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RAPPS NEW ATTENDEE ORIENTATION. Alaska School Leadership Institute Session for New Participants May 27, 2014 Anchorage, Alaska Facilitated By Al Bertani, Senior Design Consultant; Lexie Domaradzki, RAPPS Consultant; Sue Johnson, RAPPS Consultant; Shelby Skaanes, RAPPS Consultant.

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Presentation Transcript
slide1

RAPPS

NEW ATTENDEE

ORIENTATION

Alaska School Leadership Institute

Session for New Participants

May 27, 2014

Anchorage, Alaska

Facilitated By

Al Bertani, Senior Design Consultant; Lexie Domaradzki, RAPPS Consultant; Sue Johnson, RAPPS Consultant; Shelby Skaanes, RAPPS Consultant

rapps districts served
RAPPS DISTRICTS SERVED

17 rural school districts

141 schools

All districts are high poverty

30 schools are at NCLB levels 2, 3 or 4

49 schools are in corrective action/res

slide3

Professional Learning

Induction

Coaching

Collaboration with AK EED

Principal Preparation

project partners
Alaska Staff Development Network

University of Alaska Anchorage - Educational Leadership Program

Alaska Administrator Coaching Project

Alaska Department of Education and Early Development (EED)

Alaska Comprehensive Center

Funded by a School Leadership Program Grant from the U.S. Department of Education

PROJECT PARTNERS
slide5

Al Bertani

RAPPS Senior Design Consultant

Shelby Skaanes

RAPPS Consultant

Lexie Domaradzki

RAPPS Consultant

Sue Johnson

RAPPS Consultant

Kris Smith

RAPPS Program Evaluator

Kelly Tonsmiere, Director

Alaska Staff Development Network – RAPPS Director

Kathy Blanc, Program Manager

Alaska Staff Development Network

DESIGN TEAM

slide6

Build Our Community

  • Purposes and Agenda Preview
  • Notebook Review
  • Norms and Processes
  • Role-Alike Critical Friends Conversations

NEWBIE

AGENDA

slide7

Two Minute Stories

In order to build our community across participants new to

ASLI 2014, we invite each of you to prepare a Two Minute

Story. You’ll use your story to help introduce yourself to

other members of the group. Your story should include:

  • Your Name
  • Number of Years in Education
  • Your Current Role
  • Your Story…(About a student, family, colleague,

leader who influenced you, or goals in your role)

slide8

Two Minute Stories

My name is…

I’ve been in education for…

My current role is…

My story is about…

slide9

Institute Content Themes for ASLI 2014

  • Leading the Implementation of the New
  • Alaska Mathematics Standards
  • Leading the Implementation of the new
  • Alaska English/Language Arts
  • Standards
  • Building a High Quality System for
  • Evaluating Educator Effectiveness

THEMES

slide10

Program Coherence and Scope

  • Home Group Structure
  • Learning Group Structure
  • Pairings, Small, and Mixed Groups
  • Critical Friends Conversations
  • District Team Time – Daily
  • ASLI 2014 Evaluation Design

DESIGN

slide11

7:00-8:00 a.m. Morning Breakfast and Collegial Conversation

Aleutian Room

8:00-9:00 a.m. Opening Plenary Sessions Aleutian Room

> Content Focus and Overview

> Critical Friends Conversations

9:00-10:30 a.m. Break-Out Groups A, B, and C

10:30-10:45 a.m. Break Time

10:45-12:00 p.m. Break-Out Groups A, B, and C

12:00-1:00 p.m. Lunch

1:00 – 3:00 p.m. Break-Out Groups A, B, and C

3:00-4:00 p.m. District Team Planning Time Aleutian Room

SCHEDULE

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EVALUATING EDUCATOR EFFECTIVENESS

Al Bertani, RAPPS Senior Design Consultant

slide13

Integration of Mathematics Standards and Practices into Classroom Instruction

Lexie Domaradzki RAPPS Consultant and

Sue Johnson

RAPPS Consultant

slide14

Implementation of Alaska’s ELA Standards

Shelby Skaanes, RAPPS Consultant

session norms
SESSION NORMS
  • The LEARNING belongs to you, and it rests largely with you.
  • Enter into the discussions ENTHUSIASTICALLY!!!
  • Give FREELY of your experience, but don’t dominate the discussion.

4. CONFINE your discussions to the task assigned.

  • Say what you THINK… be honest!
  • Only ONE PERSON should talk at a time… avoid private conversations while someone else is talking…
  • Listen ATTENTIVELY to the presentations and discussions.
  • Be PROMPT and REGULAR in attendance.
  • Follow the HAND SIGNAL from the session leader and MONITOR discussion time by watching the TIMER on the screen.
  • Place your cell phone on SILENT or VIBRATE to limit distractions.
slide16

What We Believe About Learning

Consider this:

We Learn About...

10% of what we READ

20% of what we HEAR

30% of what we SEE

50% of what we both SEE & HEAR

70% of what we DISCUSS with others

80% of what we EXPERIENCE personally

95% of what we TEACH to someone else

Adapted from Eldon Ekwall, 1974

slide17

Attributes of a Professional Learning Community

  • Professional
  • Decision Making
  • Refined Distinction Making
  • Precise Professional Vocabulary
  • Learning
  • How Do We Get Better – Challenge One Another
  • De-Privatization of Practice (Transparency)
  • Growing Our Capacity
  • Community
  • Genuine Care about Each Other
  • Openness to Each Other and New Ideas
  • Welcome and Socialize New Members

Bertani and Bocchino

The College Board

2005 - 2007

critical friends conversations
CRITICAL FRIENDS CONVERSATIONS

Each day begins with a critical friends conversation

(Begin Wednesday Morning)

Table groups divide into quartets – mix returning and new

Facilitators will help organize and serve as time keepers

Use The Consultancy Protocol for conversations

Each member will have an opportunity to discuss a specific challenge one day during the week

Members serve as Critical Friends for one another

the consultancy protocol
THE CONSULTANCY PROTOCOL

Step 1 Description of Challenge, Problem, Dilemma

(3 minutes)

Step 2 Clarifying Questions

(2 minutes)

Step 3 Discuss and Recommend

(10 minutes)

Step 4 Presenter Reflection

(5 minutes)

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

the consultancy protocol1
THE CONSULTANCY PROTOCOL

Step 1 Description of Challenge (3 minutes)

Overview of Challenge

Frames a Question for the Group to Consider

Presents Evidence as Appropriate

Step 2 Clarifying Questions (3 minutes)

Group Asks Questions for Clarification Purposes

Questions that Have Brief, Factual Answers

Presenter Responds with Brief, Factual Answers

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

the consultancy protocol2
THE CONSULTANCY PROTOCOL

Step 3 Discuss and Recommend (10 minutes)

Group Members Talk to One Another about the Challenge Described

Potential Questions

What did we hear?

What didn’t we hear that we think might be relevant?

What assumptions seem to be operating?

What questions does the challenge raise for us?

What do we think about the challenge?

What might we do or try if faced with a similar challenge?

What would we recommend?

Group Members Make Suggestions serving as Critical Friends

Presenter Doesn’t Speak – Only Listens and Takes Notes

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

the consultancy protocol3
THE CONSULTANCY PROTOCOL

Step 4 Presenter Reflection (5 minutes)

Challenge Presenter Reflects on What He/She Heard

Challenge Presenter Shares What He/She Is Now Thinking

Challenge Presenter Highlights Specific Ideas/Comments that Resonated

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

the consultancy protocol4
THE CONSULTANCY PROTOCOL

Step 1 Description of Challenge (3 minutes)

Step 2 Clarifying Questions (2 minutes)

Step 3 Discuss and Recommend (10 minutes)

Step 4 Presenter Reflection (5 minutes)

The Facilitator’s Book of Questions; Allen and Blythe; Teachers College Press; 2004

slide24

Our Orientation Session…

… In Review

  • Build Our Community
  • Institute Purposes and Agenda Preview
  • Notebook Review
  • Norms and Processes
  • Critical Friends Conversations
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