tag:donna.robreid.com,2010:/weblog//2 2010-01-13T14:16:33Z Donna's reflections on her CFG projects Movable Type 3.33 tag:donna.robreid.com,2010:/weblog//2.845 2010-01-13T14:14:45Z 2010-01-13T14:16:33Z

The interview that I did with Dennis Shirley is posted at http://www.houstonaplus.org/resources/bookshelf/mindful-teacher-interview-dennis-shirley...

Donna http://donna.robreid.com/ The interview that I did with Dennis Shirley is posted at http://www.houstonaplus.org/resources/bookshelf/mindful-teacher-interview-dennis-shirley tag:donna.robreid.com,2010:/weblog//2.844 2009-12-13T14:08:55Z 2010-01-13T14:13:38Z

On December 7, our ACP CFG met at Challenge High School. All but one person was present. After opening the meeting and making announcements, we did the Warp Speed team-builder to work on learning everybody’s name. We then looked at...

Donna http://donna.robreid.com/ On December 7, our ACP CFG met at Challenge High School. All but one person was present. After opening the meeting and making announcements, we did the Warp Speed team-builder to work on learning everybody’s name. We then looked at the Zones of Risk, Safety, & Danger and talked about how the most productive place to be is the Zone of Risk. We spent the bulk of the meeting looking at student work. Ashley, Adam, and Makeeta brought work for us to examine. The questions brought before the group included “How do I improve vocabulary instruction?” “What can I do to improve the work that groups produce?” and “What kinds of grading policies and procedures will maximize engagement and achievement for essay-writing assignments?” I was very proud about how the group was very brave about bringing work and very engaged in the Tuning Protocol and Consultancy. This bodes well for the future of our group. Reflections are in the extended entry. Learning “I learned two types of protocols to evaluating work. Both are set up to provide a specific structure to defend against harsh interactions or more of a feisty back-and-forth type of argument.” “I was able to reevaluate group work and think of the importance of: 1) rubrics for project 2) clear communication of expectations” “Enjoyed the feedback on my project --more time to complete after school, etc. --better examples & list of requirements for team members to sign off on.” “Tuning protocol can be employed when lesson planning with colleagues or when developing curriculum.” “Good to learn more processes (like Consultancy and Tuning). I also like the step-by-step guide offered.” “I absolutely loved the protocols, they really opened my eyes to how a helpful conversation should work. They made me reflect and question and give well thought out advice.” “It’s okay to re-evaluate your grading process. It’s very important to have a checklist or rubric when doing a project or paper.” “I learned that rubrics/checklists are great tools to incorporate with grading.” “*great feedback techniques & how to use them effectively • understanding the types of issues others face and seeing commonalities between theirs and mine. • learning from others’ perspectives/experiences.” “It was interesting on how we interacted with other professionals tonight. I really like how ‘negative’ feedback is transformed into questions as I think this is a great way to have the ‘presenter’ think about his/her work.” “I am not alone—other teachers have the same dilemmas—vocab & wrtg “I have learned that I’m not alone, that there’s a whole army of teachers out there facing the same joys and frustrations as sometimes I have. Some of the remarks, questions, interventions got me wondering about my own very personal remarks & question as a teacher. Pretty much enlightening having the chance to discuss.” “I learned a lot about how to improve my own practice as a teacher striving to achieve success in my students’ vocabulary instruction and retention. The group offered many creative ideas and the protocol was conducive to learning new ideas and reflecting on those ideas.” Logistics “Waiting for answers didn’t work for me. It caused a bit of inefficient time usage.” “I enjoyed small group activity, where I felt more safe to share.” “Find the Tuning Protocol ‘too safe for my liking’ but see where it would be effective/preferable. Liked the consultancy protocol. Then again—I was a consultant for years.” “The location is pretty easy to find but I find myself having a very hard time to find the exact place where the session was taking place. The room itself was cozy, and appropriate. The seat arrangement perfect. The protocol format I found it a bit rigid at times but I also have to say that it allowed everybody to participate and it kept us focused.” “The location is still an issue. The doors to the high school lock at 5:30 pm. Upon my arrival at 6:00pm, I must find a security guard to unlock the doors and follow me to the meeting location.” “I really think that dividing us into group increases participation. The group seems more intimate and conversations become deeper.” “I loved [location], how we have ability to use different rooms.” “The consultancy protocol worked. It was easier to evaluate the presenter’s dilemma” “The protocols allow time for engaged. The larger group setting felt more rushed and impersonal. The smaller group setting was better.” “liked the small group better but wish I could have participated in all 3 sessions.” “Terrible traffic getting here. It’s difficult for me to het here at 5:30 when I have tutorials until 5 and it takes about 45 minutes to get here. The meeting was really long. I started to zone out & get really tired during the consultancy protocol.” “The consultancy protocol was more teacher friendly and positively interactive than the tuning protocol.” “Both protocols were fine. I’m not sure what I would gain by putting my work through one.” Longevity “I’m interested in bringing my own work for this type of critiquing.” “I plan to use the things I learned to design group projects for the spring.” “Speaking of topics such as vocabulary building and writing processes is helping me think about my own classroom and what I can use to increase student learning.” “I will take this into different conversations.” “When giving projects to students, have clear directions, expectations and grading requirements.” “• seeing successful critique/feedback/discussion and knowing it is possible. • giving neutral, yet constructive feedback. • the openness & honesty w/in this group—will make me more comfortable when it is my turn to share.” “Having practice giving considerate feedback to other professionals.” “Utilize some of the same strategies w/ my students in vocab lrng & teaching writing.” “Hopefully will bring it in my classroom and/or use it in my career as a teacher (educator).” “Implement the tuning and consultancy protocol during PLC’s. I believe my colleagues will greatly benefit from these procedures. Reflect over the comments gleaned from the consultancy protocol. I appreciate honest and open feedback.” “I will continue to try to use neutral questions when giving feedback.” “I will take several ideas back to the classroom. My group made helpful suggestions that I will implement. ]]> tag:donna.robreid.com,2009:/weblog//2.843 2009-12-03T12:12:47Z 2009-12-03T12:21:06Z

Our ACP CFG met for the first time last night, November 16, from 5:30-8:30pm at Challenge Early College High School. Present were Kristian, Nasreen, Ashley, AiMee, Kaitlyn, Stephon, Adam, Jessica, Leenette, Janet, Holly, Makeeta, Terri, and Donna. Two members were...

Donna http://donna.robreid.com/ “Toward a Process for Critical Response” by Liz Lerman. We took 20 minutes to read the article and have a break and then we split into two groups to discuss the article using the “Save the Last Word for ME” protocol. Terri and I led our groups in slightly different ways. Terri kept very strict time—if somebody finished their response within the one minute or three minute allotment, the group waited in silence until the time was up. On the other hand, I interpreted the directions as up to one minute for the responses and up to three minutes for the last word. I allowed 3-5 seconds of wait time and then went on to the next person in the round. As a result of this difference, we got to have a discussion about the blessing of silence and appropriate wait time. Our next meeting will be on Monday, December 7. Adam, Makeeta, and Ashley all graciously volunteered to bring work to get feedback on. Reflections from the November meeting are in the extended entry. ]]> Reflections “I learned that stating opinions as neutral questions will benefit more than just stating the opinion. I learned that offering my opinion instead of just stating it will make the other party feel more comfortable. When going back to people who watched your class, ask specific questions. -Logistics Each person having their time to talk without feedback. -Longevity When I approach colleagues, I will try to use neutral questions and ask my observers about what they saw with specific questions.” “Logistics--I liked having a quiet classroom to work in instead of a noisy restaurant. I loved working in the smaller group. It was a little confusing finding the classroom and getting started. Longevity—I need to be really diligent about getting reflections on the blog and having timely communications. I want this group to develop into a true community—not just a monthly meeting.” “Learning Learning how to form ground rules was quite refreshing. I enjoyed listening to everyone’s needs and then going over the list for clarification. The small group discussion and analysis of the critical response article allowed me to refreshen my listening skills. I wanted so badly to reply or question my group members, but the protocol wouldn’t allow it. Although it was difficult, I believe it is beneficial. Logistics The location is far from my job and home. The traffic is terrible on 59 at 5:00 p.m. I hold tutorials until 5:00pm. I would appreciate a location closer to the northside on some nights. (Please alternate). Longevity I will continue to keep an open mind and clear conscious.” “Learning During this session I learned a lot about how to constructively think about self criticism and expressing criticism with others. The article we read was incredibly insightful and helpful because it stimulated so much thought and conversation about general human interaction. Logistics Though our group did not adhere to strict time rules and ‘silence is okay’ norms, I see no point in sitting in silence so that we can try to fill it with more. I loved our group’s discussion because we were respectful, enlightened, and to the point without trying too hard to fill the allotted time just because it was allotted! Longevity I can see myself applying this new information about criticism in my interaction with colleagues, family members and friends as well as students.” “Learning—During this process, I learned that a group can come together and get positive output in discussion. I learned how to take an article and really dive into its meaning. Logistics—I like the location—easily [accessible?] and we were able to eat and nibble if we were hungry. I like that it also gave space to move within bigger location. It was also very quiet which made this session productive. Longevity—I will use this new learning in my everyday life. Especially in my classroom when I am working with my students.” “Tonight was very rewarding. I enjoyed the article ‘Toward a process for Critical Response.’ Not only did it address giving my opinion but receiving the opinion of others. This is an article that I will re-read and will use the information to communicate with students and fellow colleagues. Learning—Giving your opinion is a neutral statement can garner a more honest response from the respondent. Logistics—Everything worked for me in this second meeting. The round table discussions were informative and thought provoking. This was a ‘perfect’ location. I would love to continue meeting at this location. Access to the freeway is extremely important.” “Lrng I found the article thought provoking and a viable tool to use w/in grade level or colleague group. It was reflective, evaluative and informative. it also allowed for engagement of all the group members. Log: I like this facility. It was easy to get to, appeared to be a safe environment which was clean and user friendly. I also enjoyed the large & small group sharing times. Long: I want to share this article w/ my sister who works in an administrative dept of HISD. Thank you for an enjoyable first meeting of the CFG group. also: the grouping of professionals seems perfect!” “Learning I liked discussing ways to critically respond to others (both students & other adults such as co-workers). It was interesting to hear how others responded to parts of the article. Everyone has something to offer. I really thought about my students running the classroom tonight. This is something I have really been trying to do more and a lot of our discussion brought me back to thinking this is the best way to teach. Logistics The school is centrally located, but bad traffic to get here. I wouldn’t mind coming here again. I know where it is now & how to het here. I really liked having an excellent administrator in our group. She was very open to hearing what we, as teachers, have to say. Longevity I will be most likely to use the first ‘metaphor’ activity in my classroom. It was a great way to get to know others.” “Learning •I learned that a critical friends group establishes its own ground rules. •I learned that the ‘Save the Last Word for Me’ exercise promotes and engages participants’ listening skills. •I learned about Challenge! Logistics •The smaller discussion groups work well; they ensure that all participants have opportunities to reflect/share. •As for the venue, the University of St. Thomas’ library would be a great place to meet. Longevity •I like the idea of having participants create the ground rules—a strategy that would love to employ more often in my classroom. •I plan on using the ‘Save the Last Word for Me’ exercise in my class to promote critical listening/speaking.” “Learning Enjoyed the article & the process. [Affirmed?] the power of reflection and allowing the student or teacher to discover possible solutions/ways to improve.—or what questions they should ask to get the feedback they want. Logistics Place was very convenient. I would be all for meeting here if it works for others. Would like all to be on time & stay for the duration if that is our commitment. Longevity --Make an effort to take responsibility to get the feedback I need through my questions. --Allow my students an opportunity to reflect on their work & questions.” “I really liked our article tonight ‘Critical Response.’ I found the Save the Last Word for Me very different than anything else I had done before. I was trying to actively listen instead of formulating responses while others talked. So much of it could be applied to myself and my students. The group felt safe and welcoming to its members and it made me excited about things to come. The location this time was good for as [it’s on my way home]. Other locations such as UST would also work for me. I think if we start a little earlier (perhaps at 4:30) it would help end the session at a better time.” “Learning: The ‘Dance’ article was a ‘highly relevant, safe’ foundation piece that provided a context for the CFG work—the performer/artist/teacher controlling the feedback through highly specific questions. Logistics: Other than the snafu of being the only ‘adult’ on duty—the location worked well. Longevity—The literacy coach network will be visiting my campus so I plan to work on emphasizing. . .” ]]> tag:donna.robreid.com,2009:/weblog//2.824 2009-06-15T18:23:08Z 2009-06-15T19:26:45Z

We held the CART Writing Retreat Saturday morning at the Houston Arboretum. Present were Mike, Betsy, Lochie, Adam, Melissa, Angela, Terri, and Donna. The purpose of the event was to polish the CART end-of-project narratives, to participate in new protocols,...

Donna http://donna.robreid.com/ After partaking in a light breakfast of warm coffee cake, fresh fruit, coffee, and juice, we rearranged ourselves to sit closely around one large table and started the icebreaker. Everyone thought about how to complete this sentence: When I am at my best as a writer, I am like a ________________. We drew pictures of our metaphors on name tents and then introduced ourselves and shared the meaning of our metaphors. For example, I shared that when I am at my best as a writer, I feel like a weaver. I love the feeling of being able to weave together many disparate threads into a seamless whole. Other images included a pressure cooker, an ocean wave, an unfinished puzzle, a sponge, a coffee percolator, and a medium. We then jumped in to the Wagon Wheel Peer Editing Protocol. Each participant is like a spoke on a wagon wheel, and each “spoke” concentrated on one aspect of the editing process. A couple of weeks ago, Mike and I developed a list of things that we wanted to be addressed during this editing process. The six spokes that I settled on were 1) Your job is to check for completeness: Does the piece sound like a story rather than a report? Does it describe the context? Clearly state the research question? Describe the group’s activities? Share some important lessons learned? 2) Your job is to check for transitions: Does the narrative move smoothly from one idea to the next? Does anything seem choppy or abrupt? 3) Your job is to check for awkwardness. 4) Your job is to check for evidence: Did the narrative include concrete examples of new thinking or changes in practice? How did the group collect evidence? Do you believe the authors? 5) Your job is to check for length: Is the piece around 800 words? Where might you suggest cutting? and 6) Your job is to look for two things that you really like: What parts of the narrative were really good? What would you like to know more about? During a round, you read one paper and give feedback on the one job that you’ve been assigned. After about 10-15 minutes, you pass the papers around the circle so that each reader gets a new paper to respond to but keeps the same editing job. The debrief and the reflections indicated that most people liked the protocol. Its major strength is that it allows a group to respond to a lot of material in a very short amount of time—seven of the ten CART essays got fairly extensive feedback in a little under two hours. Two participants even indicated that they will adapt the protocol for their own classrooms. If I ever do this again, though, I will be sure to post feedback norms. This was an aspect that I thought of the night before, but I didn’t write it down, so I forgot to do it on the morning of the retreat. Before we started reading the papers, the participants talked briefly about how to give and receive feedback, and I hope we sufficiently addressed the trepidation that some participants felt with sharing their work. However, I know that I should have modeled CFG “best practice” and been more deliberate about establishing and posting feedback norms. Also, I am wishing that one of the spokes of the feedback wheel had focused on looking for if the authors set the context for their work. It really hooks the reader to immediately know more about the school or workplace where the action research took place. I also struggle with using both the term “report” and “narrative.” I think I’ve probably caused confusion by using both terms. My early communications used the word “report” because that is what was used in the RFP two years ago. However, the term “report” seems to limit the piece of writing to an accountability document. What we truly want is a “narrative” that tells the story of how the group progressed and what they learned. Perhaps better spokes for the Wagon Wheel protocol in this case would have looked specifically at the building blocks of a good story: Setting—Can you tell where the research took place? What is special or unique about that school? Characters—Who was involved in the action research? Do they come across as real people? Conflict— What does the group value? What was their question? What tensions surfaced? Why? What did your group do about the conflicts? Plot?—What did your group do? What were your CFG meetings like? How did you collect evidence? How did you analyze it? What was the climax of the group’s work together? Was there a resolution? Do you have any further questions? Will you sustain this work? Point-of-view—Is the narrative written in first person (I and we)? Theme—Is some sort of lesson learned clearly stated? There is still a lot of work to be done to get these narratives into shape, but I think the CART Writing Retreat was an important step towards developing a compendium that A+ will be proud to publish. Excerpts from the participant reflections are in the extended entry. ]]> Reflections: Process: All good—protocol worked, efficient use of time. Nice venue and great coffee cake!! Question: Do all groups know/are they committed to edits based on these reviews? Follow up meeting or phone calls will be good for groups that could not make it today, b/c they won’t have benefit of reading others’ work. Question: consistency of naming schools/districts, people? Great facilitation and process for polishing these gems of learning! More work will be needed for us to extract the “bullet points” for each essay—takeaways for other CFGs. Scene setting for each piece. I enjoyed being able to see what others have done in their research. Being able to read other’s writing helped me in thinking about my final piece. Getting comments about our reflections is also very helpful. I now know what I need to focus on—add & take away. --Being my first experience with this process I thought it went very smoothly. I thought the peer editing went very smoothly. I wish our piece was in a more narrative form which would have made the editing more successful. --The location was great and time of day was good too. Venue—Fabulous—unexpected & inspiring in that people were around What worked—despite Donna perhaps feeling misgivings about size of group—I think the size was just right—it allowed for a quick & steady pace I cannot think of any “what-did-not works” –overall & perhaps due to CFG training—I always learn at these gatherings Keep up the fabulous work being done. I participated in the Wagon Wheel, and even tho I came in the middle, the protocol allowed me to contribute & be part of it. It was a privilege to be part of this excellent work—I liked the opportunity to peek at the work in progress and see what teachers have been doing. Since I came in late—did not have context of what expectations were I cannot begin to describe the depths of despair I experienced when I realized that out of our group I would be the only one at this event. It seemed a failure of our group’s commitment—yet I also knew and understood everyone’s conflicts. . . . But, I came and I am glad . The feedback I received will give me the energy to finish our draft and get feedback from the group. As usual, the learning and protocols were invaluable and I am stealing the Wagon Wheel. Donna, I value the manner in which you manage to communicate a standard of excellence, but do not crowd individuals in terms of professional autonomy. For me, I feel freed to be more reflective. tag:donna.robreid.com,2009:/weblog//2.800 2009-05-22T17:39:25Z 2009-05-22T17:43:20Z

This essay was reprinted in the program of Amanda’s flutophone concert. This especially struck a chord with my thinking since I've been reading Eisner lately. I agree wholeheartedly and wanted to share it with the two people who still read...

Donna http://donna.robreid.com/ Why Teach Music? . . . from the Southwestern Musician/Texas Music Educator, March 1990 Music is mathematical. It is rhythmically based on subdivisions of time into fractions which must be done instantaneously, not worked out on paper. Music is a foreign language. Most of the terms are in Italian, German or French; and the notation is certainly not English—but a highly developed kind of shorthand that uses symbols to represent ideas. The semantics of music is the most complete universal language. Music is physical education. It requires fantastic coordination of fingers, hands, arms, lip, cheek and facial muscles, in addition to extraordinary control to the diaphragmatic, back, stomach and chest muscles, which respond instantly to the sound the ear hears and the mind interprets. Music is science. It is exact, specific and it demands exact acoustics. A conductor’s full score is chart, a graph which indicates frequencies, intensities, volume changes, melody and harmony all at once and with the most exact control of time. Music is all these things, but most of all Music is art. It allows a human being to take all these dry, technically boring (but difficult) techniques and use them to create emotion. That is one thing that science cannot duplicate: humanism, feeling, emotion, call it what you will. THAT IS WHY WE TEACH MIUSIC! Not because we expect you to major in music. Not because we expect you to play or sing all your life. Not just so you can relax. Not just so you can have fun. BUT— so you will be human so you will be sensitive so you will have something to cling to so you will have more love, more compassion, more gentleness, more good—in short, more life. Of what value will it be to make a prosperous living unless you know how to live? THAT IS WHY WE TEACH MUSIC! ]]> tag:donna.robreid.com,2009:/weblog//2.798 2009-05-14T18:08:06Z 2009-05-14T18:13:07Z

At a CART site visit last night, Jonett led a great closing activity. She read this text that compares blue whales (like big institutions) to sardines (groups that can change direction quickly. This text is really worth reading. http://web.mac.com/iajukes/thecommittedsardine/Sardines.html At...

Donna http://donna.robreid.com/ http://web.mac.com/iajukes/thecommittedsardine/Sardines.html At the close, she passed out cans of sardines to remind the group members to swim against the group, and eventually the group will change. ]]> tag:donna.robreid.com,2009:/weblog//2.792 2009-03-30T16:34:24Z 2009-03-30T16:51:26Z

As I immerse myself in reading about Action Research, there are some big ideas that I don't want to lose track of. I might post bits and pieces on this blog because the blog is more easily searchable than my...

Donna http://donna.robreid.com/ Curriculum action research: A handbook of methods and resources for the reflective practitioner (2nd ed.). London: Routledge. The restricted professional has the following characteristics: 1. A high level of classroom competence. 2. Child-centredness (sometimes subject-centredness). 3. A high level of skill in handling children and in understanding them. 4. Derives a lot of satisfaction from personal relationships with pupils. 5. Evaluates performance in terms of own perceptions of changes in pupil behaviour and achievement. 6. Attends short courses of a practical nature. On the other hand, the extended professional has all the qualities of the restricted professional, plus: 1. Views work in the wider context of school, community and society. 2. Participates in a wide range of professional activities (subject panels, teachers; centres, conferences). 3. Has a concern to link theory and practice. 4. Has a commitment to some form of curriculum theory and mode of evaluation The extended professional has an inquiring attitude to the profession and to personal performance, and a broad understanding of curriculum. (Stenhouse 1975 in McKernan, 1996) “The late Lawrence Stenhouse (1975:144) argued that the outstanding characteristic of the professional teacher (or administrator is ‘the capacity for autonomous professional self-development through systematic self-study, through the study of the work of other teachers and through the testing of ideas by classroom research procedures’” ]]> tag:donna.robreid.com,2009:/weblog//2.787 2009-02-07T20:41:25Z 2009-02-07T20:54:54Z

Houston ISD Superintendent Abe Saavedra announced that he will be stepping down within the year. The Houston Chronicle article had a great observation: "Gayle Fallon, spokeswoman for the Houston Federation of Teachers, put it this way: Houston's schools chief has...

Donna http://donna.robreid.com/ Houston ISD Superintendent Abe Saavedra announced that he will be stepping down within the year. The Houston Chronicle article had a great observation: "Gayle Fallon, spokeswoman for the Houston Federation of Teachers, put it this way: Houston's schools chief has to work with a strong internal and citywide African-American political structure to run a district that's 60 percent Hispanic on a tax base that's largely white. Not to mention the fact that many of those white folks don't send their children to HISD schools. 'It would take a damn fool to think you don't have to be a political shark to get around that,' she told me." (Falkenberg, Lisa. Deficiency in political skills spelled doom for Saavedra. Houston Chronicle. February 5, 2009. pB7) That sums up my main complaints about Dr. Saavedra. As a parent and a taxpayer, I was often dismayed by his assertions that he was "taking politics out" of decision-making. To me, that just sounded like he was taking the public voice out of decisions about school closures, rebuilding schools, etc. tag:donna.robreid.com,2008:/weblog//2.768 2008-06-09T22:26:51Z 2008-06-09T22:27:39Z

Donna http://donna.robreid.com/ Of all the suggestions you heard, what stood out and why? “The suggestion about defining ‘leadership’ stood out the most for me. Unpacking such a laden tem is something that people do not often get the chance to do. I think each school team will grow and be enlightened by getting the space to collaboratively share their thoughts about leadership in general, or perhaps construct an operational definition of leadership that fits the vision they share @ their schools. It can also serve as an opportunity to validate the laborers who serve as leaders within their schools, in various divergent modalities,” “Prep teams & make the work meaningful. Team bios keep the pieces connected.” “The information from the Bio-data really stood out for me. I would like to know what prior knowledge the participants are coming with and where they are in the work.” “The icebreaker being safe, playful, & meaningful clearly stands out to me. Icebreakers begin the day and set he mood. We are meeting for a purpose. That purpose needs to be reinforced in a manner that is engaging.” “The thing that stood out for me were the ideas for the icebreakers. These icebreakers are really important and they need to be dynamic! Icebreakers can truly set the tone for what we have to do.” “I really like the idea of developing a context of leadership & a continuum prior to beginning.” “Being able to look at past experiences & creating meaning & growth—improvement for this year as a group versus just one or two people creating it.” “Building a context for the participants –“ “One of the ideas that stood out for me was focusing in on the learning outcomes. This will help to make the Institute meaningful & will help participants to connect what they come away with to what will happen on their campuses in the fall. The other idea that struck me was to ‘sew’ the thread tighter—to connect the theme of the institute in every aspect of conversation & actions.” “My stand out suggestions •The school bio—this is a must—potentially each LC group could be tailored to the needs of the school as guided by this bio & contextualized by the theme. •Powerful objectives! Action based. •Dialogue about ‘Leadership’ community definition.” “More specific outcomes more relevant norms/ground rules I think both of these will make the work we do more relevant and will create a safer space for everyone.” “I really like the idea of inviting teams, and the experience will be more valuable to them if they provide the bio ahead of time. The bio contextualizes the team and provides them with a reference point. It would be nice to suggest to team leaders to seek input from all team members via email or phone so that when they come to us they are already engaged tin the process and have begun to reflect on how this experience will help them and their team.” “This will be my first time facilitating the summer reform institute so it was extremely helpful to see the past agendas and facilitators’ notes in order to see the connections from year to year. It was important to understand that as a facilitator we should be encouraged to be flexible with our groups. It is also important to create an environment of trust within the learning communities. The bio info on schools will be paramount in making the difference in facilitation.” “Things to include for 2008 -Leave with something. Specific action-based outcomes. . . .Things to watch out for. . .Interesting to hear ‘why have the keynote speaker first. =>learn more by having groups first-speaker afterwards.” “Our conversation at our table regarding ground rules and the benefit of having them and making sure they are understood. Also in thinking about the dynamics of the groups—norms may be something to develop for them to walk away with.” “Suggestions to create a safe environment are important. It is hard for some to be candid with their boss in the room. I also liked the suggestion to find out the group bio and what they need. This will help the learning community be more productive for each group.” “I really support the Bio idea b/c it allows me to connect with the people on the team before I meet them.” Notes to facilitators “Donna and Lynn it is always a pleasure to get together and think. . . No Medicine Wheel!” “Please don’t do gingerbread.” “Keeping the reform connected will be difficult, however, will be meaningful.” “I love the work that is going into all of this planning. This should surely be productive and exciting. I, too, would prefer to be paired with a person who is upbeat and energetic.” “Notes: We discussed one other thing in our smaller grp that didn’t come out in the lg. grp & it would be good if some of our reflections or discussions related back to => ‘so how does this affect student learning & the work we are already doing?’ Sometimes we lose our teacher leaders when we don’t tie in the ‘bottom line’” “Our small group discussed that we would like to try to pair with a facilitator we know versus not known=to create a better start to the Learning Communities. Also, not wanting to facilitate our own school.” “How can we get the text out before the keynote *electronic copy of an excerpt that can be downloaded and passed on to other team members.” “Thanks for dinner!” “I really liked the food! Great to see you both! Good job! the reflection on the artifacts was very cool!” “In DuFour Whatever It Takes p. 249-253, the info in the Appendix would be helpful if the schools could give insight w/ these things in mind.” “I think this was an excellent way to pre-plan the conference.” ]]> tag:donna.robreid.com,2008:/weblog//2.761 2008-05-09T20:26:23Z 2008-05-12T17:07:52Z

On Tuesday, May 6, the CART awardees met at Anderson Academy for our third support session of the year. Present were Tim, Donna, Debbie, Mandi, Nichole, Angela P., Carolyn B., Michaelann, Robin, Jennifer, Jenita, Angela M., Loche, and Shirlene. Three...

Donna http://donna.robreid.com/ “How can I improve student learning through the implementation of several strategies related to reflective practice?” by Jennifer Sztramko. This source of case studeies was highlighted in McNiff and Whitehead’s book All You Need to Know About Action Research (2006). There are dozens of case studies available at the "Passion in Professional Practice" website. It’s worth exploring this site to get more examples of how an action researcher can write about their findings and provide evidence. After reading the article quietly, we split into three groups and used the “Three Levels of Text Protocol” to discuss and enlarge our understanding. Some of the issues that came up in my small group were the challenges of consistent reflection, modeling reflection for students, timing, and looking for evidence that we have changed. We debriefed as a large group and then looked at the CART Grant Interim Report and Request for Renewal Funding. This report is due on or before July 31, 2008. I want to read the story of each grant team. I really want to have a narrative of learning rather than just a dry report. The text that we read can serve as a model—What was your original idea? What needed improving? What did you think might work? Did you try it out? What happened? Did it work? What is the evidence? How will you modify your plan for next year? Download Interim Report Please note that you should share your evidence—reflections, excerpts from journal entries, transcripts of conversations, samples of student work. What else can you use to show a change in practice and a change in results? The reflections are in the extended entry. ]]> 1) Notes to facilitator. What worked? What needed work? 2) What support do you need? 3) What are your next steps? “1) Notes to Facilitator What worked? Discussing the article in small group and then sharing whole group. The small group provided a non-threatening environment. 2) What support do you need? NONE 3) What are your next steps? -To continue to set aside time to reflect—continue to do some personal journaling -Branch out from our small group and involve the whole staff” “I am so excited to have sat w/ Donna + others to briefly talk about the written text. I was able to connect with the ladies in looking at the “timing” issues. The Text Protocol is great for looking at [?] (common) areas. I was able to gather info on working on common goal—especially measurable. I will certainly use this Protocol I am looking forward to sharing with the CART. I am also excited [a colleague] was able to attend the meeting today. I like her.” “I gained new information today from the abstract on reflective practices. It was highly stressed in the article to get to know students as early as possible and to tap into their interests. The three levels of text protocol were helpful within our groups to facilitate discussions in a simple and quick manner. The content addressed was current and relative to teaching practices of today. My suggestion for today would be for the facilitator to display the timer. I plan to implement this style of protocol with students in reviewing assessments and reflecting on how to improve their work.” “1) The 3 Levels of Questioning went well for me this evening. I enjoyed hearing others share their feelings and then respond. 2) The support I need at the moment is to determine changes for next year. So many thigs are up in the air. I am trying to see where the grant will fit in. 3) My next step is to get evidence organized. I continue to just fill in the folder. Grat idea meeting twice a year.” “1) The article resonated with challenges we have faced in personalizing the ‘school experience’ for older at-risk students. 2) Encouragement from A+ to building principal via phone call or visit to encourage implementation. 3) Web based/ distance learning curriculum & personalized advisory! We also hope to be involved with the restructuring of the Long Term Discipline Program.” “1) Loved the food— -text choice—wondering why a local text was not used—from past reports, past presentations, etc. 2) Figure out how to put 2 or 3 more hours in the day. 3) Write, Write, Write” “Notes to facilitator: This was my first meeting. I found it to be very informative. I enjoyed the article and was able to make connections to what we are doing & I liked hearing everyone’s perspective on things. 2) What support do you need?-None 3) What are your next steps? Planning for next year-relating what we have done w/ our staff & getting some feedback on future plans.” “1. The meeting was great. I feel that I am one step closer to being successful working on this grant. I enjoy the communication w/ others and getting their input. It all worked!!! 2. On our campus we need support from higher-up. 3. How to report to staff and develop more buy-in. Also, to get them involved and motivated.” “The article is fodder for my reflective practice—Gracias— The protocol is one I will add to my repertoire—know I use CFG protocols regularly. My next step is implementing MK’s suggestion for mid term report. 2nd year plans for meeting September & Mar, Oct-April visit OK” ]]> tag:donna.robreid.com,2008:/weblog//2.763 2008-02-14T03:04:21Z 2008-05-14T03:57:22Z

The CFG As Research Team (CART) awardees met for our second support session on February 5, 2008, at Stovall Academy. Present were Debbie, Sharon, Mandi, Acquenette, Sonia, Robin, Cheryl, Terri, Ruby, Nichole, Carolyn, Tim, Chong-Hao, Denise, Michaelann, Lauren, and Donna....

Donna http://donna.robreid.com/ The CFG As Research Team (CART) awardees met for our second support session on February 5, 2008, at Stovall Academy. Present were Debbie, Sharon, Mandi, Acquenette, Sonia, Robin, Cheryl, Terri, Ruby, Nichole, Carolyn, Tim, Chong-Hao, Denise, Michaelann, Lauren, and Donna. The objectives of the meeting were to build community among the CART Grant groups, serve as each other's accountability group, and determine next steps for support. After Connections and reviewing the ground rules, we did the icebreaker "Self-Disclosure: What's In Your Wallet?" We each chose an item from our purses or wallets and shared what that artifact might reveal about us. My favorites were the high-tech immigration identity card and the trinkets from students that teachers valued so much. We spent a little time taking care of administrative announcements and reminders, and then moved to the main part of the meeting. We asked each team to create an artifact that described where they were in the research process and acknowledged any changes they'd like to make. Besides chart paper and markers, we also brought the leftover craft supplies from the CFG Reunion including tinsel, pom-poms, chenille stems, and glitter glue. When I tried a similar activity three years ago with the Teacher As Researcher groups, they ignored the fun supplies and just made posters. I was very pleased that several CART awardees utilized the unusual materials to describe their research teams' work! We then did a Gallery Walk where everybody had an opportunity to both explain their artifact and get feedback as well as rotate around the room to find out more about the other projects and give feedback to their peers. Click on the thumbnail photos to see a larger photo. The Reflections are in the extended entry. Tima added a good piece to have the members talk about! Other comments=>love the location and the food=> and the company=> Would like to see more “hard” core see agendas, stuff, reflections, shat was done=> and . . .” “I enjoyed the sharing and feedback aspect of the meeting. Connecting with others allowed you to view your grant in another perspective.” “1) It is progressing/growing, perhaps in unintended directions, but definite growth. The project is valued by others outside the groupJ 2) a. Generating safe spaces for voice & sharing (especially if a member is a supervising administrator) b. Soliciting ‘buy-in’ from potential group members and/or conversation for change c. Issues of attrition of group members & what to do 3) Enjoyed discussing issues w/ EVERYONE” “1. I learned that we could take our grant in another direction. That it takes more than just a few of us (cheerleaders) to make ourselves heard. 2. I learned that others are sharing some issues with getting others on board. Learned about an interesting book “Teach With Your Strengths” to use for a book study! I have enjoyed this time to get a pepper upper!” “I learned that fluff—attitudes, different levels of expertise, and comfort zones are the driving hindrance to change and implementation of a revised curriculum. I also learned that other CFG’s encounter similar drawbacks while a few are organized, consistent, and strategic in accomplishing their set goals” “1) What did you learn about your project? -that we need to redefine our focus HELP 2) What did you learn about another project that you really connected with? -loved ‘Teach with Your Strengths’ 3) Any other comments loved the activities & pacing” “1. I think this evening reemphasized the importance of a “safe space” in order to have honest conversations. There is a difficulty in having this when I’m an administrator at the school—it blends the role of coach and evaluator. I think we have to strengthen the other bonds in the group and find a way to help others to collaborate authentically. 2. I really enjoyed hearing about models of change, and how information asymmetry affected the perceptions of decisions w/ new principals.” “1. Learn. . .own project It’s OK to morph. Things have changed & the project has to change. 2. Learn about. . .other. . .saw K reader’s theatre @TSRA in El Paso—that was fun. 3. Other comments. . . This school was really hard to find—worried about getting out of this neighborhood w/o getting lost.” ]]> tag:donna.robreid.com,2007:/weblog//2.743 2007-12-20T19:52:06Z 2007-12-20T19:52:53Z

Donna http://donna.robreid.com/ all of the dilemmas, presenters and facilitators. The quality of the facilitation in each of the sessions I participated in today was excellent. I loved that people with more experience with a given protocol would step in and support the facilitators, making great facilitation even better, because we were all in such a learning place. Thanks for the wonderful day and opportunity to learn from one another!” “Wheew!! What a day! I’ll go backwards. . . Thank you for allowing space for us to present. I am so glad I did since no one in my CFG is ready to facilitate so that I can present. I learned that an optimistic attitude really does pay off; I am absorbing so much! I also discovered that I’m a stickler for protocols and need to let that go at times; this is an interesting discovery since I’m a go-with-the-flow person normally. Everyone makes room for each other, and I feel supported and that if I make a boo-boo, no one will hold it against me, and will take it as a learning experience. I am reminded how important it is to remember my own practice & classroom as a coach and school-wide event organizing person go-to. Thank you for facilitating this experience & thank you to the whole group. I am smarter now than I was yesterday.” I enjoyed ALL our work sessions! The most powerful learning got to be the fishbowl that I observed. It is rare to be able to observe a protocol in action! The idea of using a microlab as a text-based protocol leaves me wondering if we sufficiently addressed the text. I don’t dislike it—just wondering. The questions were powerful—thanks Phil. One condition that helped accelerate my learning was the choice in protocol and dilemma for me to engage in=>I felt that I couldn’t lose! Great set up. Again—we have such reflective and insightful people in our group. I am so grateful to have been sorted into this home group.” “-Powerful Learning: I really feel excited about the possibilities that exist using the Multiple Perspectives protocol with teens in high school. My service learning class can utilize this model to help increase compassion & empathy via role playing answers to complex cultural and social questions. I’ve been seeking a way to accomplish this for 2 years! -Condition of Possibility: For me, the fish bowl model helped me see the value of this. Observing this protocol was more helpful to me than actively participating. -I think the work we did today was some of the most valuable for me, on all levels of learning, than any work I’ve done in an outside group. The questions, commitment, desire for learning & engagement in this group is commendable & impressive.” “1) The Microlab was perfect for the text-based discussion. It made us think! 2) We modified the Multiple Perspectives protocol, and I think we all learned something. 3) Marianne’s issue brought our focus in on equity issues. It was a tough but rewarding discussion. 4) The Futures Protocol with Brian made me eager to re-energize the CFG work in my district. 5) I liked having a CAC. It reminded me to suspend judgment and look for the ‘good intentions’ of the student. 6) Great level of trust, seriousness of purpose, desire to push ourselves. 7) Wonderful presenters & facilitators.” “I’m exhausted, but it’s a ‘good tired’! I’m tired from all the powerful experiences I’ve had today. Thank you for engineering a way for me to grow. My colleagues’ wisdom & experience is one of the factors in my growth. Another is the amount of time cleared for the protocols to take place. I was fascinated w/ using the Micro Lab for a reading text protocol & found myself venturing into the Risk Zone. That was a powerful experience because sometimes the first step toward growth is an honest recognition & evaluation of where you are. I came to see that in certain instances, I prefer the Issaquah over the Consultancy because of the affirmation & emotional support built in for the presenter. Those steps really prepare the presenter to hear and attend to the following steps. Taking time to write before speaking in the Futures protocol make a huge amount of difference in the quality of our discussion. I’m so glad Sara facilitated that & put that step in. I was inspired by Kristen’s students’ poetry & appreciated so much her willingness to share it. She’s a great teacher! And her students are awesome—that’s what it’s all about!” “It seems so much has happened today. I enjoyed the perspectives & learned (or was reminded) of how important it is to consider all perspectives of a situation. When I presented, I was thrilled to discover that many of my colleagues had/are experienced similar situations. It helped alleviate my feelings of isolation & confirmed my commitment to continue to push for substantive teaching. Their solutions were well-received & appropriate. I am thrilled that I now have a plan—although it will be hard work! I enjoyed the CAC & felt our feedback helped Kristen & validated the fact that she is an excellent teacher. Thank you for an awesome day!” “What powerful learning occurred for you today? The powerful learning that occurred for me today was the realization that no matter what protocol is being used, when you focus on the central issue tidbits emerge to answer your questions and direct your thinking when you least expect. What conditions made it possible? There was always safe space to think and share. The norms were the guideposts. Great day.” “The opportunity to broaden my horizons/skills with new & powerful protocols nourished me! I believe in heterogeneous ability groups—but our experiences today would not have been possible w/out our group being in somewhat similar places w/ our experience & risk zones. I guess what is powerful for me is that these issues are never easy & require continuous thoughts & reflections toward planning powerful learning experiences. And this is what is imp=>learning! I will not be here tomorrow (and I am very sad about this, as I have loved this group & our work together!) So, I just wanted to offer a piece of “cool” feedback overall. . .I am disappointed that there was no opportunity (in or out of our home groups) to discuss the “discourse” article. There are few, precious other people I can discuss those ideas with & I would love for the dialogue on critical theory, etc. to be a part of these meetings. Thank you both for a renewing, invigorating, expanding 2 days!!” “Powerful Learning -Matching of work to dilemmas -Facilitating a new protocol and adjustments to make others more successful. -New strategies of facilitation. Conditions -Safe environment -Group’s openness and willingness to let others learn. -Encouragement and support of group. Comments Thanks for a great 2 days! See you tonight @ the Fiesta!! Loved your facilitation style and ideas for use of protocols.” “1) We are all dealing with similar challenges and benefit from structured conversation. Issaquah is a powerful protocol. Flexible facilitation is essential. My colleagues are talented and remarkable people. 2) Structured, respectful conversation among caring professionals facilitated by skillful people. 3) A terrific day! Thank you.” “What worked—I really enjoyed all protocols. I was a little leery about the Future—but w/ more practice, maybe I will feel more comfortable. I enjoyed learning about other problems, questions, concerns. What didn’t work—facilitating a protocol w/out a pre-conference, make me question my ability. Forced me to use ‘transparent facilitation skills.’ The protocol went well, but I (think) know it could have run smoother.” “I had the spectrum of powerful learning experiences today. In my dilemma, I clarified my ideas about the steps I need to take to solve or try to move forward in my department. The Issaquah worked for my dilemma and [the facilitator] was a great facilitator. It was a very powerful—positive—learning experience. My facilitation experience was—for me—not as positive. It was my 2nd time facilitating the “Futures” protocol and I did not like it yet again. I felt rushed, and I was rushing my group. Julia’s comment helped me realize that I was trying to do too many things, so I should have passed on some of the tasks. I got in the middle of it and just wanted to ‘rewind.’ It did not click for me & it did not feel good. I talked to [the presenter], and she felt her needs had been met—which is what matters, but I did not feel I did a very good job in my facilitation & that was important to me. So, my day ran the gamut—up and then down—but highlights the intensity that this work pulls out of us. I am working on my skills—I care very deeply about this work, and I need to learn to step back & consider the ups and the downs as all learning—“ “1) Today was full of new protocols & many facilitators. I have many new ideas from the multiple facilitation styles that I observed. 2) It was great to self select protocols to participate in & where to host our session. 3) I would have liked to know who & why people were in & out of our meeting. Today was really full & time was tight so I am leaving with much more to say I just didn’t have the time to share. Overall I really appreciate the group pushing one another to use new protocols. Very productive day! Busy day.” “1) Powerful learnings— *With our ‘Futures’ timing was so impt. We ran out of time. Also, it is important to front load with as much info as possible. . .esp. concerns/the unknown/neg possible implications *Liked Multiple Perspectives—Never did before but it can be very powerful. *Micro Lab—great questions. I liked the 2 minute time. Not too much & not too little exposing veins & opinions on a highly charged topic. Smart facilitator moves in the debriefing—leaving us a few minutes to talk w/ each other. Can you send us these questions as well? Thanks. 2) Conditions— •Good facilitation all the way around •trust •People caring about others’ needs/desires=careful listening •Norms—people pay attention to these 3) Big thanks!” ]]> tag:donna.robreid.com,2007:/weblog//2.742 2007-12-19T01:34:12Z 2007-12-21T03:04:01Z

The NSRF Winter Meeting took place last week in Tampa, Florida, December 13-15, 2007. The opening session kicked the meeting off with an amazing teaching demonstration from Gloria and the Math Team from her elementary school. Gloria uses movement and...

Donna http://donna.robreid.com/ work. We started with a 3-2-1 icebreaker. In pairs, we shared three things about ourselves, two AHA's that we had from the opening session, and one burning question that we brought with us. We introduced our partners to the group, shared the burning questions, and debriefed the process. Next, Phil led us through the Passions Profiles Protocol. This was one of the most popular activities of the day. I had never used it before, and now I am itching to use it in other contexts. After lunch, we recorded the norms that we were already using and added some to help us think about how we would help each other do powerful work.]]> theme for this Winter Meeting? •Thanks for the intro activities. Quick 3-2-1 to build some connection ASAP. I’m thinking about how to bring back “passions” to my small schools—It was a nice twist to try on something new. *Will we get the notes from our profile questions? Very rich discussion. •As a pair of facilitators, I found you both moving seamlessly back & forth through the day. Gentle [pushing], pulling us along. •This was a very quick day! Time flies when you. . . .” “I liked the protocols we used today. I don’t know if I just am intimidated by the size or make-up of the group. . . I’m not comfortable yet voicing some disagreement I’ve had. It seems some in the group are taking more air time than others. I liked that today was spent getting us to know the group better and the time spent to clarify what we want from this experience; it helped me figure out what I want to present. Will we have a list of contact in our group, or should we get that on our own? Note: I’m still processing, more to come.” “I enjoyed meeting everyone. Breakfast was out of your control, but having eggs & ham separate would have been great. I look forward to tomorrow and learning from each protocol. Many I have already used—but always find new ways to run them. The ‘passions’ was great. I have already spoken w/ two others in my group and we are actively thinking about where & when to use this!” “I feel confident that I will leave on Saturday with my needs being met. There was space for everyone to make sure that they will leave knowing what they need to know. There was also time to allow us to pre-flect on what is it that we hope to leave with therefore making us responsible for our own learning. Everyone is doing good at pushing one another, using new protocols etc. . . A suggestion I have for the affinity mapping is to use larger notecards & markers making it easier to read.” “3-2-1 As a shy person, I loved being able to introduce another person. Felt I learned more about the people in our group. Passion Profile Want to use this at my school. We have a new principal and I think this will be a great way for her to be able to see the strengths of her staff. Norm Setting Great way to set norms—we haven’t set norms for our faculty meetings. Will suggest this to the new principal as well. Affinity Mapping Can this be used for problem solving at a school?? We are developing new systems for a variety of things at my school—would this be a good way to generate ideas for systems/models?? Thanks for a great day!” “Warm Feedback: --I liked the Passions Profile as an alternative to the more commonly used Compass Points. It relates more directly to our profession & describes diversity via what we appreciate most from our work, not just our personality type. --I like the opportunity to go outside & meet w/ a new group for 15-20 minutes as well. I think it is important to move about a bit so as to not sit all afternoon, & to meet others more intimately during the day. --I really like this group; I do with there were a better gender mix. Cool Feedback: Maybe a more revised system to determine scheduling is needed. Some pre-planning around #’s of people vs. time slots needed would have been helpful to expedite the process of scheduling work.” “Today’s conversation expanded my thinking and allowed me to see connections between protocols and different aspects of the work of public education. I enjoy playing with new protocols and look forward to being introduced to more— What really worked for me was the [group’s] sharing & matching of our work to a protocol. I discovered new protocols! What I wish to be different is the opportunities to move around more.” “Enjoyed today. Thank you for planning & facilitating. I thought introductions were fun & informative. I particularly liked ‘Passions.’ Getting to bond w/ one like-minded was validating. I will use it w/ my own group. I liked listing norms we had already been using. Made sense since things were working fine. I particularly like the ‘Respect Silence’ one & will take it back to my group where we have a problem with that issue. I just wonder if I have the nerve to enforce it. The only thing I was uncomfortable with was moving around somebody else’s sticky note. My mother’s voice in my head prevented me from messing with somebody else’s stuff!” “Today I experienced what it means to have symphony. I saw how productive sharing ideas can be. How rewarding it was to be able to think, reflect in a group, and come to the realization that there are others who share the passion, challenges and victories. The protocols that were used really promoted interaction and deeper thought. Today was great!” “1) I liked the ‘get acquainted’ activity—it really worked! 2) I have done Passions Profile before, but I like the activity. It takes Compass Points a little deeper. 3) I have done the Affinity activity before, but not on this topic. I think I will start using it more. 4) The triads to match protocols to dilemmas was productive. 5) We have a compatible group, and I look forward to tomorrow.” “Well Done (Done Well)—The group became functional quickly. The Affinity ‘Passion’ Protocol was very good! I didn’t really get much out of the continuum activity. It was good to hear everyone’s burning issues/questions. I am looking forward to the work tomorrow. We will be doing some great things together!” “It felt like a great start in terms of the group bonding/rapport. I enjoyed the passions profiles today. It was a great way to flesh out what the members of the group value. The scheduling at the end of the day felt a little chaotic. May be unavoidable, but I’m wondering if there could have been a simpler way to structure it. I liked that your (Donna’s) overriding question was—‘Are your needs going to be met?’—for each participant. Thanks for a great day!” “Everything we did today really clicked—the last seminar I attended had a lot of beginners in it, and I felt like we spent a lot of time going over nuts & bolts things that consumed time away from the ‘real work’—frustrating. This group, however, felt like we hit the ground running and was able to focus on what we needed and wanted from the meeting. Great job allowing us the latitude to see the different protocols—a scheduling headache—but its great to be able to see the different ones. We got a lot accomplished—are you sure it’s only Day 1?” “I enjoyed today. I’ve not attended a Winter Meeting before & am so glad I am here. Today, more than anything, I enjoyed making connections with fellow educators. I was able to share ideas, problems, stories, etc. & found support & understanding (Lots of commonalities!!). I look forward to working with this group tomorrow & learning the Issaquah. Thank-you!”]]> tag:donna.robreid.com,2007:/weblog//2.737 2007-10-18T19:17:01Z 2007-10-18T19:53:08Z

The CART Grant cohort met last night from 4:00-7:00pm at Challenge Early College High School. Present were Karen, Linda, Debbie, Matthew, Terri, Ron, Michaelann, Sonia, Lauren, Chong-Hao, Carolyn, Donna, and Tim. Two of the ten groups did not have a...

Donna http://donna.robreid.com/ Action Research by Jean McNiff and Jack Whitehead (2006). Click on the thumbnails to see some of the learning from the chapter. Since the snacks were late getting delivered, we took some time to simply go around and share what our initial questions are and what sorts of data we’ve already collected. Examples included chalk talk posters, summaries of peer observations, samples of student work, parent comments, written reflections, archives of student case files, email correspondence, personal journals, and many others. We refreshed ourselves with yummy sandwiches, wraps, fruit, cookies, and drinks from Jason’s Deli and then engaged in a new protocol dubbed “The Heart of the Matter.” Each group displayed an artifact that they brought with them and wrote a brief description of the artifact. We then quietly examined each other’s artifacts and wrote down clarifying questions. Each group responded orally to the clarifying questions, and then we again quietly walked through the room to re-examine the artifacts and add probing questions and connections. Tim debriefed the process and I wish I had audiotaped the debrief. We asked that people email any questions that they have about the grant and promised that answers would be posted on line where everybody could refer to them. Reflections are in the extended entry. ]]> Reflection Questions 1) What did you learn? 2) How did the meeting influence you or change your thinking? 3) What support do you need? “1) Learn? --types of evidence --different research methodology 2) Influence? --more narrative and reflection --reinvigorated me to work on things that are not urgent 3) Further support needed --What is the expected product of this research? journal article? presentation? can we see some samples?” “I thought it was very interesting how other group projects connected to things that we are doing. I better understand the ‘action’ component of the research that I did before I came tonight. The protocol helped stimulate conversations and dialog between all the group members. Scaffolding work is important before understandings or dialogs can take place. This meeting influenced me to narrow down a portion of this grant where I can collect student data ‘action’ oriented.” “1. Learn? The information from the groups deepened my understanding of the process. 2. Most importantly, the modeling of this meeting—scaffolded and reinforced my understanding of ‘deepening the work.’ 3. We need support on our budget—we also need just a sounding board on our work.” “1. Learn—It is important to set ground rules & MODEL behavior desired. 2. I think we are on the right track, but may need to state goals/objective for each meeting” “1) All of us are trying to improve schools & in different ways. 2) The influence is to go back to my school expand to the other grade levels. 3) Visits from others to receive an outside view.” “I’m glad to be part of the CART experience—listening to all members share their work and guiding questions helps guide my own work with my group. Hearing that others face dilemmas similar to ours (building trust), while at the same time working with close-knit colleagues makes the whole research process less scary. I would like to engage in online discussions as well as visits to other CART participants’ schools to get an idea of the work outside of my own little world. Being part of this research is both inspiring and challenging. . .” “Next time I would like to see what the evidence tells sans the verbal story— I loved having additional members—Debbie’s people & Ron—they make it broader! Still thinking about the “Heart of the Matter”—not sure either way. Meeting was long. . . need to set norms or ground rules and monitor time.” “1) Interesting the levels of research questions or perhaps the kinds of research questions that are asked 2) The questions always influence me in that they give me ‘food for thought’—another perspective & more to think about. The questions posed helped me to think deeper especially since I come from the ‘East’ perspective 3) Continued availability. Group e-mail good idea [?]” “*Always good to receive feedback from people who do not know you or your work. *Will use ‘The Heart of the Matter’ to bring back to my CFG members (making work public)” “1. Learn—diff types of data that are acceptable—emails, photographs, etc. 2. How did this mtg influence you? Not sure. Like to know more about what others are doing. 3. Further support—I always like 1.2.3. step by step directions but it never happens! It’s flexible so that’s good.” “I learned that there were many different topics in this grant. All of the topics were very interesting. The discussions were very stimulating. The questions about our ‘question’ really helped me in the direction that we could go.” “1. Questions to ponder 2. Influence—continue to evaluate collection of data 3. What will the end or final product look like?” ]]> tag:donna.robreid.com,2007:/weblog//2.723 2007-06-22T19:02:37Z 2007-06-22T19:04:42Z

On Thursday, June 14, the CART Awardees met for the first time. The purpose of the meeting was to provide a forum for the recipients to meet and interact as well as share important information about budgets, ethical considerations, and...

Donna http://donna.robreid.com/ On Thursday, June 14, the CART Awardees met for the first time. The purpose of the meeting was to provide a forum for the recipients to meet and interact as well as share important information about budgets, ethical considerations, and strategies for collecting data. We started with the 3-2-1 icebreaker. The participants partnered with each other and shared 3 things about themselves, 2 things about their grants, and 1 question that they wanted to have answered. As the participants introduced themselves to the whole group, Tim and I scribed the questions. There were many questions about budgeting as well as concerns about getting the research started. Next, Tim and I reviewed the expectations of the Houston A+ Challenge for the CART teams. The recipients agree to 1) conduct the inquiry as outlined in their proposal, 2) complete an interim and final report, 3) present the findings at a public forum and submit the findings for publication, and 4) attend the CART support meetings three times a year. The dates for the 2007-2008 meetings will be set in early August. Catherine, Director of Finance for the Houston A+ Challenge, then answered many of the financial questions that participants brought. This grant has special challenges for our organization because of the variety of groups and the way they will get access to the funds. There are school-based groups, multi-school groups in a single district, a group with members from three different school districts, a charter school, and a university-based group. For most groups, the monies will be loaded with the school district and the grant recipient must follow school guidelines for making purchases. The multi-school group and the university-based group will leave the funds with A+ and must fill out expense reports to get reimbursed. HA+C will send each team a budget spreadsheet with drop-down menus for the object codes and function codes. These budgets must be checked and returned to HA+C for the monies to be loaded with the districts. Transfers from one category to another are allowed, but must be approved by Tim. All receipts should be saved, and they must be itemized. HA+C does not reimburse for alcohol or hardware. As we transitioned to talking about ethical considerations, Tim and I shared that we are doing our own action research around the questions “What is the role of an intermediary organization in supporting improved teaching and learning?” and “How can we best support the creation of sustainable, reflective, collaborative, professional groups in the Houston area?” Furthermore, Cheryl, a professor in the Department of Curriculum and Instruction at U of H is investigating a project titled “Teacher Learning in Houston A+ Challenge Sponsored Groups: A Four Year Study.” We asked each participant to sign the “University of Houston Teacher Consent to Participate in Research” form and encouraged each group to consider ethical concerns in their own projects such as maintaining confidentiality and gaining consent of their research participants. We ended the meeting with the participants at each round table sharing their strategies for collecting data and then everyone wrote reflections. Excerpts from the reflections are in the extended entry. 1. What worked? “Meeting others” “This meeting was well run! I was a bit nervous at first because I thought (mistakenly) that it would be a formal presentation of award-recipients.” “Talking in a small group made me think about what type of evidence I will need to collect. Student samples & pics/lessons, etc.” “We will be able to network with others. Also, I was able to understand what to bring back to my team.” “This first meeting helped to clarify processes for implementing the grant.” “Talking with others in a group to discuss what the grant is about and means to us, and what we are to do as a team on campus.” “I enjoyed listening and discussing the variety of grant topics with my table. Action Research is new to me so I am in the learning process.” “A nice, succinct overview of the program!” “Meeting other recipients. Putting a face to the finance person. Getting an idea of how A+ might use our work.” “The relaxed ambiance & collegial approach the facilitators had.” “A well organized agenda. Starting/end on time” “Today’s meeting was very helpful in planning how to utilize the grant. The main expectations were layed out and questions were answered. We discussed the budget and how the money will be disbursed and used by campuses. The quarterly meeting will help to make sure we are on the right track.” “Today’s mtg was very informative. I was able to engage w/ other CART participants. I am eager to get started and involve others in the grant.” 2. What support do you need? “Need guidance doing action research” “I think the presence of A+ Challenge members readily available to guide and provide feedback is most supportive. The resources mentioned on Action Research is just one of the many ways to help us find our way in being teacher-researchers. The continued e-mail contact would be helpful, too.” “I still need more clarification. I have so many questions, I don’t know what to have clarified.” “—All grade level teams --Administration” “A+ & others who have done this before” “I feel I need to focus on my question and understand how the budget works.” “It would be nice to have a manual, or perhaps, a rubric to guide the grant process. A calendar would be helpful! Also, we would love help with facilitation & planning of sessions. Thanks! J” “We will definitely do case studies, so we will NEED samples for students & parents.” “I can’t say now but I know if I have any questions I can ask.” “Being able to have open access to Tim or Donna” Other comments “I would have enjoyed hearing everyone’s grant. We are really excited about our grant!” “I was clueless when I arrived; however, I feel more knowledgeable and empowered to be a part of this process. With this grant money, I believe that our plan of action will be a great way to increase student achievement through the arts.” ]]>