1. September 11, 2015 Welcome Back, ILT! Re-organizational planning meeting 1

2. 1.Revisiting our Norms 2.Purpose: The Imperative of a Collaborative Culture 3.6 Core Practices of a Learning Community Culture 4.Where we are/Where we want to be: One Step at a Time 5.Our Team Commitments and Our Plan of Action 6.2015-16 Strategic Plan Review: RATT, CFAs, Acad Vocab 7.Logistics: Meeting Schedule; CFS dates and agendas 8.Between Now and Next Time; Good of the Order Agenda 2

3. Promote learner-centered improvement with a growth mindset Bring positive energy to the goals Maintain professional responsibility and integrity Facilitate clear, consistent, timely communication among all colleagues Work collaboratively toward continuous improvement: –Focus on selected goal(s) using a variety of talents, skills, perspectives, responsibilities, and reflection strategies –Participate in active engagement, sharing, and learning how to learn Revisiting Our 2014-15 Team Norms 3

4. Mission---Vision---Values---Goals Mission: Why do we exist? What is our fundamental purpose? Vision: What must we become to accomplish our purpose? (compelling future; gives direction) Values: How must we behave to achieve the vision? (collective commitments) Goals: How will we mark our progress? (targets, timelines, priorities) 2015-16 Norm-setting 4

5. 5 Garmston and Wellman (1999) identified 7 norms of effective collaborative teams that promote the productive dialogue essential to effective teaming. Learning by Doing, p. 134 1.Pausing 2.Paraphrasing 3.Probing for specificity/clarity 4.Putting ideas on the table 5.Paying attention to self and others 6.Presuming positive intentions 7.Pursuing a balance between advocacy and inquiry Norms: team-specific collective commitments

6.  Why  Meaningful Teams  Time  The Real Work and Clarity of Meaning The Imperative of a Collaborative Culture - In Praise of American Educators, Ch. 7, R. DuFour 6

7. 1. Educators work collaboratively rather than in isolation and have clarified the commitments they have made to each other about how they will work together. 2. The fundamental structure of the school becomes the collaborative team in which members work interdependently to achieve common goals for which all members are mutually accountable. 3. The team establishes a guaranteed curriculum, unit by unit, so all students have access to the same knowledge and skills, regardless of which teacher they are assigned. 6 Core Practices In Praise of …, DuFour, p. 230 7

8. 4. The team develops common formative assessments to frequently gather evidence of student learning. 5. The school creates systems of intervention to ensure students who struggle receive additional time and support for learning in a way that is timely, directive, diagnostic, and systematic. 6. The team uses evidence of student learning to inform and improve the individual and collective practices of its members. Core Practices, cont. 8

9. 9 Where do we begin? One Step at a Time

10. Where We Are: What CFS Looks Like Now 10

11. 11 Where We Are, cont....

12. 12 How will we manage resistance?

13. 13 Skepticism?

14. Whatever it takes...? Where We Want to Be: CFS will look like? 14

15. In June of this year, I celebrated my 60 th birthday with much self-reflection. I have begun to feel an urgency to complete my career, my parenting, and my life goals. Rick DuFour is suffering from untreatable lung cancer and is dying. He says, “In a very real sense, this book arises from frustration. It represents what is likely my final attempt to influence the profession I have been a part of for more than forty- five years. It is a labor of love and a call to arms.” He uses the words of Martin Luther King, Jr. to conclude his introduction, pointing out that, “at no point in American history have the stakes for our students been greater:” We are confronted with the fierce urgency of now.... Procrastination is still the thief of time. We must move past indecision to action. Shall we say the odds are too great? Shall we tell them the struggle is too hard? Or will there be another message—of longing, of hope, of commitment to the cause, whatever the cost? The choice is ours, and though we might prefer it otherwise, we must choose in this crucial moment of human history. (p. 3) This will be an arduous, frustrating, and difficult undertaking that promises to result in transforming who we are and how we work. Because CFS is not something else we do. It is how we work together for the good of every student. You must bear the greatest responsibility for the shift in culture. The administrators and I do not have the relationships, the history, and the credibility that you carry with the instructional staff. You are being empowered and entrusted with the keys to the future kingdom. We will guide you, support you, and provide the resources you need. We will commit to engaging in continuous improvement efforts, to providing transparency in planning and in action, and to establishing systems, processes, structures, and procedures that will sustain the learning community culture long after we have left the district. What commitment(s), if any, are you willing to make? How do our norms reflect our commitments to how we will behave? Our Commitments 15

16. 16 What and Why When Who How Our Plan of Action

17. 17 How/Where do these components fit in our over-arching Plan of Action? 2015-16 Strategic Plan

18. 18 ILT Meeting Dates/Times –First Wednesday of each month CFS Dates/Agendas –Beginning when? Logistics

19. 19 1. 2. 3. 4. 5. 6. Between Now and Next Time

20. 20 Thank you!