Learning Teaching and Family Support Retreat February 27, :30 am – 3:00 pm Wiki site

Despite current ads and slogans, the world doesn't change one person at a time. It changes when networks of relationships form among people who share a common cause and vision of what's possible. This is good news for those of us intent on creating a positive future. Rather than worry about critical mass, our work is to foster critical connections. We don't need to convince large numbers of people to change; instead, we need to connect with kindred spirits. Through these relationships, we will develop the new knowledge, practices, courage and commitment that lead to broad-based change. Margaret Wheatley, Using Emergence to Take Social Innovation to Scale, by Margaret Wheatley and Deborah Frieze

AGENDA  Welcome and Outcomes  Reflections from past work  Leadership Success Stories  Agency Shift to Eliminate the Gap  BUILD  Problems of Practice & Tool Exploration  Open Space  Reflections & Next Steps

Outcomes for today  Reflect on our leadership successes  Further our leadership around eliminating the gap  Practice applying tools to problems of practice  Connect and network with colleagues

Looking Back  Spring Retreat  Lay it on the Line  Leadership That Gets Results  WERA  PSLA Sessions  Leadership Challenge  White Silence  Race Equity Tool  Whole Child: Engagement  Cultural Competency: Intercultural Dialogue

Exploring Mental Models: Lay it on the Line  The whole child needs to be engaged in order for academic learning to occur.  High standards are a basis for a caring culture.  Data should inform all of our work with children, families, teachers and educational leaders.  All children should be supported emotionally and challenged academically.  I could use the same characteristics to describe both an effective preschool teacher and an effective high school teacher.  Students in the opportunity gap require a greater focus on caring than they do learning.

Pre-K-3 rd Grade Reforms  Administrator and Leadership Quality  Teaching and Teacher Quality  Data–Driven Environment  Instructional Tools  Instructional Environment  Transitions and Pathways  Engaged Families  Resources for Cross-Sector Work

Connecting Systems P-3, Cradle to College, Birth-21  WHAT?  Way of thinking  Not new work  Preventative approach  WHERE?  Program, grant and outreach work  Targeted Strategy Workgroups  RTT-D  HOW?  Kauerz “Buckets” Framework

Brief Reflection  Spring Retreat  Lay it on the Line  Leadership That Gets Results  WERA  PSLA Sessions  Leadership Challenge  White Silence  Race Equity Tool  Whole Child: Engagement  Cultural Competency: Intercultural Dialogue

Advocacy Early HeadStart ECEAP Educare HeadStart Peer Programs Platform for Change Arts Impact Clock Hours/MERIT Equity, ELL, & Bilingual Services Content Area Support Interpreter & Translation Services Native American Programs Pre-K -3 rd System Support Professional Learning Research, Evaluation & Data Services School, Family & Community Partnerships Special Education (EC & K-12, WSSD) Student Support Services Transportation (EC & K-12) Julie Rolling Assistant Superintendent, LTFS Luba Bezbornikova Associate Superintendent, LTFS, Early Learning Claire Wilson, Executive Director, LTFS Common Core Standards Compassionate Schools Dropout Prevention & Retrieval High School to College Support Interagency Relations Prevention Center Readiness to Learn Relife School Success STEM Teacher Principal Evaluation Project 21 st Century Learning Centers Terese Emry Associate Superintendent, LTFS, K-college TBD, (hiring) Executive Director, LTFS DRAFT 2/17/13 PSESD, LEARNING, TEACHING & FAMILY SUPPORT

Shift in Practice….  General ENDS  Program Outcomes  Various Program Strategies  Isolated Impact  Mall  Eliminate the Gap  Measures of Progress  Foundational & Targeted Strategies  Collective Impact  Costco

Opportunity Gap & Anti-Racist MCO Program Work Department Work Agency Leadership Work Targeted Strategy Workgroups Foundational Strategies - BUILD: Theory of change

Leadership Success Stories  Decide who is A and who is B  “A” will start with 3 min to share a leadership success  Partners remain quiet  The aim is to listen and be heard

Honor the following ground rules:  Listen to each other with respect, without interrupting to comment or ask questions  Speak about your own thoughts, reactions, feelings and experiences, not those of others  During your turn, do not comment on what your partner has said

In order to accomplish our goals….. Principles & Anti-Racist MCO Our established values- based framework. We hold each other accountable to sustaining these Principles to meet the Agency END. Leadership Profile  Ethical  Visionary  Strategic  Creative  Relational  Culturally Competent  Communicative

Challenge the Process "Our agency has a strong tradition of innovation and risk-taking and I'd like to honor those staff members who embrace these actions and encourage others to do so," said Superintendent John Welch. "These are clearly values illustrated in our Principles that Guide Our Culture by viewing risk-taking as an opportunity to learn and our Five Practices of Exemplary Leadership by challenging the process."

BREAK

PSESD’s Theory of Change: BUILD All the building blocks required to bring about a given long-term goal.

B UILD: 5D Instructional Framework

B U ILD: DATA & RESOURCES  Data repository  Support the use of data in our proactive

BU I LD: WHOLE CHILD HOMEWORK QUESTION: “What have you done to ensure a Whole Child approach, focusing on ENGAGEMENT? What else can be done? What is the first “next step” needed to deepen the work?”

INSPIRE A SHARED VISION LEADERSHIP ENGAGEMENT In Flow Thriving Engaged Intentional Connected Isolated Careless Resigned Exhausted Stagnant Needy Driven Overwhelmed Compulsive Frenzied Underused Energy Life Diminishing Overused Energy Life Diminishing Optimal Engagement Increased Leadership Capacity Adapted from The Dede Henley Group

BUI L D: LEARN FROM EACH OTHER  Collective Impact  Blended Learning

BUIL D :  RET  Intercultural Dialogue Tools  Work Force Equity  Caucusing  Diversity Coaches

RACE EQUITY TOOL 1.Educate on racial issues and raises racial consciousness. 2.Promote racially inclusive collaboration and engagement. 3.Assess community conditions and set goals for affecting the desired community impact. 4.Expand opportunity and access for individuals. 5.Affect systemic change. 6.Develop and implement strategies for eliminating racial inequity.

Talking Through the Hooks Vs.

LUNCH

Problems of Practice & Tools  Iceberg  Ladders of Inference  Immunity Map  Race Equity Tool

Current Reality Preferred Future Highest leverage change ICEBERG

Ladders of Inference: 2+2=5?

Immunity Mapping To understand, Kegan & Lahey ask a series of questions:  What is it you’re committed to doing?  What behaviors are you doing (or not doing) that are working against achieving this commitment?  Why? What commitment have you made to yourself that compels you to operate this way?  What is your big assumption behind this competing commitment?

RACE EQUITY TOOL 1.Educate on racial issues and raises racial consciousness. 2.Promote racially inclusive collaboration and engagement. 3.Assess community conditions and set goals for affecting the desired community impact. 4.Expand opportunity and access for individuals. 5.Affect systemic change. 6.Develop and implement strategies for eliminating racial inequity.

Open Space Technology

Open Space  Agenda is created by inviting everyone present to nominate issues that she feels passionately about and is prepared to take responsibility for.  Participants choose which sessions to attend and the meeting is underway.  From then on people meet in groups to discuss and make recommendations for action which they consider are relevant to the specific issue.

Reflections  Reflect on your learning from the day  Consider what/how you will share with those you lead  Suggestions?

Despite current ads and slogans, the world doesn't change one person at a time. It changes when networks of relationships form among people who share a common cause and vision of what's possible. This is good news for those of us intent on creating a positive future. Rather than worry about critical mass, our work is to foster critical connections. We don't need to convince large numbers of people to change; instead, we need to connect with kindred spirits. Through these relationships, we will develop the new knowledge, practices, courage and commitment that lead to broad-based change. Margaret Wheatley, Using Emergence to Take Social Innovation to Scale, by Margaret Wheatley and Deborah Frieze