Day 4.0: Evaluating Change and Team Planning

Wendell_Barry

Ed Trust West

Deborah started the day connecting back to yesterday’s discussion of equity, introducing the organization Ed Trust West. They have become partners with us around equity, and they are developing some amazing resources for educators and policy makers.

One of the resources mentioned was Black Minds Matter. Here they have several resources, but of particular note is their report “Black Minds Matter: Supporting the Educational Success of Black Children in California.” You can quickly see the Executive Summary here:

Here is also a video of their Black Minds Matter Student Day of Advocacy video:

As well, Deborah discussed their work “Hear My Voice: Strengthening the College Pipeline for Young Men of Color in California.” Below you can see the video that Deborah was trying to show this morning:

Data Inquiry

data

We need to design our data inquiry into our plans and efforts — What do we want to know? What do we want to see? How will we know our efforts are working? — Kim

It is important to frame your inquiry as it will affect the results you get, and the purpose of data inquiry informs the question framing:

Question_Framing

One of the ways to help you evaluate this work is to use Wenger’s value criteria for communities and networks:

Wenger_Values_and_Evidence

 Use the data to tell the story of your Professional Learning, as well as to inform your plan.  This is also about your experience, your team, your community and the value of that interaction.  This is where the Wenger Rubric comes in handy:

Wenger_Rubric

Practicing identifying these qualities, we all went outside to place example criteria in their corresponding categories:

IMG_20170615_102130 IMG_20170615_102135

Here’s what we all came up with:


Professional Learning

Looking at professional learning differently, groups jigsaw out to discuss “Professional Development for Complex Lives” and “From Professional Development to Professional Learning”:

IMG_20170615_112625 IMG_20170615_112635 IMG_20170615_112647

Brilliant Takeaways:

  • The first step is to admit you have a problem.
  • “Too many students learn far less than they are capable of achieving.” First thing, shame on us. We don’t expect that much from our students and do not help them reach their potential.
  • Help students create an engaged community
  • Professional learning is not an end goal. It is something you need to do continuously, especially as our students keep changing.
  • How important this work is, even the 12 – 15 hours. We need to get in touch with our union reps. to fight for professional learning.
  • What do we do when people want to know the deliverable? How do we help when people want action?
  • Distinction between helpful and non-helpful talk.
  • Clear plans; clear communication and direction.

As a way to keep thinking about this, consider LaGuardia’s Principles for Effective Professional Development:

Click on the image to go the link at the bottom of the slide.

Click on the image to go the link at the bottom of the slide.


Elevator Speeches

Danny and Scott model the Elevator Speech and peer feedback.

Danny and Scott model the Elevator Speech and peer feedback.

“Elevator speeches do not work well as mystery novels where you wait until the end for the big reveal” – Tania Jabour

 


Day 4.0 Slides

You can see the day’s slides here: Day 4.0 slides.


Homework

  1. Post your team’s revised Elevator Speech on the BSILI Facebook page and comment on three other posts.
  2. Finish Final Poster, consisting of the following:
    1. Your final draft of your logic model,
    2. A visual of some kind. Feel free to take this where you want to share your vision.
  3. Make sure to turn in your PL Hub Plan to Jessica.
  4. Also turn in your Value Narrative sheet to Jessica.

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