Learning Teaching and Family Support Retreat

January 16, 2014

8:00 am – 3:30 pm

Wiki site http://ltfsleadership.wikispaces.com

Learning organizations are organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.

In essence, leaders are people who ‘walk ahead,” people genuinely committed to deep change, in themselves and in their organizations.

- Peter Senge

AGENDA

Welcome and Outcomes: 8:30-8:45

LTFS: Cradle to Career: 8:45-9:15

Leadership Action Plans & Goal Setting: 9:15-9:30

Leadership Problems of Practice using the Consultancy Protocol: 9:30- 10:30

BREAK

BUILD: Data & Race Equity: 10:45-11:30

LUNCH

BUILD: Instructional Core: 12:15 - 1:30

Problems of Practice & Systems Tool Application: 1:30 – 2:30

Reflections & Next Steps: 2:30-3:00

Outcomes for today

Reflect on our leadership successes

Practice applying tools to leadership problems of practice around eliminating the gap

Gain a deeper understanding of our leadership moves related to educating on racial issues and raise racial consciousness

Develop a scenario specific to our context of work, based on the CEL 5D Framework

Connect and network with colleagues

Success Criteria

I can identify one new cross-department connection in service of our 2020 goal

I can share one strategy to raise racial consciousness in the context of my work

I can apply the CEL 5D Framework to create a scenario in the context of my work

I can apply an appropriate tool to a leadership problem of practice

A1 Strategy Group: PK-5 Literacy

Come to consensus on a common definition of literacy for PSESD

Identify how we each support literacy in our roles

February 10, 201412:00 – 1:00 PM

Rainier Room

Diversity Coaching

…….“If I could give you one thought, it would be to lift someone up. Lift a stranger up--lift her up. I would ask you, mother and father, brother and sister, lovers, mother and daughter, father and son, lift someone. The very idea of lifting someone up will lift you, as well.” 

Angelou’s quote reminds us all of the powerful healing that comes from learning how to lift others.  Our hope is that the Diversity Coaching Program will help support and build a PSESD culture where lifting others, especially in times of difficulty, becomes our daily practice.

-mypsesd.org

Strategic Work Group Activities

How are you engaged and connected with the READY, ACHIEVE, SUCCEED or BUILD work?

What can you to ensure these groups are successful?

BUILD: Expectations as LTFS Leaders

Best Practices: Learn from each other by sharing best practices and replicating success

Uphold Whole Child Tenets: Healthy, safe, engaged, supported and challenged youth

Instructional Core: Build capacity around the instructional core of effective teaching, relevant content and student engagement

Lead with Racial Equity

Data Informed: Understand our local educational issues and target needs

BUILD = PSESD’s Theory of Change or the building blocks required to ensure success in meeting our END

Leadership Challenge

Leadership, Goal Setting & Professional Learning

Use the new Goal Setting Form and Work Force Equity Goals

Communicate Formal and Informal Leadership Opportunities

Share Leadership Success Stories

Support Professional Learning Goals

Inquiry about Career Goals

Leadership Problems of Practice

1 min: Establish process, times, and introduce and presenter.

4 min: Presenter explains an issue relating to the topic under study.

Group listens silently and takes notes.

5 min: Group asks clarifying/probing questions (not suggestions!)

6-7 min: Group shares thoughts and wonderings that might broaden the presenter’s perspective on the problem or offer solutions. Presenter takes notes silently.

4 min: Presenter reflects aloud about what he or she heard and possible next steps.

3 min:  Group members silently reflect/record what they learned which might be of use to them in their practice.

Framing Conversations About Race

Using Talking Points to Shape Conversations about Race

Activity Goals

To reflect on our personal experiences with engaging in conversations about race with external partners.

To learn key talking points for shaping conversations about race with our external partners.

Lay it on the Line

Small Group Activity

Think of a time when you either: Participated in a conversation where the subject of racial

equity was absent but should have been included.

OR

-Participated in a conversation where you tried to introduce a racial equity lens but one or more participants demonstrated resistance.

Framing Conversations about Race

Key Questions for Framing

1. How do we get people to think about our issues?

2. How do we get people to think about our issues in such a way that they will want to solve them through policy or practices, not only through individual actions?

How do we get people to think about Race?

Show that it’s about all of us. A winning racial justice message is not just about the rights and interests of people of color but rather about our country as a whole and everyone in it. It explains that it’s not in our moral or practical interest as a society to exclude any group, community, or neighborhood, or to tolerate unequal opportunity or discrimination. And it backs up that premise with practical as well as symbolic facts and arguments.

 

EXAMPLE:

Federal regulators allowed predatory subprime lenders to target communities of color, only to see that practice spread across communities, putting our entire economy at risk.

How do we get people to think about Race?

Use Opportunity as a bridge, not a bypass. Opening conversations with the ideal of Opportunity helps to emphasize society’s role in affording a fair chance to everyone. But starting conversations here does not mean avoiding discussions of race. We suggest bridging from the value of Opportunity to the roles of racial equity and inclusion in fulfilling that value for all. Doing so can move audiences into a frame of mind that is more solution oriented and less mired in skepticism about the continued existence of discrimination.

EXAMPLE:

It is in our nation’s interest to ensure that everyone enjoys full and equal opportunity. But that’s not happening in our educational system today, where children of color face overcrowded classrooms, uncertified teachers, and excessive discipline far more often than their white counterparts. If we don’t attend to those inequalities while improving education for all children, we will never become the nation that we aspire to be.

Influencing people to solve racial issues through policy or practice?

Be thematic instead of episodic: Select stories that demonstrate institutional or systemic causes over stories that highlight individual action.

Example:

Unequal academic opportunities. Schools where White students are in the majority are more than twice as likely to offer a significant number of advanced placement classes as schools where Black and Latino students are in the majority. Black and Latino students with the same test scores as White and Asian students are less likely to be placed in accelerated courses and more likely to be placed in low-track academic courses.

Influencing people to solve racial issues through policy or practice?

Example

Differential discipline. Students of color are more likely to be more harshly disciplined than their White counterparts for a similar or less serious offense. 14.6 percent of White students had been suspended or expelled in grades seven through twelve compared to 38.2 percent Native Americans, 35.1 percent of African Americans and 19.6 percent of Latinos.8 One study found that Black students are sanctioned for more subjectively determined infractions. Racial disparities drop dramatically when the offense is determined more objectively, such as with weapon or drug possession.

Small Group Activity

1. Choose a scenario you discussed in our prior small group activity.

2. How might you have used one of these talking points to influence the audience to think about race?

3. How might you have used one of these talking points to influence the audience to think about how to solve the issue through a policy or practice change?

Next Steps

How might this activity benefit PSLA members?

LUNCH

Instructional Core Strategy Group

Outcomes

1. Develop a scenario specific to your context of work, based on the four levels of performance for one Purpose Sub-Dimension from the adapted CEL 5D Framework.

2. Collect additional feedback and questions about the adapted Framework.

Success Criteria

1. I can apply the Purpose Dimension from the CEL 5D Framework to create a scenario that is specific to work I do at PSESD. The scenario describes what the participants and facilitator do and say in one session.

2. I can identify questions I have about the adapted framework based on this process.

Review & Remember

Year-long focus on Purpose Dimension

Process at last LTFS Retreat

Applied the feedback provided

Definitions

Glossary of terms Session – workshop, training, meetings, PLCs, one-on-

one coaching… Participant – learner, attendee Facilitator – trainer, presenter, leader, coach, technical

assistance provider…

Outcomes

1. Develop a scenario specific to your context based on the four levels of performance for one Purpose sub-dimension from the adapted CEL 5D Framework

2. Collect additional feedback and questions about the adapted framework

Scenario

Select one or two partners who you are currently working with on a project.

Select one Sub-Dimension.

Write a scenario for the different levels of performance. Be sure to record what you would see or hear from participants and facilitator. Use vivid language.

Record on chart paper and post.

Sharing

Partner up with another team.

Share senarios

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of

Outcomes

1. Develop a scenario specific to your context of work based on the four level of performance for one Purpose Sub-Dimension from the adapted CEL 5D framework.

2. Collect additional feedback and questions about the adapted Framework.

Feedback

In pairs: What did we learn as a result of this process? What other terms need to be defined? What questions did the process generate for you? What else would you like to share about this topic?

Record responses on http://meetingwords.com/Purpose

Next Steps

Develop “look-fors” representing a variety of contexts to operationalize the Framework.

Outcomes

1. Develop a scenario specific to your context based on the four level of performance for one Purpose Sub-dimension from the adapted CEL 5D Framework.

2. Collect additional feedback and questions about the adapted Framework.

Success Criteria

1. I can apply the Purpose Dimension from the CEL 5D Framework to create a scenario that is specific to work I do at PSESD. The scenario would describe what the participants and facilitator do and say in one session.

2. I can identify questions I have about the adapted Framework based on this process.

Reflection

In table groups, reflect on the work we did today around the CEL 5D Framework. Describe what you saw or heard related to the Sub-Dimension your table was assigned.

Identify a reporter to share out to the whole group.

RACE EQUITY TOOL

1. Educate on racial issues and raises racial consciousness.

2. Promote racially inclusive collaboration and engagement.

3. Assess community conditions and set goals for affecting the desired community impact.

4. Expand opportunity and access for individuals.

5. Affect systemic change.

6. Develop and implement strategies for eliminating racial inequity.

“A tool is only as good as the mindset using it”…-fullan

Ladders of Inference: 2+2=5?

Reflections

Reflect on your learning from the day

Consider what/how you will share with those you lead

Internal Next Step? External Next Step?