Leadership Workshop Principals & Coaches Sit Together Other Staff - join a school team

1. Leadership WorkshopPrincipals & Coaches Sit TogetherOther Staff - join a school team September 4, 2009 Binders are for Coaches

2. Updates • Rest Rooms • Fire Exits • Coffee & Water • Revised PD Calendar • Move quickly between sessions • Lunch – Taco Bar

3. Agenda • Why are you here today? • Leadership Team Roles • PLC –Your Role • Curriculum Support • Creating Collaborative Teams • Formative Assessment Overview

4. What do we want to know or be able to do at the end of the today? Workshop Outcomes • Identify how coach & principal will work together as leadership team • Touch Base with Curriculum Facilitators • Curriculum Updates & Hot Topics • Prepare for September 18 In-service • PLC -- Creating Collaborative Teams • Formative Assessment

5. Workshop Format • Large Group • Break-out sessions • Lunch • Large Group • Break-out Sessions

7. Mary Ellen MaskeCarol Cassells, Joy Long, Becky Martin, Candi LynchAnn Nicholson, Amy RussellBonnie Spaight Classroom and Support Teachers Principals Instructional Coaches PLC Express

9. Instructional Coach Role • What it is? What it isn’t? • Carousel Activity • Identify the what it is looks like or could look likein your building • Share Out

10. Responsibilities-Instructional Coach & Principal

11. Old Mission Every Student CAN learn Assessment OF Learning (Summative) Select and Sort Students Winners and Losers Focus on Teaching New Mission Every Student WILL learn Assessment FOR Learning (Formative) Pyramid of Intervention Failure is Not an Option Focus on Learning Change in the Mission of Education

12. “I cannot teach anybody anything; I can only make them think.” Socrates (BC 469- BC 399)

13. The Foundation of Professional Learning Communities • Three Big Ideas • Six Characteristics • Four Corollary Questions

14. 4 Questions • What do we want each students to know or be able to do? • How will we know they have learned? What evidence do we have of the learning? • How do we respond when students don’t learn or struggle? • How do we respond to those who have already learned? Student Learning Expectations Formative Assessment Pyramid Of Intervention

15. Student Questions • What do I need to know ? • Where am I now? • How do I get there? • What happens if I struggle or fail?

16. 6 Characteristics • Focus on Learning • Collaborative Culture • Collective Inquiry • Action Oriented • Commitment to Continuous Improvement • Results Oriented

17. Trust “Trust is …cultivated through speech, conversation, communication and action.” Building Trust by Solomon & Flores

18. The relationship among the adults in the schoolhouse has more impact on the quality and character of the schoolhouse – and on the accomplishments of youngsters – than any other factor. -- Roland Barth,Learning by the Heart

19. Relational Trust • Focuses on distinct role relationships • AND the obligation & expectations associated with them Results • Enhances trust or diminishes trust

20. Someone’s Behavior My belief about the behavior Feelings Outcome/Reactions

21. Enhanced Trust Diminished Trust Expectations Not Met Expectations Met

22. Trusting Relationships 4 Key components • Respect • Personal regard • Personal integrity • Competence • Built through day-to-day routines and life in the school Researchers Anthony Bryk andBarbara Schneider

23. Activity – Trust Busters & Builders • Busters • Talk, talk, talk • Disengaged • Pessimistic • But…. • Builders • Follow through • Consistent • Agree to disagree • Listens to others “Trust is …cultivated through speech, conversation, communication and action.”

24. Building Trust Robert C. Solomon and Fernando Flores, Building Trust (Oxford University Press 2001) “Trust is …cultivated through speech, conversation, communication and action.” “It can, and often must be, conscientiously created, not simply taken for granted.” “It consist of assurances, in deed as well as in word, and both the continual making and keeping of promises and the encouragement of others to make and keep their promises.” “Trusting is a decision that opens up the world for us, builds and deepens our relationships, and creates new possibilities, even new worlds.”

25. Trust has been defined as the shared understanding by the entire staff that both the staff and the individuals within the staff are reliable and that they can be counted on to do what they say they will do.

26. What is Collaboration? • A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results. - DuFour, DuFour, & Eaker (2002)

27. Mark Buehrle White Sox Perfect Game July 23, 2009

33. What is Collaboration? • A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve out individual and collective results. - DuFour, DuFour, & Eaker (2002)

34. One Step at a Time • Stage 1: Filling the Time • Stage 2: Sharing Personal Practices • Stage 3: Planning, Planning, Planning • Stage 4: Developing Common Assessments • Stage 5: Analyzing Student Learning • Stage 6: Differentiating Follow-Up • Stage 7: Reflecting on Instruction Parry Graham & Bill Ferriter www.nsdc.org

35. Critical Question to Consider • The most critical question to consider when reflecting on the collaboration in your school is not, “Do we collaborate?” • The far more important question is, “What do we collaborate about?”

36. What Evidence Do We Have That Our Team Collaboration… • Focuses on the critical questions of learning? • Leads to changes in classroom practice? • Increases the teams ability to achieve its SMART goals? • Helps individual teachers, the team at large and the school do a better job of helping all students learn at high levels?

37. JUST . . . Motivate your stakeholders Acceleratelearning with PLCs Keep your eyes on student achievement Evaluate byreflecting to improve practice IT HAPPEN!