Based on the work of Kerry Patterson, Joseph Grenny, Ron McMillan , Al Switzler, Michael Fullan, Jeffrey Glanz, Rick DuFour, Linda Darling Hammond, Connie Moss, Susan Brookhart, Paul Black, Katie Haycock, Robert J. Marzano, Mark Van Clay, Perry Soldwedel and other leaders in the field of education research

1

Welcome Back !!

2

Connection to Prior Learning:

Summarize briefly for all attendees your observations regarding the instructional strategies from the previous KLA segments.

3

What? A suggestion: share the 3 strategies ( Text on Text, Writing Break, Barrier Wall )with your staff. Ask that they implement one of the strategies from today’s session with their classes.

So What? Monitor the lesson and make notes on the level of student engagement and content processing.

Now What? Bring your observations to share at the next Cadre session.

4

I can build personal and shared leadership capacity by incorporating crucial conversation skills into my practice.

5

Introduce yourself to the others in your group!

Kerry Patterson – Author of Crucial

Conversations

https://www.vitalsmarts.com/skillsvideo.aspx

7

Count off around the room 9-17. We will repeat the ‘count off’ until all members have a number.

The ‘tough cases ’from 9 to 17 begin on page 200 of your Crucial Conversations with Shows a Pattern and end with Dealing With Someone Who Breaks All the Rules.

8

At your table, read or reread the corresponding section from the seventeen tough cases found in Chapter 10, pages 200 to 209.

9

What it is This activity gives students the opportunity to

contemplate multiple answers and promotes active engagement! 

Steps: Teacher has labeled 4-8 pieces of chart paper,

numbered them and hung each chart paper in a different area of the classroom.

Each chart paper contains a different question based on text.

Teacher forms groups of 3 to 5 students to assemble at each chart.

Each group has a different colored marker for recording responses on the chart paper.

10

Students receive content instruction or text to read.

Groups assemble at the chart corresponding to their number.

Groups will have a few minutes at the first station, depending on the number of groups formed, to read the question and begin to write their answer.

11

Groups, then, rotate to the next station. For example, station one moves to station two and the last station moves to station one.

At each station, participants read the question and what preceding groups have written.

Each group elaborates, extends or makes corrections to the comments at each station.

12

If six stations or groups are formed:Groups will have five minutes at the

second station. Groups will have four minutes at the

third station.Groups will have three minutes at

the fourth station.Groups will have two minutes at the

fifth stationGroups will have one minute at the

sixth station.

13

Groups will return to their original station.

Review the contributions of each group recorded on the chart paper.

Finally:Each group will discuss the aha’s

gained from the station activity.

14

Ron McMillan Author of Crucial

Conversations

https://www.vitalsmarts.com/skillsvideo.aspx

15

Read your next chapter from Crucial Conversations.

As you read identify big “take aways” from this chapter.

Be ready to share with others at your table.

16

After you have read your Chapter in Crucial Conversations discuss with your group: What are the big take aways from this chapter?

List your “learnings” on a flip chart. Make sure that you title the flip chart with the title of your chapter.

Put the lists up on the wall.

101 Ways to Make Training Active by Mel Silberman

17

Do a gallery walk. As you walk by each list put a check

mark next to the statements on lists other than your own that you want to remember also.

Survey the results, noting the most popular learnings. Also mention some that are unusual and unexpected

18

When you go back to school what do you want to remember to do from your learning about “Crucial Conversations”. Use the sentence “Remember to……” Jot down several sentences.

Share at your table. At your table identify 1 or 2 big ideas that you will take back to share with the rest of the group.

19

After hearing what your table and the rest of the group has shared, identify your “Remember to….”.

Use the index card at your table to make a personalized “reminder” cards that you can place on your desk or hang in your office.

20

When you return from your break, reassemble and sit with your PLC.

21

I can identify and share key take aways from my PLC that can be applied in my school/district to support student learning

22

What do we want students to know and be able to do?

How will we know when they’ve learned it?

How will we respond when students haven’t learned it?

How will we enrich and extend the learning for students who are proficient?

23

The text used for this strategy will be your PLC resource. PLC 1: Learning by DoingPLC 2: Advancing Formative Assessment in Every ClassroomPLC 3 : Pyramid Response to InterventionPLC 4: Teaching Advanced Learners in the General Education Classroom

24

Purpose: To allow opportunities for students to reflect on a text, clarify, construct meaning collaboratively and expand thinking about the text.

Time required: This protocol can be completed in as few as 20 minutes or extended if the text is long and complex.

Step 1: Students read text. Step 2: Each member of the group of 4

to 6 students selects a sentence that is significant from the text and writes it down. The other participants listen to what each member says and take notes but there is no discussion.

Step 3: Each member of the group selects a phrase that is significant from the text. The other group members listen and take notes but there is no discussion.

Step 4: Each member of the group selects a word that is significant from the text. The other participants listen and take notes but there is no discussion.

Step 5: Participants discuss what they heard and what they’ve learned about the text being studied.

Handout: Getting Started with Wordle

28

1. Learning by Doing: read or reread pp 71 to the top of page 75 and pp 90-91. Facilitator, guide the discussion of page 90, question # 2 and page 91 questions 1,2,3, 5 and 6.

2. Formative Assessment in Every Classroom: read or reread pp.18-21. Facilitator, guide the discussion of the questions on page 18, read pages 24 to the top of page 28, discuss the misconceptions on page 27.

29

3. Pyramid Response to Intervention: read or reread pages 61 to the top of 67. Facilitator, guide the discussions using page 186 question #2.

4. Advanced Learners: read or reread page 16. Each member take one of the strategies listed on page 70, read and think about the use of the strategy at your school level. Be ready to describe that strategy for the rest of your PLC. Facilitator, guide the discussion.

30

Identify the criteria that has fit your PLC experience at KLA this year:

Shared Mission and Vision Collaborative Culture Collective Inquiry Action Orientation Continuous Improvement Focus on Results 31

Here’s what we envisioned………..but this is what evolved

The context has impact on type on of group you actually have.

Focus and purpose/ the use of data????

32

Use your notes and reading during and prior to Cadre to identify key ‘take aways’.

Collaboratively prepare a concise summary of your key learning to share with the whole group.

33

Different purposes create different kinds of teacher teams: Professional Learning Communities Teacher Learning Teams Department/Grade Level Meetings

34

Identify and communicate the purpose of the group

Communicate expectations for the group

Provide support for teams Professional development Problem solving Building capacity for leadership

Encourage teams to self assess progress as a team

35

Read the article, Rating Your Teacher Team by Vivian Trogen and Katherine C. Boles

As you read underline 2 or 3 of the passages that mean something to you. Write a couple of sentences about why you picked each one.

36

Count off in your group #1 will start

Read one of the passages that you have underlined. Say “leave the last word for me” Everyone else in the group comment on the

passage. The person who choose the passage will then

explain why he/she choose it. Move to the next person. Keep going until

time is called. Depending on the size of your group you may get to share more than 1 of your passages.

37

The Power of Teacher Teams by Vivian Troen and Katherine Boles Rubric to use for self assessment of the

teaming process Provides a set of tools and strategies to

use with teacher teams to improve their practice▪ Videos▪ Case studies▪ Strategies

38

Think about one of the teacher teams in your building

Identify where you think this team would fit on the rubric

Talk as a table about how you could use this rubric with your teams.

39

Discuss among your fellow team members, what you’d like the focus of your KLA learning to be next year. Are there questions you’d like to propose, issues, problems of practice??

Formulate your ideas collaboratively and submit them.

40

Our afternoon session will begin with an update on the status of the Teacher and Principal Effectiveness Framework.

41

I will know I am successful when I can justify the implementation of the new teacher and principal effectiveness document.

42

Teacher and Principal Effectiveness Framework documents

Presentation by speakers

Participate in the Marzano instructional strategy as described in the upcoming slides

43

Get in groups of 3 You are going to be asked to

summarize what you hear so take notes as you hear the information.

44

After the teacher led segment or instructional chunk, Student A in each group is asked to summarize in writing what he or she remembers from the chunk. The other two students in each group can contribute to Student A’s summary.

Summarizing requires students to create a personalized account of the information gleaned from the input experience.

Student A in each group shares the group’s summary with the whole group.

The teacher asks if there are questions. 45

The teacher asks one higher order question after each group shares their summary.

The question is asked to encourage students to elaborate and extend learning.

Students record answers in their

academic notebook. 46

The teacher provides another chunk of 5 to 10 minute direct content instruction.

The process is repeated with Student B summarizing in each group.

The process is be repeated a third time

until all students have had a chance to be the one who summarizes and shares the content

47

Finally, the teacher asks inferential questions. This step is done as a whole class activity.

The basic generalization from this

instructional strategy is that students must be actively engaged in processing the content.

The teaching-learning process is interactive in nature.

48

There is an overall positive effect on learning with prominent use of high order cognitive questions in the classroom, researchers conclude. One particularly effective type of inferential question is elaborative interrogation (e.g., Why would that be true? Tell me why you think so. It seems to me you are saying…). Such phrasing allows a skillful interaction with the students as the teacher tries to make explicit the thinking the student is using to generate the answer.

49

I can apply the data from the Tell Survey to make a positive impact for learning.

50

Without data, all you are is just another person with an opinion. --Unknown

51

"Say you were standing with one foot in the oven and one foot in an ice bucket. According to the percentage people, you should be perfectly comfortable." Manager Bobby Bragan

52

Statistics are like a bikini. What they reveal is suggestive, but what they conceal is vital. --Aaron Levenstein In other words………

Do not put faith in what statistics say until you have carefully considered what they do not say. --William W. Watt

53

54

Conclusions not results move you forward.

Always remember context.Look for what is there and what is

missing.Support your conclusions with

evidence.

55

Read the storyTalk at your table:

What does this story illustrate about asking why?

What does it tell us about decision making?

56

Step 1: The First Why  Why is ‘such and such’ taking place? List all

responses, leaving some room around them.  Steps 2, 3, 4, 5: The Successive Whys

Repeat asking “Why” for every statement listed. Post each answer near its “parent.” Follow up all the answers that seem likely As you trace the Whys back to their root causes,

you will find yourself tangling with issues that not only affect the ‘problem,’ but with the entire organization/school.

57

Steer clear of blaming individuals. Blaming individual people leaves you with no option except to punish them; there’s no chance for substantive change.

58

Using your own Tell Data or the sample data on Leadership identify a couple of pieces of data that you think should be analyzed more deeply.

Go through the process of the 5 Whys. Use your questioning to draw

conclusions about the data. Be ready to go back and find evidence

to support your conclusion.

59

http://www.tellkentucky.org/Using_Your_Data School Improvement Guide Introduction Facilitator's Guide Facilitator's Guide Agenda Facilitator's Presentation Facilitator's Addendum Participant's Packet Construct Indicator Worksheets Individual Item Prompts

60

What other information do you need to learn more from your Tell Survey Data?

How could you use this back in your district?

61

Stand Stretch out both arms, palms upturned, In your left hand picture all you knew

about the uses of the Tell Survey Data, In your right hand imagine the

information you gained from today’s segment, then,

Raise both hands over your head, clap them and say, “YES”!

62

Char and our Content Specialists will provide an update from the Networks since our last session.

63

What? Share the strategies (Stations activity, 3 Levels of Text, Marzano’s strategy, Save the Last Word for Me and 5 Whys) with your staff. Ask that they implement one of the two strategies with fidelity from today’s session during the next week with in their classes.

So What? Monitor the lesson and make notes on the level of student engagement and content processing.

Now What? Bring your observations and findings to your local PLCs for discussion of impact.

64

Reeves, Douglas.(2011). Finding Your Leadership Focus: New York, NY. Teachers’ College Press.

Patterson, Grenny, McMillan,Switzler. (2002). Crucial Conversations: New York, NY, McGraw Hill.

Dufour,R and Marzano, R. (2001,March).Leaders of Learning: Bloomington, IN, Solution Tree

Van Clay, Soldwedel, Many (2011). Aligning School District PLCs: Bloomington, IN, Solution Tree.

Moss, C.and Brookhart, S (2009). Advancing Formative Assessment in Every Classroom:Alexandria, VA, ASCD.

Glanz, Jeffrey.(2006). School-Community Leadership, Thousand Oaks, CA,Corwin Press.

65