1. Developing Local Teachers as Innovative Leaders of Change in Chicago Public Schools
National Title I Conference
February 24, 2017
Dr. Margery B. Ginsberg,
Olimpia Bahena, and Jessica Kertz

2. Goal
A pragmatic approach to develop a motivated team of adult learners and leaders who inspire colleagues to deeply engage from transformative professional learning.

3. Introductions

4. Thought Question
What is something you do or have changed to be more motivational effective in a culturally diverse environment?

5. Underlying Theory What is motivation?
Extrinsic and Intrinsic motivation
Culture:
No learning situation is culturally neutral
Instructional planning for adults and students should be motivational planning
The Motivational Framework for Culturally Responsive Teaching
Professional Learning Cycles

6. Intrinsic Motivation Learners will...
engage in learning in the absence of, or in spite of, rewards or threats
lose their sense of time because it seems to quickly pass
experience a loss of self-consciousness
initiate learning without being coerced or forced
maximize their energy, concentration, and effort
value learning outcomes
ask probing or substantive questions
feel capable, creative, and joyful
develop the habit of learning for learning’s sake.

7. Extrinsic Motivation Learners will...
participate in learning primarily for the promise of extrinsic rewards
adopt a cursory approach to accomplishing a goal (as in cramming for a test)
notice that time passes slowly
become easily distracted
begin learning experiences reluctantly
struggle with low energy, effort, and concentration
adopt an indifferent stance toward learning outcomes (except for their value in attaining adequate grades, academic credit, or other extrinsic rewards)
ask questions that are superficial or off-task
approach tasks with limited creativity and joy.

8. I AM Competent
© Margery Ginsberg

9. Conditions for Motivation
How do we create…
An environment in which learners & educators feel respected and connected? (Inclusion)
A favorable disposition toward learning through relevance and volition? (Positive Attitude)
Challenging and engaging learning experiences connected to learners’ perspectives? (Meaning)
A shared understanding that learners are becoming more effective at something they value? (Competence)

10. Professional Learning
Transformative Learning
Well-structured, orienting experiences
Experiential Learning
Projects, simulations, visits, internship coaching
Groups
Discussion groups, peer feedback, in-class or online cooperative learning activities, etc.
Content
Independent reading, independent viewing of electronic media, written assignments, etc.
Adult Intrinsic Motivation
Grades &
Performance
Evaluations

11. Professional Learning Cycles
Home Visits
Collaborative Motivational Planning
Learning Walks
Lesson Study
Student Portfolios

12. Instructional Outcomes
Motivational Framework for Culturally Responsive Teaching
Home Visits
Learning Walks
Lesson Study
Student Portfolios

13. Structure for Learning Walks
Strategic planning
Visit Classrooms
Team Debrief & Reflection
Feedback to Teachers

14. See Handout (adapted from p. 151 in TPL)
Video Prompts
Who:
Why:
How:
When:
“So What?” Quotes
Resources:
See Handout (adapted from p. 151 in TPL)

15. Learning Walks at Talcott

16. Feedback and Reflection

17. Feedback and Reflection

18. Structure for Lesson Study
Planning Session
Implement Lesson
Team Debrief & Reflection

19. Lesson Study at Bowen

20. Feedback and Reflection

21. Feedback and Reflection

22. Tweet Triangles
Instructions:
Form a triad
Discuss what stuck with you today

23. Concluding Thoughts

24. Concluding Thoughts

25. obahena@cps.edu jlkertz@cps.edu
THANK YOU!
Twitter:
@margeryginsberg