Despite current ads and slogans, the world doesn't change one person at a time. It changes when networks of relationships form among people who share a common cause and vision of what's possible. This is good news for those of us intent on creating a positive future. Rather than worry about critical mass, our work is to foster critical connections. We don't need to convince large numbers of people to change; instead, we need to connect with kindred spirits. Through these relationships, we will develop the new knowledge, practices, courage and commitment that lead to broad-based change. Margaret Wheatley, Using Emergence to Take Social Innovation to Scale, by Margaret Wheatley and Deborah Frieze

Learning Teaching and Family Support Retreat January 12, :00 am – 3:00 pm Wiki site

AGENDA  9:00 – 9:10Welcome/Introductions/Outcomes  9:10 – 9:20Leadership Shout-outs/Announcements  9:20 – 9:456 Word “Leadership Plan for 2015”  9:45 – 10:00BOLD Moves Strategy Updates  10:00 – 11:00Culturally Responsive Teaching & Personalized Learning BREAK  11:15- 12:15 Leadership Problems of Practice using the Consultancy Protocol LUNCH  1:00 - 2:00Open Space  2:00 – 2:30Reflections & Next Steps

Outcomes for today  Reflect on our leadership successes and challenges and further our leadership around eliminating the gap  Gather information to guide future work around personalized learning and culturally responsive teaching strategy work  Practice applying tools to leadership problems of practice  Connect and network with colleagues

Leadership Shout-outs & Announcements

6-Word Leadership Plan for 2015

BUILD: Expectations as LTFS Leaders  B est Practices: Learn from each other by sharing best practices and replicating success  U phold Whole Child Tenets: Healthy, safe, engaged, supported and challenged youth  I nstructional Core: Build capacity around the instructional core of effective teaching, relevant content and student engagement  L ead with Racial Equity: Eliminate systemic racial inequities that impact student achievement and implement strategies that result in racially equitable outcomes  D ata Informed: Understand our local educational issues and target needs BUILD = PSESD’s Theory of Change or the building blocks required to ensure success in meeting our END

BOLD MOVES: Kindergarten Readiness: Expand, Engage, Support 2. Post Secondary Success : Readiness, Access, Persistence 3. English Language Learners: Believe, Support, Connect 4. Math System Design : Convene, Build, Leverage 5. Community & Family Partnerships: Learn, Leverage, Lead 6. Personalized Learning & Culturally Responsive Teaching : Learn, Leverage, Lead

Culturally Responsive Teaching and Personalized Learning

THE QUESTION FORMULATION TECHNIQUE LTFS Retreat PSESD Jan 12, 201 5

RULES FOR PRODUCING QUESTIONS ▪ Ask as many questions as you can ▪ Do not stop to discuss, judge or answer the questions ▪ Write down every question exactly as it is stated ▪ Change any statement into a question

RULES FOR PRODUCING QUESTIONS ▪ Ask as many questions as you can ▪ Do not stop to discuss, judge or answer the questions ▪ Write down every question exactly as it is stated ▪ Change any statement into a question What might be difficult about following these rules? 2 minutes

Roles  Choose one person to be a scribe to record the questions  Choose one person to be the referee to ensure that there is no discussion – just questions!

PRODUCING THE QUESTIONS 1.Follow the Rules for Producing Questions. 2.Number your questions. 5 minutes QFocus: Personalized Learning and Culturally Responsive Teaching

IMPROVING THE QUESTIONS You might have these two kinds of questions in your list: Closed-ended questions – they can be answered with “yes” or “no” or with one word. Open-ended questions – they require an explanation and cannot be answered with yes” or “no” or with one word.

IMPROVE YOUR QUESTIONS Identify closed- and open-ended questions. 1.Mark the closed-ended questions with a C and the open- ended questions with an O. 5 minutes

IMPROVE YOUR QUESTIONS 2. Name advantages of asking closed-ended questions.

IMPROVE YOUR QUESTIONS 3. Name disadvantages of asking closed-ended questions.

IMPROVE YOUR QUESTIONS 4. Name advantages of asking open-ended questions.

IMPROVE YOUR QUESTIONS 5. Name disadvantages of asking open-ended questions.

IMPROVE YOUR QUESTIONS 6. Review your list of questions and change one closed-ended question into an open-ended. Then, change one open-ended question into a closed-ended one. 4 minutes

PRIORITIZE YOUR QUESTIONS Choose the three most important questions from your list. Keep in mind the QFocus. Mark each priority question with an “X” 3 minutes

SHARE YOUR QUESTIONS Please share: The questions you changed from closed to open-ended and from open-ended to closed. Read each question as originally written and how it was changed your three priority questions your rationale for selecting those three the numbers of your priority questions

NEXT STEPS 1.Consider your 3 priority questions. Based on those, what would we need to bring to the table in January to help us address our QFocus (problem of practice) and priority questions? Monitoring progress toward Common Core State Standards in Algebra 1 2 minutes

REFLECTION 1.What did you learn? 2.What value does it have? 3 minutes

BREAK

Leadership Problems of Practice  1 min: Establish process, times, and introduce and presenter.  4 min: Presenter explains an issue relating to the topic under study.  Group listens silently and takes notes.  5 min: Group asks clarifying/probing questions (not suggestions!)  6-7 min: Group shares thoughts and wonderings that might broaden the presenter’s perspective on the problem or offer solutions. Presenter takes notes silently.  4 min: Presenter reflects aloud about what he or she heard and possible next steps.  3 min: Group members silently reflect/record what they learned which might be of use to them in their practice.

LUNCH

Problems of Practice & Tools  Iceberg  Ladders of Inference  Immunity Map  Race Equity Tool

RACE EQUITY TOOL 1.Educate on racial issues and raises racial consciousness. 2.Promote racially inclusive collaboration and engagement. 3.Assess community conditions and set goals for affecting the desired community impact. 4.Expand opportunity and access for individuals. 5.Affect systemic change. 6.Develop and implement strategies for eliminating racial inequity. “A tool is only as good as the mindset using it”…-fullan

Iceberg

Ladders of Inference: 2+2=5?

Fear of Open Conflict

Sense of Urgency

Reflections  Reflect on your learning from the day  Consider what/how you will share with those you lead  Internal Next Step? External Next Step?

Thank you!