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ESD Regional Workshop Year 1 Workshop 1

ESD Regional Workshop Year 1 Workshop 1. Welcome to the Leadership Academy. TEAMS: CRESD 113 Mossyrock Napavine Onalaska Rochester Southside Tenino Toledo = 45 Leaders!. Goals For The Day:. Learn about the Washington State Leadership Academy Develop common language:

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ESD Regional Workshop Year 1 Workshop 1

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  1. ESD RegionalWorkshopYear 1Workshop 1

  2. Welcome to the Leadership Academy TEAMS: CRESD 113 Mossyrock Napavine Onalaska Rochester Southside Tenino Toledo = 45 Leaders!

  3. Goals For The Day: • Learn about the Washington State Leadership Academy • Develop common language: • Working as a system • Problem of Practice (POP) and Theory of Action • Cycle of inquiry • Practice attributes of effective teams • Examine the urgency of our work

  4. Norms • Please help us start and end on time • Please respect the views of others • Please be PRESENT • Please silence cell phones • Please close email: open during breaks only • Please avoid side conversations • Please maintain a cordial and collaborative tone • Please prepare to “OPT IN”

  5. Connecting with One Another • Who are we? What gives us energy? • Name, District, Position • Something (task, behavior or responsibility) that gives me energy in my work is: (word or phrase)_________________.

  6. WA State Leadership Academy • Overview • Expectations • Questions?

  7. GETTING STARTED WITH INQUIRYWhy CRITICAL INQUIRY…. The Washington State Leadership Academy work will be focused on the use of critical inquiry because this method: • Is about reflection to bring tacit assumptions to the surface and allow us to dialogue about them • Is a process for generating and using knowledge in your district – “knowing and doing” • Assumes educators are professionals capable of learning from and improving their own practice

  8. WSLA Curriculum Strands

  9. WSLA Curriculum Strands What interests and intrigues you about working with the WSLA Strands? What do you want to know more about?

  10. Why Change? http://www.bing.com/videos/search?q=youtube+escalator+broken&view=detail&mid=83E65FAEB5CB53E6E2B683E65FAEB5CB53E6E2B6&first=0&qpvt=youtube+escalator+broken

  11. Alignment All birds have wings – The difference is that some fly, while others walk.

  12. “Say . . . we’re organized the same, but they are making greater progress.

  13. REMEMBER… Random Acts of Improvement?

  14. K-12 curriculum instruction assessment plan District technology plan District budget plan School improvement plans District strategic plan Direction of Flight District-wide plan • Clearly articulated • Intentional & focused District professional development plan Teacher and principal evaluation plans Compensatory education plans District transportation plan District special services plan

  15. K-12 curriculum instruction assessment plan SMARTER BALANCED TPEP District technology plan District budget plan COMMON CORE School improvement plans District strategic plan Direction of Flight District-wide plan • Clearly articulated • Intentional & focused District professional development plan Teacher and principal evaluation plans DISTRICT INITIATIVES Compensatory education plans District transportation plan District special services plan

  16. Reflection Step 1: Reflect independently in your WSLA Journal • What steps have we already taken in our district to integrate the work? • What steps are needed? • What can I, personally, offer to this team in that effort? Step 2: Discuss as a group

  17. BREAK

  18. If we’re to get through this maze of pressures and questions, it will take all of us in a truly collaborative fashion

  19. GROUPS OR TEAMS? http://www.youtube.com/watch?v=0hV65KIItlE

  20. Team or Group? Discuss in your district teams: • What evidence do we have that would allow us to be described as a team rather than a group? • What steps can we take to improve our work as a team?

  21. What’s Around the Bend?

  22. SETTING THE STAGEA PARABLE….. Once there was a little town on a river……… Join with two people from different districts: • What message do you perceive in the parable? • How is it relevant for our work in closing achievement gaps and ensuring all students learn at high levels?

  23. A PARABLE….. In Your District Team: What might be our issue ‘around the bend’?

  24. Questions??? • Take 5 minutes and write down independently any questions you have about WSLA • Discuss your thoughts and questions in your district teams with your WSLA Coach

  25. Norms • Please help us start and end on time • Please respect the views of others • Please be PRESENT • Please silence cell phones • Please close email: open during breaks only • Please avoid side conversations • Please maintain a cordial and collaborative tone • Please prepare to “OPT IN”

  26. The Cycle of Inquiry

  27. A CYCLE OF INQUIRYWorking on Problems of Practice • Start with a problem of practice • Framing a “learning” problem or challenge • Reframing to go deeper • Working with and from data • Develop a systems-level plan and theory of action • Intentionally connect the plan to the problem • What’s the rationale for the strategies you are using? • Identify evidence of progress • How will you know that you are making progress on the problem? • Who will be responsible for gathering/analyzing evidence? When? • Take focused action • Implement the plan on a timeline • Understand what happened • Gather and analyze data to assess progress and inform the next cycle

  28. A CYCLE OF INQUIRYCHECKING INITIAL UNDERSTANDING • FIND A CONVERSATION TRIO FROM ANOTHER TEAM IN THE ROOM. DISCUSS: • What is a Cycle of Inquiry? • What real-life Cycle of Inquiry have you experienced? (work or personal) • Based on what you’ve heard so far, how does this approach to working on change compare with how you typically work in your district?

  29. START WITH A PROBLEM OF PRACTICEWHO SAYS? “A problem well put is half-solved” -- John Dewey

  30. What’s the Problem? http://www.youtube.com/watch?v=J32TRexMs4w&feature=em-share_video_user

  31. WSLA Problem of Practice How can we create and lead a system that ensures effective instruction for all students, integrates multiple initiatives, i.e., Common Core, TPEP, Smarter Balanced Assessments… and results in sustained high levels of learning?

  32. POP Protocol Part ONE Understanding the POP \ STEP 1: Read the WSLA POP and underline a key word or phrase that MOST resonates with you. (individually) STEP 2:Share what you underlined with your team and why: • What conclusions can we draw about our team’s focus on the POP? • How do we define the key terms? • How does the POP fit with work we’re already doing?

  33. Team Protocol: Part TWO: The Leadership Piece STEP 1: Brainstorm Responses In your district, what are the critical leadership roles, attributes, skills, and knowledge that must be present to CREATE AND LEAD A SYSTEM that results in SUSTAINED HIGH LEVELS OF STUDENT LEARNING? • STEP 2:Individual Reflection and Team Conversation • What leadership strengths do I bring to the POP Team? • How and where do my strengths align with the POP?

  34. BREAK

  35. WSLA Problem of Practice • SHARE • How you will describe/define the terms in the POP? • What do you believe you are doing now that relates to the POP? • What evidence you will collect before deciding your next steps?

  36. Before your next WSLA Workshop • Individually review the WSLA Two-Year Outcomes and Rubrics document and mark (highlight or check) where you think your district is right now on each element and bring your marked document to the next workshop. 2. Meet with your WSLA Coach to dig deeper into the POP Homework

  37. Reflect in your WSLA Journal: • What instructional strategies and/or content have you learned today that you or your team will use to improve student learning? • What are the connections between your leadership learning today and changing student learning outcomes? Reflection

  38. “As we work together to restore hope to the future, we need to include a new and strange ally—our willingness to be                              disturbed. Our willingness to have our beliefs and ideas challenged by what others think. No one person or perspective can give us the answers we need to the problems of today. Paradoxically, we can only find those answers by admitting we don’t know. We have to be willing to let go of our certainty and expect ourselves to be confused for a time.” Margaret Wheatley Turning to One Another

  39. Evaluation Please complete the Evaluation and leave this with your coach. Coaches, please check out with instructors as you turn in your evaluation set.

  40. Next workshop: FRIDAY December 5, 2014

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