T M Cre a ting K 12 Co nve rsa tio ns & Co nditio ns with - PowerPoint PPT Presentation

T M

Cre a ting K 12 Co nve rsa tio ns & Co nditio ns with the 6Cs: e xplo ring sha re d c ulture , c urric ulum & c o nc lusio ns Alpine Sc ho o l Distric t K 12 T e a m: Dr. Amy Mine r, Dr. Jo e Je nse n, Bria n Jo lle y, Sha wn Bro o ks, Bria n Sa xto n, Byro n T a nne r, K a thy L a rse n, K e lly Je ffe ry

Se ssion Obje c tive s • T he re a re c o mmo n c ultura l c o nd itio ns tha t must e xist fo r the 6Cs le a rning to thrive a c ro ss the K 12 syste m. • T he 6Cs pro vid e the id e a l thre a d to c o nne c t K 12 e d uc a tio na l syste ms a s ne w le a rning pa rtne rs. Ho we ve r, princ ipa ls must wo rk to g e the r purpo se fully to b rid g e the tra d itio na l g a ps b e twe e n sc ho o ls • As sc ho o l te a ms ma ke d e lib e ra te shifts in c urric ulum, pe d a g o g y, a nd a sse ssme nt, 6Cs le a rning o ppo rtunitie s a uthe ntic a lly a nd se a mle ssly e me rg e a c ro ss sc ho o ls, g ra d e le ve ls, a nd c o nte nt a re a s.

62 E le me nta ry Sc ho o ls 24 Se c o nd a ry Sc ho o ls 79,856 Stud e nts L a rg e st sc ho o l d istric t in Uta h

K12 Commona litie s T itle 1 c o nte xt Simila r de mo g ra phic s- hig h mino rity 40% 93% g ra dua tio n ra te 95% o n tra c k he a ding into 10th g ra de Sig nific a nt sta b ility in le a de rs

The 6Cs

Common Culture Shifts Jo int De te rmina tio n Ada pta b ility Culture Ba se d Ac c o unta b ility

Jointly De te rmine d Cha ng e “Jo intly De te rmine d Cha ng e invo lve s d e ve lo ping unity o f purpo se a nd a c tio n with tho se in the o rg a niza tio n, pursuing a nd sta ying the c o urse thro ug h c o ntinuo us inte ra c tio n.” (p. 13)

“T his fine b a la nc e b e twe e n to o muc h d ire c tio n a nd to o little d ire c tio n is why le a d e rship fo r jo int d e te rmina tio n is c a lle d nua nc e . “ (p.19)

Ada pta bility ● Sc ho o l Wide L e a de rship T e a m I s E sse ntia l ● We surfa c e the rig ht pro b le ms, ide ntify so lutio ns, b uild fa c ulty c a pa c ity, imple me nt, le a rn, a djust, impro ve . ● Struc ture a nd Pro c e ss e sta b lishe s a sha re d visio n, no t a princ ipa l’ s visio n.

Culture Ba se d Ac c ounta bility ● L e a de rship T e a m is Ce ntra l-- T he Group is le a ding / c ha ng ing the g roup ● Pe e rs L e a ding Pe e rs ● Pe e rs Ac c o unta b le to Pe e rs ● Jo b -e mb e dde d PD Ca nva s Co urse

Wa g o n Whe e l Disc ussio n Stra te g y T he pe o ple o n the o utsid e o f the whe e l will b e mo ving o ne se a t to the rig ht a t e a c h ro ta tio n; pe o ple a t the hub re ma in in the ir se a ts. Yo u will b e wo rking o n o ne q uo te with e a c h pa rtne r fo r a ppro xima te ly 3 minute s — yo u will wo rk with 4 d iffe re nt pa rtne rs d uring the a c tivity.

Do e s this de sc rib e yo ur c urre nt sc ho o l c ulture a nd why? Co nside r e vide nc e to suppo rt yo ur pe rspe c tive .

Culture fo r De e p L e a rning T he le a d e rs jo b is to c re a te a nd nurture the c ulture we a ll ne e d to d o o ur b e st wo rk. And so a nytime yo u pla y a ro le in d o ing tha t, yo u a re e xe rc ising le a d e rship. (E d mo nd so n, 2019, p. 200) Simila rly, it is no t the ma na g e rs jo b to pre ve nt risks. I t is the ma na g e r’ s jo b to ma ke it sa fe to ta ke the m. (Ca tmull, 2014)

Culture fo r De e p L e a rning Spe a king up is no t a na tura l a c t in hie ra rc hie s. I t must b e nurture d . Whe n it’ s no t, the re sults c a n b e c a ta stro phic fo r pe o ple a nd fo r the b o tto m line . But whe n it is nurture d yo u c a n b e c e rta in tha t it is the pro d uc t o f d e lib e ra te , tho ug htful e ffo rt. (E d mo nd so n, 2019, p.146)

Culture fo r De e p L e a rning An o rg a niza tio n, a s a who le , is mo re c o nse rva tive a nd re sista nt to c ha ng e tha n the ind ivid ua ls who c o mprise it. Do no t a ssume tha t g e ne ra l a g re e me nt will le a d to c ha ng e – it ta ke s sub sta ntia l e ne rg y to mo ve a g ro up, e ve n whe n a ll a re o n b o a rd . (Ca tmull, 2014)

Culture fo r De e p L e a rning I f le a d e rs wa nt to unle a sh ind ivid ua l a nd c o lle c tive ta le nt, the y must fo ste r a psyc ho lo g ic a lly sa fe c lima te whe re e mplo ye e s fe e l fre e to c o ntrib ute id e a s, sha re info rma tio n, a nd re po rt mista ke s. (E d mo nd so n, 2019, p.xvi)

Culture fo r De e p L e a rning I n a psyc ho lo g ic a lly sa fe wo rkpla c e , pe o ple a re no t hind e re d b y inte rpe rso na l fe a r. T he y fe e l willing a nd a b le to ta ke the inhe re nt inte rpe rso na l risks o f c a nd o r. T he y fe a r ho ld ing b a c k the ir full pa rtic ipa tio n mo re tha n the y fe a r sha ring a po te ntia lly se nsitive , thre a te ning , o r wro ng id e a . (E d mo nd so n, 2019, p. xv)

Culture fo r De e p L e a rning T he d e sire fo r e ve rything to run smo o thly is a fa ulty g o a l – it le a d s to me a suring pe o ple b y the ir mista ke s the y ma ke ra the r tha n b y the ir a b ility to so lve pro b le ms. (Ca tmull, 2014) Do n’ t wa it fo r thing s to b e pe rfe c t b e fo re yo u sha re the m with o the rs. Sho w e a rly a nd sho w o fte n. I t’ ll b e pre tty whe n we g e t the re , b ut it wo n’ t b e pre tty a lo ng the wa y. And tha t’ s a s it sho uld b e . (Ca tmull, 2014)

Culture fo r De e p L e a rning Wha t ma ny pe o ple d o no t re a lize is tha t mo tiva tio n b y fe a r is ind e e d hig hly e ffe c tive —e ffe c tive a t c re a ting the illusio n tha t g o a ls a re b e ing a c hie ve d . I t is no t e ffe c tive in e nsuring tha t pe o ple b ring the ir c re a tivity, g o o d pro c e ss, a nd pa ssio n ne e d e d to a c c o mplish c ha lle ng ing g o a ls in kno wle d g e - inte nsive wo rk pla c e s. (E d mo nd so n, 2019, p. 57)

Culture fo r De e p L e a rning Pe o ple up-a nd -d o wn a nd a c ro ss the o rg a niza tio n c a n c o ntrib ute to c re a ting a c lima te o f vo ic e a nd sa fe ty. A le a d e r c a n b e the d riving fo rc e a nd c a ta lyst fo r o the rs to spe a k up; b ut ultima te ly, the pra c tic e must b e c o -c re a te d a nd c o ntinuo usly nurture d – b y multiple sta ke ho ld e rs. (E d mo nd so n, 2019, p.142)

Culture fo r De e p L e a rning A c o mpa ny’ s c o mmunic a tio n struc ture sho uld no t mirro r it’ s o rg a niza tio na l struc ture . E ve ryb o d y sho uld b e a b le to ta lk to a nyb o d y. (Ca tmull, 2014) F o r spe a king up to b e c o me ro utine , psyc ho lo g ic a l sa fe ty – a nd e xpe c ta tio ns a b o ut spe a king up – must b e c o me institutio na lize d a nd syste ma tize d . (E d mo nd so n, 2019, p. 82)

Culture fo r De e p L e a rning Our jo b a s ma na g e rs in c re a tive e nviro nme nts is to pro te c t ne w id e a s fro m tho se who d o n’ t und e rsta nd tha t in o rd e r fo r g re a tne ss to e me rg e , the re must b e pha se s o f no t so g re a tne ss. Pro te c t the future , no t the pa st. (Ca tmull, 2014)

Culture fo r De e p L e a rning T rust d o e sn’ t me a n tha t yo u trust tha t so me o ne wo n’ t sc re w up – it me a ns yo u trust the m e ve n whe n the y d o sc re w up. (Ca tmull, 2014) F a ilure isn’ t a ne c e ssa ry e vil. I n fa c t, it isn’ t e vil a t a ll. I t is a ne c e ssa ry c o nse q ue nc e o f d o ing so me thing ne w. (Ca tmull, 2014)

Do ing the wo rk o f De e p L e a rning … 3 Shifts

Ge tting to HOW the work is done ...

Wha t do we wa nt to ha ve ha ppe n in te rms o f the 6Cs?

Using b a c kwa rd d e sig n (Wig g ins & Mc T ig he ), we e ng a g e in the 4 PL C q ue stio ns (DuF o ur) a nd a sk o urse lve s wha t do we wa nt stude nts to know, do, a nd be c ome a s a re sult of our te a c hing ? T his is the pro c e ss o f b e g inning with the e nd o f the ye a r, the la st d a y o f sc ho o l/ c la ss, a s the stud e nt e xits o ur le a rning e nviro nme nt, wha t d o we ho pe the y kno w, c a n d o a nd ha ve b e c o me thro ug h instruc tio n a lig ne d with the 6Cs?

Wha t T a ug ht Curric ulum WT ➔ 6Cs a re the g o a l ➔ Go a ls a re a uthe ntic & g e nuine ly drive instruc tio n ➔ I nfo rme d b y c o nte nt sta nda rds ➔ Co nte nt pro vide s the c o nte xt

Bonne ville E le me nta ry How ma ny of the stude nts? E xa mine d e a c h profic ie nc y a s a se pa ra te g oa l… 5th g ra de writing : All fifth g ra d e stud e nts will b e a b le to Conse nsus a s a te a m a bout wha t write a 5 pa ra g ra ph e ssa y using the ma ste ry would like rub ric . Pe e r E diting a nd Writing E ve ry g oa l ha s a 6Cs c ompone nt

6Cs -Bo nne ville Sc ho o l Go a l: Co mmunic a tio n a nd Co lla b o ra tio n inc o rpo ra te d into e ve ry g o a l. 36