Transcript: Building Capacity within Ourselves then Others Reflections Supports Trevor Ashcraft Definition Capacity ability to effectively fulfill the mission of the organization (Hanson, 2017) Definition Organization Organization Development Attributes Positive Relationships Collective Efficacy (Hanson, 2017) Structure of the Capacity System Attracting Staff Retaining Staff Developing Staff Ensuring Staff Collaborate (Georgia Department of Education, n.d.) Include all Staff Unify Mission/Vision (Des Moines Public Schools, 2009) Characteristics Technology Efficiency Organization spreadsheets to organize goals, data, evaluations save time analyzing data, adjusting future instruction (Frendo, 2013) Individual Development Individual Attributes Continuous Learning Self-Reflection Sets Professional Goals (Berkowicz & Meyer, 2016) Process Distributing Leaderships Tap into Talents of Your Staff Capitalize on Diversity; Individual Strengths (Hadden, 2007) Process Ways to Distribute Leadership Delegation Must Provide: Democracy Resources Decision-Making Authority Accountability Site-Based Management Theory: Decisions should be made at the level they will be carried out. "A key to building a community of learners where all members have a stake in improving schools is found in the forging of solid relationships." Bonds Community Committees Must Provide Clear Parameters: Time, Money, Examples (Hadden, 2007) Professional Learning Allow Staff to Plan their Learning Driven by Goals; Immediately Applicable Learning Should be Collaborative (Baldanza, 2016) Supports Mentorship First-Year Guidance and Assistance Further Evaluation & Supervision Supervision Feedback and Reflection Professional Learning Individualized Learning Opportunities Professional Learning (Baldanza, 2016) (Brandt & Haxhi, 2018) (Berkowicz & Meyer, 2016) Mentoring Mentor (Baldanza, 2016) (Brandt & Haxhi, 2018) Answer Questions Provide Resources & Support Set-Up Peer Observations Provide Feedback Allow for Reflection & Adjustment Evaluation Evaluation Supervision Observe & Provide Feedback Pre-Conference discuss goals and objectives allow for planning and collaboration Post-Conference solicit and provide feedback: dialogue allow for reflection (Baldanza, 2016) develop trust Learning Personalized Connecting Learning to Personal Goals Professional Ensure Peer Collaboration; Focus on Student Outcomes Teacher learn best from sharing experiences, analyzing results, and adjusting future practices. (Berkowicz & Meyer, 2016) Opportunities Culture Growth Mindset Peer Collaboration Promotes Risk-Taking Creates Culture of Supportive Learning Culture Shifts Climate - Cultivate a Positive, Inclusive Climate (Cobb, 2019) (Childress, 2014) Cognitive Coaching Gather Data; Ask Questions; Probe; Paraphrase Become More Thoughtful Internalize Process and Begin Using with Students Develop Reflective Practices; Raised Consciousness (US Digital Literacy, 2020) Personal What Does Building Capacity Mean: To Me: Building Teacher Ability and Confidence to Effectively Utilize Resources, Strategies, and Technology to Improve Student Learning and Outcomes Personal Reflection Reflections To School and Staff: Working Collaboratively, Providing and Seeking Feedback, Exploring New Learning, and Adjusting Teaching Practices to Meet Student Needs Promote Cultural Digital Literacy Promote Improvement Student Success Impact Building Capacity Impact: On Me: I have served in many capacities in the district through distribution of leadership, sought countless learning opportunities, and engaged in reflective practices. On Staff and School: Collectively, we have engaged in on-going professional development, seek input from peers, take a democratic approach to curricular planning and decisions, and have embedded technology in the school mission and culture. Promote Reflection Mentor Program First-year teachers participate in a two-year mentor program, co-planning, observing, and receiving feedback from their mentor. Promote Personalized Evaluation The principal meets with teachers individually to discuss their goals for the year and their individual learning plan prior to conducting observations. Afterward, they meet with the teachers to reflect upon their performance in the classroom as well as progress toward their goals. Cultural Responsiveness The collaborative culture provides a safe environment where multiple perspectives can be explored and understood providing an opportunity to analyze curricular materials and practices for relevance to all students, regardless of background. Responsiveness Digital Literacy During professional learning days, individual staff members contribute to EdCamps providing in-house training on current technology platforms that are used for classroom instruction and learning. School Improvement School Engaging in frequent collaboration allow staff to analyze data, determine areas of improvement, seek learning opportunities, and adjust their instruction; all resulting in the
Transcript: Objectives Creating an organizational atmosphere of learning, new ideas, and growth. Free flowing and healthy communication of professional needs between manager and staff. Continuous disruption of comfortableness. Thoughts/Comments/Concerns "Capacity building is whatever is needed to bring a nonprofit to the next level of operational, programmatic, financial, or organizational maturity, so it may more effectively and efficiently advance its mission into the future. Capacity building is not a one-time effort to improve short-term effectiveness, but a continuous improvement strategy toward the creation of a sustainable and effective organization." A Network Approach to Capacity Building (National Council of Nonprofits) Benefits of Capacity Building Staff become empowered and aware of their own potential for growth and feel even more connected to the agency and its mission. The organization gains invested employees that are focused on producing results. Enables the organization and its managerial staff to develop systems that create effective processes leading to long term sustainability. Effective Capacity Building The process of capacity building is two-fold, involving both the organization itself, and the individual. Defining Capacity Building Defining Capacity Building Approaches to Building Capacity Advantages of Capacity Building Approaches to Building Capacity
Transcript: A Capacity-Building Approach to Identifying and Mobilizing Resources What do we mean by "capacity-building?" Capacity-building is an ongoing process of providing, creating, or mobilizing experiences through which children, parents, families, and communities enhance their ability to identify and meet development enhancing opportunities or challenges in a sustainable way. Why take a capacity-building approach? Capacity-Building Outcomes Shebala Associates degree in Early Childhood Education EHS home visitor for 2 years Mother of two young children Jones Family Referred from Dept. of Social Services Child in kinship care with grandfather Weekly supervised visitation with mother What do you want things to be like? What does that compare to how things are now? What have you tried so far? Assessed family priorities using: Family Resource Scale Parent interview Plan developed by DSS Revealed an interest in: Responsive parenting Regaining custody of her son Disciplining Improving nutrition Intervention Included: Partnership Plan Interest-Based Activity Checklist Portfolio Coaching Joint planning Action/Practice Observation Reflection Feedback Outcomes: Strengthened parent-child bond Restored custody Increased parenting knowledge Increased Parenting skills Increased self-attribution Skills Self- Attribution Capacity-Building Philosophy Active Participation (cc) photo by Metro Centric on Flickr Empower Needs Changing Practitioners focus on empowering individuals and families to achieve their goals not just in the present, but in the future Builds independence and interdependence Change is sustainable OK Promotional/Enhancement Change Knowledge FIPP's Capacity-Building Model Interest-Based Strengths/ Asset-Based (cc) photo by Franco Folini on Flickr Strengthening Families Supporting Reflection Capacity-Building Practices (cc) photo by Metro Centric on Flickr Good
Transcript: What kinds of school and parent relationships must be cultivated to enable parents to be included in this emerging community? • Capacity building is the process schools can use to combine elements to move forward and benefit everyone successfully. • The goal is to use capacity building so the team can work together to create programs to meet a common goal while allowing team members to grow. • Capacity building is based on performance with a plan, a vision, and an action. • Capacity building is also used for a catalyst change in mind. • Meetings will include individual and collective to sustain equilibrium while working toward improvement. •Arrange classroom desks in small group to encourage student communication on team projects. •Setup learning stations to establish and encourage the students to move around the room. This will create a more open environment for learning. •Use tables to setup learning stations and encourage teamwork to complete task. •Every individual has his or her learning style so encourage each student to use that style. This will improve the classroom to become more cohesive. William Van Der Griff EDL/500 January 21, 2013 •Set shared values and common goals to help staff members respect each team member. •Treat students with respect at all times. •Staff will work together to ensure that parents and community are involved with learning. •Respect every individual’s culture. •Make new programs to improve individual growth of staff, parents, and students. How might the faculty become more of a professional community in which everyone cares about each other and helps each other to grow, learn, and lead together? What does capacity building mean in the educational setting? •School needs guidelines to bring educators closer and set common goals to make everyone accountable. •Encouraged staff members to give positive and constructive feedback to the community. •Strong staff members share his or her expertness with other members to create deeper bonds between entire staff. •Staff members receive additional opportunity to achieve skills and knowledge. Then share this knowledge with his and her colleagues. •Relationships between colleagues will help build teams. This in turn will help improve the school. •Bring colleagues together to create a positive work and learning environment. •During staff meetings administrators can show appreciation for faculty. •During professional development have fun icebreakers. •Create newsletters that promote school awareness. •Encourage staff to continue learning through team building, training, and continuing their education. What are the shared values and commitments that enable the school to become a community of minds? How may teaching and learning settings be arranged so they are more like a family? • Faculty and parents work together to improve the learning team. Teachers should encourage parents to maintain classroom objectives at home. • Entire staff works to embrace parents and other family members to connect same ideas. • Invite parents to participate with class • Treat parents will respect and show them how valued he or she is to the learning process. What may be done to increase the sense of kinship, neighborliness, and collegiality among the faculty? Capacity building in schools
Transcript: Capacity building 2. Community organize methodology 3. Community structure and organizing 4. Community score card 5. Citizens report card 6. Zero to Hero success history 7. Family development 8. Communication skill Community development Institutional development Dashin Dem Foundation Foundation Individual development We provide trainings below 3 content : 1. Self management 2. Talent management 3. Change management 4. Stress management 5. Time management 6. Strength based management 7. Solve problems 8. Conflict management 9. Nature of team building 10. Team development 11. Decision making 12. Change agent 13. Collaborative management 14. Knowledge management 15. Leadership development 16.Performance improvement 17. Process improvement 18. Success planning 1. Human development 2. Establish your goal 2. Self knowledge 3. Self assessment 6. Individual development plan 7. Individual marketing 8. Individual organization and time management 9. Psychology of success 10. Discover your recourse
Transcript: Colon, Anthony. (2010, September 13). [Video file]. Retrieved from You Tube website: http://www.youtube.com/watch? v=spxTcn0tapc Martin, Bruce. (2007, December 31). [Video file]. Retrieved from You Tube website: http://www.youtube.com/watch? v=FWW4KogocfQ Sergiovanni, T. J. (2007). Rethinking Leadership: A Collection of Articles (2nd ed.). Thousand Oaks, CA: Corwin Press. In conclusion, I have included another great movie clip that shows one school that came together to achieve their vision. This is from the true story Lean on Me. Students and staff, though begrudingly, came together under the leadership of this unrelenting and caring principal. It's tough in middle school, where kids are beginning to want more independence from their parents, to find the right balance with activities that bring parents, kids, and teachers together. Here are a few ideas to make, and keep, parents part of this middle school family: 1) Have an event on Parent Teacher Conference Night, such as a Book Fair, as well as make sure all teachers have student work displayed in hallway. This shows all parents work from a teacher's class, even if they choose not to speak with each teacher. 2) Have more social/school-work display/activities nights. We often just have drama, band, choir, and the science fair. Aside from sports, this leaves a lot more activities that we could use to bring parents into our school community. All kids are doing great things! 3) Technology is great, but we can't just rely on websites and robo-calls to let parents know what the news in schools is these days. Newsletters aren't old-fashioned. They are a great way to write home and keep parents in the loop! References The following are what should NOT exist in classrooms in which a sense of family is developing: 1) Bullying or any feeling defined as harrassment 2) Violence of any kind 3) Inability to give or receive trust from the community 4) Extreme negative attitude, such as putting down of an individual or their ideas 5) Disrespect of any kind 6) Leaving a "man" behind or out 1) Leaders should make socializing part of meetings and to not leave this off the "to do" list as other meetings and gatherings are planned for staff. In school or out of school, get togethers are great! 2) Activities such as fun nights, carnivals, dances, pep rallies, etc,.. these are fun times for students are also great fun for teachers. Staff should be encouraged to take part, be included in a social way, and allowed to enjoy as well. They do not have to just feel as if they are "supervising" for bad behavior all the time. 3) Leaders should encourage an environment that acknowledges staff birthdays, celebrations of all kinds, and allows a venue for thank you's from other staff members throughout the entire year. The following is what you will find in classrooms that function similar to a family unit: 1) Mutual respect for all 2) All carry out their individual responsibilities go outside themselves, such as picking up trash that is not their own, for example 3) All know how to give and receive compliments 4) All know how to disagree nicely and have good discussions 5) All know classroom routines and expectations, as well as reasons they exist 6) Positive attitude prevails Classrooms as Family Additional Thoughts: Parents in Our School Community Trevor Moon 500/EDL February 17, 2014 Instructor: Kathleen McGovern Becoming a Professional Community I've included this clip because I believe it shows how important our role is as educators in the lives of children when it comes to even parents seeing their child's potential. This clip, from The Ron Clark Story, also shows how many teachers go to the extreme to get to know what the obstacles are in their students' lives. This is an important element in the relationship building with our students, as well as the students' parents. The shared values and commitments that a school community of staff and students should have, in order to reach their long term goals, are the following: 1) Respect for one another 2) Be responsible and active in the role they play within the community 3) Have a positive attitude 4) Be self-motivated CAPACITY BUILDING ANALYSIS The following are some ideas in which kinship, neighborliness, and collegiality may be increased among faculty: School & Parent Relationships Values & Commitments of a School Community -Teachers need to be comfortable in sharing the great ideas they are using in their classrooms. Leaders could be recognizing these teachers to help in encouraging them, through positive reinforcement, to share these ideas in content/team meetings. -School leaders need to allocate more money to be able to send individuals, possibly in pairs or teams, to professional development activities. Teachers need to be recognized for their involvement in their professional growth and encouraged to share their new found knowledge with staff. -In addition to new teachers having a mentor, there could be an "adopt a new
Transcript: Resources, committment and engagement by stakeholders. Consolidate partnerships amd encourage ongoing consultation and community development How did we access data, consult with target group? Detail understanding of the intervention logic and context. This section must answer the Q whether the intervention has achieved its goals and objectives, and sustained outcomes. Reflect on strategies and decision making, enhanced shared understanding, build intelligece and share learning. Isolate and describe social, economic, environmental, and physical determinants Dissemination analysis results to stakeholders/ommunities can facilitate shared understanding and decision making regarding priorities and statergy options Building Capacity Our project wasnt speifically related to providing community engagement and empowerment, however we made assessments of services who are doing this within with local community. Our aim was to identify the needs of the community service providers and think about how (as a tertiary institue) the JHCH could be of great assistance to community level services. Closing the Gap Access to intervention research findings (whats worked before?- maybe use example of the "6wk initial check") Consultate and involve community. Define needs and analysis problems Explore strategy options Stakeholder participation. Provide a structural platform for effective intervention Our team visited Birri Li (including home visits, Nikinpah Clinics and the misson in Karuah), Awabakal's Lambton Centre, and Wallsend womens refuge. We asked staff a series of questions relating to health services and the communication between these services. Evaluation Implementation Determinant Analysis Planning and prioitising
Transcript: Instructor:______________ Administration Katia Loseva Heidi Fraser-Cherry Adrian Monge Tools for Success Planning & Tracking Unit___:____________ Set the tone Set expectations Unit___:____________ Matchbook Learning: Coaches' Perspective Accomplishing Model Summer Professional Development Train-the-trainer approach Name:_________________ Building Capacity Primed & Ready The Teacher Development Continuum Observations & Coaching
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