Key Work of School Boards Name Workshop Facilitator

Welcome  Name of Superintendent  Welcome  Why Important

Overview & Introductions  Name of Facilitator  Overview  Agenda  Targeted Objectives  Guiding Questions  Introductions

Proposed Workshop Norms Demonstrate trust Be trustworthy & trusting of others Demonstrate healthy conflict Listen to one another Share what is on your mind Demonstrate a growth mindset Engage in dialogue to develop new ideas Ask questions to learn and clarify Share ONE point …then next person Silence cell phones

Our Educational System\ Segment Guiding Question  What are the critical components of the education system (for a school district)?  What do you consider to the most significant work of your district’s educational system?  How can these critical components help the school district maintain its focus on the most significant work?

Reflection: Write – Pair Share Individually write on paper  Consider the following:  What is a system?  What is systems thinking?  As a pair – share your ideas

What is a system?  A system is a group of components with interrelated/interdependent parts  The component parts act predictably  But not always in an obvious manner

What Is Systems Thinking?  Systems thinking focuses on understanding the interaction of the components parts and thereby creating a more effective system  It integrates the component parts of the system in a way that maximizes organizational effectiveness.  Reform efforts often address deficiencies in the components, and ignore the interdependence of the components… so they often do not work!

IN SYSTEMS THINKING  If you want continuous school improvement focused on student achievement, you must …  Understand the system in play Interrelatedness of component parts Impact of one action on others  Identify & integrate components Manage many facets  Improve selected components while anticipating unintended results and applying strategies to mitigate effects

Critical Components of our Educational System  Research indicates that…  district with high student achievement tend to focus a few significant components within their system  paying attention to what works and/or what has the most impact on student achievement is critical  focused effective governance has a significant positive impact on student achievement  there are eight common areas of focus with School Boards in districts with high student achievement

Critical Components of our Educational System Vision Standards Assessment Accountability Alignment Climate/Culture Collaborative Relationships Continuous Improvement “These eight components have become fundamental to how school boards and administrative teams functions”

 Read the assigned chapters:  Please highlight significant ideas as you read and identify 2-5 BIG IDEAS per chapter –Write notes in summary table or on graphic organizer  As a group  Create a graphic organizer for each chapter (separately) –Appropriate for staff presentation –Be prepared to present with SHORT explanation  Chapters will be presented in order –Maximum of two minutes per chapter Critical Components of our Educational System

Assignments GroupChapters ASystems ThinkingAccountability BAlignmentStandards CCollaborationContinuous Improvement DClimate & CultureAssessment EPutting It ALL TogetherVision

Share  Present your graphic organizer  Different spokesperson for each chapter –BE CONCISE …MAXIMUM OF TWO MINUTES (per chapter)  Please complete the “summary table” or write notes on the graphic organizer as others are presenting

Systems Thinking Model

Closure for this Segment  Consider the guiding questions  Pair Share ONE strategy you learned today and how you plan to use it at your school. 16

KWSB Data Discussion Segment Guiding Questions  How can these critical components help the school district maintain its focus on the most significant work?  What does the data tell you about your focus on the critical components of your district’s educational system?

Reminders about Processing Data McREL Power of Data  Step 1: Collect & Organize Data  Step 2: Analyze Data  Step 3: Interpret Data  Step 4: Plan to Take Action

Reflection on Past Practice  Step 1:  Collect & Organize Data  Step 2:  Analyze Data  Step 3:  Interpret Data  Step 4:  Plan to Take Action  How have you explored data in the past?  How were your strategies similar to these steps?  What might be one difference?

Putting it together  Examining critical components  KBSB survey available  KWSB survey results  Data on progress per each component  Examine your component –The one you were assigned to read –If time permits we may do more later  Model of process …tentative “plan”

Assignments GroupKWSB Survey Feedback (section) AVisionAccountability BAlignmentStandards CCollaborationContinuous Improvement DClimate & CultureAssessment

Step 2: Analyzing the Data  Focus Question  What does the data tell us regarding our implementation of this component?  List the FACTS  #Fully, #Mostly, #Beginning,  Highest average, Lowest average, etc  1 fact per post-it  WRITE observation statement  1 glow  1 grow

Step 3: Interpreting the Data  Summarize the patterns  Write 1-3 problem statements  Generate numerous potential explanations  include a noun & verb, ONE per post-it  Group or categorize similar explanations  Select 1-3 most plausible categories  write a cause statement  examine for root cause

Step 4: Plan to Take Action  Select ONE cause statement.  Think long-term and write a SMART Goal.  Think short-term and describe next step  Brainstorm specific action steps or strategies  group or categorize similar strategies  Select 1-3 strategies.

Work Time …add slide  Each group will work independently and on your own (not walking through it together this time)  Repeat the process for the other section assigned to your group

Sharing together  For your component…ONE at a time!  What is a strength? –Celebrate successes!  What is an area for improvement? –Observation –Cause Statement –SMART Goal –1-3 selected strategies

From Components back to System  Tentative list of areas for growth  8 is too many.  Next Step…  Select TOP 3 priorities!  Consider… –leverage points –Implementers reaction –Other influences

Systems Thinking Approach  Leverage Points  Places in the system where a small change can lead to a large shift in behavior  Focus on which ONE growth area will have the broadest impact or the most significant impact on student achievement?  Implementers Reaction  The magnitude of change is determined by the individual implementer; Leaders must consider the magnitude of change in making choices.  Focus on which ONE growth area will be most accepted without resistance or can be supported with quality professional development?

Systems Thinking Approach  Given our 8 areas, consider the following…  Which ONE area may have the biggest impact?  What might be the impact on implements?  What training is needed for implementers?  Is this an effective leverage point in the system?  In a round-robin format, share your thoughts with your table group  Share regarding each question!  Come to consensus on ONE area  Discuss the Next Steps for the… –district –school

Systems Thinking Approach  Share whole group  Revisit the strategies selected during that group’s discussion of this growth area –Do we want to delete or added any items? –Reach consensus on 3 strategies for the implementation of the growth area  Discuss the Next Steps for the… –district –school  Come to consensus

Systems Thinking Approach  How will we communicate …  Our “purpose” or expectations (vision)?  Our “picture” of success (looks-like & sound-like)? –And the “part”/role of each implementer  Our “plan” for progress monitoring (evidence)? –Did it work? AND Are we improving? Impact on student achievement. –Are we doing what we agreed-upon? Implementation data (effectiveness/fidelity) Impact on implementers –Is it positively impacting teaching & learning?

Closure for this Segment  Consider the guiding questions  Pair Share ONE strategy you learned today and how you plan to use it at your school. 32

Conclusion and Development of an Action Plan  Review the following…  Targeted Objectives  ISLLC Standards  What does the KWSB data tell you about your focus on the critical components of your district’s educational system?  What is the implication for next steps?  Are your efforts aligned across the components with a focus on ONE priority?

Workshop Closure  In table groups (in a round robin format)  Share one new learning and describe how you will apply it in your job  NO REPEATS!

Workshop Closure  Please complete “Participant Feedback” form  Grant research  Improve future workshops