NISD Leadership Academy The Real Life ESCAPE Game

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NISD Leadership Academy The Real Life ESCAPE Game 2018 -2019

NISD Leadership Academy The Real Life ESCAPE Game 2018 -2019

Needs Assessment Campus Goal(s) Problem of Practice (Purpose Map) Theory of Action Day 1

Needs Assessment Campus Goal(s) Problem of Practice (Purpose Map) Theory of Action Day 1 Deep Dive Excellence By Design NISD Priorities Goals/Needs

Needs Assessment Campus Goal(s) Problem of Practice (Purpose Map) Theory of Action Day 2

Needs Assessment Campus Goal(s) Problem of Practice (Purpose Map) Theory of Action Day 2 Searching for Utopia: TRU Escape POP: Student Learning Needs Theory of Action: Instructional Focus

Norms • Take care of yourself • Engage: Listen to others, but also share

Norms • Take care of yourself • Engage: Listen to others, but also share your thoughts. You are here for a reason. • Time: Honor others’ time by honoring the agenda • Trust the Process • Explore at a level at the edge of your comfort zone…

Needs Assessment • • Combines the essential elements of multiple areas of measurement: Student

Needs Assessment • • Combines the essential elements of multiple areas of measurement: Student Learning, Demographics, Perceptions, and School Processes Identifies an area(s) that campuses may need to address (can be content, sub-group, achievement gaps, processes, resources, etc. ) Campus Goal(s) • • • Describes the ultimate outcome the campus plans to reach Tied to District Strategic Goals / Priority Goals Takes the form of a statement that is specific, measurable, achievable, relevant to district goals, and time bound (SMART) Problem of Practice (Purpose Map) • • • The underlying challenge you and your team must resolve to reach the goal Based on STUDENT LEARNING NEEDS identified in your needs assessment and Five. Why’s protocol Takes the form of a question that can be explored and tested through a design and impact assessment process • Theory of Action • • • Describes a chain of events that resolve the student learning needs (problem of practice) Becomes the INSTRUCTIONAL FOCUS the staff will engage in to address the student learning needs (problem of practice) Takes the form of an “if/then/finally” statement or a flow chart Changes as the staff experience learning or success Campus Improvement Plan

Smart goal Student Learning Need/Challenge 5 Why’s Problem of Practice

Smart goal Student Learning Need/Challenge 5 Why’s Problem of Practice

Questions about Campus Goal(s)? Can/should we have more than one Campus Goal? Reflective Question:

Questions about Campus Goal(s)? Can/should we have more than one Campus Goal? Reflective Question: How could we address multiple district goals within our campus goal(s)?

Questions about Campus Goal(s)? Is the “challenge” we are addressing the same as our

Questions about Campus Goal(s)? Is the “challenge” we are addressing the same as our goal? Reflective Question: What is keeping us from reaching our goal? What’s holding us back?

Identifying a Problem of Practice

Identifying a Problem of Practice

Identifying a Problem of Practice A rich Problem of Practice: • directly impacts the

Identifying a Problem of Practice A rich Problem of Practice: • directly impacts the instructional core (focuses on what teachers and students are doing and the content being addressed). • is directly observable. • is actionable (is within the school’s/district’s control and can be improved in real time). • connects to a broader strategy of improvement (school, feeder pattern, system). • is high-leverage (if acted on, it would make a significant difference for student learning). • promotes deep learning for both teachers and students (e. g. , higher levels on Bloom’s).

Problem of Practice Sample Achievement data indicates our students are generally not performing at

Problem of Practice Sample Achievement data indicates our students are generally not performing at the level needed to meet state standards. Data from our CRTs and walkthroughs indicate that students are held to different expectations in different settings and, at times, the expectations are too low. Students are not demonstrating what they are capable of. Students become frustrated by challenging tasks if teachers set their expectations too high. Po. P: High Expectations - They need scaffolding activities built into lessons so they get the support they need to meet higher expectations and increase student achievement.

Problem of Practice Sample Students do not perform well on the state achievement tests

Problem of Practice Sample Students do not perform well on the state achievement tests and appear bored and disconnected in our classrooms despite our best attempts to provide quality instruction. In student surveys, there is a significant majority of our students who claim that the material taught in our classrooms has no connection to their out-of-school lives. Po. P: Relevance of school work - Our students need lessons that are more relevant to our their lives by connecting students’ cultural lives, the world of work, and everyday problem solving to engage more of our students

Identifying a Problem of Practice Trus t the m s r o t m

Identifying a Problem of Practice Trus t the m s r o t m s e n l i b a r o r B e. P e l c i b t i c s s a po of Pr ? Proc ess

Actions & Research 10 mins

Actions & Research 10 mins

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10 mins

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Needs Assessment • • Combines the essential elements of multiple areas of measurement: Student

Needs Assessment • • Combines the essential elements of multiple areas of measurement: Student Learning, Demographics, Perceptions, and School Processes Identifies an area(s) that campuses may need to address (can be content, sub-group, achievement gaps, processes, resources, etc. ) Campus Goal(s) • • • Describes the ultimate outcome the campus plans to reach Tied to District Strategic Goals / Priority Goals Takes the form of a statement that is specific, measurable, achievable, relevant to district goals, and time bound (SMART) Problem of Practice (Purpose Map) • • • The underlying challenge you and your team must resolve to reach the goal Based on STUDENT LEARNING NEEDS identified in your needs assessment and Five. Why’s protocol Takes the form of a question that can be explored and tested through a design and impact assessment process • Theory of Action • • • Describes a chain of events that resolve the student learning needs (problem of practice) Becomes the INSTRUCTIONAL FOCUS the staff will engage in to address the student learning needs (problem of practice) Takes the form of an “if/then/finally” statement or a flow chart Changes as the staff experience learning or success Campus Improvement Plan

Theory of Action • • Describes a chain of events that will resolve the

Theory of Action • • Describes a chain of events that will resolve the student learning needs (problem of practice) Becomes the INSTRUCTIONAL FOCUS the staff will engage in to address the student learning needs (problem of practice) Takes the form of an “if/then/finally” statement or a flow chart Changes as the staff experience learning or success

Convergent vs. Divergent Thinking

Convergent vs. Divergent Thinking

Needs Assessment • • Combines the essential elements of multiple areas of measurement: Student

Needs Assessment • • Combines the essential elements of multiple areas of measurement: Student Learning, Demographics, Perceptions, and School Processes Identifies an area(s) that campuses may need to address (can be content, sub-group, achievement gaps, processes, resources, etc. ) Campus Goal(s) • • • Describes the ultimate outcome the campus plans to reach Tied to District Strategic Goals / Priority Goals Takes the form of a statement that is specific, measurable, achievable, relevant to district goals, and time bound (SMART) Problem of Practice (Purpose Map) • • • The underlying challenge you and your team must resolve to reach the goal Based on STUDENT LEARNING NEEDS identified in your needs assessment and Five. Why’s protocol Takes the form of a question that can be explored and tested through a design and impact assessment process • Theory of Action • • • Describes a chain of events that resolve the student learning needs (problem of practice) Becomes the INSTRUCTIONAL FOCUS the staff will engage in to address the student learning needs (problem of practice) Takes the form of an “if/then/finally” statement or a flow chart Changes as the staff experience learning or success Campus Improvement Plan