A Culture of Continuous Improvement – the TEAM

1. A Culture of Continuous Improvement – the TEAM Steve Barkley July 2015

2. School Change Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Student Achievement Source: Model developed by Stephen Barkley

3. Teaching in a Learning Community Teaching is a Team Sport Teaching is a Public Act

4. Big Idea A Focus on Results Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour)

5. Defining Student Achievement End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

6. Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

7. Initial Program Assessment Pre Program Standards Assessment 6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive End of Program Standards 15 4 Advanced 30 3 Proficient 3 2 Basic 0 1 Intensive

8. Initial Program Assessment Pre Program Standards Assessment ____Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance End of Program Standards ____Goal-Focused Learners ____Compliant Participants ____Inattentive in Class ____Poor Attendance

9. What Assessments Along the Way?

10. Looking at Assessments How did the assessment inform your students? How did the assessment inform you? What questions did the assessment raise for you? What are you going to be doing because of the assessment results?

11. Big Idea Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. (DuFour)

12. Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented

13. Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

14. Teaching (Can be) • Neat • Orderly • Sequential • Managed • Documented Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear • Complex

15. Teachers Must Study Learning and Student Work Observe Standards Think Experiment Standards Create

16. Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement?

17. Student Behaviors • Reading as choice • Writing • Finding problem to solve • Researching • Asking Questions • Following a Passion • Persevering/Effort • Working independently and collaboratively • Taking risk in learning • Using technology to research and produce • Adapting to change

18. Teacher Behaviors What teacher behaviors are most likely to generate the desired student behaviors?

19. Teacher Behaviors Teach the desired student behavior. Model the desired student behavior.

20. Planning for Learning From a whole class perspective…..What is important for students to experience or do to gain the desired student outcomes? What teacher actions will instigate, promote, support, etc. those student behaviors and experiences?

21. Planning for Learning • How will we as teachers individually and collaboratively provide for these learning opportunities? What student behaviors and experiences are critical for the more advanced students? For the students whose skill level is less developed?

22. Big Idea A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour)

23. Vulnerability Trust Individual Franchise Team Shared responsibility for student achievement My Work My Time Design together Implement individually Modify Individual Behavior Consensus on implementation Helping each other Vulnerability ACTIONTrust

24. Building Professional Capital(Fullan) Professional capital has three components: human, social, and decisional. Human capital is about the qualities of individuals. Strangely, though, you can't accumulate much human capital by focusing only on the capital of individuals. Human capital must be complemented by social capital—groups working hard in focused and committed ways to bring about substantial improvements. Social capital can raise individual human capital—a good team, school, or system lifts everyone. But, as we often see in sports, higher individual human capital—a few brilliant stars—does not necessarily improve the overall team.

26. Inattention to RESULTS Avoidance of ACCOUNTABILITY Lack of COMMITMENT Fear of CONFLICT Absence of TRUST Patrick Lencioni, The Five Dysfunctions of a Team (Jossey-Bass), pg.97.

28. Staying Focused on Results Building in Accountability Establishing the Willingness to Make Commitments Learning to Work Through Conflicts Building Trust Among Members Patrick Lencioni, The Five Dysfunctions of a Team (Jossey-Bass), pg. 97

29. Organizing GeniusWarren Bennis andPatricia Ward Biederman “Groups become great only when everyone in them, leaders and members alike, is free to do his or her absolute best.”“The best thing a leader can do for a Great Group is to allow its members to discover their greatness.”

30. Collective Capacity Fullan (2010) • The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons: • knowledge about effective practice becomes more widely available and accessible on a daily basis • working together generates commitment

31. Collective Capacity Fullan(2010) Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible.

32. Collective CapacityFullan (2010) The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity, quite simply, gets more and deeper things done in shorter periods of time.