Developing Local Teachers as Innovative Leaders of Change in Chicago Public Schools National Title I Conference February 24, 2017 Dr. Margery B. Ginsberg, Olimpia Bahena, and Jessica Kertz

Goal A pragmatic approach to develop a motivated team of adult learners and leaders who inspire colleagues to deeply engage from transformative professional learning.

Introductions

Thought Question What is something you do or have changed to be more motivational effective in a culturally diverse environment?

Underlying Theory What is motivation? Extrinsic and Intrinsic motivation Culture: No learning situation is culturally neutral Instructional planning for adults and students should be motivational planning The Motivational Framework for Culturally Responsive Teaching Professional Learning Cycles

Intrinsic Motivation Learners will... engage in learning in the absence of, or in spite of, rewards or threats lose their sense of time because it seems to quickly pass experience a loss of self-consciousness initiate learning without being coerced or forced maximize their energy, concentration, and effort value learning outcomes ask probing or substantive questions feel capable, creative, and joyful develop the habit of learning for learning’s sake.

Extrinsic Motivation Learners will... participate in learning primarily for the promise of extrinsic rewards adopt a cursory approach to accomplishing a goal (as in cramming for a test) notice that time passes slowly become easily distracted begin learning experiences reluctantly struggle with low energy, effort, and concentration adopt an indifferent stance toward learning outcomes (except for their value in attaining adequate grades, academic credit, or other extrinsic rewards) ask questions that are superficial or off-task approach tasks with limited creativity and joy.

I AM Competent © Margery Ginsberg

Conditions for Motivation How do we create… An environment in which learners & educators feel respected and connected? (Inclusion) A favorable disposition toward learning through relevance and volition? (Positive Attitude) Challenging and engaging learning experiences connected to learners’ perspectives? (Meaning) A shared understanding that learners are becoming more effective at something they value? (Competence)

Professional Learning Transformative Learning Well-structured, orienting experiences Experiential Learning Projects, simulations, visits, internship coaching Groups Discussion groups, peer feedback, in-class or online cooperative learning activities, etc. Content Independent reading, independent viewing of electronic media, written assignments, etc. Adult Intrinsic Motivation Grades & Performance Evaluations

Professional Learning Cycles Home Visits Collaborative Motivational Planning Learning Walks Lesson Study Student Portfolios

Instructional Outcomes Motivational Framework for Culturally Responsive Teaching Home Visits Learning Walks Lesson Study Student Portfolios

Structure for Learning Walks Strategic planning Visit Classrooms Team Debrief & Reflection Feedback to Teachers

See Handout (adapted from p. 151 in TPL) Video Prompts Who: Why: How: When: “So What?” Quotes Resources: See Handout (adapted from p. 151 in TPL)

Learning Walks at Talcott

Feedback and Reflection

Feedback and Reflection

Structure for Lesson Study Planning Session Implement Lesson Team Debrief & Reflection

Lesson Study at Bowen

Feedback and Reflection

Feedback and Reflection

Tweet Triangles Instructions: Form a triad Discuss what stuck with you today Tweet @margeryginsberg

Concluding Thoughts

Concluding Thoughts

obahena@cps.edu jlkertz@cps.edu THANK YOU! Email: margery.ginsberg@gmail.com Twitter: @margeryginsberg Email: obahena@cps.edu jlkertz@cps.edu