Coming Together“Commit to Engage”

9.02.10

Woodbury High School

Jackie Roosevelt

Richard

Nicole

Meet..

Natasha

Core Team & Project M Students

Meet..

Less than 40 to 60% ENGAGED

Come Together

● Create safe space

● Connect and create trust

● Break down limiting beliefs

● Establish networks of support

● So we can commit to engage!

Come Together

ENGAGED has three elements

Thinking Feeling Action

The Gap…

We CAN Promise

You will have opportunities to:

● Move – body, mind, emotions

● Be challenged and grow

● Have fun

● Shift your perspective

We CAN’T promise:

● You will move.

● You will be challenged and grow.

● You will have fun.

● You will shift your perspective.

● Believe ALL children can learn

● Believe ALL children will learn because of what we do

● Feel excited to ENGAGE all students

Impact

Outcomes

● Create a vision for how to ENGAGE self and students

● Create action plans for engaging all staff and students

● Commit to engage ALL students

● Turn off cell phones

● Fast pace, perspectives… “notice without judgment”

● Challenge by choice

● Respectful challenges …discovery

● Accommodate your learning style

● Your ideas?

● Confidentiality

Agreements

● WELCOME 8:00 – 8:20

● VISION 8:20 – 8:40

● CONNECT 8:40 – 9:15

● CALIBRATE 9:15 – 9:50

● BREAK 9:50 -10:00

● PERSPECTIVES 10:00 – 10:45

● BREAKING LIMITING BELIEFS 10:45 –11:30

● INTEGRATE 11:30 – 12:10

● CLOSE 12:10 – 12:15

Agenda

Vision

● Find a person you don’t know

● Pair up with two more groups to make a total of 6

● Ask for a scribe and a group voice

● Raise your hand if ….

● Share your NAME

● Think back to the time you got into teaching and share what you loved about it

Get into small groups

What is a PLC?“A Professional Learning Community is a group of educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve. PLC’s operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators”

DuFour, et. al, 2006

● Ensuring that Students Learn

● Collaborative Culture

● Focus on Results

Three BIG ideas

• Shared Mission, Vision, Values, and Goals• Collective Inquiry• Collaborative Culture• Action Orientation and Experimentation• Continuous Improvement• Focus on Results

Six Characteristics of PLC

LEARNING

● What do we want students to learn?

● How do we know if they have learned?

● How do we respond when students do not learn?

What Results Matter?

●Technical

●Cultural

Two Forms of Change in a PLC

Technical

Technical changes are changes in learning tools/structure

1. Collaborative time

2. Common assessments

3. Data

4. Educational Technology

5. Support Classes

Technical Change

Common Misconceptions about Technical Changes

● Changing the structure will lead to higher levels of learning (“Rearranging the seats on the Titanic”)

● Technical changes make up for poor instruction or unprofessionalism

● Technical changes will “fix” kids or “fix” schools which are broken (i.e. dress codes, longer school day)

South Washington County Schools . . . empowering all learners with

the knowledge, skills and attitudes for success.www.sowashco.k12.mn.us

TOOLS:• Strategic Plan• Core Values • SIPs & DIPs• Staff Motivation• Continuous Improvement• Purpose, Passion, Positive

Moving People from…

●Technical

●Cultural

Two Forms of Change in a PLC

Cultural

School Culture

“School culture is the set of norms, values, and beliefs, rituals and ceremonies,

symbols and stories that make up the ‘persona’ of the school”

Kent Peterson (2002)

“Healthy” School Culture

“Educators have an unwavering belief in the ability of all of their students to achieve success, and they pass that belief on to

others in overt and covert ways. Educators create policies and procedures

and adopt practices that support their belief in the ability of every student.”

Kent Peterson (2002)

“Toxic” School Culture

“Educators believe that student success is based upon students’ level of concern, attentiveness, prior knowledge, and willingness to comply with the demands of the school, and they articulate that belief in overt and covert ways. Educators

create policies and procedures and adopt practices that support their belief in the impossibility of universal achievement.”

Kent Peterson (2002)

“Frustration” – The Root of a Toxic Culture

Frustration = “A feeling of anxiety as a result of the inability to perform a task”

● A miss-match between skill set and task

● Causes people to deflect blame onto others and create covert alliances with people experiencing similar struggle

Good to Great, Jim Collins

What do great corporations/organizations do differently than good/average

organizations?

1.They seek and confront the “brutal facts”

2.They get the right people on the “bus” and sit them in the “right seats”

● All Children Can Learn

● All Children Will Learn Because of What We Do

(All children DO learn, they just do not always learn what we want them to learn)

Two Underlying Assumptions in a PLC

The Vision will promote a “Healthy School Culture”

Assume…

● What do you see/notice when students are engaged?

● What do you see/notice when staff are engaged?

● What assumptions get/might get in the way of that?

Exercise

Our Students ENGAGED!

• This school year ALL students will ______

• Because ALL staff will _______________

• Because ALL students will ____________

• Because ALL students will ____________.

Create Your Vision

Write in BIG letters

Share Vision Statements

• This school year ALL students will ______

• Because ALL staff will _______________

• Because ALL students will ____________

• Because ALL students will ____________.

Create Your Vision

Connect

We will move

Warm Up Exercise in Large Group

● Find a person you don’t know

● Pair up with two more groups to make a total of 6

● Ask for a scribe and a group voice

Get into small groups

● Purpose

● Demo

● Practice

Designing an Alliance

● What? (did you notice)

● So what? (could that mean)

● Now what? (will you do)

Process

Move to the

BREAK

● Find a person you don’t know

● Pair up with two more groups to make a total of 6

● Ask for a scribe and a group voice

Get into small groups

Perspectives

Journey to the Heart

Breaking Limiting Beliefs

Integrate

What NOW?

Background

What do you know?

Vision

Analysis

Recommendations

What now?

Impact/Value

Why is this important?

Why are we talking about it?

What is the problem?

Where do we stand and assumptions? What are the symptoms?

Where do we need to be?

What is the specific change you want to accomplish now?

What is this REALLY about?

What is the root cause(s) of the problem?

-

What is possible?

What is your proposal to address this?

What can we Try?

What activities will be required for implementation and who will be responsible for what and when?

How do we know we did a good job?

How we will know if the actions have the impact needed? What remaining issues can be anticipated?

COMING TOGETHER: Commit to ENGAGE 9.02.2010

Close

Thank You!

Presentation at http://www.slideshare.net/mindfulinnovation

MINDFUL INNOVATION, INC. www.mindfulinnovation.com