Fourth Annual Leadership Retreat Empire Hotel New York, New York May 11th & 12th, 2010 Welcome!

1. Fourth AnnualLeadership RetreatEmpire HotelNew York, New YorkMay 11th & 12th, 2010Welcome!

2. Welcomes & Introductions • Mary Aronson • Charles Anderson • Adam Bellow

3. Reconnect Yesterday, Today & Tomorrow • Take a moment to think about what’s happened over the years • In the world • In your professional life • In your personal life • Grab a marker, approach the chart and write

4. Yesterday, Today & Tomorrow

5. Yesterday, Today & Tomorrow • Cluster according to the year you became a CB Principal and tell the story of that space in time.

6. Yesterday, Today & Tomorrow • Are there any patterns or trends? • What predictions would you like to make about the world, the profession, your personal life?

7. AGENDADay 1 – May 11, 2009 12 Noon-5:00PM • Lunch, Welcome & Introductions • Reconnect • Past, Present, Future • Agenda, Outcomes & Welcome • Strengths Based Leadership • Break • On the Frontline • Adjourn for Dinner at Guantanamera(939 8th Ave – bet 55 & 56 Sts.)

8. AGENDADay 2 – May 12, 2009 8:00AM-3:00PM • Breakfast • Three Corners • Conley Redux Chapters 4 & 6 • Break • Planning Forward with IMs • Lunch 12:30-1:15 • Leadership, Rigor & College Readiness • Break • Leadership, Rigor & College Readiness continued • Closure

9. Outcomes of the Retreat • Explore leadership qualities that promote change. • Reflect on how individual strengths link to desired outcomes in our schools. • Renew commitments to developing, maintaining and sustaining schools focused on all students college ready.

10. “The most effective leaders rally a broader group of people toward an organization’s goals, mission, and objectives. They lead. People follow.”

11. Strengths Based Leadership • Why Strengths Based Leadership? • Based on your input regarding the retreat • CBSchools Team experience w/Strengths Finder • Moving from a deficit model to a model that focuses on strengths • Interest in research - Gallup

12. Strengths Based Leadership • Count off 1-5 • Gather your belongings and move to your new group • Take a few moments and write the answer to this question: What leader has/had the most positive influence in your daily life? • List 3 words that best describe what this person contributes/contributed to your life. • Share your list in your small group.

13. Strengths Based Leadership The research says that all followers have a very clear picture of what they want and need from the most influential leaders in their lives. • Trust • Compassion • Stability • Hope Turn and Talk: What do these four words mean?

14. Strengths Based Leadership • Place each of your descriptive words under one of these constructs: • Trust • Compassion • Stability • Hope • Discuss why you placed your words under any of these constructs. • How has the leader’s attributes influenced your own leadership development?

15. Individual Strengths • Copy of Principals Strength Finder.xlsx

16. Strengths Based Leadership • So, where are your strengths? • Look at your data • Take your card and organize yourselves by • Gender • Cohorts • Upstate/Downstate • What Strengths do we have in common?

17. Strengths Based Leadership • Open your Strengths Based Leadership book to page 101, find your top strength and read about how when leading with your primary strength, you meet the needs of followers. • Discuss in your group how you meet the basic needs of your followers through your top strength. • Reflect and write about the insights you’ve gained about your strength, leadership and your ability to lead a school that builds trust, shows compassion, provides stability and creates hope.

18. BREAK

19. Leadership: From Self to Others “Building a strong team requires a substantial amount of time and effort. Getting the right strengths on the team is a good starting point, but it is not enough. For a team to create sustained growth, the leader must continue to invest in each person’s strengths and in building better relationships among the group members. When leaders can do this, it allows the entire team to spend even more time thinking about the needs of the people they serve.” Rath and Conchie , 2008

20. Leadership Team • Circle your top five strengths in the chart below • Read pages 21-26 in the Strengths Based Leadership book

21. From Self to Others’ Leadership • Think about your leadership teams. • Turn and Talk: How do you capitalize in a purposeful way on developing a stronger team(s)?

22. Returning to Your Own Practice…

23. GROUP up for On the Frontline

24. On the Frontline 1. The main tenet of our schools is “All students College Ready”. How have you led your staff in creating a culture in your school that has embraced this belief?

25. On the Frontline 2. Central to your work is developing and managing relationships. Identify and share specific ways in which you have engaged others to implement the vision of the school.

26. On the Frontline 3. How do you maintain your commitment, enthusiasm, and passion for the work of leading a school?

27. On the Front Line Debrief • Take a moment to think and write about how your primary strength is reflected in the examples you shared. • Gallery Walk Group Charts • What have you learned from one another?

28. College Applications Rates for Class of 2010 Graduates N= 572 N= 53 N= 66 N= 57 N= 49 N= 30 N= 77 N= 66 N= 44 N= 57 N= 73

29. Applications by Type of College for Class of 2010 Graduates N= 3,770 N= 411 N= 497 N= 253 N= 219 N= 235 N= 596 N= 375 N= 331 N= 300 N= 553 • Overall, graduates in CB Schoolshave applied to 6.6 colleges • On average, graduates in Eximius have applied to 7.8 colleges • On average, graduates in ASE have applied to 7.5 colleges • On average, graduates in NECP have applied to 4.4 colleges • On average, graduates in NWCP have applied to 4.5 colleges • On average, graduates in PAW have applied to 7.8 colleges • On average, graduates in WJPS have applied to 7.7 colleges • On average, graduates in South Bronx have applied to 7.6 colleges • On average, graduates in ACPCE have applied to 5.7 colleges • On average, graduates in Pathways have applied to 7.5 colleges • On average, graduates in MST have applied to 5.3 colleges

30. Day 1 - Closure • Return to the people you first worked with and re-form your triad. • Sit knee-to-knee. • Share your responses to...

31. Day 1 - Closure Take a few moments to reflect on today’s work and respond in writing to the following: • What gift did you receive? • What gift did you give? • What gift are you withholding, or waiting to give? • Who would you like to thank?

32. Day 1 - Closure • Before leaving, thank your partners. • When you are thanked, please respond by saying: “Thank you – I loved hearing that!”

33. AGENDADay 2 – May 12, 2009 8:00AM-3:00PM • Breakfast • Three Corners • Conley Redux Chapters 4 & 6 • Break • Planning Forward with IMs • Lunch 12:30-1:15 • Leadership, Rigor & College Readiness • Break • Leadership, Rigor & College Readiness continued • Closure

34. Our Mission: All Students College-Ready “At the heart of this [a college-going] culture is the belief by all faculty that the school’s mission is to enable all students to be able to go on to education beyond high school if they so choose.” David Conley, (2010)

35. 3 Corners • Select and stand-by the picture that reflects your perception of your faculty’s belief that all of your students will be college ready. • Explain to each other why you think the picture exemplifies your faculty’s beliefs and behaviors. • After the discussion, do you still believe that the picture best exemplifies your faculty? • Share aha’s.

36. Conley Redux • Group into pairs in order to read sections from Chapter 4 “Key Principles of College & Career Readiness” pgs. 104-132. • Everyone reads the Introduction on pg. 104. • Each pair reads their assigned Principle and prepares a chart summarizing what they’ve read. • Pair # 8 reads pgs. 194-198, “Recognize the Importance of Culture & Change Culture” in Chapter 6 “Putting it All Together” and prepares a presentation for the entire group. • Post your charts. • Gallery walk & read the other 6 charts.

37. Conley Redux Sample Chart

38. Conley Redux • Identify up to two Principles and determine two tasks that you plan to implement. • Either alone or with someone working on the same principle, create an action plan.

39. Action Plan for Accelerating College & Career Readiness In My School

40. Conley Redux, Closure • Share Action Plans • Chapter 6 presentation and Q & A

41. BREAK

42. Planning Forward with IMs • Break into groups by IMs.

43. Professional Learning FY2011 NYC

44. Professional Learning FY2011 Upstate Summer

45. Professional Learning FY2011 Upstate School Year

46. Lunch

47. Leadership, Rigor & College Readiness

48. Leadership, Rigor & College Readiness “The greater danger for most of us lies not in setting our aim too high and falling short, but in setting our aim too low, and achieving our mark.”  -Michelangelo

49. Defining Rigor in CBSchoolsRe-focus on the mission “All Students College Ready” • Examine the use of data to improve instruction. • Define rigor in the context of college ready. • Surface our instructional philosophy and it’s impact on the instructional program. • Identify ways to increase rigor in the classroom.

50. Defining rigor in College Board SchoolsDefining rigor in College Board Schools In your small group, use Conley’s work to compose a definition of rigor. Be prepared to share. In a College Board School whose mission is “all students college ready,” rigor means: _________________________________________________________________________________________________________________________________________________________