Building a Small Learning Community November 2007 Facilitated by Theron Cosgrave Patti Smith

AGENDA Welcome & Introductions Welcome & Introductions Context – why we’re here Context – why we’re here SLC’s & Career Academies SLC’s & Career Academies Adult Teaming Adult Teaming Lunch Lunch Team Design Time Team Design Time Reflections & Wrap-Up Reflections & Wrap-Up

AGENDA Employer partner & community connections (& Advisory Boards) Employer partner & community connections (& Advisory Boards) Team planning Team planning Curriculum mapping and integrated instruction Curriculum mapping and integrated instruction Team planning Team planning Team reports & peer feedback Team reports & peer feedback Reflections & Wrap-Up Reflections & Wrap-Up

CROSSING THE LINE Step across the line if you…

THE SHIFT Traditional Model Factory economy Serves a few students well Inputs consistent, output variable Efficiency the driver New Model Information economy Serve all students well Outputs consistent, = inputs variable Quality the driver

MEETING THE CHALLENGES Best practices from around the nation call for: Rigor Relevance Relationships

SCHOOL-WIDE SLC DESIGN 9 th House Academy: Business/IET/NR 10/12 Academy: Arts & Communications Academy: Health/HELPSS 9 th House

WHY SLCs? Research Shows: Higher achievement Reduction of the negative effects of poverty on achievement Increased student affiliation with their school community Greater safety and order Much less truancy and many fewer dropouts Similar college entrance exam scores, acceptance rates, GPAs, and completion Higher levels of extracurricular participation in traditional small schools Higher levels of parent & community involvement; greater satisfaction More positive teacher attitudes and satisfaction Comparable core curricula Lower costs per student graduated

WHAT IS AN SLC? Small Small = usually between students and 2-5 teachers, feels small, pure cohort, does not exceed 400 students Learning Learning = learning is the clear focus and purpose Community Community = face-to-face group, shared values, common norms and practices, supportive web of relationships

CAREER ACADEMIES 1. SLC within a larger high school 2. Curriculum that combines a career focus with meeting college entrance requirements 3. Partnerships with employers, community, and higher education

WHAT IS A CAREER ACADEMY? CASN’s Career Academy “National Standards of Practice” Review the document with team Review the document with team Select 2 areas of strength Select 2 areas of strength Select 2 areas of weakness Select 2 areas of weakness Record votes on front flipchart Record votes on front flipchart

ADULT TEAMING Reflect on a positive teaming experience… How did the team work together? How did the team work together? What role did success or accomplishments play in the development of the team? What role did success or accomplishments play in the development of the team? What roles did different members play? What roles did different members play?

TUCKMAN’S STAGES OF TEAM DEVELOPMENT 1. Forming 2. Storming 3. Norming 4. Performing

Team Performance model

TOWER BUILDING EXERCISE MATERIALS MATERIALS: Spaghetti, gumdrops DIRECTIONS DIRECTIONS: Use only materials above, each team must build the tallest free-standing structure possible CONSTRAINTS CONSTRAINTS: 5 minutes to plan, can’t touch materials 10 minutes to build

SEVEN NORMS OF COLLABORATION Complete the individual and team assessment tools in your packet Compare your results to those of your team

The Four Compass Directions NORTH: Action-oriented, likes variety, “do it now”, enjoys challenges, perseveres, likes to lead SOUTH: Team player, relationship-based, value- driven, trusting, supportive of others, “let’s work together”, values what is “fair”. EAST: Visionary, big picture thinker, focused on future, enjoys problem-solving, likes to explore WEST: Practical, dependable, task-oriented, uses data analysis, logical, introspective, objective

The Four Compass Directions and TEAM PRODUCTIVITY DISCUSS BRIEFLY WITH TEAM: What are the implications of the different leadership styles on team meetings and team productivity?

SOUTH = Begin team meeting with review of norms and team check-in, include discussion of students (with boundaries) EAST = Spend some time each week “thinking big” about where the team/program can go WEST = Review data on student performance, discuss logistics for a short time each week NORTH = Make sure team meetings end with assignment of action items The Four Compass Directions and TEAM PRODUCTIVITY

DESIGN PRINCIPLES What are they? How can they help? Three key principles:  Personalization  Rigor  Relevance What are the IMPLICATIONS of these principles?

DESIGN PRINCIPLES Personalization: Create settings where teachers and students can know each other well. Academic Rigor and Relevancy: Provide all students with challenging curriculum that is meaningful and prepares them for their life beyond high school. Professional Learning Community: Build a supportive and inclusive professional team focused on improving teaching and learning.

PROGRAM OUTCOMES Our essential outcomes are… Our essential content & concepts are… Our essential skills are… Three questions your team should be able to answer: 1. What do we expect all students to know and be able to do? 2. How will we know they have mastered these concepts & skills? 3. What will we do to support students who haven’t yet met these outcomes?

INTEGRATED PROJECT DESIGN English Science Elective

English Science Elective

DEGREES OF CURRICULAR ALIGNMENT TRADITIONAL PARALLEL INTEGRATED INTERRELATED

TEAM REPORTS Each team will share the following with another team: 3-4 concrete steps you’ll take between now and March to forward your career academy implementation 3-4 concrete steps you’ll take between now and March to forward your career academy implementation Talking points for meeting w/ principal Talking points for meeting w/ principal