Creating SynergyThrough Positive Culture and Purposeful Structures

What is Synergy?

Synergythe potential ability of individuals to be more successful or productive as a result of working together.

in other words...

Accomplishing things

together which one

person could not

accomplish alone.

Today’s Objectives

1.Understand and be able to use a key strategy to enhance relationships

2.Develop tools to increase leadership capacity in order to accomplish set goals

Names

List the names of all staff

members first and last

Names

1.Abel Garcia

2.Sue Williams

3.Mary Jones4.Joe

Lipinski5.Rena Mai

Think -

Think - Pair - Share

Names

1.Abel Garcia

2.Sue Williams

3.Mary Jones4.Joe

Lipinski5.Rena Mai

Professional Goal

Names

1.Abel Garcia

2.Sue Williams

3.Mary Jones4.Joe

Lipinski5.Rena Mai

Professional Goal

PersonalPassion

Names

1.Abel Garcia

2.Sue Williams

3.Mary Jones4.Joe

Lipinski5.Rena Mai

Develop more meaningful relationships w/ families

Increase quality of expository writing

Professional Goal

cake decorating

spending time with grandchildren

PersonalPassion

Names

1.Abel Garcia

2.Sue Williams

3.Mary Jones4.Joe

Lipinski5.Rena Mai

6. Sari Silver7. Martin Zell8. Antoine Poh9. Shirley Shutt10.Josue Toledo

Develop more meaningful relationships w/ families

Increase quality of expository writing

Professional Goal

cake decorating

spending time with grandchildren

PersonalPassion

Check an AssumptionSeek new Information

Mix - Think - Pair - Share

Better Together

Better Together

When the Whole is Greater than the Sum of its Parts

When trust goes up, productivity goes up

When trust goes down, productivity goes down

• Employees are the biggest asset of any company

• Trust is initiated through positive relationships

• Trusting relationships are cemented by strategic actions tied to clear goals and actively monitored

=

"When children understand how to connect the text they read to their lives, they begin to make

connections between what they read and the larger world. This

nudges them into thinking about bigger, more expansive issues beyond their universe of home,

school, and neighborhood.”

Harvey & Goodvis, Strategies that Work Strategies that Work, p. 68

“A serious problem large systems face, one that

becomes more perplexing in an ever more complex, diverse world, is how to

achieve a degree of cohesion and focus in an

otherwise fragmented environment.”Michael Fullan, Six Secrets of Change

Effective change leaders create

coherence.Michael Fullan – Leading in a Culture of Change

• We need vision and strategy

• We need coherence

• We need synergy generated by strong positive relationships

In order to achieve sustained achievement

Articulating Your Vision

What do you want students and staff

to know, understand and be able to do?

ThinkingStrategies(Achieve)

Differentiation(Belong)

CharacterEducation

(Care)

1

Each teacher understands the sixthinking strategies and canexplain how it could be used inhis/her content area.

Eva luation: teache rs canconvey a ba sic u nderstan dingof the thinking strategie s inconfe rencing o r obse rva tion s.

Students can articulate with precisionwhat they are expected to know,understand and be able to do to meetessential learning expectations inevery content area.

Eva luation: studen ts can articula tewha t they are expe cted to kno w,understan d an d be able to doduring a forma l or informa lobserva tion.

Students can define eachcharacter trait.

Eva luation: studen ts can givea bas ic de finition for ea ch ofthe characte r traits d uring aforma l or informa l observa tion.

2

Each teacher has practicedmodeling several thinkingstrategies during instruction andthe gradual release ofresponsibility method.

Eva luation: teache rs are ableto demo ns tra te two thinkings tra tegie s and the gradua lre lease me thod d uring aforma l or informa l observa tion.

Students can articulate with precisionwhat steps they need to take toachieve proficiency on an essentiallearning expectation – they have aroad map of their learning and theyknow how to use it in every contentarea.

Eva luation: studen ts can outlinetheir road map for lea rning d uringa formal or informal observa tion.

Students will be able to describetheir own behavior in relation tothe ideals described by thecharacter traits.

Eva luation: studen ts can givean ex ample of h ow theirbehavior is like o r unlike theidea ls s e t in the cha ractertraits du ring an forma l orinformal obs erva tion.

3

Each teacher can model the sixthinking strategies and thegradual release of responsibilitymethod. Students have learned tobe consumers of thinkingstrategies across all content areas.

Eva luation: studen ts candescribe e ach thinkings tra tegy, how they are u sed ,when they sho uld b e used,and for what purpo se during aforma l or informa l observa tion.

Students can analyze andcommunicate their own level ofknowledge, understanding and skillsin relation to an essential learningexpectation. They know what nextsteps should be taken in their ownlearning process to meet those targets.

Eva luation: studen ts can articula tethe proces s by which they willmee t a s et of e ss entia l lea rningexpecta tions d uring a forma l orinformal obs erva tion.

Students can describe how thecharacter traits are essential tobeing successful throughout allcontent areas and in their ownfuture.

Eva luation: studen ts can givean ex ample of h ow thecha racte r tra it ca n be app liedin the ir own an d othe rs’lifelong lea rning du ring aforma l or informa l observa tion.

Awareness, Adaptation, PermeationGoal:By the end of three years, in the spring of 2006 ---

Students and staff will independently be able to use a toolkit of thinking strategies to actively monitor their own comprehension. Students and staff will consistently use six thinking strategies – making connections, questioning, visualizing, determining importance, inferring, and synthesizing – throughout all content areas when accessing and communicating ideas and information both in written and oral formats.

Students and staff will be able to use a variety of data to drive instruction and meet personal learning needs. Students and staff will be able to actively monitor and direct their own learning, be able to articulately communicate their own personal level of learning in relation to a set of expressed expectations, and advocate their own next steps for learning.

• The 15 character traits will serve as a foundation of the Conrad Ball Middle School culture and climate. Students and staff will fully understand and demonstrate the behaviors associated with each trait. Students and staff will be able to monitor and adjust their own behaviors using the character trait expectations.

For the following goal, what knowledge and skills do adults need to hit this target?

• Students and staff will be able to use a variety of data to drive instruction and meet personal learning needs. Students and staff will be able to actively monitor and direct their own learning, be able to articulately communicate their own personal level of learning in relation to a set of expressed expectations, and advocate their own next steps for learning.

Knowledge & Understandings Skills

What is Your Outcome Goal?

• Take some time to clearly articulate your outcome goal– A year from now…2 or 3 years from now….

What should students and staff be doing?– Then go deeper, what specific knowledge and

skills will they need to go there?

Knowledge & Understandings Skills

Create a Road Map/Plan• It’s hard to get where you want to go without a

road map.• Help staff know where they are going and how

they are going to get there.• When staff doesn’t know where they are going

(or why) they can become confused, dissatisfied, uncomfortable, unmotivated and less trustful!

(just like students, right?)

ThinkingStrategies(Achieve)

Differentiation(Belong)

CharacterEducation

(Care)

1

Each teacher understands the sixthinking strategies and canexplain how it could be used inhis/her content area.

Eva luation: teache rs canconvey a ba sic u nderstan dingof the thinking strategie s inconfe rencing o r obse rva tion s.

Students can articulate with precisionwhat they are expected to know,understand and be able to do to meetessential learning expectations inevery content area.

Eva luation: studen ts can articula tewha t they are expe cted to kno w,understan d an d be able to doduring a forma l or informa lobserva tion.

Students can define eachcharacter trait.

Eva luation: studen ts can givea bas ic de finition for ea ch ofthe characte r traits d uring aforma l or informa l observa tion.

2

Each teacher has practicedmodeling several thinkingstrategies during instruction andthe gradual release ofresponsibility method.

Eva luation: teache rs are ableto demo ns tra te two thinkings tra tegie s and the gradua lre lease me thod d uring aforma l or informa l observa tion.

Students can articulate with precisionwhat steps they need to take toachieve proficiency on an essentiallearning expectation – they have aroad map of their learning and theyknow how to use it in every contentarea.

Eva luation: studen ts can outlinetheir road map for lea rning d uringa formal or informal observa tion.

Students will be able to describetheir own behavior in relation tothe ideals described by thecharacter traits.

Eva luation: studen ts can givean ex ample of h ow theirbehavior is like o r unlike theidea ls s e t in the cha ractertraits du ring an forma l orinformal obs erva tion.

3

Each teacher can model the sixthinking strategies and thegradual release of responsibilitymethod. Students have learned tobe consumers of thinkingstrategies across all content areas.

Eva luation: studen ts candescribe e ach thinkings tra tegy, how they are u sed ,when they sho uld b e used,and for what purpo se during aforma l or informa l observa tion.

Students can analyze andcommunicate their own level ofknowledge, understanding and skillsin relation to an essential learningexpectation. They know what nextsteps should be taken in their ownlearning process to meet those targets.

Eva luation: studen ts can articula tethe proces s by which they willmee t a s et of e ss entia l lea rningexpecta tions d uring a forma l orinformal obs erva tion.

Students can describe how thecharacter traits are essential tobeing successful throughout allcontent areas and in their ownfuture.

Eva luation: studen ts can givean ex ample of h ow thecha racte r tra it ca n be app liedin the ir own an d othe rs’lifelong lea rning du ring aforma l or informa l observa tion.

Awareness, Adaptation, PermeationGoal:By the end of three years, in the spring of 2006 ---

Students and staff will independently be able to use a toolkit of thinking strategies to actively monitor their own comprehension. Students and staff will consistently use six thinking strategies – making connections, questioning, visualizing, determining importance, inferring, and synthesizing – throughout all content areas when accessing and communicating ideas and information both in written and oral formats.

Students and staff will be able to use a variety of data to drive instruction and meet personal learning needs. Students and staff will be able to actively monitor and direct their own learning, be able to articulately communicate their own personal level of learning in relation to a set of expressed expectations, and advocate their own next steps for learning.

• The 15 character traits will serve as a foundation of the Conrad Ball Middle School culture and climate. Students and staff will fully understand and demonstrate the behaviors associated with each trait. Students and staff will be able to monitor and adjust their own behaviors using the character trait expectations.

Keep the Target Visible at all Times• Promote peer or offsite observations that can help

teachers “visualize” the target.• Use the language every day, every way - strategically

use your time to promote conversations, journaling, and sharing.

• Embed matrices in evaluations, teacher self-reflection and goal setting, action planning, and informal conversations. (SBE Innovation Configuration)

SBE Innovation Configuration

Training Components and Attainment of Outcome in Terms of Percent of Participants

Outcomes

ComponentsKnowledg

eSkill

Behavior Transfer

Study of Theory

10 5 0

Demonstrations

30 20 0

Practice 60 60 5

Peer Coaching

95 95 95Joyce, B. & Showers, B. (2002). Student achievement through staff development, 3rd Edition. Alexandria, VA: ASCD

Professional Development Research

Differentiate and Provide Choice

• Just like good instruction, good staff development should be differentiated to meet the needs of individual learners.

• A variety of opportunities should be available for teachers so they can choose what they think best fits their needs.

• Use graphic organizers or other schematics to help teachers visualize their options and where specific ones might take them in their learning journeys…

Higher Risk – Behavior

Observation

Lower Risk – Knowledge

Building

Awareness Level

Synthesis Level

Differentiation/Assessment Staff Development Continuum

Book Study – Classroom

Assessment for Student Learning

Book Study –Differentiated Literacy

Strategies for Student Growth and Achievement in Grades 7-

12

(Stiggins is Prerequisite)

Personal Observations &

Feedback

Lab Classroom Teacher –

Large group observations &

feedback

Small Group/Peer

Observations & Feedback

+Assessment

FOR Learning Video Series

Learning Team Activities –

analyzing student data, instructional

alignment and design

Learning Team Activities – creating and

implementing common

assessments

Learning Team Activities –

creating differentiated units/lessons using a wide range of assessment data

and differentiated instructional strategies

Medium Risk – Skills

Practice

CBMS Staff Development Opportunities

In an attempt to create a broad picture of the comprehensive staff developmentopportunities available to you as a Conrad Ball Middle School teacher, we havedesigned the following two graphic organizers that illustrate our LiteracyIntegration Staff Development Continuum and our Differentiation/AssessmentStaff Development Continuum.

We have attempted to provide you with an array of choices that fit your needs,as we believe that we must practice what we preach about differentiation as anintegral component of effective instruction.

In order to best create a plan that fits your individual needs and desires, we askthat you fill out the following “Staff Development Questionnaire”. Pleasecomplete and return to Diane by no later than Friday, September 23. Thanks!

Your Name School Telephone

Teaching Assignment Grade Level(s)

Literacy Integration Staff Development Opportunities

Select your interests:(in some cases you have already committed to doing some of the following, please include such in your ranking)

Book Study – Do I Really Have to Teach Reading? _____Book Study – Strategies That Work? _____Tier Two Training _____Off/On Site Classroom Visitations _____On Site Classroom Modeling and Demonstrations _____Small Group Action Research Project _____Personal Observations & Feedback _____Small Group/Peer Observations and Feedback _____Lab Classroom Teacher _____

Describe below why you are interested in these opportunities and how you hopethey will meet your needs.

(Over)

Differentiation/Assessment Staff Development Opportunities

Select your interests:(all of you are involved in a learning team activity this year – your SMART Goals!)

Book Study – Classroom Assessments for Student Learning _____Book Study – Differentiated Literacy Strategies for Student

Growth and Achievement in Grades 7-12 _____Mel Levine Follow-up – The Myth of Laziness _____Small Group Action Research Project _____Personal Observations & Feedback _____Small Group/Peer Observations and Feedback _____Lab Classroom Teacher _____

Describe below why you are interested in these opportunities and how you hopethey will meet your needs.

If you could only have two staff development opportunities listed thisyear….what would they be and why?

Monitor your Progress

• Discover ways you can provide descriptive, immediate feedback

• Focus on your target during the evaluation process

• Teach teachers to analyze and monitor their own progress - use the asset maps and the teacher rubrics for self analysis

• Create venues for staff to collaborate, embed this during the day - don’t make it an extra add on…