1. Leader as Teacher Session Two

2. Agenda Making the Connection (Mind Map) Situational Leadership BREAK Strengths Based Leadership BREAK Observations LUNCH Understanding by Design Assessments and Scoring Tools

3. Mind Map A mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to generate, visualize, structure and as an aid in organization, problem solving and decision making and writing.

8. Strengths Based Leadership”

9. The path of most resistance: • The aim of most learning programs is to help us become who we are not. • On average, we devote more time to our shortcomings than to our strengths. • Overcoming deficits is an essential part of the fabric of our culture.

10. StrengthsFinder The StrengthsFinder is a tool to assist individuals in the identification of the areas where they have the greatest potential to develop strengths. • 40 years of research • 34 most common talents • More than 10 million people surveyed • Validation studies • Strong internal consistency/reliability

11. Why the StrengthFinder?

12. Why the StrengthFinder? People who focus on their strengths are: 6 times more likelyto be engaged in their jobs 3 times more likely to report having an excellent quality of life in general

13. Why the StrengthFinder? People who are not able to focus on their strengths are more likely to: • Dread going to work • Have more negative than positive interactions with colleagues • Treat people poorly • Tell friends what a miserable agency/company they work for • Achieve less on a daily basis • Have fewer positive moments at work

14. Caution… “It is essential not only to discover and develop your strengths… but also to help people around you build on their natural talents”

15. Group activity • Congrats! You are being put in charge of a new unit. It is a newly created strategic planning unit. How would you build your team? Articulate how you would use your strengths and what strengths you would look for to accomplish the goal. Specifically, what strengths would you look for and why?

16. Class Top Strengths 2010 Cohort

17. Class Top Strengths 2009 Cohort Achiever 57% Competition 50% Deliberative 35% Analytical 28% Strategic and Discipline 28%

18. 2010 2009 Achiever Competition Deliberative Analytical Strategic and Discipline

19. Identifying effective teaching and learning Clips: Understanding PoetryDesks Carpe Diem

20. Conducting Observations

21. Observations • What’s going on in the room? • How would it be changed?

22. Observe it-As you watch both videos, think about the following questions. • Is the instructor an expert in the content area? • Does the instructor use adult learning strategies in presentation and questioning? • Does the instructor check for understanding? • What are the strong learning strategies implemented? In your Team Discussion Forum answer the following questions: • For the Ineffective Video: • Describe why the teaching experience was ineffective. What were the characteristics?  • Identify two things that would improve the teaching experience? For the Effective Video: • Describe why the teaching experience was ineffective. What were the characteristics? • What works well with the instruction and the teacher's interaction with the students?

23. Conducting an Observation • Look-fors: • Engaging • Checking for Understanding • Critical Thinking • Adult Teaching Strategies • Diagram the lesson

24. Diagram

26. Have you planned anything with the end in mind?

27. Understanding by Design If you don’t know where you are going, how do you know when you have arrived?

28. Understanding by Design If you don’t know what you are learning, how do you know you’ve learned?

29. Many students view classroom activities as “…an arbitrary sequence of exercises with no overarching rationale.” From “Inside the Black Box” by Paul Black and Dylan Wiliam, Phi Delta Kappan, October 1998. http://www.edutopia.org/comprehensive-assessment-overview-video

30. The UbD Framework Planning for Learning

31. Understanding by Design Stages 1. Blueprint Identifydesired results 2. Laying the Foundation Determine acceptable evidence 3. Building the Framework Plan learning experiences

32. Understanding by Design Stages 1. Blueprint Identifydesired results

33. Worth being familiar with Important to know & do Enduring understanding Stage One: Identify Desired Results

34. Understanding by Design Stages 1. Blueprint Identifydesired results 2. Laying the Foundation Determine acceptable evidence

35. Students are presumed innocent of understandinguntil convicted by evidence.

36. Understanding by Design Stages 1. Blueprint Identifydesired results 2. Laying the Foundation Determine acceptable evidence 3. Building the Framework Plan learning experiences

37. Objectives and Activities • Authentic • Engaging • Varied instructional methods and strategies • Integration of technology

38. Assessment Definedhttp://www.youtube.com/watch?v=BZ3USs16J3Y • On-going efforts to gather, analyze, and interpret evidence which describes individual, programmatic, or institutional effectiveness and using that evidence to improve practice • The process of documenting student learning and development

39. What are examples of assessments?

40. Types of Assessment • Diagnostic • Identify needs and prior knowledge to direct learning. • Needs • Identify knowledge, skills, abilities of a group to reveal practice and gap analysis. • Reaction • Determine satisfaction with learning experience. • Formative • Summative

41. Types of Assessments:Formative and Summative Assessment Characteristics Formative Assessment • Prompted or unprompted, formal or informal • Guides instructional decisions • Results impact modification of own teaching • Measures ongoing needs and progress • Designed to promote improvement Summative Assessment • May be a culminating learning activity • Gives a quantitative grade and/or make a judgment about achievement • Allows participants to demonstrate understanding • Requires participants to draw upon skills and concepts through course • Should be accompanied by feedback

42. FACETS OF UNDERSTANDINGFrom an assessment perspective, the six facets offer various indicators of, or windows on understanding. They can guide the selection and design of assessments to elicit understanding.

43. Bloom Facets of Understanding Explain Interpret Application Perspective Empathy Self-Knowledge

44. 1. Explain • Can students explain what they are doing? • Not just facts, but “Why?” and “How?” • Know why they are right. • See how it relates to other things. • Assessment: • Oral exams • Use of assessment that will evoke misunderstanding • A build tests on essential questions • Assess breadth and depth independently

45. 2. Interpret • Provide stories that give meaning. • Especially answer “Why?” • Interpret a conclusion from data. • Assessment: • Can students put together a sophisticated story? • Assess story underlying a concept

46. 3. Application • Apply to NEW situations. • Students will mimic professional problem solving through real world problems. • Assessment: • Assess whether students can respond to their errors or feedback • Do not just assess the performance, but understanding

47. 4. Perspective • Whose point of view? • Especially looking at it from another’s point of view. • Assessment: • Demonstrate knowledge of importance or unimportance. • Assess knowledge of opposing or alternate views. • Find author’s intent.

48. 5. Empathy • Feel what someone else feels • Change of heart • Respect for others • Assessment: • Demonstrate being in “someone else’s shoes.” • Empathize with an undesirable. • Teach others (empathize with their ability)

49. 6. Self-knowledge • Self-consciously question our understandings to advance them. • Find blind-spots, prejudices, and oversights in our thinking • Assessment: • Self-assess past and present work. • Do an assessment twice. • Check student’s understanding of how much they know.

50. Screwbrics A rubric can also limit what a learner may want to do. The learner may want to go above and beyond what the rubric requires, but they won’t since it doesn’t impact the grade. A rubric can be limiting.