STF Training Summer 2013
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Transcript of STF Training Summer 2013
STF TrainingSummer 2013
What is the role of the STF….
In implementation of each of the Four Pillars?As a member of the school team?As a member of the TDS team?
In the Diplomas Now partnership?As a facilitator of change processes?
In building capacity of others?
Four Corners
What’s your area of greatest strength as an STF?• Corner 1: Pillar 1• Corner 2: Pillar 2• Corner 3: Pillar 3• Corner 4: Pillar 4
• Talk with a partner at your corner about what makes this a strength for you
Four Corners
What’s your area of greatest challenge as an STF?• Corner 1: Pillar 1• Corner 2: Pillar 2• Corner 3: Pillar 3• Corner 4: Pillar 4
• Talk with a partner about what you might use from this week’s training to strengthen this area?
Day One Reflections
Questioning?
Leveraging your Team
Building up Tier I
My role as an STF
Recognition of Excel/ Access stars
Keep Calm and Know Why We Do What We Do
Connecting a Brief History to Today’s Landscape
How Does This Connect to a Day About Facilitator Tools?
The school-based transformational facilitator is responsible for leading the successful implementation of the TDS model’s approaches to improved student school performance through: • effective staff leadership and• organizational, instructional and curricular
changes within the school that result in an improved climate and culture.
Why are we doing what we do?Knowledge of local context allows us to look at research in ways that help modifications end up as actions that match our intentions.
Choose a topic from the four available.Directions are at the station.We will share two minutes per group your initial thoughts about the thinking prompts for that topic.
Why course performance…isn’t it about the exit exams?
Read the passage:• How does/(Does) this research support
the EWI data collected in the DN model?• What implications does this have around
conversations at your school specific to how course performance is determined?
• How might you use this information to influence thinking with those at your school?
Review the chapter for this station:• Choose one of the Academic Behaviors –
How do our model components support that behavior?
• How can we make the reason for those supports more explicit for teachers and students?
Middle Grade Transitions
Review this case study:• What supports might we provide to
promote adults making intentional choices about classroom environments and teacher practices that coincide with what we know about middle grade development?
• Are there structures in our model that might be leveraged more fully?
Ninth Grade a Critical Point of Intervention
Reread Academic Behaviors, More Than… and A Ninth Grade Problem, Not a High School Readiness Problem:• How might you use this case study
with staff at your school to develop model awareness?
• Are there ways to more explicitly connect model components and recommendations to rationale?
Thank you for all you do
Sometimes an objection is an invitation for dialogue.
Using DN to Meet Our Educational Challenges
Two Drivers of Student Success
Quality of Coursework-Shapes Mind (in part can be measured by grades)
Quality of supportive and effective adult relationships-Shapes Will (in
part can be measured by student surveys)
How Many Students Experience Quality Coursework and Have Quality Adult Relationships Drives School Success
Each is impacted at whole school, classroom, and
individual level-the three tiers DN and the four pillars of TD
are designed to support
4 Diagnostic Questions About Students
Question• STF, Teacher Teams + CY
+ CIS
• STF, Success Highways Assessment, CIS
• Mastering Middle Grades, Freshmen Seminar + CY
• CY Near Peer Relationship, Career Academies, CIS
DN Tools
STF, Teacher Teams + CY + CIS
STF, Success Highways Assessment, CISMastering Middle Grades, Freshmen Seminar + CY
CY Near Peer Relationship, Career Academies, CIS
• Are they regularly attending school? If not, why not?
• Are they able to focus on schoolwork in school?
• Are they productively persistent i.e. trying in an effective manner?
• Do they connect school effort to life success?
4 Diagnostic Questions About Classroom InstructionQuestions• Which students are missing what
knowledge and skills assumed by grade level content?
• Are good lessons being consistently delivered and are students being asked to do quality coursework?
• How often do students end the day confused?
• Are students completing their class assignments? Are there effective second-chance opportunities for students to avoid failure?
DN Tools
Instructional coaches, PLC’s, TD extra-help labs and catch-up materialsInstructional coaches PLC’s
CY Corps members working with classroom teachers
Teacher Teams, Instructional coaches, CY and CIS
• Instructional coaches, PLC’s, TD extra-help labs and catch-up materials
• Instructional coaches PLC’s
• CY Corps members working with classroom teachers
• Teacher Teams, Instructional coaches, CY and CIS
The TDS Team Meeting
The Role of TDS Teams – A,B,Cs
Team A75-90 students
CounselorEnglish Teacher
Science Teacher
Attendance, Attendance, Attendance- Rewards and Incentives
- Collection and Analysis of Data
Improve Behavior - Positive School Climate
- High expectations/ reinforcement- Increased Parental Interactions
Improve Student Achievement – Course Performance
- Data-based strategies- Explicit teaching of skills
Math Teacher
SS Teacher
Exceptional Education
CY Corps Member
Grounding examples
• Ripples and joys• SOS (share our successes)• Strategy share • Highs and lows• Get-to-know-you share (ie, weekend/seasonal
activity, college major, dream job)• Impactful teacher/subject• One liner for what a student might say about you• Kudos/appreciations
Creating Team Meeting Agendas
• In your groups at your tables create an effective team meeting agenda
• You will need a recorder and a reporter
• Record the agenda on chart paper• Report out – share your agenda
Creating Team Meeting Agendas
• Take 5 minutes to amend your agenda based on the information gleaned from the other groups
Facilitation vs. Collaboration• A true facilitator remains neutral and
has no investment in outcomes• A collaborator works as part of the
group• The entire team has a collective
responsibility to be fully engaged and facilitate the engagement of others
Process Strategies
• Buy In– Consistency builds trust– Relevancy– Follow-through
Grounding/Inclusion
• Me-ness to We-ness• Sets tone• Allows people to get into the frame of
mind needed for the meeting
Disengaged Participant
Airtime data
Pairings/ Groupings
Positive Presupposition
**add sample questions
Sidetrackers
Parking lot
Relevancy check
Naïve questions
**add sample questions
Conversation Dominators
Pairings/groupings
Airtime Data
Satisfy Satisfy
Delay**add sample statements
Action Planning
• An Action Plan is to Teacher Teams AS a Lesson Plan is to Individual Teachers
The World Is a Loopy Place
Personalized Data
Relevance
Choice
Action
Our Agenda
• Step One: Select a Task Card
• Step Two: Create an Action Plan
Reflection Questions
• Questions• Rubric
Inspired by Open Space Technology
• Participants can select a topic that they would like to discuss
• Participants can enter or leave a discussion at any time
• New topics should be placed on the board
Topics
• Communication and transparency with TDS colleagues
• Holding partners and staff accountable for action items
• Capacity Building – Passing the torch for when DN is gone
Topics
• Whole school buy-in with FIDELITY!• Teacher effectiveness• Dealing with multiple data sets and
multiple systems• Working with special populations
(SPED and ELL)
Inspired by Open Space Technology
• Question: How can I get more information or find a better way to tackle ____________________________________________________________________________________________________________________________________________________ in my role as an STF?
After Lunch
New – EWI Meetings• Planning for Before,
During, and After
Breakout Room
STP – Action Planning• How do I use the new
STP format and what plans can I start on now?
Main Ballroom
Lunch
School Transformation Planning Process – Facilitating the Process
• Find the sentence starter that you like.
• Complete the sentence strip and place it on one of the four posters.
• If only the STP had….
• I found the STP process most helpful when…
• One thing I have had trouble with in the STP process is…
• If the STP process were an animal, it would be a…
The STP Planning process
Part I: Transformation Components
(Needs, Status, Goals)
Part II: Work Plan
Part III: Implementation
Review: Quarterly data reports, notes
from work plan, implementation
rubrics
Transformation Components
One student outcome goal One component for implementation
Current Status - Pillar One implementation goal
Student outcome goal
• Increase Course Passage
• To…
• We want to increase the percentage of students who are passing 9th grade English to 90%
One student outcome goal
• Identify one goal that your school has for the upcoming year• Attendance, Behavior, or Course
Performance
SMART Goal
• Be more alert at work
• To…
• (Get so tired that you have to) sleep at least 8 hours per night
SMART Goal
• Improve team meetings
• To…
Current Status - Pillar
One implementation goal
• Identify components from one of the pillars that your
school has in place
Work Plan
Goals Pillar Actions (dates and point person)
Evidence of Progress
Next Steps
By the end of the year, every classroom will be using multiple cooperative learning strategies
Take one goal that you have or one of the sample goals provided
Implementation Review
• Complete the component below for your school using the team meeting rubric
• How would you discuss the progress towards your goal with your school leadership?
The STP Planning process
Part I: Transformation Components
(Needs, Status, Goals)
Part II: Work Plan
Part III: Implementation
Review: Quarterly data reports, notes
from work plan, implementation
rubrics
Next Steps
• Meet with your TDS team and DN partners
• Components and goals completed this summer
• Ask questions and discuss with school partners
What is the role of the STF….
• In implementation of each of the Four Pillars?
• As a member of the school team?• As a member of the TDS team?• In the Diplomas Now partnership?• As a facilitator of change processes?• In building capacity of others?
Two areas of focus
Expansion of your skills in building
capacity and skills of a facilitator
Continued expansion of your
expertise in how we can meet the needs
of schools with implementation of the TDS/DN model
components
Closing
• Each participant will create your own Keep Calm slogan for the work in your building
• Get your picture taken with your sign
Extra Slides
Component Strong/ Advanced Partial Low Notes
Pillar I: Teacher Teams and Small Learning Communities• Collaborative Work
Time
Team Meeting Rubric
Transformation ComponentsOne student outcome goal One component for
implementation
Current Status - Pillar One implementation goal
Work Plan
Goals Pillar Actions (dates and point person)
Evidence of Progress
Next Steps
Take one goal that you have or one of the sample goals provided
Implementation Review
• Complete the component below for your school using the team meeting rubric
ComponentImplementation Level
1 2 3 4
Pillar I: Teacher Teams and Small Learning Communities
Potential Next Steps for technical assistance or training