1. 2016-2017 Illinois SMART School Academy
Session IV, Day 7
Time: (1/3 slides)
Resources Required: N/A
Purpose: Introduction to Session IV
Lecture Notes:
Activity Notes:
FACILITATOR NOTE: Play music and show pictures as people enter

2. Session IV Overview
Purpose: Deepen both the knowledge base and skill set associated with moving school improvement forward as a sustainable and resilient process.
Concept: Leadership
Bridges: Day 7 Capacity
Day 8 Sustainability
Time: 15 minutes (2/3 slides)
Resources Required: Participant Manual, Pre-Process tab, pages 7 & 8
Purpose: Introduction to Session IV
Lecture Notes: Quickly review the purpose, concept and bridges for this session then pull it all together with the following:
Leadership capacity, as defined by Linda Lambert is, “broad-based and skillful involvement in the work of leadership.” It has two dimensions – breadth of involvement and skillfulness. With any innovation or change, the breadth and depth of understanding and skills can only come through intentional inclusion of and support for a” significant number of skillful teacher leaders who understand the shared vision of the school and the full scope of the work underway AND who are able to lead others through the process.” Lambert, Building Leadership Capacity in Schools (1995).
Activity Notes:
FACILITATOR NOTE:

3. Session IV Overview
Essential Question: What is my vision of leadership in a high capacity school?
Outcomes
Agenda Overview
Time: 15 minutes (3/3 slides)
Resources Required: Participant Manual, Pre-Process tab, pages 7 & 8
Purpose: Introduction to Session IV
Lecture Notes: Essential Question: What is my vision of leadership in a high capacity school?
Have them read through the outcomes individually and then review the Agenda, pointing out when lunch and breaks are scheduled.
Activity Notes:
FACILITATOR NOTE:

4. SMART Terms and Definitions
Time: 30 minutes (1/1 slide)
Resources Required: Handout – Treasure Hunt of Terms and Definitions
Purpose: Self-assess understanding of key concepts and terms from the Academy
Lecture Notes:
Activity Notes: Each person will have their own sheet of terms. The goal is for everyone to fill his / her sheet with responses and initials from different people in the room. For each item, pairs are to agree on a definition or answer to the question. Once the pair has reached an agreement, individuals record their responses and place his / her initials on their partner’s sheet next to that item. Do not repeat any names (i.e. no one is allowed to initial more than one item).
FACILITATOR NOTE: After about 15 minutes If the group is having difficulty completing the sheet, allow them to use an “open book” to check on those they missed. Debrief as appropriate.

5. SMART Coaching Cycle STAGE 4: STAGE 1: STAGE 3: STAGE 2: Plan to
Take Action
STAGE 1:
Set the
Foundation
STAGE 3:
Identify the Need for Change
STAGE 2:
Examine the Data
Time: 75 minutes (1/5 slides)
Resources Required: Participant Manual Coaching the Process Tab page 137 and laminated handout
Purpose: Review the four stages around the SMART Coaching Cycle
Lecture Notes: Introduce the SMART Coaching Cycle and highlight each stage as follows:
Stage 1: Set the Foundation. This stage is critical for developing the relationship between the coach and the client.
Stage 2: Examine the Data allows the coach and client to look at the reality of the situation through different perspectives, lenses, and data sources to validate or dispute current perceptions.
Stage 3: Identify the Need for Change: This stage shifts the current mindset into future possibilities for better results. The coach uses powerful questions for the client to establish a future vision of self, team, and/or organization.
Stage 4: Plan to Take Action: Every coaching conversation should end with the client taking an action step or steps toward the goal. This stage is critical for improvement. The next coaching conversation relies on the action of the client to achieve his/her goal.
Activity Notes:

6. Coaching for Change Time: 45 minutes (1/4 slides)
Resources Required: Participant Manual Coaching Tab; Session IV p
Purpose: Review Coaching as a “How” to work with the culture/team on the “What”…the SSIP
Lecture Notes:
As you are completing the Steps of the SSIP, how will you fully implement this process in all your buildings to have an alignment for how continuous improvement will work in your school system? Coaching the process becomes the way for people to learn, grow, and change.
If we use the analogy of the Wizard of Oz…we see that Dorothy lands in a place where she never anticipated she would be. Although she wishes to return back to Kansas, her journey to get there is guided by Glenda, who never tells her what to do, but supports her all the way. She also works with a team of very different people who all have a goal and are seeking to achieve that goal. They set out to find the answers together by going to meet the great Wizard.
By the time they are done, they meet a series of challenges along the way: flying monkeys, fire, poppies, and a Wicked Witch. As they face each challenge, the team becomes stronger and stronger, as well as developing the very skills and abilities they were seeking from the Wizard: a home, a heart, a brain, and courage.
The journey of the SSIP is similar as it focuses on a goal…needs a team to achieve the goal…and challenges along the way. Coaching becomes the way to communicate, support, and trust that the people setting the goals have what they need inside of themselves to achieve whatever they want to achieve.
Activity Notes:
FACILITATOR NOTE:

7. Educational Change Model
1. Inquiry
2. Initiation
3. Implementation
4. Institutionalization
Time: 45 minutes (2/4 slides)
Resources: Participant Manual Coaching Tab, Section IV p
Purpose: Introduce an educational system change model
Lecture Notes: We discussed the Ladder of Learning for increasing performances and skills. This article is a synopsis of how systems change using the four steps: Inquiry, Initiation, Implementation, and Institutionalization.
Activity Notes:
Read the article on pg
Pay attention to the descriptions of each stage of change
Discuss and summarize with your team

8. 1. Inquiry Asks questions
Believes change needs to happen; although not for themselves or their classroom but for others
Fakes change

9. 2. Initiation Begin to actively participate
Common commitment to move forward
Change is linked to a high profile focus

10. 3. Implementation Well on the way Receive ongoing technical assistance
Excited about the change
Change is an expectation and a shared responsibility

11. 4. Institutionalization
The way the system acts
Embedded into practice
Clear alignment of priorities and goals
Questions what else needs to be changed to improve continuous improvement

12. Synthesizing the Change Model
Follow the directions on p. 160 of the Coaching Tab.
Using Post-it notes, identify all the professional development occurring in your building/district.
Create a chart
Sort on your chart.
Inquiry
Initiation
Implemen-tation
Institution-alization
Time: 60 minutes (3/4 slides)
Purpose: Analyze professional development initiatives within the building/district and reflect on which ones are creating the change needed.
Lecture Notes: This is an exercise to apply the change model within your building/district.
Activity Notes:
Follow the directions in the Participant Manual on p.160
Create a 4-column chart like the one on the slide
Use Post Its to write down all the PD initiatives
The team sorts them on the chart paper under the appropriate header using the information from the article.
Discuss: What are you noticing? Which initiatives are working? How do we know? What effect, if any, do they have on student learning? Again, how do we know?
Which one’s are building our capacity?
Which one’s are sustainable and getting the results we want?
What about the rest?
What tools are you using to assess PD and its effects?
Segue into the next slide.
Resources Required:
Chart paper
Marker/s
Post It notes
Participant Manual

13. Guskey’s Five Critical Levels of Professional Development
Evaluation Level
What is measured or accessed
Evaluation Methods
How will information be used
Possible Coaching Questions
1. Participants’ reactions
2. Participants’
learning
3. Organization support and changes
4. Participants’ use of new knowledge and skills
5. Student learning outcomes
Time: 45 miniutes (4/4 slides)
Purpose: How to use Guskey’s Critical Levels of Professional development to assess PD in your building/district
Resources: Participant Manual Coaching Section p. 161
Lecture Notes:
Examine Guskey’s model for evaluating PD.
Use the model to assess your district/building PD.
How have you assessed your PD? What is missing? What needs to happen to strategically assess the value of PD and the resources allocated to know if 1) it is creating the change
As you look at each layer of PD in your building/district, what areas need to be assessed and how can you plan for it when it comes to the SSIP?
How can the SSIP be a tool to assess the system’s change and the PD required to change it? How is this useful to you?
Activity Notes:

14. Team Planning Time Time: 60 minutes (1/1 slides)
Resources Required: Team presentations
Purpose: Time to finalize the team’s story and to process what was learned from the guest presentations in the morning.
Lecture Notes:
Activity Notes: If they are ready to share, provide a template for them to debrief their learning from the guest presentations.

15. Team Learning
Identify patterns of challenges and successes from the stories you heard.
What did you learn that you may want to incorporate into your own plans going forward?
Document specific tools, strategies and approaches you hear from your colleagues.
How did other schools and districts go about engaging their entire staff in the SMART School Improvement Process?
Note key take-aways from these two days.

16. My SMART Journey Team Assignments
TIME
YELLOW
PURPLE
GREEN
PINK
BLUE
RED
ORANGE
LAVEN-DER
WHITE
2:00- 2:20
WC-D33 Elem
VV-Tech
RI - HR
WC-D33 EC
LaG 105
RI-High School
RI - RIA
VV-Dist. Office
Middle
2:20-
2:40 LB
113a
RI - FW
WC-D33 EC
Queen
Bee
2:40-
3:00
RI-High
School
RI-Earl Hanson
Maercker
8:45-
9:05
9:05-
9:25
9:25-
9:45
10:00- 10:20
10:20- 10:40
One of the Valley View District Office slots will have two people in it.
Jamie with CEC to sit with Maerker?

17. BREAK Time: 15 minutes Purpose: Take some time for yourself!
Resources Required: Not in Participant Manual
Lecture Notes:
Activity Notes:

18. Tell Us Your Stories! Time: 60 minutes (2/2 slide)
Resources Required: District / School Presentation Materials; separate tables / areas for teams to meet.
Purpose: Districts share their learning journeys
Lecture Notes:
Activity Notes:

19. Building capacity for student-focused, goal directed learning
Thank you
SMART People!
Time: End of Day (2/2 slides)
Resources Required: Not in Participant Manual
Purpose: Show as the participants leave the room
Lecture Notes:
Activity Notes:
smartlearningsystems.com
Building capacity for student-focused, goal directed learning