1. Vertical Collaborative Team
October 13, 2011

2. Place Your Lunch Order…

3. Key Objectives
Learn about the development of the current reality and SIP at BHS
Reflect on the implementation of the protocol for sharing SIP development and progress toward SIP
goals
Discuss processes and protocols for developing narrative about learning and doing
Share results of self-assessments on learning, collaboration, and results
Discuss protocol for prioritizing goals and SMART goal development
Discuss curriculum development process as it relates to your Core Instruction action plan and district PD
days
Review expectations for October 17

4. In the ideal
it is a harvesting,
Harvest Home this work we do—
a reaping of crops grown
by Bettye T. Spinner from ancestral seeds,
a gathering of first fruit
from vines that trace their sources
beyond geography,
beyond gender,
beyond the bleach
and blush
and black of skin
and root themselves in watery grace,
in knowledge that nurtures us all.
In the ideal
our classrooms fill, like cornucopia,
overflowing with the bounty of our grange.
Life stories, heaped among the texts,
spill into hallways of our schools,
crowd the sidewalks or the subways
or ride yellow buses home,
altering the form of knowing,
changing heads,
changing hearts,
changing history,
bringing harvest
home.

5. Turn & Talk: What Do We Harvest?
• As you think about
Spinner’s poem, turn
and talk with someone
at your table about the
question that follows:
• What do we need to do
to make the “in the
ideal” real?

6. Collaborative Team Sharing Protocol
(Initially Generated 9/15/2011)
1. Collaborative problem solving
2. Student perspective
3. Concise sharing of data—what are the components
4. Safe, learning-focused environment (especially with teachers there), not judgmental
(supportive, encouraging, positive, honest, open, flexible, place for risk-taking)
5. Reflective, real, authentic
6. Based on the current reality, topics that emerge become the focus of our
work (future agenda)
7. Genuine, honest, transparent picture of the data, process
8. Spirit of encouragement, recognition of moving forward
9. Outcome is positive, builds trust
10. Feel comfortable share successes, challenges
11. Positive presuppositions—assume positive intent
12. The protocol is shared with all teachers

7. BHS: Sharing of Learning and Doing
• As BHS shares their
learning and doing
connected to the
development of their
current reality and SIP
and PD plans, think
about how the
development and
progress protocol is
being implemented.

8. Reflection on Sharing: Sentence Frames
1. During today’s presentation, I learned
the high school is doing
____________________.
2. After listening today, I am thinking
about ____________________.
3. After participating today, I am
wondering if the high school has
considered ____________________.

9. Reflection on Sharing and Protocol
Reflection from Vertical
Reflection from BHS
Collaborative Teams
• Discuss the degree to
• Discuss how your team which you feel the sharing
prepared and what your protocol was implemented
reaction is to the • Provide suggestions
process of analyzing and and/or recommendations
synthesizing work on about the progress
your SIP monitoring and sharing of
learning and doing from
your SIP

10. Walk & Talk: Processing the Protocol
• Join a colleague from your
vertical collaborative team
and discuss the following
two questions during a 10
minute walk and talk.
– How does what you
experienced today inform
and/or shape your work
leading collaborative
teams?
– What did we hear or learn
that impacts our work with
the SIP and PD plans?

11. Creating a Narrative
(Initially Shared 9/22/2011)
• Creating a narrative—or telling your story of your
learning and doing—is an essential part of
developing and monitoring your SIP plan.
• As your site monitors and documents your
progress, you will need to systematically record
the processes for developing your SIP, the impact
of adult learning, and the results from
collaborative teams.
• Here’s an option that will be studied further:
http://sksssip.blogspot.com/

12. “In the world of work, there are
Developing a Narrative enormous opportunities to learn,
1. Provide intentional yet relatively few structures that
opportunities for individuals support learning from
to reflect on and document
their learning and doing
experience, particularly in
2. Embed protocols for adulthood. Every adult reflects
individuals to make to some degree, and everyone,
meaning of their learning no matter their field,
and work with their
collaborative teams hypothesizes and draws
3. Create opportunities for conclusions from the ‘data’ of
collaborative teams to their experience. Nevertheless,
document and share their
learning and doing as a most fields of work do not
building provide the infrastructure of
4. Engage in systematic methods, practices, and process
processes to share learning
as buildings with horizontal for building knowledge from
and vertical collaborative
teams
practice.”

13. Individual Narrative
• Determine protocols for
individuals to systematically
document the learning and
doing
• Build in structures where
individuals draw conclusions
about their work and inform
their practice and professional
learning
• Have individuals analyze their
learning and work at the end of
the year
– What did I learn this year?
– How did I grow and change as a
result of my learning?
• Celebrate the learning and doing
of individuals

14. From Individual to Team Narrative
1. Provide time for teams to
systematically document
When individuals
their learning and doing begin sharing and
with one another collectively
2. Have teams determine
protocols to monitor and
building their
inform their learning and narratives, the
doing team narrative
3. Have teams summarize
their learning and doing
starts to take
4. Celebrate the learning shape, as well
and doing of teams

15. Application: Essential Questions for CTs
(Initially Shared 9/22/2011)
How will we document What do we need to
the doing of our show as evidence of our
collaborative team work work—to monitor and
at our site? inform our work?
In what ways can we, as
Why do we, as teams individuals, inform our
and individuals, need to own work by using the
show our work and our documentation of our
thinking? team’s work?

16. From Team to Building Narrative
As teams engage in the
1. Determine protocols and
processes for your building to
development of their
synthesize the learning and narratives, their
doing of your teams collective “story”
2. Determine a mechanism for
how the synthesis of your
shapes the building’s
building’s learning and doing narrative, as well.
are documented and
celebrated

17. From Building to District Narrative
1. Systematically embed
protocols and processes for The richness of our
buildings to share and district’s narrative is
celebrate their learning and
doing at principal meetings,
based on the
at DLT meetings, and other collective stories
data share fair opportunities from buildings,
departments, and
programs.

18. Continuous Improvement in Action
(Initially Shared 9/22/2011)
Document • What do you need to show as
evidence (actions/data) of your doing?
the Doing • Here is what we did…
Document • How will you document and analyze
your thinking?
the Thinking • Here is what that means…
Inform the • How can what you document inform
your continued doing?
Doing • Here is what we will do as a result of…

19. Partner A—Partner B Reflection
• As you reflect on the concept of developing narratives, join a
colleague from a different cluster.
• Partner A will share his/her thoughts about developing
narratives
• Partner B will then share his/her thoughts
• Partners A and B then generate thoughts and/or questions to
share

20. Sharing Results: Self-Assessment on
3 Big Ideas of Collaborative Team Work
• Prior to sharing with your horizontal collaborative
team, individually reflect on the following for
each of the 3 Big Ideas using the reflective tool
provided:
– If focused on in your SIP, which items would provide
the greatest impact…think both short term (quick
wins) and long term solutions?
– If focused on in your SIP, which items reflect the
greatest need for your building?
– If focused on in your SIP, which items would encounter
the least resistance and/or challenge?

21. Action Plan:
Components and Implementation
(Initially Shared August 11, 2011)
Required Components: Implementation:
1. Core Instruction 1. Actions/Strategies
2. System of Interventions 2. Evidence of
3. Climate and Culture Implementation
4. Community 3. Evidence of Impact
Engagement 4. Resources Required
5. Persons Responsible
6. Tools and Timelines for
Progress Monitoring

22. Scope &
Sequence
Grade/Course
Specific
Curriculum
Guides
Coherent
Instructional
Practice

23. Aligning Curriculum Development &
District Professional Development
• Individually and collaboratively focus on questions one
and two:
– What we do want/need students to know, understand, and do?
– How will we know they know it?
• Individually and/or collaboratively complete the following
tasks throughout and after the district PD days:
– Use standards, benchmarks, and best practices/research to
identify the essential outcomes for units of study for course,
semester
– Become more assessment literate
– Create diagnostic (pre-assessments), formative, and common
formative assessments that align with essential outcomes
– Document essential outcomes and aligned assessments by
posting them electronically

24. Implications for District PD Days
• What other questions do you have for October 17?
• What other questions do you have for district PD
days for the 2011-2012 school year?

25. Getting to SMART Goals
(Initially Shared August 11, 2011)
• Develop 1 year SMART • Specific
S
goals
• Develop 3 year bold M
• Measureable
stretch goals that are…
– Targeted A
• Attainable
– Needs-Based
– Equity-Focused R
• Realistic
T
• Time-bound

26. What Do We Mean By…
• Targeted
• Needs-Based
• Equity-
Focused

27. Developing SMART Goals: An Option
• Using one of the quick-
win goals that you have Shared Resource:
identified, complete the
SMART goal template. The Power of SMART Goals by
O’Neill and Conzemius:
• When prompted, share Where do we want to be?
your SMART goal Where are we now?
How will we get to where
mapping with one of we want to be?
your colleagues. What are we learning?
Where should we focus
next?

28. Key Messages: Pick 3 and Post
1. What additional insights did
you learn from BHS’s
sharing?
2. What more did you learn
about the development of
narratives?
3. What more did you learn
about identifying and setting
goals based on your
building’s self-assessments?
4. What did you learn about
curriculum planning in ISD
191?
5. What else did you learn?