Administrative RetreatAugust 8-10, 2012

Mixed Mini-TeamsTeam A:

Dave HelkeBill Heim

Liz VaughtTaber Akin

Stephanie CorbeyDelonna Darsow

Aaron TinklenbergBEA Rep?

Team D:Janice Porter

Jeff LeachRob Nelson

Stacey SovineRoxanne Williams

Jackie SmithConnie Erickson

Doug Steele

Team E:Chris Bellmont

Brad RobKristine BlackCindy Check

Kathy FunstonTiffany Weiler

Jim DellwoBEA rep?

Team B:Kelly Ronn

Gene RoczniakLyle Bomsta

Sarah KloecklTom Umhoeffer

Julie KronabetterNancy BirchGlenn Simon

Team F:Renee Brandner

Bruce MorrissetteJon Bonneville

Elaine MehdizadehJenne O’Neill-Mager

Dawn WillsonKevin Avise

David Bernard

Team C:Don LeakeKari KomarKay Fecke

Brady HoffmanRuth Dunn

Rachel GortonMichele Starkey

BEA Rep

3 Day Overview

Wednesday AM

•TeamWorks ELS•ISD 191 Roadmap & Operational Plan•Leading Change & Con’t Improvement

Wednesday PM

•Leading in Partnership •Key Messages from today

Thursday AM

•Establishing Norms•Understanding the Vision Cards•Connecting Vision Cards to Imp Plans

Thursday PM

•Adminstrative Details•Key Messages regarding Roadmap

Friday AM(Split admin

operational/Instructional)

•Curriculum Plans•PD Plans•Connecting District & School Work

Friday PM

•Preparing for Board Work Sessions

•2:00 All together for finalizing Key Messages

Administrative RetreatThursday, 8/9/12

Mixed Mini-TeamsTeam A:

Dave HelkeBill Heim

Liz VaughtTaber Akin

Stephanie CorbeyDelonna Darsow

Aaron TinklenbergBEA Rep?

Team D:Janice Porter

Jeff LeachRob Nelson

Stacey SovineRoxanne Williams

Jackie SmithConnie Erickson

Doug Steele

Team E:Chris Bellmont

Brad RobKristine BlackCindy Check

Kathy FunstonTiffany Weiler

Jim DellwoBEA rep?

Team B:Kelly Ronn

Gene RoczniakLyle Bomsta

Sarah KloecklTom Umhoeffer

Julie KronabetterNancy BirchGlenn Simon

Team F:Renee Brandner

Bruce MorrissetteJon Bonneville

Elaine MehdizadehJenne O’Neill-Mager

Dawn WillsonKevin Avise

David Bernard

Team C:Don LeakeKari KomarKay Fecke

Brady HoffmanRuth Dunn

Rachel GortonMichele Starkey

BEA Rep

3 Day Overview

Wednesday AM

•TeamWorks ELS•ISD 191 Roadmap & Operational Plan•Leading Change & Con’t Improvement

Wednesday PM

•Leading in Partnership •Key Messages from today

Thursday AM

•Establishing Norms•Understanding the Vision Cards•Connecting Vision Cards to Imp Plans

Thursday PM

•Adminstrative Details•Key Messages regarding Roadmap

Friday AM(Split admin

operational/Instructional)

•Curriculum Plans•PD Plans•Connecting District & School Work

Friday PM

•Preparing for Board Work Sessions

•2:00 All together for finalizing Key Messages

Elbow Partner Warm Up:

The first and most brutal fact that must be confronted in creating PLCs is that the task is

not merely challenging; it is daunting. It is disingenuous to suggest that the

transformation will be easy or to present it with rosy optimism that obscures the

inevitable turmoil ahead. Learning By Doing (2010) pg 252

The first and most brutal fact that must be confronted in creating PLCs is that the task is

not merely challenging; it is daunting. It is disingenuous to suggest that the

transformation will be easy or to present it with rosy optimism that obscures the

inevitable turmoil ahead. Learning By Doing (2010) pg 252

What pieces of our narrative are evidence of this predictable turmoil ? What steps have you

taken to make it positive?

Bracketing & Parking Lot

• Create a “to-do” list for the things you would be doing if you were not here today.

• List items on chart paper (back wall) to address after lunch

To throw our hands up and say, “But we cannot measure performance in the social sectors the way you can in business” is simply lack of discipline. All

indicators are flawed, whether qualitative or quantitative. Test scores are flawed, mammograms are flawed, crime data are flawed, customer service data are flawed, patient-outcome data are flawed.

What matters is not finding the perfect indicator, but settling upon a consistent and intelligent method of

assessing your output results, and then tracking your trajectory with rigor. What do you mean by great

performance? Have you established a baseline? Are you improving? If not, why not? How can you improve faster toward your audacious goals?

Jim Collins pgs. 7-8 (2005)

Focus on Continuous Improvement(Initially shared 8/17/11)

• Plan– Collect and analyze data– Identify goals – Identify strategies focused on

improvement– Determine progress monitoring

processes and timelines• Do

– Implement strategies– Monitor and document progress

• Study– Assess the impact of the strategies– Monitor results

• Act – Use data to modify plan – Develop on-going efforts focused

on improvement

Timelines for SIP/PD Plans

September October November December January/February March April/May June

Bring Data from Self-Assessments; Develop SMART Goals; Focus on Action and PD

Plans

Share Current Reality (at least 2 data

sources); Share Data and Narratives or Visuals about SIP

Complete Self-Assessments on

Learning, Collaboration,

Results; Develop Current Reality

Analyze Student Achievement Data; ; Explore Other School

Process Data Sources; Learn about

Data Collection on Staff Learning

Review Data (continuous

improvement cycle) and

Develop 2012-2013 Plans

Share Additional Data Analysis for Current Reality; Share Emerging

Action Plans; Discuss Creating Narratives, Visuals for SIP Data

Share Emerging Results from Action

Plans; Share Summary of Professional

Learning; Focus on Continuous

Improvement Cycle

Share Current Reality (at least 2 data

sources); Share Plans for Exploring Data

Sources, SIP Progress

Share Current Reality (4 data sources); Share Learning, Progress, and

Data at DLT; Share 2012-2013 Plans (draft)

Share Emerging Results from Action

Plans; Share Summary of Professional

Learning; Focus on Continuous

Improvement Cycle

Explore Processes for Demographic and Perception Data; Explore Learning

Connected to Action Plans (i.e., core

instruction, system of interventions)

Creating a Narrative (Initially Shared 9/22/2011)

• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.

• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.

• Here’s an option that will be studied further: http://sksssip.blogspot.com/

• Creating a narrative—or telling your story of your learning and doing—is an essential part of developing and monitoring your SIP plan.

• As your site monitors and documents your progress, you will need to systematically record the processes for developing your SIP, the impact of adult learning, and the results from collaborative teams.

• Here’s an option that will be studied further: http://sksssip.blogspot.com/

Individual Narrative• Determine protocols for

individuals to systematically document the learning and doing

• Build in structures where individuals draw conclusions about their work and inform their practice and professional learning

• Have individuals analyze their learning and work at the end of the year– What did I learn this year?– How did I grow and change as a

result of my learning?• Celebrate the learning and doing

of individuals

From Individual to Team Narrative1. Provide time for teams to

systematically document their learning and doing with one another

2. Have teams determine protocols to monitor and inform their learning and doing

3. Have teams summarize their learning and doing

4. Celebrate the learning and doing of teams

When individuals begin sharing and

collectively building their

narratives, the team narrative starts to take shape, as well

From Team to Building Narrative

1. Determine protocols and processes for your building to synthesize the learning and doing of your teams

2. Determine a mechanism for how the synthesis of your building’s learning and doing are documented and celebrated

As teams engage in the development of their

narratives, their collective “story”

shapes the building’s narrative, as well.

From Building to District Narrative

1. Systematically embed protocols and processes for buildings to share and celebrate their learning and doing at principal meetings, at DLT meetings, and other data share fair opportunities

The richness of our district’s narrative is

based on the collective stories from buildings,

departments, and programs.

Strategic RoadmapMission, Vision, Core Values, Strategic Directions

Vision CardsTracking progress towards our vision of:

A: Excellence in LearningB: Excellence in TeachingC: Excellence in Support Services

District Operational PlanMapping our work aligned to strategic directions

Is it the right work? When will it happen?

What needs to leave the system?

Essential Question:How do we align Continuous Improvement

Plans (SIPS and Dept Improvement Plans) to make

the strategic roadmap happen?

Operational Plan

In your groups (10 minutes):

•Initial reactions?

•How does this inform your leadership developing bldg and dept improvement plans?

•How might you share this with staff to help cultivate district-wide synergy towards our work?

Vision Cards

Vision Card A:- Student Learning

Vision Card B & CAligning work of adults to improve results on our mission: - Teaching- Support Services

Understanding Vision Card C

• Initial reactions - what is unclear?

• How does this impact the relationship between building principals and department leaders?

Be prepared to report out in 20 minutes

• Initial reactions - what is unclear?

• How does this impact the relationship between building principals and department leaders?

Be prepared to report out in 20 minutes

Be back to continue our learning in 10 minutes!

Understanding Vision Card B

• How does each strand connect to the SIP outline?

• Develop “Look Fors” to bring clarity to each strand

• Begin to discuss simple common assessments or measurements, connected to Continuous Improvement Plan action plans, and map out a schedule to discuss results during our Thursday CT meetings.

Report out in 45 minutes!!

• How does each strand connect to the SIP outline?

• Develop “Look Fors” to bring clarity to each strand

• Begin to discuss simple common assessments or measurements, connected to Continuous Improvement Plan action plans, and map out a schedule to discuss results during our Thursday CT meetings.

Report out in 45 minutes!!

Triad Sharing Learning

• Form a triad by joining two colleagues from different teams.

• Share insights you gained about collaborating to do “results-oriented work.”

Job Alike TeamsTeam 1 - Secondary Principals/APsTeam 2 - Elem. Principals west of 35WTeam 3 - Elem. Principals east of 35WTeam 4 - SpEd leadershipTeam 5 - Business/Operations Leadership

**TLT rotate among groups**

REGROUP!!

What’s Our Focus?

• Fullan writes, “Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.” What is the caution for what we need to be focusing on?

What’s the game plan?

• Share ideas for common assessments or measurements from previous discussion.

• Map out a process and schedule for progress monitoring Vision Cards that makes sense in our calendar and aligns to our continuous improvement schedule/calendar

• Share ideas for common assessments or measurements from previous discussion.

• Map out a process and schedule for progress monitoring Vision Cards that makes sense in our calendar and aligns to our continuous improvement schedule/calendar

Go See Vera!• Be back and

ready for more highly-caffeinated learning in 45 minutes!

Meeting in the Parking Lot

Items to address:• Transportation• School Choice Recommendation• Budget Recommendation• Principal vacancies• Welcome Center• Aug 27th

• School View

Excellence In Communication

Developing Key Messages

Process:• Back to 6 Mixed Mini-Teams• 5 minutes at each “station” to develop key

messages• You can add AND “wordsmith”• Share out after returning to first rotation

Create key messages regarding our work on the

Strategic Roadmap, Operational Plan, and

Vision Cards

This is perhaps the single most important point in all of Good to Great. Greatness is not a function of

circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline.

Jim Collins (2005) pg. 31