1. 2016-2017 Wisconsin SMART School Academy
September 20 and 21, 2016
Session I - Day 1
Time: 5 minutes (Slide ½)
Purpose: Defines the session.
Lecture Notes:
Activity Notes: Use this slide as an opportunity to meet and greet the participants before the session starts. A district contact person will introduce you and share their commitment to the SMART School Improvement Process. Introduce yourself and co-facilitator (if appropriate). In your introduction share why this work in important to you.
FACILITATOR TIP: Play music as audience members enter the room.
Resources Required: Not in Participant Manual.

2. Sponsored by: Hosted by: Time:
Purpose: State partnership with SMART Learning Systems
Lecture Notes: Anne introduces SMART Learning Systems and the relationship of the partner group.
Activity Notes:
Resources Required: Not in Participant Manual.

3. Community
Communities are built through the process of convening conversations where people’s thoughts are valued and they have the opportunity to present choices. The experience created is designed in such a way that relatedness, accountability, and commitment are always available, experienced and demonstrated. As a leader you create the conditions for the engagement. You have all that is required for this to happen in your organization.
~ from Community
by Peter Block
Time: 30 minutes (1/4 slides)
Resources Required: Participant Manual, Page 11
Purpose: Introduction to Session I
Lecture Notes: The quote introduces the essence of the SMART School Academy. We believe that it is through communities that this work will build commitment and accountability by those who experience the process. Communities are built on the process of convening a conversation.
Activity Notes: Read through the quote individually. Turn to your neighbor, introduce yourself and share what word(s), phrases or sentence speaks to you and why. (2-3 minutes)
FACILITATOR NOTE: Collect some thoughts from the audience, honoring their voices.

4. Convene a Conversation
What would make this
Academy experience
successful for you?
Why are you here?
Time: 30 minutes (2/4 slides)
Resources Required: Participant Manual, page 12. Books by Margaret J. Wheatley, Leadership and the New Science, A Simpler Way, Turning to One Another: Simple Conversations to Restore Hope to the Future.
Purpose: Convene a Conversation
Lecture Notes:
FACILITATOR NOTE: Do not reference page numbers. The audience is to experience first. Reference these page numbers after the Community Circle.
Activity Notes:
Invite the audience to stand and form a circle. The purpose of doing this is to convene a conversation, meet participants and honor voices. (1 minute)
After they have formed a circle, share my experience with Meg Wheatley, author and leader in the field of systems thinking. [Please feel comfortable to share your own story of building a community.] (2 minutes)
Background Information: Wheatley is known for her research in the chaos theory; she studied the science of nature. Nature aligns with how organizations/peoples lives work today. Her theory states that out of chaos comes order and with order comes chaos; a revolving system. Understanding chaos theory helps us lead change in our own organizations/lives. Her most recent book, Turning to One Another: Simple Conversations to Restore Hope to the Future provides us for us her research about how conversations make change; change in ourselves and in our organizational systems. Her background includes being a science teacher, researcher and PhD in organizational development.
3. Share that when they formed the circle they self-organized (Wheatley uses this term). You start with what is most likely a safe place. Maybe you know the person next to you, proximity or it just is. Identify a person in the circle as a starting point and ask them to turn to the person on their right, then left forming pairs around the circle. Once everyone has turned to one other person, ask them to introduce themselves and answer the question, “Why are you here?” (click) (2 minute)
FACILITATOR NOTE: Honor some of the answers by asking for 4-6 volunteers to share why they choose to come to this workshop? When they share responses ask them to state their name with the answer. [Beginning to build a community] (2 minute)
4. Using the same starting position (person) ask the audience to turn to their other neighbor, introduce themselves and answer “What would make this Academy successful for you ? (click) (2 minute)
FACILITATOR NOTE: Document 4-6 answers on chart paper. When they share responses ask them to state their name with the answer. Document their answers on chart paper. This list will be used at the end of each day for the audience to provide immediate feedback if we are reaching their needs to make these two days successful. (See below how to create the chart). (2 minute)
FACILITATOR NOTE: State how quickly we have learned who is in our community, some names and insights from each other.
FACILITATOR NOTE: While the audience is working in other group activities, find time to create a new chart paper document. It will become one of the assessments for feedback at the end of the two days. We will bring the data collection back to a mid-point in the academy and again at the end. If needed, cluster their ideas for success into 3-5 clear measures. Under each success to be met add a Likert scale of 1-5 (5=Most satisfied). Hang the new document near the doors where they exit. At an appropriate time, share with them the meaning of this document (immediate feedback) and how it will be used at the end of the day (place a dot on the Likert scale of where you are at the end of Day 1 then Day 2.

5. Characteristics of a Community
Time: 30 minutes (3/4 slides)
Resources Required: Participant Manual, page 12.
Purpose: Convene a conversation
Lecture Notes:
FACILITATOR NOTE: Do not reference page numbers. The audience is to experience first. Reference these page numbers after the Community Circle.
Activity Notes:
Continuing to work in the circle; ask the participants to self-organize into a new group of 4-6 people. In your new group, introduce yourselves then take 3-4 minutes to determine the characteristics (elements, attributes) of a community.
Collect one characteristic from each group to create a final group list on chart paper. Use the list throughout the rest of the Session I Academy as a way in which we do work around here. Reference their list at the appropriate time in your lectures or when questions arise. Great teaching tool from the audience’s voice. (2 minutes)
FACILITATOR NOTE: The participants are finding out that their voice is important in this workshop.

6. I’ve seen that there is no more powerful way to initiate significant change than to convene a conversation. When a community of people discovers that they share a concern, change begins. There is no power equal to a community discovering what it cares about.
~ Margaret Wheatley
Turning to One Another: Simple
Conversations to Restore Hope to the Future, page 22
Time: 30 minutes (4/4 slides)
Resources Required: Participant Manual, page 12
Purpose: Convene a conversation
Lecture Notes: Still standing. We will be inviting you into many powerful conversations during this academy. You will have opportunities to discuss what you care about and how at the heart of the process is increased student learning.
Activity Notes: Ask the audience, “What do you now know and understand as a result of convening conversations?” Share as a large group. (2 minutes)

7. Facilitators / Coaches
Time:
Purpose: Introduce presenters and Academy Schedule
Lecture Notes:
Activity Notes:
Resources Required:
Audience Reaction:
Anne Conzemius
Kathy Larson

8. Academy Support Team Kiett Takkunen Mark Zimmerman
Purpose: Introduce presenters and support team
Lecture Notes:
Activity Notes: .
Resources Required:
Audience Reaction:
Kiett Takkunen
Mark Zimmerman

9. Session I Overview
Purpose: Develop a community of learners who understand and commit to their roles as learners, leaders and coaches of the SMART School Improvement Process.
Concept: Focus
Bridges: Day 1 Community
Day 2 Growth
Time: : 5 minutes (Slide 1/2)
Purpose: Introduce the materials
Lecture Notes:
FACILITATOR TIP: Talk about the 4MAT agenda model. Explain how the workshop was designed to honor different learning styles and to stretch each of us in new learning strategies.
Activity Notes:
Resources Required: Participant Manual, Process Tab, page 1

10. Session I Overview
Essential Question: How do we, as a community of learners, focus on student growth?
Outcomes
Agenda Overview
Time: 5 minutes (Slide 2/2)
Purpose: Introduce the materials
Lecture Notes:
FACILITATOR TIP: Talk about the 4MAT agenda model. Explain how the workshop was designed to honor different learning styles and to stretch each of us in new learning strategies.
Activity Notes:
Resources Required: Participant Manual, Process Tab, page 1

11. Break Purpose: Indicates a break Lecture Notes:
Activity Notes: Play music or use timer (optional). Sound the reminder, 5 minutes before returning.
Resources Required:
Audience Reaction:

12. The Framework for Shared Responsibility
Time: 60 minutes (1/5 slides)
Resources Required: Participant Manual, page 13; Building Shared Responsibility for Student Learning (a chapter describes each point); and The Handbook for SMART School Teams, pages 7-14.
Purpose: Introduce The Framework for Shared Responsibility
Lecture Notes:
There are three essential elements of this Framework – FOCUS, REFLECTION and COLLABORATION – all of which combine to build LEADERSHIP CAPACITY. In our work, we refer to that as “shared responsibility”; the DuFour’s refer to it as “professional learning community”. Regardless of what you call it, the intention is the same – to create the conditions, the culture and the expectation that everyone in the system shares responsibility for improving student learning results.
We chose the image of a triangle for a couple of reasons. First its physical qualities make it the strongest structure possible – why its used to build bridges and roof trusses. It is also the ”delta” symbol which means change. Strength (not rigidity) plus shared responsibility for thoughtful and purposeful change brings resilience to any organization.
Activity Notes:
FACILITATOR SUMMARY: How does a stable framework (structure) support change?
FACILITATOR TIP: Document the “Framework for Shared Responsibility” in the SMART Tool mind map.

13. Collaborative Reading
Divide into four pairs and assign one of the following sections from The Power of SMART Goals (PSG) and The Handbook for SMART School Teams (HBSST) to each pair.
Framework for Shared Responsibility (PSG pages 11-13)
PDSA (HBSST pages 3-5)
Define SMART (PSG pages 13-17)
Five Key Questions (PSG pages 35-38)
Share the main points from each section with others at your table.
Time: 60 minutes (2/5 slides)
Resources Required: Participant Manual, pages 14-15
Purpose: Focus on foundational concepts of the SMART School Improvement Process
Lecture Notes:
Activity Notes: Debrief the four reading sections. Use the next three slides to help.
Facilitator Tip: FYI The Framework in the book is referred to as the QLD Framework. SMART Learning Systems used to be named QLD Learning.

14. The Framework for Shared Responsibility
SMART Goals
Time: 60 minutes (3/5)
Resources Required: None
Purpose: Affirm what was learned in reading.
Activity: Use this slide to have the people who read this part of the book share what they learned.
Data
Teamwork

15. Strategic & Specific Measureable Attainable Results-oriented Timebound
Time: 60 minutes (4/5)
Resources Required: None
Purpose: Affirm what was learned in reading.
Activity: Use this slide to have the people who read this part of the book share what they learned.

16. Five Key Questions It is good to have an end to journey toward;
but it is the journey that matters in the end.
Ursula K. LeGuin 1999
5. Where should we focus next?
4. What are we learning?
3. How will we get to where we want to be?
Time: 60 minutes (5/5 slides)
Resources Required: None
Purpose: Affirm what was learned in reading
Activity: Use this slide to have the people who read this part of the book share what they learned
2. Where do we want to be?
1. Where are we now?

17. The Framework for Shared Responsibility
SMART Goals
Time: 45 minutes (1/4)
Resources Required: None
Purpose: Deepen the participants’ understanding of the Framework and link it to the Self-Assessment Activity
Lecture: Our next activity is designed to give you a chance to assess your school’s readiness and current use of the Framework. The self-assessment is built on the elements of the triangle including the development of LEADERSHIP CAPACITY as an outcome of engaging in FOCUS, REFLECTION and COLLABORATION.
Data
Teamwork

18. Our School Self-Assessment
Time: 45 minutes (2/4 slides)
Resources Required: Participant Manual, pages 16-19
Purpose: Collect perceptual data on current level of shared responsibility in your school.
Lecture Notes:
Activity Notes: See Participant Manual notes pages PowerPoint represents an end result of all team’s analysis. Have teams share their end product and key take-aways from their analysis of the data.
Suggest that this can be used as a pre-assessment of their school. They may want to re-assess at the end of the year after they have implemented the SMART School Improvement process to determine if they had improved. They can also use this to make plans to improve their readiness. For example, identify the lowest area or areas and create a plan for moving the data up.
Focus
Reflection
Collaboration
Leadership Capacity

19. Data Analysis Questions
Which of the nine questions is your greatest strength? Which of the four categories is your greatest strength? (Focus, Reflection, Collaboration, Leadership Capacity)
Which of the nine questions is your greatest opportunity? Which of the four categories is your greatest opportunity? (Focus, Reflection, Collaboration, Leadership Capacity)
Time: 45 minutes (3/4 slides)
Resources Required: Participant Manual, pages 16-19
Purpose: Understand perceptual data on current level of shared responsibility in your school.
Lecture Notes: These are possible ways of talking about the self-assessment leading to some sort of focused action around your key areas of strength and challenge.
Activity Notes: See Participant Manual notes pages PowerPoint represents an end result of all team’s analysis. Have teams share their end product and key take-aways from their analysis of the data.

20. Data Analysis Questions
Which of the questions have greatest range? What does that tell you?
Which of the questions are compacted together and have the shortest range? What does that tell you?
How can you quantify the data?
Could you do this with your leadership team in the fall and again in the spring? What might that data tell you?
How can you use this data with your leadership team to move forward in a better way?
Time: 45 minutes (4/4 slides)
Resources Required: Participant Manual, pages 16-19
Purpose: Understand perceptual data on current level of shared responsibility in your school.
Lecture Notes: These are possible ways of talking about the self-assessment leading to some sort of focused action around your key areas of strength and challenge.
Activity Notes: See Participant Manual notes pages PowerPoint represents an end result of all team’s analysis. Have teams share their end product and key take-aways from their analysis of the data.

21. LUNCH

22. A clearly defined process is the bridge between vision and action.
Time: 45 minutes (1/5)
Purpose: Introduce the role of process
Lecture Notes: This Academy provides the process or road map for informed actions guided by data. The SMART School Improvement Process connects the organization’s strategic vision to specific actions at the classroom level through an aligned system of continuous improvement.
Activity Notes:
Resources Required: Not in participant manual

23. The Data – Logic Chain
Logic
Data
Logic
Data
Logic
Data
Logic
Time: 45 minutes (2/5)
Purpose: Understand the “backbone” and theory beneath the SMART School Improvement Process
Lecture Notes: The data logic change represents the interaction of theory and data, a continuous interplay that participants engage in to move up the steps of the SMART School Improvement Process. I comes from the work of W.E. Deming. We begin with a theory or perceptions or thoughts about what is happening in our environment which leads us to seek specific data to verify or not, whether our theory is valid. The data may provide answers but more likely will generate more questions which will lead to the next conversation (logic) about the meaning and actions that are needed to literally take the next step. This is an action research model based on a continuous process of inquiry, learning and application.
Activity Notes:
Resources Required: Participant Manual,
LEARNING and ACTION are embedded in the process.
Data
Logic

24. SMART School Improvement Process
Step #5
Analyze and refocus
Begin again!
Step #4
Develop action plans
Between Steps
Implement plans
Step #3
Select strategies
Between Steps
Explore professional learning options
Step #2
Create school
SMART goal
Between Steps
Investigate effective practices
Time: 45 minutes (3/5)
Purpose: Understand the SMART School Improvement Process as a data-logic interaction
Lecture Notes: Have them bring out the SMART School Improvement Process laminated handout in their pocket folder.
Walk through the steps, illustrating how the actions above the line lead to learning, implementation and analysis between steps below the line. Each informs the other in a progressive learning model that incorporates the PDSA cycle (continuous improvement) at the final steps of the process.
Activity Notes: Move back in to the participant manual, follow the instructions (10 minutes)
Resources Required: Participant Manual, page 20
Step #1
Isolate need
Between Steps
Gather and analyze data

25. Where should we focus next? How will we get to where we want to be?
SMART School Improvement Process
Where should we focus next?
What are we learning?
Step #5
Analyze and refocus
Begin again!
Step #4
Develop action plans
Between Steps
Implement plans
Step #3
Select strategies
Between Steps
Explore professional learning options
Where do
we want
to be?
How will we get to where we want to be?
Step #2
Create school
SMART goal
Between Steps
Investigate effective practices
Time: 45 minutes (4/5)
Purpose: Connect the SMART School Improvement Process to the 5 Key Questions from the collaborative reading activity.
Lecture Notes: Each step in the SMART School Improvement Process is built upon a series of interactions actions that move from logic to data and back to logic. As you move through the process each step brings about some type of result aligned to the School SMART Goal. What has been added (last click) are the 5 Key Questions that guide each step and between step actions and learning. Each question is answered as you move throughout the process.
Activity Notes:
Resources Required:
Step #1
Isolate need
Between Steps
Gather and analyze data
Where are we now?

26. School Improvement Planning Cycle
Time: 45 minutes (5/5)
Purpose: Connect the process with the school calendar
Lecture Notes: This image is a graphic that captures the school improvement cycle, timeline and steps that you will be leading over the long term. It is closely aligned with most school improvement calendars so many of you are probably already doing pieces of this cycle but perhaps not consistently throughout the district.
Activity Notes: Reflect as a team on the questions at the bottom of page 21 in your participant manual
Resources Required: Participant Manual, page 21

27. SMART School Improvement Process
Step #5
Analyze and refocus
Begin again!
Step #4
Develop action plans
Between Steps
Implement plans
Step #3
Select strategies
Between Steps
Explore professional learning options
Step #2
Create school
SMART goal
Between Steps
Investigate effective practices
Time: 30 minutes (1/ 3 slides)
Purpose: Learn about Step #1 in the School SMART Improvement Process; understand the importance of trust in the context of using data
Lecture Notes: Read the Planning Guide page 22 of the Participant Manual – Step #1 Isolate Need, gathering thoughts to answer the questions on page 23.
Activity Notes: You will be using music to establish start and end times for three segments of conversations. Instruct participants to stand up and find someone in the room whom they do not know. Start the music as they seek out a partner. When you stop the music, participants will exchange ideas on the first questions. After 30 seconds, start the music again, signaling that the participants should move around to another new grouping. Stop the music and instruct them to answer the 2nd question. Repeat the process for the third question and then debrief the questions with the whole group.
Resources Required: Participant Manual, pages 22 and 23
Step #1
Isolate need
Between Steps
Gather and analyze data

28. The “Cotter” Question
What can you do to assure that the use of data in your school will be a disaster?
Time: 30 minutes (2/ 3 slides)
Purpose: Set the stage for discussing how teams will work together when looking at data
Lecture Notes: A Cotter Question is a question that is developed around looking at answering a question from an opposite way of how you would naturally ask it.
Activity Notes: Follow the instructions in the participant manual. (30 minutes)
Instructions:
1. Select roles – facilitator, timekeeper, and scribe. (1 minute)
2. Each team member individually answers the “Cotter” question: What can you do to assure that the use of data in your school will be a disaster? (2 minutes)
3. The scribe creates and labels a T-Chart on chart paper. (1 minute)
4. Share individual responses to the “Cotter” question and record them on the left side of the chart. (5 minutes)
5. For each listed item, generate a reasonable data trust rule to avoid the disaster. (5 minutes)
6. Highlight your choice of 3-5 data trust rules which could become standard at all data meetings. Document your trust rules below. (3 minutes)
7. Each team shares one of their data trust rules (2 minutes)
Resources Required: Participant Manual, page 24

29. Data Trust Rules Create dialogue and understanding.
Promote shared learning.
Be open—acknowledge and respect various interpretations.
Search for meaning even when the conclusions are not readily apparent.
Handle with care…this is not for “gotcha.”
Be patient with those who may find this difficult or threatening.
Make the best of the data you have.
Time: 30 minutes (3/3 slides)
Purpose: Show examples from other schools / districts.
Lecture Notes: These are just some examples of data trust rules we’ve gathered over the years. Note the positive and proactive nature of the way in which they are worded. They are designed to give direction and guidance as opposed to “rules” to follow.
Activity Notes:
Resources Required: Not in Participant Manual

30. Practice Step #1 Isolate Need Purpose: Isolate perceptions
of student learning needs
Time: 45 minutes (1/3 slides)
Resources Required: Participant Manual, page 25 and Handbook for SMART School Teams pages 113 and
Purpose: Isolate perceptions of student learning needs
Pages 113
and

31. Affinity Time: 45 minutes (2/3 slides)
Resources Required: Participant Manual, page 25 and Handbook for SMART School Teams pages 113 and
Purpose: Isolate perceptions of student learning needs
Lecture Notes: The young students in this photo are engaging in an Affinity Process. This is a tool to use when you want to generate a lot of ideas and then organize them in an efficient and engaging manner. This is the tool we’ll use to identify the perceptions we have about what our students struggle with when it comes to academic performance.
Introduce the Affinity process (10 minutes) Demonstrate how it works.
Activity: On page 25 of your participant manual, you will find a turbo meeting agenda (refer to the Handbook for SMART School Teams, Chapter 4 All About Meetings) that is used to complete this first step of the process. Follow the agenda using the presenting question provided.
Facilitator Notes: This is the first introduction of the idea of Turbo Meetings. You may want to note the key features of turbo meetings and that this will become familiar to the throughout the training because it is a format for all of our activities. Turbo meetings are focused on a single purpose, have shared roles / responsibilities, are time-specific and are relatively short – 30 minutes or less. It is helpful to walk the audience through the agenda steps, noting the timeframes provided.
Facilitator Note: You may need to remind the audience of the need to remain silent during the categorization portion of the process.
Instructions:
1. Select roles - facilitator, timekeeper, and scribe. (1 minute)
2. Review your Data Trust Rules. (1 minute)
3. Individually brainstorm answers to the presenting question, use one sticky note per idea. (3 minutes)
Presenting Question: Which academic areas, standards or skills have our students struggled with most over the past several years?
4. As a team, silently group sticky notes together on the chart paper provided. Name the categories. (10 minutes)
5. Individuals multivote using sticky dots to prioritize the categories of student learning needs. (5 minutes)
6. Document the priority affinity categories. Discuss what we need to know and how we will find out. (10 minutes) Go to chart and document results: Affinity Categories, We Need to Know, How We Will Find Out. This will be your initial data plan for moving on in the process.
Affinity

32. Action Planning for Step #1
Key elements to consider:
Review school mission, vision and values
Establish/review data trust rules
Gather and analyze individual perceptions
Create a data plan
Time: 45 minutes (3/3 slides)
Resources Required: Participant Manual, page 22
Purpose: Summarize key elements of Step 1
Lecture Notes: In review, these are the four sub-steps of Step #1 in the SMART School Improvement Process. The tools you used included the “Cotter Question” to identify your data trust rules, the Affinity process to gather and analyze individual perceptions of student needs, multi-voting to prioritize your perceptions and a simple planning document to identify your next steps in gathering data sources to verify or validate the team’s perceptions. If your school does not currently have a school mission, vision or set of core values, that would be the starting point before ever entering into the School Improvement Process. See the Handbook for SMART School Teams
Activity Notes:

33. Time for a Break!
15 minutes

34. Your Three Hats
Learners of the Content – SMART School Improvement Process and coaching competencies
Coaches of the Process – Team application of the SMART School Improvement Process
Leaders of the Implementation – Building capacity for school-based improvement
Time: 75 minutes (1/6)
Purpose: Reinforce the roles they will be playing as they take their learning back home.
Lecture Notes:
Activity Notes:
Resources Required: Not in Participant Manual

35. What is My Coaching Style?
I find it easy to…
0 Tackle issues as they arise
5 Carefully plan each step
1 Tackle issues as they arise
4 Carefully plan each step
2 Tackle issues as they arise
3 Carefully plan each step
Time: 75 minutes (2/6) - 25 minutes
Purpose: Introduce the “What’s My Coaching Style?” profile.
Lecture Notes:
Activity Notes:
Distribute “What’s My Coaching Style?” profile asking each to place their name on it. Take the response form out of the profile and place your name on this as well. (2 minutes)
FACILITATOR TIP: Prevents loss of profiles.
2) Share the following prior to taking the profile: (1 minute)
No right or wrong answers
Provides insight about your behaviors as a coach
Outcomes becomes a better understanding of myself, my team, and those I coach.
3) Answer the Sentence Stems: Demonstrate how each person will score. The questions are specific to behaviors of a coach. Each questions starts with a sentence stem (Click). Then, two responses are given (Click). Your task is to give each response a score that will equal 5. In this case the responder heavily scored in one response due to their preference of the two stems. The next example (click) which also equals 5 shows another heavily rated response. The third example (click) shows a more balanced score equaling 5. All of the scores are correct, it depends on the person who is answering each sentence stem. What is important is the total score for each question must equal 5. (3 minutes)
4) Take Inventory: Provide 5-7 minutes to complete the response sheet.
5) Score the Response Sheet: Carefully pull the response sheet open. Add all the triangle shapes and write the score in the triangle. Continue with all shapes (5 minutes for scoring). Transfer the scores onto page 5. (2 minutes)
FACILITATOR NOTE: If some finish early, I guide them to page 3-4 to start reading about style
Resources Required: What’s My Coaching Style?” Profile

36. Four Coaching Styles Direct: Coaches by taking charge.
Spirited: Coaches by inspiring.
Considerate: Coaches by facilitating.
Systematic: Coaches by planning carefully.
Time: 75 minutes (3/6) - 5 minutes
Purpose: Mini-lecture #1 or 2 about coaching style
Lecture Notes:
After the inventory is complete highlight through a mini lecture the following from page 3-4 (3 minutes)
Style is defined as a way a person behaves when he or she is able to do thing their own way.
Provides you with an awareness of your own patterns of behaviors aligned to a coaching role
Measures your assertiveness and expressive behaviors (Reference page 5)
FACILITATOR NOTE: We will return to page 5 with a lecture after the next activity.
Activity Notes:
Resources Required: What’s My Coaching Style?” Profile

37. Highlight All Coaching Styles
A symbol of your style (image)
Strengths in coaching other styles
Challenges in coaching other styles
Song to represent your style
Time: 75 minutes (4/6) - 30 minutes
Purpose: Find meaning in each coaching style
Lecture Notes:
Activity Notes:  
Form groups of 4 with “like” coaching styles.  (2 minutes)
FACILITATOR NOTE: You may find you have multiple groups for each style.
1) Individually, review the characteristics, strength and weaknesses of your “like” style. Page 7 “What’s My Coaching Style? profile. (2 minutes)
2) Document 2-3 descriptors which speak to you.  (1 minute)
3) Share your key descriptors with your team. (5 minutes)
4) Using the information discussed, create a poster describing your coaching style to include: (10 minutes)
A symbol of your style (image)
Strengths in coaching other styles
Challenges in coaching other styles
Song to represent your style
Post and share with large group. (15 minutes)
FACILITATOR NOTE: Think through how the facilitation from all groups will be expedited.
Resources Required: Participant Manual, Coaching tab, page ???

38. Source: HRDQ Time: 75 minutes (5/6) - 30 minutes
Purpose: Mini-lecture #2 or 2 about coaching style
Lecture Notes:
From what you just heard in like groups, let’s look at the research:
Vertical line represents your behavior of ASSERTIVENESS (High or Low)
Horizontal line represents your behavior of EXPRESSIVENESS (High or Low
Move the audience around the model:
High ASSERTIVENESS to High EXPRESSIVENESS = Spirited Coaching Style
High EXPRESSIVENESS to Low ASSERTIVENESS = Considerate Coaching Style
Low ASSERTIVENESS to Low EXPRESSIVENESS = Systematic Coaching Style
Low EXPRESSIVENESS to High ASSERTIVENESS = Direct Coaching Style
Activity Notes:
Resources Required: Draw this on chart paper – have people write their dominant and secondary styles on chart.
Source: HRDQ

39. Interpreting Your Team Results
DIRECT
SPIRITED
SYSTEMATIC
CONSIDERATE
Time: 75 minutes (6/6) - 10 minutes
Purpose: Build a deeper sense of who we are as coaches
Lecture Notes:
Activity Notes:
Ask the participants to move back to their team’s table. Select a facilitator and timekeeper. (1-2 minutes)
2) Provide a mini lecture (reinforce what may have been on the posters) about what each quadrants represents: (5 minutes)
High or low assertiveness with high or low expression
Behaviors for high assertiveness TELLS, low assertiveness ASKS
Behaviors for high expression SHOWS EMOTION, low expression SHOWS LITTLE OR NO EMOTION
Show how it becomes a cycle by Spirited coaches by INSPIRING, Considerate coaches by FACILITATING, Systematic coaches by PLANNING CAREFULLY, Direct coaches by TAKES CHARGE. How can we as coaches balance all of this during our coaching sessions. You know your comfort zone, now where can you stretch yourself?
3) Use the profile, “What’s My Coaching Style?” page 5 to transfer scores as well as discuss (8 minutes)
How does the scores match, complement or conflict as a team?
How will knowing your team’s Coaching Style allow you to become a high-performing SMART Leadership Team?
FACILITATOR NOTE: Summarize the activity by asking for responses from the second bullet. Document on chart paper as a reference while training.
Resources Required: Participant Manual, Coaching tab, page ???

40. Evening Learning Opportunity
Read…
The X Factor is ‘Why’
Time: 15 minutes (1/4)
Purpose: Preparation for tomorrow’s content and bridge – student growth
Lecture Notes: You will find this article on your My SMART Journey web page. Illustrate how to find and access the page. Read through it either tonight or when you arrive tomorrow. We will not have hard copies so if you prefer to read and take notes you’re welcome to copy the article. Be prepared to participate in an activity designed to process your learning from the article.
Activity Notes:

41. Journal Entries
What did I learn today that affirmed my prior knowledge and skills?
What did I learn today that furthered my prior knowledge and skills?
What did I learn today that challenged my thinking and raised questions in my mind?
What did I learn today that excited me most?
Time: 15 minutes (2/4)
Purpose: Reflection on the day
Lecture Notes:
Activity Notes: Open your My SMART Journey Journal and jot down your responses to these four questions.
Resources Required: Journal and pen

42. Building capacity for student-focused, goal directed learning
Thank you
SMART People!
smartlearningsystems.com
Time:
Purpose: Show as the participants leave the room
Lecture Notes:
Activity Notes:
Resources Required: Not in Participant Manual
FACILITATOR NOTE:
FACILITATOR TIP:
Building capacity for student-focused, goal directed learning

43. District-wide System of Support for Continuous Improvement
Building a Culture Focused on Student Success
Strategic Plan – Vision, Mission, Values, Strategic Priorities and Goals
Strategic
Priority #1
Strategic
Priority #2
Strategic
Priority #3
Strategic
Priority #4
Strategic
Priority #5
System of Accountability and Communication
District-wide System of Support for Continuous Improvement
System of Accountability and Communication
SMART School
Improvement
This image illustrates the organizational context within which school improvement is most effective – not as a stand-alone activity but as an integrated part of an aligned system of continuous improvement. This Academy focuses on the SMART School Improvement Process. You can tell from this image that it serves a pivotal function for connecting the system of goals that drive improvement at every level.
So let’s start at the top. Many of you have strategic plans that include these elements (vision, mission, values, priorities and goals). Vision can be very motivating / inspiring but it is the feedback that we get on the results that we are achieving toward that vision that causes us to sustain our commitment to act – not just at the very top of the organization, but throughout the organization. Vision, mission and values are carried out through the Strategic Priorities, Goals and Action Plans as defined in the organization’s strategic plan. The district-wide system of support is informed by both the work of the district’s strategic action teams and by the school improvement work being done at the school sites. We use a tool called the SMART Measurement System to gather feedback to track and support progress toward system and school improvement goals.
School goals and plans are implemented within a culture of shared responsibility. The entire faculty works collaboratively to design and implement the school’s strategies for achieving its goals via professional learning community structures and processes. PLC goals do two things – they support the achievement of the school-wide SMART goal(s) and they set the context for the specific goals needed to close achievement gaps at their grade level or in their content areas.
The data used for actionable school improvement comes from the classroom, not the state, or the feds or even the district office. Common formative assessments and assessments for learning are used by teachers and students who are engaged in setting their own individual learning goals by unit of instruction. These measures are also used by the teachers and students to monitor progress on individual student and classroom goals.
When a fully aligned system of improvement is created, supported and communicated throughout the organization, everyone knows what the district’s priorities are and can be actively involved in pursuing the achievement of meaningful goals on a daily basis. This aligned system of goal management assures that the strategic plan and school improvement plans are dynamic, data-informed, implemented and continuously improved AND that they ultimately affect and improve student learning.
SMART School
Improvement
SMART School
Improvement
PLC
PLC
PLC
PLC
PLC
PLC
PLC
PLC
PLC