Margaret Allen 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.
margaret_allen_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.
  • Share collaboration and SEL strategies at next team meeting
  • Display student work
  • Research best practices & share them
  • Implement strategies (baby steps) & support one another
  • Common expectations and language developed and communicated
    • how to recognize it when see it
    • acknowledge differences between classes and subject areas
  • Spring Walkthrough

Reflection--Exit Ticket

What might be some actions you take as a result of our learning together today?
  • Display more meaningful and rigorous student work (9)
  • Research SEL strategies for incorporating into my class, i.e. online videos (10)
  • Establish purposes for collaboration
  • Listen to colleagues more often
  • Being able to observe without being judging
  • Be more intentional about student work
  • Collaboration is a must when planning
  • Encourage my students to collaborate more efficiently in my class
  • Modeling and teaching students how to collaborate and work independently consistently, including EL students  (10)
  • Identify larger display area
  • Identify and focus on one specific SEL component
  • Personally highlight SEL areas/opportunities in my lesson plans and use in class (4)
  • Delegate a student leader to help display student work within compliance
  • Provide student with voice through collaboration
  • Assign student roles—start with scribe and use a timer
  • I will help my fellow teachers as much as I can
  • Ask for help and/or extra time when confused about a teaching strategy
  • Collaborate with other teachers about SEL strategies and student engagement (4)
  • Review the scores and rubric and develop ways to meet the standard in my classroom

Meeting Feedback

Plus

Suggestions for Improvement
  • nice to discuss possible growth areas
  • good dialogue
  • teachers and staff were involved with the data
  • we were asked to voice our concerns and improvements
  • we were involved not told
  • activities were terrific
  • encouraged meaningful discussion and examination of depth of teacher planning
  • active engagement
  • voice in response to observations
  • creating a culture of being candid
  • development of REAL next steps
  • good discussion
  • motivation to research more
  • great conversation (4)
  • open dialogue (2)
  • informative data
  • learned what areas we need to focus via the data
  • very refreshing to have a training acknowledge teacher knowledge
  • developed understanding of bridging gap between data and results
  • good job
  • positive, non-judgmental
  • very informative
  • affirming, encouraging meeting
  • productive, meaningful, eye opening
  • great ideas generated
  • action steps that are realistic
  • Identified areas of concern
  • discussion based about school
  • great information for me
  • I learned a lot
very good collaboration that occurred during the training
  • what will follow up look like?
  • make more interactive
  • voice a challenge to make each other accountable
  • times to check back in to see progress
  • less practical steps
  • some data was vague (subjective language)
  • collection of data
  • more focus on keeping people on what we can control
  • vague data
  • IC map is confusing
  • rubric descriptions are vague
  • long 1st session
  • use talking piece at each table
  • more modeling and interactive
  • time/structure of conversation
  • accountability of action steps
  • subjective data