Vertical Collaborative Team

October 13, 2011

Place Your Lunch Order…

Key Objectives

Learn about the development of the current reality and SIP at BHS

Reflect on the implementation of the protocol for sharing SIP development and progress toward SIP goals

Discuss processes and protocols for developing narrative about learning and doing

Share results of self-assessments on learning, collaboration, and results

Discuss protocol for prioritizing goals and SMART goal development

Discuss curriculum development process as it relates to your Core Instruction action plan and district PD days

Review expectations for October 17

Harvest Homeby Bettye T. Spinner

In the idealit is a harvesting,this work we do—a reaping of crops grownfrom ancestral seeds,a gathering of first fruitfrom vines that trace their sources beyond geography, beyond gender, beyond the bleach

and blush and black of skin

and root themselves in watery grace,in knowledge that nurtures us all.In the idealour classrooms fill, like cornucopia,overflowing with the bounty of our grange.Life stories, heaped among the texts,spill into hallways of our schools,crowd the sidewalks or the subwaysor ride yellow buses home,altering the form of knowing,changing heads, changing hearts,

changing history,bringing harvesthome.

Turn & Talk: What Do We Harvest?

• As you think about Spinner’s poem, turn and talk with someone at your table about the question that follows:

• What do we need to do to make the “in the ideal” real?

Collaborative Team Sharing Protocol(Initially Generated 9/15/2011)

1. Collaborative problem solving2. Student perspective3. Concise sharing of data—what are the components4. Safe, learning-focused environment (especially with teachers there), not judgmental

(supportive, encouraging, positive, honest, open, flexible, place for risk-taking)

5. Reflective, real, authentic6. Based on the current reality, topics that emerge become the focus of our

work (future agenda)7. Genuine, honest, transparent picture of the data, process8. Spirit of encouragement, recognition of moving forward9. Outcome is positive, builds trust10. Feel comfortable share successes, challenges11. Positive presuppositions—assume positive intent12. The protocol is shared with all teachers

BHS: Sharing of Learning and Doing

• As BHS shares their learning and doing connected to the development of their current reality and SIP and PD plans, think about how the development and progress protocol is being implemented.

Reflection on Sharing: Sentence Frames

1. During today’s presentation, I learned the high school is doing ____________________.

2. After listening today, I am thinking about ____________________.

3. After participating today, I am wondering if the high school has considered ____________________.

Reflection on Sharing and Protocol

Reflection from BHS

•Discuss how your team prepared and what your reaction is to the process of analyzing and synthesizing work on your SIP

Reflection from Vertical Collaborative

Teams•Discuss the degree to which you feel the sharing protocol was implemented•Provide suggestions and/or recommendations about the progress monitoring and sharing of learning and doing from your SIP

Walk & Talk: Processing the Protocol

• Join a colleague from your vertical collaborative team and discuss the following two questions during a 10 minute walk and talk.– How does what you

experienced today inform and/or shape your work leading collaborative teams?

– What did we hear or learn that impacts our work with the SIP and PD plans?

Creating a Narrative (Initially Shared 9/22/2011)

• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.

• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.

• Here’s an option that will be studied further: http://sksssip.blogspot.com/

Developing a Narrative“In the world of work, there are enormous opportunities to learn, yet relatively few structures that support learning from experience, particularly in adulthood. Every adult reflects to some degree, and everyone, no matter their field, hypothesizes and draws conclusions from the ‘data’ of their experience. Nevertheless, most fields of work do not provide the infrastructure of methods, practices, and process for building knowledge from practice.”

1. Provide intentional opportunities for individuals to reflect on and document their learning and doing

2. Embed protocols for individuals to make meaning of their learning and work with their collaborative teams

3. Create opportunities for collaborative teams to document and share their learning and doing as a building

4. Engage in systematic processes to share learning as buildings with horizontal and vertical collaborative teams

Individual Narrative

Documentation of Individual Growth and Development

• Determine protocols for individuals to systematically document the learning and doing

• Build in structures where individuals draw conclusions about their work and inform their practice and professional learning

• Have individuals analyze their learning and work at the end of the year– What did I learn this year?– How did I grow and change as a

result of my learning?

• Celebrate the learning and doing of individuals

From Individual to Team Narrative

Individual Narrative

Individual Narrative

Individual Narrative

Individual Narrative

1. Provide time for teams to systematically document their learning and doing with one another

2. Have teams determine protocols to monitor and inform their learning and doing

3. Have teams summarize their learning and doing

4. Celebrate the learning and doing of teams

When individuals begin sharing and

collectively building their narratives, the team narrative starts to take shape, as well

Application: Essential Questions for CTs (Initially Shared 9/22/2011)

How will we document the doing of our collaborative

team work at our site?

What do we need to show as evidence of

our work—to monitor and inform our work?

Why do we, as teams and individuals, need

to show our work and our thinking?

In what ways can we, as individuals, inform our own work by using the documentation of our

team’s work?

From Team to Building Narrative

Team Narrati

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Team Narrati

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Team Narrati

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Team Narrati

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Team Narrati

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Team Narrati

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Team Narrati

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Team Narrati

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Team Narrati

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1. Determine protocols and processes for your building to synthesize the learning and doing of your teams

2. Determine a mechanism for how the synthesis of your building’s learning and doing are documented and celebrated

As teams engage in the development of their

narratives, their collective “story”

shapes the building’s narrative, as well.

From Building to District Narrative

Building Narrativ

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Building Narrativ

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Building Narrativ

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Building Narrativ

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Building Narrativ

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Building Narrativ

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Building Narrativ

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Building Narrativ

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Building Narrativ

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1. Systematically embed protocols and processes for buildings to share and celebrate their learning and doing at principal meetings, at DLT meetings, and other data share fair opportunities

The richness of our district’s narrative is

based on the collective stories from buildings,

departments, and programs.

Continuous Improvement in Action(Initially Shared 9/22/2011)

Document the Doing

• What do you need to show as evidence (actions/data) of your doing?

• Here is what we did…

Document the Thinking

• How will you document and analyze your thinking?

• Here is what that means…

Inform the Doing

• How can what you document inform your continued doing?

• Here is what we will do as a result of…

Partner A—Partner B Reflection

• As you reflect on the concept of developing narratives, join a colleague from a different cluster.

• Partner A will share his/her thoughts about developing narratives

• Partner B will then share his/her thoughts• Partners A and B then generate thoughts and/or questions to

share

Sharing Results: Self-Assessment on 3 Big Ideas of Collaborative Team Work

• Prior to sharing with your horizontal collaborative team, individually reflect on the following for each of the 3 Big Ideas using the reflective tool provided:– If focused on in your SIP, which items would provide the

greatest impact…think both short term (quick wins) and long term solutions?

– If focused on in your SIP, which items reflect the greatest need for your building?

– If focused on in your SIP, which items would encounter the least resistance and/or challenge?

Action Plan: Components and Implementation

(Initially Shared August 11, 2011)

Required Components:

1. Core Instruction2. System of Interventions3. Climate and Culture4. Community

Engagement

Implementation:

1. Actions/Strategies2. Evidence of

Implementation3. Evidence of Impact4. Resources Required5. Persons Responsible6. Tools and Timelines for

Progress Monitoring

Coherent Instructional

Practice

Grade/Course Specific

Curriculum Guides

Scope & Sequence

Aligning Curriculum Development &District Professional Development

• Individually and collaboratively focus on questions one and two:– What we do want/need students to know, understand, and do?– How will we know they know it?

• Individually and/or collaboratively complete the following tasks throughout and after the district PD days:– Use standards, benchmarks, and best practices/research to

identify the essential outcomes for units of study for course, semester

– Become more assessment literate– Create diagnostic (pre-assessments), formative, and common

formative assessments that align with essential outcomes– Document essential outcomes and aligned assessments by

posting them electronically

Implications for District PD Days

• What other questions do you have for October 17?• What other questions do you have for district PD

days for the 2011-2012 school year?

Getting to SMART Goals (Initially Shared August 11, 2011)

• Develop 1 year SMART goals

• Develop 3 year bold stretch goals that are…– Targeted– Needs-Based– Equity-Focused

S •Specific

M •Measureable

A •Attainable

R •Realistic

T •Time-bound

What Do We Mean By…

• Targeted• Needs-Based• Equity-

Focused

Developing SMART Goals: An Option

• Using one of the quick-win goals that you have identified, complete the SMART goal template.

• When prompted, share your SMART goal mapping with one of your colleagues.

Shared Resource:

The Power of SMART Goals by O’Neill and Conzemius:

Where do we want to be?Where are we now?How will we get to where we want to be?What are we learning?Where should we focus next?

Key Messages: Pick 3 and Post1. What additional insights did

you learn from BHS’s sharing?2. What more did you learn

about the development of narratives?

3. What more did you learn about identifying and setting goals based on your building’s self-assessments?

4. What did you learn about curriculum planning in ISD 191?

5. What else did you learn?