1. Utilizing Research PRISSM Summer Academy July 31, 2006 Jane Wilson, Katy Absten, Bob McIntosh & Sue Bluestein

2. What skills and processes can support collaborative teamwork? Goals: Develop strategies for lead teachers to work successfully with PLCs Develop skills for doing and using research as a PLC

3. Today’s Work Focus on leadership research Focus on leadership research What skills & processes can support collaborative teamwork? Model a process for PLCs to use for doing research and turning research into action Model a process for PLCs to use for doing research and turning research into action

4. Reflecting on collaborative teamwork Read NWREL PLT Rubric pg 7—Level 5 Read NWREL PLT Rubric pg 7—Level 5 Our PLT uses effective collaborative and teamwork skills Write to reflect: Write to reflect: What challenges have you faced as a collaborative team this year? What challenges have you faced as a collaborative team this year? What area might you work on as a PLC leader? What area might you work on as a PLC leader?

5. Researching PLC Leadership Select an article that you think will be helpful to you as a leader with your PLC this year. Select an article that you think will be helpful to you as a leader with your PLC this year. Form a group (3-5) with others reading the same article. Form a group (3-5) with others reading the same article.

6. Four A’s Text Protocol Agreements>>Aspirations>>Alignments>>Adjustments Agreements>>Aspirations>>Alignments>>Adjustments Each group should assign roles: Each group should assign roles: Facilitator Facilitator Timekeeper Timekeeper Recorder Recorder Use the following times as a guide: Use the following times as a guide: 15 minutes to read text 15 minutes to read text 2 minutes per person per round (including paraphrase!) 2 minutes per person per round (including paraphrase!) 2 minutes debrief 2 minutes debrief

7. Go-Around 1 minute per team per round 1 minute per team per round Round 1: Strong themes and good ideas (potential action) that came of the discussion. Round 1: Strong themes and good ideas (potential action) that came of the discussion. Round 2: Responses to the protocol debrief Round 2: Responses to the protocol debrief

8. Skills of Teacher Leadership from Charlotte Danielson, NSDC Conference 2005 Using evidence & data in decision making Using evidence & data in decision making Recognizing an opportunity & taking initiative Recognizing an opportunity & taking initiative Mobilizing people around a common purpose Mobilizing people around a common purpose Taking action, marshalling resources Taking action, marshalling resources Monitoring progress & adjusting the approach as conditions change Monitoring progress & adjusting the approach as conditions change Sustaining the commitment of others and dealing with negativity Sustaining the commitment of others and dealing with negativity Contributing to a learning organization Contributing to a learning organization

9. Values & Dispositions Contributing to Teacher Leadership from Charlotte Danielson, NSDC Conference 2005 Deep commitment to student learning Deep commitment to student learning Courage & risk taking Courage & risk taking Open-mindedness Open-mindedness Optimism & enthusiasm Optimism & enthusiasm Confidence & decisiveness Confidence & decisiveness Critical reflection Critical reflection Creativity & flexibility Creativity & flexibility Perseverance Perseverance

10. Levels of Development of Teacher Leadership from Charlotte Danielson, NSDC Conference 2005 Emerging: Implementing practices in own classroom and participating with colleagues in exploring wider applications. Emerging: Implementing practices in own classroom and participating with colleagues in exploring wider applications. Established: Taking the initiative for making things happen school-wide. Established: Taking the initiative for making things happen school-wide. Extended: Exercising leadership in a broader professional community; in your district, the state or nation, or within the professional community. Extended: Exercising leadership in a broader professional community; in your district, the state or nation, or within the professional community.