Leading with Trust LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh The...

Leading with Trust

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh

The Learning Walk® Routine

Building Community, Improving Practice

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Goals

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• To understand why trust is required in an environment where teachers can take risks

• To understand the role trust plays for the Learning Walk Routine to function as a builder of community

• To build common understanding of how to use theLearning Walk Routine to improve practice

Social and Human Capital


• “Trust, shared learning, and goals created by social networks and relationships”

- Leana and Pil, 2006

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Trust is Important


• “ Without trust, it is unlikely that schools can be successful in their efforts to achieve their academic mission.” - Tschannen-Moran, M. (2004). Trust matters. San Francisco: Josey-Bass.

• “ The more we trust each other, the better we are able to cooperate, and therefore the better are our prospects for progress.” - Cook, K.S., Levi, M. and Hardin, R. (eds.) (2009). Whom Can we Trust? How Groups, Networks and Institutions Make Trust Possible New York: Russell Sage Foundation Publications.

• “ Trust acts as a catalyst for change processes that instrumentally connect to improving academic productivity.” - Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for

improvement. New York: Russell Sage Foundation

• “ Trust is likely the most important element in the development of a learning community.” - D Vodicka. (2006). The four elements of trust. Principal Leadership 7(3), 27-30.

Trust Increases Mindfulness


• “The researchers asserted that mindfulness depends on trust to create an environment where the staff feels safe to identify errors and address them as learning opportunities. In addition, the principal must trust teachers to experiment with different strategies, work collaboratively, and build resilience (Hoy, Gage & Tarter, 2006).”

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Task 1


• Review pre-reading, Bryk, A. and Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45 for key ideas.

• Identify key ideas and be prepared to share with the group.

Significant to Text


• Select one moment that strikes you as most significant to the text. Think about how that idea relates to English Learners.


Significant moment Explanation of the significance to the text

“Our overall measure of

school trust, on the basis

of approximately two

dozen survey items

addressing teachers'

attitudes toward their

colleagues, principals, and

parents, proved a powerful

discriminator between

improving and

nonimproving schools. A

school with a low score on

relational trust at the end

of our study had only a

one-in-seven chance of

demonstrating improved

academic productivity.”

(page 43, paragraph 4).

This moment makes an important point about the impact of school trust on educational achievement: namely, that it is a necessary condition for improvement. Embracing trust in a school involves a shift in the typical way of doing things—i.e., a shift in culture, in ways of behaving for both teachers and administrators. Principals, therefore, must realize their important role in inviting or “norming” teachers into this culture. This moment is significant because the entire body of research on school trust has found that without trust, there is no community, there is no efficacy, and there is no progress. It is so powerful in a myriad of ways. For English Learners this may mean all trying to understand how to honor their culture and first language so that they are contributing members of the student body, and being aware of when ELs and their parents need to use their first language to learn and understand.School leaders can also remember to have translated documents and translators at meetings.

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What We Know

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• The literature clearly identifies trust as a key component of successful schools.

• Schools where high levels of trust exist are three times more likely to yield positive student outcomes than schools where there are low levels of trust.

Key Considerations

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• Respect - Conversations are marked by genuinely listening to what each person has to say and by taking these views into account in subsequent actions. Even when people disagree, individuals can still feel valued if others respect their opinions.

• Personal Regard represents another important criterion in determining how individuals discern trust. Such regard springs from the willingness of participants to extend themselves beyond the formal requirements of a job definition or a union contract.

• Competence in Core Role Responsibilities - School community members also want their interactions with others to produce desired outcomes. This attainment depends, in large measure, on others' role competence.

• Personal Integrity - Perceptions about personal integrity also shape individuals' discernment that trust exists. The first question that we ask is whether we can trust others to keep their word.

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The Learning Walk Routine

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A Tool for Improving Teaching and Learning While Building Community


Task 2The Learning Walk Routine


• Take about 10 minutes to review your key ideas. See the Learning Walk Routine handout, pages 5-19 for key ideas from your pre-reading.

• What are three or four key ideas you garnered from reading Learning Walk Routine handout? Use the space provided to write down the key ideas and page number so that you can locate them easily.

• When finished, please share your key ideas with a partner. Be prepared to share at your table.

Task 2The Learning Walk Routine


4. At your table, go over the key ideas and use chart paper to respond to the questions below. Appoint a facilitator, recorder, and reporter.– What are the strengths of the Learning Walk Routine?– What are the significant ideas that we need to keep in

mind?– What questions do you have?– When you complete your chart, place it on the wall.

When all charts are up, walk around and read them. Once everyone has had the opportunity to read the charts, each reporter can take one minute to summarize the table’s thinking. Each table group should be prepared for questions as we engage in a discussion as a large group.

What Is a Protocol and Why Do We Need One?


• Procedural steps and guidelines to organize discussion and structure participation so that:

• Typical responses to student work are slowed down

• Describing the work without judging is the rule

• Participants raise questions, issues, and dilemmas triggered by the student learning

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Adapted from “Looking at Student Work for Teacher Learning, Teacher Community and School Reform,” Little, J.W. et.al. Phi Delta Kappan,

85 (3), 188.

The Protocol


• The protocol used in the Learning Walk Routine has the following features:

• It is grounded in a commitment to an effort-based concept of intelligence and education;

• It uses the lens of the Principles of Learning;

• It is not evaluative;

• It is focused on student learning as much as on teaching;

• It is always a part of a recursive professional development cycle;

• It is evidence-based rather than judgmental;

• It uses a particular protocol that must be learned and followed.

The Learning Walk Routine Protocol

Preparation


StepsNorms During

The ObservationNorms After The LWR

Observation• All observers

are trained to participate in all steps of the observation

• Observers must include some individuals who have deep understanding of the content observed

1.Pre-Conference

•Facilitator selects the focus of

the observation during a pre-

conference with observers

•Observers participating are

oriented by facilitator prior to

the classroom observation

• Do no harm

• Use only

objective

statements

• Use descriptive observer. This

statements

•Do not fix

teacher

•Do not praise

or state dislikes

•State the facts

only

• Do not interrupt

instruction

Do not discuss

the observation

with anyone who

was not an

observation is for

data gathering

purposes only

and is not to be

used for

evaluative

purposes.

2.Classroom Observation

3.Debrief

4.Quality Feedback to teachers by principal

5.Next steps are planned

Task 3. Part A: Understanding There Is a Focus When Conducting an Observation

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• Prior to conducting an observation there is a conversation with the teachers(s) to have clear expectations. Set the goals for the observation. The goals can be converted to a question that is answered with evidence from the observation.

• Today, we are observing a class through video, thus the facilitator will select the focus.

• This lesson is engaging students in a rigorous reading comprehension lesson so the focus will be on finding evidence that the students are understanding the story.

• The question for this observation is: What did the students do and say that demonstrated understanding of The Wolf’s Chicken Stew? Evidence you gather from this observation must respond to this question.

Task 3. Part B: Conducting the Observation


• Prepare to observe a teacher who is working on teaching rigorous reading comprehension. The teacher is working with English Learners at beginning andmid beginning level of English proficiency.•Supporting Rigorous Reading Comprehension for English Learners•The Wolf’s Chicken Stew by Keiko Kasza•Teacher: Yvette Celorio Reyes•Coach: Gloria Sullivan•Wooldridge Elementary School•Austin Independent School District

•Watch the videotape of the lesson and observe carefully for evidence that willrespond to the question we have selected for observation.•Find the Learning Walk Routine Evidence Sheets provided for note-taking on the left hand side of the folder. Use them to write your observations of this classroom.•After your viewing, take time to look at the evidence sheet you have and use the transcript of the video to garner any evidence you may have missed. Select two observations that respond to the question and fill out the chart provided below. Be prepared to share with the large group.

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Task 3. Part B: Conducting the Observation


• Watch the videotape of the lesson and observe carefully for evidence that will respond to the question we have selected for observation.

• Find the Learning Walk Routine Evidence Sheets provided for note-taking on the left hand side of the folder. Use them to write your observations of this classroom.

• After your viewing, take time to look at the evidence sheet you have and use the transcript of the video to garner any evidence you may have missed. Select two observations that respond to the question and fill out the chart provided below. Be prepared to share with the large group.

The Learning Walk Routine Evidence Sheet

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LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of PittsburghLEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 21

The Wolf’s Chicken Stew Video

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Task 3. Part B: After the Observation

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• After your viewing, take time to look at the evidence sheet you have and use the transcript of the video to garner any evidence you may have missed. Select two observations that respond to the question and fill out the chart provided below. Be prepared to share with the large group.

Evidence-Based Reasoning Sample

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Observations

I saw, I heard, I noticed

Analysis

This seems evidence of

Interpretation of Cause and Effect

This leads me to think…This supports the

learning of the teacher or students

by…

Questions or Suggestions

Therefore I wonder

“Is there any other type of um, or soup that your mom makes that has a lot of stuff inside, not just soup?”

Teacher is tapping into students’ background knowledge for their understanding of stew.

Ensuring that the students have conceptual knowledge of word critical to understanding of this story.

I wonder how the students will continue to learn and use the words in the story?

Reflection


1.Relational trust is characterized by four specific considerations—Respect, Personal Regard, Competence in Core Responsibilities, and Personal Integrity. What are the authors saying about these (pp.41-42)? Select one and share how it could be demonstrated during the Learning Walk Routine.

2.Bryk and Schneider write on p. 41, “Consequently, deliberate action taken by any party to reduce this sense of vulnerability in others—to make them feel safe and secure—builds trust across the community.” Given this, what should attention be paid so that the Learning Walk Routine builds trust and community?

Bridge to Practice


• By _, observe at least two classrooms where teachers are working with students on rigorous reading comprehension using and interactive read aloud approach. Collect evidence on the Learning Walk Routine Evidence Sheets provided. Then, take two pieces of evidence and analyze them using the Evidence-Based Reasoning Protocol.Reflect in writing on the experience. What went well and was difficult. Draw on specific examples from observation to support your ideas.

• Be prepared to share your reflection with your colleagues on .

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