Apollo Middle Culture and Climate Session
January 10 & 25, 2017

Using the Culture and Climate Rubric and Walkthrough instrument developed by the MNPS Social and Emotional Learning (SEL) department, central office staff members from various departments collected culture data.

On January 10 & 25, 2017, Dr. Margie Johnson used the collaborative inquiry process during for educators to make observations of the data and to generate theories of causation that need further explanation.
apollo_culture_and_climate_jan_2017.pptx
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Activating and Engaging
(Visual Synectic Strategy)

Exploring and Discovering
Data Exploration
Observations--Just the Facts

Organizing and Integrating
Theories of Causation

Using the observations, what might be theories causing the observations?
theories_of_causation.pdf
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Next Steps

The theories were compiled for the leadership team's review and development of next steps, which included action planning.

Reflection--Exit Ticket

What might be some actions you take as a result of our learning together today?
  • less focus on getting a grade and assessment—more opportunity for student collaboration
  • have more staff to allow teachers to differentiate instruction
  • learn more about the SEL standards & rubric in classroom—(12)
    • what is expected of SEL in an urban classroom (2)
    • further training
    • how to integrate SEL and collaboration during instructional time not just morning meeting (8)
  • more student collaboration
    • find and develop partner-worthy, collaborative tasks (14)
    • model collaboration
    • more common language for collaborating in the classroom (2)
    • incorporate student voice
    • reflect upon the collaboration I do (3)
    • how to have students collaborate in a more effective way
  • post more student work (5)
  • explicitly include SEL components in my lesson plans to ensure that I am intentionally addressing SEL needs outside of morning meeting (3)
  • morning meeting to get right mindset in the day
  • ask observers specifically what they wan to observe outside of academic instruction
  • Keep doing what we do well
  • continue relationship building
  • continue these conversations with my team
  • receive information on what are the expectations to increase/improve scores (2)
  • continue to monitor student conduct in common areas
  • confirmed my thoughts on overall school-wide environment
  • more reflection time for students
  • review lesson plans for SEL

Meeting Feedback

Plus

Suggestions for Improvement
  • pacing
  • tasks/materials
  • intro activities
  • objectivity with data and explanations
  • emphasis on data-driven solutions
  • shift from observational to inferential
  • well-organized (2)
  • interactive
  • promoted collaboration
  • not much down time, which kept me engaged
  • hands-on, not a sit and get
  • whole group discussions
  • visual observations from multiple groups and discussion
  • liked the data conversations and that we focused on facts first
  • collaboration time with fellow teachers
  • meeting was helpful (data) to look into culture
  • modeling collaboration
  • time to review data
  • suspending the “inferring” or “because”
  • kept conversation moving
  • presentation and pacing were fine
  • working together in team is always fun
  • hearing our voices
  • pleasant
  • get us thinking about SEL
  • getting us to think about our own classroom and collaboration
  • good to see rubrics and results
  • good conversation (3)
  • chocolate (6)
  • looking at what we did well (2)
  • honest, realistic conversations (3)
  • willingness to take critical feedback
  • provided a better understanding of how this data is being analyzed and disaggregated
  • made us feel heard
  • enlightening
  • gained understanding of the purpose of the walk thoughts (2)
  • friendly atmosphere
  • presenter was good
  • honoring our time
  • thanks for taking the time to talk to us
  • I would like SEL standards/guidelines/expectations before being observed, so it doesn’t feel punitive (2)
  • more data if possible for trend analysis (4)
  • explicit strategies for change-if needed (2)
  • more time (7)
  • more directed observational questions
  • discuss how to gather data for causations
  • will we meet again? wasn’t much closure
  • timer visible for groups
  • pacing to cover material
  • what are next steps/goals?
  • why don’t you have teachers complete the observations?  they know much more about the everyday context than one-day observers
  • show what SEL is like deliberately
  • more individual reflection on how this data is true in our classrooms
  • unclear purpose of meeting—slightly confusing
  • create agenda/learning goal presented at beginning
  • provide blank rubric for review before meeting
  • more information on district intentions and next steps
  • add clear slide on the definition of SEL
  • make a connection between collaboration and SEL
  • use of this data is unfair and not reliable
  • moved through slides too fast
  • weak on answering questions about the instrument
  • left with more questions than answers
  • what are follow ups?
  • where is a starting point?
  • focus on 1 area at a time
  • let us read data ahead of time to save time and move on to more important stuff
  • talk with enthusiasm
  • teachers came to the meeting wary because we felt ignorant of the purpose and process
  • examples of what is intended to be seen when walkthrough occurs (2)
  • could have been an email