A Culture of Continuous Improvement – the

TEAM

Steve BarkleyNovember 2014

School Change

Source: Model developed by Stephen Barkley

Change in

Leadersh

ip Behavior

Change

in

PLC an

d Peer Coac

hingChan

ge in

Teac

hing Behav

iorChan

ge in

Studen

t Beh

avior

Studen

t

Achiev

emen

t

What do you see in students that you place at each spot on this continuum?

Fear Attention Comfort Bored

Perception/Induction

Big Idea A Focus on Results

Professional Learning Communities judge their effectiveness on a basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher-team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. (DuFour)

Defining Student Achievement

End of Program Standards

____ 4 Advanced____ 3 Proficient____ 2 Basic____ 1 Intensive

Initial Program Assessment

Pre Program Standards Assessment

6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive

End of Program Standards

____ 4 Advanced____ 3 Proficient____ 2 Basic____ 1 Intensive

Initial Program Assessment

Pre Program Standards Assessment

6 4 Advanced 30 3 Proficient 10 2 Basic 2 1 Intensive

End of Program Standards

15 4 Advanced 30 3 Proficient 3 2 Basic 0 1 Intensive

What Assessments Along the Way?

October February April

Looking At Student WorkWith a colleague or two at your grade level,• flip through the student

work, point out what you notice about students overall, in groups, individually.

• what questions emerge?

Looking At Student Work

Considering your current assessment of the student work/performance and the importance of the learning standard, what goals would you be setting for groups and individual learners? (Shorter-term/longer-term)

Looking at AssessmentsHow did the assessment inform your students?

How did the assessment inform you?

What questions did the assessment raise for you?

What are you going to be doing because of the assessment results?

Big Idea Ensuring That Students

Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift– from a focus on teaching to a focus on learning– has profound implications for schools. (DuFour)

Teaching(Can be)

• Neat • Orderly • Sequential • Managed • Documented

Learning(Often is)

• Messy • Spontaneous • Irregular • Non Linear • Complex

Teaching(Can be)

• Neat • Orderly • Sequential • Managed • Documented

Learning(Often is)

• Messy • Spontaneous • Irregular • Non Linear • Complex

Teachers Must StudyLearning and Student Work

Observe

ThinkExperiment

Create

Sta

ndard

s

Stan

dard

s

Student BehaviorsWhat student behaviors need to be

initiated or increased to gain the desired student achievement?

Student Behaviors

• Reading as choice• Writing• Finding problem to

solve• Researching• Asking Questions• Following a Passion

• Persevering/Effort• Working

independently and collaboratively

• Taking risk in learning• Using technology to

research and produce• Adapting to change

Teacher BehaviorsWhat teacher behaviors are most likely to generate the desired student behaviors?

Teacher Behaviors

• Teach the desired student behavior.

• Model the desired student behavior.

Planning for Learning

From a whole class perspective…..What is important for students to experience or do to gain the desired student outcomes?

What teacher actions will instigate, promote, support, etc. those student behaviors and experiences?

Planning for LearningWhat student behaviors and experiences are critical for the more advanced students? For the students whose skill level is less developed?

How will we as teachers individually and collaboratively provide for these learning opportunities?

Big Idea A Culture of Collaboration

Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour)

My Work

My Time

Design together

Implement individually

Shared responsibility for student

achievementHelping

each other

Modify Individual Behavior,

Consensus on implementation

Individual

Franchise Team

Vulnerability Trust

Vulnerability ACTION Trust

Building Professional Capital(Fullan)

Professional capital has three components: human, social, and decisional. Human capital is about the qualities of individuals. Strangely, though, you can't accumulate much human capital by focusing only on the capital of individuals. Human capital must be complemented by social capital—groups working hard in focused and committed ways to bring about substantial improvements. Social capital can raise individual human capital—a good team, school, or system lifts everyone. But, as we often see in sports, higher individual human capital—a few brilliant stars—does not necessarily improve the overall team.

Inattention to

RESULTS

Avoidance ofACCOUNTABILITY

Lack ofCOMMITMENT

Fear of CONFLICT

Absence ofTRUST

Patrick Lencioni, The Five Dysfunctions of a Team (Jossey-Bass), pg.97.

Staying Focused

on Results

Building inAccountability

Establishing the Willingnessto Make Commitments

Learning to Work Through Conflicts

Building Trust Among Members

Patrick Lencioni, The Five Dysfunctions of a Team (Jossey-Bass), pg. 97

Organizing GeniusWarren Bennis and

Patricia Ward Biederman

“Groups become great only when everyone in them, leaders and members alike, is free to do his or her absolute best.”

“The best thing a leader can do for a Great Group is to allow its members to discover their greatness.”

Collective CapacityFullan (2010)

The power of collective capacity is that it enables ordinary people to accomplish extraordinary things—for two reasons:

• knowledge about effective practice becomes more widely available and accessible on a daily basis

• working together generates commitment

Collective Capacity Fullan(2010)

Moral purpose, when it stares you in the face through students and your peers working together to make lives and society better, is palpable, indeed virtually irresistible.

Collective CapacityFullan (2010)

The collective motivational well seems bottomless. The speed of effective change increases exponentially. Collective capacity,quite simply, gets more anddeeper things done inshorter periods of time.