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Empowering Student Learning: 21st Century Leadership Agenda

Join us at the SAM 21st Century Leadership Institute on July 27, 2014, to explore effective strategies that enhance student learning outcomes. This agenda focuses on establishing collaborative norms within teams, utilizing data collection tools, and promoting high-performance expectations. Participants will engage with change theory, project focus frameworks, and operational models that prioritize student success. Develop skills in collaboration, conflict resolution, and team growth stages to foster an environment where learning thrives. Together, we will redefine educational leadership!

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Empowering Student Learning: 21st Century Leadership Agenda

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  1. Welcome SAM 21st Century Leadership Institute July 27, 2014

  2. Agenda • Content – Program Overview • Data Collection Tools • Operating Model • ETLN • Review of 21CLI registrants • Review of 21 CLI Summit Agenda

  3. Organization • Printed Documents • PPT

  4. Conceptual Framework

  5. Program Outline

  6. Data Gathering Tools Google Docs

  7. Operating Model

  8. ETLN

  9. Module 6Establishing Expectaions 1. PLC Growth 2. Project Learning Outcomes

  10. Establishing Expectations

  11. Where are you now? • Toxic • Emerging • Established • Sustaining • High Performance

  12. Establishing ExpectationsDOC

  13. ActivityExpectations for Year Doc

  14. Module 8Task Your Teams

  15. Select a Project Focus Review: • 11 Functions • Academic Dashboard • Mandates

  16. Possible Work Before You Task Your Team • Learn Change Theory • Check the Dashboard • Discuss Leadership • Establish Expectations

  17. Possible Work Before You Task Your Team • Organize and Design • Build Culture • Build Collaboration Skills

  18. Change Theory Learn by Doing

  19. TASK – Project Focus 3 possibilities . . . YOU decide THEY decide YOU decide together

  20. Project Focus - Area to work on Look at: 11 Functions Performance Scores Mandates

  21. Project Focus Frame it to focus on student learning – make it your own

  22. 3 Critical Things • Focus on student learning • Focus on student learning • Focus on student learning

  23. Why Focus on Student Learning? • It is the stuff PLC’s are made of • Teachers will support helping kids grow • It isn’t focusing on teacher improvement or teacher effectiveness – but does the same job. The focus is on LEARNING not TEACHING

  24. Why Focus on Student Learning? • It forms the epicenter of your job and your mission. • Success is the aphrodisiac of PLC’s and you can measure student learning – measure success • No one wants to help you complete your Master’s Thesis. . . or make politicians happy

  25. Select a Focus EITHER: • Student Learning Directly • Literacy, Math, Science. • Process that develops student learning • RTI • Behavior Management – School Discipline • Formative Assessment • Common Core Standards

  26. Activity Project Selection Form

  27. Module 10 TeachCollaboration

  28. Collaboration • Norms of Collaboration • Meeting Protocols • Dealing with Blockers and Dissenters • Conflict Resolution

  29. Establishing Norms of Collaboration

  30. 4 Stages of Team Development The Team Handbook Peter Scholtes

  31. Stages of Team Growth • Forming • Storming • Norming • Performing

  32. Stage 1 – Forming

  33. Forming includes these feelings: • Excitement, anticipation, and optimism • Pride in being chosen for the project • Initial, tentative attachment to the team • Suspicion, fear, and anxiety about the job ahead

  34. Forming includes these behaviors: • Attempts to define the task and decide how it will be accomplished • Attempts to determine acceptable group behavior and how to deal with group problems • Decisions on what information needs to be gathered • Lofty, abstract discussions of concepts and issues; or, for some members impatience with these discussions. • Discussion of symptoms or problems NOT relevant to the task; difficulty in identifying relevant problems • Complaints about the organization and the barriers to the task

  35. Stage 2 – Storming

  36. Storming includes these feelings: • Resistance to the task and to collaborative improvement practices such as establishing norms, etc. • Sharp fluctuations in attitude about the team and the project’s chance of success

  37. Storming includes these kinds of behaviors: • Arguing among members even when they agree on the real issue • Defensiveness, competition, factions and choosing sides • Questioning the wisdom of those who selected the project and appointed other members to the team • Establishing unrealistic goals, concerns about excessive work • A perceived pecking order, disunity, increased tension, and jealousy

  38. Stage 3 – Norming

  39. Norming includes these feelings • A new ability to express criticism or opinions constructively • Acceptance of membership in the team • Relief that it seems everything is going to work out

  40. Norming includes these behaviors: • An attempt to achieve harmony by avoiding conflict • More friendliness, confiding in each other, and sharing personal problems discussing the team dynamics • A sense of team cohesion, a common spirit and goals • Establishing and maintaining ground rules and boundaries (the norms)

  41. Stage 4 – Performing

  42. Performing includes these feelings • Members having insights into personal and group processes and better understanding of each other’s strengths and weaknesses • Satisfaction at the team’s progress

  43. Performing includes these behaviors: • Constructive self change • Ability to prevent or work through group problems • Close attachment to the team

  44. Establishing Collaborative Norms

  45. Norms of Collaboration

  46. Norms of Collaboration Supporting ToolkitPage 68

  47. Norms of Collaboration Supporting Toolkit

  48. Establishing Norms

  49. Activity What process will you use with your team to establish these norms?

  50. Meeting Protocols

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