Date: September 16, 17, or 18, 2014; Time: 3:30pm – 6:30pm; Location: Madison Park High School (Cardinal Hall)
Topic
Beginning our work as Lead Teachers / Attendees
Lead Teachers
OHC Liaisons
Theory of Action
Improving teacher practice leads to improved student learning.
Meeting objectives:
· Understand and clarify expectations for the Lead Teacher role
· Begin to identify goals & plans for our work as Lead Teachers
· Prepare to apply one or more of the Professional Development Design Principles
Norms:
· Start and end on time.
· Include everyone in conversations.
· Vegas Rule: maintain confidentiality.
· Take an inquiry stance
· Ground statements in evidence
· Assume positive intentions
Time / Minutes / Activity
3:30 – 4:15 / 10 Min / Welcome & Introductions
· Meeting Objectives/Norms/Agenda
· Sharing hopes & fears
· Clarifying expectations for the role of Lead Teacher
4:15 – 5:00 / 45 Min / Professional Development Design Principles
· What are the PD Design Principles?
· Applying the PD Design Principles as a Lead Teacher
5:00 – 5:10 / 10 min / Break
5:10 – 5:45 / 35 Min / Work Time
· Identify an area of professional learning that you want to influence as Lead Teacher
· Identify 1 (or more) of the PD Design Principles that will be a focus
· Identify a way to measure the outcome of these efforts
5:45 – 6:15 / 30 Min / Small Group Feedback
· Share thinking with colleagues from other schools, pose questions & get feedback using “The Feedback Carousel”
· Listen to others & provide feedback
· Identify next steps
6:15 – 6:30 / 15 Min / Next Steps, Closing & Reflection
· Next steps: bringing the work back to your school & preparing for October’s session
· Announcements & reminders
· Survey: http://bit.ly/SeptLTSurvey
4 Core Teacher Leader Beliefs & Competencies
1. Collaboration: Teacher Leaders must believe thatfostering a collaborative culture to support student learning, teacher development, and school cultureis essential to making comprehensive improvements at a school.
2. Lifelong Learning: Teacher Leaders must believe thatpromoting lifelong learning and professional growth in both studentsandadultsis both possible and essential to making positive, long-term impacts at a school.
3. Self-Awareness: Teacher Leaders must beself-aware of both their strengths and areas for growthin order to effectively lead other colleagues
4. Communication: Teacher Leaders musteffectively communicate to stakeholders and promote a culture of mutual accountability and follow through.
Resources
For Lead Teacher Information:
www.bostonpublicschools.org/LT
For Instructional Research and Development:
www.bostonpublicschools.org/IRD
For Evaluation Information:
www.bostonpublicschools.org/OHC
Interactive Rubric:
www.bostonpublicschools.org/IR
For all your BPS Data needs:
https://apps.mybps.org
Next steps
· Complete the online feedback survey at: http://bit.ly/SeptLTSurvey
· Introduce yourself to your school as the Lead Teacher
· Connect with your Principal/Headmaster & Instructional Leadership Team
o Share with them the expectations for your position as Lead Teacher
· Share the information from this meeting with your school leadership & colleagues
o Information to share:
§ Share the plans you began and get feedback from your colleagues and P/Hm
§ Assessment calendar
§ Evaluation overview
o How to share it:
§ Have an optional PD session
§ Lead a Common Planning Time
§ Hold drop-in hours before or after school
§ Post flyers in the office or the teachers’ room
§ Send out emails to staff
· Answer your colleagues’ questions and/or connect them to OHC
o Bring any necessary materials you will need to finalize your plans during our next session
Deliverables
Each Lead Teacher will be asked to log of their work at: http://goo.gl/EciD30
· Possible work to log:
o records of: drop-in hours, school-based PD sessions, CPT, ILT meetings, information dissemination, creation & distribution of resources, Cross-site visit facilitation, data provided to colleagues
o documents such as: notes from interactions with colleagues, documentation of the school’s approach to aligning school, team, and individual goals, sample analyses of progress toward student learning and professional practice goals, sample artifacts of educator practice, feedback data from colleagues, artifacts or agendas from school-based professional development
· Deadlines:
o by Dec 2rd: 4-6 work log entries
o by Feb 3rd: 3-5 additional work log entries
o by April 7th: 2-4 additional work log entries