Instructional Planning: Making it Easier and More Collaborative Mary B. Martin Winthrop University martinmb@winthrop.edu
Go Forth and Plan CHARGE!
I m just going to do my own thing next week. Here is a whole book of worksheets. Pick out the ones you want and I ll run them. I ll plan the science this week. You do the math. This is what we did last year.
Table Talk 1) Introduce yourself and meet someone new. 2) Tell why you chose this session. What do you hope to gain from the 90 minute session? 3) Why do we need planning to change?
Positive Starting Points Teachers get along well and really like each other Respect for each other and the talents on staff Desire to do the job correctly both teaching and planning Teachers put in the time, effort and care to plan thoroughly; they work hard Willing to share
Aware of the Benefits of Collaboration Increased student achievement Increased focus on problem-solving Increased teacher efficacy Increased job satisfaction
In the News PLCs make educating effective Tribune-Review in the Pittsburgh New York teachers see benefit of banding together in Uticaod Utah House passes bill allowing swap of classroom days for teacher training Deseret News
Objectives for Today 1. What makes collaboration difficult? 2. Do we have real PLCs? 3. What does collaboration entail? 4. What are the elements of an effective, efficient meeting? 5. What occurs in the three stages of planning? 6. What will it look like in action? 7. What is our role as administrators?
Norms for Our Session 1. Start and stop discussions with the raise of hands. 2. Be present in the present: Participate. 3. Support for each other; make it safe to share. 4. One voice at a time; no sidebars; balance of talk time. 5. Hands-off cell phones; Limit interruptions.
Objective 1: So what are the challenges? What are the problems? What makes collaborative planning hard?
You know the problem. Time Why do we have to do this? Some people dominate conversations; others don t talk. People do not always come prepared; follow-through needed Some competition/disagreement between teachers: Conflict erupts Time not used productively; Agendas not always followed. Unsure of administrator s role/expectations in planning Assessment not always used to plan instruction Not addressing issues with priority Different expectations: Some would like to leave with plans; others want to plan on their own
More Barriers to Collaboration Interruptions to the time; something always comes up Need communication tool between administration and both teams Too many chiefs Unclear roles of support staff; Who needs to be at the meeting? Attitude/respect toward different ideas and teaching techniques Needing to keep a balance; overwhelmed with other things to do. Agendas too full Not enough time to accomplish deep planning More trust and appreciation needed
Planning for instruction is complex process. There is not one right way to plan. Teachers need support to plan effectively. Everything can not be planned in a 90 minute team meeting.
Objective 2: Do we have real PLCs in our school? Cooperation vs. Collaboration Did name change and work stay the same?
Definition Professional Learning Community or Team 1. Shared Vision 2. Shared Accountability 3. Academic Focus 4. Individual with unique skills and talents 5. A team that benefits from its diversity
What is a Professional Learning Community? The teachers in a school and its administrators continuously seek and share learning, and act on their learning. The goal is to enhance their effectiveness as professionals for the students benefit.(astuto, et al., 1993) the underground stream of norms, values, beliefs, traditions, and rituals that has built up over time as people work together, solve problems, and confront challenges. (Peterson & Deal)
Why are Learning Communities Important? Reduces teacher isolation and increase teacher morale Creates learning about good teaching and classroom practices Increases commitment to the mission and goals of the school Allows teachers to be well informed, renewed, and inspired Shares responsibility for Enables the school to development and make instructional success of students changes quickly and so that they last
Shared Vision, Mission, Values and Goals Along with Shared Accountability What kind of school do we want to see in our school? What do we want our children to achieve? What kind of workplace to we want our school to be? What will we look like if we are successful? What will we do if we are not successful? What will we do to get there?
Academic Focus Focus on Teaching Focus on Results Students do the work we assign. Work must be of high quality. High quality involves planning intentionally for: engagement, alignment, relevancy, assessments, rigor, and best practice.
Five Questions to Address in Planning 1. Exactly, what do we want students to learn? 2. How will we know they have learned it? 3. How will we teach it? 4. What will we do when they do not learn it? 5. What will we do when they already know it?
Recognize the unique skills and talents that individuals bring What do you bring to the team? What do you need from the team? We are in this together, so we need to share our strengths. There is no I in team. Do we embrace all ideas with respect? Are we open-minded?
Know Yourself When are you most productive? When do you procrastinate? What do you most like to do? What do you not like to do? Where do you waste the most time? What are your hot buttons? What frustrates you about teamwork? Be open and honest with each other about your skills, talents, and needs.
Know others on your team Who has the positive attitude and has confidence (a can-do attitude)? Who will remember to celebrate our accomplishments? Who will help us keep things in perspective? Who will bring a sense of humor to the team? Who will encourage us to take a risk and try something new? Who will remind us to take care of each other?
What Do You See in a PLC? People are willing to accept feedback and work toward improvement. Teachers model life-long learning. Teachers are open-minded people; risk-takers. Respect and trust is strong among colleagues. Knowledge of best instructional practice and curriculum expectations is at the table. If not, people know where to go to get what they need. Supportive leadership from administrators is evident.
What else to you see in a PLC? Variety of resources tapped No teacher stands alone Teachers make instructional decisions Adults like to model teaming for students Communication is open, honest, frequent Teachers ask deep higher level questions about their teaching: Why? How do we know? Best approach? Did it work? So what? So what next?
Table Talk What is current state of our PLCs? What is working? What is missing? What steps might we take to move them forward?
Objective 3. Collaborative Relationships What is involved? PLCs have a Caring Culture that benefits the school from its Collective Intelligence. Understand the compelling reason to change planning; embrace it as a means of professional development. Engaged in frequent, continuous, and increasingly precise talk about teaching practices. We all win or we all lose. Teachers teach each other the practices of teaching. Team is team directed and team monitored. Deal with the difficult people in a respectful manner. Celebrate the small successes.
Self-Assessment Tool Quality Contribution Motivation Quality of Work Time Management Support for Team Members Preparedness Problem Solving Stance Team Dynamics Interactions with Others Role Flexibility Reflection of Collaboration Comment
Creating a collaborative culture is the single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools. Eastwood & Lewis
The Foundational Characteristics Necessary for Collaboration Trust Respect Confidentiality Loyalty Camaraderie Optimism
The Conditions Necessary for Collaboration 1. Understand and appreciate change. 2. Understand and appreciate conflict. 3. Practice candor with compassion. 4. Know the expectations for tasks and roles. 5. Have a shared work ethic. 6. Have a passion for what you do.
Stages We Swim Through Forming (Getting new people on board) Storming (Concerns will surface) Norming (Suddenly things will click) Performing (A Winning Team!)
Improving schools require collaborative cultures Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve. Michael Fullan
Table Talk: How are we doing with collaboration? What can we do to move forward? Trust Respect Confidentiality Loyalty Camaraderie Optimism 1. Change? 2. Conflict? 3. Candor with compassion? 4. Clear expectations for tasks and roles? 5. A shared work ethic? 6. A passion for teaching?
Objective 4: What are the elements of an effective, efficient meeting? When did teachers learn to lead these meetings?
Select and Train the Best Teacher Leaders The Reasons to Collaborate Change and Conflict Work Team Dynamics Elements of Effective Meetings Facilitation Skills
Elements of Effective Meetings Norms that work. Everyone has a role to play. Communication channels are established Agendas ensure that every meeting is an effective use of time. Minutes and notes are provided to all who have a need to know. Celebrations are included.
Norms and Commitments How we do our business Holding team members accountable for the norms 1. Start and stop on time. 2. Be present in the present: Participate. 3. Support for each other; make it safe to share 4. One voice at a time; no sidebars; balance of talk time 5. Cell phones quiet; Limit interruptions.
Norms: The rules for our meetings by which we agree to operate while we are in this team. Commitments: What individuals agree to do to support the team; Our behaviors. What you do with norms and commitments once they are established? Review them at the beginning and end of each meeting. Writing them on the agenda. Have a process to address norm violation. Have a norms evaluation each semester.
Meeting Norms The team will: Be hard on topics; soft on people Be positive and enthusiastic Genuinely listen and respect other opinions and ideas Have food and fun Clearly define results for each meeting End with accomplishments
Our Agreements :Willingly and actively participate Define problems before solutions Solicit ideas of others and consider them carefully Speak up when concerned Come fully prepared Function by consensus
Everyone Has a Role to Play to Make the Meeting Work
Agendas and Protocols Start every meeting with 3-5 minutes of reflection; Did we finish our list of to-dos. Set a protocol and stick with it. Leave with clear focus of what needs to be done before next meeting.
What Would The Planning Product Look Like? Date: Panning leader Peacemaker Scribe Timekeeper Initiator Reflector Absent: Compliments/Celebrations INITIATOR Topic PLANNING LEADER Product: Topic Product: Group Reflection: What did we accomplish? How are we working together? Did we stick to our agreements? REFLECTOR Our purpose is to focus on teaching and learning together: 1. Exactly, what is it we expect students to learn? 2. How will we know when they have learned it? 3. How will we teach it? 4. How will we respond when they don t learn it? 5. How will we respond when they already know it? Discussion TIMEKEEPER AND PEACEKEEPER Discussion Team Agreements 1. We will be prepared and on time. 2. We will balance talk time so that everyone contributes to discussion. 3. Everyone will be respectful of all ideas and work cooperatively. 4. We will stay focused on the agenda, where items are prioritized. 5. We will clearly define follow-though tasks so that everyone can complete them successfully. 6. Meeting time is to be uninterrupted. 7. Agenda format must be followed; no parts are to be skipped 8. We will read emails regularly from team members so we use our meeting time efficiently. Accomplishments from last meeting INITIATOR To Do: Who will do what by when? SCRIBE To Do: Who will do what by when? Next Agenda Items REFLECTOR
Agenda Opening Celebrations; Accomplishments; Successes Discussion Item Key Points Action Steps Minutes 1. Barriers to Collaboration 5 2. How are we doing as a PLC? 15 3. Elements of Collaboration 20 Closing Reflection on the meeting Next Week s Agenda Items
Right After Our Last Meeting Minutes sent to: Team Members Academic Support Staff Media Specialist EC Staff Technology Support Administrators Others as needed
Opening Celebrations; Accomplishments; Successes Follow-up from last meeting (Had not met before) Minutes Small groups shared successes. Did we do what we said we would? Discussion Item Key Points Action Steps Minutes 1. Barriers to Collaboration Listed barriers that make planning time less effective. Shared benefits of collaborative planning of instruction Stressed that planning is complex process and there is not one right way to plan. Training needed. Goal: To increase the efficiency and effectiveness of instructional team planning Watch for barriers and shared benefits of collaborative planning. 20
Discussion Item Key Points Action Steps Minutes 2. How are we doing as a PLC? Defined true PLC s Listed reasons PLCs matter. Discussed five questions to guide team agendas. 1. What do we need to teach? 2. How will we know students learned it? 3. How will we deliver the instruction? 4. What do we do when students don t learn it? 5. What do we do for those who already know the information? Reviewed five components are PLC s as identified by Rick Dufour 1. Shared Vision, Mission and Values 2. Individuals with Unique Skills and Talents 3. Collaborative Relationships 4. Structured Work Environment 5. Comprehensive Academic martinmb@winthrop.edu Focus 2014 Watch your agendas to see if you are discussing the five questions. 25
My Job Will Be Sort the job cards. Review and share the responsibilities of your roles. How could you combine these to match your team? What impact could each role have on the effectiveness of the meeting?
When to Meet Set a routine schedule if possible Make these meetings sacred time. Minimize interruptions Maintain time limits
Where to Meet Not too big, not too small, just right Tables and Seating arrangement Who sits where (cliques, talkers) Work space No distractions; face away from the door Materials and equipment: flip charts, projector, lap top, markers, tape, etc. Resources: Manuals, texts, teacher s professional library
Getting the Right People to the Table Who needs to be present so decisions can be made? Would you ever bring other people into the team? What are the team dynamics? What is the role of the administrator in the meetings?
Small team accomplishments Individual accomplishments Compliments Words of Gratitude Fun Reflect on meeting accomplishments. Celebrate together
Structuring Team Communication Is every team member getting the information that they need to know? Who gets what information, when, why and how?
Communication Channels Keeping everyone informed of what they need to know Not overloading people with too much information Use of email Use of voice mail Use of texts Face-to-face communication Other?
Table Talk: Which elements are clearly in place? Which need more attention? Share your ideas for training staff on effective meetings
Objective 5: Three Stages of Planning Review, Reflect, Refine, Revise Unwrap Content Standard: Complete Understan ding What must students know before, during, and after instruction? Implement Instruction and Assess Student Learning Learning Team Planning Time Design the Assessme nts Plan Instruction al Strategies: Organize Lesson Plans Design the Unit and Lesson Plans
Relevancy Global Awareness 21 st Century Skills Cognitive Levels Building Best Practices & Teaching Strategies Assessment Measures Alignment to the Standards Inclusion of Technology Which Way Do We Teach? Intentional Planning is Key Data Driven Lessons Authentic, Problem Based Learning Differentiation; Grouping Procedures Opportunities for Service Learning Parent & Community Involvement Literacy Connections; Integration Multi-cultural Aspects
Stages in Planning Planning curriculum (Standards, Assessments, Objectives) Out-front planning Strategizing and implementing instruction Up-close planning Reviewing, reflecting and revising instruction Before you forget planning
Dialogue Required Discussion Guide comes prepared to share and lead the dialogue. Allows time for each person to have input into the discussion. Uses tools to brainstorm, be creative, and own the lessons. Evaluate the ideas for alignment and engagement. Dig into the details: How? When? Why? Allow for individual planning to vary in the end.
Discussion Guides
Out front Planning: Up-close Planning: Reflective Planning: Planning curriculum (Standards, Assessments, Objectives) Strategizing and implementing instruction Reviewing, adjusting and revising instruction
Out Front Planning Look at the standard. Unpack it. Look at the verb. What does it entail? What must students know before we begin (prior knowledge)? What will be the hardest concept to teach? What will they need to know for us to be finished? What is mastery? What will the assessment look like? How can we hook students and make the learning relevant?
To Come Prepared 1. Standard-Bearer and Bundler 2. Data Driver 3. Relevancy Connector 4. Rigor Builder 5. Document Finder 6. Curriculum Integrator.
A Standards-Bearer and Bundler
Data Driver
Relevancy Finder
Rigor builder
Integrator
LEXILE MEASURES Document Finder Crosswalks Practice: Grades 6-8 Open Response Questions
What Does this Look Like?
Unwrap Content Standard: Complete Understanding What must students know before, during, and after instruction? Learning Team Planning Time Design the Assessments Design the Unit and Lesson Plans: Relevancy and Application
Up Close Planning Design the units or lessons Select best strategies and activities Examples to share Questions to present Sequence of the assignments Clear product standards and expectations Multiple possibilities presented Consider engagement!
To Come Prepared Strategy Designer Technology Investigator Literacy Linker Resource Collector Differentiator Soft Skills Supporter
Strategy Designer
Technology Investigator
Literacy Linker
Resource Collector
Differentiator
Soft Skills Supporter Flexibility Cooperation Creativity Critical thinking Communication Goal-setting Persistence Collaboration Character Responsibility Empathy Patience Resilience Ambition Integrity Decision-making
Individual Lesson Planning Teachers are responsible for their own lesson plans. Not everyone does the same thing the same way the same day. Differentiation is included for individual students in the class. Lesson design is considered: Anticipatory set; hook Objectives Input/Teaching Practice/activities Assessment with each lesson
What Does this Look Like?
Learning Team Planning Time Plan Instructional Strategies: Organize Lesson Plans; Prepare Materials; Final touches
Stage Three: Reflective Planning
Revise, refine, adjust. What were the challenges? What were our struggles? What have we learned together? What can we celebrate? What can we try differently? Sharing and Reflecting
Reflect on Student Learning Were students engaged? What were our results of work products? Examine the common assessments. Examine student work together. What needs to be retaught? How? How might we add enrichment?
Then, Reflect on the Unit of Study 1. Refine lesson objectives to add integration or projectbased tasks. 2. Does our team have a solid understanding of the standards? 3. Does our team have the common assessments that are needed and appropriate? 4. Is there a way to make unit relevant/real life? Which resources were best? 5. What will we not do next year? Same? Differently?
Review, Reflect, Refine, Revise Implement Instruction and Assess Student Learning Learning Team Planning Time
Objective 6: What will it look like in action? Will it work? Why/Why not? What will principals need to do to make it happen?
It s a journey One Step At a Time.
Purpose: Authentic Engagement so Learning is Retained. Teachers Working Smarter, not Harder!
Objective 7: Our Role How can administrators support teachers with quality planning, monitoring curriculum and instruction?
Building the Capacity of Staff What a principal must do: 1) Share expectations and let teachers know change is coming and why 2) Promote a highly effective collaborative planning process 3) Provide training for the planning process and for team leaders
4) Set up schedule for meetings. 5) Determine communication structures. 6) Get the administrative team on the same page for planning and planning improvements
7) Have resources and materials in a positive place for planning White board Chart paper/markers Standards Alignment and support documents School resources Available media Technology with projection device Calendar
8) Monitor outcomes, provide specific feedback and revise planning as necessary On different agendas, is there evidence that teachers: Unpacking and studying the standards Writing essential questions and daily lesson objectives Designing/revising assessments Sharing strategies and resources Sharing student work Examining outcomes Planning re-teaching activities Planning enrichment activities Reflecting on our practice
9) Differentiate support for teams based on need 10) Visit classrooms often to see planning in action. 11) Remove barriers as they arise. Be sure norms, team dynamics and agendas are in place.
12) Attend planning meetings to ask tough questions about the Big Rocks E A A R S Will engagement be at the authentic level? How will you assess and know kids are learning? How close is the alignment to the standards? Where s the rigor? Whose doing the brain-stretch? Have you chosen the best strategy for teaching this material?
Objectives for Today 1. Collaboration is difficult. 2. PLCs are not the old planning/department meetings. 3. Collaboration is complex. 4. Effective, efficient meetings don t just happen. 5. Planning needs to be broken down into three stages of planning. 6. Everyone must have a significant part in the planning process. 7. We know what we want to see and we know how to move forward.
Thank you for your attention today! Mary B. Martin Winthrop University martinmb@winthrop.edu