Superintendents’ Network: The Role of the Facilitator May 20, 2008

Agenda Framing our work Rounds play-by-play and analysis Designing your network Reflection and Debrief

How will we learn and grow together?

District-wide improvement plan Walkthroughs District-wide improvement plan Network

Starting and Sustaining a Network (I): Where we are trying to go? An organizational structure that can support the work A “safe space” for personal learning (Psychological safety): Peers and fellow participants A focus on personal learning for all An approach to improvement that is framed by theory and anchored in practice: A strong focus on problems of practice A clear commitment to follow-up action A common theory that connects to the instructional core A culture that supports the work: norms and protocols Recruitment (and start-up timing) Size and selection Maintaining membership and commitment Engaging others (beyond superintendents) Implementation and staying connected to other networksRecruitment (and start-up timing) Implementation and staying connected to other networks

Starting and Sustaining a Network (II): How do we get there? Recruitment (and start-up timing) Size and selection Maintaining membership and commitment Engaging others (beyond superintendents) Implementation and staying connected to other networks Recruitment (and start-up timing) Size and selection Maintaining membership and commitment Engaging others (beyond superintendents) Implementation and staying connected to other networks 6 6

What support will we have? From Harvard: 2 visits in the fall Availability by phone/video for your facilitator meetings Book in progress—drafts to be shared Electronic copies of our work Possible spring convening of facilitators at Harvard

Rounds play-by-play and analysis Behind-the-Scenes & Prep What kind of background knowledge/context do observers need before visiting? Is there a place for hard data analysis? How do you ensure that all observers have solid knowledge base on the problem of practice? # in classroom at a time? Scheduling? Do you intentionally want the different groups to see the same teachers? Is there assistance for the hosting school to design/create their P.O.P.?

Rounds play-by-play and analysis Debrief and Next Level of Work Could the building leadership team be part of this process? How could this be beneficial/nonbeneficial? Is what we did today just how we would do it? Protocol to follow? Do you report all evidence (evidence that practice is not happening as well as evidence that it is)? Is the snapshot reliable?

Rounds play-by-play and analysis Debrief and Next Level of Work When does descriptive stop, predictive start, and when does that cross over into evaluative? How can the next level of work be more specific? Explain current structures, initiatives, PD? How do we honor teachers and their prior work? What happens next (Is the debrief shared? How? Is there a protocol? What follow-up does the supe. receive)?

Best Practice in Rounds… So Far Conduct a school visit and debrief every month Connect the work to a district theory of action Provide collegial support in between visits Convene a Think Tank to guide the work Continue to revise the process to push practice

Designing your network In your AEA groups, begin discussing your network Use the design sheet as guidance for your discussion

Reflection Complete Connections to Your Own Work Pair share

Feedback + What’s one thing that helped your learning today? Д What’s one change we could make that would help your learning?