Kentucky Leadership Academy Resources used in 2011-12

1. Based on the work of Kerry Patterson, Joseph Grenny, Ron McMillan , Al Switzler, Michael Fullan, Jeffrey Glanz, Rick DuFour, Linda Darling Hammond, Connie Moss, Susan Brookhart, Paul Black, Katie Haycock, Robert J. Marzano, Mark Van Clay, Perry Soldwedel and other leaders in the field of education research Kentucky Leadership Academy Resources used in 2011-12

2. KLA Cadre Session 4 • Welcome Back !!

3. Engaging All Learners • Connection to Prior Learning: • Summarize briefly for all attendees your observations regarding the instructional strategies from the previous KLA segments.

4. Application and Evaluation • What? A suggestion: share the 3 strategies ( Text on Text, Writing Break, Barrier Wall )with your staff. Ask that they implement one of the strategies from today’s session with their classes. • So What? Monitor the lesson and make notes on the level of student engagement and content processing. • Now What? Bring your observations to share at the next Cadre session.

5. Learning Targets • I can build personal and shared leadership capacity by incorporating crucial conversation skills into my practice.

6. Welcome to Your Next Strategy Crucial Conversation Group • Introduce yourself to the others in your group!

7. What did we learn? Kerry Patterson – Author of Crucial Conversations • https://www.vitalsmarts.com/skillsvideo.aspx

8. Crucial Conversations • Count off around the room 9-17. We will repeat the ‘count off’ until all members have a number. • The ‘tough cases ’from 9 to 17 begin on page 200 of your Crucial Conversations with Shows a Pattern and end with Dealing With Someone Who Breaks All the Rules.

9. Crucial Conversations • At your table, read or reread the corresponding section from the seventeen tough cases found in Chapter 10, pages 200 to 209.

10. Four Corners or Station ActivityInstructional Strategy #7 • What it is • This activity gives students the opportunity to contemplate multiple answers and promotes active engagement!  • Steps: • Teacher has labeled 4-8 pieces of chart paper, numbered them and hung each chart paper in a different area of the classroom. • Each chart paper contains a different question based on text. • Teacher forms groups of 3 to 5 students to assemble at each chart. • Each group has a different colored marker for recording responses on the chart paper.

11. Four Corners or Station ActivityStrategy # 7 • Students receive content instruction or text to read. • Groups assemble at the chart corresponding to their number. • Groups will have a few minutes at the first station, depending on the number of groups formed, to read the question and begin to write their answer.

12. Four Corners or Stations Activity • Groups, then, rotate to the next station. For example, station one moves to station two and the last station moves to station one. • At each station, participants read the question and what preceding groups have written. • Each group elaborates, extends or makes corrections to the comments at each station.

13. Four Corners or Station Activity • If six stations or groups are formed: • Groups will have five minutes at the second station. • Groups will have four minutes at the third station. • Groups will have three minutes at the fourth station. • Groups will have two minutes at the fifth station • Groups will have one minute at the sixth station.

14. Four Corners, Concluded • Groups will return to their original station. • Review the contributions of each group recorded on the chart paper. • Finally: • Each group will discuss the aha’s gained from the station activity.

15. What did I learn? • Ron McMillan Author of Crucial Conversations • https://www.vitalsmarts.com/skillsvideo.aspx

16. One last chapter……… • Read your next chapter from Crucial Conversations. • As you read identify big “take aways” from this chapter. • Be ready to share with others at your table.

17. Gallery of Learning #8 • After you have read your Chapter in Crucial Conversations discuss with your group: • What are the big take aways from this chapter? • List your “learnings” on a flip chart. Make sure that you title the flip chart with the title of your chapter. • Put the lists up on the wall. 101 Ways to Make Training Active by Mel Silberman

18. Gallery of Learning • Do a gallery walk. • As you walk by each list put a check mark next to the statements on lists other than your own that you want to remember also. • Survey the results, noting the most popular learnings. Also mention some that are unusual and unexpected

19. Self Monitoring • When you go back to school what do you want to remember to do from your learning about “Crucial Conversations”. Use the sentence “Remember to……” Jot down several sentences. • Share at your table. At your table identify 1 or 2 big ideas that you will take back to share with the rest of the group.

20. Self Monitoring (cont.) • After hearing what your table and the rest of the group has shared, identify your “Remember to….”. • Use the index card at your table to make a personalized “reminder” cards that you can place on your desk or hang in your office.

21. Brief Break • When you return from your break, reassemble and sit with your PLC.

22. Learning Target • I can identify and share key take aways from my PLC that can be applied in my school/district to support student learning

23. Your PLC Area of Focus • What do we want students to know and be able to do? • How will we know when they’ve learned it? • How will we respond when students haven’t learned it? • How will we enrich and extend the learning for students who are proficient?

24. Resource Texts The text used for this strategy will be your PLC resource. • PLC 1: Learning by Doing • PLC 2: Advancing Formative Assessment in Every Classroom • PLC 3 : Pyramid Response to Intervention • PLC 4: Teaching Advanced Learners in the General Education Classroom

25. Three Levels of Text #9 • Purpose: To allow opportunities for students to reflect on a text, clarify, construct meaning collaboratively and expand thinking about the text. • Time required: This protocol can be completed in as few as 20 minutes or extended if the text is long and complex.

26. Three Levels of Text • Step 1: Students read text. • Step 2: Each member of the group of 4 to 6 students selects a sentence that is significant from the text and writes it down. The other participants listen to what each member says and take notes but there is no discussion. • Step 3: Each member of the group selects a phrase that is significant from the text. The other group members listen and take notes but there is no discussion.

27. Three Levels of Text • Step 4: Each member of the group selects a word that is significant from the text. The other participants listen and take notes but there is no discussion. • Step 5: Participants discuss what they heard and what they’ve learned about the text being studied.

28. Wordle Handout: Getting Started with Wordle

29. KLA PLCs, Use your specific resource • Learning by Doing: read or reread pp 71 to the top of page 75 and pp 90-91. Facilitator, guide the discussion of page 90, question # 2 and page 91 questions 1,2,3, 5 and 6. 2. Formative Assessment in Every Classroom: read or reread pp.18-21. Facilitator, guide the discussion of the questions on page 18, read pages 24 to the top of page 28, discuss the misconceptions on page 27.

30. KLA PLCs, Use your specific resource 3. Pyramid Response to Intervention: read or reread pages 61 to the top of 67. Facilitator, guide the discussions using page 186 question #2. 4. Advanced Learners: read or reread page 16. Each member take one of the strategies listed on page 70, read and think about the use of the strategy at your school level. Be ready to describe that strategy for the rest of your PLC. Facilitator, guide the discussion.

31. PLC Identify the criteria that has fit your PLC experience at KLA this year: • Shared Mission and Vision • Collaborative Culture • Collective Inquiry • Action Orientation • Continuous Improvement • Focus on Results

32. PLC or Faux PLC • Here’s what we envisioned………..but this is what evolved • The context has impact on type on of group you actually have. • Focus and purpose/ the use of data????

33. KLA PLC • Use your notes and reading during and prior to Cadre to identify key ‘take aways’. • Collaboratively prepare a concise summary of your key learning to share with the whole group.

34. Teacher Teams • Different purposes create different kinds of teacher teams: • Professional Learning Communities • Teacher Learning Teams • Department/Grade Level Meetings

35. As an administrator…. • Identify and communicate the purpose of the group • Communicate expectations for the group • Provide support for teams • Professional development • Problem solving • Building capacity for leadership • Encourage teams to self assess progress as a team

36. Rating Your Teacher Teams • Read the article, Rating Your Teacher Team by Vivian Trogen and Katherine C. Boles • As you read underline 2 or 3 of the passages that mean something to you. Write a couple of sentences about why you picked each one.

37. Save the Last Word for Me # 10 • Count off in your group • #1 will start • Read one of the passages that you have underlined. • Say “leave the last word for me” • Everyone else in the group comment on the passage. • The person who choose the passage will then explain why he/she choose it. • Move to the next person. Keep going until time is called. Depending on the size of your group you may get to share more than 1 of your passages.

38. Teacher Team Rubrics • The Power of Teacher Teams by Vivian Troen and Katherine Boles • Rubric to use for self assessment of the teaming process • Provides a set of tools and strategies to use with teacher teams to improve their practice • Videos • Case studies • Strategies

39. Teacher Teaming Rubric • Think about one of the teacher teams in your building • Identify where you think this team would fit on the rubric • Talk as a table about how you could use this rubric with your teams.

40. Finally • Discuss among your fellow team members, what you’d like the focus of your KLA learning to be next year. Are there questions you’d like to propose, issues, problems of practice?? • Formulate your ideas collaboratively and submit them.

41. Lunch on your own • Our afternoon session will begin with an update on the status of the Teacher and Principal Effectiveness Framework.

42. Learning target • I will know I am successful when I can justify the implementation of the new teacher and principal effectiveness document.

43. KLA Advocating for Teacher and Principal Effectiveness • Teacher and Principal Effectiveness Framework documents • Presentation by speakers • Participate in the Marzano instructional strategy as described in the upcoming slides

44. Before the Presenters begin • Get in groups of 3 • You are going to be asked to summarize what you hear so take notes as you hear the information.

45. Marzano Strategy #11 • After the teacher led segment or instructional chunk, Student A in each group is asked to summarize in writing what he or she remembers from the chunk. The other two students in each group can contribute to Student A’s summary. • Summarizing requires students to create a personalized account of the information gleaned from the input experience. • Student A in each group shares the group’s summary with the whole group. • The teacher asks if there are questions.

46. Marzano Strategy • The teacher asks one higher order question after each group shares their summary. • The question is asked to encourage students to elaborate and extend learning. • Students record answers in their academic notebook.

47. Marzano Strategy • The teacher provides another chunk of 5 to 10 minute direct content instruction. • The process is repeated with Student B summarizing in each group. • The process is be repeated a third time until all students have had a chance to be the one who summarizes and shares the content

48. Marzano Strategy • Finally, the teacher asks inferential questions. This step is done as a whole class activity. • The basic generalization from this instructional strategy is that students must be actively engaged in processing the content. • The teaching-learning process is interactive in nature.

49. Marzano Strategy • There is an overall positive effect on learning with prominent use of high order cognitive questions in the classroom, researchers conclude. One particularly effective type of inferential question is elaborative interrogation (e.g., Why would that be true? Tell me why you think so. It seems to me you are saying…). Such phrasing allows a skillful interaction with the students as the teacher tries to make explicit the thinking the student is using to generate the answer.

50. Learning Target • I can apply the data from the Tell Survey to make a positive impact for learning.