Learning By Doing Putting the Pieces Together Kristine Servais Kellie Sanders Kristine Servais Kellie Sanders.

Learning By DoingPutting the Pieces TogetherLearning By Doing

Putting the Pieces Together

Kristine ServaisKellie Sanders

Kristine ServaisKellie Sanders

Participants will:Participants will:

To help leaders develop a common vocabulary and a consistent understanding of PLC concepts.

To present a compelling argument for the implementation of PLC’s that will benefit students and educators.

To help leaders assess the current reality in their own schools and districts

To convince educators to take purposeful steps to develop their capacity to function as a PLC.

To help leaders develop a common vocabulary and a consistent understanding of PLC concepts.

To present a compelling argument for the implementation of PLC’s that will benefit students and educators.

To help leaders assess the current reality in their own schools and districts

To convince educators to take purposeful steps to develop their capacity to function as a PLC.

Who are we?Who are we?

Guiding Questions:What is your educational

background?What leadership qualities do you

bring to today? Identify recent successes as a leader? Identify recent leadership challenges?

Identify a name or symbol that represents you as a group

Guiding Questions:What is your educational

background?What leadership qualities do you

bring to today? Identify recent successes as a leader? Identify recent leadership challenges?

Identify a name or symbol that represents you as a group

Today will offer you:

1. Models, Resources, and Frameworks for Leadership Growth and Development

2. A Day of Teaming and Teaming Strategies

3. Interacting, Networking, and Collaborating with Colleagues in and outside district

4. Reflective Practice: Individually and Collectively

5. Best Practices in Teaching: Music, Engagement, Multi-media, Peer Recognition, etc.

6. Recognizing and Celebrating Success

Academy FeaturesAcademy Features

Four Square ActivityFour Square Activity

TeamName & Symbol

Our CurrentReality

Problem-solving:What do we doWhen students

Don’t learn?

Promises toOurselves

AndEach Other

What are PLC’sWhat are PLC’s

1. A Focus on Learning2. Collaborative Culture & Teams3. Collective Inquiry into Best

Practice4. Action Orientation5. A Commitment to continuous

improvement6. Results Oriented7. Celebrating our Successes

1. A Focus on Learning2. Collaborative Culture & Teams3. Collective Inquiry into Best

Practice4. Action Orientation5. A Commitment to continuous

improvement6. Results Oriented7. Celebrating our Successes

A Clear and Compelling Purpose

A Clear and Compelling Purpose

PURPOSE

COMPELLING FUTURE:

Gives Directions

WHAT? What must our schoolbecome to accomplish

our purpose

HOW?How must we behave

To achieve our vision

VISION

TARGETS &TIMELINES:

Establishes priorities

HOW WILL WEMARK OURPROGRESS

WHY?Why do we exist?

VALUES

COLLECTIVECOMMITMENTS:Guides Behavior

FUNDAMENTAL PURPOSE: Priorities

And Focus

GOALSMISSION

Creating Shared Meaning:Vision, Mission, and GoalsCreating Shared Meaning:Vision, Mission, and Goals

Vision: A futuristic picture of the ideal; it is what we aspire to become

Mission: Prioritized and purposeful actions we will take to make the vision a reality

Goals: specific and measurable plans of how we will achieve our missionS.M.A.R.T. Goals

www.franklincovey.com

Vision: A futuristic picture of the ideal; it is what we aspire to become

Mission: Prioritized and purposeful actions we will take to make the vision a reality

Goals: specific and measurable plans of how we will achieve our missionS.M.A.R.T. Goals

www.franklincovey.com

Purpose

S.M.A.R.T. GoalsIdentify a goal shared by the

team

S.M.A.R.T. GoalsIdentify a goal shared by the

team

SpecificMeasurableAttainable Realistic Time-framed

SpecificMeasurableAttainable Realistic Time-framed

Vision, Mission and GoalsProcess

Vision, Mission and GoalsProcess

Development: Collectively define a shared vision

Articulation: Collectively plan, energize, and discuss ways to move closer toward the vision

Implementation: Collectively take time, action, and effort toward the goals

Stewardship: Sustain the focus and momentum to keep moving toward the vision; modify and make adjustments as needed

Development: Collectively define a shared vision

Articulation: Collectively plan, energize, and discuss ways to move closer toward the vision

Implementation: Collectively take time, action, and effort toward the goals

Stewardship: Sustain the focus and momentum to keep moving toward the vision; modify and make adjustments as needed

Learning

Learning

Creating a Focus on Learning

Creating a Focus on Learning

What is it we want our students to learn?

How will we know when each student has learned it?

What do we do when students don’t learn?

“Keep, Drop, Create” Activity

What is it we want our students to learn?

How will we know when each student has learned it?

What do we do when students don’t learn?

“Keep, Drop, Create” Activity

Failure is Not an Option: Six Principles that Guide Student Achievement in High-

Performing Schools~ Alan Blankstein ~

Failure is Not an Option: Six Principles that Guide Student Achievement in High-

Performing Schools~ Alan Blankstein ~

Common mission, vision, values, and goals Ensuring achievement for all students: Systems for

prevention and intervention Collaborative teaming Using data to guide decision making and continuous

improvement Gaining active engagement from family and

communities Building sustainable leadership capacity

The Hope Foundation www.communitiesofhope.org

Common mission, vision, values, and goals Ensuring achievement for all students: Systems for

prevention and intervention Collaborative teaming Using data to guide decision making and continuous

improvement Gaining active engagement from family and

communities Building sustainable leadership capacity

The Hope Foundation www.communitiesofhope.org

Goals to transform diverse schools

(Rank 1 for achieving, 2 work in progress, 3 area of deficiency)

Goals to transform diverse schools

(Rank 1 for achieving, 2 work in progress, 3 area of deficiency)___ Improve academic achievement. ___ Develop an effective writing program based on the 90-90-90

schools research ( www.makingstandardswork.com )___ Develop an effective English-language development program.. ___ Change faculty meetings into productive student-centered

learning experiences. ___ Change professional development days to focus on student

achievement. ___ Improve the quality and fairness of teacher collaboration. ___ Focus on the emotional and psychological needs of students

and faculty during a turnaround. ___ Celebrate success during your first sixty days of the

turnaround. ( www.turnaroundschools.com )

___ Develop a teacher accountability system. ___ Develop reading and writing campaigns. ___ Develop a teacher/student recognition program. ___ Learn how to "coach" teachers for improved student

achievement

___ Improve academic achievement. ___ Develop an effective writing program based on the 90-90-90

schools research ( www.makingstandardswork.com )___ Develop an effective English-language development program.. ___ Change faculty meetings into productive student-centered

learning experiences. ___ Change professional development days to focus on student

achievement. ___ Improve the quality and fairness of teacher collaboration. ___ Focus on the emotional and psychological needs of students

and faculty during a turnaround. ___ Celebrate success during your first sixty days of the

turnaround. ( www.turnaroundschools.com )

___ Develop a teacher accountability system. ___ Develop reading and writing campaigns. ___ Develop a teacher/student recognition program. ___ Learn how to "coach" teachers for improved student

achievement

Building a Collaborative Culture

Building a Collaborative Culture

Develop team purpose and identity Define guiding principles Identify performance goals and action

strategies Determine team roles and responsibilities Establish meeting management;

www.effectivemeetings.com Identify communication techniques: Internal

and External Establish methods of accountability

Develop team purpose and identity Define guiding principles Identify performance goals and action

strategies Determine team roles and responsibilities Establish meeting management;

www.effectivemeetings.com Identify communication techniques: Internal

and External Establish methods of accountability

Apollo Clip: Go For Launch & Square Hole/Round Peg

Culture

Creating a Results Oriented PLC

Creating a Results Oriented PLC

Data Walls: ReevesRTI: FLEX, Progress MonitoringFocus Walks: Instructional InventorySchool Improvement Plan: Link

school goals to team goalsCelebrate successes

Data Walls: ReevesRTI: FLEX, Progress MonitoringFocus Walks: Instructional InventorySchool Improvement Plan: Link

school goals to team goalsCelebrate successes

Results

SMART Goal Worksheet

SMART Goal TemplateSMART Goal Template

Template to consider:

We will improve __________________________ (specific and measurable item)

by _________________________________________ (what strategies will be used to succeed in this

area)by _________________. We will assess our success

by (when)______________________________________.(what type of measurement will be used)

Template to consider:

We will improve __________________________ (specific and measurable item)

by _________________________________________ (what strategies will be used to succeed in this

area)by _________________. We will assess our success

by (when)______________________________________.(what type of measurement will be used)

Using Relevant Information to Improve our Results

Using Relevant Information to Improve our Results

“ An astonishing number of educational leaders make critical

decisions…on the basis of information that is inadequate,

misunderstood, misrepresented, or simply absent”

Reeves, 2002, p. 95

“ An astonishing number of educational leaders make critical

decisions…on the basis of information that is inadequate,

misunderstood, misrepresented, or simply absent”

Reeves, 2002, p. 95

Using Relevant Information to Improve our Results

Using Relevant Information to Improve our Results

Resources: Understanding By Design: Backwards

Planning Marzano What Works in Schools Schmoker Results: The Key to Continuous

School Improvement Bernhardt, V.: The School Portfolio Toolkit--

CD Rom

Resources: Understanding By Design: Backwards

Planning Marzano What Works in Schools Schmoker Results: The Key to Continuous

School Improvement Bernhardt, V.: The School Portfolio Toolkit--

CD Rom

Consensus and ConflictConsensus and Conflict

AndrogogyLittlejohn Process for TungstenDecision Making ModelsChange Process: fist to five

AndrogogyLittlejohn Process for TungstenDecision Making ModelsChange Process: fist to five

Dead Poets Society: Conformity Walk

Charles Gardner: Six Strategies to Change People’s Thinking

Pg. 173

Consensus

Crucial Conversations(Patterson, Grenny, McMillan, & Switzler)

Crucial Conversations(Patterson, Grenny, McMillan, & Switzler)

1. Clarify what you want and what you don’t want to result from conversation.

2. Attempt to find mutual purpose3. Create a safe environment for honest

dialogue4. Use facts5. Share your thought process that has led to

conversation6. Encourage recipients to share their facts and

thought process.

1. Clarify what you want and what you don’t want to result from conversation.

2. Attempt to find mutual purpose3. Create a safe environment for honest

dialogue4. Use facts5. Share your thought process that has led to

conversation6. Encourage recipients to share their facts and

thought process.

Pick a partner and discuss a crucial conversation

The Challenges of Creating PLC’s

The Challenges of Creating PLC’s

Change Literature/Cultural ShiftsSubstantive First and second order

changeRTI and shifts in S.E.Changing Leadership

Change Literature/Cultural ShiftsSubstantive First and second order

changeRTI and shifts in S.E.Changing Leadership

Challenges

First-Order ChangeFirst-Order Change

It is an incremental change It’s the next most obvious step to

take in a school or districtTeaches us what our current

strategies are doing for us.

It is an incremental change It’s the next most obvious step to

take in a school or districtTeaches us what our current

strategies are doing for us.

Marzano, Waters, and McNulty: School leadership that works: From research to results

Leadership:First-Order Change

Leadership:First-Order Change

Monitoring Culture Beliefs Knowledge of C.A.I. Involvement of C.A.I. Focus Order Affirmation Communication

Monitoring Culture Beliefs Knowledge of C.A.I. Involvement of C.A.I. Focus Order Affirmation Communication

Input Relationships Optimizer Flexibility Resources Contingent rewards Situational

Awareness Outreach Visibility Discipline Change Agent

Input Relationships Optimizer Flexibility Resources Contingent rewards Situational

Awareness Outreach Visibility Discipline Change Agent

Second-Order ChangeSecond-Order Change

This involves major departures from the expected, both in defining a problem and finding a solution to that problem.

Deep changeExamples: poverty, failing schools,

national debt, war, prejudice, AIDS, etc.

This involves major departures from the expected, both in defining a problem and finding a solution to that problem.

Deep changeExamples: poverty, failing schools,

national debt, war, prejudice, AIDS, etc.

Leadership for second-order change

Leadership for second-order change

Being knowledgeable about the initiative will affect C.I.A.

Being the driving force behind the new innovation and inspiring others (optimizer)

Being research savvy and fostering such knowledge among staff. (intellectual stimulation)

Being knowledgeable about the initiative will affect C.I.A.

Being the driving force behind the new innovation and inspiring others (optimizer)

Being research savvy and fostering such knowledge among staff. (intellectual stimulation)

Leadership for second-order change (Cont.)

Leadership for second-order change (Cont.)

Challenging the status quo and moving forward with no guarantee of success.

Continually monitoring and evaluating the innovation

Flexibility by being directive and nondirective

Actions are consistent with beliefs relative to the innovation.

Challenging the status quo and moving forward with no guarantee of success.

Continually monitoring and evaluating the innovation

Flexibility by being directive and nondirective

Actions are consistent with beliefs relative to the innovation.

How influential is the principal in the change

process?

How influential is the principal in the change

process?

Marzano found in his leadership study that “A highly effective

school leader can have a dramatic influence on the overall

academic achievement of students” (2005, p. 10).

Marzano found in his leadership study that “A highly effective

school leader can have a dramatic influence on the overall

academic achievement of students” (2005, p. 10).

Are we ready to accept this challenge?

Are we ready to accept this challenge?

Culture

ResultsLearning

Purpose

Improvement

ChallengesConsensus

Respond

The Purpose of Celebrations

The Purpose of Celebrations

“Without celebration, we are robbed of our life and vitality that energizes the human spirit. Latent and underdeveloped though it might be, there is within our nature as human beings an inherent need to sing, dance, love, laugh, mourn, tell stories, and celebrate. ….There is no culture in the world that doesn’t embrace some form of festivity. To deny our need to celebrate is to deny a part of what it

means to be human…..When we work in an environment where we are not encouraged to

express this festive nature, our celebrative faculties, like unused muscles, begin to atrophy.” (Southwest

Airlines; Nuts, p. 177)

“Without celebration, we are robbed of our life and vitality that energizes the human spirit. Latent and underdeveloped though it might be, there is within our nature as human beings an inherent need to sing, dance, love, laugh, mourn, tell stories, and celebrate. ….There is no culture in the world that doesn’t embrace some form of festivity. To deny our need to celebrate is to deny a part of what it

means to be human…..When we work in an environment where we are not encouraged to

express this festive nature, our celebrative faculties, like unused muscles, begin to atrophy.” (Southwest

Airlines; Nuts, p. 177)

Recognition Resources Recognition Resources

Fish – Lundin, Paul, and Christenson Play, Make Their Day, Be There, Choose Your Attitude

Encouraging the Heart: A Leader’s Guide to Rewarding and Recognizing Others – Kouzes and Posner

• Pay attention• Personalize recognition• Tell the story• Celebrate together• Set the example

If you Don’t Feed the Teachers, They’ll Eat the Students-Neila Connors

The Precious Present-Spencer Johnson

Fish – Lundin, Paul, and Christenson Play, Make Their Day, Be There, Choose Your Attitude

Encouraging the Heart: A Leader’s Guide to Rewarding and Recognizing Others – Kouzes and Posner

• Pay attention• Personalize recognition• Tell the story• Celebrate together• Set the example

If you Don’t Feed the Teachers, They’ll Eat the Students-Neila Connors

The Precious Present-Spencer Johnson

How do we recognize and show support of others?

How do we recognize and show support of others?

Thank-you notes Praise The gift of time Music Care package Themes Symbolic gifts/awards Support partners Pay Attention—To more than

birthdays! Closing ceremonies

The Courage to Lead-p. 149-150

Thank-you notes Praise The gift of time Music Care package Themes Symbolic gifts/awards Support partners Pay Attention—To more than

birthdays! Closing ceremonies

The Courage to Lead-p. 149-150

Celebrating Successes of the Day

Celebrating Successes of the Day

Recognize the gifts we gave each other Valued Leadership Caring and Collaboration Overcoming Adversity Humor The Spirit of Teamwork Leadership Growth and Development Communication Reflective Practice Risk-taking and Courage

Recognize the gifts we gave each other Valued Leadership Caring and Collaboration Overcoming Adversity Humor The Spirit of Teamwork Leadership Growth and Development Communication Reflective Practice Risk-taking and Courage

Please Stay in TouchPlease Stay in Touch

Dr. Kristine Servaiskservais@noctrl.edu

630-637-5746

Kellie Sandersksanders@learningcommunity202.org

815-439-2885

Dr. Kristine Servaiskservais@noctrl.edu

630-637-5746

Kellie Sandersksanders@learningcommunity202.org

815-439-2885