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Welcome KLAA Cadre Members

Welcome KLAA Cadre Members. Bonus Slide !. Activity from Eric Jenson Touch the backs of seven chairs Stop at the 7 th chair Point at someone near you and say,“You’re it” Each of you share G-N-L G: Something you are grateful for N: Some new learning

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Welcome KLAA Cadre Members

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  1. Welcome KLAA Cadre Members

  2. Bonus Slide ! • Activity from Eric Jenson • Touch the backs of seven chairs • Stop at the 7th chair • Point at someone near you and say,“You’re it” • Each of you share G-N-L • G: Something you are grateful for • N: Some new learning • L: Something you are looking forward to

  3. Bonus Slide ! • What are the implications of that activity at the beginning of our day together? • How could an activity like that be used in your school or district?

  4. Based on the work of Kerry Patterson, Joseph Grenny, Ron McMillan , Al Switzler, Michael Fullen, Jeffrey Glanz, Rick DuFour, Linda Darling Hammond, Connie Moss, Susan Brookhart, Paul Black, Katie Haycock, Robert J. Marzano, Mark Van Clay, Perry Soldwedel and other leaders in the field of education research Advocating for Learners

  5. Learning Target • I will know I am successful when I can prepare for and handle the most difficult, high stakes and important conversations to keep the focus where it belongs-on learning.

  6. Crucial Conversations:What are they? • Opinions vary • Stakes are high • Emotions run strong • Results could have a huge impact on the culture of your school /district

  7. Advocating for Students through our Conversations • Who do you regularly have these types of conversations with?

  8. How do we handle crucial conversations? • Avoid them • Face them and handle them poorly • Face them and handle them well • Use the reflection sheet - think about 3 different conversations that you have had that are examples of the 3 different ways to handle the conversation.

  9. What was different about the situations that caused you to react differently?

  10. Why do we tend to react the way we do? • Emotions • We’re under pressure • We don’t know where to start • We’re our own worse enemies.

  11. What do successful organizations do differently? • “It all comes down to how people handle crucial conversations..... • In the worse companies, poor performers are first ignored and then transferred. • In good companies, bosses eventually deal with problems. • In the best companies, everyone holds everyone else accountable---regardless of level or position. • The path to high productivity passes not through a static system, but through face-to-face conversations at all levels.”

  12. Solving Pressing Problems • Safety • Productivity • Diversity • Quality

  13. How does your school/district operate when it comes to crucial conversations?How do you operate?

  14. Goal: Developing a Shared Pool of Meaning • Go to Chapter 2: Take 7 minutes to skim read Pages 23-30 to complete this statement: • A Shared Pool of Meaning is............

  15. Read Chapter 2 - Mastering Crucial Conversations • As an administrator have you developed a culture where there is a “pool of shared meaning”? • What needs to be in place to make this work in education?

  16. Where do we start? • Work on you first! • Realize that in reality the only person you can continually inspire, prod and shape with any degree of success is you!

  17. Begin with me! • Stop believing that others are always the problem. • Recognize that more often than not you do contribute to the problems you are experiencing. • Realize that you can improve your approach and impact the situation.

  18. Crucial Conversations • Begin each crucial conversation with the right motives and stay focused no matter what happens • Know what you want • Believe that dialogue, no matter the circumstances, is always an option.

  19. What do I really want? • What do I really want for myself? • What do I really want for others? • What do I really want for the relationship? • How would I behave if I really wanted these results?

  20. Avoiding 2 Ugly Options • Sucker’s choice: • We can be honest and attack our colleague • We can be kind and withhold the truth • Go for option 3 • Being honest and respectful

  21. Set up new choices • Clarify what you really want. • What I want is for Ms. Jones to be more positive with her students. • Clarify what you really don’t want. • What I don’t want is for Ms. Jones to become defensive, return to her classroom and then take it out on her students • Create an “and” question • How can I have a candid conversation with Ms. Jones about being more positive with her students and avoid her becoming defensive and returning to her classroom and taking it out on her students?

  22. Creating your own “and” question • Go back to your earlier reflections. Choose one conversation that didn’t go as well as you had planned. See if you can create an “and” question to help you think through the situation.

  23. What’s Next • Take the “Your Style Under Stress” Test • Identify how you typically behave • Identify the skills that you currently have

  24. Identify the areas you want to go more indepth • Complete the sheet identifying the 2 areas you want to spend time learning more about.

  25. PLC • A PLC is a group of people working interdependently to achieve a common goal for which members are mutually accountable. • Leaders of Learning page 70

  26. Six Characteristics of Healthy PLCs Shared Mission and Vision Collaborative Culture Collective Inquiry Action Orientation Continuous Improvement Focus on Results

  27. Learning Targets • I will know I am successful when I can effectively lead an team that works interdependently to achieve a common goal for which the team members are mutually accountable. • I will know I am successful when I can lead the charge and advocate for increasing the learning of all students through the PLC process.

  28. KLAA PLCs • Select a PLC area of focus. Use the handout to help make your decision. • What do we want students to know and be able to do? • How will we know when they’ve learned it? • How will we respond when students haven’t learned it? • How will we enrich and extend the learning for students who are proficient?

  29. Bonus Slide ! • Walk 11 steps, • stop and point to one person and say “you’re it,” • give each other high fives, a low fives and a cross over high fives to That’s The Way I Like It and then, • return and sit with your PLC.

  30. KLAA PLCs • What could your PLC learn together this year during our KLA Cadre sessions to help you be better prepared to effectively deal with the issue you selected?

  31. KLAA PLCs • During each KLAA PLC session segment, participants will read and process resource material as well as share tools, processes and products. • Begin by sharing your goal; what you want to accomplish.

  32. KLAA PLCs • Chart what your PLC might need in order to accomplish your goals. • Gallery walk. Read what each PLC has charted. • Write what examples you could share to assist in their work. Please write your email address beside the item.

  33. KLAA PLCs • Take your chart back to your table. • Decide how to ensure the examples are available for your PLC at the next session.

  34. Books for each PLC • Read the assigned section from your PLC book. • Each member will read with a highlighter in hand. • You will have 1 hour prior to lunch to read the selected passage and conduct the discussion using the Inside/Outside Protocol. • Following lunch, we will have 30 minutes to share resources and tools.

  35. Assigned Readings • PLC 1: Learning by Doing: Chapter 3 • PLC 2: Advancing Formative Assessment in Every Classroom: Chapter 1 • PLC 3 : Pyramid Response to Intervention: Chapter 3 • PLC 4: Teaching Advanced Learners in the General Education Classroom: Chapter 1 • As you read, the flash drive will be available to download contents.

  36. Assigned Readings • I will tell you when you have 20 minutes remaining. • You will need to stop reading at that point and begin the Inside/Outside protocol.

  37. Inside/Outside Protocol • Assemble two concentric circles of chairs, one circle of chairs on the inside. The second group forms an outside circle with each member sitting behind his or her partner. • Participants need pencil and paper. • The participants seated in the inner circle discuss the key question: • Protocols for Professional Learning by Lois Brown Easton

  38. Inside/Outside Protocol • The participants in the outer circle listen and take notes while the inner circle discusses the key question. ( about 4-5 minutes) • Exchange seats. Those in the inner circle move to the outer circle. • Reverse your roles. The new inner circle discusses the key question while the new outer circle takes notes. ( about 4-5) • Now inner circle members turn and face your partner. • Protocols for Professional Learning by Lois Brown Easton

  39. Modified Inside/Outside Circle • PLC members count off 1, 2, 1, 2 • Ones begin the discussion using the focus question on slide #40. • Twos listen and take notes. • After five minutes I’ll call time and you will exchange rolls: twos discuss, ones take notes. • Then, compare notes with your elbow partner, looking for commonalities. Underline commonalities.

  40. Inside/Outside Protocol • Share the commonalities and any questions with the entire group. • If we finish before our lunch break time, begin reviewing the resources shared. • Protocols for Professional Learning by Lois Brown Easton Professional Learning by Lois Brown Easton Protocols for Professional Learning by Lois Brown Easton Protocols for Professional Learning by Lois Brown Easton Protocols for Professional Learning by Lois Brown Easton

  41. Key Questions for Discussion • Each member write one thought provoking question to be posed to the group for discussion. • Bring your notebook with your question, your new book and a pen to the circle.

  42. Lunch on your own • Our afternoon session will begin with time to review shared resources.

  43. Thinking Cube • Members will present tools, process, products or methods brought as a result of needs charted during KLAA day 1. • Take 15 minutes to do a quick review of the resources. • Quickly share the name of one resource of particular value at your school or district with your PLC.

  44. Let’s Bring it all together • Use the next slide, • assign each PLC member a role from the list. • Using the resource you just identified today, • discuss that resource from your “thinking cube” role perspective.

  45. Thinking Cube • Knowledge Level- Describe or paint a picture with words to tell all about it. • Comprehension Level- Explain or tell all about it in your own words with facts, facts, facts. • Application level-Compare or tell how are the resource is alike and different from the current reality at your school. • Analysis level-Analyze or take it apart, break it down, look closely piece by piece or tell the good and the bad. • Synthesis level-Infer or read between the lines. What is the writer trying to say? Make an educated guess about the use of the resource at your school or district. • Evaluation level-Summarize , recap or give the main idea and explain the value at your school or district.

  46. Bonus Slide • What are the implications for learning when teachers effectively implement the Inside/Outside protocol and the Thinking Cube strategy?

  47. Bibliography of Resources Used • Reeves, Douglas.(2011). Finding Your Leadership Focus: New York, NY. Teachers’ College Press. • Patterson, Grenny, McMillan,Switzler. (2002). Crucial Conversations: New York, NY, McGraw Hill. • Dufour,R and Marzano, R. (2001,March).Leaders of Learning: Bloomington, IN, Solution Tree.

  48. Bibliography of Resources Used • Van Clay, Soldwedel, Many (2011). Aligning School District PLCs: Bloomington, IN, Solution Tree. • Moss, C.andBrookhart, S (2009). Advancing Formative Assessment in Every Classroom:Alexandria, VA, ASCD. • Glanz, Jeffrey.(2006). School-Community Leadership, Thousand Oaks, CA,Corwin Press.

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