CCSD Lead Learners Update
November 14 - 25, 2011
Effective leadership is not about making speeches or being liked; leadership is defined by results not attributes. Peter DruckerCalendar of events
11.14 Admin Learning canceled
11.15 LST visit Creek
11.21 Admin Learning (12:30 - 2:30); Board Meeting
11.23 No School (Parent Teacher Conference)
11.28 and 29 Cadre meetings
Happy Thanksgiving!
What is the "Cycle"? by Ying Ying Chen
In the most recent cadre leadership meeting, I witnessed how each school's team pursues their school improvement process. I wish I could capture all the rich conversations. As I gain more knowledge about using technology, maybe I will be able to do a better job. For now, here are the insights I gained from the various teams:- Begin with the end in mind - many teams used the concept of UBD to help the leadership teams operationalize their school action plans; Some clarify the "look fors", others use the analogy of "road trip" and "checkpoints" to define the next level work.
- Assess needs and current reality - Some teams had the team members assess their knowledge based on their current practice. This gives them a base for the next level work.
- Learning by doing - Some teams had all the teacher leaders try out the focused learning (design units, unpack standards, practice AFL and reflect on student work) and bring their reflections back. They use this experience to design PD for their staff.
- Reflect on school culture - Some teams reflected on the last collaborative learning session and brainstormed ideas and strategies to promote high level collaboration (ie. Peer observation, analyze student work, etc.)
- Designing quality conceptual based units (Currently, we are using a check sheet as our "success criteria".)
- Implementing AFL strategies aligned with our AFL Teacher Practice Profile
Student Services by Cheryl Kiburz
December 5-PL Day-All special education teachers will meet in the afternoon on December 5th from 2:30-3:45 PM in the Prairie Point Presentation Room. The purpose of the meeting will be to prepare for the I-STAR data collection process which will occur on the February 13th PL day from 2:30-3:45 PM. Please communicate the December 5th date/time/location with your special education staff. Thanks so much for your cooperation and support in allowing your special education staff to attend these sessions!
Ahlers Law Firm, Des Moines, IA, met with special education directors on Friday, October 28th. The attorneys reminded district employees to think very very carefully about what is put in an email about a student. Emails can be part of the request for records as well as text messages, even if a personal phone is used. Also, a reminder that calendars (web-based) can become part of a public record as well as voicemails. A review of district policies with teachers regarding social network, etc. was recommended.
Conversations/Observations-In the next few weeks I will be scheduling conversations/observations with administrators centered around the vision for special education supports/services . It is a joy to be in the buildings observing teachers, special education and general education, and paraeducators working collaboratively in meeting the needs of our students.
Curriculum Matters by Bill Poock
This fall season of professional learning has been one of the most exciting, challenging, and rewarding times of my entire career. As I grow into my position as curriculum coordinator, I am aware that collectively, we have moved mountains in regards to the shift in the way in which we provide the service of professional learning. We have shifted teachers’ perceptions about Central Office staff and the role we play in ensuring that teachers have more ownership, responsibility, and accountability in their own learning.
One of the expressions that I’ve heard tossed around the past few months is “we learn by doing.” Learning by doing is the simple definition of the word “praxis.” I’m intrigued by this word and how we encourage our teachers to take a risk and learn by doing. In the latest issue of JSD, the flagship journal from Learning Forward (formerly known as the National Staff Development Council, or NSDC), the editors offer 12 principles of adult learning. One of the main principles is that of “praxis.” They define it as: “Learners have opportunities to learn through action with reflection as an integral part of each task.”
For me, this explanation has profound implications for our work as we continue on our journey of developing common formative assessments and “doing the cycle”. The most important parts of this explanation are 1) there needs to be some action, and 2) reflection is integral. As you promote more “learning by doing” with your teachers as you ask them to engage in meaningful applications for learning, please think about ways in which you can encourage the art of reflection. Too often, reflection is the piece of our learning that is sacrificed for good intentions...usually the “time” factor. It is vital that teachers reflect upon their own practice AFTER learning through action. This, I believe, will help teachers become the reflective practitioners we want them to be.
December 5-PL Day-All special education teachers will meet in the afternoon on December 5th from 2:30-3:45 PM in the Prairie Point Presentation Room. The purpose of the meeting will be to prepare for the I-STAR data collection process which will occur on the February 13th PL day from 2:30-3:45 PM. Please communicate the December 5th date/time/location with your special education staff. Thanks so much for your cooperation and support in allowing your special education staff to attend these sessions!
Ahlers Law Firm, Des Moines, IA, met with special education directors on Friday, October 28th. The attorneys reminded district employees to think very very carefully about what is put in an email about a student. Emails can be part of the request for records as well as text messages, even if a personal phone is used. Also, a reminder that calendars (web-based) can become part of a public record as well as voicemails. A review of district policies with teachers regarding social network, etc. was recommended.
Conversations/Observations-In the next few weeks I will be scheduling conversations/observations with administrators centered around the vision for special education supports/services . It is a joy to be in the buildings observing teachers, special education and general education, and paraeducators working collaboratively in meeting the needs of our students.
Curriculum Matters by Bill Poock
This fall season of professional learning has been one of the most exciting, challenging, and rewarding times of my entire career. As I grow into my position as curriculum coordinator, I am aware that collectively, we have moved mountains in regards to the shift in the way in which we provide the service of professional learning. We have shifted teachers’ perceptions about Central Office staff and the role we play in ensuring that teachers have more ownership, responsibility, and accountability in their own learning.
One of the expressions that I’ve heard tossed around the past few months is “we learn by doing.” Learning by doing is the simple definition of the word “praxis.” I’m intrigued by this word and how we encourage our teachers to take a risk and learn by doing. In the latest issue of JSD, the flagship journal from Learning Forward (formerly known as the National Staff Development Council, or NSDC), the editors offer 12 principles of adult learning. One of the main principles is that of “praxis.” They define it as: “Learners have opportunities to learn through action with reflection as an integral part of each task.”
For me, this explanation has profound implications for our work as we continue on our journey of developing common formative assessments and “doing the cycle”. The most important parts of this explanation are 1) there needs to be some action, and 2) reflection is integral. As you promote more “learning by doing” with your teachers as you ask them to engage in meaningful applications for learning, please think about ways in which you can encourage the art of reflection. Too often, reflection is the piece of our learning that is sacrificed for good intentions...usually the “time” factor. It is vital that teachers reflect upon their own practice AFTER learning through action. This, I believe, will help teachers become the reflective practitioners we want them to be.
Best Practice in Action (From the Teaching Channel)
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