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Reinvention Roundtable. Martha Martinez Lisa Pruitt Tish Nilsen Lori Van HoutEn District and School Support Services. AGENDA. Introductions Survey/Program Evaluation Reinvention Leadership Series Reform or Reinvention? Technical Challenges Versus Adaptive Changes

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Reinvention roundtable

Reinvention Roundtable

Martha Martinez

Lisa Pruitt

Tish Nilsen

Lori Van HoutEn

District and School Support Services


Agenda
AGENDA

Introductions

Survey/Program Evaluation

Reinvention Leadership Series

Reform or Reinvention? Technical Challenges Versus Adaptive Changes

The 7 Disciplines for Strengthening Instruction

Case Study of Reinvented Districts/Sites

Aligning Personal Experiences with the Case Study and the 7 Disciplines

Responsive and Responsible Actions


Outcomes
OUTCOMES

  • Participants will increase their content knowledge about

    organizational systems change through the examination of:

    * The 7 Disciplines for Strengthening Instruction

    * Arenas of Change

    * Beliefs & Behaviors

  • Participants will evaluate their strengths and challenges of organizational systems and personal change relative to:

    * The 7 Disciplines for Strengthening Instruction

    * Arenas of Change

    * Beliefs & Behaviors


Reform or reinvention
Reform or Reinvention?

“Our education problem is much more one of

obsolescence, in need of “reinvention” rather than

failure in need of mere “reform”.”

Change Leadership (2006), Wagner, et al.


1 urgency for instructional improvement
#1 – Urgency for Instructional Improvement

District creates an understanding and sense of urgency among teachers and the community

Data are disaggregated and transparent

Qualitative (i.e., focus groups) & Quantitative data are used to understand students’ experiences of school


2 shared vision of good teaching
#2 – Shared Vision of Good Teaching

  • What does “good instruction” really look like?

  • More difficult than most people imagine

  • Watching the same video, many people “grade” the teaching widely different

    • YOUR DISTRICT NEEDS TO DECIDE WHAT GOOD TEACHING LOOKS LIKE, and then BUILD CONSENSUS AND SYSTEMS TO SUPPORT THAT VISION AMONG ALL STAFF


3 meetings about the work
#3 – Meetings about the WORK

  • Meetings need to change from the format of operations and announcements to ….

  • THE CRAFT OF TEACHING


4 shared vision of student results
#4 – Shared Vision of Student Results

  • Well-defined performance standards and assessments are set and established for student work at ALL grade levels

  • Teachers AND students understand what quality work looks like

  • Consistency in the standards of assessment

    • Teachers must agree about how WELL the students perform on the tasks, not just about the content of what they teach


5 effective supervision
#5 – Effective Supervision

  • Frequent, rigorous, and entirely focused on the improvement of instruction

  • Done by those who KNOW what good instruction looks like

    • Ties back to #2


6 professional development
#6– Professional Development

  • PD is done:

    • On-Site

    • Intensive

    • Collaborative

    • Job-Embedded

  • Designed and led by educators who model the best teaching and learning practices

  • PD activities must be aligned to a few carefully chosen improvement priorities that are informed by and monitored with data


7 diagnostic data with accountable collaboration
#7 – Diagnostic Data with Accountable Collaboration

  • Data are used diagnostically at frequent intervals by teams of teachers

  • Time is built into schedules for this shared work

  • Diagnostic assessments are administered 4-6 times per year at every grade level in reading, writing, and math

  • Teams of subject/grade-level teachers are given TIME to study and interpret the data

    • When a teacher’s scores are better than others, the team works to understand which teaching practices may be getting these results


Using the seven disciplines
USING the SEVEN Disciplines

These Seven Disciplines are NOT a buffet, where a

district can choose one or two for implementation

without regard to the others

  • Represent an interdependent systems approach

  • None can be skipped

  • Some necessarily come first (i.e., teachers need to understand the urgency of the work if they are to genuinely dialogue about what ‘good teaching’ really looks like)


Case study chula vista school district
Case Study: Chula Vista School District

Read the Chula Vista Case Study and highlight evidence of the 7 Disciplines for Effective Instruction

With a partner, discuss where you found evidence of the 7 Disciplines for Effective Instruction


Aligning personal experiences with the case study and the 7 disciplines
Aligning Personal Experiences with the Case Study and the 7 Disciplines

Using the Focused Conversation Protocol,

discuss answers to each set of questions with your table group.


Responsive and responsible actions
Responsive and Responsible Actions

What applications or action ideas has this session

triggered for you?


Sanger school district panel discussion and site visit
Sanger School District Panel Discussion and Site Visit

Panel Discussion: November 10, 2011

8:30 a.m. – 11:30 a.m.

Site Visit: November 17, 2011 (TENTATIVE)


Reinventing our vision of effective instruction consortium
Reinventing Our Vision of Effective Instruction Consortium

Monthly meetings to various sites in Santa Clara County

Sharing of tools for identifying and monitoring effective instruction

Calibration of effective instruction observations

September 29th: 8:30 a.m.-11:30 a.m. Oak Grove Room


Next roundtable discussion
Next Roundtable Discussion

December 3, 2011

7:30 a.m.- 8:45 a.m.

Central Office Staff

1:00 p.m. – 3:00 p.m.

Site Administrators


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