Leadership Academy September 29, 2009 Jeanne Cowan Janet Hensley jcowan@tie.net Janet Hensley jhensley@tie.net www.tie.net

South Dakota Department of Education Secretary Tom Oster Welcome South Dakota Department of Education Secretary Tom Oster

Goals: Introduce DuFour’s Revisiting Professional Learning Communities at Work with focus on shared mission and vision. Deepen understanding of the principal’s role in the eight leadership responsibilities associated with effective professional learning communities. Begin developing leadership action plan including evidence of effectiveness. Build personal and professional capacity through networking with other principals and mentors.

Agenda 8:15 - 9:15 Opening / Update on SDI+ 9:15 - 9:30 Break 9:30 - 11:15 Leading Professional Learning Communities: Starting with a Vision 11:15 – 12:00 Treopia Washington (Guest speaker from National Board) 12:00 - 12:45 LUNCH 12:45 – 2:45 Eight Leadership Responsibilities Associated with Purposeful Learning Communities Leadership Action Plans 2:45 – 3:00 Closing and Evaluation

Norms Take care of your own needs Limit side conversations in large group Raised hands = rejoin the large group Mute cell phones Respect others’ opinions and viewpoints Others?

Year 3 Project Update Incentives Matrix Individual Leadership Roles and Responsibilities (BLT/CWG) Individual Effective Development (TakeOne/NB/Leadership Academy) We must have: School Information Sheet (one list per school of BLT members, # of CWGs) jcowan@tie.net Personnel Information Sheet and 2 W-9s (for everyone who wants to be paid!) Must be verified at the building and district levels

Fall Payments School-based Performance Awards TakeOne score received D-STEP School AYP AYP Reading Growth in Math Other: DACS, SAT 10 TakeOne score received

Multiple Observations/Evaluations TIF legislation states, “that such performance-based compensation systems must consider gains in academic achievement as well as classroom evaluations.” “conduct multiple times during each school year” Multiple Evaluations each school year means more than one Walkthroughs Self-evaluations & Feedback Scheduled observations Can be done by principals or assistant principals (must be equivalent to teachers’ classroom observations) Maintain records of evaluations for each participant not enrolled in TakeOne or NB certification process.

360 Survey principals teachers principals’ supervisors mentors Gathers information from at least three perspectives: principals teachers principals’ supervisors mentors Principals Mentors Teachers Supervisors Enables principals to identify differences in their self-assessed leadership behaviors and the perceptions of their staff members and supervisors.

360 (continued) Based on McREL's meta-analysis of research examining the impact of school leadership on student achievement (School Leadership that Works: From Research to Results, Marzano, Waters & McNulty, 2005). Will be completed during the second semester and again at the end of the grant period. "Our research on school leaders makes it clear that principals can have a profound impact on student achievement. This survey answers the increasingly loud call for research-based guidance to help school leaders become more effective in helping all students achieve.” Tim Waters, McREL President and CEO

How was the tool implemented? What was learned from implementation? The “Formative Tool” Purpose: Provide formative data for assessing effective implementation and informing next steps for improving the BLT/CWG process and impact. Options/suggestions for use: BLT might use this for discussion and assessment of its own BLT progress BLT might decide to use this with the CWGs and have them assess themselves and their progress BLT might use this to identify priorities for their work BLT might use this as a “roadmap” for growing How was the tool implemented?   What was learned from implementation?  

Guides and Checklists Quarterly accountability for BLT and CWG events (required) Monthly guide and checklist (optional)

Professional Learning Communities at Work (DuFour) Revisiting Professional Learning Communities at Work (DuFour) Oct 14-Feb 23 Online Course WebCT Dr. Marilyn Hofer, Instructor

Registration is OPTIONAL!   Participants will: Focus on their own learnings from working with PLCs. Identify steps to promote the PLC concept in their own school. Focus on the principal’s role in guiding the PLC work . Engage in practical and reflective activities to integrate the new research regarding PLC work in their own school. Two hour graded graduate course through the University of Sioux Falls. Participants will participate weekly in the threaded discussion and reflect upon their learnings. The text for the course is Revisiting Professional Learning Communities at Work: New Insights for Improving Schools (provided by SDI+ Offered only to participants in the SDI+ Leadership Academy at this time. Tuition will be paid by SDI+. Registration is OPTIONAL!

Break

Leading Professional Learning Communities: Starting with a Vision

The Four Pillars of a PLC - Mission - Vision - Values - Goals

Pillar # 1: MISSION “Why do we exist?” Mis-sion [mish-uhn] – noun “The fundamental purpose of an organization.” The mission of an organization is found by answering the question: “Why do we exist?”

“Our mission … [because] we choose to accept it …” Learning!

Fundamental Questions to Answer: MISSION Fundamental Questions to Answer: 1. What is it we expect all students to learn? 2. How will we know when they have learned it? 3. How will we respond when they don’t learn? 4. How will we respond when they already know it?

Cultural Shift: Developing a Mission Statement Traditional Schools Professional Learning Communities Is generic Contains belief statements such as, “we believe all students can learn.” Clarifies what students will learn Clarifies how we will know what students have learned Clarifies how we will respond when students do not learn

The Four Pillars of a PLC - Mission - Vision - Values - Goals

Pillar # 2: VISION vi -sion  [vizh-uhn] – noun “A realistic, credible, attractive future for an organization.” The vision of an organization is found by answering the question: “What do we hope to become at some point in the future?”

Shared Vision The process of developing a shared vision or describing the school and district we are seeking to become involves a collaborative dialogue that assesses the present and envisions the future.

Professional Learning Community Shared Vision Traditional School Professional Learning Community Uses averages and opinions Deteriorates to a wish list Is ignored Is dictated Is research-based Is credible with focus on essential areas Is used as a blueprint for improvement Is shared

Review of First Two Pillars of a PLC Mission: Clarifies Priorities/Sharpens Focus Vision: Gives Direction

Resources You May Use… Revisiting PLCs at Work Reading Guide for Chapters 4-6 Chapter 4-6 Summary handout Your district or school mission/vision statement

Holding Environment A holding environment is a figurative “safe place” for all staff members to talk about what is going on in the organization. It is where they can talk with one another about the challenges they face, debate issues, and clarify assumptions. Examples: Structured dialogues Protocols Strategic questioning Study groups Focus groups

PLCs and Protocols PLCs are structures, ways of grouping people, for the purpose of professional learning. Protocols are an example of powerful professional learning. They provide a process and structure for conversation or discussion. They can also: Protect the presenter and participants Deepen discourse Promote inquiry

World Café World Café conversations are intentional ways to create a network of conversations around questions that matter. A Café conversation is a process for leading collaborative dialogue, sharing knowledge, and creating possibilities for action in groups of all sizes.

World Café Process Identify a volunteer to be the “host.” Discuss the question for 15 minutes. Record your thoughts and ideas on paper. Be creative—feel free to use pictures, drawings, etc. At the signal, rotate to a new table and repeat steps 2 and 3. (Host does not move.) Return to your original table and discuss the other group responses. Be prepared to share with the whole group. http://www.theworldcafe.com/articles/cafetogo.pdf

World Café Question

Professional Learning Community Taking ACTION “Perhaps the greatest insight we have gained in our work with school districts across the continent is that schools that take the plunge and actually begin doing the work of a PLC develop their capacity to help students learn at high levels far more effectively than schools that spend years preparing to become PLCs through reading or even training.” - Richard DuFour, et. al. Learning by Doing

What did you learn? How will you use this process in your work? World Café Debrief What did you learn? How will you use this process in your work?

Treopia Washington National Board

Voices From the Field: Karen Fox Principal, North Elementary School –Todd County Building a schedule to allow collaborative sharing time among teachers Lessons learned

Balanced Leadership Framework Marzano Balanced Leadership Framework

8 Leadership responsibilities that lead to Effective Purposeful Learning Communities Affirmation Involvement with CIA Change Agent Knowledge of CIA Communication Monitor/Evaluate Contingent Rewards Optimize Culture Order Discipline Outreach Flexibility Relationships Focus Resources Ideals/Beliefs Situational Awareness Input Visibility Intellectual Stimulation

Culture The extent to which the principal ... Practices Used to Fulfill the Areas of Responsibility Fosters shared beliefs & a sense of community and cooperation Promotes a sense of well being among teachers and staff Promotes cohesion among teachers and staff Develops an understanding of purpose among teachers and staff Develops a shared vision of what the school could be like Promotes cooperation among teachers and staff

Evidence of Effectiveness Discuss goals and evidence of effectiveness How will you know what you planned was successful?

Culture

LeadershipResponsibility Affirmation Culture Beliefs Ideals/ LeadershipResponsibility Input Visibility Awareness Situational Communication 8 Responsibilities

Group Tasks Go over possible activities. Discuss evidence of effectiveness. Discuss how this could be shared with your Building Leadership Team.

Work Time

Original Groups Share one responsibility and possible activities. Discuss evidence of effectiveness. Discuss how this could be shared with the Building Leadership Team. Will be working on your action plan next

Leadership Action Plan

Action Plans Action Plans are due October 30 (different date than mentioned previously) Profiles for new principals – due October 1

Work Time

Voucher / Evaluation Instructions will be provided!

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