2008 Southern Nevada Writing Project Advanced Institute

2008 Southern Nevada Writing Project Advanced Institute



Year of Inquiry Goals

Inquiry Questions – Looking ahead to June ’09

How do we build site capacity? How do we sustain SNWP and its teachers? How do we invite, support and organize

leadership at SNWP?

Goals for the Advanced Institute

Deeper understanding of the work of the site Deeper understanding of SNWP organization Deeper understanding the National Writing Project Understand our process for leadership development Develop personal leadership skills Understand the needs of the members of our community




“Post-it Note” Writing Prompt:

What does leadership mean to you?

Amy’s Leadership Moment:



Text Activity Questions:

What passages seem comfortable, familiar or affirming?

What seems unfamiliar, challenging? What do you find yourself resisting?

Mark passages that strike you in some way

What questions remain?


From Little Gidding

We shall not cease from exploration

And the end of all our exploring

Will be to arrive where we started

And know the place for the first time.

T.S. Eliot

SNWP 2008-2009

What is the work of the 2008-2009 SNWP reorganization year?

To engage the site’s teacher leaders in a year-long inquiry into the work of the site.

What are the purposes of this work? To better understand the work of an NWP site, including

the opportunities and challenges inherent in that work. To develop the site’s leadership capacity and define a

leadership structure that will support SNWP through this time of transition, assuring its continuing health and vitality.

SNWP 2008-2009

What are our goals for the year? To deepen our understanding of the work of the site To understand the process of leadership development To explore and develop our individual interests and

leadership skills To deepen our understanding of the National Writing

Project, including the resources and opportunities it offers

To identify and support teacher leaders To develop and refine a leadership structure that will

support the ongoing work of the site To identify priorities and draft a strategic plan for the

future of the site



“A Year in the Life of a Director”

Continued Funding Application

I. Context and Service Area

II. Leadership Structures

III. Summer InstituteWriting, Reading, Demonstrations

IV. Continuity

V. Inservice Programs

VI. Youth and Community

VII. National Programs

Letters to a Young Poet, Rilke

“. . .be patient toward all that is unsolved in your heart and try to love the questions themselves like locked rooms and like books that are written in a very foreign tongue. Do not now seek the answers, which cannot be given you because you would not be able to live them. And the point is, to live everything. Live the questions now."

ReassuranceI must love the questionsthemselvesas Rilke saidlike locked roomsfull of treasureto which my blindand groping keydoes not yet fit. and await the answersas unsealedlettersmailed with dubious intentand written in a very foreign tongue. and in the hourly making of myself no thought of Timeto force, to squeezethe spaceI grow into.

--Alice Walker

Ticket out the Door:

What stood out for you today? What questions remain? What would you like to see happen

during the next two weeks?



Trust the Process…Trust the Process…

Book 1Book 1

Stage 1: Breakfast Stage 1: Breakfast & Living Timeline& Living Timeline

Once upon a time Once upon a time there was a there was a beautiful kingdom beautiful kingdom thriving in the hot, thriving in the hot, dusty desert. On a dusty desert. On a beautiful summer beautiful summer day 19 nobles day 19 nobles gathered with their gathered with their queen and queen and princesses. They princesses. They had a tough job had a tough job ahead of them!ahead of them!

8:30-9:008:30-9:00 Marc & RuthMarc & Ruth Participant Participant

polaroids taken and polaroids taken and posted on their year posted on their year of instituteof institute

Ranged from 1988 Ranged from 1988 (Marilyn) to 2007 (Marilyn) to 2007 (Ian & Valerie)(Ian & Valerie)

Stage 2: Institute History and Stage 2: Institute History and ExpectationsExpectations

Queen Rosemary told her Queen Rosemary told her faithful servants that faithful servants that she was stepping down she was stepping down and ending her reign. and ending her reign. All would work together All would work together over the next year to over the next year to focus on the leadership focus on the leadership of the kingdom and how of the kingdom and how it should change. But it should change. But do not fear, Queen do not fear, Queen Rosemary knows the Rosemary knows the kingdom may look kingdom may look different but it will be different but it will be stronger. “It’s stronger. “It’s exciting!” she exciting!” she exclaimed.exclaimed.

9:00-9:159:00-9:15 Rosemary stated:Rosemary stated:

Year of transition & Year of transition & inquiryinquiry

1.1. How do we build site How do we build site capacity?capacity?

2.2. How do we sustain How do we sustain SNWP and teachers?SNWP and teachers?

3.3. How do we invite, How do we invite, support, and organize support, and organize leadership at SNWP?leadership at SNWP?

Stage 2 SyllabusStage 2 Syllabus

Some nobles smiled, some Some nobles smiled, some sighed, and others sighed, and others looked frightened. The looked frightened. The queen reassured them, queen reassured them, read to them their read to them their requirements, and requirements, and stated together they stated together they would create a timeline would create a timeline for their year of study. for their year of study. Best of all, goals were Best of all, goals were already in place and already in place and they didn’t involve they didn’t involve slaying any dragons!slaying any dragons!

SyllabusSyllabus We will look at other We will look at other

sites’ leadership of sites’ leadership of organization and see organization and see what we can use!what we can use!

Requirements:Requirements:1.1. 1 piece of writing1 piece of writing

2.2. Inquiry Project: Inquiry Project: developed in the developed in the institute and institute and continued throughout continued throughout the yearthe year

Stage 2 GOALSStage 2 GOALS

Deeper understanding of the work of Deeper understanding of the work of the sitethe site

Deeper understanding of the SNWPDeeper understanding of the SNWPDeeper understanding of the NWPDeeper understanding of the NWPUnderstanding the process for Understanding the process for

leadership developmentleadership developmentDevelop personal leadership skillsDevelop personal leadership skillsUnderstand the needs of community Understand the needs of community

membersmembers

Stage 2: StructureStage 2: Structure

While the queen While the queen continued, noblewomen continued, noblewomen Sandra and Pat raised Sandra and Pat raised some key points:some key points:

1. What is wrong with 1. What is wrong with the structure now?the structure now?

2. Where does our 2. Where does our funding come from?funding come from?

3. Too much 3. Too much responsibility in a few responsibility in a few people is not people is not sustainable!sustainable!

Leadership Structure Leadership Structure and Leaving…and Leaving… What don’t we know, What don’t we know,

what do we need to what do we need to know, and what can we know, and what can we do to make it better?do to make it better?

Crucial time with Crucial time with responsibility because responsibility because we’re funded by the we’re funded by the NWP for our year of NWP for our year of inquiry.inquiry.

Stage 3: HousekeepingStage 3: Housekeeping

At 9:20 noblewomen At 9:20 noblewomen Kati and Tracy Kati and Tracy started with the started with the castle-keeping. castle-keeping. They passed They passed around food sign-around food sign-ups and scribe sign-ups and scribe sign-ups and pointed out ups and pointed out the inquiry corner the inquiry corner where all could post where all could post questions.questions.

Chapter 4: NormsChapter 4: Norms

At half past the hour At half past the hour of 9:00, the noble of 9:00, the noble Marc and noble Marc and noble Paula knew the Paula knew the kingdom would kingdom would need codes of need codes of conduct during its conduct during its transition. Little did transition. Little did they know how darn they know how darn needy the kingdom needy the kingdom was!was!

Norms!!!Norms!!! Listen to the speaker but be aware of air timeListen to the speaker but be aware of air time Fearless, honest discussionFearless, honest discussion Respect quiet timeRespect quiet time Remember the goals and stay on taskRemember the goals and stay on task Start & end on timeStart & end on time Embrace new ideasEmbrace new ideas Welcome discomfortWelcome discomfort Share expertiseShare expertise Be okay with not knowingBe okay with not knowing Trust the processTrust the process All questions are valuableAll questions are valuable Model leadershipModel leadership

Chapter 5: Post-It PromptChapter 5: Post-It Prompt

Once norms were established Once norms were established it was Prince Charming…I it was Prince Charming…I mean Ian’s…time to mean Ian’s…time to introduce the scroll introduce the scroll prompt. “What does prompt. “What does leadership mean to you?” leadership mean to you?” he posed. And as he posed. And as expected, all nobles expected, all nobles answered whole-heartedly answered whole-heartedly and decided leadership is and decided leadership is collaboration, creating collaboration, creating leaders in others, and leaders in others, and bringing out the best bringing out the best qualities in others. (Thank qualities in others. (Thank you, Mr. Face Character!)you, Mr. Face Character!)

Chapter 6: Leadership Chapter 6: Leadership MomentMoment

The beautiful noble The beautiful noble Amy came next with her Amy came next with her leadership moment on leadership moment on courage. The kingdom courage. The kingdom was asked to think of was asked to think of times they found times they found courage and leadership courage and leadership in themselves. Who in themselves. Who knew so many leaders knew so many leaders existed in the dry, hot existed in the dry, hot desert! But, they desert! But, they weren’t done because weren’t done because Princess Sara was Princess Sara was next…next…

10:25-11:0510:25-11:05 AmyAmy ““Courage” by Anne Courage” by Anne

SextonSexton Writing: Writing:

Write about 3 big times Write about 3 big times you experienced you experienced courage & 1 future courage & 1 future timetime

Chapter 7: Many Faces Chapter 7: Many Faces of Leadershipof Leadership

This princess asked the nobles This princess asked the nobles to think of “The Many Faces to think of “The Many Faces of Leadership” and form 5 of Leadership” and form 5 groups (yes, princess, groups (yes, princess, counting off 1-5 does indeed counting off 1-5 does indeed create 5 groupscreate 5 groups). The ). The kingdom flourished with talk kingdom flourished with talk as conversations flooded the as conversations flooded the air. When sharing to all, air. When sharing to all, some personalities popped some personalities popped up. Noble Deb resounded, up. Noble Deb resounded, “We are leaders! We’re “We are leaders! We’re taking over!” and Noble Terri taking over!” and Noble Terri made it known that “No made it known that “No matter how many times matter how many times they mow me over, I keep they mow me over, I keep popping up!” That’s the popping up!” That’s the spirit ladies!!! Common spirit ladies!!! Common questions also arose…questions also arose…

11:20-12:3011:20-12:30 SaraSara Questions to discuss:Questions to discuss:

1.1. What was comfortable, What was comfortable, familiar, and affirming?familiar, and affirming?

2.2. What was unfamiliar or What was unfamiliar or challenging?challenging?

3.3. What did you resist?What did you resist?4.4. What questions remain?What questions remain?

Chapter 7: Group ShareChapter 7: Group Share

1. How can administration and teacher 1. How can administration and teacher leaders truly collaborate in the realm leaders truly collaborate in the realm of leadership?of leadership?

2. What are the opportunities available 2. What are the opportunities available to “informal” teacher leaders?to “informal” teacher leaders?

3. How do we help teachers see 3. How do we help teachers see themselves as leaders?themselves as leaders?

4. How is teacher leadership nurtured 4. How is teacher leadership nurtured and developed successfully?and developed successfully?

Chapter 8: LUNCHChapter 8: LUNCH

At lunch, the kingdom At lunch, the kingdom was led by noble Jose was led by noble Jose in the educational yet in the educational yet entertaining game of entertaining game of “Two truths and a “Two truths and a lie.” Many a good lie.” Many a good liars were discovered liars were discovered during this time, and during this time, and thanks to shopkeeper thanks to shopkeeper Jason their bellies Jason their bellies were filled!were filled!

Chapter 9: Pat Fox ShowChapter 9: Pat Fox ShowAt 1:30, Princess Marilyn invited At 1:30, Princess Marilyn invited

a new person to speak. It was a new person to speak. It was none other than the magician none other than the magician Pat brought from the far Pat brought from the far eastern part of the country. eastern part of the country. Using her magic, Pat told of Using her magic, Pat told of her journey into her wizardry her journey into her wizardry and how it stemmed from her and how it stemmed from her need to be part of a need to be part of a professional conversation. professional conversation. Little did she know Prince Little did she know Prince Charming had magic of his Charming had magic of his own with his power point, but own with his power point, but Magician Pat soon discovered Magician Pat soon discovered the power of the point…”This the power of the point…”This must be what video games must be what video games feel like!” she exclaimed feel like!” she exclaimed before she introduced what before she introduced what was really important.was really important.

Chapter 10: The Important Chapter 10: The Important BookBook

At 2:10 the kingdom looked within to what was really At 2:10 the kingdom looked within to what was really important. They discovered the important thing is important. They discovered the important thing is the people; excitement for teaching & writing; the people; excitement for teaching & writing; support; building a community; developing talents; support; building a community; developing talents; empowering teachers; collaborating to create empowering teachers; collaborating to create change; authenticity; teachers at the center; change; authenticity; teachers at the center; inspiration & energy; building relationships; growth; inspiration & energy; building relationships; growth; raising the quality of public education one raising the quality of public education one classroom at a time; changing lives; being a classroom at a time; changing lives; being a professional home and a safe place to be taken professional home and a safe place to be taken seriously. Can you believe after all this, their seriously. Can you believe after all this, their journey still continued? Indeed! With the help of journey still continued? Indeed! With the help of coffee, chocolate, and carbs they next looked to the coffee, chocolate, and carbs they next looked to the magical Pat for guidance on what a director does. magical Pat for guidance on what a director does.

Chapter 11: Year in the LifeChapter 11: Year in the Lifeof a Directorof a Director

The kingdom looked at the The kingdom looked at the year in the life of a director year in the life of a director and discovered that many and discovered that many questions arose. questions arose. Questions like how do we Questions like how do we nurture our queen and nurture our queen and feed back to the kingdom? feed back to the kingdom? How does the queen invite How does the queen invite nobles back into the nobles back into the kingdom’s work? Is there a kingdom’s work? Is there a better model of leadership better model of leadership out there? After many out there? After many moons of conversation, moons of conversation, one noble brought up a key one noble brought up a key point…point…

2:30-2:502:30-2:50 Pat, small groups, whole Pat, small groups, whole

group sharegroup share Questions about the Questions about the

handout and questions it handout and questions it creates…creates…

Thanks, Deb!Thanks, Deb!

We’ve got We’ve got it; now it; now let’s go let’s go pee!!!!pee!!!!

Chapter 12: Continued Chapter 12: Continued Funding ApplicationFunding Application

After the much needed relief After the much needed relief break, Pat used her magic to break, Pat used her magic to open the nobles’ eyes to one open the nobles’ eyes to one final aspect of keeping the final aspect of keeping the kingdom running efficiently: kingdom running efficiently: the CFA. Many nobles had the CFA. Many nobles had never seen a CFA before, and never seen a CFA before, and they looked at its different they looked at its different parts. The pressing question parts. The pressing question was “How can we make this a was “How can we make this a meaningful activity?” Sadly, meaningful activity?” Sadly, the conversation had to end the conversation had to end when Pat’s magic ran low. when Pat’s magic ran low. “The slides are making me “The slides are making me nervous!” she told Prince nervous!” she told Prince Charming, and he dutifully Charming, and he dutifully swept in and rescued her from swept in and rescued her from his powerpoint. With all safe, his powerpoint. With all safe, all that was left was the ticket all that was left was the ticket out the door!out the door!

4:05-5:204:05-5:20 PatPat1. Content/Service Area1. Content/Service Area2. Leadership Structures2. Leadership Structures3. Summer Institute3. Summer Institute4. Continuity4. Continuity5. Inservice Programs5. Inservice Programs6. Youth & Community Programs6. Youth & Community Programs7. National Programs7. National Programs

Chapter 13: Ticket out the Chapter 13: Ticket out the DoorDoor

1.1. What surprised What surprised you?you?

2.2. What questions do What questions do you have?you have?

3.3. What do you want What do you want to see happen the to see happen the next two weeks?next two weeks?

The END…or is it???The END…or is it???

Leaving, many nobles were exhausted Leaving, many nobles were exhausted but energized and excited. For they but energized and excited. For they realized that though Queen realized that though Queen Rosemary was their fearless leader, Rosemary was their fearless leader, she was a true leader who she was a true leader who empowered all and with all the empowered all and with all the talents and powers combined, the talents and powers combined, the kingdom was in good hands. It was kingdom was in good hands. It was in the hands of people who cared… in the hands of people who cared…



during the next two weeks?

Amy’s Leadership Moment:













during the next week?

“Amy’s Leadership Moment:”


List all habits (good, bad, indifferent)List all habits (good, bad, indifferent)

Choose 1-2 that surface when you are Choose 1-2 that surface when you are in a leadership positionin a leadership position

Which ones can be developed to help Which ones can be developed to help you become a better leader?you become a better leader?


The Way It Is

There’s a thread you follow. It goes amongthings that change. But it doesn’t change.People wonder about what you are pursuing.You have to explain about the thread.But it is hard for others to see.While you hold it you can’t get lost.Tragedies happen; people get hurt or die; and you suffer

and get old.Nothing you do can stop time’s unfolding.You don’t ever let go of the thread.

-- William Stafford

Teacher Inquiry

Inquiry about our site Charged with the work

learn about our site – the work that we do, the people we serve, why we do what we do, what’s working, what’s not - why?, leadership structure

Teacher Inquiry

Quantitative vs. Qualitative Question drives the data you

collect

Teacher Inquiry

NOT: doing own personal inquiry for own classroom no control group

ARE: inquiry about our site and how it works check in points

times to get together to talk about the work

COULD BE: fluid work groups


SNWP 2008-2009

What is the work of the 2008-2009 SNWP reorganization year?

To engage the site’s teacher leaders in a year-long inquiry into the work of the site.

What are the purposes of this work? To better understand the work of an NWP site, including

the opportunities and challenges inherent in that work. To develop the site’s leadership capacity and define a

leadership structure that will support SNWP through this time of transition, assuring its continuing health and vitality.

SNWP 2008-2009

What are our goals for the year? To deepen our understanding of the work of the site To understand the process of leadership development To explore and develop our individual interests and

leadership skills To deepen our understanding of the National Writing

Project, including the resources and opportunities it offers

To identify and support teacher leaders To develop and refine a leadership structure that will

support the ongoing work of the site To identify priorities and draft a strategic plan for the

future of the site

Developing and Refining Questions

Ask only real questions…ones to which you don’t already know the answers

Avoid asking yes/no questions Eliminate jargon Avoid value laden words or

phrases

An Example of Refining the Question

Are the programs offered by SNWP any good?

A yes or no question & the sense that researcher is setting out to prove a preconception

Change the question to be open ended:

What programs does SNWP offer that are any good?

Underline any words that are jargon:

What programs does SNWP offer that are any good ?

An Example of Refining the Question

Revised question:

What professional development programs does the Southern Nevada Writing Project offer that are any good?

And change any value laden words:

What professional development programs does the Southern Nevada Writing Project offer that are any good?

Revised question:

What professional development programs are offered by the Southern Nevada Writing Project that engage participants in developing professionally as teachers of writing and reading?





next week?

Documents

2008 Southern Nevada Writing Project Advanced Institute