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Building a Small Learning Community

Building a Small Learning Community. November 2007 Facilitated by Theron Cosgrave Patti Smith. AGENDA. Welcome & Introductions Context – why we’re here SLC’s & Career Academies Adult Teaming Lunch Team Design Time Reflections & Wrap-Up. CROSSING THE LINE.

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Building a Small Learning Community

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  1. Building a Small Learning Community November 2007 Facilitated by Theron Cosgrave Patti Smith

  2. AGENDA • Welcome & Introductions • Context – why we’re here • SLC’s & Career Academies • Adult Teaming • Lunch • Team Design Time • Reflections & Wrap-Up

  3. CROSSING THE LINE Step across the line if you…

  4. THE SHIFT New Model • Information economy • Serve all students well • Outputs consistent, = inputs variable • Quality the driver Traditional Model • Factory economy • Serves a few students well • Inputs consistent, output variable • Efficiency the driver

  5. MEETING THE CHALLENGES Best practices from around the nation call for: • Rigor • Relevance • Relationships

  6. SCHOOL-WIDE SLC DESIGN 9th House 9th House 10/12 Academy: Arts & Communications 10-12 Academy: Business/IET/NR 10-12 Academy: Health/HELPSS

  7. WHY SLCs? Research Shows: • Higher achievement • Reduction of the negative effects of poverty on achievement • Increased student affiliation with their school community • Greater safety and order • Much less truancy and many fewer dropouts • Similar college entrance exam scores, acceptance rates, GPAs, and completion • Higher levels of extracurricular participation in traditional small schools • Higher levels of parent & community involvement; greater satisfaction • More positive teacher attitudes and satisfaction • Comparable core curricula • Lower costs per student graduated

  8. WHAT IS AN SLC? Small = usually between 60-200 students and 2-5 teachers, feels small, pure cohort, does not exceed 400 students Learning = learning is the clear focus and purpose Community = face-to-face group, shared values, common norms and practices, supportive web of relationships

  9. CAREER ACADEMIES • SLC within a larger high school • Curriculum that combines a career focus with meeting college entrance requirements • Partnerships with employers, community, and higher education

  10. WHAT IS A CAREER ACADEMY? CASN’s Career Academy “National Standards of Practice” • Review the document with team • Select 2 areas of strength • Select 2 areas of weakness • Record votes on front flipchart

  11. ADULT TEAMING Reflect on a positive teaming experience… • How did the team work together? • What role did success or accomplishments play in the development of the team? • What roles did different members play?

  12. TUCKMAN’S STAGES OF TEAM DEVELOPMENT 1. Forming 2. Storming 3. Norming 4. Performing

  13. Team Performance model

  14. TOWER BUILDING EXERCISE MATERIALS: Spaghetti, gumdrops DIRECTIONS: Use only materials above, each team must build the tallest free-standing structure possible CONSTRAINTS: 5 minutes to plan, can’t touch materials 10 minutes to build

  15. SEVEN NORMS OF COLLABORATION Complete the individual and team assessment tools in your packet Compare your results to those of your team

  16. The Four Compass Directions • NORTH: Action-oriented, likes variety, “do it now”, enjoys challenges, perseveres, likes to lead • SOUTH: Team player, relationship-based, value-driven, trusting, supportive of others, “let’s work together”, values what is “fair”. • EAST: Visionary, big picture thinker, focused on future, enjoys problem-solving, likes to explore • WEST: Practical, dependable, task-oriented, uses data analysis, logical, introspective, objective

  17. The Four Compass Directions and TEAM PRODUCTIVITY DISCUSS BRIEFLY WITH TEAM: What are the implications of the different leadership styles on team meetings and team productivity?

  18. The Four Compass Directions and TEAM PRODUCTIVITY • SOUTH = Begin team meeting with review of norms and team check-in, include discussion of students (with boundaries) • EAST = Spend some time each week “thinking big” about where the team/program can go • WEST = Review data on student performance, discuss logistics for a short time each week • NORTH = Make sure team meetings end with assignment of action items

  19. DESIGN PRINCIPLES What are they? How can they help? Three key principles: • Personalization • Rigor • Relevance What are the IMPLICATIONS of these principles?

  20. DESIGN PRINCIPLES Personalization: Create settings where teachers and students can know each other well. Academic Rigor and Relevancy: Provide all students with challenging curriculum that is meaningful and prepares them for their life beyond high school. Professional Learning Community: Build a supportive and inclusive professional team focused on improving teaching and learning.

  21. PROGRAM OUTCOMES Our essential outcomes are… Our essential content & concepts are… Our essential skills are… Three questions your team should be able to answer: • What do we expect all students to know and be able to do? • How will we know they have mastered these concepts & skills? • What will we do to support students who haven’t yet met these outcomes?

  22. English Elective Science INTEGRATED PROJECT DESIGN

  23. English Elective PROJECT Science INTEGRATED PROJECT DESIGN

  24. TRADITIONAL PARALLEL INTERRELATED INTEGRATED DEGREES OF CURRICULARALIGNMENT

  25. TEAM REPORTS Each team will share the following with another team: • 3-4 concrete steps you’ll take between now and March to forward your career academy implementation • Talking points for meeting w/ principal

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