1. November 21 st and 22 nd Welcome! Please use the public wireless network. Go to your web browser to accept the conditions

2.  Enhancing facilitation skills by: ◦ Deepening our understanding of logic model process ◦ Revising/enhancing current logic models ◦ Discovering possible tools for assessing progress ◦ Identifying next steps as leader of school ◦ Strengthening our school leader network

3. “The Master trusts those who are trustworthy. She also trusts those who are not trustworthy. This is true trust.”

4.  1) Each person is given equal time to talk. (Everyone deserves to be listened to.) 3 min.  2) The listener does not interpret, paraphrase, analyze, give advice or break in with a personal story. (People can solve their own problems.  3) Confidentiality is maintained. (People need to know they can be completely authentic.)

5.  4) The talker does not criticize or complain about a listener(s) or about mutual colleagues during their time to talk. (A person cannot listen well when she/he is feeling attacked or defensive.)  5) The only questions you should ask are to encourage people to talk more about the feelings not your own curiosity. How did you feel about that?

6.  “Appreciative Inquiry deliberately seeks to discover people’s exceptionality – their unique gifts, strengths, and qualities…. And it is based on principles of equality of voice – everyone is asked to speak about their vision of the true, the good, and the possible. Appreciative Inquiry builds momentum and success because it believes in people…Its goal is to discover in all human beings the exceptional and the essential. Its goal is to create organizations that are in full voice!”  Cooperrider, D.L. et. al. (Eds), Lessons from the Field: Applying Appreciative Inquiry, Thin Book Publishing, 2001, page 12.

7.  Away from “What problems are we having?”  Toward: “What’s working?”  And: “How can we do more of it?”

8.  3 Roles Facilitator-Follow the AI protocol to guide the conversation. Use suggested stems to get a clear understanding and to probe the school leader’s thinking. Observer-Write down the questions you hear the facilitator say. School Leader-Share your school’s work around your logic model

9.  Observer: read back the data to the facilitator  Facilitator: I am feeling/thinking… Aha’s/questions/new thoughts  Presenter: I am feeling/thinking… Aha’s/questions/new thoughts

10.  What worked about this process?  How might you use this at home?

11. Consider your intended results. In an ideal world what would you see and hear? Label the paper ideal. Record your thinking about your results.

12. 2. What is the minimum you would accept? What would you see and hear? Mark the 2 nd piece of paper baseline. Record your thoughts.

13. 3. What is your assessment of the current reality. What do you see and hear now? Label the paper current reality and record your thoughts. Place the three papers in order. In some cases your current reality may be in front of your baseline and in some cases after. If necessary cut up your current reality.

14. Presenter: Share your work Questioner asks: What does it look like? How would you know? What are the indicators? Recorder writes down indicators

15.  What worked about this process  How might you use this proces at home?

16.  Do Pat and Nancy trust you? What do you see and hear to lead you to believe that?

17.  Is there something missing?  Do the relationships make sense?  Is it logical?  What else might be here?  What are the data sources you are going to use to inform your progress?  Are the resources realistic?  Is the timeline realistic?  Are the organizational structures and scaffolds adequate in moving folks from the knowledge, skills and attitudes to the aspirations and behaviors?

18.  Review your intended results and current logic model. Pose the questions to yourself.  Develop a pathway from your current reality to your intended results using the cards.  Use one card for each step in your path.

19.  In groups of three use the questions to guide your conversation each person’s Logic Model.

20.  What worked about this approach?  How might you use this back at your school?