collaborate
10/31/2016
Transformation Unwrapped: How Effective Leaders Coach and Build Capacity for Effectiveness and Efficacy in Teachers Datie Priest, Ed.D Principal, Student Services Decatur City Schools Decatur, Alabama
Agenda • Session Intro, Essential Question, Learning Objective…5 min • Effectiveness Considerations…5 min • Collaboration: What? How? Why?…15 min • Engagement for Capacity Building …10 min • Reflection for Monitoring and Implementation...20 min • Debrief, Questions, Feedback…5 min
Snapshots/Facts about Datie • Not an expert on anything…just have life and a few work experiences to share • Very few inputs from immediate surroundings but had expectations from home
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10/31/2016
Datie’s Mission Statement
Foster resilience through purposeful engagement!! #engagementmatters
Essential Question • Why are professional learning activities (professional development) important for teachers to become effective?
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10/31/2016
Learning Objective: • Participants will learn how to frame professional learning opportunities to address the differentiated needs of the adult learners that will, in turn, impact student outcomes and help guide collaborative dialogue.
Learning Targets • Consider collaborative behaviors that address individual and collective instructional issues • Understand why #engagementmatters when seeking to grow your team and yield better quality instructional practices • Consider and establish best practices and “lookfors” regarding teacher behaviors that impact student engagement in order to thrive in a continuous cycle of collaboration, analyzing, and reflection
EFFECTIVENESS CONSIDERATIONS
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10/31/2016
Effective Leadership Produces Effective Teachers via Engagement “You cannot mandate teacher effectiveness. You either hire new teachers or grow the ones you have.” Dr. Todd Whitaker
Effective Leadership • Consistent in their • Collaborative actions • Engaging • Set clear expectations • Reflective Datie Priest, Ed.D. • Establishes trust needed for buy-in John Maxwell
What is an Effective Teacher • “Effective teachers consistently foster positive relationships with all stakeholders. They promote a supportive learning environment, model empathy, and embrace diversity while providing culturally relevant instruction. They facilitate individual student growth through strategic, data-driven instruction and learning supports, which empower students to become life-long learners. Effective teachers practice self-reflection, collaborate with colleagues, and pursue professional development to improve teaching and learning.” Decatur City Schools
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10/31/2016
Efficacy vs. Effectiveness Teacher Efficacy
Effectiveness
• Self-Reflection of how the following are executed:
• How well teachers actually execute their day to day responsibilities yielding a positive outcome based on a strategic plan of action with targeted support and feedback.
– Instructional Strategies – Student Engagement – Classroom Management Tshannen-Moran & Hoy (2001)
Datie Priest, Ed.D
COLLABORATE
What Does Collaboration Look Like? 1. Identify resources, collaborative partners, and teachers who get it right 2. Plan and Analyze with instructional coach and/or teachers a plan of action 3. Execute by reflecting and providing specific feedback and support for improvement as you work the agreed upon plan of action
• • • • • • • • • •
Data meetings Grade level meetings Job embedded PD Flipped Faculty Meetings Common planning time External PD tied to need Vertical PD and planning PD Partnerships PLCs…specific, fluid teams 1:1, small/whole group coaching
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10/31/2016
Video Clip of Collaboration Between Teachers
Notices? Wonders? • Turn & Talk to your elbow partner(s) about your notices and/or wonders from the collaborative planning session
Let’s Talk...
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1:12 1:13 1:14 1:15 1:16 1:17 1:18 1:19 1:20 1:21 1:22 1:23 1:24 1:25 1:26 1:27 1:28 1:29 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22 0:23 0:24 0:25 0:26 0:27 0:28 0:29 0:30 0:31 0:32 0:33 0:34 0:35 0:36 0:37 0:38 0:39 0:40 0:41 0:42 0:43 0:44 0:45 0:46 0:47 0:48 0:49 0:50 0:51 0:52 0:53 0:54 0:55 0:56 0:57 0:58 0:59 1:00 1:01 1:02 1:03 1:04 1:05 1:06 1:07 1:08 1:09 1:10 0:01 0:02 0:03 0:04 0:05 0:06 0:07 0:08 0:09 0:10 1:30 1:11 0:11 End
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10/31/2016
Professional Learning and Teacher Development “Our goal as leaders is to facilitate learning experiences so all learners, beginning with the adults, become chief engineers of their chosen trajectories, or pathways in learning.” Datie Priest, Ed.D Principal, West Decatur Elementary Decatur City Schools
Designing Professional Learning • Where do you begin? Data, formative assessment of needs • What does the process look like? Collaborate over data, engage in the plan, reflect on progress
• How do you build trust for the process? Support, feedback, model, inspect as you go...not at the end • Why engage in collaborative learning? Promote growth mindset, develop best practices
HOW Do You Support Teachers in the PD Process?
• Engage…all stakeholder groups in the process and ensure it’s purposeful • Track progress (data should be visible in classrooms and in a data room) • PD may need to be differentiated based on your formative assessments of teachers’ skill set/needs, data, etc.… • Learn and reflect with them • Create opportunities for teachers
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10/31/2016
PLC Partnerships? Why?
Keneisha Ware, Ed.S President and Director of Education Ascension Education Group (AEG)
• There are times when someone else can say the same thing you say and teachers will act as if it’s hot off the press... • Good to have fresh pair of eyes and/or ears • Make sure you establish sound partnerships that are ongoing and aligned with your school and district goals
Collaborative Dialogue • Turn and talk about…CHOOSE ONE 1. What the ideal PLC process looks like in your school inclusive of dialogue being driven by data to you relative to what it really is 2. What teachers actually know/do vs what they really should know/do
• How can you change the trajectory?
Digital clock timers
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10/31/2016
Celebrate Teachers Who Are Great Students of Their Craft. They Are Also Ambassadors, Leaders and Stakeholders. • 29% increase in math scores in 2015…14% to 43% • Interfaces with families and engages them in the process • Holds workshops during her planning time to teach parents what is being asked of their children • Knows math standards for every grade level and helps teachers learn how to unpack and pace standards to teach within the gaps • Knows that standards don’t always explicitly state what should be done
#collaborationmatters • Principals should always be the lead learners… • Collaborating with your teachers in a variety of professional learning experiences based on need helps you become more adept at tailoring PD for specific individuals, grade levels, the entire team, and for yourself.
ENGAGE
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10/31/2016
Questions to Consider 1. How do you build capacity for effectiveness? 2. Where are you in the PLC journey? 3. Do your teachers view you as a learner? How do you know? 4. What’s stopping you from getting to where you want to be?
What Are Ways You Engage Your Team? Why?
Engagement • Depending on where you are in your growth journey, engagement may look different within your school, and between you and others. – Teacher to teacher, principal to teacher – Grade to grade, principal to grade(s) – Team(s) to team(s), principal to team(s) – Principal to principal(s) – Principal to self (model what you expect…)
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10/31/2016
Teacher Data Notebooks • Data Meeting Agendas • Teacher Effectiveness Indicators (DCS) • Instructional “Look-fors”...developed by teachers with principal • PD Info, take-aways for practice... • Universal Screener Data • Summative Student Data • Used for ALL collaborative interactions
LET TEACHERS GENERATE THIS LIST FOR YOU
West Decatur Elementary Data Meeting Agenda Wednesday, October 21, 2015 Goal/Purpose: To Determine Student Proficiency on Assessments Celebrations Teacher Efficacy…Adult Learning…Teacher Effectiveness What have you learned that has been implemented to impact student learning? How do you use it? Why is this important? What do you do when students get it? Why? What do you do when they don’t get it? Why? What is the evidence of how you differentiate instruction based on reflection and data analysis? Talk us through how you use formative assessments …before, during, and after instruction.
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10/31/2016
West Decatur Elementary Data Meeting Agenda Wednesday, October 21, 2015 What does student engagement look like? Instructional Focus Concerns: Math and Reading Whole group Small groups (all ability levels) EL students Sense of Urgency...adaptive change Thinking Maps Writing Plan of Action for tracking data Assessments 1. Education City 2. Global Scholar… use it to support gaps in teaching and learning 3. STAR 4. ACT ASPIRE…what do groups look like? Why? Feedback/Questions Next Steps
#engagementmatters • Engaging teachers in purposeful PD strategically designed to help them reflect on teaching and learning and become effective practitioners ultimately benefits the all learners, especially the students.
REFLECT
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10/31/2016
WHY Reflect? Reflect daily on the following: • What the benefits are of collaborative reflection • What’s working? Not working? Evidence? • What the plan of action will be moving forward… • How to build better capacity in teachers • Tools teachers need to be successful • The What? How? Why? of each day
Teachers Reflecting on Data Notebooks
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Data Reflection • • • • •
Why do we use data? Who benefits? How is data used in your building? Do teachers use data to plan for instruction? How do you know what teachers learn about the data? Do you analyze it with them? • What do you do when they don’t know? • What do you do when you don’t know? • What is the evidence of your feedback to teachers? • DISCUSS 1-2 OF THESE WITH YOUR ELBOW PARTNER(S)
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10/31/2016
Turn & Talk
1:12 1:13 1:14 1:15 1:16 1:17 1:18 1:19 1:20 1:21 1:22 1:23 1:24 1:25 1:26 1:27 1:28 1:29 1:30 1:31 1:32 1:33 1:34 1:35 1:36 1:37 1:38 1:39 1:40 1:41 1:42 1:43 1:44 1:45 1:46 1:47 1:48 1:49 1:50 1:51 1:52 1:53 1:54 1:55 1:56 1:57 1:58 1:59 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22 0:23 0:24 0:25 0:26 0:27 0:28 0:29 0:30 0:31 0:32 0:33 0:34 0:35 0:36 0:37 0:38 0:39 0:40 0:41 0:42 0:43 0:44 0:45 0:46 0:47 0:48 0:49 0:50 0:51 0:52 0:53 0:54 0:55 0:56 0:57 0:58 0:59 1:00 1:01 1:02 1:03 1:04 1:05 1:06 1:07 1:08 1:09 1:10 0:01 0:02 0:03 0:04 0:05 0:06 0:07 0:08 0:09 0:10 2:00 1:11 0:11 End
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#reflectionmatters • Self-reflection gives you an opportunity to be the first to be transparent about your own adaptive transformation process • Reflection and authentic dialogue builds trust among a team and helps form goals • Reflection allows you to chart growth goals and practice the art of transforming mindsets and culture one person at a time
How Do You Monitor and Implement PD that Transforms Culture and Builds Capacity for Effectiveness and Efficacy? • Be an intentional student of your craft • Be consistent in and reflective of your actions • Collaborate (don’t be afraid to ask for help and learn from others) • Set clear expectations and establish checkpoints for accountability, support throughout the process and provide specific feedback… • Inspect What You Expect
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How Do You Monitor and Implement PD that Transforms Culture and Builds Capacity for Effectiveness and Efficacy? • Build Trust as you encourage teachers to participate in a risk free setting • Ask open ended questions that foster reflection and challenge the status quo • Assess...yourself and your teachers...ask what they need, how will it impact learning, and why it’s important to them (perceptions...) • Engage them in the learning process • Reflect
What will you do differently upon your return to your schools? • Where do you want to see your school culture of engagement in a year? What’s stopping you from getting there? • Chart your desired outcome and work backwards…be purposeful and strategic in implementation. • Negotiate the relationships you want by sticking to the basics: 1. Collaborate…identify, plan 2. Engage…all stakeholder groups…track progress, provide feedback 3. Reflect…what’s working? Not working? Evidence??? • What type results will we get if we keep approaching engagement as if we’re in classrooms and schools from 25+ years ago? • Times and stakeholder needs have changed…grow with them.
Mindfulness Capacity of Leaders Who Coach for Growth
• Adults, too, need time for ongoing growth and development...not just the “young” • Technical vs adaptive learning agendas • Recognize and cultivate intrinsic motivation to grow within your team to sustain talent • Change in mindset takes time and is not evenly placed (differentiated learning) Immunity to Change: How to Overcome it and Unlock the Potential in Yourself and Your Organization Robert Kegan & Lisa Laskow Lahey (2009)
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10/31/2016
Mindfulness Capacity of Leaders Who Coach for Growth • Changing mindsets involve the head and the heart (critical feelings that get in the way)...needs, feedback, negotiations... • Change in mindset and behavior are interrelated in the transformation process • Challenge and support are inherent to supporting a paradigm shift in change
Immunity to Change: How to Overcome it and Unlock the Potential in Yourself and Your Organization Robert Kegan & Lisa Laskow Lahey (2009)
#transformationmatters • Transforming PLCs designed to build capacity for effectiveness must be a collaborative process • School leaders should commit to providing professional learning that is based on data and differentiated for the adult learners • Provide teachers with learning within a framework tailored to their needs and establish and monitor instructional “look-fors” • Don’t be afraid to change and admit if you get it wrong...TRANSPARENCY IS CRUCIAL • Create opportunities for teachers to grow
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10/31/2016
Negotiate the Relationships Needed to Facilitate Teacher Effectiveness by Sticking to the Basics: • Collaborating and learning with teachers • Engaging teachers in purposeful PD • Reflecting daily and developing realistic plans of action based on your discoveries and assessments #engagementmatters
Debrief/Wrap Up Questions? Feedback? EQ Debrief • Did we cover the • Why are professional Learning Targets learning activities (PD) important for • Please debrief one teachers to become thing you learned with effective? an elbow partner in 12 minutes.
Turn & Talk…just one more time, please
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References/Partners/Stakeholders • • • •
Ascension Education Group, LLC Decatur City Schools: Decatur, Alabama John Maxwell, author Principal Baruti Kafele, author of Closing the Attitude Gap, The Principal 50
Contact Info • [email protected] • [email protected] • @datiepriest (Twitter)
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10/31/2016
Thank you for coming!!
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Transformation Unwrapped: How Effective Leaders Coach and Build Capacity for Effectiveness and Efficacy in Teachers Datie Priest, Ed.D Principal, Student Services Decatur City Schools Decatur, Alabama
Agenda • Session Intro, Essential Question, Learning Objective…5 min • Effectiveness Considerations…5 min • Collaboration: What? How? Why?…15 min • Engagement for Capacity Building …10 min • Reflection for Monitoring and Implementation...20 min • Debrief, Questions, Feedback…5 min
Snapshots/Facts about Datie • Not an expert on anything…just have life and a few work experiences to share • Very few inputs from immediate surroundings but had expectations from home
1
10/31/2016
Datie’s Mission Statement
Foster resilience through purposeful engagement!! #engagementmatters
Essential Question • Why are professional learning activities (professional development) important for teachers to become effective?
2
10/31/2016
Learning Objective: • Participants will learn how to frame professional learning opportunities to address the differentiated needs of the adult learners that will, in turn, impact student outcomes and help guide collaborative dialogue.
Learning Targets • Consider collaborative behaviors that address individual and collective instructional issues • Understand why #engagementmatters when seeking to grow your team and yield better quality instructional practices • Consider and establish best practices and “lookfors” regarding teacher behaviors that impact student engagement in order to thrive in a continuous cycle of collaboration, analyzing, and reflection
EFFECTIVENESS CONSIDERATIONS
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10/31/2016
Effective Leadership Produces Effective Teachers via Engagement “You cannot mandate teacher effectiveness. You either hire new teachers or grow the ones you have.” Dr. Todd Whitaker
Effective Leadership • Consistent in their • Collaborative actions • Engaging • Set clear expectations • Reflective Datie Priest, Ed.D. • Establishes trust needed for buy-in John Maxwell
What is an Effective Teacher • “Effective teachers consistently foster positive relationships with all stakeholders. They promote a supportive learning environment, model empathy, and embrace diversity while providing culturally relevant instruction. They facilitate individual student growth through strategic, data-driven instruction and learning supports, which empower students to become life-long learners. Effective teachers practice self-reflection, collaborate with colleagues, and pursue professional development to improve teaching and learning.” Decatur City Schools
4
10/31/2016
Efficacy vs. Effectiveness Teacher Efficacy
Effectiveness
• Self-Reflection of how the following are executed:
• How well teachers actually execute their day to day responsibilities yielding a positive outcome based on a strategic plan of action with targeted support and feedback.
– Instructional Strategies – Student Engagement – Classroom Management Tshannen-Moran & Hoy (2001)
Datie Priest, Ed.D
COLLABORATE
What Does Collaboration Look Like? 1. Identify resources, collaborative partners, and teachers who get it right 2. Plan and Analyze with instructional coach and/or teachers a plan of action 3. Execute by reflecting and providing specific feedback and support for improvement as you work the agreed upon plan of action
• • • • • • • • • •
Data meetings Grade level meetings Job embedded PD Flipped Faculty Meetings Common planning time External PD tied to need Vertical PD and planning PD Partnerships PLCs…specific, fluid teams 1:1, small/whole group coaching
5
10/31/2016
Video Clip of Collaboration Between Teachers
Notices? Wonders? • Turn & Talk to your elbow partner(s) about your notices and/or wonders from the collaborative planning session
Let’s Talk...
1:12 1:13 1:14 1:15 1:16 1:17 1:18 1:19 1:20 1:21 1:22 1:23 1:24 1:25 1:26 1:27 1:28 1:29 1:30 1:31 1:32 1:33 1:34 1:35 1:36 1:37 1:38 1:39 1:40 1:41 1:42 1:43 1:44 1:45 1:46 1:47 1:48 1:49 1:50 1:51 1:52 1:53 1:54 1:55 1:56 1:57 1:58 1:59 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22 0:23 0:24 0:25 0:26 0:27 0:28 0:29 0:30 0:31 0:32 0:33 0:34 0:35 0:36 0:37 0:38 0:39 0:40 0:41 0:42 0:43 0:44 0:45 0:46 0:47 0:48 0:49 0:50 0:51 0:52 0:53 0:54 0:55 0:56 0:57 0:58 0:59 1:00 1:01 1:02 1:03 1:04 1:05 1:06 1:07 1:08 1:09 1:10 0:01 0:02 0:03 0:04 0:05 0:06 0:07 0:08 0:09 0:10 2:00 1:11 0:11 End
1:12 1:13 1:14 1:15 1:16 1:17 1:18 1:19 1:20 1:21 1:22 1:23 1:24 1:25 1:26 1:27 1:28 1:29 0:12 0:13 0:14 0:15 0:16 0:17 0:18 0:19 0:20 0:21 0:22 0:23 0:24 0:25 0:26 0:27 0:28 0:29 0:30 0:31 0:32 0:33 0:34 0:35 0:36 0:37 0:38 0:39 0:40 0:41 0:42 0:43 0:44 0:45 0:46 0:47 0:48 0:49 0:50 0:51 0:52 0:53 0:54 0:55 0:56 0:57 0:58 0:59 1:00 1:01 1:02 1:03 1:04 1:05 1:06 1:07 1:08 1:09 1:10 0:01 0:02 0:03 0:04 0:05 0:06 0:07 0:08 0:09 0:10 1:30 1:11 0:11 End
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10/31/2016
Professional Learning and Teacher Development “Our goal as leaders is to facilitate learning experiences so all learners, beginning with the adults, become chief engineers of their chosen trajectories, or pathways in learning.” Datie Priest, Ed.D Principal, West Decatur Elementary Decatur City Schools
Designing Professional Learning • Where do you begin? Data, formative assessment of needs • What does the process look like? Collaborate over data, engage in the plan, reflect on progress
• How do you build trust for the process? Support, feedback, model, inspect as you go...not at the end • Why engage in collaborative learning? Promote growth mindset, develop best practices
HOW Do You Support Teachers in the PD Process?
• Engage…all stakeholder groups in the process and ensure it’s purposeful • Track progress (data should be visible in classrooms and in a data room) • PD may need to be differentiated based on your formative assessments of teachers’ skill set/needs, data, etc.… • Learn and reflect with them • Create opportunities for teachers
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PLC Partnerships? Why?
Keneisha Ware, Ed.S President and Director of Education Ascension Education Group (AEG)
• There are times when someone else can say the same thing you say and teachers will act as if it’s hot off the press... • Good to have fresh pair of eyes and/or ears • Make sure you establish sound partnerships that are ongoing and aligned with your school and district goals
Collaborative Dialogue • Turn and talk about…CHOOSE ONE 1. What the ideal PLC process looks like in your school inclusive of dialogue being driven by data to you relative to what it really is 2. What teachers actually know/do vs what they really should know/do
• How can you change the trajectory?
Digital clock timers
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Celebrate Teachers Who Are Great Students of Their Craft. They Are Also Ambassadors, Leaders and Stakeholders. • 29% increase in math scores in 2015…14% to 43% • Interfaces with families and engages them in the process • Holds workshops during her planning time to teach parents what is being asked of their children • Knows math standards for every grade level and helps teachers learn how to unpack and pace standards to teach within the gaps • Knows that standards don’t always explicitly state what should be done
#collaborationmatters • Principals should always be the lead learners… • Collaborating with your teachers in a variety of professional learning experiences based on need helps you become more adept at tailoring PD for specific individuals, grade levels, the entire team, and for yourself.
ENGAGE
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Questions to Consider 1. How do you build capacity for effectiveness? 2. Where are you in the PLC journey? 3. Do your teachers view you as a learner? How do you know? 4. What’s stopping you from getting to where you want to be?
What Are Ways You Engage Your Team? Why?
Engagement • Depending on where you are in your growth journey, engagement may look different within your school, and between you and others. – Teacher to teacher, principal to teacher – Grade to grade, principal to grade(s) – Team(s) to team(s), principal to team(s) – Principal to principal(s) – Principal to self (model what you expect…)
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Teacher Data Notebooks • Data Meeting Agendas • Teacher Effectiveness Indicators (DCS) • Instructional “Look-fors”...developed by teachers with principal • PD Info, take-aways for practice... • Universal Screener Data • Summative Student Data • Used for ALL collaborative interactions
LET TEACHERS GENERATE THIS LIST FOR YOU
West Decatur Elementary Data Meeting Agenda Wednesday, October 21, 2015 Goal/Purpose: To Determine Student Proficiency on Assessments Celebrations Teacher Efficacy…Adult Learning…Teacher Effectiveness What have you learned that has been implemented to impact student learning? How do you use it? Why is this important? What do you do when students get it? Why? What do you do when they don’t get it? Why? What is the evidence of how you differentiate instruction based on reflection and data analysis? Talk us through how you use formative assessments …before, during, and after instruction.
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West Decatur Elementary Data Meeting Agenda Wednesday, October 21, 2015 What does student engagement look like? Instructional Focus Concerns: Math and Reading Whole group Small groups (all ability levels) EL students Sense of Urgency...adaptive change Thinking Maps Writing Plan of Action for tracking data Assessments 1. Education City 2. Global Scholar… use it to support gaps in teaching and learning 3. STAR 4. ACT ASPIRE…what do groups look like? Why? Feedback/Questions Next Steps
#engagementmatters • Engaging teachers in purposeful PD strategically designed to help them reflect on teaching and learning and become effective practitioners ultimately benefits the all learners, especially the students.
REFLECT
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WHY Reflect? Reflect daily on the following: • What the benefits are of collaborative reflection • What’s working? Not working? Evidence? • What the plan of action will be moving forward… • How to build better capacity in teachers • Tools teachers need to be successful • The What? How? Why? of each day
Teachers Reflecting on Data Notebooks
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Data Reflection • • • • •
Why do we use data? Who benefits? How is data used in your building? Do teachers use data to plan for instruction? How do you know what teachers learn about the data? Do you analyze it with them? • What do you do when they don’t know? • What do you do when you don’t know? • What is the evidence of your feedback to teachers? • DISCUSS 1-2 OF THESE WITH YOUR ELBOW PARTNER(S)
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Turn & Talk
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#reflectionmatters • Self-reflection gives you an opportunity to be the first to be transparent about your own adaptive transformation process • Reflection and authentic dialogue builds trust among a team and helps form goals • Reflection allows you to chart growth goals and practice the art of transforming mindsets and culture one person at a time
How Do You Monitor and Implement PD that Transforms Culture and Builds Capacity for Effectiveness and Efficacy? • Be an intentional student of your craft • Be consistent in and reflective of your actions • Collaborate (don’t be afraid to ask for help and learn from others) • Set clear expectations and establish checkpoints for accountability, support throughout the process and provide specific feedback… • Inspect What You Expect
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How Do You Monitor and Implement PD that Transforms Culture and Builds Capacity for Effectiveness and Efficacy? • Build Trust as you encourage teachers to participate in a risk free setting • Ask open ended questions that foster reflection and challenge the status quo • Assess...yourself and your teachers...ask what they need, how will it impact learning, and why it’s important to them (perceptions...) • Engage them in the learning process • Reflect
What will you do differently upon your return to your schools? • Where do you want to see your school culture of engagement in a year? What’s stopping you from getting there? • Chart your desired outcome and work backwards…be purposeful and strategic in implementation. • Negotiate the relationships you want by sticking to the basics: 1. Collaborate…identify, plan 2. Engage…all stakeholder groups…track progress, provide feedback 3. Reflect…what’s working? Not working? Evidence??? • What type results will we get if we keep approaching engagement as if we’re in classrooms and schools from 25+ years ago? • Times and stakeholder needs have changed…grow with them.
Mindfulness Capacity of Leaders Who Coach for Growth
• Adults, too, need time for ongoing growth and development...not just the “young” • Technical vs adaptive learning agendas • Recognize and cultivate intrinsic motivation to grow within your team to sustain talent • Change in mindset takes time and is not evenly placed (differentiated learning) Immunity to Change: How to Overcome it and Unlock the Potential in Yourself and Your Organization Robert Kegan & Lisa Laskow Lahey (2009)
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Mindfulness Capacity of Leaders Who Coach for Growth • Changing mindsets involve the head and the heart (critical feelings that get in the way)...needs, feedback, negotiations... • Change in mindset and behavior are interrelated in the transformation process • Challenge and support are inherent to supporting a paradigm shift in change
Immunity to Change: How to Overcome it and Unlock the Potential in Yourself and Your Organization Robert Kegan & Lisa Laskow Lahey (2009)
#transformationmatters • Transforming PLCs designed to build capacity for effectiveness must be a collaborative process • School leaders should commit to providing professional learning that is based on data and differentiated for the adult learners • Provide teachers with learning within a framework tailored to their needs and establish and monitor instructional “look-fors” • Don’t be afraid to change and admit if you get it wrong...TRANSPARENCY IS CRUCIAL • Create opportunities for teachers to grow
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Negotiate the Relationships Needed to Facilitate Teacher Effectiveness by Sticking to the Basics: • Collaborating and learning with teachers • Engaging teachers in purposeful PD • Reflecting daily and developing realistic plans of action based on your discoveries and assessments #engagementmatters
Debrief/Wrap Up Questions? Feedback? EQ Debrief • Did we cover the • Why are professional Learning Targets learning activities (PD) important for • Please debrief one teachers to become thing you learned with effective? an elbow partner in 12 minutes.
Turn & Talk…just one more time, please
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References/Partners/Stakeholders • • • •
Ascension Education Group, LLC Decatur City Schools: Decatur, Alabama John Maxwell, author Principal Baruti Kafele, author of Closing the Attitude Gap, The Principal 50
Contact Info • [email protected] • [email protected] • @datiepriest (Twitter)
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Thank you for coming!!
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