1. TEAM: DAN FONTANEZ, DAN MCALPIN, JAMIE NAPLE, REYITA PEREZ, DEON RODGERS, JIM TIFFIN AND CHRISTINA WAWRZYNIAK Chapter 5 & Chapter 6

2. Two Types of Change First order change and second order change  Day – to –day first-order changes utilize the 21 responsibilities  Emphasize 7 of the responsibilities

3. First-Order Change Incremental: the next most obvious step to take in a school or district. Fine tunes the system through a series of small steps that do not depart radically from the past. Traditional solutions suffice: Single-loop learning (Argyris & Schon) occurs when an organization approaches a problem from the perspective of strategies that have succeeded in the past

4. Second-Order Change Deep Change: alters the system in fundamental ways, offering a dramatic shift and requiring new ways of thinking and acting. Type II Problems (well defined but not clear-cut solutions) and Type III Problems (current ways of thinking do not provide a solution). Double-Loop Learning: no existing strategy suffices to solve a given problem. The problem must be conceptualized differently or new strategies must be conceived.

5. Are the Following First- or Second-Order? Ensuring that school culture reflects norms of cooperation and collaboration Establishing concrete student achievement goals Protecting staff members from undue interruptions Ensuring that teachers are up-to-date on issues related to curriculum, instruction, and assessment Promoting the value of working at the edge of one’s competence Facilitating innovative changes in reading and writing instruction in all content areas Transforming parent and community involvement Addressing minority student achievement gaps Diminishing the influence of gang behavior

6. Doing the Right Work Comprehensive School Reform (CSR)  Direct Instruction  School Development  Success for All Site-Specific Approach  School –Level Factors  Teach – Level Factors  Student – Level Factors

7. Identifying the Factors Looking at the list of 11 factors, classify them as: School level Teacher level Student level

8. School-Level Factors Guaranteed and viable curriculum Challenging goals and effective feedback Parent and community involvement Safe and orderly environment Collegiality and professionalism

9. Teacher-Level Factors Instructional strategies Classroom management Classroom curriculum design

10. Student-Level Factors Home environment Learned intelligence and background knowledge Motivation