Leading with Trust LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh The Learning Walk ® Routine Building Community, Improving Practice 1
Dec 26, 2015
Leading with Trust
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
The Learning Walk® Routine
Building Community, Improving Practice
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Goals
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• To understand why trust is required in an environment where teachers can take risks
• To understand the role trust plays for the Learning Walk Routine to function as a builder of community
• To build common understanding of how to use theLearning Walk Routine to improve practice
Social and Human Capital
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• “Trust, shared learning, and goals created by social networks and relationships”
- Leana and Pil, 2006
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Trust is Important
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• “ Without trust, it is unlikely that schools can be successful in their efforts to achieve their academic mission.” - Tschannen-Moran, M. (2004). Trust matters. San Francisco: Josey-Bass.
• “ The more we trust each other, the better we are able to cooperate, and therefore the better are our prospects for progress.” - Cook, K.S., Levi, M. and Hardin, R. (eds.) (2009). Whom Can we Trust? How Groups, Networks and Institutions Make Trust Possible New York: Russell Sage Foundation Publications.
• “ Trust acts as a catalyst for change processes that instrumentally connect to improving academic productivity.” - Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for
improvement. New York: Russell Sage Foundation
• “ Trust is likely the most important element in the development of a learning community.” - D Vodicka. (2006). The four elements of trust. Principal Leadership 7(3), 27-30.
Trust Increases Mindfulness
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• “The researchers asserted that mindfulness depends on trust to create an environment where the staff feels safe to identify errors and address them as learning opportunities. In addition, the principal must trust teachers to experiment with different strategies, work collaboratively, and build resilience (Hoy, Gage & Tarter, 2006).”
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Task 1
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Review pre-reading, Bryk, A. and Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45 for key ideas.
• Identify key ideas and be prepared to share with the group.
Significant to Text
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Select one moment that strikes you as most significant to the text. Think about how that idea relates to English Learners.
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
Significant moment Explanation of the significance to the text
“Our overall measure of
school trust, on the basis
of approximately two
dozen survey items
addressing teachers'
attitudes toward their
colleagues, principals, and
parents, proved a powerful
discriminator between
improving and
nonimproving schools. A
school with a low score on
relational trust at the end
of our study had only a
one-in-seven chance of
demonstrating improved
academic productivity.”
(page 43, paragraph 4).
This moment makes an important point about the impact of school trust on educational achievement: namely, that it is a necessary condition for improvement. Embracing trust in a school involves a shift in the typical way of doing things—i.e., a shift in culture, in ways of behaving for both teachers and administrators. Principals, therefore, must realize their important role in inviting or “norming” teachers into this culture. This moment is significant because the entire body of research on school trust has found that without trust, there is no community, there is no efficacy, and there is no progress. It is so powerful in a myriad of ways. For English Learners this may mean all trying to understand how to honor their culture and first language so that they are contributing members of the student body, and being aware of when ELs and their parents need to use their first language to learn and understand.School leaders can also remember to have translated documents and translators at meetings.
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What We Know
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• The literature clearly identifies trust as a key component of successful schools.
• Schools where high levels of trust exist are three times more likely to yield positive student outcomes than schools where there are low levels of trust.
Key Considerations
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Respect - Conversations are marked by genuinely listening to what each person has to say and by taking these views into account in subsequent actions. Even when people disagree, individuals can still feel valued if others respect their opinions.
• Personal Regard represents another important criterion in determining how individuals discern trust. Such regard springs from the willingness of participants to extend themselves beyond the formal requirements of a job definition or a union contract.
• Competence in Core Role Responsibilities - School community members also want their interactions with others to produce desired outcomes. This attainment depends, in large measure, on others' role competence.
• Personal Integrity - Perceptions about personal integrity also shape individuals' discernment that trust exists. The first question that we ask is whether we can trust others to keep their word.
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
The Learning Walk Routine
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A Tool for Improving Teaching and Learning While Building Community
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
Task 2The Learning Walk Routine
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Take about 10 minutes to review your key ideas. See the Learning Walk Routine handout, pages 5-19 for key ideas from your pre-reading.
• What are three or four key ideas you garnered from reading Learning Walk Routine handout? Use the space provided to write down the key ideas and page number so that you can locate them easily.
• When finished, please share your key ideas with a partner. Be prepared to share at your table.
Task 2The Learning Walk Routine
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
4. At your table, go over the key ideas and use chart paper to respond to the questions below. Appoint a facilitator, recorder, and reporter.– What are the strengths of the Learning Walk Routine?– What are the significant ideas that we need to keep in
mind?– What questions do you have?– When you complete your chart, place it on the wall.
When all charts are up, walk around and read them. Once everyone has had the opportunity to read the charts, each reporter can take one minute to summarize the table’s thinking. Each table group should be prepared for questions as we engage in a discussion as a large group.
What Is a Protocol and Why Do We Need One?
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Procedural steps and guidelines to organize discussion and structure participation so that:
• Typical responses to student work are slowed down
• Describing the work without judging is the rule
• Participants raise questions, issues, and dilemmas triggered by the student learning
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Adapted from “Looking at Student Work for Teacher Learning, Teacher Community and School Reform,” Little, J.W. et.al. Phi Delta Kappan,
85 (3), 188.
The Protocol
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• The protocol used in the Learning Walk Routine has the following features:
• It is grounded in a commitment to an effort-based concept of intelligence and education;
• It uses the lens of the Principles of Learning;
• It is not evaluative;
• It is focused on student learning as much as on teaching;
• It is always a part of a recursive professional development cycle;
• It is evidence-based rather than judgmental;
• It uses a particular protocol that must be learned and followed.
The Learning Walk Routine Protocol
Preparation
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
StepsNorms During
The ObservationNorms After The LWR
Observation• All observers
are trained to participate in all steps of the observation
• Observers must include some individuals who have deep understanding of the content observed
1.Pre-Conference
•Facilitator selects the focus of
the observation during a pre-
conference with observers
•Observers participating are
oriented by facilitator prior to
the classroom observation
• Do no harm
• Use only
objective
statements
• Use descriptive observer. This
statements
•Do not fix
teacher
•Do not praise
or state dislikes
•State the facts
only
• Do not interrupt
instruction
Do not discuss
the observation
with anyone who
was not an
observation is for
data gathering
purposes only
and is not to be
used for
evaluative
purposes.
2.Classroom Observation
3.Debrief
4.Quality Feedback to teachers by principal
5.Next steps are planned
Task 3. Part A: Understanding There Is a Focus When Conducting an Observation
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Prior to conducting an observation there is a conversation with the teachers(s) to have clear expectations. Set the goals for the observation. The goals can be converted to a question that is answered with evidence from the observation.
• Today, we are observing a class through video, thus the facilitator will select the focus.
• This lesson is engaging students in a rigorous reading comprehension lesson so the focus will be on finding evidence that the students are understanding the story.
• The question for this observation is: What did the students do and say that demonstrated understanding of The Wolf’s Chicken Stew? Evidence you gather from this observation must respond to this question.
Task 3. Part B: Conducting the Observation
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Prepare to observe a teacher who is working on teaching rigorous reading comprehension. The teacher is working with English Learners at beginning andmid beginning level of English proficiency.•Supporting Rigorous Reading Comprehension for English Learners•The Wolf’s Chicken Stew by Keiko Kasza•Teacher: Yvette Celorio Reyes•Coach: Gloria Sullivan•Wooldridge Elementary School•Austin Independent School District
•Watch the videotape of the lesson and observe carefully for evidence that willrespond to the question we have selected for observation.•Find the Learning Walk Routine Evidence Sheets provided for note-taking on the left hand side of the folder. Use them to write your observations of this classroom.•After your viewing, take time to look at the evidence sheet you have and use the transcript of the video to garner any evidence you may have missed. Select two observations that respond to the question and fill out the chart provided below. Be prepared to share with the large group.
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Task 3. Part B: Conducting the Observation
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• Watch the videotape of the lesson and observe carefully for evidence that will respond to the question we have selected for observation.
• Find the Learning Walk Routine Evidence Sheets provided for note-taking on the left hand side of the folder. Use them to write your observations of this classroom.
• After your viewing, take time to look at the evidence sheet you have and use the transcript of the video to garner any evidence you may have missed. Select two observations that respond to the question and fill out the chart provided below. Be prepared to share with the large group.
The Learning Walk Routine Evidence Sheet
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of PittsburghLEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 21
The Wolf’s Chicken Stew Video
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
Task 3. Part B: After the Observation
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• After your viewing, take time to look at the evidence sheet you have and use the transcript of the video to garner any evidence you may have missed. Select two observations that respond to the question and fill out the chart provided below. Be prepared to share with the large group.
Evidence-Based Reasoning Sample
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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
Observations
I saw, I heard, I noticed
Analysis
This seems evidence of
Interpretation of Cause and Effect
This leads me to think…This supports the
learning of the teacher or students
by…
Questions or Suggestions
Therefore I wonder
“Is there any other type of um, or soup that your mom makes that has a lot of stuff inside, not just soup?”
Teacher is tapping into students’ background knowledge for their understanding of stew.
Ensuring that the students have conceptual knowledge of word critical to understanding of this story.
I wonder how the students will continue to learn and use the words in the story?
Reflection
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
1.Relational trust is characterized by four specific considerations—Respect, Personal Regard, Competence in Core Responsibilities, and Personal Integrity. What are the authors saying about these (pp.41-42)? Select one and share how it could be demonstrated during the Learning Walk Routine.
2.Bryk and Schneider write on p. 41, “Consequently, deliberate action taken by any party to reduce this sense of vulnerability in others—to make them feel safe and secure—builds trust across the community.” Given this, what should attention be paid so that the Learning Walk Routine builds trust and community?
Bridge to Practice
LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh
• By _, observe at least two classrooms where teachers are working with students on rigorous reading comprehension using and interactive read aloud approach. Collect evidence on the Learning Walk Routine Evidence Sheets provided. Then, take two pieces of evidence and analyze them using the Evidence-Based Reasoning Protocol.Reflect in writing on the experience. What went well and was difficult. Draw on specific examples from observation to support your ideas.
• Be prepared to share your reflection with your colleagues on .
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