ISLLC Standard #4 Planning Collaboration with Families Name Workshop Facilitator

Welcome  Name of Superintendent  Welcome  Why Important © AZ Board of Regents, All rights reserved, 2012.

Overview & Introductions  Name of Facilitator  Introductions  Overview / Agenda  Guiding Questions  Targeted Objectives  ISLLC Standards © AZ Board of Regents, All rights reserved, 2012.

Proposed Norms & Expectations  Stay focused and fully engaged  no competing conversations please  Participate to grow  share openly and monitor your listening  Be a learner  create your own meaning and application  Get your needs met  ask questions that benefit the group  personal questions on breaks  Housekeeping  silence cell phones  handle business later  share ONE point …then next person

Leadership Model A Systems Thinking Approach: ISLLC Standards and improvement strategies are managed through Key Processes Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning

ISLLC Standards  A principal may choose to implement specific strategies to meet the ISLLC Standards and/or improve his/her performance relevant to the ISLLC Standards. The standards are: 1.Facilitating the development, articulation, implementation, and stewardship of a vision of learning 2.Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth 3.Ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment 4.Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources 5.Acting with integrity, fairness, and in an ethical manner 6.Understanding, responding to, and influencing the political, social, economic, legal, and cultural context

Sample Application Focus

Application Focus At the conclusion of this module you will identify key concepts and plan your application focus In the column labeled “Current Reality” –Rate yourself on a scale of 1-5  5 = Highly effective  3 = Satisfactorily Effective  1 = Ineffective –Describe the evidence that supports your application of this concept

Planning Collaboration with Families Segment Guiding Question  How do you bring diverse community families to the table in the true spirit of partnership?

Whole Community Engagement Is Key  To lift up and raise our schools to a place that suits all 21st century learners, help needs to come from many parts of the community. The leading roles should be alternated according to the need and focus of the particular school site or aspect of a given project.  If we respect each other and acknowledge our unique contribution, we can move forward quickly in a positive environment where we can all be teachers and learners.

Step 1: Expand Your Vision of School to Include Community  There are many opportunities for experiential learning to happen within the communities surrounding the schools. We just need to find ways to connect core curriculum beyond the classroom by attracting the right people and asking the right questions.  Who are some resources you might have in your community?

Step Two: Reach Out to All Stakeholders  One of the best ways to connect and create an authentic bond is to go to the people who matter most, and meet them on their own turf. A series of community walks are a great way to start.  Get your teachers, students and parents on board and visit local businesses, churches, senior homes and charity organizations. Have them communicate the schools vision and mission statement. Ask for mentoring, support feedback, and involvement that would create a partnerships between them and the school.

Step Two: Reach Out to All Stakeholders  Share your dreams for enhanced community- school partnerships, ask people what matters to them, how they might help, and show them your passion. Extend an open invitation to reconnect, collaborate and share their experience, skills, and time.

Step Three: Create a Community Resource Map  A visual representation of your community and the various skills people have to offer is a great way to understand what community resources are available.  Ask for materials people can supply at cost or for free.  Request volunteers to invest time.  Connect curriculum to classroom activities.  Include networks they can utilize to raise awareness of the needs of the children and families.  Always promote and foster resource-sharing and collaboration.

Step Three: Create a Community Resource Map  Use libraries to advocate for school-community partnerships and student learning. Libraries are important hubs and can provide meaningful connection points outside the school gates.  What are some forms that this type of community map may take?  Using the community partnership template provided brainstorm ways to conduct outreach.

Step Four: Connect with Curriculum  Much of what we learn as children and adults happens outside the classroom through real world experiences, from our peers, mentors and on the job.  How might we connect today's core curriculum with the real world?  This is an important question that is in urgent need of answers.  Kids today are asking far to often for relevance in what they are learning. "Why am I learning this? I'll never use this!"

Step Four: Connect with Curriculum  Let's find ways to work with local businesses and subject matter experts to connect core curriculum to the outside world and design engaging learning experiences in and out of the classroom.  Who/What are some local business you might be able to contact and work with to facilitate some of these learning experiences?

Read this Article: Auerbach, S. (2011). Learning from Latino Families. Educational Leadership, 68(8),

Handout: Project Helps Spanish Speaking Parents  Read this Article:  Stitt, L. (2012, June 27). Project Helps Spanish Speaking Parents. Sedona Red Rock News, p. 9A.

Discussion of the Articles  What were the BIG IDEAS from the articles?

WakeCountySchools (Producer). (2009, October 21). Latino outreach: the school connection, March 2008 [Video].Retrieved from

Debrief  With a partner…  Share your thoughts, impression, or reaction  Share ONE big idea from the video –Take turns until all big ideas are identified  Share ONE idea from the video or articles that you will implement in your school & WHY!

Planning for Community Partnerships Looking back to the guiding question: How do you bring diverse community families to the table in the true spirit of partnership? With your school teams create an action plan to meet this goal.

Application Focus  Consider the guiding question, and think about connects between the ISSLC Standard and workshop’s key concepts  Use column labeled “Strategies/Ideas”  List at least THREE things per box  Pair Share ONE strategy you learned today and how you plan to use it at your school. 24

Workshop Closure  Review the following…  Targeted Objectives  ISLLC Standard (Elements, Criteria, or Targeted Behavior list on Application Focus)  Next Steps  What additional data do you need?  Who will you involve in the process?  What resources do you need?  Application Focus  Do what?  By when?

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