Activity: In a small group use the “Communication Cards” How do you personally “feel” about change? How do you “feel” about leading instructional change? Leading Instructional Change:

Video Clip Connected Classroom: Creates an urgency for change Leading Instructional Change:

Thoughts to Consider McLaughlin & Talbert (2001) “Students’ learning experiences...with weak teaching cultures are akin to an instructional lottery, in which their learning opportunities depend heavily on which teachers they draw, from class to class and year to year.” Leading Instructional Change

Thoughts to Consider Michael Fullan (2003) “The principal of the future must lead a complex learning organization by helping to establish new cultures in schools that have deep capacities to engage in continuous problem solving and improvement... Most principals currently do have the capacity to operate in this new mode. To expect great leadership in the absence of capacity is to squander an opportunity and resources. Some principals are not even on the continuum of school development. They are managers, at best running a good shop.” Leading Instructional Change

C h a n g e F a c t o r s i n E d u c a t i o n

Factors Influencing Structural & Cultural CHANGE 6 The equation... BELIEFS+VISION+MISSION+INCENTIVES+RESOURCES+SKILLS= CHANGE

Factors Influencing Structural & Cultural CHANGE 6 What if something’s missing? VISION+MISSION+INCENTIVES+RESOURCES+SKILLS=Indifference BELIEFS+ MISSION+INCENTIVES+RESOURCES+SKILLS=Mistrust BELIEFS+VISION+ INCENTIVES+RESOURCES+SKILLS=Confusion BELIEFS+VISION+MISSION+ RESOURCES+SKILLS=Resistance BELIEFS+VISION+MISSION+INCENTIVES+ SKILLS=Frustration BELIEFS+VISION+MISSION+INCENTIVES+RESOURCES =Anxiety

PLCs Integrated Systems

An Integrated Systems Model for Academic and Behavior Supports An Integrated Systems Model is a comprehensive school-wide prevention & intervention model that provides support systems which address academic, behavioral, and social-emotional needs of ALL students. PLCs Integrated Systems

Integrated Systems Model for Academic and Affective Supports Decisions about tiers of support are data-based Academic System Affective System Tier 3:1-5% Intensive Individualized Interventions Tier 2: 5-10% Targeted Interventions Tier 1: 80-90% School-Wide Interventions Tier 1 Tier 2 Tier 3

Integrated Systems Model for Academic and Affective Supports Tier 1 Tier 2 Tier 3 Tier 2: Intervention and Enrichment for ALL In Tier 2, students not making adequate progress in core curriculum are provide with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Tier 1: Daily Direct Instruction for ALL Students All students in Tier 1 receive high quality, research-based instruction, differentiated to meet their needs, and are screened on a periodic basis to identity struggling learners who need additional support. Tier 3: Very Intensive Support (Individualized Schedule) Students receive individualized, intensive interventions that target the students’ skill deficits for the remediation of existing problems and the prevention of more severe problems.

Principles All are learners: Make it part of the school culture Learning and personal development

ERO IN ON CARING FOR PEOPLE Teamwork is critical to having meaningful relationships and achieving authentic success. And the KEY to teamwork is establishing UNITY Dr. Ron Jenson Z Z U.N.I.T.Y: Building Healthy Teams

Zero In on Caring for People 1. Uplift one another a. By Complimenting b. By Expressing Confidence c. By Comforting d. By Coaching 2. Need One another 3. Intimately relate to one another Cliché Facts Opinions Emotions Transparency 4. Trust one another 5. Yield to one another Your authority will be increased because your humility is increased. The key is to be humble and honor others. U.N.I.T.Y: Building Healthy Teams

U.N.I.T.Y. in Practice “The Theory of the Dipper and the Bucket” from Donald Clifton and Tim Roth’s, How Full is Your Bucket? U.N.I.T.Y: Building Healthy Teams

How do adults learn best? 4 “L” Approach Principles

Stallings (1989) research focused on ways to improve teaching and student achievement. Her research focused on the staff development of adult learners. of Adult Learners

of Adult Learners 1 Learn by doing (try, evaluate, modify, try again).

2 Link prior knowledge to new information. of Adult Learners

of Adult Learners 3 Learn by reflecting and solving problems.

4 Learn in a supportive environment (share problems and successes). of Adult Learners

Focus on one or two things that be used immediately! If I learn it on Friday can I use it Monday? Principles

Building A Learning Community Middle Level Conference Flex scheduling (Drop schedule) Idea Machine (Inservice planning) Principles

Empower students Tech Team Principles

Do inservice and staff development differently Middle Level Conference Principles

Staff Development should be fun! Fish Philosophy - Chose, Play, Be There, Make their day! Principles

So What? Practical Application What insights or practical applications have you gained from this session on building a collaborative culture?