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#maineguide http://www.reinventingschools.org/2010/11/18/guide-training-maine-131-2111/
Guide Training Outcomes What does it mean to be a guide?
• Provide practice with new and ‘old’ tools• Check and Adjust …. Peaks and Valleys of our
journey• Engage in problem-solving strategies with new
tools• Understand facilitating and presenting skills• Network with each other for sharing and
support
Keys to success for all guidesYour ability…
• to be open as a reflective learner• to be honest about your own strengths and
limitations and committed to always improve• to commit to unleashing the potential of
students, teachers and administrators• to problem solve over and over again and to
never give up
Exhibit xx. RISC Change Continuum, General Replication Timeline Year 1 Year 2 Year 3 Year 4 Year 5
Awareness Understanding First Implementation Routine Use Refinement Replication
Parking Lot
+ ∆
?
Positive comments, “Ah Has” Things that need to be changed
Questions? Aha!
Liberal Cup at 4:30
Group Dynamics• Groups of 4-5• Introduce yourself to your team and share “Why
are you here and what do you hope to take away”.
• Find a Recorder, Runner, Time Keeper, and Inspirer
• Determine the characteristics of an effective group and record these
• Select your top 2 characteristic and share out• Capture this training in one sentence
In your groups using all available documents and downloads discuss and analyze how you might use these materials to guide your organization
• Clarify the task• Reflect individually• Impact on your system• Share with your group
Guide’s Treasure Hunt
Our Journey• Peaks and Valleys– What is the purpose of this process?– On separate stickies, write all successes,
challenges and failures you’ve experienced on your journey thus far
– When did journey begin– As a table, organize stickies chronologically on
chart paper– Share out
Types of Change
• First-order change: doing more – or less – of something we are already doing. – always reversible.
• Second-order change: deciding or encouraged to do something significantly different from what we have done before. – once you begin, it is nearly impossible to return
to the way you were doing before.
1st or 2nd Order Change ?• Implement an intervention program• Creating a performance curriculum with input from
parents and business partners• Implement standards-reference reporting system that
reflects an average of performances• Acknowledging learning which takes place without
teacher instructions • Changing your lunch and bus schedule• Creating a school schedule based on student needs vs.
adult needs
Are you ready for 2nd order change?
• Does your district/site have a clear shared vision and action plan, one that is consistent with the values of its stakeholders
• Are there gaps between the mission statement, district practices, and what happens in the classroom?
• Are there clear professional development expectations and a road map to get there?
• Do you have the level of collaboration to make it to the summit?
1. In your groups determine the essential questions that will help you on your journey2. Rank the questions in priority order3. Be ready to share your top three
Help Rich Help You Process
• How do I organize my school’s climate to be more collaborative?
• What happens when I don’t have the answers?• What types of support need to be in place for all
teachers be ready to move into 1st implementation?
• What are some strategies to keep the momentum going?
• Where can I buy cheap, powerful sedatives?
Examples
• How do we prioritize our work to build capacity?• How should we go about setting our RISC
development priorities?• What is the best way to roll out curriculum work
in our district?• How do we build effective professional
development?
Essential Questions
1.It is about instruction, and only instruction 2.Instructional change is a long, multistage process 3.Shared expertise is the driver of instructional change 4.Focus on system wide improvement 5.Good ideas come from talented people working together 6.Set clear expectations, then decentralize 7.Collegiality, caring, respect
— Elmore & Burney, 1999
1.Internal leaders with a clear, coherent driving conceptualization 2.Collective moral purpose that extends to everyone 3.The right bus 4.Leadership and capacity building for those on the bus5.Lateral capacity building 6.Deep learning 7.Productive conflict 8.Demanding cultures9.External partners 10. Growing financial investments over time
The Key Difference…The RISC approach to learning
is where the entire educational system is organized around engaging students in 21st century skills‚ in a
learner-centered environment,
working at their developmental levels and advancing only when they have demonstrated proficiency.
©RISC 2010
The RISC approach to learning
is where the entire educational system is organized around engaging students in 21st century skills‚ in a
learner-centered environment,
working at their developmental levels and advancing only when they have demonstrated proficiency.
The RISC approach to learning
is where the entire educational system is organized around engaging students in 21st century skills‚ in a
learner-centered environment,
working at their developmental levels and advancing only when they have demonstrated proficiency.
Movement based on timeSitting in rowsTextbook-drivenCommercial bulletin boardsTeacher-controlled class10% student engagement3 Rs (read, write, arithmetic)Teacher is the evaluator1 years growth
20th Century Classroom RISC Class
RISC Philosophy
Performance movementSituational groupingShared vision-drivenStudents’ bulletin boardsStudents are the navigators100% authentic engagementGlobal curriculumSelf, peer, and teachersAccelerated growthup to 3 years in 1 year
Movement based on timeSitting in rowsTextbook-drivenCommercial bulletin boardsTeacher-controlled class10% student engagement3 RsTeacher is the evaluator1 years growth
20th Century Classroom RISC Class
RISC Philosophy
1. Heroic leaders at all levels are the key to summiting
2. Collaboration needs to be strategic and measured
3. All stakeholders need to be raised simultaneously especially administrators, teachers and students
4. 1st implementation is the most difficult transition5. Your ability to problem solve will determine your
success6. The RISC philosophy well deployed will be
transformational for all7. >80 % commitment from all staff
Personally meaningful Challenging but achievable Learn developmentally Allow individuals to learn differently New knowledge builds on current knowledge Social interaction We need feedback to learn Reflection of strategies (metacognition) A positive emotional climate Learning is influenced by the total environment
DeLorenzo/Marzano
1. What is the purpose of the bone diagram?2. From earlier today, determine which
question is most important. 3. Clarify or unpack the question4. What is the current condition5. Determine the perfect outcome6. What are the action steps needed to get
there? ( force field analysis, interrelationship diagram)
7. Fill in all of the steps! (POPE, PDCA)
Bone Diagram
Bone Diagram
What would you like to achieve or learn?
1.Current conditions
2.Best possible outcome
3.Steps necessary to achieve
this
+
___
Gaining input through a Bone Diagram
How can we improve our classroom shared vision?
1.What are our current
classroom practices?
2.What would best practices in developing and monitoring a SV
look like?3. What are the key steps
necessary to deploy best
practices in a SV?
Gaining input through a Bone Diagram
How can we improve our school’s collaboration?
1.What is the current feeling
tone of the school?
2.What would an incredible
school climate look and feel
like?3. What are the key steps
necessary to deploy this type
of climate?
Force Field Analysis
What are driving and preventing forces of deploying an incredible school climate?
• Used to look at forces that prevent change• Create a T chart and label it driving forces and
preventing forces• Individually write down your responses for each
force• Set a time limit and allow round robin until no
more responses
1. Determine which question your team would like to work on and record this.
2. Identify the force field conditions3. Select the 5 most powerful conditions t/-4. Place them in a circle evenly spaced out5. Is there a relationship between the conditions6. Which is the outie and innie?7. The one with the most outies is where you
want to build your PDCA/POPE
Interrelationship Diagraph
A Tool used determine the key preventing force of an issue
Guide Training Agenda Day 2• Review Parking lots and evaluations• Preview agenda• Revisit norms• Guide needs• Share out action plans• Presenting overview• Facilitating overview
Facilitator Scenario
• Describe a scenario which might challenge you as a guide– Ex. There are a few teachers making this transition
difficult with their negative attitudes • As you write your scenario, include as many details as
possible (describe the relationship level and difficulty of task)
• Pass your scenario to the partners on your left• Use the Facilitator Overview to determine how to
handle this situation• Share with table possible way to handle these
scenarios
IPP Process• After reading through the documents individually
brainstorm the following• What are you imminent challenges?• What are your potential challenges?• Prioritize your challenges• Share out the challenges that keep you awake at night• Create a PDCA or POPE and be ready to give a
presentation or facilitate a group through your process• Work Time