Doug Fisher Nancy Frey Ian Pumpian

Organizational Elements Above and Below the Surface Processes: Organizational Principles Tools: Action Research Patterns: Service Cycles Structures: Pillars Organizational principles, the specific components of the pillar that provide definitions and examples of quality implementation of the pillar. Service cycles, a series of actions that staff understand are essential to operationalizing the school’s mission and its pillars. Action research tools, a means to balance and align investment in reflective practice, responsive planning and competent performance. These factors exist whether we choose to examine them or not. And as with any living organism, what happens both above the ground and below it needs to be cared for in order to sustain the school’s culture. Connections: Families and Communities Relationships: Achievement and Belonging Data: Quantitative and Qualitative Identity: Culture Fisher, Frey, and Pumpian, 2012; Wheatley, 1998

Organizational Structures: Pillars define quality Welcome Do No Harm Choice Words It’s Never Too Late to Learn Best School in the Universe

Service Cycles are the specific actions that operationalize the organizational structures.

Action Research tools are a means to balance and align investment in reflective practice, responsive planning and competent performance.

Welcome

Service Cycles for the Welcome Pillar Front Office Inclusive Education New Students First Four Days Hallway TLC

How can I help you? I have the time. Hallway TLC

Action Research Tools for Welcome Secret Shopper Checklist for enrolling in a new School Student focus groups Family surveys and focus groups

Do No Harm

Service Cycles for Do No Harm Helping curriculum Restorative Practice Protocols for follow up

The helping curriculum

Service Cycle Up Close: Restorative Practices

If a child doesn’t know how to behave, we punish him. If a child can’t read, we teach him to read. If a child can’t do math problems, we teach him how to do math problems. If a child doesn’t know how to behave, we punish him.

CLASSROOM/SCHOOL CULTURE HIGH Consistent Accountable Responsive Flexible Responsible Cooperation Negotiation Power Struggles Confrontation Authoritarian Win/Lose Retribution Stigmatizing Control WITH TO Chaotic Inconsistent Excusing Giving In Blurred Boundaries Rescuing Uncaring Tired Lazy Burnt Out Given Up NOT FOR Support HIGH LOW (Thorsborne)

What does justice mean to you?

When you were a victim… A time when you were wronged, intentionally or unintentionally. How did you feel? What questions did you want to ask the offender? What else did you want to say to him/her? Who or what could make things right for you? What would justice have looked like for you?

When you were an offender… A time when you did something wrong--something you’re not proud of, and for which you got caught. How did you feel? What would you have liked to say to the victim? Who or what would have made things right? What would justice have looked like for you and for the victim?

Continuum of Restorative Practices Restorative Conferences Victim-Offender Dialogue Circle Processes Class Meetings Small, Impromptu Conferences Restorative Inquiry and Restorative Reflection Foundation of Respect Seriousness of harm Foundation of Respect

Continuum: Class Meetings

Class Meetings Community building Checking in Planning Problem solving Sensitive issues Supports Responsive Classroom

Continuum: Circles

Continuum: Restorative Conferencing

Restorative Questions for Challenging Behavior What happened? What were you thinking at the time? What have you thought about since? Who has been affected by what you have done? In what way? What do you think you need to do to make things right?

Restorative Questions to Help Those Harmed By Another’s Action What did you think when you realized what had happened? What impact has this incident had on you and others? What has been the hardest thing for you? What do you think needs to happen to make things right?

Action Research Tools for Do No Harm Discipline audit Student and teacher surveys of problematic behavior

Choice Words

Principles of the Choice Words Pillar The language we use can positively or negatively affect the learning of students. It’s up to us to choose our words wisely. We foster a growth mindset daily to unlock human potential. We are builders of identity and agency. We are eliminating sarcasm as a means of providing feedback or trying to be funny. We provide extensive opportunities for students each day to experience the power of their words to shape their learning and the learning of others. We listen.

Service Cycles for Choice Words De-escalating behavior Active listening Giving compliments TESA protocols “Do the next right thing”

Mindset

Service Cycle Up Close: Do the Next Right Thing Listen to the description of the problem or task. Ask clarifying questions to assist the person in differentiating between the central problem or task and issues that are distracting them from beginning. Restate the problem or task as you understand it. Ask them to what the next right thing to do would be. Write down their ideas for them. If they are stuck, offer some ideas for how to begin.

Action Research Tools for Choice Words Indicators of success for Productive Group Work Video self-analysis tool TESA analysis of student interactions

It’s Never Too Late to Learn

Service Cycles for Never Too Late to Learn High quality instruction Academic recovery Grading and homework policies Grit letters Recognition letters

Guided Focus Lessons Independent Collaborative Purposeful Teaching

Academic Recovery

Grit and Recognition Letters Handwritten, hand-addressed, with a postage stamp

“Bring a pencil to class is not in the math standards.”

“Grades should provide the basis for differentiating students.” Five Obstacles for Grading Reform “Grades should provide the basis for differentiating students.” Guskey, 2011

Is my purpose to select talent, or to develop it? Five Obstacles for Grading Reform “Grades should provide the basis for differentiating students.” Is my purpose to select talent, or to develop it?

“Grade distributions should represent a bell-shaped curve.” Five Obstacles for Grading Reform “Grade distributions should represent a bell-shaped curve.” Guskey, 2011

Five Obstacles for Grading Reform “Grade distributions should represent a bell-shaped curve.” Random distribution only works when nothing intervenes.

Five Obstacles for Grading Reform “Grades should be based on students’ standing among classmates.” Guskey, 2011

Standing tells us nothing about learning. Five Obstacles for Grading Reform “Grades should be based on students’ standing among classmates.” Standing tells us nothing about learning.

Five Obstacles for Grading Reform “Poor grades prompt students to try harder.” Guskey, 2011

Reinforces fixed belief of intelligence instead of a malleable view. Five Obstacles for Grading Reform “Poor grades prompt students to try harder.” Reinforces fixed belief of intelligence instead of a malleable view. Guskey, 2011

Five Obstacles for Grading Reform “We’ve always done it this way.” Guskey, 2011

Shouldn’t we be focused on continuous improvement of ourselves? Five Obstacles for Grading Reform “We’ve always done it this way.” Shouldn’t we be focused on continuous improvement of ourselves?

Action Research Tools for It’s Never Too Late to Learn Learning Beliefs survey for teachers Grit questionnaire for students Homework audits Weekly monitoring of Incompletes Learning walks with teachers

Best School in the Universe

Service Cycles for Best School in the Universe Service recovery Rounding Celebrations Data room Morning meeting

Morning Meeting

Organizational Elements Above and Below the Surface Processes: Organizational Principles Tools: Action Research Patterns: Service Cycles Structures: Pillars Organizational principles, the specific components of the pillar that provide definitions and examples of quality implementation of the pillar. Service cycles, a series of actions that staff understand are essential to operationalizing the school’s mission and its pillars. Action research tools, a means to balance and align investment in reflective practice, responsive planning and competent performance. These factors exist whether we choose to examine them or not. And as with any living organism, what happens both above the ground and below it needs to be cared for in order to sustain the school’s culture. Connections: Families and Communities Relationships: Achievement and Belonging Data: Quantitative and Qualitative Identity: Culture Fisher, Frey, and Pumpian, 2012; Wheatley, 1998