1. A Culture of Continuous Improvement – the TEAM
Steve Barkley
November 2014

2. School Change Student Achievement Student Behavior Change in
Leadership Behavior
Change in
PLC and Peer Coaching
Change in
Teaching Behavior
Change in
Student Behavior
Change in
Student
Achievement
Source: Model developed by Stephen Barkley 2

3. Perception/Induction
What do you see in students that you place at each spot on this continuum? Fear Attention Comfort Bored

4. Big Idea A Focus on Results
Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour)

5. Defining Student Achievement
End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

6. Initial Program Assessment
Pre Program Standards
Assessment
6 4 Advanced
30 3 Proficient
10 2 Basic
2 1 Intensive
End of Program Standards ____ 4 Advanced ____ 3 Proficient ____ 2 Basic ____ 1 Intensive

7. Initial Program Assessment
End of Program Standards 15 4 Advanced 30 3 Proficient 3 2 Basic 0 1 Intensive
Pre Program Standards
Assessment
Advanced
Proficient
Basic
Intensive

8. What Assessments Along the Way?
October
February
April

9. Looking At Student Work
With a colleague or two at your grade level,
flip through the student work, point out what you notice about students overall, in groups, individually.
what questions emerge?

10. Looking At Student Work
Considering your current assessment of the student work/performance and the importance of the learning standard, what goals would you be setting for groups and individual learners? (Shorter-term/longer-term)

11. Looking at Assessments
How did the assessment inform your students? How did the assessment inform you? What questions did the assessment raise for you? What are you going to be doing because of the assessment results?

12. Big Idea Ensuring That Students Learn
The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. (DuFour)

13. Teaching
(Can be)
• Neat
• Orderly
• Sequential
• Managed
• Documented

14. Learning (Often is) • Messy • Spontaneous • Irregular • Non Linear
• Complex

15. Teaching Learning (Can be) • Neat • Orderly • Sequential • Managed
• Documented
Learning
(Often is)
• Messy
• Spontaneous
• Irregular
• Non Linear
• Complex

16. Learning and Student Work
Teachers Must Study
Learning and Student Work
Observe
Standards
Experiment
Think
Standards
Create

17. Student Behaviors
What student behaviors need to be initiated or increased to gain the desired student achievement? 17

18. Student Behaviors Reading as choice Writing Finding problem to solve
Researching
Asking Questions
Following a Passion
Persevering/Effort
Working independently and collaboratively
Taking risk in learning
Using technology to research and produce
Adapting to change

19. Teacher Behaviors
What teacher behaviors are most likely to generate the desired student behaviors?

20. Teacher Behaviors Teach the desired student behavior.
Model the desired student behavior.

21. Planning for Learning
From a whole class perspective…..What is important for students to experience or do to gain the desired student outcomes? What teacher actions will instigate, promote, support, etc. those student behaviors and experiences?

22. Planning for Learning
What student behaviors and experiences are critical for the more advanced students? For the students whose skill level is less developed?
How will we as teachers individually and collaboratively provide for these learning opportunities?

23. Big Idea A Culture of Collaboration
Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour)

24. Individual Franchise Team
Vulnerability Trust
Individual
Franchise
Team
Shared responsibility for student
achievement
My Work
My Time
Design together
Implement individually
Modify Individual Behavior,
Consensus on implementation
Helping each other
Vulnerability ACTION Trust

25. Building Professional Capital (Fullan)
Professional capital has three components: human, social, and decisional. Human capital is about the qualities of individuals. Strangely, though, you can't accumulate much human capital by focusing only on the capital of individuals. Human capital must be complemented by social capital—groups working hard in focused and committed ways to bring about substantial improvements. Social capital can raise individual human capital—a good team, school, or system lifts everyone. But, as we often see in sports, higher individual human capital—a few brilliant stars—does not necessarily improve the overall team.

27. Inattention to RESULTS Avoidance of ACCOUNTABILITY Lack of COMMITMENT
Fear of
CONFLICT
Absence of
TRUST
Patrick Lencioni, The Five Dysfunctions of a Team (Jossey-Bass), pg.97.

29. Establishing the Willingness to Make Commitments
Staying Focused
on Results
Building in
Accountability
Establishing the Willingness
to Make Commitments
Learning to Work Through Conflicts
Building Trust Among Members
Patrick Lencioni, The Five Dysfunctions of a Team (Jossey-Bass), pg. 97

30. Organizing Genius Warren Bennis and Patricia Ward Biederman
“Groups become great only when everyone in them, leaders and members alike, is free to do his or her absolute best.” “The best thing a leader can do for a Great Group is to allow its members to discover their greatness.”

31. Collective Capacity Fullan (2010)
The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons:
knowledge about effective practice becomes more widely available and accessible on a daily basis
working together generates commitment

32. Collective Capacity Fullan(2010)
Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible.

33. Collective Capacity Fullan (2010)
The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity,
quite simply, gets more and
deeper things done in
shorter periods of time.