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December 7, 2011
District Leadership Team
December 7, 2011
December 7, 2011Q 1
•What do we want our students to know, understand, and do?
Q 2
•How will we know they are learning?
Q 3
•How will we respond when they don’t learn?
Q 4
•How will we respond when they do learn?
4 Focus Questions for Collaborative Teams
December 7, 2011
1. Review purposes and functions of DLT2. Deepen our engagement with and
understanding of collaboration, learning, and results
3. Clarify expectations for collaborative team time vs. professional learning time
4. Collaboratively clarify expectations for core instruction action and PD plans
5. Celebrate our work as teams, buildings, and a district
Key Objectives
Meeting Procedures and RoutinesMeeting
Documents
• Go to subfolder “DLT Meetings” in shared folder for “Continuous Improvement” –look for meeting date to locate materials and processes (The TLT Google site and Ning will replace need for shared folder)
High Five
• Look for the “high five” as a signal to come back together—a signal to wrap up your final point during a discussion as a sign of transition
In Case of Emergencies
• For meetings at DEC, have your building’s administrative assistant contact Judy Sherin in Teaching and Learning at ext. 6279
• You can check text, emails during breaks
December 7, 2011
“We can’t be creative if we refuse to be confused. Change always starts with confusion; cherished interpretations must dissolve to make way for the new. Of course it’s scary to give up what we know, but the abyss is where newness lives. Great ideas and inventions miraculously appear in the space of not knowing. If we move through the fear and enter the abyss, we are rewarded greatly. We discover we’re creative.”
—M. Wheatley, 2002
Table Talk: Discovering Creativity…(Initially Shared: 8/18/2011)
December 7, 2011
The Leading & Doing
As your team reflects on the Wheatley quote, think about what has become clearer about your work as both participants in and leaders of collaborative teams.Use the form provided to document your responses to the reflective prompts.
• What has become clearer about our roles in leading and doing the work of collaborative teams since our first DLT meeting in August?
• What additional support and/or clarity do you need to move through “the abyss”?
December 7, 2011
Sharing Our Progress
1. As a team, review the results from the self-assessment on learning, collaboration, and results.
2. Identify quick wins that have been documented and/or plans that have been established to address each of the big ideas that have the greatest impact, greatest need, and/or least resistance.
3. Determine why your site chose to focus on each of the three areas you identify.
December 7, 2011
Sharing Our Progress
1. When prompted, join a colleague from another building and share one of the three focus areas: learning, collaboration, or results.
2. Use partners A and B to engage in your sharing.
Partners A and B Protocol1. Partner A shares.2. Partner B listens.3. When prompted,
Partner B shares.4. Partner A listens.5. When prompted,
discuss what you heard being shared.
December 7, 2011
Sharing Our Progress
As you regroup with your team, discuss what you heard and what you learned.Document your responses to the following prompts on the handout:
1. What have we done?2. What do we plan to do next?
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.
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.
December 7, 2011
Looking Forward…
Schedule
Self-Assessment
The survey will be set up on Zoomerang once again and will be available for your teams in late April.
learning, results, and collaboration.
December 7, 2011
Be Back in 10…
….to Continue
Our Sharing and
Learning!
December 7, 2011
Leading Collaborative Teams
“Practicing and rehearsing the work of teacher teams not only trains principals to assist teams within their buildings, it increases their credibility with teachers since they have done and can model the work themselves.”
~Eaker & Keating
December 7, 2011
Functions of DLT Members (Originally Shared: 8/17/2011)
1. Share responsibility to align the work of the district with Effective Schools research
2. Model the 3 Big Ideas (focus on learning, collaboration, and results) at the building level to enhance learning and improve student achievement
3. Work in partnership with your principal to facilitate the development, implementation and monitoring of continuous improvement processes
December 7, 2011
Focusing Our Efforts
“In every district with
which we have worked,
we have urged district
leaders to make doing the
right work, in the right
way, at the right time, and
in collaboration with
colleagues, non-
negotiable.”~ Eaker & Keating
1. What does the quote from Eaker and Keating challenge us to do as a district, in our buildings, and during our collaborative team time?
2. What does the quote say about responsibility for the work of leading the doing?
3. Use the reflective form to individually document your thinking.
December 7, 2011
Focusing Our Efforts
Locate the number on your paper.
0—stays1—rotate 1 group clockwise2—rotate 2 groups clockwise
When prompted, share your response about part of the first question or the second question.
December 7, 2011
Focusing Our Efforts
Join your number group, form groups A or B (see bottom of reflection sheet), and then generate what you learned:0—what do we need to do as a district?1—what do we need to do in our buildings?2—what do we need to do in our collaborative teams?Document your group’s main ideas on chart paper.
December 7, 2011
Focusing Our Efforts
Rotation Number/Letter Number Group
OA 10B 21A 31B 42A 52B 6
Focusing Our Efforts:Deepening Our Understanding of Leading & Doing
• Read your assigned section of form Every School, Every Team, Every Classroom: District Leadership for Growing Professional Learning Communities at Work.
1. Pages 8-10—PLC is the Initiative to Ensure Student Learning to Leaders Matter2. Pages 15-17—Collaborative, Highly Dispersed Leadership Matters to Professional
Teaching Matters3. Pages 18-21—Collaborative Teacher Teams (intro) and What Do We Want Students
to Learn? and How Will We Know if Students Are Learning?4. Pages 18-21—Collaborative Teacher Teams (intro) and What Will We Do When
Students Don’t Learn or Need Enrichment?5. Pages 37-39 and 40-41—Ask the Right Questions to Monitor What You Say and
Returning to the Why to Celebrate, Celebrate, Celebrate6. Pages 88-92—Define the Work to Begin With the Principals
• Document the most critical points that will guide the implementation of collaborative teams in our district.
• Be prepared to join members from your assigned group when prompted.
December 7, 2011
Focusing Our Efforts:Deepening Our Understanding of Leading & Doing
1. Join those who read the same section you read.
2. Generate a list of commonly agreed upon key points that will be shared with the rest of the group.
3. Be ready to share with the group in approximately 15 minutes.
December 7, 2011
What Did We Learn?
• What are the five most essential things you learned?
• Generate a list as a DLT.• List your top five on a
post-it note.• Be prepared to share
with the rest of the group.
December 7, 2011
What Did We Learn?
1. At your table, use the key messages from our jigsaw and the contents of Figure 4.4 (pages 70-72) to determine what you want and need to happen in your buildings so that your collaborative teams work as effectively as possible.
2. Generate a “wish list” that highlights the questions and/or expectations you have for your collaborative teams.
December 7, 2011
What are We Waiting For?
“Imagine if everyone in a school thought that what happened in every classroom, to every teacher and every student, was of tremendous significance and that quality learning was the most valued commodity. What would that mean for how time is used? What would it enable in terms of teachers’ interactions with others? What would principals, teachers, and community members believe in and expect? What would students be able to accomplish?”
-Martin-Kneip, Communities That Lead, Learn, and Last
December 7, 2011
Cookie Break
Grab a
yummy
cookie and come
on back
in 5.3 minut
es!
December 7, 2011
PD to Support Our Work
In addition to the district curriculum development & PD sessions…
1. Intervention Cohorts2. Assessment Cohorts3. Summer Curriculum,
Assessment Writing
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(Initially Shared: 8/18/2011)
Core Instruction: Defined(Initially Shared with Principals: 11/13/2011)
• Core instruction involves – The identification of essential learning outcomes for the
grade level and/or course(s) taught– The development of units of instruction, guided by
essential learning outcomes and standards and benchmarks
– The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary
– The identification of research-based instructional strategies to deliver instruction
– The identification and/or development of classroom-based interventions and enrichments
December 7, 2011
Dissecting the Core
1. With your assigned groups, define the component of the operational definition for core instruction—think what does it mean and what it requires us to do.
2. Document your group’s definition of the component on chart paper.
3. Be prepared to share your definition with the entire group.
Core Instruction: Work GroupsComponent TeamsThe identification of essential learning outcomes for the grade level and/or course(s) taught
NJHS, WB, BAHS
The development of units of instruction, guided by essential learning outcomes and standards and benchmarks
MWS, RN, BHS
The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary
HB, HV, MJHS
The identification of research-based instructional strategies to deliver instruction
EN, ST, GP
The identification and/or development of classroom-based interventions and enrichments
VV, SO, ERJH
December 7, 2011
Processing Our Learning
1. Individually think about how the definitions for each of the components of our district’s understanding of core instruction became clearer.
2. Think about our work from earlier in the day about the leading and doing of collaborative teams.
3. What has become clearer about the leading and doing of collaborative teams and the focus on core instruction?
4. Join your DLT on a gallery walk and then complete the following sentence frame:• “Our discussion on core instruction has made
______________ clearer. As a result, our collaborative teams will _____________________.”
Core Instruction: What’s Happened or Happening?
(Initially Shared: 11/13/2011)
• The units of instruction (based on standards and essential learning outcomes) through our district curriculum meetings
• The essential learning outcomes (and essential knowledge, skills, and vocabulary) being articulated through our district PD days (including Jan. 23 & Feb. 20)
• The work of your collaborative teams dedicated to the 4 PLC questions, not building PD topics
• The PD being led in your building to support teachers' understanding of question 1
• The meetings related to reading, math, team or department meetings that support the focus of question 1
Core Instruction: Defined(Initially Shared with Principals: 11/13/2011)
• Core instruction involves – The identification of essential learning outcomes for the grade
level and/or course(s) taught– The development of units of instruction, guided by essential
learning outcomes and standards and benchmarks– The development of a continuum of assessments aligned with
the essential learning outcomes, skills, knowledge, and key academic vocabulary
– The identification of research-based instructional strategies to deliver instruction
– The identification and/or development of classroom-based interventions and enrichments
December 7, 2011
Core Instruction: Looking Forward
Given what has and is going to happen related to core instruction (through district curriculum and PD), what do plan to focus on for the remainder of the year in relation to the first three components of the core instruction definition?1. The identification of essential learning
outcomes for the grade level and/or course(s) taught
2. The development of units of instruction, guided by essential learning outcomes and standards and benchmarks
3. The development of a continuum of assessments aligned with the essential learning outcomes, skills, knowledge, and key academic vocabulary
December 7, 2011
DLT & Core Instruction: Looking Forward
1. Post your site’s core instruction action plan and evidence of impact and implementation on the TLT dashboard (on Google) no later than February 15.
2. Provide feedback on the plan and evidence before February 29 for sites in your vertical cohort.
3. Update and post plan following our February 29 meeting.4. Bring an updated version of your action plan and evidence of
impact and implementation to our June 12 DLT meeting.
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?
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
PD Action Plans(Initially Shared: 8/18/2011)
• Create an action plan that details how the learning for adults will be implemented and monitored. – The specific learning that your site will engage in (think KUDOs
—what teachers will “know, understand, and do”)– The timeline for when the learning will occur– The timeline for monitoring the learning (getting at impact and
results)– The processes you will use for monitoring learning (i.e.,
reflections on learning, reflections for action, student learning, etc.)
– The resources required to support your PD– The person(s) responsible
December 7, 2011
DLT: Looking Ahead
Prior to and for February:1. Locate documents from today’s meeting
to support your work2. Develop core instruction action plan3. Share progress on core instruction action
plan on TLT Google website4. Provide feedback on core instruction
action plans for those in your cohort (cluster)
5. Respond to reflective prompts on Ning about documenting the work of collaborative teams and the work of SIPs
6. Respond to reflective prompts on Ning about the content of Chapter 6 “Ensuring a Focus on Student Learning”
Essential Elements: Documenting Progress(Initially Shared 8/18/2011)
• How will you document your progress?• What evidence related to staff learning will you show
that you are making progress?• What evidence related to student learning will you
document that you are making progress?• When you share progress toward your goals at
principal meetings and/or at DLT meetings, what will you share?
It’s the narrative or story of learning.It’s the journal for your journey.
Ning Posting Coming Soon! Conversation will set up learning for February.
Application: Essential Questions for CTs (Initially Shared 9/22/2011)
How will we document the doing of our collaborative
team work at our site?
What do we need to show as evidence of
our work—to monitor and inform our work?
Why do we, as teams and individuals, need
to show our work and our thinking?
In what ways can we, as individuals, inform our own work by using the documentation of our
team’s work?
Ning Posting Coming Soon! Conversation will set up learning for February.
December 7, 2011
Key MessagesWhat did we learn about the leading and doing of collaborative teams that will guide our work?
What did we learn about the development of the core instruction action plan?
What else did we learn?
