DOUGLAS SCHOOL IMPROVEMENT TEAM October 22, 2007
Dec 26, 2015
Agenda
Welcome & Transition
Setting Norms
Professional Learning Communities
Circle of Concern
SPED Data
October 26 Training
Outcomes
Define who we are as a team.
Develop working norms for a positive learning environment.
Develop a deeper understanding of professional learning communities.
Gain an awareness of Stephen Covey’s Circle of Concern/Circle of Influence.
Use the Circle of Influence when analyzing Individual Student Data from the DakotaSTEP.
Team Motto/Mascot – Purposes
"The development of a … motto…has helped develop a sense of community identity, and it serves as the backbone for all we believe and do at school. It is the light that continues to guide us and pull us back on track whenever we lose sight of the big picture of what we
strive to be. It is a message, remembered by all, that reflects our beliefs and philosophies
about learning.”
“Those simple slogans are guiding forces for entire school communities. They help set a positive tone, establish big-picture goals, focus teachers and students, and improve
discipline and student achievement.”
Team Motto/Mascot Using your names, or some
variation of your names create a team name and slogan.
Add a mascot, logo, or symbol that represents your team name.
You can use actual names
You can use abbreviations or initials
You can use any version of your names
Team Motto/MascotPam (P)Barb (B)Janet (J)
PBJPeanut Butter & Jelly
We work together and stick together like Peanut Butter
and Jelly.
Team Motto/Mascot – Purposes
Recognition for EffortCooperative Learning
Community of LearnersCelebration
Student InteractionStaff Celebration
Staff TeambuildingStudent Teambuilding
During our time together, we need a safe and open learning climate in which we can…
think deeply about important learning and teaching ideas
work and talk together to build shared understandings
Setting Norms
Honor private think time Be mindful of those still working or reading
Own the responsibility of putting ideas on the table Say what you need to here, not in the parking lot
Share air time Come back together as large group quickly Use “round robin” approach to seek all perspectives Listen to understand first, respond second
Setting Norms: Examples
Get up and find two people you don’t already know
Introduce yourself and describe one specific action that will help move us toward our goal.
Tell what it looks like—what would we see, hear, feel?
2 minutes
Setting Norms: Step 1
Find two more people you don’t already know
Introduce yourself and describe one specific action that will help move us toward our goal.
1 minute
Setting Norms: Step 2
• Return to your team table
• Based on your discussed ideas, generate a list of specific actions that will help keep us on track and on time
• Narrow that list to the three most important at your table and write each one on the word strips.
• Post the paper strips under the appropriate category.
5 minutesSetting Norms: Step 3
“A group of individuals who have committed to meet regularly for an agreed amount of time guided by a common purpose.”
Goal“. . . to help all members through collaboration, during team meetings and individual study, and through our actions between meetings.”
Professional Learning Communities
Professional Learning Communities
Number off by 3’s at your table
ALL read the introduction and conclusion Each member reads his/her numbered section
Record information on Graphic Organizer Handout
7-10 Minutes
Step 1
Please be mindful of those that are still reading
Each person, explain your reading’s key points to your table group
As a group, determine ONE key idea from the article and write it on the L-hand side of the chart paper
Determine how to ACHIEVE the key idea back at your building and write it on the R-hand side of the chart paper.
Step 2
15 minutes
Professional Learning Communities
“The problems all of us face fall in one of three areas:
direct control (problems involving our own behavior);
indirect control (problems involving other people’s behavior); or
no control (problems we can do nothing about, such as our past, or situational realities).”
Stephen Covey
Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence
The Way We See the Problem…Is the Problem
If you have a problem, the actual problem is that you are looking at it as a problem.
It could be something else, such as an opportunity. When it rains lemons, make lemonade.
You just need a paradigm shift.
Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence
The Power of a Paradigm ShiftCovey has the best example of a paradigm shift: he was traveling in a subway, a man gets in with his two sons, the sons are running all over the place bothering the people, this continues, so he finally gets irritated enough to ask the father why he doesn't do something to control his kids. The father replies, "We just got back from the hospital where their mother died. I don't know how to handle it and I guess they don't either."
Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence
Brainstorm: What constrains teachers from helping
students meet the standards?
Write each constraint in the outside “Circle of Concern”
Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence
Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence
1. curriculum too hard
3.
4.
5.
2.
PrioritizePrioritize your list and choose 1 to bring into your “Circle of Influence.”
Brainstorm things you might have control over in regard to this constraint and write them in your “Circle of Influence.”
Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence
Circle of Concern/Circle of InfluenceCircle of Concern/Circle of Influence
1curriculum too hard
3
4
5
2