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-Time
-Buy in
-Size of our district

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I think it is REALLY hard to let go of some priority areas in the name of coherence. As a result even though there is a shared vision it is hard to not want to pile on all of the important things in education that we know our teachers and students need. The capacity of teachers to enact change is limited so moving towards a shared vision requires prioritizing and not deviating form that vision.

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Buy in
Time
Training
MCAS/ assessments/grading policy
-adding in more and taking nothing away
Trying to fit the POG into existing structures, no systemic change.

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The key takeaway not only from this chapter, but the book as a whole, is that we have to make changes- it will be hard work, they will be met with resistance. But, the end goal is to have a graduate profile that all stakeholders have had a chance to give feedback on and shifting the way in assessing our students from lens of breadth to a lens depth.

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Even though many schools have implemented PLCs, they happen in science rarely at elementary and not at all in some secondary schools. If we don't have time for folks to discuss, understand, and buy-in, it cannot happen.

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I personally feel like I would be more compelled to work on the PBA system, but only because I have more experience and degree of comfortableness with that. I like the idea of the PoG, but it is definitely something that takes more deliberation and moving parts to accomplish, and could get messier when trying to create.

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Buy in would be a huge barrier for a lot of teachers in the district. I also find that with such a large population even if we have a common language and expectation across the board, the comprehension and implementation of coherence will be different in each school.

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We are asked to "Believe in the impossible"
Coherence is the shared depth of understanding about the purpose and nature of work.
We won't achieve coherence simply by writing a new strategic plan. (pg123)
Less is more, focus is everything (pg 124)
we prepare this generation to prepare the next generation (pg 131)
This shift from students as consumers of information to practitioners of field knowledge is especially significant for Black, brown, and Indigenous students, signaling that they belong to a larger intellectual community from which many have been excluded by white supremacy.

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I would say our coherence is at a 4. We have a focus on high quality work and performance based assessments at the leadership level (ILS's, department chairs, admin and team leaders) but we haven't gotten that work to live in teachers classrooms yet. In January we are launching a peer observation structure to bring teachers into the conversation more.

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I think there are benefits and limitations to both. I guess I would probably do the PBA more because it is something I have more control over and get a better representation of what my students can do.

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I think both for Central and the district, one of the barriers is the size of it. It is such a large district and large school that it is difficult to get a shared vision going-have everyone agree on it, work towards it, and implement it. I think there needs to be a very organized and extensive degree of collaboration to take on the coherence building of SPS and Central.

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3-4: Coherence (as defined in this chapter) is low across the district. We choose topics that all subject areas focus on each year during August PD, but I feel like it stops there and on to the next topic next year. I liked the quote "we won't arrive at coherence just by rearranging the deck chairs of our organizational charts or writing a new strategic plan." Hoping POG helps us arrive at a higher coherence level at both the school and district levels.

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...shift from students as consumers of information to practitioners of field knowledge...

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This is tough. When I graded my building on the development of a graduate profile, it scored in the negative. I feel like this is the area that we could have the most effect in, or control over, but I don't feel like I am in an environment where I can have this type of an impact. I need to think about how it could apply to just what I do have influence over so teams and department. I like the idea of a PBA that assesses the Portrait of a Graduate pieces, but I don't know how that could be implemented if not from the district level down.

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Both of these feel important but the PBA system is really what the expeditionary learning at renaissance is all about. A lot of our expeditions have felt flat or stale coming back from the pandemic and I see stronger connections between expeditions, phenomena based instruction and PBA then I do to the graduate profile.

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I think for Central it would be a 3 or 4; we have pockets of the school that runs on a shared vision , but it doesn't align with all of the schools vision. Then sometimes, I feel like we are all on the same page with a goal or expectation, but then it falls to the wayside or not everyone will implement it.

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I think the POG will help us get buy in for the PBA system. It's something we have been discussing, but upper admin still wants tests that reflect the MCAS.

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I think with the work of PoG we are at a 4. With my school I think the idea is there but the implementation will be rough. So I think it might be a 3.

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I feel more compelled to work on a PBA system. Although, I don't think you can work on one until the graduate profile is developed. We need a transformation in the way we are assessing our students, gathering data, and how we look at and what we do with that data.

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I feel like the level of coherence across the district is fairly low. We talk about and do PD on the same topics across disciplines, but it very often doesn't carry over into folks daily practice. I have hope with the POG that this will change.

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For me, the biggest message that came across was clear goals and expectations. Without a unified shared vision of the schools goals and expectations, it is really hard to make it equitable for all students.

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Coherence is foundational to both systems change and social-emotional well-being.

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District 1- with hope that it will get better following the POG work
School 0