Whole Faculty Group Study

Whole Faculty Group Study

An Overview of WFGSFeb 5-12, 2006Dr. Eric Jakubowski

An Overview of WFGSFeb 5-12, 2006Dr. Eric Jakubowski

Mediocrity is so easily achievable, there’s no need for planning at all!

Mediocrity is so easily achievable, there’s no need for planning at all!

Roger Kaufman, 1998

TopicsTopics

Paradigms of Change Importance of Collaboration Professional Learning Communities (PLC) Overview of WFSG What it is and is not

Steps in WFSG Nuts and Bolts

Does it work? What it takes 2 make it work?

Paradigms of Change Importance of Collaboration Professional Learning Communities (PLC) Overview of WFSG What it is and is not

Steps in WFSG Nuts and Bolts

Does it work? What it takes 2 make it work?

Traditional Teaching ParadigmTraditional Teaching Paradigm

Teacher

Student

Student

Student

Student

Collaborative ParadigmCollaborative Paradigm

Teacher

Student

Student

Student

Student

Network ParadigmNetwork Paradigm

Teacher

Student

Student

Student

Student

Internet

ParentsOther

Schools

Other WWW Sources

Which is the Best Paradigm

Which is the Best Paradigm

It depends:school culturewhat is being taught in

the paradigmoutcomes of what

education is about

It depends:school culturewhat is being taught in

the paradigmoutcomes of what

education is about

Paradigm Thoughts . . .Paradigm Thoughts . . .

Tradition

Stability

Consistency

Beliefs Values Judgments

Assumptions

Traditional Change ParadigmTraditional Change Paradigm

Tradition BeliefValues

Judgment

-Means Change In

Rethinking Change Paradigm

Rethinking Change Paradigm

Tradition Assumptions

SCHOOL IMPROVEMENT IS NEVER QUICK AND EASY

SCHOOL IMPROVEMENT IS NEVER QUICK AND EASY

Even the grandest design eventually degenerates into hard work.

Richard DuFour

Even the grandest design eventually degenerates into hard work.

Richard DuFour

ResistanceResistance

Change is difficult because: takes us out of tradition, stability

challenges our beliefs and assumptions

may show our vulnerabilities learning curve

However, change is inevitable We can choose to be the master of change or its constant victim

Change is difficult because: takes us out of tradition, stability

challenges our beliefs and assumptions

may show our vulnerabilities learning curve

However, change is inevitable We can choose to be the master of change or its constant victim

Meaningful change requires collaborative processes that are different from most we have attempted in the past.

Meaningful change requires collaborative processes that are different from most we have attempted in the past.

Carlene MurphyCarlene Murphy

Need for a Collaborative Culture

Need for a Collaborative Culture

Improving schools require collaborative cultures. . . Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.

Michael Fullan

Improving schools require collaborative cultures. . . Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.

Michael Fullan

What Educational Researchers Say …What Educational Researchers Say …

“Throughout our ten-year study, whenever we found an effective school or an effective department within a school, without exception, that school or department has been a part of a collaborative professional learning community.”

Milbrey McLaughlin,Stanford University

“Throughout our ten-year study, whenever we found an effective school or an effective department within a school, without exception, that school or department has been a part of a collaborative professional learning community.”

Milbrey McLaughlin,Stanford University

Personal Learning Community

Personal Learning Community

A Professional Learning Community has:

shared mission, vision, and values collective inquiry collaborative teams action orientation and experimentation

continuous improvement results orientations

A Professional Learning Community has:

shared mission, vision, and values collective inquiry collaborative teams action orientation and experimentation

continuous improvement results orientations

The WFSG System is ….The WFSG System is ….

A structure for implementing a School Improvement Plan

A vehicle for doing what teachers already have to do, i.e., design lessons for implementing new reading program

A place to work ‘on the work’ with colleagues instead of working alone

A structure for implementing a School Improvement Plan

A vehicle for doing what teachers already have to do, i.e., design lessons for implementing new reading program

A place to work ‘on the work’ with colleagues instead of working alone

What is WFSG? What is WFSG?

Organizing teachers into small groups or study groups is not a new idea

Organizing the ENTIRE school faculty into study groups based on student need to bring about school wide improvement is a new idea in many districts

Organizing teachers into small groups or study groups is not a new idea

Organizing the ENTIRE school faculty into study groups based on student need to bring about school wide improvement is a new idea in many districts

Attributes of WFSGAttributes of WFSG

Research BasedAddresses student needsStudent needs are based on dataRespects, validates and uses teachers as professionals who have the capacity to “do the work”

Structured to provide accountability for implementation

Aligns with and supports SIP and the PLC model

Aligns with NSDC standards

Research BasedAddresses student needsStudent needs are based on dataRespects, validates and uses teachers as professionals who have the capacity to “do the work”

Structured to provide accountability for implementation

Aligns with and supports SIP and the PLC model

Aligns with NSDC standards

What WGFS is NotWhat WGFS is Not

A quick fix solution A technique or one-time workshop Committee work Another thing that we have to do Busy work Just another educational flash in the pan

A quick fix solution A technique or one-time workshop Committee work Another thing that we have to do Busy work Just another educational flash in the pan

PLC WFSG

Shared mission, vision, values, goals

Students are first

High levels of trust Leadership is shared

Believe they have input and assume responsibility for decisions

Responsibility is equal

Highly structured meetings Everyone participates

Ongoing assessment and sharing of results

The work is public

We’re off to see the Wizard?

We’re off to see the Wizard?

If we do what we have always done, we will get what we have always gotten.

The Wizard of Oz

Points to Ponder Points to Ponder

Think about your PD plan or model. Are we learning what students need us to learn? How do we know?

Are students learning and achieving as a result of what we are learning and doing in our current professional development model? How do we know?

Think about your PD plan or model. Are we learning what students need us to learn? How do we know?

Are students learning and achieving as a result of what we are learning and doing in our current professional development model? How do we know?

The Logic of WFSGThe Logic of WFSG If schools are to improve, they must develop a collaborative culture

If schools are to develop a collaborative culture, they must overcome a tradition of teacher isolation

If schools are to overcome their tradition of teacher isolation, teachers must learn to work in effective, high performing teams

WFSG helps teachers learn to work in effective, high performing teams

If schools are to improve, they must develop a collaborative culture

If schools are to develop a collaborative culture, they must overcome a tradition of teacher isolation

If schools are to overcome their tradition of teacher isolation, teachers must learn to work in effective, high performing teams

WFSG helps teachers learn to work in effective, high performing teams

A Proven PracticeA Proven Practice The WFSG process began in 1986 as a strategy for providing pressure and support to teachers for implementing several models of teaching in Augusta, GA.

It has evolved into a nationally recognized, proven in practice professional development system.

The WFSG process began in 1986 as a strategy for providing pressure and support to teachers for implementing several models of teaching in Augusta, GA.

It has evolved into a nationally recognized, proven in practice professional development system.

WFSG Are Working In ….WFSG Are Working In ….

High schools with as many as 3000 students

Middle schools with different teaming patterns

Elementary schools of all sizes Schools in large, urban cities Schools in suburban and rural communities Schools representing all demographics Charter schools, boarding schools Schools implementing different national comprehensive school reform designs

High schools with as many as 3000 students

Middle schools with different teaming patterns

Elementary schools of all sizes Schools in large, urban cities Schools in suburban and rural communities Schools representing all demographics Charter schools, boarding schools Schools implementing different national comprehensive school reform designs

Why Use it?Why Use it?

1. Has the greatest chance of changing the tradition and culture2. Focuses site and individual PD on school improvement related to student performance3. Provides a vehicle for proactively managing change, now and in the future!

1. Has the greatest chance of changing the tradition and culture2. Focuses site and individual PD on school improvement related to student performance3. Provides a vehicle for proactively managing change, now and in the future!

Why Use It?Why Use It?

Change becomes manageable as collaborative teams become units of change

Can be accomplished with a limited budget

Avoids allowing resisters to stop necessary change

This process is NOT perfect, but it provides a proven method for real results!

Change becomes manageable as collaborative teams become units of change

Can be accomplished with a limited budget

Avoids allowing resisters to stop necessary change

This process is NOT perfect, but it provides a proven method for real results!

Nuts & Bolts of WFSGNuts & Bolts of WFSG

• Student “needs” are used as “topics” for study groups

• Needs are generated by data (state, school)

• Study groups are organized with 3-5 people per group

• Needs are placed on sheets and narrowed down into clusters

group members select a study group topic

• Student “needs” are used as “topics” for study groups

• Needs are generated by data (state, school)

• Study groups are organized with 3-5 people per group

• Needs are placed on sheets and narrowed down into clusters

group members select a study group topic

Nuts and BoltsNuts and Bolts• Each groups develops norms and a meeting schedule

• Each group develops an action plan

• Each group meets 2X per month, logs meetings, determines if action plan is working-makes adjustments

• Results are shared

• Progress is measured by student work and student data

• Each groups develops norms and a meeting schedule

• Each group develops an action plan

• Each group meets 2X per month, logs meetings, determines if action plan is working-makes adjustments

• Results are shared

• Progress is measured by student work and student data

To Be SuccessfulTo Be Successful TIME

Recommendation: A minimum of 1 hour every other week

EXPLICIT PURPOSE Essential question and each group’s action plan

An understanding of “HOW TO COLLABORATE” Group norms, guidelines for meeting, and use of protocols

ACCEPT RESPONSIBILITY for working collaboratively Agreement to begin and develop own action plans

FEEDBACK Groups must have timely feedback on their action plans

TIME Recommendation: A minimum of 1 hour every other week

EXPLICIT PURPOSE Essential question and each group’s action plan

An understanding of “HOW TO COLLABORATE” Group norms, guidelines for meeting, and use of protocols

ACCEPT RESPONSIBILITY for working collaboratively Agreement to begin and develop own action plans

FEEDBACK Groups must have timely feedback on their action plans

I don’t have time . . .I don’t have time . . .

•Must honor faculty meeting time weekly or monthly

•Reorganize current PD contract time

•Use collaborative planning time-- “trade out” contract time?

What Will Guide the Work?

What Will Guide the Work?

Critical questions1.What do students need for us to do?

2.What are students learning and achieving as a result of what we are learning and doing in study groups?

Critical questions1.What do students need for us to do?

2.What are students learning and achieving as a result of what we are learning and doing in study groups?

WFSGRoles & Responsibilities

WFSGRoles & Responsibilities

District Level Support

Focus Team Principal Study Group Leader

Individual Study Group Member

Instructional Council

District Level Support

Focus Team Principal Study Group Leader

Individual Study Group Member

Instructional Council

Roles and Responsibilities

Roles and Responsibilities

District Level Support Collects and distributes relevant info to principals

Helps identify and makes available resources

Provides expertise to the study groups, as needed

Supports need for time for study groups to meet

Communicates with district level staff what groups are studying

District Level Support Collects and distributes relevant info to principals

Helps identify and makes available resources

Provides expertise to the study groups, as needed

Supports need for time for study groups to meet

Communicates with district level staff what groups are studying

Roles and Responsibilities

Roles and Responsibilities

Principal- Establishes the expectation.- Is an active participant in the training and planning sessions.- Receives action plans and responds to them. - Receives the study group logs and responds to them.

Principal- Establishes the expectation.- Is an active participant in the training and planning sessions.- Receives action plans and responds to them. - Receives the study group logs and responds to them.

Roles and Responsibilities

Roles and Responsibilities

Focus Team

Composed of the principal and a representative group of teachers

Attends training on how to begin WFSG Leads the whole faculty through the WFSG orientation

Leads the whole faculty through the Decision-Making-Cycle, resulting in the establishment of what study groups will do.

Is represented on the Instructional Council.

Focus Team Composed of the principal and a representative group of teachers

Attends training on how to begin WFSG Leads the whole faculty through the WFSG orientation

Leads the whole faculty through the Decision-Making-Cycle, resulting in the establishment of what study groups will do.

Is represented on the Instructional Council.

Roles and Responsibilities

Roles and Responsibilities

The Study Group Leader Rotates every meeting so that leadership is a shared responsibility among all study group members

Confirms logistics of meetings with study group members

Starts & ends meeting on time Reminds members that stray from the focus of the meeting to refocus

Sees that the study group log is completed and that the members and the principal receive a copy

The Study Group Leader Rotates every meeting so that leadership is a shared responsibility among all study group members

Confirms logistics of meetings with study group members

Starts & ends meeting on time Reminds members that stray from the focus of the meeting to refocus

Sees that the study group log is completed and that the members and the principal receive a copy

Individual Study Group Members Respect norms established by the study group.

Take turns serving as leader, recognizing that leadership is a shared responsibility.

Participate in the development of the study group action plan and commits to its actions.

Take responsibility for his or her own learning and for seeking resources for the study group.

Take responsibility for regularly bringing student work to the study group meeting.

Bring back to the study group what he or she has done in the classroom as a result of the study group work.

Individual Study Group Members Respect norms established by the study group.

Take turns serving as leader, recognizing that leadership is a shared responsibility.

Participate in the development of the study group action plan and commits to its actions.

Take responsibility for his or her own learning and for seeking resources for the study group.

Take responsibility for regularly bringing student work to the study group meeting.

Bring back to the study group what he or she has done in the classroom as a result of the study group work.

Roles and Responsibilities

Instructional CouncilInstructional Council

The IC provides the network for communication and includes: 1 representative from each SG The principal 2-3 Focus Team members

Meets 4-8 times per year Information from the IC disseminated?

Minutes Newsletters Reps report/share at their next SG meetings.

The IC provides the network for communication and includes: 1 representative from each SG The principal 2-3 Focus Team members

Meets 4-8 times per year Information from the IC disseminated?

Minutes Newsletters Reps report/share at their next SG meetings.

Bottom LineBottom Line

>75% of your teacher don’t buy in, go fishing!

Must have principal endorsement, support, and do whatever it takes to make it work

Time commitments MUST BE HONORED Content of SG work must be embedded into teacher practices (GIGO principle)

>75% of your teacher don’t buy in, go fishing!

Must have principal endorsement, support, and do whatever it takes to make it work

Time commitments MUST BE HONORED Content of SG work must be embedded into teacher practices (GIGO principle)