Welcome Back Review of Day 1 Feedback Agenda Review for Day 2

Learning Goals for Days 2 Learn specific actions for the 5 Leadership Practices Explore the roles and responsibilities of group leaders Learn strategies for facilitating effective groups Reflect on application of new learning to your own work Learn about other districts’ work in mathematics education Network with other participants and staff

Exploring Actions Identify a practice that is one you would like to enhance. Go to the table for the practice you selected. Read the Leading Every Day selections and consult the Kouzes & Posner suggested actions. Discuss readings with your colleagues at the table. Generate a list (on chart paper) of the actions associated with the practice. Discuss which actions you can/will take to enhance your use of the practice.

First Glance Open the Adaptive Schools book at random. Do a quick scan of the page you opened to. What do you see that provides you with a “preview” of the book? Mark the page with a sticky note. Repeat 2-3 times to get an initial sense of what is contained in the book. Share something you found that particularly interests you and tell why, or ask a question for clarification.

Roles & Responsibilities of Leading Groups Leadership Practices: Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart

Four “Hats” of Shared Leadership Facilitating Presenting Coaching Consulting

Learning about Roles & Responsibilities Each person read: – Leading Every Day, Book 4, Day 1 (p. 221) –Adaptive Schools, Four Hats of Shared Leadership (pp ) Discuss at your tables: –To what extent are your groups having effective conversations? –What characteristics of group leaders contribute to a group’s effectiveness? –For information on planning effective meetings see: Day 16 (p )

Facilitating Group Interactions: Norms of Collaboration Tools for productive communication among group members “When the seven norms of collaborative work become an established part of a group, cohesion, energy, and commitment to shared work and to the group increase dramatically” (Garmston & Wellman, p. 31).

Pausing Paraphrasing Positive intentions Probing Putting ideas on and off table Paying attention to self and others Pursuing a spirit of inquiry Norms of Collaboration

Norms of Collaboration Promoting a Spirit of Inquiry: Inquiring into the ideas of others before advocating for one’s own ideas leads to productive dialogue and discussion. Pausing: Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making. Paraphrasing: Paraphrase what you heard to check for understanding, such: “So you are saying…” or “Your are thinking…”

Norms of Collaboration Probing: Using gentle open-ended probes or inquiries such as I am interested in hearing more about…” or Can you give me a little more detail on…” increases the clarity and precision of the group’s thinking. Putting Ideas on the Table: Acknowledge that you are putting an idea out for consideration, e.g., “Here is one idea…” or “a thought I have is…” or “Another consideration might be…”. Take your idea off the table when it is no longer relevant, e.g., it seems like we have eliminated this idea or I want to remove this idea from consideration.

Norms of Collaboration Paying Attention to Self and Others: Be conscious of self and others and aware of what is being said and how it is said as well as how others are responding. Pay attention to different learning styles. Presuming Positive Intentions: Assume that others’ intentions are positive and they mean you no harm. Avoid inferring negative intent, e.g., avoid thinking “s/he is saying/doing that because….”

Jigsaw Reading Form Expert Groups to learn about each of the norms of collaboration. –What is it? –How can its use contribute to group effectiveness? Reconvene in Home Groups and “teach” each other the 7 norms.

Expert Groups Count off in 6’s. In your Expert Group, each person read Adaptive Schools pages 30-32: “Promoting a Spirit of Inquiry” and “The Seven Norms of Collaboration” Jigsaw the seven norms: –#1: Pausing: pages –#2: Paraphrasing: pages –#3: Putting Inquiry at the Center: pages –#4: Probing for Specificity: pages –#5: Placing Ideas on the Table: page 38 and Paying Attention to Self and Others: page 38 –#6: Presuming Positive Intentions: pages 38-39

Home Groups “Teach” each other the 7 norms: –What is it? –How can its use enhance a group’s effectiveness?

Use the Norms of Collaboration Inventory (Handout 4.2; page 294) to assess a group that you are in or lead. Reflect: As the leader or member of the group, what are 2-3 specific actions you can take to enhance the group’s use of collaborative norms? How might your group’s use of this norm address one of your challenges? Norms Inventory

District Profiles Brief (10 minutes) introduction to your district and your leadership team Key features of your mathematics program Resources that guide your work Challenges you face and help you would like from UMELA colleagues

Group Development Framework Forming Storming Norming Performing

Leadership and Framework At your tables, generate a list of the leadership actions and behaviors that contribute to a group’s ability to address and move through each of the stages in the framework: Forming, Storming, Norming, and Performing.

Reflections on Learning Day 2 Learning Goals Plan: Reflect on your learning, set goals, identify strategies, and note resources. Think about how you might share your learning with colleagues.

District Dialogue: An Opportunity for Practice Purpose: Discuss with your district how you will apply your learning about leading and facilitating groups in your own leadership of mathematics education initiatives. Process: Identify one Norm of Collaboration to practice during your district conversations.

Feedback “Gots and Needs” Help us reflect on the day and plan for tomorrow by writing at least one thing you “Got” today and one thing you still “Need.” Post on the chart as you leave.