1. DO NOW Write your name on the board to indicate which case you’ll discuss in-depth.

2. SCHOOL INSTRUCTIONAL LEADERSHIP T-330 October 14, 2015 Class 6: Family Engagement

3. From last class Plus “Norm revival group” (and cookies!) Hearing from colleague (Marques) Consultancy Cnxn to practicum Principal stories Follow-up from previous class Time to discuss assignments Michael & Annice’s book! Delta PAL support End on time Ask for consultancy volunteers ahead of time

4. Collect feedback and evidence of initial impact What feedback and initial impact evidence can be collected and from whom? Implement one strategy What implementation steps need to be taken and who will participate? Create a plan What integrated set of strategies could be implemented in the plan to increase family and community engagement in support of improving student performance for the priority area? Assess existing family and community involvement What current status of policies, programs and strategies for family and community engagement relate to the student learning priority area? What are the gaps and opportunities? Form a working group Which staff, family or community members are best informed to contribute effectively to the planning process? Focus on family and community involvement in student learning How can improved family and/or community engagement be leveraged to improve student learning? PAL 4

5. Learning Targets for Class #6 I can explain at least one strategy for working with families across differences. I can apply concepts of school-family partnership and trust to a realistic role play. I can give and receive feedback about facilitation skills.

6. Agenda Working Across Differences Synthesize key learnings from articles Role play about school-family partnership Preview next week’s readings Plus/Delta

7. SLP 2016 Norms We collaborate and build a community of respect. We value vulnerability and truths over comfort. We trust each other and assume positive intentions. We expect and seek feedback.

8. Family Engagement Across Differences Discuss articles Come up with a newspaper headline for each article (factual, short, direct, present tense, provide solution to current problem) How do the different articles shed light on working with families across differences? What is the difference between co-producing with parents and seeking buy-in for your pre-determined vision?

9. Preparing for Simulations / Role Play Small group (45 min) Analyze case Discuss short and long term goals Feedback for facilitator Case group (30 min) Role play scenario Debrief insights from role plays Discuss short & long-term goals Whole group (15-20) Applications to practicum

10. Preparing for Simulations / Role Play Small Groups: Read the scenario. Hopes/fears of each party? Assumptions each party brings? Short-term goal? Long-term goal? Tips “Know your why” – why are you here as a school leader? Consider the vulnerabilities of all the involved parties. Feedback for facilitator

11. School-Family Partnerships Consider your practicum site. What insights do you have? What questions does this work raise for you? What are the dilemmas we haven’t solved that you see at your practicum? What are the implications for making your PAL 4 work meaningful?

12. Preview Next Week Unit reflections due. (Really interesting first round!) Prepare for systems paper – opportunity for peer support Bring in whatever you have so far: An outline An idea Questions Skim Austin’s SEL standards.

13. Plus/Deltas

14. Relational Trust “As individuals interact with one another around the work of schooling, they are constantly discerning the intentions embedded in the actions of others. They consider how others' efforts advance their own interests or impinge on their own self-esteem. They ask whether others' behavior reflects appropriately on their moral obligations to educate children well. These discernments take into account the history of previous interactions. In the absence of prior contact, participants may rely on the general reputation of the other and also on commonalities of race, gender, age, religion, or upbringing. These discernments tend to organize around four specific considerations: respect, personal regard, competence in core role responsibilities, and personal integrity.” -- Bryk & Schneider

15. Trust No significant learning occurs without a significant relationship. --James Comer Relational trust is the connective tissue that binds individuals together to advance the education and welfare of students. -- Tony Bryk & Barbara Schneider