1. Superintendents’ Network: The Role of the Facilitator
May 20, 2008

2. Agenda Framing our work Rounds play-by-play and analysis
Designing your network
Reflection and Debrief

3. How will we learn and grow together?

4. District-wide improvement plan
Walkthroughs
District-wide improvement plan
Network

5. Starting and Sustaining a Network (I): Where we are trying to go?
An organizational structure that can support the work
A “safe space” for personal learning (Psychological safety):
Peers and fellow participants
A focus on personal learning for all
An approach to improvement that is framed by theory and anchored in practice:
A strong focus on problems of practice
A clear commitment to follow-up action
A common theory that connects to the instructional core
A culture that supports the work: norms and protocols
Recruitment (and start-up timing)
Size and selection
Maintaining membership and commitment
Engaging others (beyond superintendents)
Implementation and staying connected to other networksRecruitment (and start-up timing)
Implementation and staying connected to other networks

6. Starting and Sustaining a Network (II): How do we get there?
Recruitment (and start-up timing)
Size and selection
Maintaining membership and commitment
Engaging others (beyond superintendents)
Implementation and staying connected to other networks
Recruitment (and start-up timing)
Size and selection
Maintaining membership and commitment
Engaging others (beyond superintendents)
Implementation and staying connected to other networks 6 6

7. What support will we have?
From Harvard:
2 visits in the fall
Availability by phone/video for your facilitator meetings
Book in progress—drafts to be shared
Electronic copies of our work
Possible spring convening of facilitators at Harvard

8. Rounds play-by-play and analysis
Behind-the-Scenes & Prep
What kind of background knowledge/context do observers need before visiting? Is there a place for hard data analysis?
How do you ensure that all observers have solid knowledge base on the problem of practice?
# in classroom at a time?
Scheduling? Do you intentionally want the different groups to see the same teachers?
Is there assistance for the hosting school to design/create their P.O.P.?

9. Rounds play-by-play and analysis
Debrief and Next Level of Work
Could the building leadership team be part of this process? How could this be beneficial/nonbeneficial?
Is what we did today just how we would do it?
Protocol to follow?
Do you report all evidence (evidence that practice is not happening as well as evidence that it is)?
Is the snapshot reliable?

10. Rounds play-by-play and analysis
Debrief and Next Level of Work
When does descriptive stop, predictive start, and when does that cross over into evaluative?
How can the next level of work be more specific? Explain current structures, initiatives, PD?
How do we honor teachers and their prior work?
What happens next (Is the debrief shared? How? Is there a protocol? What follow-up does the supe. receive)?

11. Best Practice in Rounds… So Far
Conduct a school visit and debrief every month
Connect the work to a district theory of action
Provide collegial support in between visits
Convene a Think Tank to guide the work
Continue to revise the process to push practice

12. Designing your network
In your AEA groups, begin discussing your network
Use the design sheet as guidance for your discussion

13. Reflection
Complete Connections to Your Own Work
Pair share

14. Feedback + What’s one thing that helped your learning today? Д
What’s one change we could make that would help your learning?