DO NOW Mix it up! Sit somewhere new. Pass it on… Get a few sticky notes out for today. (find them in the plastic organizers)

School Instructional leadership September 30, 2015 Class 4: Planning for Improvement

SLP 2016 Cohort Norms Value vulnerability and truths over peace. Create collaborative, transparent relationships. Seek voices, feedback and unlearning. Honor balance, confidentiality, and difference.  Committee needed to: solicit input revise if needed share back with cohort.

Learning Targets for Class #4 I can explain how a theory of action fits into an overall improvement process. I can draft a theory of action and implementation plan for increasing cultural proficiency at a school. I can explain the requirements of the Courageous Conversations and School-based Systems assignments.

Agenda Review Plus/Deltas from last week Theory of Action within overall improvement process Cultural proficiency continuum Create TOA about increasing CP Upcoming assignments Preview next week’s readings Plus/Delta

From last class Plus Delta Videos SpEd ≠ UDL Small group interactions Temperature Integrating practicum experiences Long time on norms Arrive on time What would you do if this were your school? More time to explore disagreements Pace Kafele reading Showing plus/delta concern

Problem-solving cycle

District example

School-level example Problem Diagnosis Theory of Action Data analysis Root cause analysis Theory of Action If we build school-wide understanding and coherence in interdisciplinary (ELA, Math, Science, and Social Studies) instructional strategies around language development and vocabulary, then we will see improvement in the achievement of our Black students for whom English is not the language spoken at home, as well as all our students. We believe that our work on L/V is necessary, but not sufficient to fully address our identified learner-centered problem, therefore we will also convene a multi-grade task force that will explore and identify possible steps to further address issues relating to our black students that go beyond our instructional focus on L/V, e.g. curriculum (does our curriculum engage/motivate black students, is our curriculum inclusive of different cultures), instructional methods, discipline, staffing, family engagement, etc.

Cultural Proficiency Continuum Think of your school context for last 2 years (incl practicum) For each point on the continuum: write down comments, behaviors, policies, practices of staff that are related to this point Cultural Destructiveness: See the difference; stomp it out. Cultural Incapacity: See the difference; make it wrong. Cultural Blindness: See the difference; dismiss it. Cultural Precompetence: See the difference; recognize what you don’t know. Cultural Competence: See the difference; understand the difference that difference makes. Cultural Proficiency: See the differences; respond positively and affirmingly.

T330 Emerging Cultural Proficiency Plan

Overview Facilitation Tips Task: Create a Cultural Proficiency Plan based on the Problem Solving Framework Deliverable: PowerPoint Deck (see corresponding slides) & post slides to Canvas The teaching team will randomly select two groups to share

Directions: Cultural Proficiency Plan In small groups Create one Cultural Proficiency continuum with everyone’s stickies Reflect on the continuum Do the stickies seem relevant  to each point on continuum? What is the evidence behind the statements on the stickies? As a group: Imagine the continuum represents your school. What does your data tell you about your school? What is the distinct problem you want to address? What are the root causes of your problem? Draft a theory of action for how you would address the root cause. If time, address the other steps of the cycle (strategy, etc).

Distinct Problem

What are the root causes of your identified problem?

Theory of Action If we: [1]* [2]* [3]* [4]* Then… *Component numbers will vary.

Emerging Strategy (If time allows)

Emerging Cultural Proficiency Plan

School-based Systems Developed by Mary Russo

School-based systems paper due 10/30 Read assignment and rubric on course website Choose a system strategically Submit paper AND self-assessment on the rubric

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

Unit reflection partners Reflection Due Response to Reflection Due Unit 1: Introduction to the Course and the Context for Leadership and Learning October 4 October 7 Unit 2: Engaging Families in Supporting and Improving Student Learning October 18 October 21 Unit 3: Supporting the Social-Emotional Needs of Students November 1 November 4 Unit 4: Analyzing and Using Data about Student Performance to Improve Instruction November 29 December 2 Unit 5: Organizing to Learn: Systems that Support Adult Learning December 6 December 9

Unit reflection partners Thaddeus Evans, Alley Bartholomew Andy Garlick, Tremain Holloway Madeline Hawkins, George Papayannis Aleesha Spurr, Brandon Button Danielle Moore, Rachel Harris Arinze Nwosu, Justin Ritsema Chris Thompson, Nick Coenraad Justin MacDonald, Alex Teece Katie Eison-Washington, Maria Spina Karla Gandiaga, Andrew Strope Matt Teitter, Samantha Turner Rachel Belcastro, Mike Rabin James Ewer, Maritza Torres Liz Feakins, Michael Cress Jim Heal, Lorena Martinez Michael Scott, Jennifer Nicol Marques Simpson, Mary Wenstrom Jeanie Cho, Ryon Tanara Kristie King, Rachel Aierstuck

Preview Next Week Unit reflection and responses due Addition to syllabus (sent Saturday, updated in syllabus) Prepare to share about your school’s approach to family engagement. What data can you gather? Who can you talk to? Do you want to have a consultancy about family engagement next week? Email Sarah. What category does your school fall into (from Beyond the Bake Sale)?

Plus Delta

GroupMe

Communications Conundrums E-mail  very formal, often not immediate Facebook  does not include everyone, often not immediate Mass Text  potentially invasive and annoying

GroupMe Thanks Sarah B. Annice Immediate Customizable

Purpose of GroupMe Sending an in-the-moment message to everyone in SLP

Ground Rules Think of the boy who cried wolf Not social media If we overuse it, it becomes ineffective or ignored Not social media Not for sending a picture of what you’re eating for dinner

Things to Consider Is this something that everyone in SLP should know, RIGHT NOW? Time of day Appropriateness of the message (you never know who has mommy’s phone right now)

Responding If you want to respond to a GroupMe message, do it personally Personal message Individual Text To RSVP to an invitation, use the LIKE option Jennifer: “Heading to Crema Café to study! All are welcome!” Thaddeus likes the message = I’m coming! This way, we can see who is going without blowing up everyone’s phone.

CFU Work in pairs The person who had to most delicious dinner tonight: Provide an example of a message you WOULD send through GroupMe The bitter person who had a Mt. Dew and a handful of snap peas for dinner: An example of a message that you WOULDN’T send through GroupMe I will be cold calling.

If members of teaching team provide students with opportunities to learn about their own racial identity development, and discuss relevant readings, and include an equity goal in the LLP, AND require students to practice this with adults and provide opportunities to reflect upon the experience and get feedback, then SLP graduates will lead cultural proficiency work at their schools. Then teachers will become more culturally proficient, Then students will feel they can bring their full selves to school and that school is relevant to their lives and Then students will learn more.