a focus on science, teachers had
the opportunity to collaborate with colleagues beyond just the
Sagebrush journey in a way that broadened our knowledge of
science as a content area, and helped us to more efficiently
integrate FOSS, Science Notebooks and intentionality with non-
fiction text throughout the day.
Principal Perspective
During our second year, with a focus on math, participating in
Beyond Our Own Walls helped to lay the groundwork for our year-
long focus toward Universal Reading and Math Instruction.
Partnering with other schools afforded teachers a richer dialogue
that fostered a deeper understanding of what Universal Math
Instruction could become for students through collaboration and
reflection.
Principal Perspective
As we move into our third year of the Beyond Our Own Walls
journey, we look forward to drawing insight from our partner
schools as we seek to develop a vertical articulation model, within
our own walls, to sustain our growth as adult learners so we can
connect every single student to all content areas in meaningful
ways to positively impact student achievement.”
Numerical data
Growth data in a highly impacted school-● 80% Diverse ● 80% Free and reduced lunch ● Growth data that exceeds state expectations
Purpose of gathering evidence
“In the absence of proof, you can collect awfully good "evidence" about whether or not professional development is contributing to specific gains in student learning. Above all, you must be sure to gather evidence on measures that are meaningful to stakeholders in the evaluation process. Evidence is what most people want anyway. Superintendents and board members rarely ask, ‘Can you prove it?’ What they ask for is evidence.”
(Thomas Guskey, 2002)
What structures do you have in place that promote social capital?
• What are the essentials that make it work?
Work Time
• Thinking about your adult learners that you work with, what do you need to plan for to increase their learning and capacity for collaborative interactions that inspire individual aspirations toward signature performance?
• What role do relationships play?
Your turn. How will you build professional capital?
How can you create/apply a similar process in your current work environment?
Links to Models
Peter Senge http://www.slideshare.net/elucidateamy/mental-models-lessons-from-the-fifth-discipline-fieldbook-by-senge-kleiker-roberts-ross-and-smith
Logic Models https://apps.publichealth.arizona.edu/CHWToolkit/PDFs/Logicmod/chapter2.pdf
Innovation Configuration Maps http://learningforward.org/docs/standards-for-professional-learning/teacher-icmaps.pdf
Instructional Rounds http://www.ascd.org/ascd-express/vol8/819-marzano.aspx
Our commitment to action
“People are motivated by good ideas tied to action; they are
energized even more by pursuing action with others; they are
spurred on still further by learning from their mistakes; and
they are ultimately propelled by actions that make an
impact---what we call 'moral imperative realized'.”
(Hargreaves and Fullan, 2012)
Our role
“Manage up. Help your leaders be the best they can be. This means teachers reaching out to school and district administrators to support collaborative learning wherever they can.” (Professional Capital, Hargreaves and Fullan, 2002)
Thank you!
Let’s continue the conversation!
Sources citedCooperrider, D., Whitney, D. Appreciative Inquiry: A Positive Revolution in Change, 2005.
Dweck, C. Mindset: The New Psychology of Success. Random House Publishing Group, 2007.
Easton, L. Powerful Designs for Professional Learning. 3rd Edition. Learning Forward, 2015.
Guskey, T. R. Evaluating Professional Development. Corwin Press, 2000.
Hargreaves, A., Fullan, M. Professional Capital: Transforming Teaching in Every Classroom. Teacher College Press, 2012.
Marzano, R. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction.
Association for Supervision and Curriculum Development, 2007.
Parks, S. Leadership Can Be Taught: A Bold Approach for a Complex World. Harvard Business Review Press, 2005.
Cherry Creek Observational Protocols
