Transcript Document 7146143

Based on the work of Kerry Patterson, Joseph Grenny, Ron McMillan , Al Switzler,
Michael Fullan, Jeffrey Glanz, Rick DuFour, Linda Darling Hammond, Connie Moss,
Susan Brookhart, Paul Black, Katie Haycock, Robert J. Marzano, Mark Van Clay,
Perry Soldwedel and other leaders in the field of education research
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 Welcome Back !!
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Connection to Prior Learning:
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Summarize briefly for all attendees your
observations regarding the instructional
strategies from the previous KLA segments.
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What? A suggestion: share the 3 strategies ( Text
on Text, Writing Break, Barrier Wall )with your
staff. Ask that they implement one of the
strategies from today’s session with their
classes.
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So What? Monitor the lesson and make notes
on the level of student engagement and
content processing.
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Now What? Bring your observations to share at
the next Cadre session.
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I can build personal and shared leadership
capacity by incorporating crucial
conversation skills into my practice.
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Introduce yourself to the others in your
group!
Kerry Patterson –
Author of Crucial Conversations
https://www.vitalsmarts.com/skillsvideo.aspx
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Count off around the room 9-17. We will
repeat the ‘count off’ until all members have
a number.
The ‘tough cases ’from 9 to 17 begin on page
200 of your Crucial Conversations with Shows
a Pattern and end with Dealing With Someone
Who Breaks All the Rules.
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At your table, read or reread the
corresponding section from the seventeen
tough cases found in Chapter 10, pages 200
to 209.
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What it is
This activity gives students the opportunity to contemplate
multiple answers and promotes active engagement!
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Steps:
Teacher has labeled 4-8 pieces of chart paper, numbered
them and hung each chart paper in a different area of the
classroom.
Each chart paper contains a different question based on text.
Teacher forms groups of 3 to 5 students to assemble at each
chart.
Each group has a different colored marker for recording
responses on the chart paper.
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Students receive content instruction or text
to read.
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Groups assemble at the chart corresponding
to their number.
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Groups will have a few minutes at the first
station, depending on the number of groups
formed, to read the question and begin to
write their answer.
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Groups, then, rotate to the next station. For
example, station one moves to station two
and the last station moves to station one.
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At each station, participants read the
question and what preceding groups have
written.
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Each group elaborates, extends or makes
corrections to the comments at each station.
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If six stations or groups are formed:
Groups will have five minutes at the second
station.
Groups will have four minutes at the third
station.
Groups will have three minutes at the fourth
station.
Groups will have two minutes at the fifth
station
Groups will have one minute at the sixth
station.
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Groups will return to their original station.
Review the contributions of each group
recorded on the chart paper.
Finally:
Each group will discuss the aha’s gained
from the station activity.
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
Ron McMillan
Author of Crucial Conversations
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https://www.vitalsmarts.com/skillsvideo.aspx
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Read your next chapter from Crucial
Conversations.
As you read identify big “take aways” from
this chapter.
Be ready to share with others at your table.
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After you have read your Chapter in Crucial
Conversations discuss with your group:
 What are the big take aways from this chapter?
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List your “learnings” on a flip chart. Make
sure that you title the flip chart with the title
of your chapter.
Put the lists up on the wall.
101 Ways to Make Training Active by Mel
Silberman
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Do a gallery walk.
As you walk by each list put a check mark
next to the statements on lists other than
your own that you want to remember also.
Survey the results, noting the most popular
learnings. Also mention some that are
unusual and unexpected
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When you go back to school what do you
want to remember to do from your learning
about “Crucial Conversations”. Use the
sentence “Remember to……” Jot down
several sentences.
Share at your table. At your table identify 1
or 2 big ideas that you will take back to share
with the rest of the group.
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After hearing what your table and the rest of
the group has shared, identify your
“Remember to….”.
Use the index card at your table to make a
personalized “reminder” cards that you can
place on your desk or hang in your office.
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When you return from your break,
reassemble and sit with your PLC.
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I can identify and share key take aways from
my PLC that can be applied in my
school/district to support student learning
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What do we want students to know and be
able to do?
How will we know when they’ve learned it?
How will we respond when students haven’t
learned it?
How will we enrich and extend the learning
for students who are proficient?
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The text used for this strategy will be your PLC
resource.
 PLC 1: Learning by Doing
 PLC 2: Advancing Formative Assessment in
Every Classroom
 PLC 3 : Pyramid Response to Intervention
 PLC 4: Teaching Advanced Learners in the
General Education Classroom
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Purpose: To allow opportunities for students
to reflect on a text, clarify, construct meaning
collaboratively and expand thinking about
the text.
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Time required: This protocol can be
completed in as few as 20 minutes or
extended if the text is long and complex.
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Step 1: Students read text.
Step 2: Each member of the group of 4 to 6
students selects a sentence that is significant
from the text and writes it down. The other
participants listen to what each member says
and take notes but there is no discussion.
Step 3: Each member of the group selects a
phrase that is significant from the text. The
other group members listen and take notes but
there is no discussion.
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Step 4: Each member of the group selects a
word that is significant from the text. The
other participants listen and take notes but
there is no discussion.
Step 5: Participants discuss what they heard
and what they’ve learned about the text
being studied.
Handout: Getting Started with Wordle
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1.
Learning by Doing: read or reread pp 71 to the
top of page 75 and pp 90-91. Facilitator,
guide the discussion of page 90, question #
2 and page 91 questions 1,2,3, 5 and 6.
2. Formative Assessment in Every Classroom:
read or reread pp.18-21. Facilitator, guide the
discussion of the questions on page 18, read
pages 24 to the top of page 28, discuss the
misconceptions on page 27.
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3. Pyramid Response to Intervention: read or
reread pages 61 to the top of 67. Facilitator,
guide the discussions using page 186 question
#2.
4. Advanced Learners: read or reread page 16.
Each member take one of the strategies
listed on page 70, read and think about the
use of the strategy at your school level. Be
ready to describe that strategy for the rest of
your PLC. Facilitator, guide the discussion.
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Identify the criteria that has fit your PLC
experience at KLA this year:
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Shared Mission and Vision
Collaborative Culture
Collective Inquiry
Action Orientation
Continuous Improvement
Focus on Results
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Here’s what we envisioned………..but this is
what evolved
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The context has impact on type on of group
you actually have.
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Focus and purpose/ the use of data????
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Use your notes and reading during and prior
to Cadre to identify key ‘take aways’.
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Collaboratively prepare a concise summary of
your key learning to share with the whole
group.
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Different purposes create different kinds of
teacher teams:
 Professional Learning Communities
 Teacher Learning Teams
 Department/Grade Level Meetings
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Identify and communicate the purpose of the
group
Communicate expectations for the group
Provide support for teams
 Professional development
 Problem solving
 Building capacity for leadership
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Encourage teams to self assess progress as a
team
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Read the article, Rating Your Teacher Team by
Vivian Trogen and Katherine C. Boles
As you read underline 2 or 3 of the passages
that mean something to you. Write a couple
of sentences about why you picked each one.
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Count off in your group
#1 will start
 Read one of the passages that you have underlined.
 Say “leave the last word for me”
 Everyone else in the group comment on the passage.
 The person who choose the passage will then explain why
he/she choose it.
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Move to the next person. Keep going until time is
called. Depending on the size of your group you
may get to share more than 1 of your passages.
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
The Power of Teacher Teams by Vivian Troen
and Katherine Boles
 Rubric to use for self assessment of the teaming
process
 Provides a set of tools and strategies to use with
teacher teams to improve their practice
▪ Videos
▪ Case studies
▪ Strategies
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Think about one of the teacher teams in your
building
Identify where you think this team would fit
on the rubric
Talk as a table about how you could use this
rubric with your teams.
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Discuss among your fellow team members,
what you’d like the focus of your KLA
learning to be next year. Are there questions
you’d like to propose, issues, problems of
practice??
Formulate your ideas collaboratively and
submit them.
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Our afternoon session will begin with an
update on the status of the Teacher and
Principal Effectiveness Framework.
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I will know I am successful when I can justify
the implementation of the new teacher and
principal effectiveness document.
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Teacher and Principal Effectiveness
Framework documents
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Presentation by speakers
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Participate in the Marzano instructional
strategy as described in the upcoming slides
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Get in groups of 3
You are going to be asked to summarize what
you hear so take notes as you hear the
information.
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After the teacher led segment or instructional chunk,
Student A in each group is asked to summarize in writing
what he or she remembers from the chunk. The other two
students in each group can contribute to Student A’s
summary.
 Summarizing requires students to create a personalized
account of the information gleaned from the input
experience.
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Student A in each group shares the group’s summary with
the whole group.
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The teacher asks if there are questions.
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The teacher asks one higher order question
after each group shares their summary.
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The question is asked to encourage students
to elaborate and extend learning.
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Students record answers in their academic
notebook.
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The teacher provides another chunk of 5 to 10
minute direct content instruction.
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The process is repeated with Student B
summarizing in each group.
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The process is be repeated a third time until
all students have had a chance to be the one
who summarizes and shares the content
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Finally, the teacher asks inferential questions.
This step is done as a whole class activity.
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The basic generalization from this instructional
strategy is that students must be actively
engaged in processing the content.
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The teaching-learning process is interactive in
nature.
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There is an overall positive effect on learning
with prominent use of high order cognitive
questions in the classroom, researchers
conclude. One particularly effective type of
inferential question is elaborative interrogation
(e.g., Why would that be true? Tell me why you
think so. It seems to me you are saying…). Such
phrasing allows a skillful interaction with the
students as the teacher tries to make explicit the
thinking the student is using to generate the
answer.
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I can apply the data from the Tell Survey to
make a positive impact for learning.
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Without data, all you are is just another
person with an opinion.
--Unknown
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"Say you were standing with one foot in the
oven and one foot in an ice bucket. According
to the percentage people, you should be
perfectly comfortable."
Manager Bobby Bragan
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Statistics are like a bikini. What they reveal is
suggestive, but what they conceal is vital.
--Aaron Levenstein
In other words………
Do not put faith in what statistics say until you
have carefully considered what they do not say.
--William W. Watt
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Conclusions not results move you forward.
Always remember context.
Look for what is there and what is missing.
Support your conclusions with evidence.
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Read the story
Talk at your table:
 What does this story illustrate about asking why?
 What does it tell us about decision making?
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Step 1: The First Why
 Why is ‘such and such’ taking place? List all responses,
leaving some room around them.
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Steps 2, 3, 4, 5: The Successive Whys
 Repeat asking “Why” for every statement listed.
 Post each answer near its “parent.”
 Follow up all the answers that seem likely
 As you trace the Whys back to their root causes, you will
find yourself tangling with issues that not only affect the
‘problem,’ but with the entire organization/school.
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Steer clear of blaming individuals. Blaming
individual people leaves you with no option
except to punish them; there’s no chance for
substantive change.
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Using your own Tell Data or the sample data
on Leadership identify a couple of pieces of
data that you think should be analyzed more
deeply.
Go through the process of the 5 Whys.
Use your questioning to draw conclusions
about the data.
Be ready to go back and find evidence to
support your conclusion.
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
http://www.tellkentucky.org/Using_Your_Dat
a
 School Improvement Guide Introduction
 Facilitator's Guide
 Facilitator's Guide Agenda
 Facilitator's Presentation
 Facilitator's Addendum
 Participant's Packet
 Construct Indicator Worksheets
 Individual Item Prompts
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What other information do you need to learn
more from your Tell Survey Data?
How could you use this back in your district?
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Stand
Stretch out both arms, palms upturned,
In your left hand picture all you knew about
the uses of the Tell Survey Data,
In your right hand imagine the information
you gained from today’s segment, then,
Raise both hands over your head, clap them
and say, “YES”!
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Char and our Content Specialists will provide
an update from the Networks since our last
session.
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What? Share the strategies (Stations activity, 3 Levels
of Text, Marzano’s strategy, Save the Last Word for
Me and 5 Whys) with your staff. Ask that they
implement one of the two strategies with fidelity from
today’s session during the next week with in their
classes.
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So What? Monitor the lesson and make notes on
the level of student engagement and content
processing.
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Now What? Bring your observations and findings to
your local PLCs for discussion of impact.
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Reeves, Douglas.(2011). Finding Your Leadership Focus: New York, NY. Teachers’
College Press.
Patterson, Grenny, McMillan,Switzler. (2002). Crucial Conversations: New York, NY,
McGraw Hill.
Dufour,R and Marzano, R. (2001,March).Leaders of Learning: Bloomington, IN,
Solution Tree
Van Clay, Soldwedel, Many (2011). Aligning School District PLCs: Bloomington, IN,
Solution Tree.
Moss, C.and Brookhart, S (2009). Advancing Formative Assessment in Every
Classroom:Alexandria, VA, ASCD.
Glanz, Jeffrey.(2006). School-Community Leadership, Thousand Oaks, CA,Corwin
Press.
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