It’s that Time of Year…..School Improvement Planning With our latest temperatures, one would say that spring is in the air. It’s also that time of year that School Improvement Planning (SIP) for the 2017-2018 school year takes place. I was excited and honored to work with Two Rivers Middle Prep leadership team on February 9, 2017 with their SIP development. Let me share how the collaborative inquiry process was used to facilitate the process.
Collaborative inquiry is a data-based team process that consciously uses the collaborative learning cycle (activating and engaging, exploring and discovering, and organizing and integrating) and the qualities of effective groups (fostering a culture of trust, maintaining a clear focus, taking collective responsibility and data-informed decision-making) (MNPS Community of Practice, 2016). With this definition in mind, let me take you through the process.
If you are interested in learning more, please feel free to reach out to Dr. Shelly Dunaway and/or Dr. Margie Johnson for more information.
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During the September ELP (Executive Lead Principal) meeting for Dr Michelle Springer's network, they reviewed various sets of data around literacy achievement. A request made by the principals in the network was to form a community of practice with representation from the schools to take a deep dive into literacy achievement.
With representatives identified, the Literacy Community of Practice (CoP) convened on January 24, 2017 for an all day meeting to discuss literacy not only with school representatives, but central office, high school, and community partner representatives. Using the collaborative inquiry process to plan for the day's conversations, the CoP identified hopes, fears, and successes for their CoP. Building upon the successes, the Literacy CoP for Dr. Springer's network is working to Shift the Narrative by leveraging the collaborative expertise in the CoP. To learn more about the day, including top three barriers guiding the work, please go to: http://www.mnpscollaboration.org/dr-springer-literacy-cop.html. You can also access other collaborative inquiry workshop materials at the Workshop Warehouse located at http://www.mnpscollaboration.org/workshop-warehouse.html Reference: Hattie, J. (Fall 2015). What works in education: The politics of collaborative expertise. London, UK: Pearson. Retrieved from https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/hattie/150526_ExpertiseWEB_V1.pdf --Dr. Lyn Sharratt, Fall 2016 When I was a middle school teacher and attended professional development workshops, one of my biggest complaints was the day would focus on theory, but I would never get to “see” the theory in practice. Needless to say, I implemented very little of what I learned from those experiences. The best technique I found for changing my practice was by experiencing the strategy and collaborating with other teachers. Also, a theme that is surfacing as a powerful principle of supporting student success is collaborative professionalism. However, how do we foster collaborative professionalism as a way that we do work and not an additional task added to the overflowing plates of educators? With these ideas in mind, it’s the main reason why the collaborative inquiry process is taught by immersing school staff in a collaborative experience with the process. On January 4, 2017, Margaret Allen Middle and Head Magnet Middle had the opportunity to experience the collaborative inquiry process while reviewing the culture and climate walkthrough data. You can read more about their experiences by clicking on their names.. Do you have a collaborative inquiry story to share? If so, please let me know.
Also, If you and/or your school are interested in learning more about collaborative inquiry and how it can support student success, please feel free to reach out to Margie Johnson at margie.johnson@mnps.org. Reference: Sharratt, L. (Fall 2016). Setting the table for collaborative professionalism. Principal Connections, 20(1), 34-37. Retrieved from http://www.lynsharratt.com/pdf/collective_professionalism.pdf One focus of MNPS’ Theory of Action is culture. A tool being used with some MNPS’ middle schools to gather culture data is the Culture and Climate Walkthrough Instrument developed by MNPS’ Social and Emotional Learning (SEL) department. According to Kyla Krengel, Director of SEL, the Culture and Climate rubric and walkthrough instrument was developed as a result of MNPS’ partnership with CASEL, the Collaborative for Academic, Social, and Emotional Learning. The rubric was created with input from MNPS educators and national experts and provides a common language of school culture and climate. You can access the rubric HERE. At Rose Park Magnet Math and Science Middle, we used the collaborative inquiry process to facilitate a discussion about the culture and climate data gathered at their school. Common planning teams took a deep dive in identifying key observations from the data, then proposing multiple theories of causation. Now, the leadership team is developing a survey for reaching a consensus on a theory to dive deeper into and creating a community of practice around the issue. To read more about Rose Park Magnet Math and Science Middle collaborative inquiry journey, please go HERE. If you have a collaborative inquiry story to share or need any support, please feel free to email Margie Johnson at margie.johnson@mnps.org. During my first year of teaching 8th grade math and science, I decided to put my students into cooperative groups for a math project. I was trying something new and even had my university supervisor coming to observe me. (In KY new teachers are observed at least 9 times a year by principal, mentor teacher, and university supervisor.) Dr. Maya Angelou has a quote, "When you know better you do better." Well, let's just say that when the lesson where I used cooperative groups was observed, I had ALOT to learn. I had basically put students together and said, "cooperate". I lacked structures, strategies, and principles for facilitating the cooperative learning process. Today, there's research about the importance of leveraging collaboration and social capital in schools (Hargreaves & Fullan, 2012; Hattie, 2015) for improving student success. However, just like I did in my classroom, educational organizations are putting teachers together in common planning time and saying, "collaborate." How well do you think this is working? The collaborative inquiry process is a tool for providing structures, strategies, and group dynamic principles to help teams move from dialogue, to discussion, to decisions. The best part is that voices are heard and ownership is fostered, so that the actions really occur. Let me share with you an example last week, November 8th from Murrell School where the TELL survey data was used with faculty to make recommendations for improving culture and climate. They made some excellent recommendations for supporting student success. Here's what Susan Siegel, Executive Principal of Murrell School, shared about the process: "It was wonderful! I loved the process, and learned great strategies in working with staff. I talked to several teachers and they really appreciated the steps taken, and felt all voices were heard. Many also said they were pleased that we had a plan to ensure changes. All said you did a terrific job and thought the entire PD was exciting and energizing." You can read more about Murrell's work at http://www.mnpscollaboration.org/murrell--culture-and-climate-2016-2017.html. Thanks Murrell for inviting me to be part of the conversation. I look forward to continued collaboration. If you and/or your school is interested in learning more about the collaborative inquiry process for fostering data conversations, please feel free to contact Margie Johnson at margie.johnson@mnps.org. References: Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York City, NY: Teachers College Press. Hattie, J. (2015). What works best in education: The politics of collaborative expertise. Retrieved from https://www.pearson.com/content/dam/corporate/global/pearson-dot-com/files/hattie/150526_ExpertiseWEB_V1.pdf
Activating and Engaging |
Sitting in quads, a jigsaw strategy was used to process information in an article about vision and mission statements. Vision and Mission Article |
Organizing and Integrating
Draft Vision and Mission Statements
One group dynamic principle I want to spotlight relational load. Relational load is a principle proposed by Robin Dunbar in the 1990's. He was an anthropologist at the University College of London, who studied social interactions. His research supports that "there is a cognitive limit to the number of individuals with whom any one person can maintain stable relationships" (Dunbar, 1993, p. 14).
We also learned about his work during Dr. Laura Lipton's workshop on Facilitating Collaborative Inquiry Groups when she shared with us on Day 2 of the training about relational load (http://www.mnpscollaboration.org/facilitating-collaborative-inquiry-workshop-dr-laura-lipton.html).
To read more about the collaborative learning cycle stages and their handouts used during the meeting, please go to http://www.mnpscollaboration.org/apollo-middle-milestone-meeting.html.
References:
Dunbar, R. (1993). Coevolution of neocortical size, group size, and language in humans. Behavioral and Brain Science, 16(4), 681-735. Retrieved from http://www.uvm.edu/pdodds/files/papers/others/1993/dunbar1993a.pdf
I am excited to share that over the past 4 weeks collaborative inquiry is being used in several places throughout MNPS. Below are summaries and links to pages with more information, so we can learn more about how schools are using collaborative inquiry to support student success.
If you need support with collaborative inquiry and/or have a spotlight story to share, please feel free to contact Margie Johnson at margie.johnson@mnps.org.
Glencliff Elementary--September 15, 2016
Ms. Julie Hopkins, principal at Glencliff Elem, and her leadership team used the collaborative inquiry process to begin discussing and developing a communication plan for 2016-2017 school year. Learn more about their collaborative work HERE.
Haynes Middle Health/Medical Science Design Center--September 19, 2016
Haynes Middle Magnet Design Center's leadership team used the collaborative inquiry process to review culture and climate data, identify theories of causation, and chart next steps, which included leadership team members using the collaborative inquiry process to allow staff members to make observations of the data to get their feedback prior to identifying theories of causation. Learn more about their collaborative work HERE.
Two Rivers Middle--September 20 & 28, 2016
In September 2016, Two Rivers engaged in the collaborative inquiry process to use i-Ready data for establishing SIP goals for literacy and numeracy for the 2016-2017 school year. Learn more about their collaborative work HERE.
Curriculum and Instruction Meeting--September 30, 2016
During September 30th, Curriculum and Instruction meeting the collaborative inquiry process was used to review middle school literacy plans, make recommendations, and see the Tales of Two Feedback Conversations. It was a model of Dr. Springer's ELP meeting, which was held on September 29th at JFK Middle Prep. Learn more about the collaborative work HERE.
Two Rivers Middle--October 10, 2016
On October 10, 2016, Two Rivers Middle used the collaborative inquiry process to take a data dive into their district benchmark data. Grade level subject area teams made observations of the data, generated theories of causation, and developed next steps for supporting student success during the next 9 weeks. Learn more about their collaborative work HERE.
John Early Middle--September 28 & October 10, 2016
John Early Museum Magnet Middle Prep used the collaborative inquiry process to review culture and climate data, generate multiple theories of causation, and chart next steps. Dr. Margie Johnson facilitated two meetings. The first one was with the administrative team. The second meeting was with the entire faculty. Learn more about their collaborative work HERE.
CTE Cohort--October 11, 2016
A cohort of CTE teachers learned how the MNPS Data Warehouse can help them support student success. The collaborative inquiry process was modeled while teaching them about the most common data warehouse reports. Learn more about their collaborative work HERE.
Innovation Configuration Videos by REL Appalachia
To help answer those questions, REL Appalachia created two videos to add to our Collaborative Inquiry Toolkit. You can find them on the About page of our toolkit: http://www.mnpscollaboration.org/about.html.
Cross-REL Early Warning System Webinar Series
Developing a Culture of Data Use to Maximize the Use of an Early Warning System
In the webinar, Dr. Margie Johnson shared MNPS' work around creating a culture of collaborative inquiry at the district and Dr. Canidra Henderson, executive principal at Haynes Middle Design Center, shared how her teachers use the data warehouse at-risk indicators (early warning system) and the collaborative inquiry process to support student success. |
Metro Nashville Public Schools represented at the Nashville Technology Council's
Nashville Analytics Summit
on August 11, 2016
Dr. Margie Johnson presented a 90 minute workshop on August 11th sharing about the MNPS data warehouse, its implementation and lessons learned, particularly the development of the Data-Informed Decision Making Ecosystem. The ecosystem is the framework used by MNPS for building the capacity of employees to use data for making informed decisions. To access the workshop materials, please click on one of the below pictures.
How are you and/or your school using the collaborative inquiry process for making data-informed decisions?
Please share your stories or request support by contacting Margie Johnson at margie.johnson@mnps.org.
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There’s so much excitement in the air with students full day of class being today. It’s just an honor and privilege to be able to serve the students, parents, and community of Nashville.
With all that being said, I am excited to share a quick update about what’s been happening with collaborative inquiry the past two weeks.
July 25, 2016—The JE Moss Elementary leadership team used the collaborative inquiry process to finalize their vision, mission, and values. They also developed three SIP goals—cultural, literacy, and numeracy. You can learn about their exciting work at http://www.mnpscollaboration.org/je-moss-elementary-leadership-team-meeting.html.
July 26, 2016—The Una Elementary leadership team used the collaborative inquiry process to develop recommendations for a school-wide communication plan. The recommendation will be used by a sub-committee to create the final recommendation. You can learn about their work at http://www.mnpscollaboration.org/una-elementary-leadership-team.html.
July 27, 2016—Dr. Canidra Henderson, Dr. Margie Johnson, and Andres Rischer presented about the MNPS collaborative inquiry work to the Kentucky Principal Partnership Project in Georgetown, KY. The audience was eager to learn about the awesome work being done here in MNPS. Thanks to all of you for making it happen. The PowerPoint used can be viewed at this LINK and here: http://www.relappalachia.org/events/powerful-practice-effective-school-level-data-systems/.
August 1, 2016---Haynes Middle Prep started their year of by using the collaborative inquiry process to develop recommendations for a communication plan, which also went to a sub-committee to finalize. You can see their work at http://www.mnpscollaboration.org/haynes-middle-prep-august-1-2016.html.
August 2, 2016---Jere Baxter Middle Prep used the collaborative inquiry process to develop vision, mission, and values as part of their SIP process. The session was co-facilitated by their SIP Facilitator, Karen Flowers and Margie Johnson. Teresa Hogue, their data coach, was also there to help with any questions. You can view their work at http://www.mnpscollaboration.org/august-2-2016--jere-baxter-middle.html.
Finally, I wanted to mention West End Middle as we co-planned their workshop for August 2nd. Dr. Craig Hammond and Noelle Taylor used the collaborative inquiry process to engage teachers in conversations about the importance of building relationships with students.
If you and/or your school are using collaborative inquiry, please feel free to share it with us as we love learning from one another. Email Margie Johnson at margie.johnson@mnps.org to share it.
Finally, if there’s anything I can do to support you, your work, and your students, please feel free to reach out to me as I’m always happy to help.
Here’s to an AWESOME 2016-2017 school year!!!
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