1. Welcome Back

2. Collaborative Priorities Activity

3. Leadership TM

4. Beliefs We understand a Belief as (1) an idea or concept which is held by an individual and (2) has been very highly internalized regardless of its source. What you believe about something has tremendous influence on your actions. If you ever found yourself thinking … "I should have known; they’re all alike." "They couldn't do it before and they can't do it now." "We don't have the resources to do that here."

5. Values We understand Values as the fundamental criteria used in decision-making, whether by individuals or organizations. In order to lead, one must first know oneself. Understanding what is really important to you is the bedrock of the leader you will become. What you value must align with what your organization values. If you sometimes wonder... "Is this the same organization I first joined?" "I just don't think I can put my heart into this anymore."

6. Dialog We understand Dialog as a rare alternative means of communication within groups and the essential source of collective learning. Dialog, the creation of new, shared knowledge, and collective learning can offer significant competitive edge. If you hear yourself or others saying... "I think I'm talking but no one seems to be listening." "This endless discussion just keeps covering old ground." "There has to be some way to bring all these good ideas together."

7. Trust We understand Trust as a mysterious intangible which serves simultaneously as the lubricant facilitating interpersonal relationships and the glue that holds organizations together. Trust is ultimately about the relationship between two people. If you sometimes hear... "I don't think I trust her." "I know that he has a hidden agenda that will benefit only him."

8. Influence We understand Influence as a critical element of both the formal and informal networks by which organizations get things done. Influence can be seen as cold and selfish when engaged in as manipulation. But building strong teams capitalizing on scarce resources depends on our ability to influence others. If you catch yourself saying... "I really need to get him onto our team. His opinion really matters." "How can we get the other stakeholders to see our point in all this?"

9. Transition We understand Transition as the sometimes difficult consequence of change, the human response to instability and evolution. As transition relates to the work of the leader, he or she now finds that much of today’s work quite different from the work not too many years ago; and the workforce is different too. These differences require a transition to a new form of governance. If you hear a comment such as … "All I wanted to do is show them what I can do to help, but no one seems to care!" "I just want someone to tell me what to do." "I have skills that just don't fit what I'm asked to do."

10. Complexity We understand Complexity as a property of our perception of many contemporary problems or issues, something we can address through a richer understanding but not entirely overcome. Complexity results from the dynamic interaction of multiple variables. Sometimes we sow the seeds of long-term failure with our short-term successes. If you hear people saying... "Why does the same *&^%$ thing keep happening every year?" "You know that we just changed that a few months ago to solve some other problem and here we are again!'

11. Uncertainty We understand Uncertainty as an inevitable element when we discuss, plan for, and create our future. The only constant in today's environment seems to be an increasing rate of change. If you find yourself or others in your organization making comments such as... "My organization is faced with paralyzing chaos right now. With so much uncertainty, we don't know how to proceed."

12. Personal Intentions We understand Personal Intentions as the ultimate source for any contribution an individual brings to an organization. The Personal Intentions serve as the groundspring for passion and commitment. If you hear comments such as … "I just go along with whatever they say!" "I really want to make difference and show just what I can deliver given the chance."

13. Organizational Expectations We understand Organizational Expectations as the commitment that an organization makes to those stakeholders it serves. Often this commitment is unclear to those asked to fulfill it. If find yourself or others in your organization making comments such as … "I can’t believe what management is doing now. It looks like we have a new program every month." "I'm just not sure what everybody expects of us as a group."

14. Culture We understand Culture as the overall container within which all of these various concepts come together. Despite all the comments about the benefits of this or that organization's culture, culture remains a confused, nebulous concept rarely addressed. If you hear comments such as … "Yeah, that’s what they say, but that’s not the way really works around here!"

15. What is a “Professional Learning Community”? To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results. (Richard DuFour) To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results. (Richard DuFour)

16. “Big Ideas” – Core Principles #1 Ensuring That Students Learn #1 Ensuring That Students Learn The core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. The core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. Formative Assessments vs. Summative Assessments Formative Assessments vs. Summative Assessments Are students learning what they need to learn? Are students learning what they need to learn? instead of instead of Which students learned what was covered? Which students learned what was covered?

17. #2 A Culture of Collaboration A systematic process in which teachers work together – not in isolation - to analyze and improve their classroom practice – promote deep team learning – professional dialogue that transforms a school into a learning community. A systematic process in which teachers work together – not in isolation - to analyze and improve their classroom practice – promote deep team learning – professional dialogue that transforms a school into a learning community. Build on Strengths, Address the Weaknesses Build on Strengths, Address the Weaknesses Focus on questions related to learning – Focus on questions related to learning – Lists of Essential Outcomes Lists of Essential Outcomes Different Kinds of Assessments Different Kinds of Assessments Analyze Student Achievement Analyze Student Achievement Strategies for Improving Results Strategies for Improving Results

18. #3 A Focus on Results Judge effectiveness based on results. Judge effectiveness based on results. Goals such as “We will adopt the Junior Great Books program” or “We will create three new labs for our science course” give way to Goals such as “We will adopt the Junior Great Books program” or “We will create three new labs for our science course” give way to “We will increase the percentage of students who meet their targeted growth in Reading from 58 percent to 61 percent.” “We will increase the percentage of students who meet their targeted growth in Reading from 58 percent to 61 percent.” Beware of the DRIP syndrome – Data Rich/Information Poor – welcome the data but turn it into useful and relevant information. Beware of the DRIP syndrome – Data Rich/Information Poor – welcome the data but turn it into useful and relevant information. Work together to improve results rather than make excuses for them. Work together to improve results rather than make excuses for them. “Have we made progress on the goals that are most important to us?” “Have we made progress on the goals that are most important to us?”

19. PLC’S It requires hard work – focus on learning rather than teaching, work collaboratively on matters related to learning and hold itself accountable for the kind of results that fuel continual improvement – commitment and persistence. It requires hard work – focus on learning rather than teaching, work collaboratively on matters related to learning and hold itself accountable for the kind of results that fuel continual improvement – commitment and persistence.

20. PLC’S What now? What now?