Maine Guide Training “ Bringing hope to all of our children ” RISC Foundation

#maineguide You can use this hash mark to connect with others during our training#maineguide You can use this hash mark to connect with others during our training and share documents Twitter with each other and the rest of the world RichDeLorenzo is my twitter name

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Guide Training Outcomes What does it mean to be a guide? Provide practice with new and ‘old’ tools Check and Adjust …. Peaks and Valleys of our journey Engage in problem-solving strategies with new tools Understand facilitating and presenting skills Network with each other for sharing and support

Keys to success for all guides Your ability… to be open as a reflective learner to be honest about your own strengths and limitations and committed to always improve to commit to unleashing the potential of students, teachers and administrators to problem solve over and over again and to never give up

Parking Lot + ∆ ? Positive comments, “Ah Has”Things that need to be changed Questions? Aha! Liberal Cup at 4:30

Group Dynamics Groups of 4-5 Introduce yourself to your team and share “Why are you here and what do you hope to take away”. Find a Recorder, Runner, Time Keeper, and Inspirer Determine the characteristics of an effective group and record these Select your top 2 characteristic and share out Capture this training in one sentence

In your groups using all available documents and downloads discuss and analyze how you might use these materials to guide your organization Clarify the task Reflect individually Impact on your system Share with your group Guide’s Treasure Hunt

Critical Documents RISC PPFT Rubric RISC Facilitator Overview RISC Presentation Guidelines

Our Journey Peaks and Valleys – What is the purpose of this process? – On separate stickies, write all successes, challenges and failures you’ve experienced on your journey thus far – When did journey begin – As a table, organize stickies chronologically on chart paper – Share out

Types of Change First-order change: doing more – or less – of something we are already doing. – always reversible. Second-order change: deciding or encouraged to do something significantly different from what we have done before. – once you begin, it is nearly impossible to return to the way you were doing before.

1 st or 2 nd Order Change ? Implement an intervention program Creating a performance curriculum with input from parents and business partners Implement standards-reference reporting system that reflects an average of performances Acknowledging learning which takes place without teacher instructions Changing your lunch and bus schedule Creating a school schedule based on student needs vs. adult needs

Are you ready for 2 nd order change? Does your district/site have a clear shared vision and action plan, one that is consistent with the values of its stakeholders Are there gaps between the mission statement, district practices, and what happens in the classroom? Are there clear professional development expectations and a road map to get there? Do you have the level of collaboration to make it to the summit?

1. In your groups determine the essential questions that will help you on your journey 2. Rank the questions in priority order 3. Be ready to share your top three Help Rich Help You Process

How do I organize my school’s climate to be more collaborative? What happens when I don’t have the answers? What types of support need to be in place for all teachers be ready to move into 1 st implementation? What are some strategies to keep the momentum going? Where can I buy cheap, powerful sedatives? Examples

How do we prioritize our work to build capacity? How should we go about setting our RISC development priorities? What is the best way to roll out curriculum work in our district? How do we build effective professional development? Essential Questions

Let’s look back 20 years ago around school reform research +/delta Richard DeLorenzo RISC Foundation

What are the key learnings about school reform ? Richard DeLorenzo RISC Foundation

Re-Creating a School System:7 Lessons (from ) — Elmore & Burney, 1999

1.It is about instruction, and only instruction 2.Instructional change is a long, multistage process 3.Shared expertise is the driver of instructional change 4.Focus on system wide improvement 5.Good ideas come from talented people working together 6.Set clear expectations, then decentralize 7.Collegiality, caring, respect — Elmore & Burney, 1999

Re-Creating a School System:10 Lessons (from ) — Fullan, Bertani, & Quinn, 2004

1.Internal leaders with a clear, coherent driving conceptualization 2.Collective moral purpose that extends to everyone 3.The right bus 4.Leadership and capacity building for those on the bus 5.Lateral capacity building 6.Deep learning 7.Productive conflict 8.Demanding cultures 9.External partners 10. Growing financial investments over time

Lesson Learned with RISC from — DeLorenzo 2010

The Key Difference… The RISC approach to learning is where the entire educational system is organized around engaging students in 21st century skills‚ in a learner-centered environment, working at their developmental levels and advancing only when they have demonstrated proficiency. ©RISC 2010 The RISC approach to learning is where the entire educational system is organized around engaging students in 21st century skills‚ in a learner-centered environment, working at their developmental levels and advancing only when they have demonstrated proficiency. The RISC approach to learning is where the entire educational system is organized around engaging students in 21st century skills‚ in a learner-centered environment, working at their developmental levels and advancing only when they have demonstrated proficiency.

Movement based on time Sitting in rows Textbook-driven Commercial bulletin boards Teacher-controlled class 10% student engagement 3 Rs (read, write, arithmetic) Teacher is the evaluator 1 years growth 20th Century ClassroomRISC Class RISC Philosophy

Performance movement Situational grouping Shared vision-driven Students’ bulletin boards Students are the navigators 100% authentic engagement Global curriculum Self, peer, and teachers Accelerated growth up to 3 years in 1 year Movement based on time Sitting in rows Textbook-driven Commercial bulletin boards Teacher-controlled class 10% student engagement 3 Rs Teacher is the evaluator 1 years growth 20th Century ClassroomRISC Class RISC Philosophy

1.Heroic leaders at all levels are the key to summiting 2.Collaboration needs to be strategic and measured 3.All stakeholders need to be raised simultaneously especially administrators, teachers and students 4.1 st implementation is the most difficult transition 5. Your ability to problem solve will determine your success 6.The RISC philosophy well deployed will be transformational for all 7.>80 % commitment from all staff

What are the conditions needed to maximize learning? Richard DeLorenzo RISC Foundation

 Personally meaningful  Challenging but achievable  Learn developmentally  Allow individuals to learn differently  New knowledge builds on current knowledge  Social interaction  We need feedback to learn  Reflection of strategies (metacognition)  A positive emotional climate  Learning is influenced by the total environment DeLorenzo/Marzano

1.What is the purpose of the bone diagram? 2.From earlier today, determine which question is most important. 3.Clarify or unpack the question 4.What is the current condition 5.Determine the perfect outcome 6.What are the action steps needed to get there? ( force field analysis, interrelationship diagram) 7.Fill in all of the steps! (POPE, PDCA) Bone Diagram

What would you like to achieve or learn? 1.Current conditions 2.Best possible outcome 3.Steps necessary to achieve this + ___

Gaining input through a Bone Diagram How can we improve our classroom shared vision? 1.What are our current classroom practices? 2.What would best practices in developing and monitoring a SV look like? 3. What are the key steps necessary to deploy best practices in a SV?

Gaining input through a Bone Diagram How can we improve our school’s collaboration? 1.What is the current feeling tone of the school? 2.What would an incredible school climate look and feel like? 3. What are the key steps necessary to deploy this type of climate?

Force Field Analysis Force Field Analysis What are driving and preventing forces of deploying an incredible school climate? Used to look at forces that prevent change Create a T chart and label it driving forces and preventing forces Individually write down your responses for each force Set a time limit and allow round robin until no more responses

1.Determine which question your team would like to work on and record this. 2.Identify the force field conditions 3.Select the 5 most powerful conditions t/- 4.Place them in a circle evenly spaced out 5.Is there a relationship between the conditions 6.Which is the outie and innie? 7.The one with the most outies is where you want to build your PDCA/POPE Interrelationship Diagraph A Tool used determine the key preventing force of an issue

Guide Training Agenda Day 2 Review Parking lots and evaluations Preview agenda Revisit norms Guide needs Share out action plans Presenting overview Facilitating overview

Facilitator Scenario Describe a scenario which might challenge you as a guide – Ex. There are a few teachers making this transition difficult with their negative attitudes As you write your scenario, include as many details as possible (describe the relationship level and difficulty of task) Pass your scenario to the partners on your left Use the Facilitator Overview to determine how to handle this situation Share with table possible way to handle these scenarios

IPP Process After reading through the documents individually brainstorm the following What are you imminent challenges? What are your potential challenges? Prioritize your challenges Share out the challenges that keep you awake at night Create a PDCA or POPE and be ready to give a presentation or facilitate a group through your process Work Time

What does this look like for students?

Presenters Scoring Guide

Presentation/Facilitation Feedback Diverse teams of minutes of presenting or facilitating using the problem you identified Plus/Delta for each session with a short debriefing session