Statewide Fellows English Language Arts Mathematics Adrianna Di

+ Statewide Fellows English Language Arts ~ Mathematics Adrianna Di. Gregorio - Dawn Sparks

+ Fellows. Who are we… East Valley Toppenish Ellensburg Union Gap Prosser Wahluke Selah Wapato Sunnyside West Valley Thorp Yakima Zillah

+ Goals n Meet and Work with Fellows within ESD 105 Region and across the State n Develop Deeper Understanding of working with Adult Learners n Examine the Implications of Student Work n Access Resources in Digital Library

+ Special Guests from Across the State n OSPI Mathematics Director Anne Gallagher n State Superintendent Randy Dorn n AESD Ian Grabenhorst

+ Getting To Know You… Seasonal Partners Fall: Job Alike Winter: Same/Similar Sized School District Spring: Grade Level Summer: Opposite Fellows Group

+ Meet with Fall Partners to share ideas Section 3 of Part A: How does the district/school envision using the Fellow to support CCSS implementation efforts in 2014 -2015? Reflect on. . n who is your target audience n content of the learning n any expectations or shared actions as a result of the learning n how ESD 105 can support your work

+ Strengthening Teaching One Step at a Time Module Two-Adult Learning

+ Objectives n Introduce aspects of adult learning as an element of the Teacher Leadership Framework n Know and understand yourself as a leader in relation to your Fellows work n Know and understand groups and group dynamics

+ Introduction: Adult Learning n Review the Adult Learning page from the Teacher Leadership Framework. n Review your individual self-assessment you took at our last meeting – consider, “What do you notice about how you assessed yourself in this area? ” n Reflect on “Where do you need to build capacity when you work with adult learners? What makes you say that? ”

+ Adult Learning: Group Dynamics and Knowing Yourself n Read ‘Predictable Dynamics in Groups’ article. n Draw 4 lines representing the continua from the article and label them like this: Task Certainty Relationship Ambiguity Detail Big Picture Autonomy Collaboration n Mark an ‘X’ where you see yourself on each continuum. n What are the implications of these preferences for you as a Fellow and your work to implement the Common Core?

+ Adult Learning: Group Dynamics Create a Human Continuum with the following (we’ll do this 4 x – one for each): 1. Task – Relationship 2. Certainty – Ambiguity 3. Detailed – Big Picture 4. Autonomy - Collaboration

+ Adult Learning: Charting Preferences and Knowing Groups n Divide poster into four quadrants and label. n Collect your group’s thinking in each quadrant of the poster Words or actions that When it might be effective for a leader might convey this to speak from this stance: When this stance might be an ineffective choice: What a person in this stance might not be able to do effectively:

+ Reflection & Wrap Up n How did engaging in this activity help you think about your work as a fellow? n Where does it fit? n Where doesn’t it? n What are you considering about your work with adult learners that you weren’t before? What concerns do you have that need to be addressed?

Here’s What! So What? Now What? Here’s What! Here's what I got out of our reflecting on adult learning and teacher leadership today… So What? What is important about this learning? Groups at Work – Copyright Mira. Via LLC – All rights reserved Now What? How might my actions as a fellow be impacted by this learning? What might I point to as a change in my planning or practice that would reflect what was learned and discussed today?

+ Break. After break… ELA-Basement Math-Ahtanum Room in Grade Level Bands