Group D - Crucial Confrontations

In yesterday's class we read an abstract of Crucial Confrontations. In our discussion, we understood that these strategies can afford us valuable tools as a school leader and agent of change. Additionally, it enables us to hold those difficult conversations about our work (and working conditions) when we might otherwise feel disempowered or, even worse, regretful.

Think about your workplace and a issue that could/should be addressed with these tools. Please answer the following by writing highlights from a draft script of what you might actually say, e.g., Thank you "Jack" for agreeing to talk about...(issue)

• How would you set up the conversation to present the facts using CPR, point out the gap and make it safe?
• Who are the stakeholders for this issue?
• What would motivate your colleague, parent (or superior) to listen to you?
• What is your "story" about what motivated him/her?
• How would you invite the other person to help brainstorm solutions and a plan?
• What do you think might be the outcome of this confrontation?

GROUP C - SIFE in Your Life

Guest speaker Carol Tureski introduced us to a wealth of strategies and approaches in our work with SIFE's. She stressed that most importantly, we need to become advocates for the students in our care. Carol also wowed us with a wealth of teaching aids, resources and materials ~ content driven activities, assessments, recommended books, student/teacher mentors ~ and the contrasting models of the "Superwoman/man teacher" vs. "the community wheel." As we know, these techniques work not only for our most challenged students but for all!

Please consider and respond to the following:

• As advocate for your students (SIFE, ELL and/or SPED ) and teacher leader, how do you plan to construct a wheel of support?
  
• What techniques would you incorporate from Carol's workshop?
• What would you use from Beers?

GROUP B - Formative Assessment

In Rick Stiggins' article Assessment for Learning from the compendium On Common Ground, he argues that the assessment process is "not merely to gauge student learning, but also to cause students to learn more." He suggests that teachers accompany students on their journey to academic success through clear expectations, assessments that match what was taught, conferences, feedback and time to practice, retake a test or redo an assignment. True learning must take place in an environment where it is understood that students learn at different rates and all can succeed when there is trust, cooperation and collaboration. As we consider these arguments against an ever increasing landscape of standardization and high stakes testing, what are your thoughts about the following?

• Stiggins says, "We want students to say, I am not there yet, but I know where 'there' is, and I'm on my way." Do you think that there is a difference between students saying this about their results from a standardized test vs. a teacher created performance based assessment?
• Currently, Regents examinations in NYS determine whether or not a student will graduate. That's why they're called high stakes tests. The New York Performance Standards Consortium representing 28 schools opposes them. Instead, students present portfolios of their work to panels to assess as a criteria for graduation. Do you think that all high schools should have the same Regents assessments or should schools be given a choice between Regents or portfolios?
• What are the prevailing beliefs in your school towards the role of summative and formative assessment, e.g., too much testing and not enough time for instruction, standardized tests accurately measure student achievement. Also, what do you believe?

GROUP A - Critical Friends Group (CFG)

CFG's have become a popular forum within educational circles across the country. Volumes have been written about them and for those who are members of ongoing groups, they swear by their effectiveness. In one web based article "Renewal through Collaborative Inquiry: The Critical Friends Group Process"(http://www.newhorizons.org/spneeds/inclusion/staff/gray_hudson.htm), they mention the following:

Three key components of CFGs appear to lead to renewal: collegial support, substantive conversation and collaborative inquiry.

Based upon your in-class experience, consider and respond to the following questions:

• How does the idea of a CFG differ from any professional development you have experienced so far?
• How can teachers overcome potential obstacles (e.g., lack of time, lack of trust) in order to implement a CFG in their school?
• How can a CFG help improve multiple aspects of your teaching?

GROUP D - Community of Learners

Yesterday you watched a video about a CFG, filled out an anticipation guide and discussed your reactions. We never got to discuss the last two questions on the guide. So, what do you think?

1. "In the best schools, teachers collaborate." Agree/disagree? Discuss this and also how closely your school approaches this measure.

2. "In the schools of today, we should only consider curriculum to be successful based on how well students perform on tests." Do you think that this is true and do you think this is right? What are your own beliefs and how do you think the teachers in the video would have responded to this question?

3. In Chapter 6 of Beers, she talks about the value of anticipation guides. How effective do you think that this was for preparing for and debriefing yesterday's video? Do you or would you use anticipation guides with your students in class and/or colleagues in a workshop?

GROUP C - Creating a Workshop for Colleagues

In Monday's class you reviewed chapters 2 and 5 from Differentiated Early Literacy for English Language Learners: Practical Strategies by Paul Boyd-Batstone. From what you and others presented and/or what you have read so far, how would you use this material to design a workshop for your school? Use the following prompts to guide your response.

• What most impressed you from the literacy based activities presented and/or what you have read in Beers and Boyd-Batestone?
• How would you structure the material to meet the needs of your colleagues?
• What challenges do you think you might encounter? How would you address them?

GROUP B - Hidden Assumptions

This past week, we've begun reading Beers What Teachers Can Do... Here are two seed questions which would be interesting to consider and respond to:

• Chapter 2 - CONFIDENCES OF ADULTS - As you listen to your colleagues in the teachers' lounge, how many of them discuss good books? What percentage of them do you think are active, engaged readers? Is there a voluntary book club at your school and, if so, how is that perceived? If not, how might you get one started? Do teachers trade strategies and discuss new ideas in pedagogy? As a teacher leader, how do you think that you could support a positive attitude towards reading?
• Chapter 3 - STUDENT FEEDBACK - Raymond (page 34 & 36) offers rather "cheeky" responses to Beers. Should we be listening more often to what students are trying to say or challenging them on how they say it? How can we listen without getting defensive? Has a student ever said something that made you rethink your assumptions?