ESD Regional Workshop

Year 1

Workshop 4

Participant Handout Packet

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Goals for the Day:

• Reflect on leadership characteristics needed to impact positive change • Monitor Your Progress: Use the Rubric and Cycle of Inquiry as

tools to assess your progress to date: Where are you? What are your next steps in addressing your PoP?

• Plan for effective, district-wide implementation of POP/TOA • Review the Protocols you’ll use at statewide workshop in Spokane in

June

Norms:

• Please help us start and end on time • Please respect the views of others • Please focus on what is happening here today • Please silence cell phones • Please close email: open during breaks only • Please avoid side conversations • Please maintain a cordial and collaborative tone

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ASSESSING PROGRESS IN YEAR ONE Side-by-Side Protocol: Rubric and Cycle of Inquiry

Purpose: This protocol will assist District teams in assessing their progress on the Problem of Practice, as they move toward the end of Year One and look forward to the work in Year Two. Step One: Rubric Review 60 minutes

• Use the Two-Year Outcomes and Rubrics document and the Rubric Evaluation Form to engage in a team assessment of the district’s placement in each strand.

o What progress are we seeing in our work in each strand? o What evidence supports our assessment of where we place ourselves? o What are we celebrating? o Where are we disappointed in our progress? o What are the implications of our placement on the Rubric as we continue to develop

our Theory of Action and plans for the 2017 – 2018 school year? Step Two: Examining Your System-Wide Progress through the Cycle of Inquiry 60 minutes Taking what you’ve learned by assessing your progress on the Rubric, consider how you are using the Cycle of Inquiry to ensure a system-wide focus on the PoP and ToA. Use your team time to discuss each of the Cycle of Inquiry questions, below: Cycle of Inquiry: Start with a Problem of Practice: How can we ensure that all district and school leaders in our system have an

understanding of WHY a shared vision of instruction is critical for student success? o Where are our successes? o Where are there gaps?

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Cycle of Inquiry: Develop a Systems-Level Plan and Theory of Action

What steps have school leaders taken to develop an understanding among the teachers in each school of WHY a common vision of instructional practice is critical for student success?

o Where are our successes? o Where are there gaps?

Cycle of Inquiry: Identify Evidence of Progress What evidence can we collect that will show the effective steps district leaders are taking to hold principals accountable for establishing a common vision for instructional practices with all school staff?

o Where are our successes? o Where are there gaps? o How do we ensure, going forward, that we focus on high quality evidence?

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Cycle of Inquiry: Take Action

How are district and school leaders working together to collectively examine what is needed to align current practice with the district’s change initiatives and/or to determine a focus for a district-wide or school-wide goal?

o Where are our successes? o Where are there gaps?

Cycle of Inquiry: Understand What Happened

What evidence can we collect (and how and when will we collect that evidence) to determine any next steps needed to ensure that every teacher and administrator is effectively implementing our ToA strategies to solve the PoP?

o Where are our successes? o Where are there gaps?

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PAIR TALKY – WISDOM WALKY PROTOCOL:

Purpose: This sharing protocol allows participants to synthesize their work on the previous protocol and to reflect with a member of another team. Additionally, the protocol creates shared knowledge of each team’s progress on the Rubric and Cycle of Inquiry. Preparation: Divide into pairs across teams. Each team will need at least one marker to use for recording their comments on the chart paper posted around the room. Step One: Pair Talky 15 minutes – 5 minutes/chart

• Pairs can space themselves, as evenly as possible, at the chart paper stations around the room.

• Read the question and talk about the response you will write on the chart paper. Record your thoughts. Be sure that each pair has enough time to both discuss and record prior to the rotation.

• At a signal from the facilitator, rotate clockwise to the next posted question

Step Two: Wisdom Walky 10 minutes – 5 minutes/chart

• After the last rotation, move pairs back to their starting point to read what others wrote in response to their first question. Look for general themes in the responses, where other teams or individuals had experiences similar to or different from your.

• At a signal from the facilitator, rotate to the second question you discussed. Repeat the reading-and-reflection conversation, above.

Step Three: Large Group Debrief

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Spokane Afternoon Protocol

Learning About a Year-Two and Year 3 WSLA Team

Overview and Learning Targets: • Year 2 or Year 3 team will share the trajectory of their work, focusing on their process and

progress in addressing their Problem of Practice; • Year 1 teams will pose questions to the Year 2/3 team to invite those team members’

reflection about how they designed and implemented their plans, collected evidence, used the cycle of inquiry to make mid-course corrections, responded to challenges, and assessed their success.

• Both teams will learn and/or reinforce their skills and strategies for leading system change in a school district;

• Both teams will take from the session new strategies, new insights, and new ideas for improving their work in solving problems of practice.

Facilitator Role: Start on time, facilitate the protocol, keep the time, and ensure that the session ends on time.

STEP 1

5 minutes

Introduction of the Protocol: • Facilitator briefly reviews the protocol • Year 2 or Year 3 team will present its WSLA work • Year 1 Teams will have an opportunity to ask questions

STEP 2:

A Year 2 or 3 team presents its work

20 minutes

Year 2/3 Presentation: The Year 2 or Year 3 team presents its work, without interruption, to the other teams in the session. Year 1 teams take notes on the Morning Protocol Note Sheet. The presenting team covers the following information:

• Briefly discuss your approach to the statewide PoP, your work to develop your Theory of Action, and the strategies you’ve identified to date

• What evidence of progress do you see? What are you seeing in terms of interim and ultimate evidence? What data or artifacts back that up?

• What challenges have you run into during this process? Share one or two significant strategies you’ve employed to meet those challenges.

• What improvements in student learning are resulting from your work? How do you know?

• How has your district culture changed as a result of your WSLA work?

• How will you sustain this work?

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STEP 3

Team Conference Time

15 minutes

In Individual Teams: Year 1 teams review the presentation and consider the questions they want to ask presenting teams to learn about how the Year 2/3 team solved problems, met challenges, organized their work, shifted cultural expectations, and so on—perhaps, challenges similar to their own.

• Decide on the questions you most want answered—those are your priority

• Year 1 teams might use some of the sample questions on Morning Protocol Note Sheet as a springboard.

The Year 2/3 team reviews the presentation and identifies ONE or TWO areas where they could expand the conversation or offer wisdom to the Year 1 Teams.

STEP 4

Let’s Talk

20 minutes

Facilitated Open Discussion: One large group or two smaller groups For the facilitator: If your 3 teams are large enough, divide the large group into two smaller groups composed of members of both Year 2/3 teams and the Year 1 team. The purpose, here, is to invite more voices into the conversation. Both groups then participate in their own open discussion, with the facilitator working with one group and one of the coaches with the other group. The facilitator will remind everyone that this is a conversation, not necessarily a Q & A session. Please invite full participation from everyone in the room.

• One Year 1 team begins the conversation by posing their first question to the Year 2 or 3 team;

• The second Year 1 then poses their first question; • And . . . the conversation takes off

STEP 5

Closure

10 minutes

Closure: In the large group The facilitator poses these questions for group reflection:

• What have you learned in this session? • What are your takeaways from this session?

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Spokane Morning Protocol – WSLA Final

Coaching Support for Year 1 Teams Overview and Learning Targets:

• Both Year 1 teams will share the trajectory of their work during this first year, focusing on their process and progress in solving their Problem of Practice;

• The Years 2/3 team will pose questions to the Year 1 team to: o Ensure clarity about where the Year 1 is in its progress toward solving the PoP; o Invite Year 1 team members’ to reflect on their ToA and on the challenges on the

horizon; o Provide coaching based on their own experience of working through their PoP.

• Both teams will learn and/or reinforce their skills and strategies for leading system change in a school district;

• Year 1 Teams will take from the session new strategies, new insights, and new ideas for moving into Year 2 and solving their PoP.

• Year 2/3 Teams will practice and build on their coaching skills. Facilitator Role: Start on time, facilitate the protocol, keep the time, and ensure that the session ends on time.

STEP 1

5 minutes

Introduction of the Protocol: • Facilitator briefly reviews the protocol • Year 1 Teams will present in alphabetical order

STEP 2:

First Year 1 team presents its work

20 minutes

Year 1 Presentation: The first Year 1 team presents its work, without interruption, to the other teams. Members of the Year 2/3 team and the other Year 1 team will take notes on the Morning Protocol Note Sheet. The presenting team covers the following information:

• Briefly discuss your approach to writing your PoP, your work to develop your Theory of Action, and the strategies you’ve identified to date.

• What evidence of progress do you see? What are you seeing in terms of formative and summative evidence? What data or artifacts back that up?

• How are you working on and what are your plans for changing district systems?

• How have you involved others in the district in your first year work on the PoP?

• What challenges have you run into during this process? Where are you stuck?

• In what areas would you welcome some coaching? What issues/challenges/strategies/etc. could you use some help in resolving?

STEP 3

Year 2 Teams Conference Time

In Individual Teams: Using the Year 2/3 Teams - Coaching Notes Handout, Year 2 and/or 3 teams review the Year 1 presentation and consider the questions they want to ask Year 1 and what wisdom they want to share.

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10 minutes

• This is the opportunity for Year 2/3 teams to spark reflection in the members of Team 1, as well as to offer wisdom about what might work as that team moves forward.

• Please think about asking questions to clarify your understanding of Team 1’s work and, then, pose open-ended questions for Team 1.

• While avoiding “solving” each of Team 1’s challenges, consider where Team 1 has asked for specific coaching help. Decide, as coaches, which strategies you’ll share, particularly those that were successful for you. Select what you will offer as part of your coaching role.

Year 1 team members will review their presentation and make notes about things they’d like to re-emphasize or ask for more help on during the Facilitated Open Discussion.

STEP 4

Let’s Talk

10 minutes

Facilitated Open Discussion: One large group or two smaller groups For the facilitator: If your 3 teams are large enough, divide the large group into two smaller groups composed of members of both Year 2/3 teams and the Year 1 team. The purpose, here, is to invite more voices into the conversation. Both groups then participate in their own open discussion, with the facilitator working with one group and one of the coaches with the other group. The facilitator will remind everyone that this is a conversation, not necessarily a Q & A session. The facilitator will monitor the conversation to ensure that it stays on track and that Year 2 and/or 3 team members have equal “air time” in working with Year 1. Facilitators may ask questions and will invite full participation from everyone in the room.

• Begin the discussion with Year 2/3 teams sharing their WOWs; • One Year 2 or 3 team begins the conversation by posing their

first question or comment, based on a WONDERING or a WANT to the Year 1 team;

• And . . . the conversation takes off; STEP 5

40 minutes

Repeat Steps 2, 3, and 4 for the other Year 1 Team

STEP 6

Closure

5 minutes

Closure: In large group The facilitator poses these questions for group reflection:

• What have you learned in this session—as both learners and coaches?

• What are your takeaways from this session?

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Team Planning Time: Here or Back in the District

District WSLA Work in 2017 – 2018

As you begin to think about the next school year, these are some questions for your team to consider now and through the summer: How will you “kick off” your POP/TOA next year?

How will you keep the momentum moving forward next year?

How will you move your POP/TOA into classrooms?

How will you help others understand your use of the Cycle of Inquiry to structure your work on the PoP

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