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Parallel PlayAdversarialCongenialCollegial. School Communities. Phases of Community. Pseudo CommunityChaosTrust, Listening, EmptyingTrue CommunityCollegeBoard Leadership Institute for Principals. Pseudo Community. Want to be a communityHigh concern for authorityHigh concern for rulesAfraid of differencesAfraid of conflictStrong push to conform.
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2. PARALLEL PLAY- ISOLATION-EVERYONE DOES THEIR OWN THING AND LEAVES AT THE END OF THE DAY
ADVERSARIAL- WITHHOLD INFORMATIONFROM COLLEAGUES, UNDERMINES, BACKSTABES
CONGENIAL- EVERYONE GETS ALONG, NO DATA ANALYSIS, NO STUDENT IMPROVEMENT
COLLEGIAL- SHARE PROBLEMS AND SOLUTIONS, PROBLEM SOLVE TOGETHER, CONFRONT THE BRUTAL FACTS, SYSTEMICALLY SHARE WITH ONE ANOTHERPARALLEL PLAY- ISOLATION-EVERYONE DOES THEIR OWN THING AND LEAVES AT THE END OF THE DAY
ADVERSARIAL- WITHHOLD INFORMATIONFROM COLLEAGUES, UNDERMINES, BACKSTABES
CONGENIAL- EVERYONE GETS ALONG, NO DATA ANALYSIS, NO STUDENT IMPROVEMENT
COLLEGIAL- SHARE PROBLEMS AND SOLUTIONS, PROBLEM SOLVE TOGETHER, CONFRONT THE BRUTAL FACTS, SYSTEMICALLY SHARE WITH ONE ANOTHER
9. HAPPY PEOPLE DON’T ALWAYS PRODUCE
HANDOUT DIAGNOSIS TOOL FOR PHASES OF COMMUNITYHAPPY PEOPLE DON’T ALWAYS PRODUCE
HANDOUT DIAGNOSIS TOOL FOR PHASES OF COMMUNITY
10. PARALLEL PLAY- ISOLATION-EVERYONE DOES THEIR OWN THING AND LEAVES AT THE END OF THE DAY
ADVERSARIAL- WITHHOLD INFORMATIONFROM COLLEAGUES, UNDERMINES, BACKSTABES
CONGENIAL- EVERYONE GETS ALONG, NO DATA ANALYSIS, NO STUDENT IMPROVEMENT
COLLEGIAL- SHARE PROBLEMS AND SOLUTIONS, PROBLEM SOLVE TOGETHER, CONFRONT THE BRUTAL FACTS, SYSTEMICALLY SHARE WITH ONE ANOTHERPARALLEL PLAY- ISOLATION-EVERYONE DOES THEIR OWN THING AND LEAVES AT THE END OF THE DAY
ADVERSARIAL- WITHHOLD INFORMATIONFROM COLLEAGUES, UNDERMINES, BACKSTABES
CONGENIAL- EVERYONE GETS ALONG, NO DATA ANALYSIS, NO STUDENT IMPROVEMENT
COLLEGIAL- SHARE PROBLEMS AND SOLUTIONS, PROBLEM SOLVE TOGETHER, CONFRONT THE BRUTAL FACTS, SYSTEMICALLY SHARE WITH ONE ANOTHER
20. From focus on teaching
From emphasis on what is taught
From coverage of content
From providing individual teachers with curriculum documents such as state standards and curriculum guides To focus on learning
To fixation on what students learned
To demonstration of proficiency
To engaging collaborative teams in building shared knowledge regarding essential curriculum
21. From infrequent summative assessments
From assessments to determine which students failed to learn by the deadline
From assessments used to reward and punish students
From assessing many things infrequently
From individual teacher assessments
From each teacher determining the criteria to be used in assessing student work
From an over-reliance on one kind of assessment
From focusing on average scores To frequent common formative assessments
To assessments to identify students who need additional time and support
To assessments used to inform and motivate students
To assessing a few things frequently
To assessments developed jointly by collaborative teams
To collaborative teams clarifying the criteria and ensuring consistency among team members when assessing student work
To balanced assessments
To monitoring each student’s proficiency in every essential skill
22. From individual teachers determining the appropriate response
From fixed time and support for learning
From remediation
From invitational support outside of the school day
From one opportunity to demonstrate learning To systematic response that ensures support for every student
To time and support for learning as variables
To intervention
To directed (that is, required) support occurring during the school day
To multiple opportunities to demonstrate learning
23. From isolation
From each teacher clarifying what students must learn
From each teacher assigning priority to different learning standards
From each teacher determining the pacing of the curriculum
From individual teachers attempting to discover ways to improve results
From privatization of practice
From decisions made on the basis individual preferences
From “collaboration lite” on matters unrelated to student achievement
From an assumption that these are “my kids, those are your kids” To collaboration
To collaborative teams building shared knowledge and understanding about essential learning
To collaborative teams establishing the priority of respective learning standards
To collaborative teams of teachers agreeing on common pacing
To collaborative teams of teachers helping each other improve
To open sharing of practice
To decisions made collectively by building shared knowledge of best practice
To collaboration explicitly focused on issues and question that most impact student achievement
To an assumption that these are “our kids”
24. From an external focus of the school
From a focus on inputs
From goals related to completion of project and activities
From teachers gathering data from their individually constructed tests in order to assign grades To an internal focus on steps the staff can take to improve the school
To a focus on results
To SMART Goals demanding evidence of students learning
To collaborative teams acquiring information from common assessments in order to (1) inform their individual and collective practice, and (2) respond to students who need additional time and support
