DO NOW Mix it up! AGAIN.  Sit somewhere new. Pass it on… What category (from Beyond the Bake Sale) does your school fall into? Write it on the board.

School-based Systems Developed by Mary Russo

School Instructional leadership October 7, 2015 Class 5: Trust & Family Engagement

From last class Plus Delta Cultural Proficiency work Way to track unanswered questions Staying in problem diagnosis rather than jumping to action planning Preview next week unnecessary? Authentic work on an adaptive challenge Ending 10 minutes late Technology glitch Coffee before class Embarrassing to call out people who are late Assigned groups More helpful to do this activity with our practicum sites

Learning Targets for Class #5 I can give examples of relational trust and how to operationalize it in schools. I can describe the dual-capacity framework for school-family partnerships and how it applies to my school (and PAL 4). I can give and receive feedback about facilitation skills.

Agenda Trust Family-School Partnerships Preview next week’s readings Family perspective Dual-capacity framework Consultancies Preview next week’s readings Plus/Delta

Relational Trust Mutual Vulnerability Staff  Students Staff  Families Teachers  Teachers Principal  Teachers “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.” (Bryk & Schneider)

Relational Trust Reflect on your practicum site: What evidence do you see of existing relational trust? What specific behaviors and/or systems build this trust? What evidence indicates a need for more trust? What specific behaviors and/or systems could build more trust?

Relational Trust “As individuals interact with one another around the work of schooling, they are constantly discerning the intentions embedded in the actions of others. They consider how others' efforts advance their own interests or impinge on their own self-esteem. They ask whether others' behavior reflects appropriately on their moral obligations to educate children well. These discernments take into account the history of previous interactions. In the absence of prior contact, participants may rely on the general reputation of the other and also on commonalities of race, gender, age, religion, or upbringing. These discernments tend to organize around four specific considerations: respect, personal regard, competence in core role responsibilities, and personal integrity.” -- Bryk & Schneider

Operationalizing Relational Trust Reflect on your practicum site: What evidence do you see of existing relational trust? What specific behaviors and/or systems build this trust? What evidence indicates a need for more trust? What specific behaviors and/or systems could build more trust?

Insights from a Family Advocate

Small Group Work Group sharing: What evidence led you to assign your school to this category? Consultancy Presenter shares dilemma Group asks clarifying, factual questions Group discusses dilemma, brainstorms action steps Presenter reflects Debrief of facilitation

Debrief Consultancies What were stuck points / barriers in improving family-school partnership? What assets could help? Insights / takeaways about school-family partnerships? REMINDER: For PAL 4 to be meaningful  must start early. (Can also start very small.)

Cohort Norms Revisited

Courageous Conversations Assignment Different levels of experience with this assignment Students last year: led faculty group about race and equity at practicum site co-led a discussion group for white, male allies within SLP co-led a discussion group for men of color within SLP led OLS sessions addressing cultural proficiency helped choose articles and discussion questions for weekly middle school team meeting about cultural proficiency at practicum site

Preview Next Week Simulation: Read all cases. Choose one and read multiple times very closely. Be prepared to role play how a school leader would be involved. Move Cattach reading to recommended reading. Replace with PAL 4 from Candidate Assessment Handbook (pp. 86-106). MUST register (for free) on PAL website: ma-pal.com

Plus/Deltas

Parent-Teacher Conferences http://www.edweek.org/ew/articles/2015/09/30/parent-teacher-conferences-get-a-makeover.html?cmp=SOC-EDIT-FB

Trust No significant learning occurs without a significant relationship. --James Comer Relational trust is the connective tissue that binds individuals together to advance the education and welfare of students. -- Tony Bryk & Barbara Schneider