ࡱ> n= ?(B%`.WtcPNG  IHDR2LoPLTE~~~}}}|||{{{zzzyyyxxxwwwvvvuuutttsssrrrqqqpppooonnnmmmlllkkkiiihhhgggfffdddbbbaaa```___^^^]]]\\\[[[ZZZYYYXXXWWWVVVUUUTTTSSSRRRQQQPPPOOONNNMMMLLLKKKJJJIIIHHHGGGFFFEEEDDDCCCAAA@@@???>>>===<<<;;;:::O:tRNS4TbKGD IDATx͙WTGLJeuADU,؃"Db *(*htQ,`]D (RWciʼ$~}7gk|f~RB\llJڴ{hjzQ@NtIO͗]l4ykN6jM`H;ŠV\T;q5zJMmǽB'ly%&_<|Z"tdAх[PeKX,q5Թa,Ènĵf@8<[Fh '3 S, -|p詍I@'#VΚ RLr@xTk@m Cu( Z"H4 KP.B <9T C / 8Fj`@5QH x+j4 I2"cp:^s H~ S:2O&rN, dBg:'VI*́>0vCd-# 6)̌]HbBi1H; b?l j6HxsLaBzLUfI:" "/] :&lڡAPDk( xK+/F=5 NR ڌeM?ihݷ@eG# ӧ> |R2o@n4c m#ːI-gƪ'e |k װ[mQ2PSPis)KTZ% jDS2̿oZ#(@y޽~%wV@CP @֩E ]$R&GaV: `4uDT"C :̝N3MxF~Tr@3"'s~ﰫaMSP11l>3=t>[ڱ)k9^YmvB:/T%A],h H 6υ}[ڱԌ ;V H!Y|b_ $O@E]R a̎~ců=P3* u}73djF []cAv,Kċ_d'sY%u5b92qwwjDRZΰ SψfqRո@@~8¬#@͇Mq}$%jش͝] TfO{*kVo=)R7>x69lM2.^ ݏM3uqI5؊h5zc}Q|v׳Y\}g@h* &]{Iw5 jrQfpyԮ #E$@@ wTf@EZ&{!I#EUMTBtr ~@-.KǠ~vb)cb(.Vap"V>Bq҃ $aI?XIG}P~8zcHm8 V×}Og̀h~8AG ?!xfE-yxV='o=8800.ϡ_TC`WJxQnľHMW?eD%"tFs^|?LpL0*G\UT6)>).LAϮLs.XX8>qqHe4䔔ĄhS7="/qiU+:WBig Ideas Can this help in your school? Final Word? SLC Rubric"Coaching in SchoolsCoaching from inside a school: Less about directing and more about providing frameworks for discussions Less about providing professional learning and more about following up professional development Good coaches get teachers to Have the tough discussions in an organized manner Discuss strategies learned in professional development to ensure implementation. Less GRITCHING and more deciding!n!ZZZZ"Z!"$<Instructional Review?Session on Tuesday Part of TAVs What gets monitored, gets done!%Moving to the Next LevelDeclarative Knowledge  Describe the strategy Procedural Knowledge  They can use the strategy on demand Most teachers are at this level and that is good! Conditional Knowledge  Analyze a situation and select the appropriate strategy to meet student needs. Most teachers need assistance to get to this level and the best assistance is from other teachers working with you!i2gt'2zRtz&gWorking Together to Solve School Issues, Analyze Student and Teacher Work and for Professional Learninghh7$Numerous protocols Tuning Protocol Five Why Praise  Question  Polish Consultancy Final Word Standards in Practice Action Research www.lasw.org, ' Caveat for Protocols$zThis process, and all quality faculty discussions, require some training and a tremendous level of trust. It requires teachers to look at their colleagues in a different light. Trust-building activities Disagreement is good We can help each other^FOG(!2Collaboration Works& . ButzFive Dysfunctions of a Team Absence of trust  invulnerability, personally yes, professionally no Fear of conflict  artificial harmony, unwillingness to disagree Lack of commitment  ambiguity, no agreement on goals Avoidance of accountability - low standards, holding each other accountable Inattention to results  Yes, but attitude.Z5Z 5)"<Trust  Easier said then done!zCan I question something you do professionally and it not become personal. People who trust others are willing to ask for help! Can I question items taking place that do not focus on the goals? *#Building Trustz@One simple strategy to begin to break down walls. Compass PointsAA+$WHAT IS YOUR PERSONAL STYLEz   COMPASS POINTS To identify individual styles of working within a group To identify the value of all styles when working toward a common team goal or product L$   ,%WHAT IS YOUR PERSONAL STYLE?z   7FOUR STYLES NORTH WEST EAST SOUTHz , z (    8  -&NORTHz   ACTORS  Let s do it attitude Like to act, try things, plunge in. Need to get work done NOW! (Or as quickly as possible) Product-driven   .'SOUTHz   CARING Like to know that everyone s feelings have been taken into consideration, that their voices have been heard, before acting Need to have all members share their thoughts and be sure everyone is supported Brings snacks   /(WESTz   DETAILERS Pay attention to the little things Like to know the WHO, WHAT, WHEN, WHERE & WHY before acting Need to get their questions answered before proceeding with the work Always seeking clarification   0)EASTz   SPECULATING Like to look at the big picture, the possibilities, before acting Need to express their vision of the project Always looking for another way Big Idea People   1= QuestionsWhat are the limitations of our style? (List four adjectives.) What are the limitations of our style? (List four adjectives.) What style do we find the most difficult to work with? Why? What do others need to know about us that will make our work together more successful? ''6V2*Tuning ProtocolzTuning Protocol  Annenberg Institute for School Reform Great first step Very structured Non-threatening,818 13+Tuning ProtocolzRequires participants to look at things differently KEY  Look at the work, not the teacher or the student lk$4,HPresentation of the Work  5 minutes%%zAssignment Instruction Provided Expectations Other pertinent information Possibly a problem (i.e. Literacy strategy that did not work)5-@Clarifying Questions  3 minutes!!zpParticipants ask questions to elicit more information Questions should be short NO FEEDBACK ABOUT THE ASSIGNMENTqZq6.4Reflection Time  1 minutez8Participants write down facts and prepare their feedback997/2Warm Feedback  5 minuteszParticipants share warm feedback ONLY Presenter takes notes Facilitator may focus discussion on the requests from the presenter What are the strengths, best features of the work,!z802Cool Feedback  5 minuteszPresent cool feedback only. Use  I wonder&  Use questions aimed at work. What could be improved about the WORK  not the presenter?91Response z;Presenter responds and discusses potential actions to take.<<:2 Consultancy  zInside  Outside Circles Non-threatening Can be done with a fairly large group Discussions are not structured Requires a strong facilitator to keep people on the topic NOTE: CAN BE USED TO SOLVE SCHOOL ISSUESZ;3ProcesszTeacher presents the assignment and samples of student work and discusses the instruction leading up and following the assignment Inner Circle of 6-8 Inner circle discuss the assignment by offering suggestions, critiquing, giving positive feedback, etc. Talk to each other, not the teacher Outside Circle of all others takes notes of conversation  do not include names of who speaks<^^<4.Five Whys  Peter SengeSimple Can get bogged down Addresses issues Great in classrooms Great with kids at home! Can be used with spouse, but may lead to trouble! Keep focus on what you can do!  =5 Lets PracticezWAD-UP Select a facilitator and a volunteer Select an issue of concern  3 minutes Volunteer states the concern Facilitator asks why is it a concern Volunteer responds Facilitator rephrases the response to ask why that is an issue Continues for 5 why rounds>6P  Q - PI wonder questions About the work  not the teacher Less structured form of Tuning Protocol\\?8One More for DepartmentsStandards in Practice Best in departments at the high school level because participants solve the problem or the assignment Ideal for analyzing student responses on state assessments Can work with multiple choice@9Standards in Practice StepsPresent the assignment or problem Individual completes the assignment or problem Individual analyzes the demands of the assignment with team discussion following. Team identifies the standards the problem or assignment addresses. Generate a rough rubric Score the assignment using the rubric Analyze the work by comparing the rubric to any provided, comparing scoring and determining how instruction should change.ZA:Final ThoughtsRemember the five dysfunctions Teachers working together can completely change a culture of a school Schools can get entire workshops around any of these protocols. However, a small group can make a big difference. B; Never doubt that a small group of thoughtful, committed people can change the world, indeed, it is the only thing that ever has!(zP  0` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@ ?dd@33h_ " d@ ` n?" dd@   @@``PR    @ ` ` p>>L0 H(    6(  " P`   T Click to edit Master title style! !$  0|  "P    RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S`  s *33"   0 " ` Z"Southern Regional Education Board #0x2#P  C A" lB  6D331" P B  s *޽h ? ̙33 SREB-Blue 0 zr (    06  P     P*    0;       R*  d  c $ ?     089   0   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  6Z  _P    P*    6"  _    R*  H  0޽h ? 3380___PPT10.\i  0L0   pH( wY pr p S \     r  p S #     `b  p s *33"0  p 6!d "Vk @HSTW 8}2H p 0޽h ? ̙33`  0L0 pH(  r  S @  P`    r  S  P   `b  s *33"0  6! "Vk @HSTW 8}2H  0޽h ? ̙3380___PPT10.\P>`  0L0 H(  r  S   P`    r  S H P    `b  s *33"0  6!$\ "Vk @HSTW 8}2H  0޽h ? ̙3380___PPT10.\`  0L0 H(  r  S F  P`    r  S <@ P    `b  s *33"0  6! "Vk @HSTW 8}2H  0޽h ? ̙3380___PPT10.\0B? `  0L0 H(  r  S H  P`    r  S p#    `b  s *33"0  6! "Vk @HSTW 8}2H  0޽h ? ̙3380___PPT10.\VK`  0L0 H(  r  S   P`   r  S  P    `b  s *33"0  6! "Vk @HSTW 8}2H  0޽h ? ̙3380___PPT10.\``  0L0 H(  r  S   P`    r  S  PP   `b  s *33"0  6! "Vk @HSTW 8}2H  0޽h ? ̙3380___PPT10.\@(`  0L0 @<H(  <r < S $c  P`   r < S c P    `b < s *33"0 < 6!$f "Vk @HSTW 8}2H < 0޽h ? ̙3380___PPT10.\  0L0 T(  x  c $Tm  P`   x  c $,n P    `b  s *33"0  6!q "Vk @HSTW 8}2H  0޽h ? ̙33___PPT10i./07x>+D='  = @B +  0L0 pT(  x  c $P P`   x  c $ PP    `b  s *33"0  6!D "Vk @HSTW 8}2H  0޽h ? ̙33___PPT10i. `+D='  = @B +  0L0 T(  x  c $< P@`   x  c $ P    `b  s *33"0  6!؍ "Vk @HSTW 8}2H  0޽h ? ̙33___PPT10i.T=j+D='  = @B +  0L0 j(  x  c $  P`      c $N  P   "P8X`b  s *33"0  6!x "Vk @HSTW 8}2H  0޽h ? ̙33___PPT10i.0 +U+D='  = @B +  0L0 T(  x  c $  P0`   x  c $$ P00   `b  s *33"0  6!h "Vk @HSTW 8}2H  0޽h ? ̙33___PPT10i.0e+D='  = @B +  0L0 T(  x  c $  P`   x  c $h P    `b  s *33"0  6!xď "Vk @HSTW 8}2H  0޽h ? ̙33___PPT10i.s+D='  = @B +  0L0 (  ~  s *  P`     s * P<$ 0   `b  s *33"0  6!HV "Vk @HSTW 8}2H  0޽h ? ffD3f___PPT10e.+׵D='  = @B +_  0L0 bZ(    s * P `<$ 0   ~  s *  P`   ^  6H3%Ib0 @ `b  s *33"0  6!hЏ "Vk @HSTW 8}2H  0޽h ? ffD3f___PPT10e.+ U"D='  = @B +  0L0 h(  ~  s *d  P`     s *( P <$ 0   H  0޽h ? ffD3f___PPT10e.+׵D='  = @B +  0L0 (  ~  s *ԏ  P`      s * ; P <$ 0   `b  s *33"0  6!> "Vk @HSTW 8}2H  0޽h ? ffD3f___PPT10e.+׵D='  = @B +  0L0 (  ~  s *!  P`     s *" P <$ 0   `b  s *33"0  6! "Vk @HSTW 8}2H  0޽h ? ffD3f___PPT10e.+׵D='  = @B +  0L0 (  ~  s *N  P`     s *O P0@<$ 0   `b  s *33"0  6! "Vk @HSTW 8}2H  0޽h ? ffD3f___PPT10e.+׵D='  = @B +<  0L0 P@$(  @r @ S   P`   r @ S pK     H @ 0޽h ? ̙3380___PPT10.\  0L0  0(  x  c $  P`   x  c $ P0    H  0޽h ? ̙33___PPT10i.jM+D='  = @B +  0L0 00(  x  c $  P`   x  c $ P    H  0޽h ? ̙33___PPT10i.еz+D='  = @B +  0L0 @0(  x  c $#  P`   x  c $ ' P@   H  0޽h ? ̙33___PPT10i.(<[+D='  = @B +  0L0 P0(  x  c $3  P0`   x  c $: P    H  0޽h ? ̙33___PPT10i.(rʊ+D='  = @B +  0L0 `0(  x  c $<ψ  P`   x  c $|ˆ P    H  0޽h ? ̙33___PPT10i.(ڥ+D='  = @B +  0L0 p0(  x  c $X  P`   x  c $0 P    H  0޽h ? ̙33___PPT10i.(@8+D='  = @B +  0L0  0(   x   c $  P`   x   c $P P0    H   0޽h ? ̙33___PPT10i.(a޻+D='  = @B +  0L0 0(  x  c $  P`   x  c $l P   H  0޽h ? ̙33___PPT10i.(+D='  = @B +  0L0 0(  x  c $t<  P`   x  c $L= P   H  0޽h ? ̙33___PPT10i.b)Ѥ+D='  = @B +  0L0 0(  x  c $  P`   x  c $\ P    H  0޽h ? ̙33___PPT10i.P8S+D='  = @B +  0L0 0(  x  c $  P`    x  c $ P   H  0޽h ? ̙33___PPT10i.b) +D='  = @B +  0L0  0(   x   c $  P`   x   c $x PP   H   0޽h ? ̙33___PPT10i..+D='  = @B +  0L0 $0(  $x $ c $X  P`    x $ c $[ P    H $ 0޽h ? ̙33___PPT10i.c)J?\+D='  = @B +H  0L0 ,0(  ,x , c $>  P`   x , c $|? P0   H , 0޽h ? ̙3380___PPT10." ^  0L0 0F(  0x 0 c $I  P`    0 c $P PP   "  @H 0 0޽h ? ̙3380___PPT10."!~H  0L0  40(  4x 4 c $C  P`   x 4 c $D P   H 4 0޽h ? ̙3380___PPT10." _  0L0 08*(  8 8 s 4` 0e0e #" 0eP   H 8 0޽h ? ̙33___PPT10i.(P>4G+D='  = @B +r KLZ`t]`Ddgk|nJTqLuy|c01uvwxe` [VQWB1Oh+'0T px    (Slide 1Registered UserRobin Fraser4Microsoft PowerPoint@0B @<@p:@T[eGSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwφυϵϮ݅ϵϮϵυφφφφφϮϮ՜.+,0    ?On-screen ShowSREB& ,TimesArialSymbolAGaramond BoldAGaramond Semibold SREB-BlueHSTW Ideal ImplementationFramework Not ModelIdeal Implementation ChartFinal Word ProtocolThe Final Word Large Group DiscussionCoaching in SchoolsInstructional ReviewMoving to the Next LevelhWorking Together to Solve School Issues, Analyze Student and Teacher Work and for Professional LearningCaveat for ProtocolsCollaboration Works. ButTrust Easier said then done!Building TrustWHAT IS YOUR PERSONAL STYLEWHAT IS YOUR PERSONAL STYLE?NORTHSOUTHWESTEAST QuestionsTuning ProtocolTuning Protocol%Presentation of the Work 5 minutes!Clarifying Questions 3 minutesReflection Time 1 minuteWarm Feedback 5 minutesCool Feedback 5 minutes Response Consultancy ProcessFive Whys Peter SengeLets Practice P Q - POne More for DepartmentsStandards in Practice StepsFinal Thoughts Slide 38  Fonts UsedDesign Template Slide Titles&$_ Robin FraserRobin Fraser  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqstuvwxyz{|}~Root EntrydO)PicturesCurrent UserSummaryInformation(rUPowerPoint Document(DocumentSummaryInformation8