Head Magnet Middle Culture and Climate Session
January 4, 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 4, 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.
head_magnet_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

Before adjourning, educators generated a list of next steps for moving the work forward.
  • Access the SEL resources (rubric, curriculum, strategies)
  • professional learning (workshops, modeling, experiment, coaching, academic alignment)
  • ask SEL for clarification about what they look for during the walkthrough
  • develop an on-boarding plan for new employees

Reflection--Exit Ticket

What might be some actions you take as a result of our learning together today?
  • Smile at it all
  • I will implement morning meetings every day (2)
  • I will display SEL standards with my daily objectives (2)
  • More positive feedback and constructive criticism
  • post student work both inside and outside the room (9)
  • teacher modeling of SEL
  • use of video examples and best practices
  • access the SEL info, resources, and rubric (17)
  • practice and implement SEL recommendations (9)
  • thinking about the theories of causation
  • research new SEL resources
  • making sure kids have a space for personal feedback
  • onboarding program for new teachers
  • crosswalk with TEAM rubric
  • develop collaborative mini-exercises to encourage team work and school family
  • time to plan for SEL used on planning days even with assistance from outside people
  • continue to make the classroom a respectful, collaborative environment by using more collaborative learning strategies
  • encouraging and investment in making our school environment better
  • spend more time working on SEL
  • think about SEL
  • intentional and explicit SEL into daily lesson (2)

Meeting Feedback

Plus

Suggestions for Improvement
  • very thoughtful
  • great reflections
  • collaborative meaningful to our school
  • good collaboration with table mates (4)
  • group and individual feedback/input
  • smooth transitions
  • great to see the data
  • honest feedback
  • good info (4)
  • made us stay objective (2)
  • visual metaphor
  • used the process with us
  • helpful feedback
  • thank you for accepting our responses
  • having groups to have a safe space to talk about the scores first
  • good intro and facilitation
  • excellent discussion and collaboration
  • great facilitator—respectful
  • warm, receptive moderator—good listener
  • realization of needs and positive results
  • encouragement to continue on a positive path
  • focus on observations
  • prompted passionate conversation
  • presentation of data was helpful and informative
  • allowing us to give feedback
  • data as a change agent
  • meaningful discussion
  • working in small groups with colleagues to analyze data
  • positive attitude
  • clear
  • great personality
  • thought provoking
  • to hear other teacher voice same concerns about the inadequacy of SEL
  • On the next SEL PD, maybe have some examples of what SEL looks like in a classroom (5)
  • comparing data to district (2)
  • more structure to group discussion
  • have multiple data sources
  • more knowledge about SEL rubric, knowing what to look for, how things are assessed
  • sorry about excessive talking
  • Our school is pretty much in agreement that the data shared is not representative of our school’s overall performance.
  • data with number of rooms visited
  • share feedback with higher people
  • having my own copy of the SEL rubric would have been helpful
  • it seemed that teachers attached at the beginning looking at the scores
  • have group analysis made up data 1st, then their own to practice being objective
  • too much group reporting—just get a sampling don’t hear from all groups
  • thought the data were very limited to put so much effort into analyzing
  • more openness to the district’s responsibility
  • too long (teachers stressed about gad verification and prep for tomorrow)
  • attempt to make SEL less nebulous—what is it (begin by having groups/you define it)
  • time to review resources
  • actionable advice to schools to improve school-wide scores
  • please provide observation rubric PRIOR to scoring
  • use a protocol for sharing with the group