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We just need to do the learning...ho'oponopono does not work unless we are armed with information

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We just need to do the learning...ho'oponopono does not work unless we are armed with information

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Group is looking for clear expectations and common understanding .
How do principals/schools want the support?
Alma: Bring it in with the focus from PPEO.
Derek: EO meeting will highlight what is happening at the schools.

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Visible learning is good but not the magic bullet.
The idea of learning goals/targets/intentions and success criteria will take time to build.
We, as administrators, need to be well versed and provide support for the teachers.

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School's making connections for what it will look like at the school level and what CAS is looking for.

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Kathy: Teachers were taught to follow the curriculum so it's hard to change that mindset. It's a process.

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Kathy: Teachers were taught to follow the curriculum so it's hard to change that mindset. It's a process.

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Concern that it's a lot of information at one time. Too big of a chunk. Not able to go through a thinking process regarding learning goals/targets/intentions and success criteria. Each school is unique and how each school's focus is unique. Allowing schools to have a voice to tailor to each school's needs. Having a difficult time connecting the presentation.
Last year's focus was on RtI but wondering if that focus on RtI is no longer a focus.

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Wes: Now how do we get our teachers to stop and articulate learning targets. Need teachers to realize this can effect the school culture (classroom, school, community) by implementing visible learning.

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Wes: Now how do we get our teachers to stop and articulate learning targets. Need teachers to realize this can effect the school culture (classroom, school, community) by implementing visible learning.

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Makaala: Puohala already started training with staff on learning intentions. Been implementing data teams fro 3 years. Already identified learning targets for reading and math. Not yet to learning progressions. Diving deep into learning intentions and criteria. It's about having students truly aware of the process and involved in their own learning. Students having clarity when teachers make things clear. Need to honor teachers where they are at and learn together along the way other wise they may think, "oh one more thing." Need to give teachers specific feedback.

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Makaala: Puohala already started training with staff on learning intentions. Been implementing data teams fro 3 years. Already identified learning targets for reading and math. Not yet to learning progressions. Diving deep into learning intentions and criteria. It's about having students truly aware of the process and involved in their own learning. Students having clarity when teachers make things clear. Need to honor teachers where they are at and learn together along the way other wise they may think, "oh one more thing." Need to give teachers specific feedback.

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Three schools (Puohala, Parker, Kahaluu) Waiahole and Castle are in year 2 of training. Three schools were trained in John Hattie (Visible Learning). Ainsley Rose conducted the training.

Teacher collaboration #1 in student success.

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Donna: Want to continue to use researched based strategies that are already working at the school. Work with the school individually and differentiate for each school. Respect the schools terminology and what they use. Interested in looking at other models of what's working and share resources. Do not see the solid objectives in the classrooms. Schools are ready now to articulate what they are doing at their school and how it ties to the complex goal. How do principals give feedback- need to differentiate based on teacher personality. Support teachers through Danielson and researched based practice. Need to build trust with teachers before we ask them to implement new concepts.

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Donna: Want to continue to use researched based strategies that are already working at the school. Work with the school individually and differentiate for each school. Respect the schools terminology and what they use. Interested in looking at other models of what's working and share resources. Do not see the solid objectives in the classrooms. Schools are ready now to articulate what they are doing at their school and how it ties to the complex goal. How do principals give feedback- need to differentiate based on teacher personality. Support teachers through Danielson and researched based practice. Need to build trust with teachers before we ask them to implement new concepts.

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Understanding is that Complex Area focus is on ensuring our schools have will planned learning goals that are clearly communicated with appropriate supports for implementation from complex area.

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Understanding is that Complex Area focus is on ensuring our schools have will planned learning goals that are clearly communicated with appropriate supports for implementation from complex area.

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Loha: Classroom walk through data. Wondering know lesson objectives, but how am I going to align what we are doing with what the complex goals are. What is the bigger picture. Using lesson objectives different terminology but same thing. 

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Loha: Classroom walk through data. Wondering know lesson objectives, but how am I going to align what we are doing with what the complex goals are. What is the bigger picture. Using lesson objectives different terminology but same thing. 

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Wendy: Understanding that this is an area that Complex Area will support and develop common understanding, common language around - this makes sense as we are starting with priority standards

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Wendy: Understanding that this is an area that Complex Area will support and develop common understanding, common language around - this makes sense as we are starting with priority standards

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Debbie:  At my school we post objectives, superficially, not enough to impact students.  If it transfers to the students to what am I learning, why am I learning and how do I apply it to my life?  If the principals can learn it well and my teachers can learn it well.  You are going to have to standardize it so that whatever we're going to get it will be clear enough for my teachers to understand it so it will impact the students.  Hopefully we'll learn it.  It comes down to what the students know and  that`s what is important.
Derek:  I 've been rethinking my own leadership.  At the beginning it`s like a pyramid.  It`s starts top down at first and then it becomes more inclusive and collaborative.  I see that some of us are at different areas of understanding .  I`m not sure I`ll use the same tools that Abey is using, because I have a lot of others resources.  There is still some confusion of what do we take away.
Gary:  We do a reflective session together,  Alma, Derek, Ui and Lynn.  It looks like the District direction is to look for clear teaching practices.  are the students clear about what they are learning .
UI:  I asked what was it going to look like at the end.  It`s more a support for teachers and students.  It's going to look different at each different school and it's going to look different.  Years of experience and knowledge in this room.  But we haven't been able to tap into that well of knowledge.  When CAS steps foot on our campus teachers will want to know what he is looking for.  All this fuels the type of conversations that will happen at the different schools.  If teachers don`t see that vision, the anxiety level rises.  I like the outcomes thinking but the principal is responsible for translating it to their schools.  I think we should have had input in the outcomes.  We should have had that discussion.  There is already a lack of continuity so we really have to be clear on that.  Good feedback matters to the teachers.  Ownership / WASC the quickest way to build capacity at your school is to focus on the rigor.  People will not make connections unless it is their own voice is heard and acknowledged.
Had teachers determine what rigor meant to them and built look fors in the walkthroughs that they want to see.