Leadership Workshop Principals

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Leadership WorkshopPrincipals Coaches Sit
TogetherOther Staff - join a school team

• September 4, 2009

Binders are for Coaches
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Updates

• Rest Rooms
• Fire Exits
• Coffee Water
• Revised PD Calendar
• Move quickly between sessions
• Lunch Taco Bar

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Agenda

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

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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

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Workshop Format

• Large Group
• Break-out sessions
• Lunch
• Large Group
• Break-out Sessions

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

• What it is? What it isnt?
• Carousel Activity
• Identify the what it is looks like or could
  look likein your building
• Share Out

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Responsibilities-Instructional Coach
Principal
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Change in the Mission of Education

• 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

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• I cannot teach anybody anything I can only
  make them think.

Socrates (BC 469- BC 399)
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The Foundation of Professional Learning
Communities

• Three Big Ideas
• Six Characteristics
• Four Corollary Questions

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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 dont learn or
  struggle?
• How do we respond to those who have already
  learned?

Student Learning Expectations
Formative Assessment
Pyramid Of Intervention
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Student Questions

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

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6 Characteristics

• Focus on Learning
• Collaborative Culture
• Collective Inquiry
• Action Oriented
• Commitment to Continuous Improvement
• Results Oriented

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Trust

• Trust is cultivated through speech,
  conversation, communication and action.

Building Trust by Solomon Flores
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• 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

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Relational Trust

• Focuses on distinct role relationships
• AND the obligation expectations associated
  with them
• Results
• Enhances trust or diminishes trust

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Someones Behavior
My belief about the behavior
Feelings
Outcome/Reactions
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Enhanced Trust
Diminished Trust
Expectations Not Met
Expectations Met
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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 and Barbara Schneider
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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.

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• 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.
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• 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.

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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)

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Mark Buehrle White Sox Perfect Game July 23,
2009
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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)

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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
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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?

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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?

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JUST . . .

• Motivate your stakeholders
• Accelerate learning with PLCs
• Keep your eyes on student achievement
• Evaluate by reflecting to improve practice

IT HAPPEN!
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