Alaska School Leadership Institute Session for New Participants May 27, 2014 Anchorage, Alaska Facilitated By Al Bertani, Senior Design Consultant; Lexie Domaradzki, RAPPS Consultant; Sue Johnson, RAPPS Consultant; Shelby Skaanes, RAPPS Consultant

RAPPS DISTRICTS SERVED 17 rural school districts 141 schools All districts are high poverty 30 schools are at NCLB levels 2, 3 or 4 49 schools are in corrective action/res

Principal Preparation Induction Coaching Collaboration with AK EED Professional Learning

Alaska Staff Development Network University of Alaska Anchorage - Educational Leadership Program Alaska Administrator Coaching Project Alaska Department of Education and Early Development (EED) Alaska Comprehensive Center Funded by a School Leadership Program Grant from the U.S. Department of Education PROJECT PARTNERS

Al Bertani RAPPS Senior Design Consultant Shelby Skaanes RAPPS Consultant Lexie Domaradzki RAPPS Consultant Sue Johnson RAPPS Consultant Kris Smith RAPPS Program Evaluator Kelly Tonsmiere, Director Alaska Staff Development Network – RAPPS Director Kathy Blanc, Program Manager Alaska Staff Development Network

 Build Our Community  Purposes and Agenda Preview  Notebook Review  Norms and Processes  Role-Alike Critical Friends Conversations

In order to build our community across participants new to ASLI 2014, we invite each of you to prepare a Two Minute Story. You’ll use your story to help introduce yourself to other members of the group. Your story should include: Your Name Number of Years in Education Your Current Role Your Story…(About a student, family, colleague, leader who influenced you, or goals in your role)

My name is… I’ve been in education for… My current role is… My story is about…

Institute Content Themes for ASLI 2014  Leading the Implementation of the New Alaska Mathematics Standards  Leading the Implementation of the new Alaska English/Language Arts Standards  Building a High Quality System for Evaluating Educator Effectiveness

► Program Coherence and Scope ► Home Group Structure ► Learning Group Structure ► Pairings, Small, and Mixed Groups ► Critical Friends Conversations ► District Team Time – Daily ► ASLI 2014 Evaluation Design

7:00-8:00 a.m. Morning Breakfast and Collegial Conversation Aleutian Room 8:00-9:00 a.m. Opening Plenary Sessions Aleutian Room > Content Focus and Overview > Critical Friends Conversations 9:00-10:30 a.m. Break-Out Groups A, B, and C 10:30-10:45 a.m. Break Time 10:45-12:00 p.m. Break-Out Groups A, B, and C 12:00-1:00 p.m. Lunch 1:00 – 3:00 p.m. Break-Out Groups A, B, and C 3:00-4:00 p.m. District Team Planning Time Aleutian Room

Ensuring Fidelity in Evaluation System Implementation Module 1 Selecting and Training Evaluators Module 2 Using Teacher Evaluation Results Module 3 EVALUATING EDUCATOR EFFECTIVENESS Al Bertani, RAPPS Senior Design Consultant

Integration of Mathematics Standards and Practices into Classroom Instruction What Does the Integration Look, Sound, and Feel Like? What Are the Attributes of Exemplary Performance Tasks in Mathematics? Lexie Domaradzki RAPPS Consultant and Sue Johnson RAPPS Consultant

Implementation of Alaska’s ELA Standards Integration of Writing Standards into Classroom Instruction Integration of Speaking and Listening Standards into Classroom Instruction Shelby Skaanes, RAPPS Consultant

SESSION NORMS 1.The LEARNING belongs to you, and it rests largely with you. 2.Enter into the discussions ENTHUSIASTICALLY!!! 3.Give FREELY of your experience, but don’t dominate the discussion. 4.CONFINE your discussions to the task assigned. 5.Say what you THINK… be honest! 6.Only ONE PERSON should talk at a time… avoid private conversations while someone else is talking… 7.Listen ATTENTIVELY to the presentations and discussions. 8.Be PROMPT and REGULAR in attendance. 9.Follow the HAND SIGNAL from the session leader and MONITOR discussion time by watching the TIMER on the screen. 10.Place your cell phone on SILENT or VIBRATE to limit distractions.

What We Believe About Learning Consider this: We Learn About... 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we both SEE & HEAR 70% of what we DISCUSS with others 80% of what we EXPERIENCE personally 95% of what we TEACH to someone else Adapted from Eldon Ekwall, 1974

Attributes of a Professional Learning Community Professional  Decision Making  Refined Distinction Making  Precise Professional Vocabulary Learning  How Do We Get Better – Challenge One Another  De-Privatization of Practice (Transparency)  Growing Our Capacity Community  Genuine Care about Each Other  Openness to Each Other and New Ideas  Welcome and Socialize New Members Bertani and Bocchino The College Board

CRITICAL FRIENDS CONVERSATIONS Each day begins with a critical friends conversation (Begin Wednesday Morning) Table groups divide into quartets – mix returning and new Facilitators will help organize and serve as time keepers Use The Consultancy Protocol for conversations Each member will have an opportunity to discuss a specific challenge one day during the week Members serve as Critical Friends for one another

THE CONSULTANCY PROTOCOL Step 1Description of Challenge, Problem, Dilemma (3 minutes) Step 2Clarifying Questions (2 minutes) Step 3Discuss and Recommend (10 minutes) Step 4Presenter Reflection (5 minutes) The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 1Description of Challenge (3 minutes)  Overview of Challenge  Frames a Question for the Group to Consider  Presents Evidence as Appropriate Step 2Clarifying Questions (3 minutes)  Group Asks Questions for Clarification Purposes  Questions that Have Brief, Factual Answers  Presenter Responds with Brief, Factual Answers The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 3Discuss and Recommend (10 minutes)  Group Members Talk to One Another about the Challenge Described  Potential Questions What did we hear? What didn’t we hear that we think might be relevant? What assumptions seem to be operating? What questions does the challenge raise for us? What do we think about the challenge? What might we do or try if faced with a similar challenge? What would we recommend?  Group Members Make Suggestions serving as Critical Friends  Presenter Doesn’t Speak – Only Listens and Takes Notes The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 4Presenter Reflection (5 minutes)  Challenge Presenter Reflects on What He/She Heard  Challenge Presenter Shares What He/She Is Now Thinking  Challenge Presenter Highlights Specific Ideas/Comments that Resonated The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

THE CONSULTANCY PROTOCOL Step 1Description of Challenge (3 minutes) Step 2Clarifying Questions (2 minutes) Step 3Discuss and Recommend (10 minutes) Step 4Presenter Reflection (5 minutes) The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

Our Orientation Session… … In Review Build Our Community Institute Purposes and Agenda Preview Notebook Review Norms and Processes Critical Friends Conversations