Effective Reporting for Learning Teams

1. Reporting on the Work: Accountability for the work of learning teams Florida Association for Staff Development Leadership Conference September 2010 Debbie Cooke

2. Session Outcomes: • Deeper understanding of principles which guide reporting on our work • Next steps for embedding new information into existing practices in our work

3. Community Agreements • Be an active learner...it IS all about YOU! • Pay attention to what has meaning for you…there’s a pony in there somewhere! • Seek clarity…what makes sense makes a difference! • Take responsibility for your own learning… remember, it IS all about YOU! • Have fun….happy brains learn best! 

5. Evaluating Staff Development • Planning • Assess Evaluability • Formulate Evaluation Questions • Construct Evaluation Framework • Conducting • 4. Collect Data • 5. Organize & Analyze Data • Interpret Data • Reporting • 7. Disseminate Results/ Findings • Evaluate the Evaluation

6. Step Seven: Disseminate and Use Findings

7. Will there be one final report, or will there be interim reports along the way? Will we provide an opportunity for the various audiences to interact with the member(s) reporting the process? Will we have one (and only one) method for reporting the information, or will we tailor our reports for various audiences? Uncommonly asked questions: Joellen Killion, Assessing Impact, 2008

8. Will folks other than team members be sharing our information? If so, what will they need in order to be prepared to share our information accurately and confidently? More uncommonly asked questions: Joellen Killion, Assessing Impact, 2008

9. Two watch words for sharing your story Simplicity Clarity Joellen Killion, Assessing Impact, 2008

10. Components of a formal report of impact

11. Possible Components: • Executive summary • Introduction • Design • Findings • Recommendations Joellen Killion, Assessing Impact, 2008

12. WHAT!!!!

13. Chapter 13: Team Planning and Reporting

14. Possible Benefits: • What were your ideas…..

15. Possible Benefits: • Avoids “balkanization” (Hargreaves, 1998) • Cross-pollination • Shared responsibility Killion and Roy, Becoming a Learning School, 2009

16. Team reporting structures: • Team logs (tool 13.5) • Fishbowls • Intervisitation • Walk-throughs • Videotaped presentations • Facilitator meetings Killion and Roy, Becoming a Learning School, 2009

17. Suggested Elements: • Members present • Date/time of meeting • Topics addressed and their link to professional and student learning goals • Summary comments • Resources or support requested Killion and Roy, Becoming a Learning School, 2009

18. Sharing with others via: • Fishbowl observations • Intervisitation • Walk-throughs • Videotape Killion and Roy, Becoming a Learning School, 2009

19. Teams in a fishbowl: Killion and Roy, Becoming a Learning School, 2009

20. Comparing reporting structures Fishbowl observations, Intervisitation, Walk-throughs and Videotape

21. Teams in a fishbowl: • Can showcase work of a team • Involves at least one team with something to share • Involves observers who are learning about the content • Does not allow for conversation during the team process • Involves a moderator at the end of the process to debrief the learning and facilitate the discussion • May provide a set of guidelines for what to look for during the process • Typically has multiple observers Killion and Roy, Becoming a Learning School, 2009

22. Intervisitation: • Can showcase work of a team • Typically involves two teams with common interest in a shared focus area • Is reciprocal • Allows for dialogue during the process • May allow the visitor(s) to provide feedback to the team if requested from the team • May allow for teams to compare similarities and differences in their work • Visitation may be only one member of a team, or multiple members of the team Killion and Roy, Becoming a Learning School, 2009

23. Walk-throughs: • Can showcase work of a team • Is often used as a tool for an administrator or coach to provide feedback on a particular piece of learning • May involve one or more than one observer • Involves a predetermined set of “look fors” during the walkthrough process. • Is not typically very long in duration • Is typically a small group (3-5) • Typically includes a debriefing meeting that takes place after the event Killion and Roy, Becoming a Learning School, 2009

24. Video-taped Presentation: • Can showcase work of a team • Does not involve “face-to-face” observation of the process in action in “real time” • Can be processed multiple times • Can share a small portion of a process, rather than the entire event • Allows team members involved in the videotaping to review their performance for self-critiquing • Teams can pick and choose the aspects of performance they want to highlight or showcase, as there are “editing” capabilities Killion and Roy, Becoming a Learning School, 2009

25. Comparing reporting structures Fishbowl observations, Intervisitation, Walk-throughs and Videotape

26. Facilitator Meetings: • Exchange ideas • Share agendas • Discuss designs for professional learning • Solve problems Killion and Roy, Becoming a Learning School, 2009

28. Communication Collaboration Coaching Change Conflict Creativity Courage The Seven C’s (or seas) of encouraging, enhancing and sustaining professional learning communities Hord, Summers 2008

29. Problem-solving the barriers to reporting on the work • Select an issue that you are interested in discussing with others from the selections listed on the chart. • Report to the designated area to work with your group • Complete the activity as described on the instruction sheet.

30. 3-2-1 Summary • 3 ideas that have provoked your thinking during this session • 2 thoughts that you have about how to use this information in a meaningful way • 1 promise that you will make to yourself (and/or to a colleague) about an immediate action you will take to use this information

31. Session Resources: The following resources have been used in creating content for this presentation: • Killion, Joellen (2008) Assessing Impact, Evaluating Staff Development (2nd Edition), National Staff Development Council and Corwin Press, Inc. www.corwinpress.com ; (800) 233-9936 • Killion, Joellen and Roy, Patricia (2009) Becoming a Learning School, National Staff Development Council and Met Life. www.nsdc.org ; (800) 727-7288 • Hord, Shirley and Sommers, William (2008) Leading Professional Learning Communities – Voices from Research and Practice, National Staff Development Council, National Association of Secondary Principals and Corwin Press, Inc. www.corwinpress.com ; (800) 233-9936

32. Session Outcomes: • Deeper understanding of principles which guide reporting on our work • Next steps for embedding new information into existing practices in our work

33. Bye…it’s been a pleasure! Be in touch if you have questions or want to share your story with me. Thanks for allowing me to be a part of your conference learning team! wpglconsulting@comcast.net