Teacher Leader Workshop

....................Connecting the Dots....................

8:00-8:15.... Settle in and introductions

8:15-8:45

Goal

To create a system-wide set of knowledge, skills, and dispositions common to all teacher leaders in our district

Purpose

To build a high degree of collective teacher efficacy across our district, thus creating even greater impact on student achievement for ALL students.

Targets

  1. Explore the common knowledge, skills, and dispositions necessary for teacher leaders
  2. Self-assess and plan for needs around those skills, knowledge, and dispositions
  3. Develop a common understanding the need for of a STRONG professional learning community and how it operates.
  4. Determine common requirements and expectations moving forward
  5. Explore tool for use in fulfilling those common requirements and expectations

1. Explore the common knowledge, skills, and dispositions necessary for teacher leaders

Where have we been?

Foundational Knowledge and Skills

What others do you possess?

8:45-9:00

Where are we now?

District priorities (2015-16 and 2016-17)

  • Formative Instructional Practices (FIP)
  • Blended Learning
  • Professional Learning Communities (DLT, BLT, PLC)


Click Here for brainstorming activity.

9:00-9:30

The Center for Strengthening the Teaching Profession

Teacher Leadership Skills Framework

  • Working with Adult Learners
  • Communication
  • Collaboration
  • Knowledge of Content and Pedagogy
  • Systems Thinking

Leadership Matters!

"Everything you do as a leader is based on one audacious assumption. It's the assumption that you matter. Before you can lead others, you have to lead yourself and believe that you can have a positive impact on others. You have to believe that your words can inspire and your actions can move others. You have to believe that what you do counts for something. If you don't, you won't even try. Leadership begins with you. The Truth Is That You Make a Difference." (Kouzes and Posner, 2010)

Where are you now?

Sycamore Job Description

  • What roles does the Sycamore job description entail?
  • What other roles/opportunities are inherent in your life as a teacher leader?

Teacher Leadership Skills Framework

Teacher Leadership Skills Framework

  • What are the roles outlined by the Teacher Leadership Skills Framework (BACK page)?
  • Check off those that apply to you.

9:30-10:00

YOUR dispositions MATTER! COLLECTIVE EFFICACY is built one colleague at a time

Read over Dispositions of Effective Teacher Leaders:


  • Which ONE STATEMENT do you believe is the most important?

Working with Adult Learners

  • Knowledge and Skills
  • Dispositions

Vignette- (Use list of Knowledge, Skills, and Dispositions as needed)

  1. What steps would you take if you were Jack?
  2. What advice would you give Jack if you were the principal?
  3. How could the team meeting be structured to ease Shane into sharing data?
  4. What does this team need to address?
  5. What evidence of effective adult learning do you see in this vignette?

2. Self-assess and plan for needs around those skills, knowledge, and dispositions

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10:15-11:00

3. Develop a common understanding the need for of a STRONG professional learning community and how it operates.

Where do WE want to go?

  • District Data

  • Comparative district data
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"Clarity of Purpose"............ALL MEANS ALL!

11:00-11:45

Professional Learning Communities (at) WORK!

What is a Professional Learning Community?

  • Three BIG ideas!
  • Exemplar examples

**Engage Teams in Working Toward S.M.A.R.T. Goals

Focusing on the RIGHT Work!

  1. Creating a guaranteed and viable curriculum (Maps)
  2. Monitoring student learning through common formative assessments
  3. Bringing new members into the PLC culture and supporting them

Page 41

Curriculum Maps

  • Minimum requirements (standards, targets, resources, strategies, assessments, vocabulary, etc
  • Pacing Guides imperative to Common Assessments
  • All students receive same content standards regardless of "type" of class

Common Assessments (formative, summative)

  • Minimum expectations (Math 15/year, ELA 6-8/year)
  • Pacing Guide determines when
  • Timely feedback (data reviewed in PLC’s within 3 days of administration)
  • No modifications provided. Multiple chances (after interventions) key to success

Data Review

"Using evidence of student learning to better meet the needs of individual students and to inform and improve team members' professional practice is the most essential work of the PLC." (Richard DuFour)


  • Responding When Students Don't Learn (underlined sentences on pg. 61)

(No new instruction)

  • Criteria ranges based on VA data...proficient=80%, accelerated 85%, advanced 90%

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4. Determine common requirements and expectations moving forward

Getting Tight About the Right Work with OUR COLLECTIVE LEADERSHIP! Ch. 8

5. Explore tool for use in fulfilling those common requirements and expectations