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Who- Leaders of the school

  • Department Chairs
  • Program Leaders
  • Collab Leaders
  • Instructional Experts
  • Administrators
  • ALL Stakeholders who want to provide input

Structured Collaborative Conversations

Evidence-Based Claims and Conjectures

Close Read Complex Grade Level Text

Communicate Using Precise Academic Language

Engage in Evidence-Based Writing

Common Core Instructional Methods

Eleanor Roosevelt

High School

Shared Leadership

"Our lesson is clear: Instructional leadership must be a shared, community undertaking. Leadership is the professional work of everyone in the school."

-Linda Lambert,

"A Framework for Shared Leadership"

Educational Leadership, May 2002

LOFTS

Leadership Opportunities for Teachers

Leadership Team

Staff Development

Department Chair

AP Testing Coordinator

SAT Coordinator

Every 15 Minutes

LINK Crew Advisor

School Site Council

New Teacher Mentor

Committee Head

CNTA Rep

Renaissance Advisor

Club Advisor

What

Discuss, Brainstorm, Evaluate, and make decisions about items related to the direction of the school

  • Curriculum- Plan Staff Development
  • Mission Vision
  • Structure Collab
  • Schoolwide Focus

AVID Coordinator

Activity Supervision

Administrative Designee

Department Chair

Homeroom Committee

Common Core

Curriculum Development Team

Leadership Team

Purpose- Use the leaders of the school to guide and drive the school towards our mission

Safety Committee

Class Council Advisor

Collab Lead

School Website

WASC Committee

Collab

Leadership Meeting

  • Direction of the School
  • Curriculum
  • Exchange of Ideas
  • Leadership

Department Chair Meeting

  • Operation of the school
  • Roadblocks/Issues
  • Exchange of Information
  • Management

CNTA/Admin Meeting

  • Maintenance of a Effective/Positive school environment for our staff
  • Equity/Issues
  • Exchange of Information
  • Relationship

Instructional Focus

Mission Statement

Using complex real world stimuli, students in the Common Core classroom must:

Interpret

Analyze

Reason

Problem Solve

Conclude

Persuade

Justify and Support

Communicate

Write

Students speak and write clearly and persuasively using academic language to convey understanding, share ideas and critique the reasoning of others.

Students access complex, grade level text to identify, interpret and summarize relevant information

We are committed to creating a dynamic, innovative learning environment that meets

the needs of our diverse student body, guiding

students toward excellence in college and career readiness, while challenging them to be

responsible citizens.

Students analyze information, apply reasoning, and use problem solving to make a conclusion.

Students clearly and persuasively communicate, through a range of writing, their opinions, reasoning, and problem solving with supporting evidence

Outcomes-

Focus

  • Teacher Driven
  • Mission Statement Focused
  • Teaching/Learning
  • NOT Business or complaints

Outcomes-

Collab Leader

  • Training for Leaders
  • Responsible for Communication
  • 20 stipends
  • Attend Leadership Team Meetings
  • Vote in dept- 2 year voluntary term

Outcomes-

Accountability

  • Universal Template for minutes/agenda
  • Creation of Products
  • Electronic Mode of sharing products
  • Admin will visit weekly to support and pick up sign in sheets

Outcomes-

Calendar

3 X 1 Structure

  • 3 weeks in a row dedicated to one Collab Group
  • 4th week dedicated to "Specialized Group"- (Homeroom, AVID, SPED, AP, etc.,) Cross-curricular, or Secondary group
  • Creativity is encouraged
  • Calendar of dates provided

Areas for Norming

  • Calendar Structure- What groups should be meeting? How often should groups meet? Should you move between multiple groups? What about specialized groups
  • Accountability- Think WASC. What outcomes should be expected? Products? Agenda? Minutes? How should things be shared? What about those who are late/missing?
  • Collab Leaders- What is the process for choosing leaders? What is the expectations of those leaders?
  • Focus During Collab- What should the focus be? Data Analysis? Best Practices? Ordering Supplies? Lesson Development? Fixing the tardy problem?

Loose and Tight

Leaders who create schools and districts capable of sustained substantive improvement are not laissez-faire in their approach to education but rather are skillful in implementing the concept of simultaneous loose and tight leadership. This leadership approach fosters autonomy and creativity (loose) within a systematic framework that stipulates clear, non-discretionary priorities and parameters (tight). Of course, one of the most essential elements of effective loose-tight leadership is getting tight about the right things.

-Rick Dufour

Reciprocal Accountability

What roles, responsibilities, and norms should be “tight” and pieces of collaboration should be “loose?”

Leadership Team Meeting 5/14/14

Changes 2014/15

"Accountability must be a reciprocal process. For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation. Likewise, for every investment you make in my skill and knowledge, I have a reciprocal responsibility to demonstrate some new increment in performance."

~Richard Elmore

Challenges from 2013/14

ARTICLE 10: HOURS OF WORK:

THE WORKDAY SHALL INCLUDE A PERIOD OF TIME, UP TO NINETY (90) MINUTES IN LENGTH, ONCE PER WEEK ON A SHORTENED INSTRUCTIONAL DAY FOR COLLABORATIVE PLANNING.

AT K-8 SCHOOLS PCT WILL BE EXTENDED BY 30 MINUTES BY REQUIRING TEACHERS TO STAY PAST THE END OF THE PROFESSIONAL DAY ONE TIME PER WEEK.

EACH HS WILL MEET WITH SAM TO DEVELOP A COMMON DAY AND A SCHEDULE FOR LATE START.

HIGH SCHOOLS WILL HAVE 6 MINIMUM DAYS, NOT 10. THE 6 DAYS WILL BE USED AT THE END OF EACH SEMESTER.

SPECIAL EDUCATION TEACHERS (SDC AND RSP) ARE ALLOWED TO MISS ONE (1) PCT MEETING PER MONTH FOR IEP PREPARATION AGREED UPON WITH THE SITE ADMINISTRATOR. IEP MEETINGS SHALL NOT TAKE PLACE AT THIS TIME.

PCT MOU:

During the first semester, PCT on ½ of the shortened days shall be teacher designed for grade-level, cross-grade level, cross track, departmental or intradepartmental planning and team collaboration. During the second semester ¾ of the shortened days shall be teacher designed. Administrators may require agendas, minutes, or other evidence of “product”.

 

1st year of weekly Collab

New Admin Team

New Data System

Less Data to Analyze

Common Core Integration

No Follow up on Data Teams

No specific guidelines

Collaboration

Today’s Objective

By the end of the day Leadership Team will devise a refined structure for Collaboration

Students effectively work in pairs or groups on a clearly defined task, proactively ask and respond to questions, and justify and defend conclusions and solutions with evidence.

Students access complex, grade level text to identify, interpret and summarize relevant information

Students effectively work in pairs or groups on a clearly defined task, proactively ask and respond to questions, and justify and defend conclusions and solutions with evidence.

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