# data[].attributes.headline
Support and encouragement to differentiate evaluations for teachers in connection to their needs

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Support and encouragement to differentiate evaluations for teachers in connection to their needs

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Add language to our rubric connecting to Generations (i.e. 2b)

Use of 4 Shifts Protocol for transforming task

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Where does Adaptive Schools fall after this year?

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Teachers need lab classrooms to see this type of teaching and learning in action. How do we find classroom to go visits? Who is coordinating this?

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More examples for us too!  How do we know when it is up to standard?
We need to change the task when training teachers, less stand and deliver in our PD and district PD. Ideas for making it more authentic for our staff. Uploading our own PD lessons to share?

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Risk taking, permission to take risks, what does that mean and look like?

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Perhaps a return to teacher leader training; someone from each building

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Focus some articulation time to discuss P-12 examples of how tasks are being implemented at individual sites.  It is important that we are aligned within our talking points with families in our area.

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Color code/simplify the rubric for alignment to Jeffco Generations so growth producing feedback is clearly connected.

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How do teachers weave the day-to-day with PBL. Timing relief within Bridge. How do they make sure they are touching everything needed and change the task as much as possible. When is direct instruction needed vs. exploration?

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Clarity in what it looks like and how it's different. Models, examples, videos, trainings.

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Teachers are asking for guidance in what it will look like when they have "transformed the student task."  

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Teachers are asking for guidance in what it will look like when they have "transformed the student task."  

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This is a powerful vision that can overwhelm, with both  positive enthusiasm and fear that can divide our teachers. The longer the commitment and timeline the better, vs. looking for quick fix.  All of the tools

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This is a powerful vision that can overwhelm, with both  positive enthusiasm and fear that can divide our teachers. The longer the commitment and timeline the better, vs. looking for quick fix.  All of the tools

# data[].attributes.body
The evaluation rubric needs to be adjusted to reflect the Generations expectations.

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Will schools be measured and evaluated in the same way OR are we broadening the way we view student achievement?  Could a portfolio method elevated by our district increase the belief that student task is the north star

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Will schools be measured and evaluated in the same way OR are we broadening the way we view student achievement?  Could a portfolio method elevated by our district increase the belief that student task is the north star

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We're focused on a continual parallel process and modeling our educational model in all of our professional learning.

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We're focused on a continual parallel process and modeling our educational model in all of our professional learning.

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Will the School Leadership Team be visible in schools

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As we open as Peak Expeditionary we need to engage our staff in making the direct connections between Expeditionary Learning and Generations.

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As we open as Peak Expeditionary we need to engage our staff in making the direct connections between Expeditionary Learning and Generations.

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When we will we truly change the culture from test scores achievement to generations achievement?

EX. celebrate generations achievement and success at all leader meetings not test score schools....and mean it.

Feel the alignment with Dr. Glass words trickled through leadership.

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Jeffco or other local schools doing this work well WITH DATA that supports the effectiveness of such work

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what will time commitment expectations be for high performing generations schools?

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Shift from measuring through grading to learning

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Shift from measuring through grading to learning

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How do we know learners are progressing and what do we put on the report card?

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Continue to provide timely and relevant communication about the redesign.

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How to keep the focus on our school goals while moving forward with Generations while not overwhelming teachers.  How to keep it the "same plate." 

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How to keep the focus on our school goals while moving forward with Generations while not overwhelming teachers.  How to keep it the "same plate." 

# data[].attributes.body
listening tour?
collecting data?
How will you measure the impact of your work?

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Time to brainstorm, observations, conversations about what is happening in other schools in terms of Generations. Collaboration among Leaders!

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All schools regardless of SES and SPF ratings should be given the freedom to explore student task and engagement without fear and increased pressure to overly focus on content mastery only.

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Aligned messages between principals and  coaches

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Aligned messages between principals and  coaches

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How do we provide incentives to teachers beyond sub time for professional development? For those training opportunities that occur during the school, attendance requires sub plans, a sub and money from the school's budget.

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Time with like thinkers to brainstorm. This should be differentiated.

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Shifting our culture from competitive to collaborative where teachers feel safe to take risks and explore new territory.

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Intentional learning experiences are needed to educate our parent community of authentic learning. Can some organized presentations be but together for Principals to present?

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now that we have permission we need to encourage our teachers to take risks. We may need support on "the how" for teachers - help them with resources through bridge to curriculum - can we encourage more teachers to share great ideas to change task in the bridge to curric

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now that we have permission we need to encourage our teachers to take risks. We may need support on "the how" for teachers - help them with resources through bridge to curriculum - can we encourage more teachers to share great ideas to change task in the bridge to curric

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What structures, strategies, and techniques will help replicate the shift in instructional practices?  Are our current resources aligned to authentic tasks?

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What structures, strategies, and techniques will help replicate the shift in instructional practices?  Are our current resources aligned to authentic tasks?

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More examples of it happening. Get to the HOW - what it looks like, how its measured, success criteria. Not just theory.

Not you have to, but potential opportunities.

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More resources around shifting the mental model of teaching from teacher-centered to facilitating student-led learning.

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More resources around shifting the mental model of teaching from teacher-centered to facilitating student-led learning.

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What are some examples or experiences that I can share with my staff and add to look fors when in the classroom?

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What are some examples or experiences that I can share with my staff and add to look fors when in the classroom?

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Access to district experts who can visit schools periodically to work side-by-side with teachers in planning and/or improving tasks or PBLs.

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Access to district experts who can visit schools periodically to work side-by-side with teachers in planning and/or improving tasks or PBLs.

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Teacher models for those just delving in to PBL's etc...
Maybe someone to come on an early release day to work with us as an area. Commit to time with each other for learning.

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How can we make small first steps that change the student experience every day while building foundational skills as well as skills in collaboration and communication?

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How can we make small first steps that change the student experience every day while building foundational skills as well as skills in collaboration and communication?

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Does it need to be a PBL and how often should they be implemented?

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Does it need to be a PBL and how often should they be implemented?

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We have 80% of our schools participating in PLC work, how can we maximize this work of measuring and planning for student learning and eliminate redundancy in the IEG requirements?

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More in-depth training built into our structures (financial as well as time)

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LSA days should be very specifically tied to work done in schools. Possibly cohorts? Plan together based on different paths to transformational learning - Socratic seminar, pbl etc., for the year. Keep intentional focus.

Adult learning should also be transformed, not just sit and get at the ed center. Lets get into schools more, bright spot visits, lab, PL hosts, etc.

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Teachers need to see effective models aligned to standards that are meaningful and relevant to students. 

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Teachers need to see effective models aligned to standards that are meaningful and relevant to students. 

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I second the comment below asking for videos from Dr. Glass and other Jeffco leaders on WHY this work matters and HOW we will do it.

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I second the comment below asking for videos from Dr. Glass and other Jeffco leaders on WHY this work matters and HOW we will do it.

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Teachers need to recognize they have permission to step away from the norm. In some cases Bridge does provide authentic tasks. When it does not, it is okay to develop one as long as it is possible to evaluate its effectiveness.

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There aren’t leaders outside of Jeffco that have led for and support this work (Sheninger, piajanowski, kieschnick). Why aren’t we working with them?

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Bring together schools (Leadership/Coaches) with common needs for a Big Picture view of the content/topic. Then bring in staff from those schools for a detailed training on that topic. Leadership/Coaches to followup throughout the year.

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What are we expected to share with our staff and how deeply. We feel there has been a shift away from digging deeply into the state tests but what should we make sure to address with our staff?

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Our evaluation system is a gotcha aimed at poor performance not a reinforcement of solid performance. Leaders rely to much on an evaluation and not nearly enough on professional conversations that change instruction. Research AND Dr. Glass both say evaluation processes do not improve teaching.

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Long Term Generations Vision mapped out Year by Year

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Long Term Generations Vision mapped out Year by Year

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What are the Expectations/Goals Year 1? Year 2? etc. How will our progress be measured? Develop a Continuum like the PLC Continuum?

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We would appreciate more time to really dig into the Generation documents and explore the connections to instruction, PLC work and the teacher effectiveness rubric.

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How do I build a coalition that models that vulnerability is ok in Jeffco?  

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How do I build a coalition that models that vulnerability is ok in Jeffco?  

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We've been told 10 times "It's your responsibility" but it would help for consistency of messaging to have District messaging to T's as well.
-Teachers need to hear from Jeffco central leaders in addition to from me as Principal.
-Perhaps a Video message from Dr. Glass that we can show to T's?
-Perhaps more visits to my school, talking to my T's from the Supt/Cabinet

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How do we define and measure engagement?  We currently define and measure compliance.  Should we know it when we see it?  The subjectivity of this is tough to manage.

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How do we define and measure engagement?  We currently define and measure compliance.  Should we know it when we see it?  The subjectivity of this is tough to manage.

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We've been told 10 times "It's your responsibility" but it would help for consistency of messaging to have District messaging to T's as well.
-Teachers need to hear from Jeffco central leaders in addition to from me as Principal.
-Perhaps a Video message from Dr. Glass that we can show to T's?

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Need to bridge the what with the how. What instructional framework will we use to plan for authentic, engaging, innovative learning?

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Where is the connection between supports for UIP work and IEG work aligned to Jeffco Generations?

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Where is the connection between supports for UIP work and IEG work aligned to Jeffco Generations?

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Where do we start?  What piece do we bite off first?

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Where do we start?  What piece do we bite off first?

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Thinking about the initiatives in our different buildings, how do we use those as leverage points to transform the task?

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We would love a starting point to use with our staff when discussing JG.  This will give common language to the discussion while still allowing us to add our own school language in as well.  This would be helpful to have before August 6th.

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We would love a starting point to use with our staff when discussing JG.  This will give common language to the discussion while still allowing us to add our own school language in as well.  This would be helpful to have before August 6th.

# data[].attributes.headline
We would love a starting point to use with our staff when discussing JG.  This will give common language to the discussion while still allowing us to add our own school language in as well.

# data[].attributes.subject
We would love a starting point to use with our staff when discussing JG.  This will give common language to the discussion while still allowing us to add our own school language in as well.

# data[].attributes.body
If we really want to hold teachers accountable for implementing the JG concepts, shouldn’t the teacher rubric bec adjusted to reflect JG values?

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Who do I engage in a conversation with to figure out how to align my work in my building with the Jeffco Generations vision?

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Who do I engage in a conversation with to figure out how to align my work in my building with the Jeffco Generations vision?

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Look-fors that help coach teachers to  transform lessons/activities.

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How do we align our budget priorities to Jeffco Generations?

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How do we align our budget priorities to Jeffco Generations?

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As a leader, how do I move my teachers to transform the task?  How will I know I am doing this correctly?

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As a leader, how do I move my teachers to transform the task?  How will I know I am doing this correctly?

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More information about the 4 shifts to keep our shift together!

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More information about the 4 shifts to keep our shift together!

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What change management tools can we have to support this work?  How can we move a group of teachers?  What tools can be offered to principals?

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What change management tools can we have to support this work?  How can we move a group of teachers?  What tools can be offered to principals?

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Inquiry based learning has been around for awhile. How has this been updated or changed in 2018? For educators who have been around for awhile this can mean one thing but those new to the profession could have a different definition. A common definition with expectations his would allow a common understanding as we move into our own schools.

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Providing balance between the two.
How do we start small - how do we go slow to go fast?
Can we, or how can we, allow our teachers to 'get messy' - maybe through the area PLC process?

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We would also like an introduction for staff when working with Generations that emphasizes how Generations fits with the work that teachers are already doing in classrooms.  Staff also needs to be versed on the new language and what that language means. 

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We would also like an introduction for staff when working with Generations that emphasizes how Generations fits with the work that teachers are already doing in classrooms.  Staff also needs to be versed on the new language and what that language means. 

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Need to prioritize an elementary report card that aligns and reflects our curriculum and the deepen the learning of all Jeffco elementary teachers understanding of standards based reporting. There is a huge disconnect district wide.

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Teachers seem to WANT to Transform the Task but they don't know HOW to do it.  What does that look like? What can the District do?
-Communicating opportunities: Colleen send information directly to T's instead of just relying on Leadership Memo.
-Rob and Colleen coordinate Admin and Teacher Learning.

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Will teacher and leader learning be aligned?  How can we as leaders be supported

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Will teacher and leader learning be aligned?  How can we as leaders be supported

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We need to have our own learning so that we can help move teachers - and ourselves - from theory to practice.

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We need specific strategies and examples of what it looks like in practice

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Standley Lake and RV artic areas would like to see an evaluation rubric and report cards to align with Jeffco Generations.

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Standley Lake and RV artic areas would like to see an evaluation rubric and report cards to align with Jeffco Generations.

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Model classrooms throughout our district.  Videos of models to share.
These opportunities will also need to show results in CMAS.

What else can we measure? What are other data points to show different successes within Generations?

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We would love a starting point to use with our staff when discussing JG, possibly in the form of a Google Slide Show.  This will give common language to the discussion while still allowing us to add our own school language in as well.

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We would love a starting point to use with our staff when discussing JG, possibly in the form of a Google Slide Show.  This will give common language to the discussion while still allowing us to add our own school language in as well.

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As a new Principal, assess where T's are at presently.

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As a new Principal, assess where T's are at presently.

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Content specific examples of how transforming the task can be implemented in different content areas.

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Resources for all content (ie 3 Act Tasks for literacy).

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Resources for all content (ie 3 Act Tasks for literacy).

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A "new leader to Jeffco" Generations training.

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Every professional look at equity within their building

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Resource booklet highlighting resources

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Please put the Document on the Principal web page and on the JCEA page to make it easy to find.

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Please put the Document on the Principal web page and on the JCEA page to make it easy to find.

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Developing classroom culture and trust allowing for authentic learning experiences.

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Developing classroom culture and trust allowing for authentic learning experiences.

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Will outcomes (and subsequent assessments) be integrated into Bridge to Curriculum? Identifying the specific skills is needed for teachers to understand what and how to integrate into their lesson planning.

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A crosswalk of the rubric and priorities for transforming sit and get teaching startegies into effective task changing strategies.

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Think through how we onboard new administrators.

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Think through how we onboard new administrators.

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Recruiting and training skilled POC principals and furthering their development and support.

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Parent information regarding how the learning looks different. 

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Parent information regarding how the learning looks different. 

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How can the district help us to open the minds of the resistant teachers to the idea of transforming the task?

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How can the district help us to open the minds of the resistant teachers to the idea of transforming the task?

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Other than Hattie's research, what recent data can we share with our staff to promote Generations?

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Flexibility within Bridge to  Curriculum so that Essential Standards/Learning are systemic and we teach students where they are at instead of just grade level content in secondary schools.  A data decision making model that helps teachers design instructional strategies to meet all students needs.  

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Flexibility within Bridge to  Curriculum so that Essential Standards/Learning are systemic and we teach students where they are at instead of just grade level content in secondary schools.  A data decision making model that helps teachers design instructional strategies to meet all students needs.  

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How are we communicating expectations about the Generations to both APs and Principals?

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Are there schools already doing this kind of work with success that we can tap into?

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Are there schools already doing this kind of work with success that we can tap into?