ECIS Nov 22, 2014 Team

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A Culture of Continuous Improvement – the TEAM:

A Culture of Continuous Improvement – the TEAM Steve Barkley November 2014

School Change:

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

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What do you see in students that you place at each spot on this continuum? Fear Attention Comfort Bored Perception/Induction

Big Idea A Focus on Results:

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 )

Defining Student Achievement:

Defining Student Achievement End of P rogram Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

Initial Program Assessment:

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

Initial Program Assessment:

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

What Assessments Along the Way?:

What Assessments Along the Way? October February April

Looking At Student Work:

Looking At Student Work With a colleague or two at your grade level, flip through the student work, point out what you notice about students overall, in groups, individually. what questions emerge?

Looking At Student Work:

Looking At Student Work Considering your current assessment of the student work/performance and the importance of the learning standard, what goals would you be setting for groups and individual learners? (Shorter-term/longer-term)

Looking at Assessments:

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?

Big Idea Ensuring That Students Learn :

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 )

PowerPoint Presentation:

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

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

PowerPoint Presentation:

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

PowerPoint Presentation:

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

Student Behaviors:

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

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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

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

Teacher Behaviors:

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

Planning for Learning:

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?

Planning for Learning:

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

Big Idea A Culture of Collaboration:

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 )

PowerPoint Presentation:

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

Building Professional Capital (Fullan):

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.

PowerPoint Presentation:

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.

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

Organizing Genius Warren Bennis and Patricia Ward Biederman:

Organizing Genius Warren Bennis and Patricia 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 g reatness .”

PowerPoint Presentation:

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

Collective Capacity Fullan(2010):

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.

Collective Capacity Fullan (2010):

Collective Capacity Fullan (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.

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