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School Improvement for All: March Leadership Academy Session 6

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School Improvement for All: March Leadership Academy Session 5

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Check out this Presentation designed by Mallika Stubbs.

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Check out this Presentation designed by Mallika Stubbs.

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A How-To Guide for Doing the Right Work

By: Sharon V. Kramer, Sarah Schuhl

With this practical guide, K-12 educators will use the Professional Learning Communities at Work ® process to drive continuous school improvement and support student success. Target your school's specific needs with an immediate course of action for improving school culture and performance.

Drive continuous school improvement with an action plan for your specific needs

Continuous school improvement only happens when teachers and administrators collectively center their powers on ensuring student success within a professional learning community.

With this practical guide, K-12 educators will discover how to target their school's specific needs with an immediate course of action to improve and measure student achievement. Each chapter includes space for teams to determine action steps and a list of questions to help bring greater focus to your school improvement process.

A how-to guide for implementing Professional Learning Communities at Work ® practices:

Learn how to drive increased academic achievement for all students.

Consider anecdotes from the authors' experiences working with schools that illustrate best practices in action.

Contemplate your school's reality, and determine what actions you can take to improve student achievement.

Prepare a school improvement plan for the structural changes needed to create a positive school culture.

Use helpful protocols, rubrics, and action and assessment plans found throughout the book to design your continuous improvement plan.

Related Topics
Professional Learning Communities at Work®Professional Learning Communities School Improvement

"This book provides concrete steps, time-saving tools, and real stories school leaders can use to get their schools moving in the right direction for PLC transformation."

Barbara Phillips, director of data, accountability, and continuous improvement, Windsor Central School District, New York

"The authors effectively transition between the big picture and detailed how-tos. The rubrics, proficiency scales, protocols, reproducibles, and reflection questions make it possible for educators to immediately take action."

Megann Tresemer, curriculum professional development leader, Cedar Falls Community School District, Iowa

"The authors present very practical advice on how to approach leading and transforming schools and school systems. A principal or district leader can use this step-by-step guide immediately. This book addresses, in a very practical way, important PLC ideas and concepts with many how-to strategies."

Jeanne Spiller, assistant superintendent for teaching and learning, Kildeer Countryside Community Consolidated School District 96, Illinois

"This book is a perfect tool to support school leaders and teachers during PLC transformation. It provides reflection tools and guidance for any school or system that would like to break the status quo, focus on the right work, and move forward to improve student learning."

Mona Toncheff, educational consultant, Arizona

"This book is an excellent resource to assist school improvement teams in designing and implementing a data-driven instructional system, using PLCs to facilitate sustained, measurable learning on the part of all students."

School Administrator

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With this practical guide, K-12 educators will use the Professional Learning Communities at Work® process to drive continuous school improvement and support student success. Target your school's specific needs with an immediate course of action for improving school culture and performance.

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Driven by Data 2.0 is a practical guide for data-driven instruction that empowers schools to achieve significant gains in student achievement.

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One of the key lessons I have learnt over the last decade is that change is complex and slow. Be it at an individual, group or societal level. So many times in my work I sense an impatience for change. It happens with my coachees who are working on personal transformation or entrepreneurs aiming for organisational development.

In a particular instance, we had just completed an envisioning workshop with a team. The team had come together to create a vision for the organisation. Post the session, in a candid conversation, the founder mentioned how he thinks the team is not feeling the vision. I probed him on what did he mean by that? His response was that I dont hear it from the team that they will walk the extra mile for this vision. They are not owning it. I want the vision statement to be so powerful that the team is ready to put themselves on the line for it. And why cant it happen tomorrow?!

In hindsight this may not seem prudent, but this specific entrepreneur was not the only one to have mentioned this. Entrepreneurs by nature are impatient. This is their light and their burn.

I have found Knoster model extremely helpful at times like these. According to Knoster there are 5 things that go into bringing about a complex change. These 5 inputs are

All these will look different in different contexts. But lack of any one of these inputs will surely lead to different consequences like confusion, anxiety, resistance, frustration and false starts. Seeing the visual is almost like an aha moment for many. I have found it helpful in communicating clearly to my coachee

1. The unique role that each one of the input plays in the change process.

2. Specifically to those who take the first step on this journey and are yearning to see change - Just one input will not lead to an overnight change. Change will take time and happens when multiple inputs come together.

Go ahead and start Knostering with your team!

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5 Components Of Organisational Change - The Knoster Model

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One of the key lessons I have learnt over the last decade is that change is complex and slow. Be it at an individual, group or societal level. So many times in my work I sense an impatience for...

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The Power of Protocols: An Educator's Guide to Better Practice (the series on school reform)

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The Power of Protocols: An Educator's Guide to Better Practice (the series on school reform) [McDonald, Joseph P., Mohr, Nancy, Dichter, Alan, McDonald, Elizabeth C., Lieberman, Ann] on Amazon.com. *FREE* shipping on qualifying offers. The Power of Protocols: An Educator's Guide to Better Practice (the series on school reform)

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2022 ESSA Academy Keynote: George Couros

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2022 ESSA Academy Keynote: George Couros

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Click this link to watch Keynote: https://bit.ly/3RGww91

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Art of Coaching Teams facilitator's guide

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Art of Coaching Teams facilitator's guide

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Wisconsin Department of Public Instruction

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Components: 2b, 2.b, 2c, 2.c, 2d, 2.d, 3a, 3.a, 3b, 3.b, 3c, 3.c, 3d, 3.d

Written by: Joseph Kanke: Statewide Coaching Coordinator

This article in no way is intended to promote this text or model of coaching over another, it is simply a resource for consideration. A special thank you to Steven Mijajlovic from CESA 2 for much of the creation of materials for the facilitator guide.

As the beginning of another school year comes to fruition, education teams across the state are looking for the perfect time with which to engage in a collaborative learning experience. In other words, it's book study time. In my experience, these books are often chosen with great care and the chapters are divided over the course of the school year, but when it comes to the actual facilitation of the meetings, there are few who have the time to build structure into the conversation and it becomes a spattering of favorite lines and weekend plans.

If this resonates with you, and you know a group of educators who are interested in flexing their coaching muscles, consider using this The Art of Coaching Teams Facilitation Guide. This one pager lays out a suggested reading schedule along with reasoning and walks through a one hour meeting structure. It also links to a slide deck with norms and protocols as well as a collaborative document to capture the group's dialogue.

There are so many things on our plate at the start of the year, here is one you could polish off.

*In the event you choose to use the facilitator's guide, please consider sending feedback to joseph.kanke@cesa2.org.

If you'd like to know more about the text, The Art of Coaching Teams, I've copied and pasted the marketing blurb below:
The missing how-to manual for being an effective team leader. The Art of Coaching Teams is the manual you never received when you signed on to lead a team. Being a great teacher is one thing, but leading a team, or team development, is an entirely different dynamic. Your successes are public, but so are your failures - and there's no specific rubric or curriculum to give you direction. Team development is an art form, and this book is your how-to guide to doing it effectively. You'll learn the administrative tasks that keep your team on track, and you'll gain access to a wealth of downloadable tools that simplify the "getting organized" process. Just as importantly, you'll explore what it means to be the kind of leader that can bring people together to accomplish difficult tasks. You'll find practical suggestions, tools, and clear instructions for the logistics of team development as well as for building trust, developing healthy communication, and managing conflict. Inside these minutes you'll find concrete guidance on:

Designing agendas, making decisions, establishing effective protocols, and more

Boosting your resilience, understanding and managing your emotions, and meeting your goals

Cultivating your team's emotional intelligence and dealing with cynicism

Utilizing practical tools to create a customized framework for developing highly effective teams

There is no universal formula for building a great team, because every team is different. Different skills, abilities, personalities, and goals make a one-size-fits-all approach ineffective at best. Instead, The Art of Coaching Teams provides a practical framework to help you develop your group as a whole, and keep the team moving toward their common goals.

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The Art of Coaching Teams - Facilitator Guide

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Components: 2b, 2.b, 2c, 2.c, 2d, 2.d, 3a, 3.a, 3b, 3.b, 3c, 3.c, 3d, 3.d Written by: Joseph Kanke: Statewide Coaching Coordinator This article in no way is intended to promote this text or model of coaching over another, it is simply a resource for consideration.

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By practicing the concrete actions and micro-skills listed in Get Better Faster, teachers will markedly improve future teaching success.

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Copy of Start, Stop, Continue Approach.pdf

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I've spent twenty years studying courage, vulnerability, shame, and empathy, and I recently completed a seven-year study on brave leadership. The goal of Dare to Lead is to share everything we've learned about taking off the armor and showing up as leaders in a skills-based and actionable playbook. Here are a few of the big ideas that emerged from this research:

You can't get to courage without rumbling with vulnerability. Embrace the suck.

Daring leadership is a collection of four skill sets that are 100% teachable, observable, and measurable. The foundational skill set of courage-building is "rumbling with vulnerability." Once we have built these rumbling skills, we can move on to the other three skill sets: Living into Our Values, Braving Trust, and Learning to Rise. Our ability to be daring leaders will never be greater than our capacity for vulnerability.

Self-awareness and self-love matter. Who we are is how we lead.

The greatest barrier to courageous leadership is not fear-it's how we respond to our fear. Our armor-the thoughts, emotions, and behaviors that we use to protect ourselves when we aren't willing and able to rumble with vulnerability-move us out of alignment with our values, corrode trust with our colleagues and teams, and prevent us from being our most courageous selves.

To scale daring leadership and build courage in teams and organizations, we have to cultivate a culture in which brave work, tough conversations, and whole hearts are the expectation, and armor is not necessary or rewarded. We have to be vigilant about creating a culture in which people feel safe, seen, heard, and respected.

The skill sets that make up courage are not new; they've been aspirational leadership skills for as long as there have been leaders. We just haven't had the courage for real talk about courage. But it's time. And if you want to call these "soft skills" after you've tried putting them into practice-go for it. I dare you. Until then, find a home for your armor, and I'll see you in the arena.

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Daring leadership requires brave work, tough conversations, and showing up with our whole hearts.

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BSES Guiding Coalition Agenda Spring 2023

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Learn to lead coaching conversations, professional development, and teams that transform schools into joyful, resilient, and equitable places of learning. You're committed to building a more just and equitable organization and world, but you need support navigating the path forward. We'll help you turn your aspiration into a reality.

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With critical support and focused improvement priorities identified after a diagnostic review by Cognia, Allendale County Schools in Fairfax, South Carolina, went from being a low-performing district to making unparalleled progress in its improvement initiatives. Learn more about pathways to improvement with Cognia membership.

Challenges

When Dr. Margaret Gilmore became superintendent in 2018, Allendale County Schools, which serves 1,100 students in Fairfax, South Carolina, had been taken over by the South Carolina Department of Education. All the district's schools were in the bottom 5% of the state's schools in terms of performance and required intervention. District leaders worked with Cognia to conduct a root-cause analysis of Allendale's mission and vision, instructional programs, resources and supports, and strategic goals and objectives-and committed themselves to continuous improvement to help transform the district's schools.

Solutions

Cognia assembled a team of education specialists and conducted a diagnostic review. This included four days on campus, visiting classrooms, conducting eleot® (Cognia's Effective Learning Environments Observation Tool®) observations, and interviewing stakeholders and students. From the data gathered, the Cognia team presented Allendale's leaders with improvement priorities to focus their efforts. District leaders used the priorities to implement a strategic plan of action and timelines to achieve the goals set for each school. With dedication to these priorities and creation of initiatives like "The Allendale Six"-a set of processes put in place to ensure all teachers are engaging in practices like using bell-to-bell instruction, conducting formative assessment activities, and providing students with feedback in an active learning environment-Dr. Gilmore and her team started to see progress. For Allendale, progress begins inside the classroom.

Results

Allendale experienced unparalleled progress across all schools. Today, not one of the district's schools is on the bottom 5% list. Since implementing Cognia's improvement priorities, Allendale's graduation rate is 87.3%-the highest it's been in the past 10 years-surpassing the state's graduation rate. Plus, with plans to become an early-college high school, Fairfax High School had more students taking dual-enrollment courses, sent more graduates off to college, and received the highest scholarship amount ever in 2019-20. By partnering with Cognia, Allendale has changed the narrative coming out of its schools from being a low-performing school district to, one day, becoming one of the highest-performing school districts in South Carolina.

Create your optimal environment with Improvement Solutions.

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Allendale County Schools: Rising Out of the Bottom 5% - Cognia

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With critical support and focused improvement priorities identified after a diagnostic review by Cognia, Allendale County Schools in Fairfax, South Carolina, went from being a low-performing district to making unparalleled progress in its improvement initiatives. Learn more about pathways to improvement with Cognia membership.

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How Principal Coaching Differs from Teacher Coaching

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How Principal Coaching Differs from Teacher Coaching

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But what about coaching for administrators-including principals, assistant principals, deans, and other school leaders? All districts have maintained positions for supervising school leaders, namely the superintendent. Larger districts may even have principal coaches, individuals not in evaluative roles whose sole focus is capacity building on a narrow set of skills. While trusted sources like the first-ever standards for principal supervisors published in 2015, resources for principal supervisors from the Wallace Foundation, and models of district-led trainings provide starting points, these coaches need more specific and effective strategies to choose from when it comes to coaching principals.

Over the past seven years as a principal coach, I have studied patterns in coaching leaders. The five strategies described below leverage what principal coaches may already know about teacher coaching and apply these practices to principal coaching. Principal coaches should focus on 1) defining the bar, 2) collecting evidence, 3) developing action steps, 4) encouraging practice, and 5) following up. Here's what these strategies look like in practice.

Individually, principal coaches can begin by asking themselves, What does excellence in this role look like? What are the key characteristics, attributes, or behaviors that I am aiming to foster in the person I am coaching? If there are multiple principal coaches in a district, it is crucial to develop a common language on what effective school leadership looks like. To create this normed understanding of good school leadership, district staff, including principal coaches and superintendents, may consider the following questions:

Answering these questions allows districts to establish what effective principal leadership means in their local context. Their answers can also drive professional learning for aspiring leaders, strengthen interview processes, and help create evaluative tools. Most importantly for principal coaches, these answers will drive the scope and depth of their work. As contexts shift, such as the implementation of a new strategic plan or changes in learning formats, these attributes of effective school leadership should be re-examined.

Both teacher and principal coaching conversations must be grounded in information collected through observation, reviewing planning materials, or analyzing data. Such information provides concrete evidence to help coaches determine what to prioritize in coaching conversations. But collecting evidence for teachers and for principals involves different steps:

OBSERVATION: Low inference notes collected during classroom observation.

OBSERVATION: Low inference notes collected during coaching or feedback conversation with a teacher, staff meeting or professional development, and interactions in the office or hallway.

PLANNING: Review of lesson, unit, and yearlong plans.

PLANNING: Review of strategic plans, change management, professional development, or plans for coaching a teacher.

DATA REVIEW: Review of existing student achievement data and student work.

DATA REVIEW: Review of schoolwide data such as student/teacher attendance or student achievement.

In essence, action steps are the "objectives" of coaching conversations-think "teacher will be able to...." For teachers, this usually means building concrete and practicable skills that impact student learning. The most effective teacher-focused action steps meet the following criteria for success (adapted from Bambrick-Santoyo, 2016):

For principals, these criteria share terminology but are applied differently. Unfortunately, principals juggle so many due dates, checklists, reports, and other tasks that conversations with a principal coach often boil down solely to prioritization. For some principals, this type of support is exactly what they need, and they leave a coaching conversation with a clear and prioritized list of actions to take. But while useful in the short term, these types of actions do not help build skills over time. Therefore, principal coaches should consider the following criteria for effective principal-facing action steps:

For principals, an ineffective action step might be: "Write a professional development plan for 3rd grade teacher, Mr. Williams." In contrast, an effective action step might be: "Craft professional learning goals that are: 1) connected to the evaluation tool you are using, 2) most critical to the classroom based upon evidence collected, and 3) time-bound and realistic." The first presents a discrete task to complete one time; the second explains the skills underlying professional development tasks in the present and future.

In other words, principal coaches can think about action steps as instructive and practical. Next time this principal has to write a professional development plan, they will be able to recall skills they practiced, review their specific example from Mr. Williams, and replicate the task again without a coach's help.

Every coaching conversation-for teachers and principals-should include an element of practice driven by the previously established action steps. Teachers practice action steps during coaching sessions and in the classroom (or in their planning for in-classroom instruction). Principals, however, can practice in a number of contexts: in staff meetings, during professional development, in classroom observations, during coaching conversations, and in professional learning communities. Principal coaches must identify the most authentic place where a principal can demonstrate the skill developed in the coaching session. Principal coaches can then make a plan for how to observe and give feedback.

Coaches are not only building principals' technical skills; they are working actively to create reflective individuals who are developing as people. Follow-up should allow individuals to acknowledge their progress and reflect on what they have learned about themselves in the process. Consider once again the case of Mr. Williams' professional development plan. Together, the coach and principal could examine Mr. William's PD plan, and the coach could describe what makes an effective PD plan generally. The principal could then write a PDP that is connected to evaluation tools, evidence, and measurable goals, making the coaching conversation even more transferable.

Teacher and principal coaching present many similarities-and some subtle but critical differences. Principal coaching should begin with a clearly defined bar of excellence. This bar drives our action steps, which are developed by collecting thoughtful evidence. Most importantly, these action steps are practiced and followed up on so that skills become transferable.

Principal coaches have the ability to make a significant impact at the district level by moving entire schools, teams, or classrooms forward. By applying what they know about teacher coaching to principal coaching, principal coaches can more easily tap into an existing skillset to accelerate principal growth.

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How Principal Coaching Differs from Teacher Coaching

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But what about coaching for administrators-including principals, assistant principals, deans, and other school leaders? All districts have maintained positions for supervising school leaders, namely the superintendent. Larger districts may even have principal coaches, individuals not in evaluative roles whose sole focus is capacity building on a narrow set of skills.

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“Special educator, Melanie Lane shares effective ways instructional coaches and ed leaders can provide feedback.”

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by marie

Because teacher collaboration isn't an option, it's a MUST!

EL authorities Maria Dove and Andrea Honigsfeld take ESL teachers and their general education colleagues step-by-step through building a successful collaboration―or improving an existing one. And since no teaching team is exactly alike, you'll find seven collaborative models to choose from. Features include:

* In-depth profiles of the seven models
* Advantages and challenges of each model
* Clear explanations of each teacher's role
* Tried-and-true strategies for the entire instructional cycle: co-planning, co-instruction, co-assessment, and reflection
* Real-life accounts from co-teaching veterans
* Accompanying videos and dedicated web content

** Visit publisher site for additional resources

FIND ON PUBLISHER SITE (opens in a new window) FIND ON AMAZON (opens in a new window)

Filed Under: Books

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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EL authorities Maria Dove and Andrea Honigsfeld take ESL teachers and their general education colleagues step-by-step through building a successful collaboration―or improving an existing one. And since no teaching team is exactly alike, you'll find seven collaborative models to choose from.

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Hands-on resources for new and seasoned school coaches

This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources.

Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools.

Offers a practical resource for school coaches, principals, district leaders, and other administrators

Presents a transformational coaching model which addresses systems change

Pays explicit attention to surfacing and interrupting inequities in schools

The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.

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The Art of Coaching: Effective Strategies for School Transformation

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The Art of Coaching: Effective Strategies for School Transformation [Aguilar, Elena] on Amazon.com. *FREE* shipping on qualifying offers. The Art of Coaching: Effective Strategies for School Transformation

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The Art of Coaching Teams [Elena Aguilar, Courtney Patterson] on Amazon.com. *FREE* shipping on qualifying offers. The Art of Coaching Teams

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The PD Book: 7 Habits that Transform Professional Development|Paperback

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Develop transformational professional development programs that build and sustain your school community In The PD Book, bestselling author Elena Aguilar and co-author Lori Cohen offer seven habits—and a wealth of practical tools—that help you transform professional...

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Paul Bambrick-Santoyo (Author), Doug Lemov (Foreword)

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Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools

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Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools [Bambrick-Santoyo, Paul, Lemov, Doug] on Amazon.com. *FREE* shipping on qualifying offers. Leverage Leadership 2.0: A Practical Guide to Building Exceptional Schools

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Deep Change Leadership: A Model for Renewing and Strengthening Schools and Districts (A resource for effective school leadership and change efforts)

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Deep Change Leadership: A Model for Renewing and Strengthening Schools and Districts (A resource for effective school leadership and change efforts) [Douglas Reeves] on Amazon.com. *FREE* shipping on qualifying offers.

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MP3 CD Format

If we hope to interrupt educational inequities and create schools in which every child thrives, we must open our hearts to purposeful conversation and hone our skills to make those conversations effective. With characteristic honesty and wisdom, Elena Aguilar inspires us to commit to transforming our classrooms, lays bare the hidden obstacles to equity, and helps us see how to overcome these obstacles, one conversation at a time. is packed with the resources necessary to implement Transformational Coaching in any organization. In addition to an updated coaching framework and corresponding rubrics, a comprehensive set of coaching tools puts success in every coach's hands. Extensive personal narratives demonstrate what coaching for equity looks like and help us see how we can make every conversation count towards building a more just and equitable world.

Coaching for Equity

Coaching for Equity covers critical topics in the larger conversation about racial equity, and helps listeners develop the knowledge, dispositions, and skills to be able to: talk productively about race; build trust to support vulnerability; unpack mental models and change someone's mind; observe classrooms and collect data to support equitable outcomes; inspire others and deepen commitment; and evaluate and celebrate growth.

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Coaching for Equity: Conversations That Change Practice

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Amazon.com: Coaching for Equity: Conversations That Change Practice: 9798200203062: Elena Aguilar: Books

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Dare to Lead: Brave Work. Tough Conversations. Whole Hearts.

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Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. - Kindle edition by Brown, Brené. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Dare to Lead: Brave Work. Tough Conversations. Whole Heart…

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Download Product Flyer

Download Product Flyer

Download Product Flyer is to download PDF in new tab. This is a dummy description. Download Product Flyer is to download PDF in new tab. This is a dummy description. Download Product Flyer is to download PDF in new tab. This is a dummy description. Download Product Flyer is to download PDF in new tab. This is a dummy description.

Description

An empowering journey that keeps great teachers in the classroom
The Onward Workbook is a collection of tools and strategies that help teachers banish the burnout and cultivate true resilience. Keyed to the framework presented in Onward, this companion piece augments the text with practical exercises, coaching, and step-by-step walkthroughs of beneficial practices. Deep introspection allows you to verbalize your feelings, name your challenges, and identify the tools you have and the tools you need-from there, you'll explore each of the 12 Key Habits and learn how to put them into practice every day.

In cultivating resilience within yourself and your teaching practice, you improve your health, your outlook, and your relationships while building an environment in which every child succeeds. This workbook takes you on a journey of specific self-discovery that changes your perspective, renews your confidence, and empowers you to make the much-needed changes that allow you to continue inspiring young minds.

Dig deeper within to discover what you're truly made of

Decode complex emotions, body language, and nonverbal communications

Challenge your beliefs, build community, and navigate difficult interactions

Learn more, feel more, play more, and practice effective self-care

Resiliency is an underrated skill-one that can make all the difference in our schools. Challenges will always arise, but it is your response that dictates the outcome. Can you think of a more important lesson for your students? When some 70 percent of teachers quit within their first five years, it is clear that changes must be made. The Onward Workbook equips you to make the changes that you can, and flourish into the future.

While this book can be used by individuals, it is also designed so that groups, teams, departments, or an entire staff can take up the learning together. There are specific suggestions in the workbook for using this with a group, and educators will reap even more reward from discussing the practices and experiences with colleagues.

About the Author

ELENA AGUILAR is the founder and president of Bright Morning Consulting, an educational consulting group that works around the world supporting educators to meet the needs of children. She is the author of The Art of Coaching and The Art of Coaching Teams and has also been a longtime contributor to Edutopia and EdWeek.

Table of contents

Preface xvii
Introduction 1
1 Know Yourself 7

2 Understand Emotions 75

3 Tell Empowering Stories 129

4 Build Community 205

5 Be Here Now 267

6 Take Care of Yourself 309

7 Focus on the Bright Spots 369

8 Cultivate Compassion 413

9 Be a Learner 467

10 Play and Create 507

11 Ride the Waves of Change 549

12 Celebrate and Appreciate 591

Conclusion 629

Appendix: Resources for Further Learning 641

About the Author 650

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The Onward Workbook: Daily Activities to Cultivate Your Emotional Resilience and Thrive

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An empowering journey that keeps great teachers in the classroom The Onward Workbook is a collection of tools and strategies that help teachers banish the burnout and cultivate true resilience. Keyed to the framework presented in Onward, this companion piece augments the text with practical exercises, coaching, and step-by-step walkthroughs of beneficial practices.

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Cognia Growth Mindset Makeup Training Video Link Passcode KQw.sMS6 along with the presentation notes pages. (You'll find the link/passcode at the bottom of this document also.) If you have any questions, please reach out to Jeanette Reber jbreber@ed.sc.gov and she will be happy to further assist!

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To watch video, click the link: https://bit.ly/3TYY8Yx

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Sphere of Influence - Infusing Equity Within a System

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Sphere of Influence - Infusing Equity Within a System

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Wisconsin Department of Public Instruction

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Written By: Rachel Fregien - Education Consultant for Coaching Supports, Special Education Team, DPI

Systems change. Systemic change. You hear it a lot. DPI talks of it constantly. Is it a "buzz phrase"? What does it really mean? How do we INFUSE the elements of the change we want to see in systems that are much bigger than us? What is our sphere of control? What is our sphere of influence?

As a state level leader focused on coaching, the system within which I work is overwhelming. It is big. It is looming. To change this system, feels like all thrusters open wide trying to nudge a cruise ship into a U turn. What control do I have? What influence, even?

About a year ago, a diverse team of coaches convened around Wisconsin's definition of coaching with the goal to more intentionally infuse language related to equity into the core competencies. It was important to make it clear that coaches have a unique role and are equipped to recognize, respond to and work to root out systemic inequities. And, to quote Elena Agulair, "Every coaching conversation is an equity conversation." To that end, the Coaching Competency Practice Profile (CCPP) was updated. The competency of "Equity Mindset" was added, language was updated and equity was embedded throughout the remaining competencies. This update provided an opportunity to describe what it looks and feels like for coaches to have equity conversations every day.

But, the change doesn't stop there. The CCPP can be used in several additional ways to influence a system.

We talk most about how it can inform the practices of coaches. For individuals who identify as a coach or are working to build their coaching capacity, the CCPP can guide self-reflection, support the development of professional practice goals (PPGs), develop learning plans, and track professional growth. This summer, the Educator Effectiveness tools and resources will be updated to align to the new CCPP language. Coaches can align professional practice goals to the coaching competencies and infuse equity into their daily practice. Coaches can intentionally align professional learning to equity training. And, coaches can receive evaluation feedback aligned to the updated, equity infused coaching competencies. This has big impact on a coaching system. Through the coaching competency practice profile, not only do coaches have a clear and consistent understanding of what it looks and feels like to "coach with an equity mindset", administration and supervisors can learn alongside their coaches too!

Additionally, the CCPP can help in the recruitment, selection and hiring of new coaches. As teams consider selecting individuals to engage in the important work of coaching, this tool can serve as a guide in creating position descriptions, interview questions, coaching scenarios, and candidacy qualification "look-fors" in the hiring process. Check out some sample hiring resources here. These hiring resources are aligned to each of the coaching competencies. Many of the examples intentionally infuse equity thinking. This provides an opportunity for candidates to demonstrate their equity mindset qualifications from the get-go. And, it communicates to candidates that this place values equitable educational practices. It's a win-win!

As mentioned earlier, systems are daunting and sometimes your sphere of control, or even sphere of influence can seem so miniscule. Getting a cruise ship to perform a U-Turn may really be an impossible task. But what about moving it just one degree from its original course? Like adding equity language into a coach position description or interview questions. As the ship moves forward the change will be imperceptible at first, but eventually, it will move farther and farther from its original path. Before you know it, your coaching personnel demonstrate an equity mindset in all their work. And, every coaching conversation is an equity conversation. That's how we tap into our sphere of influence to change systems. The influence continues with the coaches.

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Sphere of Influence - Infusing Equity Within a System

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Written By: Rachel Fregien - Education Consultant for Coaching Supports, Special Education Team, DPI Systems change. Systemic change. You hear it a lot. DPI talks of it constantly. Is it a "buzz phrase"? What does it really mean? How do we INFUSE the elements of the change we want to see in systems that are much bigger than us?

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Click on this link to watch the video: https://bit.ly/3ev7x9V

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Guiding Coalition: Leadership Academy Session 4

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Data Analysis & Action

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Copy of Protocol for Examining Data.docx

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Title

Atlas Looking at Data

Attribution

The tool, developed by Eric Buchovecky, is based in part on the work of the Leadership for Urban Mathematics Project and the Assessment Communities of Teachers Project. The tool also draws on the work of Steve Seidel and Evangeline Harris-Stefanakis of Project Zero at Harvard University. Revised November 2000 by Gene Thompson-Grove. Revised August 2004 for Looking at Data by Dianne Leahy.

Description

Looking at Data is a tool to guide groups of teachers discovering what students, educators, and the public understand and how they are thinking.

Last Updated

March 30, 2017

[acf_ProtocolInfo_Related Tools]

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Title Atlas Looking at Data Attribution The tool, developed by Eric Buchovecky, is based in part on the work of the Leadership for Urban Mathematics Project and the Assessment Communities of Teachers Project. The tool also draws on the work of Steve Seidel and Evangeline Harris-Stefanakis of Project Zero at Harvard University.

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Title

Five Whys for Inquiry

Attribution

[acf_ProtocolInfo_Attribution]

Description

To help the presenter get at the foundational root of her/his question and to uncover multiple perspectives on the question.

Last Updated

March 26, 2021

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Title Five Whys for Inquiry Attribution [acf_ProtocolInfo_Attribution] Description To help the presenter get at the foundational root of her/his question and to uncover multiple perspectives on the question. Last Updated March 26, 2021 [acf_ProtocolInfo_Related Tools]

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Guiding Coalition: Leadership Academy Session 2

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OST List of Books We Love

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New teacher academy

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Ability to provide additional supports for children and teachers through PD opportunities and interventions for students.

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Science time on the classroom schedules

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How can we reach more students more effectively and help our teachers more?

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Getting our resource teachers trained with our multisensory resources.

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Using student data analysis to guide next steps in classroom instruction regarding science; implementing targeted science blocks in earlier grades

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These are important supports for teachers that we want to continue and add more of this year.

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Using CASE (Science and assessment resources)

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We need more supports for students that are already on grade level or above to continue to challenge and extend.

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More time for Data drives.

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Current State --> Desired State Protocol

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Sentence: The school's purpose is to ensure high levels of learning for ALL students.

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Word: Triage

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Intro: The school's purpose is to ensure high levels of learning for all students.

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Intro: The school's purpose is to ensure high levels of learning for all students.

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Sentence - "Failing schools need a triage plan - an immediate course of action to put a halt to the continual-failure cycle."

Phrase - "Engage in the right work"

Word - "Expect"

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Intro-

"Successful and sustainable improvement can never be done to or even for teachers. It can only be achieved by and with them?

Chapter 1-

We must have an "eagerness to promote change."

Chapter 2-

"1. Do not blame the students.

2. Learning is required, not optional

3. Hope is not a strategy for success."

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Phrase: Second Order Change

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Because "successful and sustainable improvement can never be done to or even for teachers. It can only be achieved by and with them."

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Hancock

Sentence:

Successful and sustainable improvement can never be done to or even for teachers. It can only be achieve by and with them.

Phrases:

Tangible results.

Word:

Patience

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Sentence: The school creates experiences that foster the belief that all students can learn at high levels.

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Sentence: Successful and sustainable improvement can never be done to or even for teachers. It can only be achieved by and with them.

Word: Purpose

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Introduction:

Word: collaborative

Phrase: high levels of learning for all students

Sentence: "Because "successful and sustainable improvement can never be done to or even for teachers. It can only be achieved by and with them."

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Sentence - "Determining where to start can be overwhelming."

Phrase - "Lead the school-improvement transformation in what we can almost guarantee to be tumultuous work."

Word - "Capable"

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Sentence: Do not blame the students.

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"Successful and sustainable improvement can never be done ti or even for teachers. It can only be achieved by and with them".- Hargreaves & Fullan)

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"Successful and sustainable improvement can never be done ti or even for teachers. It can only be achieved by and with them".- Hargreaves & Fullan)

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Clarify and communicate expectations for collaborative teams

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Sentence: Determining where to start can be overwhelming.

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Hancock

Sentence: The goal is to become the effective school that leaders envision rather than settling for a less impactful alternative.

Phrase: Collective vision of teaching and learning.

Word: Success

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Change

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Introduction

We need to focus on doing the right work - not just more work. Teachers need to understand WHY this is the right work.

Chapter 1

We need second-order change.

Chapter 2

"Learning is required - not optional."

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Intro- No amount of outside pressure will make schools improve, they only do so when the adults who work directly with the students decide it is their job to ensure all students learn at high levels.

Chapter 1- First order = strategies, Second order = Philosophies and Beliefs

Chapter 2-The issue of failings school is complex and difficult to tackle because of the multiple interacting factors that all play a role in the problem

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Phrase: Healthy Culture

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Hancock

Sentence:

The school creates experiences that foster the belief that all students can learn at high levels.

Phrase:

All students can learn at high levels.

Word:

Commitment

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All students can learn, sharing that belief with teachers as well. Characteristics of students - factors we can control, factors we cannot.. what makes it harder to teach some students than others?

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We do have a common curriculum, same throughout the school (HMH and ENvision), but no curriculum can be perfect. Take a look at your standards and dig deep. We have identified our essential standards - we need to go slow, and keep our focus.

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Creating and using common assessments are necessary to following, aligning, and assessing the standards. Assessments for learning, not of learning!

Lack of common assessments may lead to grade inflation.

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This chapter focused on the belief that all students can learn and that we must put time and effort into helping students visualize themselves as thinkers and doers.

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This chapter focuses on creating and using a common viable curriculum; just because it is common does not mean that we have to teach the standards the same exact way in all classrooms; we should have some differentiation present.

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This chapter focuses on using common assessments to guide data-informed decisions to help promote student's analytical thinking skills and seeing the transfer of standard knowledge into multiple tasks.