Transcript Document

Welcome
st
21
SAM
Century
Leadership Institute
July 27, 2014
S
Agenda
S Content – Program Overview
S Data Collection Tools
S Operating Model
S ETLN
S Review of 21CLI registrants
S Review of 21 CLI Summit Agenda
Organization
SPrinted Documents
SPPT
Conceptual Framework
Program Outline
Data Gathering Tools
Google Docs
Operating Model
ETLN
Module 6
Establishing Expectaions
1. PLC Growth
2. Project Learning Outcomes
S
Establishing Expectations
Where are you now?
S Toxic
S Emerging
S Established
S Sustaining
S High Performance
Establishing Expectations
DOC
Activity
Expectations for Year
Doc
Module 8
Task Your Teams
S
Select a Project Focus
Review:
- 11 Functions
- Academic Dashboard
- Mandates
Possible Work Before You
Task Your Team
SLearn Change Theory
SCheck the Dashboard
SDiscuss Leadership
SEstablish Expectations
Possible Work Before You
Task Your Team
SOrganize and Design
SBuild Culture
SBuild Collaboration Skills
Change Theory
Learn by Doing
TASK – Project Focus
3 possibilities . . .
YOU decide
THEY decide
YOU decide together
Project Focus - Area to work on
Look at:
11 Functions
Performance Scores
Mandates
Project Focus
Frame it to focus on
student learning – make
it your own
3 Critical Things
1. Focus on student learning
2. Focus on student learning
3. Focus on student learning
Why Focus on Student
Learning?
S It is the stuff PLC’s are made of
S Teachers will support helping kids grow
S It isn’t focusing on teacher improvement
or teacher effectiveness – but does the
same job. The focus is on LEARNING
not TEACHING
Why Focus on Student
Learning?
S It forms the epicenter of your job and
your mission.
S Success is the aphrodisiac of PLC’s and
you can measure student learning –
measure success
S No one wants to help you complete your
Master’s Thesis. . . or make politicians
happy
Select a Focus
EITHER:
S Student Learning Directly
S Literacy, Math, Science.
S Process that develops student learning
S RTI
S Behavior Management – School
Discipline
S Formative Assessment
S Common Core Standards
Activity
Project Selection
Form
Module 10
Teach
Collaboration
S
Collaboration
S Norms of Collaboration
S Meeting Protocols
S Dealing with Blockers and
Dissenters
S Conflict Resolution
Establishing Norms of
Collaboration
S
4 Stages of Team Development
The Team
Handbook
Peter Scholtes
Stages of Team Growth
S Forming
S Storming
S Norming
S Performing
Stage 1 – Forming
Forming includes these feelings:
S Excitement, anticipation, and optimism
S Pride in being chosen for the project
S Initial, tentative attachment to the team
S Suspicion, fear, and anxiety about the job ahead
Forming includes these behaviors:
S
Attempts to define the task and decide how it will be accomplished
S
Attempts to determine acceptable group behavior and how to deal with
group problems
S
Decisions on what information needs to be gathered
S
Lofty, abstract discussions of concepts and issues; or, for some members
impatience with these discussions.
S
Discussion of symptoms or problems NOT relevant to the task; difficulty in
identifying relevant problems
S
Complaints about the organization and the barriers to the task
Stage 2 – Storming
Storming includes these
feelings:
S Resistance to the task and to collaborative improvement
practices such as establishing norms, etc.
S Sharp fluctuations in attitude about the team and the
project’s chance of success
Storming includes these kinds of behaviors:
S Arguing among members even when they agree on the real issue
S Defensiveness, competition, factions and choosing sides
S Questioning the wisdom of those who selected the project and
appointed other members to the team
S Establishing unrealistic goals, concerns about excessive work
S A perceived pecking order, disunity, increased tension, and
jealousy
Stage 3 – Norming
Norming includes these feelings
S A new ability to express criticism or opinions constructively
S Acceptance of membership in the team
S Relief that it seems everything is going to work out
Norming includes these behaviors:
S An attempt to achieve harmony by avoiding conflict
S More friendliness, confiding in each other, and sharing
personal problems discussing the team dynamics
S A sense of team cohesion, a common spirit and goals
S Establishing and maintaining ground rules and boundaries
(the norms)
Stage 4 – Performing
Performing includes these feelings
S Members having insights into personal and group processes
and better understanding of each other’s strengths and
weaknesses
S Satisfaction at the team’s progress
Performing includes these behaviors:
S Constructive self change
S Ability to prevent or work through group problems
S Close attachment to the team
Establishing Collaborative Norms
Norms of Collaboration
Norms of Collaboration
Supporting Toolkit
Page 68
Norms of Collaboration
Supporting Toolkit
Establishing Norms
Activity
What process will you use
with your team to establish
these norms?
Meeting Protocols
S
Meeting Protocols
Meeting Protocols
Page 75
Meeting Protocols
Decision Making Tools
Decision Making Tools
Brainstorming
Decision Making Tools
Consensus
Decision Making Tools
Fist & Five
Decision Making Tools
Multi Voting
Decision Making Tools
Nominal
Group
Technique
Decision Making Tools
Polling
Conflict Resolution Skills
Teach Collaboration
NSDC’s Belief
Sustainable learning
cultures require skillful
leadership