On July 8, 2016, the JE Moss Elementary leadership team convened to begin the 2016-2017 SIP process. The 3 ½ hour planning session was planned by Anthony Febles, executive principal, Ms. Abigail Reynolds, JE Moss’ SIP facilitator, and Margie Johnson, business intelligence coordinator. The session was facilitated by Margie Johnson using the collaborative inquiry process from Laura Lipton and Bruce Wellman. Activating and Engaging The session began with the leadership team engaging in Looking Back and Looking Ahead. Individually, they completed the chart about how teachers worked together when they were in school, how teachers work together now, and how they envision teachers working together. After sharing in small groups, a whole group discussion compiled their multiple perspectives and great ideas. Exploring and Discovering Before establishing an SIP goal 5, the JE Moss leadership team made observations of multiple sources of data, including TELL survey, Teacher Attendance, and Teacher Retention data. This phase of the process is all about going slow to go fast. During this phase of the process, small groups collaborated to take a deep dive into making observations only about the data. They were to avoid making inferences and conclusions. The pictures represent their observations from the multiple data sets. Another exploring and discovering session we did was to take a look at core values. We began by engaging in a Mountain and Valleys activity to identify personal values. These values where then shared with the whole group. A team values questionnaire was used to identify a rough draft of JE Moss’ core values. The team decided to revisit and finalize the core values in the next leadership meeting. Organizing and Integrating Using the current vision and mission statements, the session ended with the JE Moss leadership team using the above data to inform the creation of revised Vision and Mission statements. The below pictures represent each groups’ vision and mission statement. Again, the team decided to come back at a later date to finalize the statements. Needless to say, JE Moss is well on their way to staring the 2016-2017 school year off with vision, mission, and core values, which will inform their SIP process. I can’t wait to work with JE Moss again on July 25th to finalize this work and develop SIP goals for supporting student success.
If you would like to access the materials used for the meeting, please go to http://www.mnpscollaboration.org/je-moss-elementary-leadership-team-meeting.html If you are interested in collaboration support, please feel free to contact Margie Johnson at margie.johnson@mnps.org.
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In the last post, I mentioned spotlighting Haynes’ Tuesday Talks. Their Tuesday Talks are the grade level team meetings set aside to have meaningful conversation about issues. I want to share about their use of collaborative inquiry for the last three Tuesday Talks. Remember, we have adopted Laura Lipton and Bruce Wellman’s Collaborative Learning Cycle as our collaborative inquiry process (see image). When looking at using data, one of the hardest things I have found is to take the additional time to go through the Activating and Engaging, Exploring and Observing phases before the last phase of Organizing and Integrating, which means creating theories of causation. On the Tuesday Talk for April 12, the instructional specialist for Haynes, Kisha Spencer, facilitated the meeting. This meeting’s focus was on helping teachers begin to identify a worthy problem of practice. No data was used during this phase. Instead, teachers participated in brainstorming issues they are facing. Two strategies used during this session to facilitate the process were Banned Words, Sort Cards, and Spend-A-Buck. Sort Cards is a great strategy for brainstorming information, and Spend-A-Buck helps the group reach consensus. Using these strategies, Haynes Middle grade level teams reached a consensus to investigate the issue of student behavior and discipline further. On the April 26th Tuesday Talk, Margie Johnson facilitated the Exploring and Discovering phase of the collaborative inquiry cycle as teachers looked at behavior data. The Behavior Dashboard reports from the MNPS Data Warehouse were used during this session while teachers generated observations they were making about the data using Think & Write/Pair & Share and Theories of Causation strategies. The top theory of causation was that students needed social emotional learning support, particularly around self-regulatory skills. A deeper dive into this theory of causation was facilitated by Kisha Spencer on May 5th to answer the essential question, “How do you support students’ social emotional learning, particularly self-regulatory skills, in your classroom?” The strategies used during the meeting were Looking Back/Looking Ahead and Idea, Category, Web. The plan is to then continue the conversations this summer with a Behavior Advisory Committee with diverse stakeholder members. Needless to say, exciting things are happening at Haynes Middle, and I look forward to seeing the expertise from Haynes applied to this meaningful student issue. You can access ALL their meeting agendas, PowerPoints, and handouts at this link: . Do you and/or your team have a spotlight story to share? If so, please email Margie Johnson at Margie.johnson@mnps.org. I look forward to hearing about the AWESOME work being done by you and your school. |
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