Key Leaders Network“Making Connections”

October, 2012Alabama Best Practices Center

Learning Outcomes

1. To explore Hattie’s mind frames and consider their impact on school culture

2. To reflect on what schools in our district are doing to transition to CCRS and to learn with and from colleagues from other districts about ways we can support these efforts

 

Learning Outcomes, cont’d

3. To reflect and plan with my district team and make decisions about how to support our schools transition to CCRS and create a culture that focuses on student learning

4. To co-create a community of practice with colleagues across the state

Organizing for Work in Collaborative Groups

Ground Rules •Focus and task-orientation

•Openness and respect all points of view•Active listening

•Equitable participation by all•Think time

Organizing for Work in Collaborative Groups

Roles and Responsibilities ▫Facilitator

▫Recorder/Reporter▫Timekeeper

▫Materials Manager

 Activity 1: District Team Warm-Up

• Review the learning outcomes for today.

Speculate as to the potential value of attaining

each target.

• Talk about what your central office is doing to support schools’ transition to CCRS (Target 2), and the challenges and issues related to this work.

• Each team member should record a different idea related to Target 2 on an index card and write the name of the district on the card.

Activity 1 (cont’d.) Give One/Get One

• Taking index card with you, stand up and find someone from another district.

• Exchange ideas and cards, so that you are now holding the index card with your colleague’s idea. You will be responsible for sharing this with someone else.

• Repeat the process—continuing to exchange cards and talk about the work in other districts. You will always be sharing ideas written on most recent card you received.

Activity 2: Where Do We Need Focus?—Situation Analysis

Part I: Determine Where Your Schools Are in Implementation of CCRS.

• Individually read the three “situations,” thinking about the extent to which each may describe one or more schools in your district (p. 3 of activity packet)

• As a district team, talk about your perceptions of best matches

Activity 2-Part II: Think Together About Appropriate Central Office Support

• If appropriate, divide into two or more groups.

•Think together with colleagues about what the district might do to best support selected schools, given their current situation.

•Be ready to “go public” with your conversation as colleagues from other districts listen in during next activity.

Activity 3: Sharing with Other Districts—Tuning Protocol

Step One:

• The “presenting” team members talk with one another about ideas for supporting schools’ CCRS implementation.

• Listening team members listen actively and take notes, preparing to ask questions and provide feedback. Do not interrupt for questions at this point. (Up to 10 mins.)

 

Tuning Protocol, Step 2—Questions from Listening Team

•Listening team members pose questions to presenting team for clarification.

•Presenting team members answer each in turn.

Caution: Do not get engaged in discussion at this point. The idea is for Q & A only. (2-4 mins.)

Step 3: Listening Team Members React to Presenting Team’s IdeasListening colleagues talk about…

(1) what they heard presenting team members say—and what they find particularly interesting, potentially effective, and/or critically important. (2) any suggestions they have for fine-tuning or adding to the presenting team’s proposal.

Presenting team listens actively and takes notes.—but does not interact with the listening team.(8 mins.)

Step 4: Presenting Team Reflection

•Presenting team members respond—stating what they learned from colleagues’ dialogue—and identifying useful ideas that they may wish to consider. (2 mins.)

Debrief of Tuning Protocol

•Talk together about what you learned from one another and what you hope to do to support your schools as a result of the reflection, dialogue, and feedback. (5 mins.)

District Team Conversation & Planning

•Talk about what you learned from other districts that might transfer to your district’s work in transition to CCRS.

•As a team, consider specific next action steps you might take to support CCRS implementation in schools in your district.

Activity 4: Exploring Mind Frames depicted in Visible Learning for Teachers 

•Each team member selects a different mind frame to explore.

•Move to area designated for your mind frame.

•Form groups of 3-4 with others exploring your mind frame.

•Follow directions on Activity Sheet #4 .•Return to district team and share around.

District Team Dialogue and Planning

▫To what extent do you believe the behaviors of leaders and teachers in your district are congruent with this mind frame? What’s your evidence?

▫Now, talk about how you can share these findings with district leaders, school leaders, and teacher across your district. How might you go about working to incorporate these mind frames into the culture of your district?

District Team Conversations and Planning: Goal-Setting for Team Work

•Team Conversations

•Developing draft goals for KLN work

Activity 5: District Team Planning—Transfer of Today’s Learning

I. Highlights of Today’s Session

II. Learning from Other Districts

III.Questions and Requests for Assistance

Please leave one completed copy of this form

in center of your table as team feedback to ABPC.

Preparing for January KLN Meeting•“Read Chapter 4-5, Visible Learning for

Teachers.

•Explore the New Tools Available — “Insight”, Global Scholar and ACT’s QualityCore.

Closure and Feedback

Please complete the individual session feedback form before departure.

Safe Travels! See you in January!