Canton Local School District’s
Dear Stakeholders, This ebook symbolizes the journey, two years in, of our staff, students, and parents towards a great school district that is focused on engagement, and becoming a learning organization that prepares all students for success in a global society. We can certainly attest to the fact that we are well on our way, but the road still extends farther ahead. Our work begins in the summer of 2010 with a District Design Team of teacher leaders, students, parents, and administrators who volunteered their commitment to the work. Their leadership and courage will spark our transformation into an innovative and collaborative district focused on student engagement. I believe we can make this a reality; join with me as the journey continues! Kim
Canton Local Schools District Design Team 2010-2011 Kim Redmond • Nicki Howard • Dale Rush • Jay Moody • Lisa Rogers Stephanie Rosselli • Todd Osborn • Meghan Fricke • Eric Brickwood Chris Noll • DaNita Berry • Becky Steinke • Katie Nolen Nick Stepanovich • Amy Eibel • Mason Boldizar • Lisa Hookway Samantha Haney, student • Tristan Gooding, student Natalie Volpe, student • Katie Holshu, student Jen Ward, parent • Bob Nolte, Schlechty consultant
“I believe that there is much that schools control that can make it possible for boys and girls to enjoy the kind of exciting relevant, twenty-first-century education that their teachers, parents and grandparents, and the larger community want for them, and that those who teach and manage our schools should be accountable for ensuring these things happen. What I find objectionable is the tendency to make the state rather than the local community the focus of accountability and the parallel tendency to hold teachers and schools accountable for things over which they have little control.” ~Phillip C. Schlechty, Creating Great Schools page 2
Table of Contents Year One 2010-2011 Pages 5-24 Year Two 2011-2012 Pages 25-56 Year Three 2012-2013 Pages 57-
ON THE COVER are Faircrest Memorial Middle School students, Latishia
Spencer and Celina Kennedy working on tessellations using foam shapes pieces in John Hoppleâ€™s eighth grade math class. page 3
Canton Local Schools Our Beliefs • The purpose of schools is to open minds, expand thinking, and instill a love of learning that allows each child to prepare for the future. • Every day we foster a culture of pride in our schools, created by positive relationships and meaningful work. • We are committed to preparing our students to be flexible, collaborative, creative, life-long learners. • All our students have the potential to learn more than they are currently learning, and it is the responsibility of all they encounter in our schools to support their learning. • The focus of all school activity is the design of high-quality, engaging work that students find interesting and relevant and that challenges them to reach their highest potential. • Schools that are focused on engagement are the responsibility of the entire community; we take pride in the relationships among our community and our schools, characterized by collaborative partnership, open and honest dialog, mutual respect, and trust.
Year One 2010-2011 What do we want to be five years from now? What is engagement? What are our beliefs, vision and mission? What is design? How will roles change? How do we honor traditions? The role of the District Design Team is to be the future thinkers and leaders of the organization. Our District Design Team spent the next year pondering the above questions and many more. We read, discussed, researched, experimented, and learned to work together as a learning team. Our culminating product was our beliefs; beliefs we are committed to acting upon every day. Our challenge will be to have our beliefs felt in every corner of the district. Kim
“If public schools are to meet the needs of American society in the twenty-first century, they will need to transform themselves from organizations in which the core business is producing compliance and attendance to organizations in which the core business is nurturing commitment and attention. (An organization’s core business consists of those things on which the organization’s attention is fastened and toward which most of the organization’s energy is directed.) This transformation will necessarily disrupt the way schools define critical roles, and this in turn will disrupt critical social systems.” Phillip C. Schlechty, Creating Great Schools page 5
July 7, 2010 • Admin team introduced to Bob Nolte • Renewed expectations for 4 principals to attend Principals’ Academy • Commitment to educational initiative long term
m Canton Local Leadership Tea July 7, 2010 8:30-11:30 Agenda s Academy and how ncipals expect at the Principal Pri can at Wh al: Go ce? inform the work of Central Offi
Kim Redmond’s Experience and
Central Office Team
Feedback/reflections/next step of the future. past is stronger than the vision the of l pul the t sen pre is sion Until pas
July 11-14, 2010 Supt. Leadership Conference
Why testing is not good for: Students Innovation Transformation -or Communicating how we really are doing
â€œThe relationship between the superintendent and building principals, more than any other factor, explains the ability of school districts to ensure that building-level change efforts are sustained beyond the tenure of the initiating principal and that whatever positive effects there are become distributed throughout the system.â€? ~Phillip C. Schlechty, Creating Great Schools page 7
July 18-22, 2010 Principals’ Academy
Go o d to have 1st han d experien ce an d un derst an ding o f the time lin e.
ation m r o f s n The tra . O. as of T an. g e b l a cip a Prin
et ay to s n w e c i i n Was a before work o dt ble the ta egan. Helpe se sb sen school ocess make g. in pr make school build in the
Apprec ia think t te d the ime ab o ut future practic e ~ o ver a r c hing Schlech ty umb rella
Conversation w/other administrators from different states was refreshing
“If Working on the Work is to become a habit in a school, the principal must exert strong leadership to ensure that this is the case. ” ~Phillip C. Schlechty, Creating Great Schools page 8
August 2-3, 2010 Sippo Lake Executive Assessment July 20, 2010 Canton Local Schools District Design Team 2010-2011 Kim Redmond Nicki Howard Dale Rush Jay Moody Lisa Rogers Stephanie Rosselli Todd Osborn Meghan Fricke Eric Brickwood Chris Noll DaNita Berry Becky Steinke Katie Nolen Nick Stepanovich Amy Eibel Mason Boldizar Lisa Hookway Samantha Haney, student Tristan Gooding, student Natalie Volpe, student Katie Holshu, student Jen Ward, parent Bob Nolte, Schlechty consultant
I would like to thank you for agreeing to participate in our Capacity Retreat on August 2-3, 2010, 8:00-3:00 at Sippo Lake (directions attached). You are a key leader for Canton Local and I know that, like me, you want us to continue on the path to greatness. These two days will focus on assessing the capacity of our district to support the changes we need to transform into the school of the future. As a way to introduce you to the work ahead, I invite you to go to the following website: www.schlechtycenter.org and explore. To enrich our conversations in August, if you would view the video in the middle of the home page entitled, The Way Things Are, The Way Things Should Be. As part of this video there is a short survey I hope you will complete, print out, and bring. It will not be graded. I look forward to these two days and our work together. We will have a light continental breakfast and lunch each day. We will start promptly at 8:00 and end by 3:00. Please dress comfortably! Thank you again for your time and commitment! KIM
Comments........ • • • • • • • • • • • •
Good meeting spot! Setting goals based on system capacity. Like having the students’ input! Rated our district then talked about where we were Not excited at all! Another meaningless change. Was our evaluation of capacity accurate? NO Honest conversations When we rated, some of the groups got all fancy with numbers like 3.52 or 3.4 Wow - Sippo Lake, I love this place but “What are we doing here? I am confused!” This stuff rocks! ~ How wonderful that an entire district has their staff experience this! A little confused about what needed to be done Liked the string experience where we identified needs Amy Szwast arrived - still in the dark about what we are getting ourselves into... sounded cool, though.
Sept 23-24, 2010 23rd - building visits PM - DDT (4-6:00) 24th DDT
Digging deep into our roles and where we fit in
Canton Local Schools District Design Team September 23-24, 2010 AGENDA
September 23, 4:00-6:00 pm
Bringing forward our assessment of capacity-any questions?
Update of RttT Proposal-Options and Challenges
Orientation to roles, responsibilities and the work plan for the District Design Team
Introduction to: A Strategy for District Transformation
September 24, 8:00am â€“ 3:00pm
Overview of Three Phases of Transformation
Phase One Details-Developing a Future Orientation and Establishing Direction
Making the Case Vision, Indicators, and Evidence
Accountability Current status of 4 Critical Systems: Direction; Knowledge Development and Transmissions; Recruitment and Induction; and Evaluation
An Overview of Schoolhouse Transformation, featuring principals and teachers
Assignments and next steps
October 17-20, 2010 1st WOW Conference Atlanta Plans/Discussions of Collaboration (until we got off the plane)
Belief session helped to focus on need to develop ours
Easier to understand
Conversations over dinner
Sippo Lake conversations became much more clear (yes they did - we have purpose!)
Great Session on Design -saw fully the power
10 folks! -
DaNita Berry Mason Boldizar Eric Brickwood Megan Fricke Nicki Howard Katie Nolen Teresa Purses Becky Steinke Nick Stepanovich Amy Szwast
Clear: compelling Standards Video (too much fun â€“ Fricke, Amy, Eric) That plane ride was so productive, collaborated on some great stuff! People came back excited
Everything became so much clearer! We can do this!
November 16-17, 2010 16th→ School Visits PM DDT How to address need for change in each building? 17th DDT Discussed progress & plans for future. Lead Teacher Meeting on November 16, 2011
“Rather than being viewed as platforms from which knowledge can be distributed, schools and classrooms will need to be thought of as platforms that support students as they work on and with knowledge. In other words, schools and classrooms need to become platforms for learning as opposed to platforms for teaching.” ~Phillip C. Schlechty, Creating Great Schools page 14
Canton Local Schools District Design Team November 16-17, 2010
November 16, 4:00 pm - 6:00 pm - A Design Activity - Reports from Atlanta-what is “Working on the Work”? - Some early reports from the schools - Using SocialCast-what are we learning about it? - Work Group session-if time… - Work Group session, Nov 16
What are we learning about the need for change in public education? In Canton Local?
What resources have we explored that are compelling to us, and what would be compelling to our customers, as well? To which customers?
What more do we need to think about and learn before we begin “making the case” to others?
- November 17, 8:00 am – 3:00 pm - SocialCast Q&A - Design Activity - Work Group Sessions and Reports *Messages and customers - Ten Things *Customer groups - Phase One of Transformation *Standard 3
What we Parents Want.... 1. Canton Local communicates at all levels throughout the school experience. 2. Canton Local provides opportunities beyond academic, athletic, and social skills. 3. I feel my child is safe at school throughout the school day. 4. All staff members at Canton Local care about my child individually. 5. I made the right decision by choosing to send my child/children to Canton Local Schools. 6. My child is college or workforce ready. 7. I feel supported as a parent. 8. My child looks forward to going to school. 9. My child and/or I feel comfortable in approaching the staff of the schools. 10. I feel I am working with my child’s teachers and the staff of the school (The Power of Us.) 11. My child is prepared to make a difference in the world. 12. Canton Local values my child as an individual academically.
What do you want the staff to say about Canton Local Schools? 1. I would send my child here - Proud of our school 2. This is a great place to work - Look forward to coming to my job 3. Staff feels appreciated - Feel they make a difference by what they say and do 4. Positive amd collaborative school culture 5. Teachers and students feel safe 6. Resources are accessible for all teachers 7. Innovative school climate - Engaging learning environment 8. Confidence in preparing our kids for the future - based on understanding of our students’ needs 9. Staff is equally committed and collaborates towards the mission 10. Our administration supports us “I am now firmly convinced than ever before that if teachers are to design more engaging work for students, those who control schools and the way schools operate must be prepared to design schools and school districts in ways that are supportive of this activity.” ~Phillip C. Schlechty, Creating Great Schools page 16
BELIEVE... 10 things we want students to say about Canton Local Schools 1. We are ready for our future...college...career...workforce...life; we were challenged and prepared! 2. We took pride in our school and community, and this is recognized in our actions 3. We believe faculty and staff cared deeply about each of us! 4. We have respect for our school, community, each other and ourselves. 5. We had customized learning experiences in a safe and engaging environment. 6. We have choices about what, how, when, and where we learn. 7. We learn, support and encourage each other through our successes and failures. 8. We enjoyed school every step of the way. 9 I was challenged to reach excellence in every aspect of my education...academics, art, athletics, character, wellness and service. 10. Can I go back? 11. Canton Local inspires me to be a lifeong learner. 12. I have the opportunity of expressing my opinions without being laughed at or questioned...my voice matters. 13. Because of Canton Local, I will make a difference in the world.
What the Community Says? *1. Our schools are the â€œPrideâ€? of our community *2. We have the best of all things: Time-honored traditions that honor the past and forward, 21st century thinking - where students are responsible for their learning. *3. Our school district is fiscally responsible in all decision-making. *4. I feel welcome in our schools and we trust our students and staff. *5. Our students are prepared for the future. *6. Our schools have high expectations for ALL students. *7. All students contribute to their community. *8. I am fully informed and know I have a voice. *9. Our facilities are safe, functional and accessible to ALL. *10. Wellness is stressed in our schools. *11. Technology is fully utilized in our schools.
Places to Go
Sources of Ideas and Presentations for the Canton Local District Design Team (NOT in Order of Importance—Add Your Own Discoveries and Send to Kim Redmond!)
Websites Wes Fryer: http://www.speedofcreativity.org/ (also search for Steven Johnson video) Teaching Paperless: http://teachpaperless.blogspot.com/ http://www.racetonowhere.com/ www.edutopia.com www.eschoolnews.com www.fischbowl.com Many videos about education today and in the future www.schlechtycenter.org Check out videos by Pink and others, Phil’s blog www.presentationzen.com www.prezi.com Math, Technology, Engagement: http://prezi.com/rj_b-gw3u8xl/playing-to-learn/ Seth Godin’s blog: http://sethgodin.typepad.com/ www.fno.org www.lifehacker.com Ian Jukes website: http://www.fluency21.com/ http://www.stlouismiddleschool.com/science1 Don Tapscott’s site: http://dontapscott.com/
January 25 - 26, 2011
Lewis & Clark Comments... • Great video/discussions as we begin to blaze the trail • Must adapt or will fail to find a place like N.A. • Love the video & historical reference • Using outside sources to get further • Caught the vision and getting excited • Cool movie that related to our new adventure • Liked the analogy • Eager participants!
C4D Training March 14-17, 2011 Louisville, KY Nick Stepanovich • Understanding the process and difference between Design vs Planning • Worked with others in similar situations • Importance of asking questions vs answering them • 4 – Steps to quality design
Design vs Planning page 20
March 29-30, 2011 2nd WOW Conference Charlotte Socialcast! People began to ask more questions The importance of Beliefs became evident
10 folks! Nicole Bowman Gregg Clark Derek Faiello Melissa Kalb Cassie McGuyrt Jay Moody Lisa Rogers Dale Rush Amy Szwast Gay Welker
It was great to see this growing and gaining life!
Worked with Derek Faiello on sharing a lesson with our team that had us all engaged! FMMS Staff came back with so many positive comments! Started the work immediately! Tons of â€œwhoâ€? work took place. Engagement assessments getting started.
Canton Local Schools Our Beliefs • The purpose of schools is to open minds, expand thinking, and instill a love of learning that allows each child to prepare for the future. a culture of pride in our schools, created by positive relationships • Every day we foster and meaningful work.
• We are committed to preparing our students to be flexible, collaborative, creative, life-long learners. • All our students have the potential to learn more than they are currently learning, and it is the responsibility of all they encounter in our schools to support their learning. • The focus of all school activity is the design of high-quality, engaging work that students find interesting and relevant and that challenges them to reach their highest potential. • Schools that are focused on engagement are the responsibility of the entire community; we take pride in the relationships among our community and our schools, characterized by collaborative partnership, open and honest dialog, mutual respect, and trust.
The writers group: Amy Eibel, Meghan Fricke, Lisa Hookway, Nicki Howard, Jay Moody, Chris Noll, Kim Redmond, Dale Rush, and Jen Ward page 22
Faircrest Memorial Middle School March 30, 2011 What would it look like? 1. working as a learning community
Evidence of Progress in FMMS • We are meeting in small groups that continue to grow in numbers
2. using the district’s beliefs
• Our beliefs are so new that we will continue to use • We are in the “What If ” stage them as a guide • our whole community was on the same page • meetings to unpack standards • We were able to understand • beliefs need to wrap around the standards what all contents are doing at any given time -having a draft available • we clustered WOW teachers • pacing charts/nine week plans as a pilot run • this happens, but not purposeful • we had time to utilize the -teachers making connections as they teach coaching circles on a regular • getting opinions from other teachers in different basis • staff openly sharing strategies used within the • everyone had the same view classroom of what the core business is ... designing engaging work
3. “big picture” of what students are to know 4. collaboration between grades and disciplines 5. core business results in higher satisfaction for individuals and as a staff 6. teachers share a common language
• those who participated in the WOW conference use the language during conversations • sharing out of language at other meetings (design qualities, engagement, design, teachers as leaders, customers, etc.) 7. Principals use time • PLC meetings are moving in the right directions and resources • openness to use time more effectively differently to support teacher collaboration 8. New work has been • teachers are beginning to gather information on designed and shared the hard to teach concepts as we look for time to with all move forward
• we all used a common language to describe our core business
• we free up time to lead teachers through the design process and coaching circles
Year Two 2011-2012 In Year Two, our District Design Team continued their work while supporting the emergence of School Design Teams. Our beliefs were presented at Convocation and began to come alive within our schoolhouses. Each School Design team focused on two things: defining the beliefs within their schools and designing engaging work. By the end of Year Two, our vision was created in our culminating product, Portrait of a Canton Local Graduate. We are transforming the Canton Local way! Kim June 2, 2011 Voluntary DDT Executive Annual Review
Summer 2011 Vica Socialcast This is where Socialcast fizzled……..
July 2011 Leadership Academy June 2011 Schedule work to offer student choice classes Preparing for The Great Canton Local - (Mallory) Frank joined group Plan for Lead Teachers was developed
June 2011 Schedule work to offer student choice classes
Preparing for The Great Canton Local ~Mallory
Plan for Lead Teachers was developed
~July, 2012 Mallory Floyd, Frank Kruger and Jeff Moore joined the group. page 28
August 2011 Nick & Amy PD session on Getting to know your â€œWHOâ€?
90% of Walker teachers were exposed to design
First Involvement Meers
Katie Nolen & Meghan Fricke led PD Design Qualities
This was a great 1st step in the design process! Really introduced this concept to many throughout the district!
Entered the program -John Hopple
Monay, August 22, 2011 DDT + School Design McCalls
Great “Kickoff” for 2011-2012
Tons of energy
I had to wear a cheerleading uniform! First time in nearly 20 years! Lead teachers were selected
Loud creativity & enthusiasm, great day & experience
ABC’s of Walker
“In Working on the Work framework, teachers may sometimes instruct but will no longer view instruction as their primary functions, because other sources of instruction are available in the time frame of an individual student, not just for the entire class.” ~Phillip C. Schlechty, Creating Great Schools
September 12-15, 2011 Coaching 4 Design Louisville, KY Katie and Mallory Designed 1 day training for Lead Teachers
TV slideshow of FMMS engagement affirmation of “what’s” true at our school
Great intro for many!
August 2011 Never laugh at Georgia Teachers riding in the back of a pick up truck in Kentucky!
“When teachers prepare to design work that engages students, they must begin by identifying the motives and values students bring to their work. Then the individual teacher designer, usually working with colleagues, can begin to imagine ways of linking these motives and values to work that has characteristics most likely to be responsive to those things about which the students care.” ~Phillip C. Schlechty, Creating Great Schools page 33
Monday, September 26, 2011 School Design Teams Building the Work of School Design Teams Today’s Agenda: Nature and Functions of the School Design Team Our Team - Organizing for Results
Norms, Schedule, Resources
Designing for Results
Designing for Whom
Designing for What Outcomes
Using Design Qualities
Questions and Next Steps ••• Comments..... - CS Protocols / organize - FMMS developing PLC plans for beginning of the year - FMMS Room 100 for Design Time -WOW Network Web •Identified roles -Push for cultural shift -2011-2012 Weekly Design Team Meetings during PLC time -Plan, Plan, Plan -Choice class gained momentum throughout the year page 34
Tuesday, September 27, 2011 District Design Team
• Started planning “Design vocabulary” Roll-out Friday mornings @ Walker • Direction more clearly defined by building • Wider invitation to join School Design Team (Walker)
A. Question for SDT members of DDT: On the basis of your team’s work together yesterday or today, • What plans are in the works for the year? (Refer to handout format) • What issues have you decided to focus on? • What outcomes do you want to achieve? • How will you do your work? • What resources and support might be needed from DDT, Central Office, or Schlechty Center?
What are your steps between now and November?
B. Kim: • What are the capacity-building and major changes for the coming year? • Assessment of current capacity, current needs, current constraints, and discussion of high-leverage actions to be undertaken Reflections or second thoughts on original assessment- what do we know now that we didn’t know then? • For November: everyone needs to study two of the SIX Critical systems and come ready to discuss strengths and weaknesses overall, across the system Directional, Knowledge Development and Transmission-with particular reference to Phases 1 & 2 in Transformation tool. Come armed with “What ifs?”
C4D • Coaching For Design training for Lead Teachers Katie Nolen • Nick Stepanovich • Mallory Floyd
October 27, 2011 WOW Conference Chattanooga, TN • Staff Sharing from Chattanooga WOW’ers • Group Me was born • Friendships - 1st detailed understanding - Climbing the Mountain • Lots of sharing and rich conversation • Great experience from the FMMS crew, Staff came back motivated – clearer picture of work to be done • Things are coming together @ the district-more design teams meeting in the morning and district decisions are being made w/our belief system in mind • Walker excitement went to the next level with the WOW’er folks WOW’ers – Steph Berardo, Chris Bergert, Lisa Bryan, John Hopple, Melissa Kalb, Frank Kruger, Celia Mastroine, Jeff Moore, Brenda Pachan, and Michele Pedone
Tuesday, November 15, 2011 District Design Team • Work on traits for our future CS graduates! - Dale Rush, Nicki Howard, Eric Brickwood, Amy Szwast
Vision for Canton Local Graduates Innovator
A Canton Local graduate will create new ideas, processes, and products resulting in substantial positive changes and solutions.
With an understanding and knowledge of diverse audiences, a Canton Local graduate will expertly communicate across our global society.
A Canton Local graduate will recognize, expect, and produce high quality performances and products.
A Canton Local graduate will be a beacon of knowledge, a pillar of integrity, and an inspiration for others to follow.
A Canton Local graduate recognizes their role as a global citizen through service and altruism.
A Wildcat: •Takes risks willingly •Anticipates future needs •Produces novel and creative solutions •Learns from the past to better our future •Adapts to everchanging world
A Wildcat: •Listens actively •Understands the audience •Chooses the best mode of communication •Articulates a clear message •Respects differences •Reflects and evaluates progress
A Wildcat: •Creates with craftsmanship, integrity and respect •Builds and raises standards of quality •Demonstrates consistency of excellence •Exemplifies timeliness and strong work ethic •Demonstrates persistence and determination
A Wildcat: •Influences and compels others to take action •Displays courage in the face of adversity •Makes informed decisions •Serves as a positive role model •Challenges others to reach their potential •Takes initiative through intrinsic drive
A Wildcat: •Changes the community and the world for the better •Takes ownership for healthy life choices •Volunteers time and talents to help others •Leaves a “Pawprint” on all encounters
• Senior posters in cafeteria • New Broadcast • Student Survey
• FMMS Staff surveyed on evidence of Belief #1 In November, 2011 Belief #1 Feedback from FMMS - 10 - Choice Classes - 7 - WOW - 5 - Project/Presentation Assessments (vs. paper/pencil assessments) - Webquest /Use of Technology - 4 - Design Work - One-on-One Computing - 2 - Design Team- Grade LevelCareer Plans - 1 - Enthusiastic Teachers - Helping Others (Jingle Jammies/Penny War, etc.) - Study about different cultures, societies, people - (outside their world) - Big Picture Activities = Cross curricular, engaging students I development of lessons & creation of rubrics - Making students “own” their choices - The students come to school The students are completing assignments - Giving kids ‘choices’ in class - Higher Level Questioning Giving students opportunities to go above & beyond the basic requirements of the school day (solo & ensemble; drama; math team; art competition, chess club, history day, dance club) - Guest Speakers sharing interest/passions - Giving Students opportunity to share their work/performances w/an audience through…sports, FMMS TV Display, band/choir, Veteran’s Day - Group Dynamics to foster teamwork in accomplishing project goals - Kids are showing enthusiasm for learning - Activities that relate to student’s lives/high interest - Writing Activities & Journals with Choices - Many “products” displayed around the school
Agenda • • •
Feedback Calendar for the year Coaching Circles • Let’s watch one • Let’s do one
• I feel confident at this time to roll out small circles at the high school and let them grow. • Watch a coaching circle in action or take part in a few more. • I would like to know exactly what is expected of me such as a timeline/ calendar. • I want to lead and bring support to others I just don’t want to move too slow or too fast. • I need the directions for protocol/guidance/group norms written out so they’re easy to see and refer to. • I need a little more practice. • I feel ready and able to roll out and use the deals presented and valued by this group. But would like more guidance in how to deal with the “tough” apples within our schoolhouses. • More authentic practice with coaching and being the coach. • I really think I can do this as long as we are given the “time” to get it done. • I need more practice in coaching circles with peers I am comfortable with this. • More training on the type of questions to ask, and comments to make to a group or individual. • To be more confident, I would need to be put into a coaching situation with a coach, coaching me along the way. • I need more familiarity with design qualities and coaching circles page 40
+++ Mallory Floyd +++
Four teacher teams: Rachel Torgerson Cathy Ferrell Heather Buzinski
Tom Shaheen Emily Fox Johnson Danielle Elliott Katherine Huston Kristie Sigler
Betsy Williams Sheila Doerschuk Allyson Ridenbaugh Erika Karovic page 41
Janet Barcus Jen Brown Tonya Cunningham Debie Davidson
What contributed to your level of engagement? A real lesson was being presented Being involved in a coaching circle See it! (the coaching circle) Everyone being open and honest Discussion The Lesson Authentic practice page 42
Canton Local Schools WOW Academy Information A WOW academy experience is available to teachers who would like to design work around hard to teach, difficult to learn concepts. Teachers who participate in the WOW academies commit to the following: 1. 2. 3. 4. 5.
Identify concepts that are worthy of design Utilize the Schlechty Design Process and Format Implement the designed work Share your designed work through use of protocols Submit your design electronically along with engagement results and learning results and post on Canton Local posting areas.
Our Beliefs: * The purpose of schools is to open minds, expand thinking, and instill a love of learning that allows each child to prepare for the future. *Every day we foster a culture of pride in our schools, created by positive relationships and meaningful work. *We are committed to preparing our students to be flexible, collaborative, creative, life-long learners. *All our students have the potential to learn more than they are currently learning, and it is the responsibility of all they encounter in our schools to support their learning. *The focus of all school activity is the design of high-quality, engaging work that students find interesting and relevant and that challenges them to reach their highest potential. *Schools that are focused on engagement are the responsibility of the entire community; we take pride in the relationships among our community and our schools, characterized by collaborative partnership, open and honest dialog, mutual respect, and trust. WOW academies will consist of 6 hours of design time and teachers may request to attend as many academies as they wish, with the understanding that each academy will be for new work designed around those hard to teach, difficult to learn concepts. Canton Local Schools WOW Academy Application WOW Academies are intended for teams of teachers but individuals may also apply to participate. Name(s):___________________________________________________________________________________ Grade/Content:_____________________________________________________________________________ Hard to teach; difficult to learn concept(s) you will design around:_____________________________________ In your opinion, why are these concepts worthy of design?___________________________________________
Thursday, January 12, 2012 WOW Design Academy Agenda “The key to improving the schools is improving the quality of the work students are provided.” ~Phillip C. Schlechty, Creating Great Schools
I. II. III. IV.
Design Matters Video Welcome & Purpose DQ Introductions The Process - Step 1 • Prewriting • Content and Substance – Picture of Success • Assessing Engagement and Achievement
Break – 10 min Coaching Circle V. Design vs. Planning – Extreme Home Makeover Lunch
VI. Step 2 • Product Focus • Organization of Knowledge • Clear & Compelling Product Standards • Protection from Adverse Consequences for Failures Coaching Circle VII. Step 3 • Affiliation • Affirmation • Choice • Novelty & Variety • Authenticity Coaching Circle VIII. Putting it all Together – Unit Design Format
Engagement Survey page 44
January 23 - 24, 2012 School/District Design Teams Amy Eibel started helping Walker at Coaching Circles, Wonderful experience. Brought ideas back to try at FMMS.
These were great! It was wonderful to be a part of!!
Walker Design Days happened end of January for 2 days
• Hug Walker learning experience
• Many new design participants. Great feedback. Teachers want to do more!
• Portrait of Graduate Discussions • 1st Coaching Circles?
• Poll everywhere - student voice - teacher use in classroom
• FMMS planned Coaching Circles for February
• Subcommittee worked on portrait of CL graduate
• Side note: when the student driven newspaper comes home, I love reading it and knowing I was part of this design process! So proud of these individuals!
• Great Team • Format and language discussions
• Critical Design Protocol Coaching Circles
• Document produced to bring back to DDT
• Student Surveys
• Portrait of graduate on posters
• PLC Meetings in AM
• December, 2011 FMMS participation in Coaching Circles @ CO
• Small group to revise
• Design Fridays and South
• Staff surveyed on evidence of Belief #2 (small group) in January, 2012 continued on next page.
• Dancing Man Video Leadership (Loved that!) He was so great and true to the way things work • Feb. FMMS Coaching Circles Awesome!
“If we want more students to be more engaged and more intrinsically motivated to learn academic subjects and see how mastery of those subjects can help them do things they care about, we need to design schoolwork differently. We need to honor many forms of intellectual work that currently are not honored in the narrow definition of what matters in school.” ~Phillip C. Schlechty, Creating Great Schools page 45
Canton Local Belief #2 ‘Every day we foster a culture of pride in our schools, created by positive relationships and meaningful work.’ What evidence do we have that we support the above belief? *Students return to say hello to teachers *Students feel comfortable asking for help *Staff gets along well together *Opened up the possibility of ‘student voice’ *PLC time used to talk about teaching/learning/ curriculum and WoW designing *Clean building-classrooms-hallway What do we need to do differently to align to this belief? *FMMS T-shirts – sell red and grey *Athletic pep rallies for our teams and CSHS *Wildcat of the Month on marquee *T-shirt war between grade levels *Spirit store *Showcase ‘best work’ on announcements *Continue to tie in ‘relevance’ to work **Need to ask kids what we need
February 8, 2012 Lead Teacher Meeting Feb. 2012-2013 Two Coaching Circle Days -20+ teachers participated -6 Coaching Circles -new staff (haven’t joined design work at PLC time) joined Coaching Circles -positive feedback – wanting more opportunities to do Coaching Circles in summer Below - FMMS Staff gathered pictures of Belief #3’s evidence for TV sharing in February 2012
March 4-7, 2012 WOW Conference Charlotte, NC Definition of High Quality Education nt e h m g Hi gage En SBT
t we a h fw o w vie w with *Re kno ts from ric s t s i d s acro tr y oun c e th
WOW’ers Rachel Torgersen Lindsey Brant Katie Kreitzer Brian Mohn Kristie Sigler Mallory Floyd Jeremy Noll Greg Williams Emily Fox Johnson
“When students are engaged, they are related to the tasks they are involved with in a different way that when they are strategically or ritually compliant. Among other things, the relationship between these students and their work is generally unconditional. They are committed to the task, and the commitment is not contingent on the presence of rewards that are extrinsic to the work or the threat of punishment or negative sanctions.” ~Phillip C. Schlechty, Creating Great Schools page 48
March 26 - 27, 2012 District Design Team • FMMS team developed a great plan to start off the year in 2012-2013 New ReadyFest experience • CSHS Design Fridays targeting those who have not been “tapped” (Plan) • New attendees for Design Friday • Engage O meter • Who am I • Lots of Readyfest conversations and engaging parents Hows?? • Walker -survey -vis. work -welcome flyer • Parent Survey passed out and collected • Focus on Faircrest Design of Readyfest: Conferences • Sharing out our work at staff meetings (Feb. 2012 – May 2012) • Canton Local Graduate finalized – This is something to be proud of 9th grade team began “Web Based Portfolios” for students to show/ demonstrate how this applies to them
(activities that contribute) April 11, 2012
Lead Teacher Meeting
Lead Teacher Year-end Celebration May 17,2012
“Teamwork makes DREAMS work!”
April 2012 • Monday Design Meetings -Focus -Designing Readyfest -Designing conferences 1 – Readyfest -community groups -athletic groups -athletic meetings for parents/players -grade level commitments -organization of a formal informative session 2 - Conferences -gathering parental input -set dates -incorporating Explorer results
Continue coaching circle with voluntary staff
6 total groups
Clarity of Purpose & Values SDTs are O.K. on this, but there is still work to be done
w/rest of staff
Messaging will be critical for this at the beginning of
the year, i.e. “The design work will fit in w/OTES, RTI, OIP, etc.”
• Decisions made on Look to our “vision of a Canton Local Grad” as our value system
• Inservice for staff purposefully designed • Investment of PD $ for continued work
a UNIFIED front for each building... a direction for everyone to follow... a commonality
We need to utilize staff who have moved bldgs. to share
work (Ricketts, Sternberg)
We need to continue to work across bldgs. to share
ideas & leadership (coaching circles)
Maintaining high expectations & raising the bar -students will expect this work from staff once they are introduced *BELIEF #4 *Jeff Moore’s comment about continuity from Walker FMMS CSHS -the system will break down if this doesn’t continue throughout the school experience
• FMMS Emerging Leaders 2012-2013 Student Club
• Lead Teacher Supplementals
• Sent people to WOW Conferences
• Literacy specialist job developed
• Building Principal to Building Principal
• Peer Leadership W O R D
• Listening to all stakeholders & voice of others
• Empowering students & teachers alike
• Who am I? Opening up to establish relationships
• Know the product
• Redesigning lessons
• Set goals for future students
• Sharing time w/one another
• Safety net for failure for staff & administrators
Sense of Direction FMMS executing plans for future work during school Design Team Meetings
All staff on same page
kids on DDT Beliefs Portrait of CS Grad
*Portrait of a CL Staff Member!
Start year with a bang!
Need to “connect dots”
BDT to compliment the work of DDT
High School is moving slowly but surely “slow & steady” “wins the race”
working one educuational intiative through
• page 53
RESOURCE ALLOCATION FLEXIBILITY • Building & sponsor extended learning opportunities - FMMS • Student schedule allocation of time to provide choice - FMMS • Shared staff for WOW work • Release Days for Coaching • Summer PD Design Academy • Katie Nolen schedule • Set aside PLC time • DDT Meetings / SDT Meetings • WOW Conference & more
• Continue to protect TIME • Linking grants to the work •How do we release staff during day to work?
Infrastructure for Taking Action Katie Nolen made available for leadership / coaching circles / design work @ Walker Clear communication about roles, responsibilities and opportunities John Hopple tech support @ FMMS - embedding technology into academics Continued development of lead teachers - and building more leadership! Continue giving opportunities to design and participate in coaching circles DDT Mtgs. and SDT Mtgs. - Continue to meet & lead the district forward â€œDesign Vocabularyâ€? used intentionally in everything... especially summer PD classes!
Assessment Mechanisms WOW Work
# of participants @ each training
Lead teacher roles for / defined by building needs
parent / community surveys (future)
Design impact OTES
# of coaching circles/ # of participants
year map at each building to target growth
# actively engaged in teaching / learning initiatives
**system of documentation of work done
Classroom engage - O - meter
WOW staff training polleverywhere.com exit surveys for student input
momentum of engaged staff on journey
WOW Work Leadership Parent Staff Kids page 56
Year Three 2012-2013 In Year Three, we will work to strengthen the work of the School Design Teams as each school claims their role in the Portrait of a Canton Local Graduate. This will be the key to preparing all of our students for a Global society. It will also set a Canton Local Education apart from others as we focus on student engagement and learning at high levels versus a compliant testing rich education. Our District Design Team will keep the district future focused and maintaining our direction towards an innovative school district that prepares and engages all students to learn at high levels. Kim