Purposeful+Planning

=Sessions that emphasize deeper conversations into purposeful planning= = = Brittany Clark, Laura Melli, Heather Peske || Phyllis || 1) Educators need to be "bilingual" in order to increase capacity to engage with systems design and policy making. Voice important to be heard, however, educators tend to focus on storytelling about personal experiences rather than advocating for a solution for the profession. a) policy involvement - voice needs to reflect greater than the N of 1 - voice of the profession, not of self interest; share solutions with policy makers that will reflect the entire profession b) storytelling - able to talk succinctly about experience in order to provide examples of larger ideas; provides emotional impact about the proposed solutions. Use N of 1 to impact policy. Reflection/Thoughts for KWO: Careful not to use stories of what not to do, but to provide insight about what might be the appropriate solutions. 2) Policy-making is non-linear. Window to influence and create change quickly opens and closes - often unpredictable. Policies made by people and ARE affected by personal beliefs and assumptions held. Reflection/Thoughts for KWO: Should share the RAND Study on Change - policy effectiveness. Best to be inclusive and as a result - process should include dialogue all the way up to procedure formation and track compromises and perspectives. 3) Peer collaboration and peer review - concepts and practice that are cornerstones for improving education. Clarify what it is and why important; build into systems so that there are multiple ways of generating, supporting, sustaining, and assuring quality in education. Challenge is figuring out what is ideal. Reflection/thoughts for KWO - Plan for what will teaching look like in the next twenty years and use as a guide to develop systems and build capacity || Adams 12 5 Star Schools || Arianne || * Teacher/Coach agreement can be a tool for focusing/guiding work over a time of 4-6 weeks (adapted from Diane Sweeny, “Student Centered Coaching”) Organized to focus on continuous improvement how to build and communicate collective responsibilities how to align strategies and resources, as well as measure quality and progress for accountability and focussing support.
 * **Teaching Policy and**
 * Engaging Teachers**
 * **From Inside Out: Maximizing Job Embedded Professional Development**
 * Voice over method (Thinking aloud about parts of a lesson as you demo, sharing what you are doing and why you are doing it) can provide a great model of lifelong learning for students.
 * It may be effective to provide a “menu” to teachers to choose a form of coaching (give them voice and choice). ||
 * **Innovation Configuration: School Based Roles** || Phyllis || 1. New Standards for Professional Learning - new innovation configuration maps for 16 role groups (from teachers to policy makers)

2. Five functions of the Innovation Configuration Maps a. A clear and richly descriptive vision of what the standards look like in action (in schools, districts, etc.) whereever professional learning (pl) occurs in order to support the continuous learning of educators.

b. a guide to design pl that explains not only what the standard look like in operation, but also how to implement them - see the levels - how design pl and meet the standards right where you are working c. guide to create precise plans and access sufficient guidance for implenting the standards in all prof learning and i the work of those who are responsible for all aspects of pl

d. a tool to assess implementation of standards - formative assessment and benchmark - where are we beginning our journey, check our progress, not intended to be an evalative tool although it can be a summative assessment

e. A tool to improve the quality and results of pl being able to eval pl - and using this a tool - how well you\ve implemented

Reflection/Thoughts for KWO: Think about how to build shared agreements about how to support and improve the quality of professional learning for all educators through the Standards for Professional Learning. How do we introduce it and use it as a way to begin aligning professional learning opportunities so that it makes sense to participants? || TLA Goals and Objectives: Ensure schools succesfully meet their Unified Improvement Plan Goals, leveraging the talents of teacher leaders by: Offering differentiated year long streams of study -Differentiate professional learning -Integrate equity and adult learning practices in each monthly session Providing an online professional leadership network (EDMODO which is like Facebook) -Develop online systems that support collaboration and networking opportunities Build leadership capacity and sustainability Desired Impact: Schools meet their performance goals in their UIP Build TL leadership capacity to lead colleagues in implementing major improvement strategies at their schools Help retain effective teachers, expand their influence, and offer leadership opportunities without having to leave the classroom What TL currently do: Teach in their own classrooms Mentor new teachers Coach other teachers to improve practice using framework for teaching Model effective teaching Lead professional learning with colleagues Participate on school leadership team Positively support and negotiate change within the school || = =
 * **Build Leadership Capacity and Sustainability in Schools** || Jeannine || Expectations of TL: Schools identify specific roles/responsibilities for teacher leaders and the system targets teacher leadership for key system priorities Principals nominate TL who must be highly effective teacher TL and principals map out the work for the year