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Inputs •Financial Resources •Human Resources •Physical Resources •Staff contracts/time •Professional Development •Students & Families **High Variability** Processes •Student Learning •Operations •Planning, Prioritization, Decision Making •Consultation Outcomes •Learning •Financial •Operational •Engagement •Satisfaction **Low Variability** Continuous Improvement Cycle TeamWorks International

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Page 1: 11-12 favorites

Inputs

•Financial Resources•Human Resources•Physical Resources•Staff contracts/time•Professional Development•Students & Families

**High Variability**

Processes

•Student Learning•Operations•Planning, Prioritization, Decision Making•Consultation

Outcomes

•Learning•Financial•Operational•Engagement•Satisfaction

**Low Variability**

Continuous Improvement Cycle

TeamWorks International

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Pro-Pay: At-A-GlancePro-Pay Component Expectations

Building Goal Implement strategies that support a building goal focused on student achievement and aligned with core instruction.

Collaborative Team Goal Engage in the development and implementation of a collaborative team goal that addresses one of your school improvement goals.

Personalized Professional Learning Plan

Develop and implement a professional learning plan that is personalized, aligned with your school improvement goals and building PD plan, and aligned with the teaching license renewal expectations.

Observations and Instructional Coaching

Demonstrate your professional practice through 3 formative observations and coaching sessions conducted by 2 different observers (instructional coach and another trained observer).

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Alignment of EffortAlignment of EffortDistrict Focus Q-CompSchool Improvement Plan (SIP)Continuous Improvement Monitoring Process (CIMP) Plan

Building Goal

Collaborative Teams Collaborative Team Goal

Building Professional Development Plan Personalized Professional Development Plan/Observations

Leadership Opportunities Career Ladder Positions

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Career Ladder Positions

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Clear to Partly Cloudy

• What became clearer as a result of our learning yesterday?

• What is still partly cloudy?

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The Role of Norm(s)

“Teams improve their ability to grapple with the critical questions when they clarify the norms that will guide their work. These collective commitments represent the ‘promises we make to ourselves and others, promises that underpin two critical aspects of teams—commitment and trust.’”

~Katzenbach & Smith, 1995

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Getting Clearer: Multiple Measures

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Core Instruction PD Plan

Core Instruction PD Plan

Systems of Interventions

PD Plan

Systems of Interventions

PD Plan

Culture and Climate

PD Plan

Culture and Climate

PD Plan

Community Engagement

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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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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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”.

How 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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SIP: Where Have You Been?

• What work have you done on your SIP plan to date?

• Use the timeline to document the steps you have taken to develop your SIP plan.

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Creating a Narrative

• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.

• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.

• Here’s an option that will be studied further: http://sksssip.blogspot.com/

• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.

• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.

• Here’s an option that will be studied further: http://sksssip.blogspot.com/

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Individual Narrative• Determine protocols for

individuals to systematically document the learning and doing

• Build in structures where individuals draw conclusions about their work and inform their practice and professional learning

• Have individuals analyze their learning and work at the end of the year– What did I learn this year?– How did I grow and change as a

result of my learning?• Celebrate the learning and doing

of individuals

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From Individual to Team Narrative1. Provide time for teams to

systematically document their learning and doing with one another

2. Have teams determine protocols to monitor and inform their learning and doing

3. Have teams summarize their learning and doing

4. Celebrate the learning and doing of teams

When individuals begin sharing and

collectively building their

narratives, the team narrative starts to take shape, as well

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From Team to Building Narrative

1. Determine protocols and processes for your building to synthesize the learning and doing of your teams

2. Determine a mechanism for how the synthesis of your building’s learning and doing are documented and celebrated

As teams engage in the development of their

narratives, their collective “story”

shapes the building’s narrative, as well.

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From Building to District Narrative

1. Systematically embed protocols and processes for buildings to share and celebrate their learning and doing at principal meetings, at DLT meetings, and other data share fair opportunities

The richness of our district’s narrative is

based on the collective stories from buildings,

departments, and programs.

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Continuous Improvement in Action(Initially Shared 9/22/2011)

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Walk & Talk: Processing the Protocol

• Join a colleague from your vertical collaborative team and discuss the following two questions during a 10 minute walk and talk.– How does what you

experienced today inform and/or shape your work leading collaborative teams?

– What did we hear or learn that impacts our work with the SIP and PD plans?

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PD: Aligned and Personalized

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Aligning Our Efforts

Think about our collaborative efforts to deepen our teachers’ engagement with and understanding of Question 1.1.Curriculum will continue to facilitate the development of units of instruction based on standards and best practice. 2.PD will structure district PD meetings to structure collaborative meetings and sustain teachers’ engagement with question 1. 3.Buildings will develop their action plan on core instruction to sustain and deepen teachers’ work on question 1.

Think about our collaborative efforts to deepen our teachers’ engagement with and understanding of Question 1.1.Curriculum will continue to facilitate the development of units of instruction based on standards and best practice. 2.PD will structure district PD meetings to structure collaborative meetings and sustain teachers’ engagement with question 1. 3.Buildings will develop their action plan on core instruction to sustain and deepen teachers’ work on question 1.

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Looking Ahead: November 17

• Process Core Instruction Action Plans

• Provide feedback about MCA IIIs testing

• Provide feedback about the District AYP plan

• Engage in reflection protocol regarding work of TLT

• Process Core Instruction Action Plans

• Provide feedback about MCA IIIs testing

• Provide feedback about the District AYP plan

• Engage in reflection protocol regarding work of TLT

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Triad Sharing Learning

• Form a triad by joining two colleagues from different clusters.

• Share insights you gained about developing, implementing, and/or monitoring your SIP’s work.

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Collaborative Team Work & TimeAs you review the processing about the leading and doing of collaborative teams that we discussed last Wednesday and other resources, identify the “non-negotiables” for how our collaborative teams need to function?

Think Descriptive Checklist!

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Developing Formative Assessments

Essential Outcome

Assessment Option 1

Assessment Option 2

Assessment Option 3

Assessment Option 4

Document essential learning outcomes, essential knowledge, essential skills that students need to learn

Create, document a variety of assessment options to check for and demonstrate student understanding

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Action Plan: Essential Questions(Initially Shared: 8/18/2011)

Action Plan: Essential Questions(Initially Shared: 8/18/2011)

• What actions or strategies are needed?

• What will you document as evidence of impact? Of implementation?

• What resources will you use?

• Who will be responsible?• What are your timelines

and processes for monitoring?

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Focus on Continuous Improvement• Plan

– Collect and analyze data– Identify goals – Identify strategies focused on

improvement– Determine progress monitoring

processes and timelines• Do

– Implement strategies– Monitor and document progress

• Study– Assess the impact of the strategies– Monitor results

• Act – Use data to modify plan – Develop on-going efforts focused

on improvement

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A Moment For…

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Coming to “Con-Senses”…

Join the SEE, HEAR or FEEL groups from the other two clusters.

Generate a comprehensive list of behaviors that we expect to be present.

Be ready to share with the other “senses.”

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December 7, 2011

60 Second Lecture

1. Identify one of the big ideas about which you would like to share with the whole group.

2. Using the “60 Second Lecture” protocol, share what your site has done and what you plan to do next regarding learning, collaboration, or results.

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December 7, 2011

60 Second Lecture or Pink Flamingo

60 Second Lecture ProtocolThe 60 second lecture, also known as the pink flamingo, requires the person sharing to report to the whole group to stand on one-leg and summarize their team’s reflection on the prompts provided.Preferably, those in yoga are not invited to share.