WEBVTT 00:00:00.000 --> 00:00:06.000 Just after the hour. In the meantime, if they want to, if you would like to go ahead and introduce yourselves in chat, that'll be great. 00:00:06.000 --> 00:00:10.000 So if everybody knows who's here, because hopefully, we'll have this be as interactive as possible. 00:00:10.000 --> 00:00:16.000 So please introduce yourselves and chat where you're coming in from. 00:00:16.000 --> 00:00:24.000 And we'll start in 2 min. 00:00:24.000 --> 00:00:35.000 Hey? Danny's Ann! 00:00:35.000 --> 00:00:46.000 Welcome, everyone. 00:00:46.000 --> 00:00:54.000 Fantastic. A lot of leaders and university people welcome all. 00:00:54.000 --> 00:00:55.000 Yeah. 00:00:55.000 --> 00:01:01.000 Sounds great. It's great, mix. We're looking hopefully the opportunity to share this different perspectives on the process. 00:01:01.000 --> 00:01:19.000 So hopefully you'll keep your fingers poised on the chat button so we can engage. Accordingly. 00:01:19.000 --> 00:01:22.000 Again, welcome everyone. We'll be starting shortly and feel free to go ahead. 00:01:22.000 --> 00:01:49.000 Introduce yourself in chat. 00:01:49.000 --> 00:01:58.000 Just as somebody joined from Spiro, Oklahoma. I didn't know that it was the spirit of Oklahoma. 00:01:58.000 --> 00:01:59.000 We help from? Not really. 00:01:59.000 --> 00:02:07.000 Yes. Are you from there, Ken? 00:02:07.000 --> 00:02:30.000 Hey? We're starting just 30 months. Seconds. Appreciate your patience, everyone, and thank you all for introducing yourselves. 00:02:30.000 --> 00:02:33.000 Okay, welcome. Again, it is. My name is Ken Spiro. 00:02:33.000 --> 00:02:41.000 From founder and president of School Sims on behalf of the team at school. 00:02:41.000 --> 00:02:51.000 Sims, I'm delighted to welcome you to this month's webinar, and in particular this one, because it's done in collaboration with learning forwards. 00:02:51.000 --> 00:02:52.000 And Kate Pensk, who is with us to facilitate. 00:02:52.000 --> 00:03:00.000 We'll get to in a moment. And one thing about you know, that I have been speaking with Fred Brown. 00:03:00.000 --> 00:03:10.000 The current. CEO, of learning forward quite a number of years, actually, and we aligned on our thinking, and finally found a project to collaborate on. 00:03:10.000 --> 00:03:28.000 And it is been quite delightful, and the fact is that when one thinks about what learning forward stands for, which is the learning leader which is professional learning, the importance of professional learning, it is so well aligned with what we do because fundamentally, and especially in this topic area of equity centered 00:03:28.000 --> 00:03:38.000 leadership at its core. It's really about skilling leaders to be able to respond to new situations that they've never faced before. 00:03:38.000 --> 00:03:41.000 Right. Everything's unprecedented until you went until you experience it. 00:03:41.000 --> 00:04:00.000 And we experienced new things every day and at the end of the day, as educators right, our most important goal, I believe, or certainly at the in the top 3, is going to be quick to enable students to have a love of learning, because that enable that creates the opportunity for lifelong learning that 00:04:00.000 --> 00:04:01.000 creates the opportunity to learn what they need to know now, but have the ability to extrapolate into other areas as they go. 00:04:01.000 --> 00:04:05.000 They get. They get older. And that obviously applies not just to our students. 00:04:05.000 --> 00:04:14.000 It applies to our students in every level, right to adults as well. 00:04:14.000 --> 00:04:28.000 And that's really what simulation is all about. Simulation is about creating a love and engagement in a learning process, as we know from from healthcare and from 80, and from the military right from from an Indianment perspective. 00:04:28.000 --> 00:04:33.000 Simulation is a key tool in terms of enabling people to experience new things. 00:04:33.000 --> 00:04:52.000 But the opportunity to engage in creating that that opportunity for a teacher to enable that student to grow that level of learning, or to enable that leader to enable that teacher to enjoy what they're doing so much that they continue to enable their students to let have a love of learning and for themselves to be able 00:04:52.000 --> 00:04:53.000 to focus on issues that they've never faced before. 00:04:53.000 --> 00:05:05.000 A parent with an issue that never faced before, a staff member who comes and presents something they never faced before with the the approach, which says, I'm going to figure out. 00:05:05.000 --> 00:05:22.000 I'm gonna listen on the one hand, because I people have perspectives that I may not have that are important for me to listen to or and I'm gonna learn new ways of doing things because what I read in the book the class that I took whatever it is that happened in my apprenticeship I didn't 00:05:22.000 --> 00:05:34.000 prepare me for this specific event. I need to work my way through it, and so the opportunity to engage in this kind of circumstance dealing with equity, centered leadership, which is right with trade-offs. 00:05:34.000 --> 00:05:40.000 We have to. Not. It's not gonna be clear what the right thing to do to do is we have to be able to evaluate between trade-offs, to understand there are different ways of doing things. 00:05:40.000 --> 00:05:47.000 There are different students. There are different stakeholders. There are different needs at play. 00:05:47.000 --> 00:05:52.000 The way we do that is, through critical thinking. And by being a learning leader. 00:05:52.000 --> 00:05:57.000 And so when we have this opportunity to engage with learning forward on this, and to work with K. 00:05:57.000 --> 00:06:01.000 It was. It was something that kick was. 00:06:01.000 --> 00:06:09.000 Was. I was very excited about, and we are delighted to share this with you, and so with that, I'd like to we'll come back to talking a little bit more about school Synth. 00:06:09.000 --> 00:06:16.000 I really want to get you into hearing from K. In terms of learning forwards perspective on on Equity Center leadership, how it manifested into it. 00:06:16.000 --> 00:06:25.000 It is part of the broader solution that they're developing with the role that the simulator could haven't actually have. 00:06:25.000 --> 00:06:38.000 You engaged in the simulation about this topic, and do it collectively, do it collectively with the folks that we have here together, because we have a wonderful group of both practitioners and also educators higher. 00:06:38.000 --> 00:06:51.000 Ed, some of you former practitioners, but the opportunity to come at this from all these different angles and to wrestle with what good decision-making in being an equity Center leader can mean that's what we're here to get started. 00:06:51.000 --> 00:06:57.000 And obviously, we're not going to solve the problem. But this is hopefully putting us in a direction to do that for those of you who don't know. 00:06:57.000 --> 00:07:02.000 Of Kkk's been at learning quote she's been in aggregate for decades. 00:07:02.000 --> 00:07:05.000 She's literally written written books, a high coaching. 00:07:05.000 --> 00:07:20.000 She wrote the book on learning Systems as part of learning forwards a library of content, and she was our lead partner in developing this simulation. So with that I will turn it over to Kay, and I will shut up. 00:07:20.000 --> 00:07:24.000 Thank you so much. Ken, and I am so excited to be here. 00:07:24.000 --> 00:07:36.000 Actually, I feel like I am still alert, and I work in simulations, and I look forward to learning from you today as we experience the simulation that we created. 00:07:36.000 --> 00:07:56.000 So, as Ken said, I have worked with principles for a good 30 years as deputy superintendent and school district in Texas, and for 20 years, as in supporting principles through learning forward, and have had wonderful opportunities to work with Fred Brown to partner on facilitation of learning for 00:07:56.000 --> 00:08:07.000 principles, and to try to find effective learning designs that engage principles in their own learning and simulation. 00:08:07.000 --> 00:08:08.000 The simulation is one of the most exciting tools that I've had. 00:08:08.000 --> 00:08:15.000 The opportunity to work with. So I want to thank Ken for both inviting me to be here today, and secondly, for partnering with us in the work. 00:08:15.000 --> 00:08:28.000 So I want you to leave. With the excitement about simulations, and be eager to maybe explore other opportunities and ways. 00:08:28.000 --> 00:08:33.000 I use many simulations that can produce through school. 00:08:33.000 --> 00:08:46.000 And some of them were from universities, and some of them from school districts that were used in their programs to help strengthen what people are learning in authentic ways. 00:08:46.000 --> 00:08:52.000 So I'm going to talk just a few minutes about equity itself and all of your experience, and knowledgeable about that. 00:08:52.000 --> 00:09:13.000 And secondly, about professional learning for principles, and then, as Ken said, we're going to experience the same and let you play with the whole concept of making decisions through a process of making decisions through a process of sending no this picture on the left is very familiar to us I don't know why 00:09:13.000 --> 00:09:21.000 it's always bothered me, but it was actually through the simulation that I began to realize what bothers me about it. 00:09:21.000 --> 00:09:32.000 We want to help students see? Well, but we scaffold them to look over the fence, and that picture. 00:09:32.000 --> 00:09:37.000 And really what if you look at learning forward standards for professional learning? 00:09:37.000 --> 00:09:50.000 There are 3 standards that actually focus on equity equity practices, equity drivers and equity foundations, and all of them leave to this concept of both adults and students in the game. 00:09:50.000 --> 00:09:54.000 Valued, cared for, contributing their gifts. 00:09:54.000 --> 00:10:01.000 Oh! And being a part of the whole learning community that exists in a school, a school community. 00:10:01.000 --> 00:10:06.000 And so as Fred and I have worked together, we've been working on. 00:10:06.000 --> 00:10:09.000 What are the ways that principles learn from each other, and maybe not in your world, but the world. 00:10:09.000 --> 00:10:18.000 I come from. Principles are still very isolated. They may be in groups, but they're often attending meetings, and their job is to figure out as a group how to implement something. 00:10:18.000 --> 00:10:33.000 Someone else is sending to them. What we know is that that is not really helpful many times to the issues that school principals are facing. 00:10:33.000 --> 00:10:55.000 And so we are learning that by engaging principles and authentic communities of practice, or communities of learners in which they focus on their own issues in their school, using their own data about their staff's learning and about their students performance, that problem of practice becomes intriguing to them 00:10:55.000 --> 00:10:58.000 and and holds their attention, and through that they are willing to try and extend with what we know from the research and what we know from our standards. 00:10:58.000 --> 00:11:13.000 So, as we were creating our Sam, we thought, number one, how do, Princeton's use? 00:11:13.000 --> 00:11:21.000 The standards for professional learning to design the learning for themselves, as learning community and for their faculty and how do we build a climate that fosters and facilitates learning for all? 00:11:21.000 --> 00:11:42.000 So we also grounded our work on from the work by Grism, on how principles affect students in schools, and we really want to be sure that our Sam helps them explore those when they're making decisions. 00:11:42.000 --> 00:11:49.000 And so that simulation is a very robust learning design, and I will share with you Ethan, after a little practice with it. 00:11:49.000 --> 00:11:50.000 What the principals who have used it have to say. 00:11:50.000 --> 00:11:54.000 About the application of the SIM and their own learning. So I put in, what is our simulation? 00:11:54.000 --> 00:12:11.000 It's grounded in the standards for professional learning and particularly important leadership equity, equity foundations and equity practices and effective leadership practices. 00:12:11.000 --> 00:12:16.000 The Psl. Standards, and in the findings of a Grism report on how principles affect students and schools. 00:12:16.000 --> 00:12:41.000 So the simulation, as with all of them, give teams of principles, opportunity to consider decisions related to equity issues, because this is a first sam, and that that we want to build, in which all people are engaged in the learning in the game not looking over the fence, and that they would have 00:12:41.000 --> 00:13:01.000 to make choices about critical decisions along the way that would be grounded, and their understanding of the standards and those studies we talked about so teams have the opportunity, and you will, to discuss the consequences of their choices in the situation to explore different ways of looking at those decisions that they made that 00:13:01.000 --> 00:13:08.000 would lead to more profound enough, understanding of the issues in their schools and for them to make more thoughtful, reflective decision. 00:13:08.000 --> 00:13:21.000 The way a principal's life is in a day they mayre making hundreds of decisions all day long, and also many of them based on past practices are what they've watched. 00:13:21.000 --> 00:13:28.000 Somebody else do not necessarily grounded in thinking about the research that is there to help them grow and learn. 00:13:28.000 --> 00:13:34.000 So we're going to have fun. We're going to experience the simulation. 00:13:34.000 --> 00:13:36.000 So and here's how I'm gonna do it. 00:13:36.000 --> 00:13:45.000 I'm gonna play the simulation for you, and when it comes to a decision point, I'm gonna ask you to make an individual decision. 00:13:45.000 --> 00:13:48.000 So you won't be grouped with anybody for a while, and I'm gonna give you a little time to think about those tools that I just talked about. 00:13:48.000 --> 00:14:02.000 Well the research that the best choice would be here and Ken laughed at me actually, several times, because I've taken the same so many times, and I sometimes answer them in different ways. 00:14:02.000 --> 00:14:12.000 And he said, Well, isn't that the point that the context in which you're working right now are the people you're working with may change the outcome of what you choose? 00:14:12.000 --> 00:14:25.000 At this point in time, but it's still a sort of an interesting thing that where I was in my life also made a difference in what the choices I'm and that's how you're going to find it. 00:14:25.000 --> 00:14:27.000 I think, to the context of the some of you are a leadership coach. 00:14:27.000 --> 00:14:29.000 Some of you are professors. You're going to relate to the decisions a lot from your perspective. 00:14:29.000 --> 00:14:35.000 And what you do, so I'm gonna give you. 00:14:35.000 --> 00:14:39.000 It's gonna seem a little long, because it's gonna be quiet time. 00:14:39.000 --> 00:14:41.000 And I want you to make notes about your rationale. 00:14:41.000 --> 00:14:44.000 And then we're going to put you in groups and you're gonna have that same experience. 00:14:44.000 --> 00:14:52.000 You're gonna talk about what choice he made, why, you made it, and everybody's gonna an opportunity to share, so that that rich conversation happens around the situation, the research, the findings you're thinking about it. 00:14:52.000 --> 00:15:06.000 So if we're ready to go, everybody has, and are some way to be thoughtful. 00:15:06.000 --> 00:15:12.000 And taking your notes ready for the conversation. We're gonna begin, everybody ready thumbs up. 00:15:12.000 --> 00:15:33.000 Awesome. Okay. Here we go. 00:15:33.000 --> 00:15:46.000 Now this is just the welcome it says pretty much what Ken said, and what I share with you about the informed pieces of work. 00:15:46.000 --> 00:15:47.000 So we're just setting the stage for the things that we're gonna do. 00:15:47.000 --> 00:15:56.000 Here we go in this any region you are the principal of Juniper Middle School, we're all trimmed to be going the right direction. 00:15:56.000 --> 00:16:03.000 However, a concerning train is students of color are under performance and not making progress in critical content. 00:16:03.000 --> 00:16:10.000 Areas. A significant number of students of color are also being over identified for special services. 00:16:10.000 --> 00:16:14.000 And we're also disproportionately engaged in disciplinary measures. 00:16:14.000 --> 00:16:22.000 You will deal with perceptions and biases that tend to call students of color, to feel disenfranchised and in limiting their potential. 00:16:22.000 --> 00:16:31.000 We hope this experience will operating insights to apply. 00:16:31.000 --> 00:16:39.000 Contact for the past 2 years you have been the principal of Junior per middle school, the fastest growing school in your district. 00:16:39.000 --> 00:16:46.000 Much of this growth is a function of an expanding city center and increasing population density in your school district. 00:16:46.000 --> 00:17:01.000 The faculty and staff at Junior per middle School have been relatively status for the past 5 years, and the majority of teachers have over 6 years in their present jobs. 00:17:01.000 --> 00:17:07.000 Emerging trends during the summer months in preparation for the coming school year. 00:17:07.000 --> 00:17:14.000 You have been reviewing summits of data overall. The school seems to be doing well with general trends going in the right direction. 00:17:14.000 --> 00:17:18.000 However, I should take deeper. You uncover another story. 00:17:18.000 --> 00:17:27.000 Students of color, a growing percent of Juniper's population are underperforming and not making progress or growth in significant content areas. 00:17:27.000 --> 00:17:35.000 It appears that they receive a disproportionate share of special services, making your participation significantly higher than the national norms. 00:17:35.000 --> 00:17:40.000 They are also engaged in more disciplinary measures than their counterparts. 00:17:40.000 --> 00:17:53.000 In summary. You are concerned about the growing gap between students of color and their counterparts at Juniper, especially with your seventh grade team and your math students. 00:17:53.000 --> 00:17:55.000 Perspectives. You consider your own perspective. Students of color are struggling. 00:17:55.000 --> 00:18:13.000 You have engaged with them on many levels, and are extremely troubled by the fact, as students who often show up in your office are students of color when you visit with them, they don't feel valued or appreciate it, for their talent and what they have to offer their perception is they are rarely 00:18:13.000 --> 00:18:18.000 called on to participate, and are often good with other students who are not performing. 00:18:18.000 --> 00:18:19.000 They are also disillusioned with low, level expectations. 00:18:19.000 --> 00:18:24.000 You often hear my teacher doesn't think I can do it. 00:18:24.000 --> 00:18:30.000 In reality, students do not seem to have a personal connection with staff members. 00:18:30.000 --> 00:18:31.000 You feel an urgent need to deal with this growing trend. 00:18:31.000 --> 00:18:50.000 Now, but realize that how you do this will most assuredly influence the outcomes, how you approach this issue, work directly with the fiveulty and staff, develop an agenda for a school year Kickoff meeting that would ask teachers to engage in a thoughtful analysis of the data and be reflective of school 00:18:50.000 --> 00:18:52.000 practices, that may contribute to gaps in achievement. 00:18:52.000 --> 00:19:09.000 Then have them consider possible annual learning goals for students and adults discuss the issue and develop a plan with your supervisor, engage with your supervisor in order to develop a game plan for how to move forward, encourage self-discovery, you feel uncomfortable sharing data, that challenges 00:19:09.000 --> 00:19:12.000 your leadership for the past few years, and challenges your own perspectives. 00:19:12.000 --> 00:19:16.000 Provide the factulty and staff with data, and they will come to our engage. 00:19:16.000 --> 00:19:35.000 The building leadership team design, an agenda for the leadership team to examine student performance data from the last few years by subgroups, performance data behavior, data attendance data, attitudinal data inherent survey data to determine possible causal factors. 00:19:35.000 --> 00:20:05.000 Okay, this is your time to think about your choice, and think why your justification. 00:20:15.000 --> 00:20:16.000 Oh! Ken reminded me to click on the eye next to your choice. 00:20:16.000 --> 00:20:27.000 But oh, Ken, they can't do that! 00:20:27.000 --> 00:20:47.000 Oh, I know, but I don't want to tell. 00:20:47.000 --> 00:20:53.000 Okay. Now, we're gonna move into small groups. And what I want you to do is justify response. 00:20:53.000 --> 00:21:01.000 In your group. So that you actually have a conversation about what you think is really the best choice. 00:21:01.000 --> 00:21:14.000 Now remember, in this work there's no right answer. So that whole idea of feeling confident about your choice is what what we want to do. 00:21:14.000 --> 00:21:40.000 Would you please group them? Nick? 00:21:40.000 --> 00:21:46.000 You are writing your answers in, and that is great that I really want you to have a conversation with someone else about it. 00:21:46.000 --> 00:21:58.000 That's what I'm working on right now. 00:21:58.000 --> 00:22:01.000 Bye! 00:22:01.000 --> 00:22:05.000 There you go. Awesome. Okay? You're now in your groups. 00:22:05.000 --> 00:22:33.000 So enjoy the conversation, get to know each other a few minutes, and then share your ideas about what choices you would make here. 00:22:33.000 --> 00:22:39.000 So somebody in age group start the conversation. I can. 00:22:39.000 --> 00:22:45.000 So are we being broke out into the group? Should we be having an opportunity to go into a room or? 00:22:45.000 --> 00:22:49.000 Yes, you should be, and a breakout room. 00:22:49.000 --> 00:22:50.000 I don't know that. 00:22:50.000 --> 00:22:53.000 Okay, I'll take care of it. Yeah, it doesn't really get started. 00:22:53.000 --> 00:22:54.000 I'm not. 00:22:54.000 --> 00:22:57.000 I'm not either. You need to open the rooms, I believe. 00:22:57.000 --> 00:22:58.000 Yeah, I'm not in a room either. 00:22:58.000 --> 00:23:00.000 Okay. Okay. 00:23:00.000 --> 00:23:01.000 Hi deb. 00:23:01.000 --> 00:23:02.000 Okay. I see the invitation now. Thank you. 00:23:02.000 --> 00:23:08.000 Okay. Alright, it's just a lot of you have to take a little time. 00:23:27.000 --> 00:23:34.000 You're muted, Kay! 00:23:34.000 --> 00:23:39.000 Hey? You're muted! 00:23:39.000 --> 00:23:51.000 Alright! Now I'm unmuted. Alright. I kept trying so what I want to show you now is what Ken wanted me to show you while I go set for each one of these choices. 00:23:51.000 --> 00:24:00.000 There are consequences for each other, and in development of the same as kind of the most interesting part. 00:24:00.000 --> 00:24:08.000 So I was in 2 breakout rooms, and when we were talking about well, I really think we should start with the building leadership team. 00:24:08.000 --> 00:24:27.000 So when I yeah on the little icon on the left, it tells us a little bit more design and agenda for the leadership team to examine student performance data for the last few years by subgroups to determine possible causal factors or if I hit on work directly it's 00:24:27.000 --> 00:24:33.000 gonna give me a little bit more information before I make a decision. 00:24:33.000 --> 00:24:37.000 But what I wanted you to do is think about it from what you're what you're learning, these. 00:24:37.000 --> 00:24:39.000 That's what I challenged the principal student. 00:24:39.000 --> 00:24:45.000 Think about what you're learning, then make a choice. So these these are a little handsome. 00:24:45.000 --> 00:24:48.000 You sort of had some as as you went along. 00:24:48.000 --> 00:24:51.000 You had some of these, and some of you are talking about directly working with the faculty. 00:24:51.000 --> 00:24:56.000 I want you to keep remembering. There's not one right answer. 00:24:56.000 --> 00:24:57.000 Well, we built the same, we did say engaged building leadership team. 00:24:57.000 --> 00:25:09.000 So we would submit that. And it's going to take us with the leadership team you call a meeting to engage the leadership team, consisting of you. 00:25:09.000 --> 00:25:15.000 The coach and the teachers, from the various aspects of the school, and examining data from the last 3 years. 00:25:15.000 --> 00:25:32.000 The data is of student performance by subgroups, performance, behavior, attendance, attitudinal and parent survey, to determine possible causal factors that the school can control and discover possible exciting opportunities to determine specific smart goals for the end of the year the leadership team quickly recognized 00:25:32.000 --> 00:25:43.000 the growing gap in student performance, and note that the underperformance is most acute in the growing African American subgroup. 00:25:43.000 --> 00:25:48.000 Feature box. Following your review of data, you approach one of your teachers, Mr. 00:25:48.000 --> 00:25:55.000 Wilson about data trends associated with math students. 00:25:55.000 --> 00:25:59.000 I've seen the data but it doesn't reflect attitudes. 00:25:59.000 --> 00:26:03.000 The students today just don't seem to care. They don't engage they don't really track. 00:26:03.000 --> 00:26:07.000 It really won't matter if we adjust or try new things. 00:26:07.000 --> 00:26:14.000 Change will only occur when they decide to put in the time and effort. I don't see that happening anytime soon. 00:26:14.000 --> 00:26:15.000 Fired. 00:26:15.000 --> 00:26:24.000 Want to explore different approaches of working with your faculty to help them find value in their own learning, and trust that what they learn really will positively impact student outcomes. 00:26:24.000 --> 00:26:25.000 You feel challenged to identify annual learning goals for the faculty and staff. 00:26:25.000 --> 00:26:33.000 And how to best assist a team. That is simply not accepting responsibility for their students. 00:26:33.000 --> 00:26:40.000 Learning which approach will you pursue post conversations to gather more information before setting goals? 00:26:40.000 --> 00:26:59.000 You and the leadership team host conversations with faculty and students to gather more information about the growing performance gap as individual conversations with each teacher about their need to take responsibility for their students performance, express concern and dissatisfaction where appropriate that some aren't taking their responsibility for 00:26:59.000 --> 00:27:02.000 student performance, or their own professional development more seriously, use a coaching approach to engage the teachers in reflecting on their own responsibilities. 00:27:02.000 --> 00:27:18.000 And students. Success leverage, collective inquiry to engage teachers in thinking about the possibilities and options they have for increasing their own effectiveness, send the instructional coaching to fix the problem. 00:27:18.000 --> 00:27:25.000 You feel that a hands-off approach is best. Half the coach report in once a week, on progress being made. 00:27:25.000 --> 00:27:29.000 Okay, so, I'm gonna do the same thing. It's quiet time. 00:27:29.000 --> 00:27:37.000 Be thoughtful about your choice. Suggest. 00:27:37.000 --> 00:27:47.000 Why, you would make that choice. Your justification. I'll give you a few minutes, and then we're gonna spend about 7 min in the breakout room this time. 00:27:47.000 --> 00:27:53.000 So that we have a little longer conversation. 00:27:53.000 --> 00:28:09.000 And one thing to note when when you're writing down your choice now is that if you don't see your choice there, or what you would do, and write that down too, because that is something that we're trying to not limit the thinking by offering choices these are going to be 00:28:09.000 --> 00:28:13.000 stylistically in terms of addressing the trade-offs that are in play. 00:28:13.000 --> 00:28:18.000 If you have different ideas, a lot to be discussed, and the opportunity to have that come up in the breakouts. 00:28:18.000 --> 00:28:23.000 Is, is an important part of the process as well. 00:28:23.000 --> 00:28:29.000 Thanks. Ken, absolutely. 00:28:29.000 --> 00:28:45.000 When we see that young man again. Several principles had choices that were not in the list for him. 00:28:45.000 --> 00:28:59.000 Okay, that's head to our groups. 00:29:18.000 --> 00:29:21.000 Okay. So it might be good to ask some people to share comments from the discussions. 00:29:21.000 --> 00:29:29.000 Yeah, alright. So I heard some really great comments in the room that I was in. 00:29:29.000 --> 00:29:32.000 So I would love for somebody why don't we use chat to? 00:29:32.000 --> 00:29:33.000 Some of you would like to make some comments in the chat box about what your conversations were about. 00:29:33.000 --> 00:29:34.000 First. 00:29:34.000 --> 00:29:52.000 That would be really helpful, too. So who would like to actually make a comment? 00:29:52.000 --> 00:29:57.000 Okay, Tina from North Carolina. I heard your complaints, and I would love for you to share them. 00:29:57.000 --> 00:30:03.000 Would you unmute? Please? 00:30:03.000 --> 00:30:04.000 So. What I felt was that we had needed to have a differentiated approach. 00:30:04.000 --> 00:30:30.000 So depending on who you were about to engage. For example, if you were engaging the person that had the attitude that the simulation shared with us, they may need more of a coaching approach. 00:30:30.000 --> 00:30:51.000 New teachers may need more of some of individual support, and the assistance of an instructional coach a group of teachers who may be already kind of doing well with their groups, reaching all their learners. 00:30:51.000 --> 00:30:56.000 They may need to have some individual support to find out kind of what's working. 00:30:56.000 --> 00:31:13.000 What changes that they might have. So, as the administrator, you should know the capacity of the people in your building, and you have to approach them differently. 00:31:13.000 --> 00:31:25.000 Perfect, wonderful, and I see the chat room 7 really also sort of selected that whole idea of a coaching approach, or a more personalized approach. 00:31:25.000 --> 00:31:28.000 Do you have something to add to that conversation? I don't. 00:31:28.000 --> 00:31:34.000 I'm not sure who was in that group but Chat Room 7. 00:31:34.000 --> 00:31:40.000 I'll comment. 00:31:40.000 --> 00:32:05.000 Those of us who spoke. I like the idea of using a coaching approach, and I think what happens when you use a coaching approach is you remove that whole notion of blame, and it becomes an issue of empowerment for the teacher that the teacher feels oh, I can't make a 00:32:05.000 --> 00:32:14.000 difference, regardless of personal feelings, they may have the tool toward a particular group. 00:32:14.000 --> 00:32:19.000 If they feel empowered, if they feel like they have the tools to make a difference. 00:32:19.000 --> 00:32:25.000 In most cases teachers will. 00:32:25.000 --> 00:32:26.000 Yeah, that's a beautiful justification to the whole idea of teachers. 00:32:26.000 --> 00:32:43.000 Want to do a good job, and when coached we have a better opportunity to be themselves, and to be more reflective about their practice instead of sort of threatened by the data awesome. 00:32:43.000 --> 00:32:46.000 Tom. Huh! You have your head up. You're welcome. 00:32:46.000 --> 00:32:52.000 Yeah, thank you so much. We were taught and now we were talking about the need to gather more information. 00:32:52.000 --> 00:33:04.000 Really, because, for example, although a coaching approach might ultimately be part of our solution. 00:33:04.000 --> 00:33:08.000 Bye, we really don't know yet why we have these outcomes. 00:33:08.000 --> 00:33:31.000 We haven't really addressed that yet, and therefore, for example, one thing we might want to do is do some have some focus groups with parent and children, or do some surveying of the community and talk about parental perceptions of why we have these outcomes no because so far 00:33:31.000 --> 00:33:35.000 you know we've heard. We've heard from the teachers, and they have their own ideas. 00:33:35.000 --> 00:33:41.000 But if kids aren't interested well, why aren't they interested we need to get to that first. 00:33:41.000 --> 00:33:42.000 Yeah. 00:33:42.000 --> 00:33:43.000 I think. 00:33:43.000 --> 00:33:55.000 That's awesome. I did, too. Take the time to know your parents and your students and I get perspectives, and to help understand why the data shows up the way it is before we make any action. 00:33:55.000 --> 00:34:03.000 That's also part of that wonderful way of trying to see what the data is telling us in multiple ways. 00:34:03.000 --> 00:34:12.000 Great someone else. Room one Sandra. You have something you wanna share as well. 00:34:12.000 --> 00:34:17.000 It's similar to what everyone else had said about the getting some data. 00:34:17.000 --> 00:34:27.000 First we talked about having conversations first, and one rationale I gave was just a matter of time. 00:34:27.000 --> 00:34:40.000 Leaders have such limited time that we thought just kind of discussing the conversation, so we can get everybody's voice, and that among the leadership team and having these focus groups. 00:34:40.000 --> 00:34:48.000 Or however we want those conversations to be, would help us to get to some of the root causes and give everybody a voice in the situation. 00:34:48.000 --> 00:34:54.000 But we did agree that ultimately, as we try to change some mindsets, etc. 00:34:54.000 --> 00:34:56.000 We want to have some coaching conversations. 00:34:56.000 --> 00:35:00.000 Perfect! So. And, by the way, that's a huge standard that's part of the standard on equity practices is that whole notion of all voices involved. 00:35:00.000 --> 00:35:15.000 Everybody's participating, and everybody's heard, and their conversations matter excellent conversations. 00:35:15.000 --> 00:35:19.000 Everybody, team, Anita also had a great comment. 00:35:19.000 --> 00:35:21.000 So we'll kind of think about the section unless someone else wants to really add to this conversation. 00:35:21.000 --> 00:35:23.000 We'll try another section of this. But, Anita, are you there? 00:35:23.000 --> 00:35:41.000 Can you add what you said about the data as well? 00:35:41.000 --> 00:35:52.000 Okay. Well, she may not be with us right now. But she was talking about that same kind of thing, looking at multiple forms of data and not being in too big a hurry to really make judgments. 00:35:52.000 --> 00:36:06.000 And someone put it here. Never did to the sort of blame blaming each other, are blaming the situation are blaming the students or blaming their parents, which we know sometimes happens. 00:36:06.000 --> 00:36:07.000 But using data and multiple ways to help us really understand the situation. 00:36:07.000 --> 00:36:12.000 She did a much better job of sharing that than I did. 00:36:12.000 --> 00:36:22.000 So it's someone else like the final word on this decision. 00:36:22.000 --> 00:36:26.000 Okay, well, I'm gonna check this time using coaching, because that's what many of you at least include in some of that conversation. 00:36:26.000 --> 00:36:36.000 So we'll see what happens here. 00:36:36.000 --> 00:36:49.000 Using collective inquiry. You just saw he use collective inquiry as an approach to engaging several of your teaching teams in thinking about the possibilities and options they have for increasing their individual effectiveness. 00:36:49.000 --> 00:36:54.000 Many seem to enjoy the process, but several of your teams don't seem enamored of the process. 00:36:54.000 --> 00:36:58.000 They get bogged down and become stuck in their thinking. 00:36:58.000 --> 00:37:06.000 As this occurs, you ask probing questions. Your goal is to get them excited about their work. 00:37:06.000 --> 00:37:11.000 Rising concern, you begin to more clearly see several concerning patterns. 00:37:11.000 --> 00:37:15.000 First, you are concerned with the low expectations, that's certain. 00:37:15.000 --> 00:37:24.000 Teachers and teams persist in holding for their students, and how they consistently blame those student apathy for the growing gap, each even in database discussions. 00:37:24.000 --> 00:37:29.000 Some persist in blaming the students. Well, they never come to class, but their homework done. 00:37:29.000 --> 00:37:35.000 What can we expect? They are always acting out in class, hardly ever participating. 00:37:35.000 --> 00:37:40.000 Their parents just don't care when I call home. No one ever calls me back. 00:37:40.000 --> 00:37:45.000 We are just getting more and more of those students. What do you expect us to do? 00:37:45.000 --> 00:37:55.000 Second, your realize that most teachers don't take their personal development very seriously, nor do they seem to understand the link between it and student performance. 00:37:55.000 --> 00:38:00.000 It appears that you have your work cut out for you. 00:38:00.000 --> 00:38:12.000 Your efforts to help teachers become increasingly aware of and identify reasons for the decline in the performance of students of color have been somewhat frustrating as you try to engage them in developing annual learning goals. 00:38:12.000 --> 00:38:13.000 You come to realize that others on the school staff may likewise not be holding high expectations for all students. 00:38:13.000 --> 00:38:33.000 You decide to ask the coach and your leadership team to work with the faculty and professional learning on the importance of high expectations and strategies, to engage all students in observing your teaching teams, you realize that some of your faculty may feel helpless and ill-prepared to teach 00:38:33.000 --> 00:38:42.000 students, in ways that capture their changing interests. You want to explore different ways to ensure ownership and commitment, to change and help teachers become more engaging. 00:38:42.000 --> 00:38:47.000 How might you engage the faculty in collective inquiry to discover creative solutions? 00:38:47.000 --> 00:38:52.000 Do nothing. At this point. You teachers, some breathing room, a lot of the teachers. 00:38:52.000 --> 00:38:57.000 More time to implement new skills acquired. As a result of the recent professional development host. 00:38:57.000 --> 00:39:05.000 A meeting with students and their parents about student performance, encourage everyone to increase their commitment and put more effort into their education. 00:39:05.000 --> 00:39:15.000 Creating learning plan with each member of the team, articulate short and intermediate professional learning goals that ensure application of acquired skills in the classroom. 00:39:15.000 --> 00:39:29.000 Maybe it's time to take disciplinary action. Some of your most senior teachers show high levels of resistance to change with each of them on a corrective action plan that ties their performance to suit performance improvements. 00:39:29.000 --> 00:39:35.000 Okay, take a few minutes to make your choice and write your justifications. 00:39:35.000 --> 00:39:40.000 And Nick, I think we better try 5 min on this one. 00:39:40.000 --> 00:39:47.000 We'll come back and have a step. Conversation, and then we'll pause on the simulation and make sure we're. 00:39:47.000 --> 00:39:56.000 I have a few closing remarks. I want to make. 00:39:56.000 --> 00:39:58.000 Okay. 00:39:58.000 --> 00:40:02.000 I just heard some wonderful conversations in the 2 rooms that I attended. 00:40:02.000 --> 00:40:07.000 So I love the way sort of engaged into the questions. 00:40:07.000 --> 00:40:10.000 And and made your own options in many classes. 00:40:10.000 --> 00:40:19.000 So please use the chat box because it's a great way for a lot of you to share, but we'd love some comments from your conversations. 00:40:19.000 --> 00:40:32.000 What would some of the things that were important to your group? 00:40:32.000 --> 00:40:38.000 Well, I'm gonna ask Lee to share. Then I'll just keep calling on people. I heard Leigh. 00:40:38.000 --> 00:40:48.000 I've loved that quote that you said, creating a culture of academic optimism that is beautiful, that come. 00:40:48.000 --> 00:40:49.000 That's good old Wayne. Hoy! That comes from Dr. 00:40:49.000 --> 00:40:53.000 Hoy! So that's Wayne. Hoy! 00:40:53.000 --> 00:40:58.000 I said in this situation, okay, go ahead. 00:40:58.000 --> 00:41:02.000 Share what you all talked about like. 00:41:02.000 --> 00:41:14.000 Oh, we didn't really like any of the responses that we could choose, because, you know, you have a staff that's operating with a deficit mindset potentially. 00:41:14.000 --> 00:41:23.000 And as are colleague indicated, we don't know if it's a will issue or a skill issue, but very often, I think, when our student body changes potentially, staff cannot understand what to do. 00:41:23.000 --> 00:41:50.000 And and the thing I mentioned is the leader really needs to look at the culture and climate of the school and really see what they need to do to work to create that culture of academic optimism where they believe in the kids and that the kids can learn it high levels so. 00:41:50.000 --> 00:41:56.000 Got it? Yes, your what I loved about that as as Ken said, you made your own choice here. 00:41:56.000 --> 00:42:04.000 Okay. But it points to the point of the same. This is about the leader building a climate and a culture in which people flourish. 00:42:04.000 --> 00:42:20.000 Students and staff, and what we find is principles are confronted with many situations like this, and what do they do as leaders to help reshape that culture or that climate? 00:42:20.000 --> 00:42:27.000 So I appreciate you sharing that comment, and in that same group was Paul, and I loved your comment, too. 00:42:27.000 --> 00:42:30.000 Do you mind commenting as well? 00:42:30.000 --> 00:42:32.000 Oh, I made a lot of comments. Yeah, I don't remember. 00:42:32.000 --> 00:42:36.000 Well, what I heard. Okay. 00:42:36.000 --> 00:42:40.000 I had mentioned the will and the skill we don't know that I'd mentioned that about the leader. 00:42:40.000 --> 00:42:53.000 Reflecting right, reflecting on their own behavior. Because if you have a if you have so many staff that are, don't feel that they can do something that they have both self-efficacy, and they have low response, efficacy, they don't, know if they could do it, or even if they do it, that they can produce 00:42:53.000 --> 00:42:58.000 that outcome. So I think that you know again we have to figure out. 00:42:58.000 --> 00:42:59.000 Is it a skill depths, or will that sit still? That's it. 00:42:59.000 --> 00:43:02.000 And then, okay, we got a train. So will dev sit. Hey, are we observing, are we giving feedback? 00:43:02.000 --> 00:43:03.000 But how often we give them feedback? Are we giving, reinforcing feedback? 00:43:03.000 --> 00:43:11.000 We are correcting more. Are we shaping? You know, progressively shaping them in the right direction. 00:43:11.000 --> 00:43:14.000 So, I agree with the climate, the culture piece of it. 00:43:14.000 --> 00:43:17.000 I look at culture, shared behavior and climate, shared perception. 00:43:17.000 --> 00:43:19.000 So we got to have measures of that. Do we even know how people are feeling about the way things are going around, and how I'm doing as a leader without that. 00:43:19.000 --> 00:43:26.000 And you know, how are we gonna shape that? 00:43:26.000 --> 00:43:45.000 Yeah, beautifully said. So we're going to pause with this right now, and we're going to go back to the slides and. 00:43:45.000 --> 00:43:50.000 Yeah. Well, case calling that, I've just let you know. So we're gonna pause just for those of you who need to leave it at the top of the hour. 00:43:50.000 --> 00:43:53.000 So we kind of wrap this up, but then we will. 00:43:53.000 --> 00:43:57.000 We'll stay and continue play the same for those of you who want to stay. 00:43:57.000 --> 00:44:03.000 So yeah, we just wanted to for those of you who just have the hour make sure that we get to a point where we can close. 00:44:03.000 --> 00:44:10.000 But if those, if you're interested in staying, we are happy to stay to continue on and engaging with the same. So Kay! 00:44:10.000 --> 00:44:21.000 Yeah, I'm sorry. I'm struggling here a little bit to close this out in the way to get back to my slides, but I'm gonna share exactly what we learn. 00:44:21.000 --> 00:44:24.000 And then I'm really gonna find this. 00:44:24.000 --> 00:44:39.000 But it's not coming up right now, so I don't know where it went, but one of the exciting things was that participants experience many of the things that you talked about, and they thank you perfect. 00:44:39.000 --> 00:44:49.000 They loved the opportunity to actually discuss. 00:44:49.000 --> 00:44:55.000 I'm causing this out. Okay, no way. Nope, do it again, Nick. 00:44:55.000 --> 00:45:07.000 I'm sorry they have. They love the company they didn't care what the answer was, but they wanted to share with each other what they were thinking and what they were learning, and that matter to them. 00:45:07.000 --> 00:45:32.000 Here. We are sorry I found it so. They also believe that it cost them to pause and be very reflective about what was going on in their school right now, and about situations they were experiencing, and because I got to talk with each other, they really enjoyed looking at different perspectives and I said it never happens 00:45:32.000 --> 00:45:51.000 for them. They're making the decision with their leadership team or in their school, but actually talking about the issues they were facing ahead of time and making a decision in a non-threatening way because they're not with their staff and faculty, and how that would actually help them understand a little bit 00:45:51.000 --> 00:45:54.000 about their experiences and how to apply what they were learning. 00:45:54.000 --> 00:45:55.000 So they loved the actual experience of using the SIM at the end of the entire. 00:45:55.000 --> 00:46:02.000 There are comments, feedback comments about the choices that they make. 00:46:02.000 --> 00:46:23.000 So they actually get a report back of how the choices I made would possibly lead to certain consequences, because the context and all might be different, and how those issues might be playing out differently if they may. 00:46:23.000 --> 00:46:29.000 Different choices. That was really a powerful, and I'm gonna say that it's a tremendous learning experience with me. 00:46:29.000 --> 00:46:30.000 I had a principal side. Would you help us develop a seminar school with our leadership team? 00:46:30.000 --> 00:46:38.000 So we could actually have the same experience in a smaller scale, but with issues that we're facing. 00:46:38.000 --> 00:46:44.000 And I got to thinking, this is a powerful way for all of us to learn. 00:46:44.000 --> 00:46:49.000 So a group of people working on developing a Sam it's a powerful learning experience in and of itself. 00:46:49.000 --> 00:47:12.000 So I not only had that create the learning story, but thinking of all the consequences that happen to principles on a daily basis, and thinking about other options that might be more favorable for them to do so again, it was a fantastic learning journey Fred and I are considering an extension of 00:47:12.000 --> 00:47:26.000 this, where principal would know this information about this climate, and begin to focus on curriculum instruction in assessment so that sort of our next adventure with ken instruction and assessment. So that sort of our next adventure with ken and I have to thank him the tools 00:47:26.000 --> 00:47:31.000 and all the support that we had in developing the same. 00:47:31.000 --> 00:47:35.000 That that's really powerful. So Ken, thank you. 00:47:35.000 --> 00:47:37.000 Now I'll turn it back to you. 00:47:37.000 --> 00:47:45.000 You are welcome. And it was a pleasure working with you as well, and really just to before again turn over the top of the hour. 00:47:45.000 --> 00:47:55.000 First of all, just make this offer. Anybody interested in by attending we are happy to extend a discount in terms of the annual subscription to the Sims. 00:47:55.000 --> 00:48:02.000 The library is now over 40 simulations, and so, if you just use the QR code, you can get access to that. 00:48:02.000 --> 00:48:14.000 We sort of love to chat with you first. And as Kay mentioned, this is the way that we also expand the library, and simulation is the gift that keeps on giving it's beneficial to participate in the SIM. 00:48:14.000 --> 00:48:19.000 It's beneficial to lead a SIM for those of you who are faculty or leading in your districts. 00:48:19.000 --> 00:48:24.000 It's also a learning opportunity to create them. 00:48:24.000 --> 00:48:25.000 Hmm! 00:48:25.000 --> 00:48:28.000 Because if you have to unpack a problem, it was core components, which is not just label. 00:48:28.000 --> 00:48:32.000 The problem. Right? We can call a problem equity but that doesn't necessarily mean on the ground at the granular level. 00:48:32.000 --> 00:48:39.000 When I'm making decisions what is it that I'm wrestling with? 00:48:39.000 --> 00:48:54.000 What are those things? Cause? We can't call that equity because it's there's gonna be different versions of equity in terms of the decision that we're making and having to unpack that in a manner which can be simulated is beneficial as well, and so the process is one and 00:48:54.000 --> 00:49:09.000 again, it's something that we're interested in speaking with anybody who's got there's no shortage of really good stories out there, because you really can't make any step up but if that's of interest by all means, we're interested in hearing as well, but again, you know. 00:49:09.000 --> 00:49:12.000 the goal of a SIM is not the product. It's what it enables. 00:49:12.000 --> 00:49:16.000 It's the experience that your students have we don't really care. 00:49:16.000 --> 00:49:33.000 The same doesn't care if you finish it, but the opportunity to engage in with peers whether they're in the same district, whether you're in a student in a class, whether you're across the country or even around the world, of being able to engage in issues that we're facing as a collective in educating 00:49:33.000 --> 00:49:45.000 students that's what we're interested in, because it's that peer-to-peer, that learning, that thinking, that seeing different perspectives, that's how we expand right, that we don't get caught in a rut, that we don't just do things the same old same old because that's 00:49:45.000 --> 00:49:51.000 not gonna work. We know that. And so the opportunity to engage in this way is what we do and look forward to speaking with any of you who are interested in exploring this further. 00:49:51.000 --> 00:49:57.000 And with that I'll open it up to questions real quickly, for those of you who need to jump, and if anybody wants those you interested in staying, we can continue. 00:49:57.000 --> 00:50:07.000 Go back to the stem. 00:50:07.000 --> 00:50:16.000 Glad to hear. Thank you for your feedback. 00:50:16.000 --> 00:50:27.000 Alright. If anybody has a question, go ahead and unmute, and then we'll just jump right back into the same. 00:50:27.000 --> 00:50:28.000 Hey? Kay, if you wanna open back the same, we can continue. 00:50:28.000 --> 00:50:31.000 If those want continue. 00:50:31.000 --> 00:50:40.000 No! Alright, so! 00:50:40.000 --> 00:50:44.000 Oh, am I gonna go back to the start when I punch this? 00:50:44.000 --> 00:50:46.000 Isn't? Isn't it open in one of your tabs? 00:50:46.000 --> 00:50:47.000 Yeah, a lot of tabs open, but you never know where it was. 00:50:47.000 --> 00:50:53.000 Yeah, okay, yeah, I'm gonna? 00:50:53.000 --> 00:51:01.000 Look at it! 00:51:01.000 --> 00:51:04.000 Let's see. Alright. Let me see if this one okay, there we am. 00:51:04.000 --> 00:51:10.000 Now I am okay. So. 00:51:10.000 --> 00:51:19.000 As I said, I'll have the conversation. So I'm gonna choose creating a learning plan. 00:51:19.000 --> 00:51:24.000 I have to tell you this one of these make time for displaying action. 00:51:24.000 --> 00:51:33.000 One of them is that, with all your faculty, are retiring this year, so I think that was probably not be a good creating learning plans in conference with several of your teachers and teaching teams, you work to establish measurable actionable goals. 00:51:33.000 --> 00:51:42.000 You discuss with each of them the importance of holding high expectations for all students. 00:51:42.000 --> 00:51:43.000 You encourage them to look for new creative ways of improving their students. 00:51:43.000 --> 00:51:56.000 Performance. You'll explain that you will follow up on their work to achieve their goals and provide feedback regularly on your students' performance. You'll explain that you will follow up on their work to achieve their goals and provide feedback regularly on your. 00:51:56.000 --> 00:52:04.000 So here we go. You have not had a very close relationship with students, except those that spend a great deal of time in your office. 00:52:04.000 --> 00:52:10.000 You ponder ways that you might engage with those who are struggling, and possibly even become their advocate. 00:52:10.000 --> 00:52:17.000 How might you effectively engage with students creating principles, advisory council, or Pac? 00:52:17.000 --> 00:52:30.000 The goal of the pack would be to provide the principle with a sense of how the students feel about their school learning and the overall culture of the building work with the teachers to help them develop closer relationships with their students. 00:52:30.000 --> 00:52:41.000 Ask the coach to research best strategies for building closer relationships with students and explore morning circles and student mentoring approaches to integrate into the school program. 00:52:41.000 --> 00:52:49.000 Oh, still lunch with the students once each week. This will give you a chance to get to know them and hear their perspectives and ideas. 00:52:49.000 --> 00:53:04.000 Most more donuts for dats and coffee with moms to see what parents think. This will allow you to hear their perspectives, and perhaps even hear what their children are saying about the school and their teachers. 00:53:04.000 --> 00:53:13.000 Okay, take your time. 00:53:13.000 --> 00:53:16.000 Okay, Nick, you wanna put them in groups. 00:53:16.000 --> 00:53:20.000 Okay, might just pay. You know, there's that most there aren't that many people left. And we're just saying we talked about it as as a unit. 00:53:20.000 --> 00:53:41.000 Okay. Okay, okay, alright, that's perfect. So either in the chat or outlaw, somebody talked about what choice that you make. 00:53:41.000 --> 00:53:47.000 Somebody unmute, very quiet. 00:53:47.000 --> 00:53:58.000 Okay, Allison, are you there? Want to share? 00:53:58.000 --> 00:54:23.000 Okay, some of you are chatting that you would establish a pack, and certainly this whole idea here is how the principle really no students in the school, and certainly that whole idea of cultivating a systematic way of engaging with students viable tool others might site. 00:54:23.000 --> 00:54:32.000 You know, I really want to know the students, but I wanna make sure my teachers are closely. 00:54:32.000 --> 00:54:39.000 Connected to their scenes, and know them as people. That's also part of the important standard. 00:54:39.000 --> 00:54:53.000 Equity foundation, someone talk besides K. Here. No. 00:54:53.000 --> 00:54:57.000 I mean, I'm looking at all of these and I don't want to use any of them first. 00:54:57.000 --> 00:55:08.000 I think that the principal needs to get out in the building, in the classrooms and the lunchroom and be visible and really see the students interacting with one another. 00:55:08.000 --> 00:55:16.000 See the faculty interacting with the principal via part of all of that, and to be able to create this pack. 00:55:16.000 --> 00:55:23.000 I would think then, if we were going to go with that piece, because I think what could be dangerous is not really under. 00:55:23.000 --> 00:55:26.000 If you don't know the students and you're obviously not out in the building, you're behind your desk, and that's not really how we're leading these days. 00:55:26.000 --> 00:55:37.000 So to create a community of the right students to talk to in a good mixture. 00:55:37.000 --> 00:55:48.000 I just want to be out so to create a community of the right students to talk to you in a good mixture. I just want to be out so that I can see them in their element. Understand who they are. To get. You know that feedback not that these are bad answers. These are. All great suggestions. 00:55:48.000 --> 00:55:49.000 But I think I would want as a principal, and to tell my principals get out of the office. 00:55:49.000 --> 00:56:00.000 Is it? Do, Marie, would you unmute and share your thank right and Sheri shared online that whole idea of knowing your teachers and letting your teachers also have good strategy. 00:56:00.000 --> 00:56:05.000 So again, it could be a combination of these, and making sure that teachers are building relations while you're getting to know the staff. 00:56:05.000 --> 00:56:17.000 So again, being very thoughtful about your decision, and not just saying, because other principles have a pack, I'm gonna have one. 00:56:17.000 --> 00:56:21.000 But it's purposeful and it's intentional, and it's intentional in that. 00:56:21.000 --> 00:56:25.000 I'm gonna get to know students and they're gonna help me know other students. 00:56:25.000 --> 00:56:26.000 But I also want teachers developing relationships. I thought all of you would pick husbands more donuts with dads and coffee moms. 00:56:26.000 --> 00:56:37.000 But no one wanted to talk to dads and coffee moms, but no one wanted to talk back. 00:56:37.000 --> 00:56:44.000 I don't know. 00:56:44.000 --> 00:56:47.000 Yeah. 00:56:47.000 --> 00:56:48.000 I don't need it. Oh, it's still popular. 00:56:48.000 --> 00:56:49.000 You're probably not gonna get. If the faculty and the teachers are saying that the parents aren't involved in the students, you, I don't know how many you're going to get by just having a donuts with dads. 00:56:49.000 --> 00:57:02.000 Alright. Any other comments anyone wants to make. I loved kind of when you get into a host, a lunch with students once a week is it's sort of where this goes. 00:57:02.000 --> 00:57:12.000 I'll show you. Hosting a lunch with students, while you have always greeted students in the hallways you've decided that you need more time with them. 00:57:12.000 --> 00:57:13.000 Lunchtime seems a perfect time to just have conversations with students about their lives. 00:57:13.000 --> 00:57:32.000 The things that matter to them. The books they are reading, and in general, how they feel about school you've been working with a number of your teachers in teaching teams, and for the most part most teachers embrace the need for change and initiate plans to improve their personal development. 00:57:32.000 --> 00:57:34.000 But you are troubled by the seventh grade math team. 00:57:34.000 --> 00:57:44.000 They are taking their own goal settings seriously. They're actually growing very frustrated with this team, and occasionally you have let them know recently they've started pushing back. 00:57:44.000 --> 00:57:45.000 This teaching team has convinced that students are the problem, and their instruction is fine. 00:57:45.000 --> 00:57:53.000 The absolutely do not see the connections between their team and student learning. 00:57:53.000 --> 00:57:59.000 In reality their learning community is just agenda, following and note-taking, very compliant. 00:57:59.000 --> 00:58:04.000 You want to make their work meaningful to them. How might you best accomplish this? 00:58:04.000 --> 00:58:13.000 Rely on the instructional coach to work with the seventh grade math team, have the coach work alongside a consultant you found that you believe can help them. 00:58:13.000 --> 00:58:25.000 The team needs to see a successful functioning learning community when they are able to observe a well functioning learning community, they will recognize their challenges instead, meaningful goals by themselves. 00:58:25.000 --> 00:58:29.000 Ask the seventh grade math team if they would be willing to observe another team in the building. 00:58:29.000 --> 00:58:34.000 This might encourage them to improve their existing practices and gain new insights. 00:58:34.000 --> 00:58:41.000 Mandate, that they observe the sixth grade math team and align their learning community with the successful practices. 00:58:41.000 --> 00:58:42.000 You're not sure. The seventh grade team is taking you seriously. 00:58:42.000 --> 00:58:49.000 To provide direction and a deadline. 00:58:49.000 --> 00:58:54.000 So we'll just talk about it. Anybody have something that stands out to you as grounded in the researcher. 00:58:54.000 --> 00:59:14.000 The standards for professional learning. 00:59:14.000 --> 00:59:18.000 Okay. 00:59:18.000 --> 00:59:29.000 Janet, would you mind sharing what you're thinking? 00:59:29.000 --> 00:59:37.000 At the chat box. I'll pick up your comments from there. 00:59:37.000 --> 00:59:40.000 Hi, Kate, this is Janet with School Sims. 00:59:40.000 --> 00:59:41.000 Okay. 00:59:41.000 --> 00:59:45.000 Perfect. Oh, okay. Would you like to share? Okay? 00:59:45.000 --> 00:59:46.000 Alright! 00:59:46.000 --> 00:59:57.000 Yeah, absolutely. So. I don't have a lot of I don't have experience as an educator, but I think that if I had to go with an answer I would probably go with a third one. 00:59:57.000 --> 01:00:00.000 Okay, so yes. Making the effort to say, Let's look at a strong team. 01:00:00.000 --> 01:00:13.000 Let's look at a team that's very successful and has data to show it, because we're not leaving that whole data conversation opens up an invitation. 01:00:13.000 --> 01:00:22.000 Eagerness to build teams across grade levels instead of just in one grade level, and maybe actually, that observation can say, Oh, I get it now, I get what we're supposed to do. 01:00:22.000 --> 01:00:34.000 Thank you, Janet. Somebody else. 01:00:34.000 --> 01:00:37.000 Israel. 01:00:37.000 --> 01:00:45.000 Would you be willing to share? 01:00:45.000 --> 01:00:46.000 Okay. Awesome. 01:00:46.000 --> 01:01:12.000 Yeah, thank you very much. Huh? I think that's a better approach that you have suggested. 01:01:12.000 --> 01:01:13.000 Yeah. 01:01:13.000 --> 01:01:14.000 That's what I think we can do. One can do in the service situation by transfer functional team whereby this we've caught across all the whereby they can. They just come observed clearly, they kind of kind of model to follow when they are doing their work. 01:01:14.000 --> 01:01:23.000 Yeah, sometimes we just don't get it. We're so used to following agendas are doing what we've always done. 01:01:23.000 --> 01:01:27.000 That when we say, Well, what is your learning, capacity? We think we are one. 01:01:27.000 --> 01:01:35.000 I hear that everywhere, by the way, and that whole line of what does a high quality learning community really do? 01:01:35.000 --> 01:01:57.000 And how do they function so that they take responsibility for student learning and the outcomes for kids, or so dependent on how confident and skilled teachers are, and actually what their attitude is towards students that actually being able to see or observe others who are model of that really is a powerful learning strategy a learning 01:01:57.000 --> 01:02:01.000 design, that learning forward promotes in their work. So I wanna thank you for participating in this. 01:02:01.000 --> 01:02:26.000 M, actually, I think Ken is gonna ask for feedback, or if you have ideas about what you'd like to see, make this stronger, I'd love to know that because I think we're still learning and I wanna make sure it meets the needs of all but I also wanna thank you for 01:02:26.000 --> 01:02:47.000 participating and I'm convinced that these kinds of processes take people into a much deeper level of conversation than most of our approaches to learning for principlesals, and when we principles are highly effective, we know it powerfully impacts the teachers in their building and all the students 01:02:47.000 --> 01:02:48.000 passion work for me, and I'd love the opportunity to use the Sam. 01:02:48.000 --> 01:02:53.000 And I look forward to using it, and I hope you will, too. 01:02:53.000 --> 01:02:56.000 So thanks again Ken. 01:02:56.000 --> 01:02:57.000 Thank you very much. 01:02:57.000 --> 01:03:00.000 Thank you, Kay, very much. And just so, you know, one of the things we didn't get to. 01:03:00.000 --> 01:03:16.000 But you know when you get to the end of the sem, there is, that's Kate mentioned, a summited feedback report on all the decisions that were made again, that you know we fundamentally believe in the adage that experience is the best teacher. But that really only comes with reflection without reflection we end up 01:03:16.000 --> 01:03:21.000 putting our hand right back on that stove, and so there can be depending on how you're deploying it. 01:03:21.000 --> 01:03:24.000 If you're doing it this way synchronously, the opportunity to engage in discussion. 01:03:24.000 --> 01:03:43.000 So there's constant opportunity for reflection throughout alternatively, if you're doing it asynchronously, there's still the report at the end, and either way it does still provide an opportunity to get that overview of all the decisions one after the other, and seeing kind of the flow of events but 01:03:43.000 --> 01:03:53.000 more from a from the bird's eye view is one of the things you'll know is that there's no back button that's by design in the Sims, because there's no Mulligan's here, you know, as in life there's no 2 overs you live it. 01:03:53.000 --> 01:03:59.000 And you have to deal with the consequences. So once you deal with the consequences. 01:03:59.000 --> 01:04:09.000 Here, too, the goal of the same is not to get it right the goal of this seems to have an experience and if you're constantly going back and trying to, you know oh, no, no! What if I do? 01:04:09.000 --> 01:04:17.000 This other choice, without seeing the totality of it. Then obviously, you lose that opportunity to engage in the full experience with that we're done so. 01:04:17.000 --> 01:04:23.000 Happy to answer any questions. But again thank you for those of you who stayed. 01:04:23.000 --> 01:04:25.000 Thank you for your attendance and participation, and love your feedback. 01:04:25.000 --> 01:04:35.000 As Kaye mentioned. And obviously it's a further discussion in terms of the potential application in your world. 01:04:35.000 --> 01:04:42.000 And or new ideas, so I will stay on happy to stay on if anybody has additional thoughts, comments, but I look forward to seeing you at some point again. 01:04:42.000 --> 01:04:45.000 In the future, stay tuned for our we'll be doing probably 2 more webinars before the end of the year. 01:04:45.000 --> 01:04:53.000 Next month we'll be doing, probably in the middle of the month, on end of school year. 01:04:53.000 --> 01:05:07.000 Given that it is the end of school year, and then probably one on we're looking at doing one from a counseling perspective on school safety as a possibility in June that we'll keep you posted on those dates stay tuned but otherwise. 01:05:07.000 --> 01:05:08.000 Look forward to any comments, thoughts that you have. But again thank you. 01:05:08.000 --> 01:05:16.000 Kay, very much for your collaboration as well as for your delivery today. 01:05:16.000 --> 01:05:22.000 And we'll be in touch.