Transcript Building a Small Learning Community

Building a
Small Learning Community
November 2007
Facilitated by
Theron Cosgrave
Patti Smith
AGENDA
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Welcome & Introductions
Context – why we’re here
SLC’s & Career Academies
Adult Teaming
Lunch
Team Design Time
Reflections & Wrap-Up
CROSSING THE LINE
Step across the line if you…
THE SHIFT
Traditional Model
 Factory economy
 Serves a few
students well
 Inputs consistent,
output variable
 Efficiency the driver
New Model
 Information
economy
 Serve all students
well
 Outputs consistent,
= inputs variable
 Quality the driver
MEETING THE
CHALLENGES
Best practices from around the nation call for:
Rigor
 Relevance
 Relationships
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SCHOOL-WIDE SLC DESIGN
9th House
10/12 Academy:
Arts &
Communications
9th House
10-12 Academy:
Business/IET/NR
10-12 Academy:
Health/HELPSS
WHY SLCs?
Research Shows:
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Higher achievement
 Reduction of the negative effects of poverty on achievement
 Increased student affiliation with their school community
 Greater safety and order
 Much less truancy and many fewer dropouts
 Similar college entrance exam scores, acceptance rates, GPAs, and
completion
 Higher levels of extracurricular participation in traditional small schools
 Higher levels of parent & community involvement; greater satisfaction
 More positive teacher attitudes and satisfaction
 Comparable core curricula
 Lower costs per student graduated
WHAT IS AN SLC?
Small = usually between 60-200 students
and 2-5 teachers, feels small, pure cohort,
does not exceed 400 students
Learning = learning is the clear focus and
purpose
Community = face-to-face group, shared
values, common norms and practices,
supportive web of relationships
CAREER ACADEMIES
1.
SLC within a larger high school
2.
Curriculum that combines a career
focus with meeting college
entrance requirements
3.
Partnerships with employers,
community, and higher education
WHAT IS A CAREER ACADEMY?
CASN’s Career Academy
“National Standards of Practice”
Review the document with team
 Select 2 areas of strength
 Select 2 areas of weakness
 Record votes on front flipchart
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ADULT TEAMING
Reflect on a positive teaming experience…
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How did the team work together?
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What role did success or
accomplishments play in the
development of the team?
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What roles did different members play?
TUCKMAN’S STAGES OF
TEAM DEVELOPMENT
1. Forming
2. Storming
3. Norming
4. Performing
Team Performance
model
TOWER BUILDING EXERCISE
MATERIALS:
Spaghetti, gumdrops
DIRECTIONS:
Use only materials above, each team must build the
tallest free-standing structure possible
CONSTRAINTS:
5 minutes to plan, can’t touch materials
10 minutes to build
SEVEN NORMS OF
COLLABORATION
Complete the individual and
team assessment tools in your
packet
Compare your results to those
of your team
The Four Compass Directions
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NORTH: Action-oriented, likes variety, “do it now”,
enjoys challenges, perseveres, likes to lead
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SOUTH: Team player, relationship-based, valuedriven, trusting, supportive of others, “let’s work
together”, values what is “fair”.
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EAST: Visionary, big picture thinker, focused on
future, enjoys problem-solving, likes to explore
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WEST: Practical, dependable, task-oriented, uses
data analysis, logical, introspective, objective
The Four Compass Directions
and TEAM PRODUCTIVITY
DISCUSS BRIEFLY WITH TEAM:
What are the implications of the
different leadership styles on team
meetings and team productivity?
The Four Compass Directions
and TEAM PRODUCTIVITY
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SOUTH = Begin team meeting with review of
norms and team check-in, include discussion of
students (with boundaries)
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EAST = Spend some time each week “thinking
big” about where the team/program can go
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WEST = Review data on student performance,
discuss logistics for a short time each week
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NORTH = Make sure team meetings end with
assignment of action items
DESIGN PRINCIPLES
What are they? How can they help?
Three key principles:
 Personalization
 Rigor
 Relevance
What are the IMPLICATIONS of these principles?
DESIGN PRINCIPLES
Personalization:
Create settings where teachers and students can know each other
well.
Academic Rigor and Relevancy:
Provide all students with challenging curriculum that is meaningful
and prepares them for their life beyond high school.
Professional Learning Community:
Build a supportive and inclusive professional team focused on
improving teaching and learning.
PROGRAM OUTCOMES
Our essential outcomes are…
Our essential content & concepts are…
Our essential skills are…
Three questions your team should be able to answer:
1. What do we expect all students to know and be able to do?
2. How will we know they have mastered these concepts & skills?
3. What will we do to support students who haven’t yet met these
outcomes?
INTEGRATED PROJECT
DESIGN
English
Elective
Science
INTEGRATED PROJECT
DESIGN
English
Elective
Science
DEGREES OF CURRICULAR
ALIGNMENT
TRADITIONAL
PARALLEL
INTERRELATED
INTEGRATED
TEAM REPORTS
Each team will share the following with
another team:
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3-4 concrete steps you’ll take between now
and March to forward your career academy
implementation
Talking points for meeting w/ principal