1. AGENDA 4 2 3 Lunch 6 7 1 Building Success: Analyzing Factors
Introductions / Outcomes/ Resources
How Did We Get Here? 2
Building Success: Analyzing Factors
Success Analysis Protocol 3
Building Success: Common Understandings
Resource Review 4
Building Success: Learning from Each Other
Breakout Session: Teams & Panels 5
Lunch 6
Building Success: Analyzing & Refining Goals
Table Talk/Open Spaces
Building Success: Team Time
Atlas 7
Closure
Evaluation & Distribution of Materials
AGENDA
Debbie

2. How do I support instructional change
How do I support instructional change?   How do I support instructional change?   How do I support instructional change?
Maryellyn
Fold your hands.
Now change which thumb is on top. That was change—how did it feel? Strange—ODD?? Uncomfortable??? Feels Different? Interesting? These are the same words used to describe CHANGE…

3. How do I support instructional change?
Guskey (1999) relates that when changes needs to be made, there are 3 variable to consider.
Which of these 3 variables should change first, second and third?
Teacher Attitude
Student Outcomes
Teacher Behaviors
Maryellyn
First
Second
Third

4. How do I support instructional change?
How does this information relate to the
National Board Process?
1.Teacher Behaviors
2.Student Outcomes
3.Teacher Attitude
Take a few minutes and write your thought individually on a sticky note—then share with each other your thinking—finally ask if any group wants to share with everyone their thinking This is at the heart of the PD School and National Board process…changing behaviors---to impact student outcomes---changing attitudes

5. Cohort Teams
Recap the morning– Our emphasis or THEME today has been on success—Success protocol—finding the team’s common features of success, Next we want to be positioned for success by having common information with or like role colleagues—common understanding of our individual roles and responsibility, Must Read Document, Ethics, MOU--maintenance of certificate, CPDUs.
Now we want to be positioned for success by strengthening the team—The teacher liaison, admin and NBCT Facilitator.

7. How can we position as a team to be successful?
Supporting cohorts
Administrator
NBCT
Facilitator
Cohort
Teacher Liaison
Debbie
Teams will work together to support the cohort. Todays activities will help to outline what that support will look like.

8. Arc of Pebbles How is your team like these pebbles?
What would happen if one of you was removed from the team?
Interdependence
How does the arc stay together?
- Each pebble is supported by the pebbles around it.
The pebbles are working together.
What would happen if you removed a pebble?
The structure (arc) would fall apart.
How is this like a cohort?
All members of a cohort support each other and work together. If you remove a member of the cohort, the cohort may fall apart.
This should lead to the idea of INTERDEPENDENCE

9. INTERDEPENDENCE Which image speaks to your team? Why? Share.
First Image:
Being in a cohort requires a balance between an individual’s self-interest (my success) and the best interest of the group (cohort success).
Second Image:
Several Heads are better than one. Candidates in a cohort have a higher success rate than those who complete National Board Certification on their own. There are benefits to being in a cohort, but with those benefits come responsibilities (to the group).

10. Culture of the Team is the Culture of Cohort
Shared Goal – impact students & improve practice
Professional Conversations
Open up practice
Take Risks (growth mind set)
Ask questions of each other (inquiry)
Request Evidence
Preparation
Interdependence
Trust (not evaluative & group norms)
jill
Please note – these are notes that Maryellyn wrote for this slide. The title of this slide really tells the why of this slide. Collaborative Norms are important to creating & maintaining the culture of your cohort. What we wanted to put forth to you is what these norms are supporting is a safe zone.
What do we mean by a safe zone? It starts with the common understanding that the goal of our work together is improvement of teaching practice. Truly we are operating from a growth mind set.
Improvement of teaching practice happens everyone feels safe and opens up about their practice.
When an individual opens up about their practice, this can be a big risk for many people. When people feels the stakes are high or they feels unsafe they won’t take that risk. They will be fearful and stay quiet and practice can not move. Our work depends on teacher’s being open about practice.
Taking risks is what we want our cohort to do. A safe zone is a place where I can take risks. It might be sharing a video, or student work or my lesson plan or just asking a question.
A safe zone is a places where we ask questions of each other. We have so much to learn and give each other. Setting that expectation can help the cohort own the work.
For your work, evidence is key. We need to keep this focus & request evidence as we push practice.
Preparation is essential to using time well. If the perception is that only some are ready and the “usual” people are not—this is not conducive to the safety needed as part of moving practice and often ends up dividing a group in to factions.
The mindset is that -it’s improvement not evaluation—Don’t blur these lines.
As the year unfolds, the difference between this professional development experience and others the participants may have is that the facilitator’s role shifts as the participants grow in their ability to articulate their teaching practice by using the Architecture of Accomplished Teaching, central to the National Board process. We’ll expect that the sessions become a conversation where everyone expects to be “active” in sharing and reflecting on their teaching. As the year progresses, the participants (candidates) may initiate conversations, help determine session agendas and otherwise shape the session. There is a gradual evolution as the year unfolds.

11. TRUST – A Balancing Act Norms Norms Broken Kept
Honest Caring Feedback
Start on Time
End on time
Independent of Evaluation
Arriving Unprepared
Leave Early
When you take the time to build the norms together establishing the culture of the group —you are building trust between all.
Any and Every grop/organization can not be effective without trust.
Trust—is at the core of your work to develop as a leader.

12. Losing TRUST
Jill
It takes only a moment—When the say doesn’t match the Do.

13. Building & Keeping TRUST
jill
How to you build and maintain trust???? What you say matches what you do. Simple and not so simple..
Remember a cohort is a relationship and like all relationships it can be repaired.
Remember when I trust—I risk—when I trust—I open my practice—when I trust I grow!!
As you build your norms/your culture—
remember it is more than a group of agree upon behaviors
—remember it is a foundation for trust
—remember we are being trusted with the growth of students too through our role as a leader.

14. NB Professional Development School Teams
Supporting cohorts
Teacher
Liaison
Administrator
Cohort
NBCT Facilitator
Debbie
Teams will work together to support the cohort. Todays activities will help to outline what that support will look like.

15. NB Professional Development School Teams
Supporting cohorts
Administrator
NBCT
Facilitator
Cohort
Teacher Liaison
Debbie
Teams will work together to support the cohort. Todays activities will help to outline what that support will look like.

16. NB Professional Development School Teams
Supporting cohorts
NBCT Facilitator
Teacher Liaison
Cohort
Administrator
Debbie
Teams will work together to support the cohort. Todays activities will help to outline what that support will look like.

17. What do we need to do, as a team, to position our cohort for success?
Success = Impacting Student Learning
Consider all experiences, conversations & resources today
Success Protocol
Identified Factors of Success
Resource Review Information
3 Variable to Making Change
Roles and Responsibilities
Ethics
MOU
Arc of Pebbles Conversation
Interdependence Visuals
Culture of Team/Site
Norms and Trust Slides

18. What is one non-negotiable between each of our roles to foster success?
National Board Facilitator
Administrator
Create a visual that explains what you need to do as a team to position your cohort for SUCCESS!!
One rule—Can not use a Venn diagram visual.
Teacher Liaison

19. What will we do, as a team, to positions our cohort for success?
National Board Facilitator
Administrator
Here
Create a visual that explains what you need to do as a team to position your cohort for SUCCESS!!
One rule—Can not use a Venn diagram visual.
Teacher Liaison

20. Commonalities of Coaching
Major focus is on professional practice
Coaching moments related directly to lessons taught
Lasts over days, weeks, or months
Engage in reflective dialogue
Not evaluators—no judgements regarding teachers
Confidential—no fear of conversations being shared
Communicator, Questioner, Observer
Feedback is encouraging, honest and practical
Knight( 2009)
Take a moment and read each of these commonality of the coaching role. This is true if the position is called a math coach or Instructional coach or facilitator or liaison or administrator—the purpose of the position REMAINS THE SAME--enhance the way teacher’s teach and thus impact the learning of students.
Think about your role as the PD Cohort’s Admin—do you see similarities to your role? To another role in the cohort? To the National Board process? To the information presented?

21. Panel Time—11:05