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District Departments- Irma, Grant, Melissa

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District Departments- Irma, Grant, Melissa

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Talk about learner results more regularly. Identify how each person's role impacts learning.

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Between strong and good evidence. Some staff still have fixed mindsets. We always have to keep in mind and keep talking about this and recognise this.

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Some good evidence exist but we still have a large number of stakeholders that still look for the self reward outside the outcome.

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Supervising Teaching vs Learning-Irma, Grant, Melissa

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Supervising Teaching vs Learning-Irma, Grant, Melissa

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We need to be focused on the learning. What are the learners producing? The focus should be on if they are getting it not the method of the LF. Discussions on the method should follow identification that learning is not happening.

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Department advisors, Coherence Team, Team Lead...people are part of the solution.

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Solutions for Obstacles
*Data Chat's, Allow for adult growth
*Teaching Growth Mindset Continuum to Allow for Adults to ground relearn and grow
*Language that we use, document incidents and how they are used
*Relationship Building
*Strong Foundations of A Team

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Celebrate attempting something new and celebrate failure, making it a safe place for growth.

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Going deeper on some of the ALC look fors

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Going deeper on some of the ALC look fors

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The "look fors" address what learners are doing

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Some good evidence exists. Some stakeholders are problem solvers and take initiative and others wait to be told exactly what to do and want an answer provided.

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More structured approach to teaching and learning

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More structured approach to teaching and learning

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Observing the learning and the teaching and a more structured approach to data analysis (Achievement Teams, Data Chats, Rounds)

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Celebrations of things learned, honoring learners for accomplishments

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Invention reasoning is an area of need (less evidence). Need opportunities/time to look at some big challenges (eg level 4 assignments) and come up with solutions.  We haven't created the conditions to take some things on (structures/create time/forums).  Problem solving does occur w/small items. Ownership is an issue: Staff will not tackle a problem, will wait for direction from the top.   PBIS is an area we have had some success with invention reasoning.

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After providing Professional learning, we need to follow up with additional support for adult learning. Is there evidence of the practices being tested?

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Reteach learners how to set goals, striving for what they want.

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Strong evidence exists. ALC Look Fors, Data chats: Admin to LFs, LFs to learners, Admin to Ls and PLPs.

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Teaching how to think through thinking, process, reflection, etc. Example of this: Micro problem of practice with a guided question so that all are part of the vision (how do we get CL7 more engaged in morning assembly for example) Nano problem of practice (how kinder learns to take an AR quiz for example)

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Invention Reasoning (Robert, Abinwi, Joel, Manny)

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Invention Reasoning (Robert, Abinwi, Joel, Manny)

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Finding a healthy balance of RRR and future-focused (21st Century) skills that shall be explicitly taught in the LE

Project Based Learning that includes cross curricular and cross content opportunities where Admin can be creative with accountability systems that align with learner groupings

Compartmentalize curriculum that aligns what the standards are asking for and what is the best way for learners to access the content via labs and/or tutorials

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Strategies to make it results-driven:
- make the data transparent to all stakeholders
- collect specific and meaningful data
- celebrating the learner growth data

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Good evidence exists. It's similar to Invention Reasoning. There are sub groups of leadership teams that problem solve. Coherence team, MTSS team.

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Solutions
Build the Belief System that we can make a change! Celebrations
Coherence Teamwork/ Pockets of Greatness
How to increase the and push for the big results?
LF Why needs to be linked to Learner Achievement?
Consistent Message of setting high and achievable goals
Everything Aligned to Productive Change
Transparency and Ownership of Data

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Are we providing learning opportunities to do things that require these skills?

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Cabinet observing teaching and learning more often will help deepen understanding for all

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Strong evidence exists. We are results driven and celebrating success. This one goes back to supervising learning piece.

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Solutions
Continuous Improvement/ Growth Mindset
Problem Solving
Transparency

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Being a results driven system- staff need to take ownership of the data. Has not helped that we haven't had a lot of formal (CAASPP/ELPAC) data vver the last couple of year.

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All admin having more time to observe instruction-possibly a common, protected time districtwide

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Solutions/supervision of Learning
Transparency of Data
Coherence Team/Stay True to Goal
Admin Coherence Team Coaching: Hard Conversations as a team to deal with underlying issues at the site