Good Morning Welcome Back!
Create the Learning Space • How will we collaborate and learn together as a community of professionals?
Exit Ticket Take-Aways Feel Meaningful • Excited • ”Make it Happen” • Principles of Change • Refocused • Facilitator Style • Reflective • Communicating the narrative • Positive • Team time • Intentional • Sharing with other schools and Celebrations of how far • Togetherness we’ve come • Hopeful “Applicable and helpful. Thank you!” “It was exciting to revisit “Thank you for keeping our conversations focused ono our SMART goal and important reflections and moving forward.” celebrate the success that we’ve had.”
Today’s Session – Ple Please note time time adju justme tment 8:45 – 10:15 Creating a Culture of Feedback – Moves that Impact Instructional Transformation 10:15 – 10:30 Break 10:30 – 11:45 Building Teacher Leadership Capacity for Change 11:45 – 12:00 Break 12:00 – 1:00 Lunch & Conversation with Karen Tao 1:00 – 3:00 Networking Hubs – Application to Practice 3:00 – 3:15 Break 3:15 – 3:45 Plans for Moving Forward: Implementation and Engagement 3:45 – 4:00 Team Share Out of Action Plans Closing and LIFT Up!
The picture can't be displayed. The picture can't be displayed. The picture can't be displayed. The picture can't be displayed. The picture can't be displayed. The picture can't be displayed. Six K Si Keys t to Le o Leading P Pos ositive Ch Change • Show up – if you don’t show up, nothing happens. • Speak up – use the power of voice. • Look up – to higher principles, vision, or values. • Team up – everything goes better with partners. • Never give up – Kantor’s law is that everything can look like a failure in the middle. • Lift others up – share success, credit, recognition. Source : Rosabeth Moss Kantor. TEDx Beacon Street | 23 JAN 2013. “Six Keys to Leading Positive Change” Full version: https://www.youtube.com/watch?v=owU5aTNPJbs&feature=youtu.be Short version: https://www.youtube.com/watch?v=biBnvbCFmJE
FEEDBACK FOR INSTRUCTIONAL TRANSFORMATION • TEN MOVES: THREE ACTIONS
THREE ACTIONS TO TAKE MONDAY • 1 - Model Asking for Feedback • 2 - Planning Protocol • 3 - 10 Questions
ACTION 1 - MODEL ASKING FOR FEEDBACK • DURING THE SESSION: • 1 - Use the FEEDBACK OBSERVATION TOOL. • 2 - Look at the INDICATORS • 3 - Record moves, actions, behaviors evident during the session. • AFTER THE SESSION: • FEEDBACK PROTOCOL – after the session •
CK – WHY, WHAT, HOW FE FEEDB DBACK WHY – creates a learning culture. WHAT – information for how things change HOW – 10 Moves and 3 Actions to take Monday
GUIDING QUESTION What kind of feedback contributes to instructional transformation in the classroom?
How can the Leadership Principles guide feedback that contributes to instructional transformation?
• Ask Questions • Use Evidence TEN • Accentuate the Positive • Distance Emotion MOVES • Focus on Outcomes • Shared Goal • Plan for Support • Follow-up Actions • Micro-expressions • Clear Message
PRECONDITIONS: TRUST, SAFETY, RESPECT • Is it safe? Can I change? GIVING AND RECEIVING FEEDBACK • People hear it 2 ways: judgement or growth • May or may not result in improved teaching performance
THREE ACTIONS TO TAKE MONDAY • 1 - Model Asking for Feedback • 2 - 10 Questions • 3 - Planning Protocol
ACTION 2: 10 QUESTIONS • Take 5 – Read the highlights of the article. • Pick One – Question that is familiar • Pick Another One – Question that is unfamiliar • Take Action – What would you transfer to your practice? • Round Robin – Share and listen
THREE ACTIONS TO TAKE MONDAY • 1 - Model Asking for Feedback • 2 - 10 Questions • 3 - Planning Protocol
ACTION 3: PLANNING PROTOCOL • 1 - Follow the Planning Protocol – (Venables, 2018) • 2 - Use the “Roots, Prefixes, and Suffixes” Lesson – Grade 5 • 3 - Use the Planning Rubric • 4 - Rate the Dimensions of the Lesson • 5 - DEBRIEF – How could this protocol support giving feedback on lesson plans?
• Ask Questions • Use Evidence • Accentuate the Positive TEN • Distance Emotion • Focus on Outcomes MOVES • Shared Goal • Plan for Support • Follow-up Actions • Micro-expressions • Clear Message
ROLE PLAY: Practice the Feedback Moves • Form a group of 3 • 1 – You are the principal. • 2 – You are the teacher. • 3 – You are the observer.
ROLE PLAY: Directions • 1 – Read your part. • 2 – 5 minutes role play • 3 – Observer - Mark the feedback moves on the Observation Tool. • 4 – Debrief – 5 minutes
THREE ACTIONS TO TAKE MONDAY • 1 - Model Asking for Feedback • 2 - Planning Protocol • 3 - 10 Questions
ACTION 1 - MODEL ASKING FOR FEEDBACK • DURING THE SESSION: • 1 - Use the FEEDBACK OBSERVATION TOOL. • 2 - Look at the INDICATORS • 3 - Record moves, actions, behaviors evident during the session. • AFTER THE SESSION: • FEEDBACK PROTOCOL – after the session •
FEEDBACK PROTOCOL • 1 – Individually – record your observations – 1 minute • 2 – Partner Talk– what did you notice? – 2- minutes • 3 – Feedback Protocol – share feedback 3- 5 minutes • 4 – Facilitator shares new insights – 2 minutes
REFLECT – FEEDBACK 3 ACTIONS, 10 MOVES • What resonated with you? • What actions will you take? • How could the actions and tips impact instructional transformation?
Take a Break!
Ta Talent Development: Bui Buildi ding ng Teac eacher her Leadershi Leadership p Capac Capacity ty for r Change Change Cori Groth & Mary Peterson January 25, 2019
LE LEARNI NING NG INT NTENT NTIONS NS • Deepen understanding of Talent Development (Domain 2) by focusing on the importance of teacher leadership that influences retention and student achievement. • Conduct a self-assessment to identify areas of strength and areas for strengthening teacher leadership opportunities. • Engage with other school and LEA teams to share ideas about how to foster successful teaching and learning conditions. The materials were modified in whole or in part with permission from the Center on Great Teachers and Leaders . https://www.gtlcenter.org/technical-assistance/professional-learning-modules/understanding-teaching-conditions
Guiding Question How can we improve teacher leadership to optimize teacher and student success?
CONVER VERSATIO TION FL FLOW GETTING GROUNDED: EXPLORING POSSIBILITIES: NARROWING IN: Why focus on teacher What are the specific goals for Where are we now and how leadership? teacher leadership? What are the can we improve? range of teacher leadership roles? Inquiry & Inquiry & Clarity of Focus & Reflection Reflection Unifying Purpose
PART T 1: Why Focus on Teacher Leadership? Teacher Retention Student Achievement Instructional Improvement 30
Utah Teacher Turnover Rates for Beginning Teachers, 2008 Cohort 31 of 31
REASONS FOR STAYING REASONS FOR MOVING OR LEAVING Five factors that were very or extremely Movers influential in teachers’ decision to remain • Other reasons (e.g. admin support, teaching. leadership) 84% Desire to make a worthwhile difference in • Emotional exhaustion, stress, burnout the lives of children* • Location of position 69% Experience working with children/young Leavers adults* • Emotional exhaustion, stress, burnout 67% Desire to contribute to the greater • Other reasons (e.g. admin support, societal good* • leadership) 70% Sense of purpose • Better opportunities within education 69% Commitment to children/young adults • Family and child care * Also top reasons for becoming a teacher. Source: Utah Education Policy Center, Educator Career and Pathway Survey (ECAPS), retrieved from http://uepc.live/ecaps18
Teaching and Learning Conditions Teacher leadership Time Facilities and resources School leadership Community support and involvement Professional learning Managing student conduct Instructional practices and support Source: New Teacher Center http://teachingconditions.org/constructs 33
Teacher Leadership 1. Extends beyond the classroom 2. Supports professional learning in their schools 3. Is involved in decision making 4. Has a goal of improved student learning 5. Focuses on improvement for the whole school Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: a review of the literature. Review of Educational Research, 87(1), 134–171. See also Teacher Leader Model Standards (2011) at http://www.nea.org/assets/docs/TeacherLeaderModelStandards2011.pdf
Teachers’ Roles in School Decision-Making and Student Achievement (Ingersoll et al study) Greater Teacher Instructional Student Leadership Leadership Achievement 1. Holding teachers to high professional 1. Establishing student discipline standards of instruction procedures and policies 2. Effective school improvement team 2. School improvement planning 3. Shared vision for school Source: Ingersoll, R. M., Sirinides, P., & Dougherty, P. (2017). School Leadership, Teachers’ Roles in School Decisionmaking, and Student Achievement. CPRE Working Papers.
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