Active Active Engagement:Engagement:

No More No More Knots On A LogKnots On A Log

Jaime GreeneJaime GreeneHamblen County Schools, Hamblen County Schools,

TennesseeTennesseegreenej@hcboe.netgreenej@hcboe.net

Ice Breaker

On a sticky note, write the name of a place.(For example: a shopping mall, a football stadium, a school)

On your sticky note, complete this sentence stem:

When I am at (name of place), I have an affinity for _________ and an aversion to ___________.

Students are engaged when they Students are engaged when they exhibit the following characteristics:exhibit the following characteristics:

1-They are attracted to their work1-They are attracted to their work

2-They persist in their work despite 2-They persist in their work despite challenges and obstacleschallenges and obstacles

3-They take visible delight in 3-They take visible delight in accomplishing their work accomplishing their work

--Phil SchlectyPhil Schlecty

SCORESCOREPeople who are engaged in their work are driven by People who are engaged in their work are driven by four essential goals, each of which satisfies a four essential goals, each of which satisfies a particular human need:particular human need:

Success (the need for mastery)Success (the need for mastery)

Curiosity (the need for understanding)Curiosity (the need for understanding)

Originality (The need for self-expression)Originality (The need for self-expression)

Relationships (the need for involvement with others)Relationships (the need for involvement with others)

EnergyEnergy -Richard Strong, Harvey Silver-Richard Strong, Harvey Silver

LF Standards for Professional LF Standards for Professional LearningLearning

Learning CommunitiesLearning Communities

LeadershipLeadership

ResourcesResources

DataData

Learning DesignsLearning Designs

ImplementationImplementation

OutcomesOutcomes

Learning CommunitiesLearning Communities• Engage in continuous improvement,Engage in continuous improvement,• Develop collective responsibility,Develop collective responsibility,• Support alignment of individual, team, school, Support alignment of individual, team, school,

and school system goals,and school system goals,• Convene regularly and frequently during the Convene regularly and frequently during the

workday to engage in collaborative professional workday to engage in collaborative professional learning,learning,

• Focus of learning communities on strengthening Focus of learning communities on strengthening their practice and increasing student their practice and increasing student achievement,achievement,

• Achieve shared goals of school and school Achieve shared goals of school and school systemsystem

• Work in transparent, authentic settings.Work in transparent, authentic settings.

Rank OrderRank Order

Members of the group hold the signs Members of the group hold the signs

Collaboratively, the group works to Collaboratively, the group works to place the signs in rank order from place the signs in rank order from most critical to least criticalmost critical to least critical

Each group should be prepared to Each group should be prepared to share with the whole group the share with the whole group the reasoning behind the rank order. reasoning behind the rank order.

Example from the FieldExample from the Field

A school is struggling to fully implement A school is struggling to fully implement existing technology programs. existing technology programs.

Teachers use Rank Order to talk through Teachers use Rank Order to talk through and prioritize which technology programs and prioritize which technology programs

or equipment they currently have or equipment they currently have available that could have the greatest to available that could have the greatest to

least impact on student learning. least impact on student learning.

LeadershipLeadership• Leaders throughout the pre-K-12 education community Leaders throughout the pre-K-12 education community

recognize effective professional learning as a recognize effective professional learning as a key key strategystrategy for supporting significant school and school system  for supporting significant school and school system improvements improvements to increase results for all studentsto increase results for all students. . 

-Whether they lead from classrooms, schools, school -Whether they lead from classrooms, schools, school systems, technical assistance agencies, professional systems, technical assistance agencies, professional associations, universities, or public agencies, leaders associations, universities, or public agencies, leaders develop their own and others' capacity to learn and lead develop their own and others' capacity to learn and lead professional learning,professional learning,

• advocate for it, provide support systems, andadvocate for it, provide support systems, and

• distribute leadership and responsibility for its effectiveness distribute leadership and responsibility for its effectiveness and results.and results.

Give One, Get OneGive One, Get One On a sheet of paper, list as many short, On a sheet of paper, list as many short,

bulleted answers as you can to the following bulleted answers as you can to the following question:question:

What are ways that a leader can advocate for What are ways that a leader can advocate for professional learning?professional learning?

Move around the room meeting with one Move around the room meeting with one individual at a timeindividual at a time

Add to your list and their list by “giving them” Add to your list and their list by “giving them” one of your ideas, and “getting one of theirs.one of your ideas, and “getting one of theirs.””

Example from the FieldExample from the Field

A PLC is focusing on Close A PLC is focusing on Close Reading in the content areaReading in the content area

Members use Give One Get One Members use Give One Get One to generate as many close reading to generate as many close reading tools or strategies they can think tools or strategies they can think

of to use throughout literacy of to use throughout literacy lessons. lessons.

ResourcesResources

There are five resources which need There are five resources which need to be prioritized; They are: human, to be prioritized; They are: human, fiscal, materials, technology, and fiscal, materials, technology, and time. time. 

These resources need to be These resources need to be monitored, monitored, 

And they need to be coordinated.And they need to be coordinated.

Four CornersFour Corners

Stand in the corner of the room that represents Stand in the corner of the room that represents your answer to the following question:your answer to the following question:

In terms of professional learning, which In terms of professional learning, which resource is the hardest to manage? resource is the hardest to manage?

Human, Fiscal, Resources, TechnologyHuman, Fiscal, Resources, Technology

Choose a spokesperson from each corner to Choose a spokesperson from each corner to defend your answer and try to convince others defend your answer and try to convince others to join your corner.to join your corner.

Example from the FieldExample from the Field

An organization has read about An organization has read about four of John Hattie’s 8 Mind four of John Hattie’s 8 Mind

FramesFrames

The group uses Four Corners to The group uses Four Corners to debate which mind frame if fully debate which mind frame if fully

developed could be the most developed could be the most transformative.transformative.

DataData

Collect multiple sources of both Collect multiple sources of both quantitative and qualitative data,quantitative and qualitative data,

Analyze student, teacher, and system Analyze student, teacher, and system data thoroughly using an ongoing data thoroughly using an ongoing basis,basis,

Evaluate professional learning,Evaluate professional learning,

Assess progress,Assess progress,

Use data to inform decisions.Use data to inform decisions.

I Used to Think, But Now I I Used to Think, But Now I ThinkThink

Individually, complete the following Individually, complete the following sentence stem:sentence stem:

““When it comes to using data for When it comes to using data for professional learning, I used to professional learning, I used to think__________________, but now think__________________, but now I I think___________________.think___________________.

Examples from the FieldExamples from the Field

A math department is studying the A math department is studying the Common Core Math PracticesCommon Core Math Practices

The department uses “I used to think, The department uses “I used to think, but now I think” to discuss how their but now I think” to discuss how their

ideas about each practice has ideas about each practice has changed over time and in light of the changed over time and in light of the

new standardsnew standards. .

Learning DesignsLearning Designs

Apply learning theories, research and Apply learning theories, research and models of human learning,models of human learning,

Select effective learning designs,Select effective learning designs,

Promote active engagement,Promote active engagement,

Facilitate learners' comfort with the Facilitate learners' comfort with the learning process,learning process,

Provide adequate resources and support Provide adequate resources and support to support learning.to support learning.

Big Paper DiscussionBig Paper Discussion Part 1: Have a conversation with your group Part 1: Have a conversation with your group

entirely in writing around the following question:entirely in writing around the following question:

What are professional learners What are professional learners uncomfortable uncomfortable with? How do we as leaders with? How do we as leaders “facilitate learners’ “facilitate learners’ comfort with the comfort with the professional learning process?”professional learning process?”

Part 2: Silently walk around the room reading Part 2: Silently walk around the room reading other groups’ conversations. Leave your other groups’ conversations. Leave your comments or additional questions marked in a comments or additional questions marked in a box.box.

Examples from the FieldExamples from the Field

A faculty is learning about formative A faculty is learning about formative assessment.assessment.

After reading “Inside the Black Box” by Paul After reading “Inside the Black Box” by Paul Black and Dylan Wiliam, departmental tables Black and Dylan Wiliam, departmental tables

have a “Big Paper Discussion” about the have a “Big Paper Discussion” about the enduring understandings of the article. They enduring understandings of the article. They

paper is then posted in the departmental paper is then posted in the departmental meeting area as a reminder of emerging meeting area as a reminder of emerging thoughts and ideas for future practice. thoughts and ideas for future practice.

ImplementationImplementation

Apply findings from change process Apply findings from change process research,research,

Extend learning over time,Extend learning over time,

Sustain support for implementation,Sustain support for implementation,

Integrate constructive feedback and Integrate constructive feedback and reflection.reflection.

Gallery WalkGallery Walk As a group, make a chart that depicts the As a group, make a chart that depicts the

implementation standard entirely in non-implementation standard entirely in non-linguistic representations. linguistic representations.

Walk from chart to chart leaving Walk from chart to chart leaving constructive feedback to the other groups in constructive feedback to the other groups in this manner:this manner:

I notice……/I wonder…..I notice……/I wonder…..

Return to your individual group. Have a Return to your individual group. Have a discussion around the feedback left for you. discussion around the feedback left for you.

Examples from the FieldExamples from the Field

A faculty receives benchmark data A faculty receives benchmark data charts and reports. charts and reports.

After viewing the reports, teachers After viewing the reports, teachers make non-linguistic representations of make non-linguistic representations of the key takeaways from viewing the the key takeaways from viewing the

reports. Groups use “Gallery Walk” to reports. Groups use “Gallery Walk” to view and respond to each other’s view and respond to each other’s

representations. representations.

OutcomesOutcomes

Hold high, equitable standards for Hold high, equitable standards for students and educators,students and educators,

Address the learning outcomes and Address the learning outcomes and performance expectations for students and performance expectations for students and educators,educators,

Integrate student curriculum and educator Integrate student curriculum and educator performance standards,performance standards,

Make the link between professional Make the link between professional learning and student learning explicit.learning and student learning explicit.

30 Second Speech30 Second Speech

On an index card, prepare notes to support On an index card, prepare notes to support you through a 30 second speech about the you through a 30 second speech about the link between professional learning for adults link between professional learning for adults and learning for students.and learning for students.

Meet someone in the room whom you do Meet someone in the room whom you do not already know. Give them your speech, not already know. Give them your speech, listen to theirs. listen to theirs.

Be prepared to nominate extraordinary Be prepared to nominate extraordinary speakers to share with the whole group. speakers to share with the whole group.

Examples from the FieldExamples from the Field

An organization has invited an all-day An organization has invited an all-day guest speaker to a professional guest speaker to a professional

development session. development session.

Participants use 30-Second Speech Participants use 30-Second Speech before or after returning from breaks to before or after returning from breaks to

review what they have heard. review what they have heard.

Technology Engagement Technology Engagement ToolsTools

Polleverywhere.comPolleverywhere.com

Plickers AppPlickers App

QR Codes (www.qr-code-QR Codes (www.qr-code-generator.com)generator.com)

9 Things All Children Need to Develop Resilience9 Things All Children Need to Develop Resilience

Michael UngarMichael Ungar

1.1.StructureStructure

2.2.ConsequencesConsequences

3.3.Parent/Child connectionsParent/Child connections

4.4.Lots and lots of strong relationshipsLots and lots of strong relationships

5.5.A powerful identityA powerful identity

6.6.A sense of controlA sense of control

7.7.A sense of belonging/cultureA sense of belonging/culture

8.8.Rights and responsibilitiesRights and responsibilities

9.9.Safety and supportSafety and support