Rose Park Magnet Math and Science Middle Culture and Climate Meeting
Grade Level Teams--November 29, 2016

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 about Rose Park Magnet Math and Science Middle on November 9, 2016.

On November 29, 2016, Dr. Margie Johnson used the collaborative inquiry process during common planning times for Rose Park educators to make observations of the data and to generate theories of causation that need further exploration.

Activating and Engaging
(Visual Synectic Strategy)

Exploring and Discovering
Data Exploration

Sitting in small groups, observations about the data were recorded on chart paper. 

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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File Type: pdf
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Next Steps

The leadership team will be sharing the generated causal theories with staff and asking them to complete a survey identifying the theory to investigate further.  This data will be used to support the January 4th professional development day.

Needless to say, Rose Park Magnet Math and Science Middle is collaborating to ensure student learning and success.  Way to go!

Click below to access the PowerPoint used during the session.
rose_park_culture_and_climate_nov_2016.pptx
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Reflection--Exit Ticket

  • to make sure I modify the lessons so that materials can be used effectively within a shortened timeframe
  • prioritize strategies for student collaboration--2
  • get a timer for reflection at the end of each class and during the learning
  • display student work--5
  • to focus on the positive
  • focus on facts
  • work on schedule with students
  • remind students that this is their education and no one can want it more than they can
  • find quick ways to incorporate more SEL and community building
  • post the vision, mission, and values statements
  • post the objective or goal with student work
  • focus on the positive culture being fostered
  • seek ways to assist students in collaboration and reflecting efficiency
  • schedule SEL PD
  • work with teachers toward student collaboration
  • try and research SEL independently--6
  • incorporate student reflection in preparation and after assessments
  • work on using more open-ended questions and generating wait time
  • build in more time for solid student reflection in each lesson-3
  • update student work posted
  • think about the difference between being friendly & polite
  • reevaluate use of classroom time
  • make sure student work on display is current
  • take steps to improve culture
  • continue to foster good communication with my students
  • focus on what’s important for the building not just the district
  • “There are things I can’t control, but can influence.”
  • address the low scores in my teaching

Meeting Feedback

Plus

Suggestions for Improvement
  • I love how the meeting helped us reflect together as a group
  • getting feedback about our school
  • this meeting was informative
  • loved how we got to reflect together as a team and truly express ourselves
  • informative
  • everything great, very interesting
  • good job collecting thoughts
  • data
  • snapshot of school
  • focus on facts
  • focus on how to improve
  • moved at good pace, organized, maximized time-2
  • gave me ways to be better and inspired me to try new things
  • very organized
  • reflective
  • loved the flow and time for collaboration
  • good to see the rubric used
  • liked the activities
  • informative--4
  • liked the pictures to start the conversation
  • tone was positive
  • eye-opener
  • reality check
  • introduced new perspective on analyzing data
  • transparent about the whys
  • good communication
  • enlightening, insightful
  • showed rubric
  • multiple observations before getting data
  • small group—this would be valuable as an entire staff--2
  • needs better measurement of our school
  • quick—a lot to squeeze in--2
  • focusing on positives 1st, then negatives
  • clear delivery of directions
  • too open ended—left not knowing more—maybe later?
  • need schedule time to circle back
  • multiple days to exam data
  • What is SEL? How are we judged on it when we don’t know what it is?
  • we didn’t get to see our personal scores
  • too much data on rubric to digest in very short time
  • change snapshot conversation
  • maybe just highlights of data instead of the entire rubric
  • have a member of the committee to explain