Donna's Reflectionstag:donna.robreid.com,2008:/weblog//22008-06-09T22:27:39ZDonna's reflections on her CFG projectsMovable Type 3.33Summer Institute Planning Sessiontag:donna.robreid.com,2008:/weblog//2.7682008-06-09T22:26:51Z2008-06-09T22:27:39ZDonnahttp://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.”
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CART Meeting 5-6-08tag:donna.robreid.com,2008:/weblog//2.7612008-05-09T20:26:23Z2008-05-12T17:07:52ZOn 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...Donnahttp://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.
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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”
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CART Meeting 2-5-08tag:donna.robreid.com,2008:/weblog//2.7632008-02-14T03:04:21Z2008-05-14T03:57:22ZThe 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....Donnahttp://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.”
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Tampa Winter Meeting--Day Twotag:donna.robreid.com,2007:/weblog//2.7432007-12-20T19:52:06Z2007-12-20T19:52:53ZDonnahttp://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!”
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Tampa Winter Meeting--Day Onetag:donna.robreid.com,2007:/weblog//2.7422007-12-19T01:34:12Z2007-12-21T03:04:01ZThe 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...Donnahttp://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!”]]>
CART Support 10/16tag:donna.robreid.com,2007:/weblog//2.7372007-10-18T19:17:01Z2007-10-18T19:53:08ZThe 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...Donnahttp://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.
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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?”
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CART Award Meetingtag:donna.robreid.com,2007:/weblog//2.7232007-06-22T19:02:37Z2007-06-22T19:04:42ZOn 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...Donnahttp://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.”
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Dreaming About a Retreattag:donna.robreid.com,2007:/weblog//2.7212007-06-02T15:49:55Z2007-06-02T16:54:52ZWhile riding in the car on our way home from Dallas last weekend, I passed the time by re-reading portions of Into the Classroom by Thomas Hatch. You can read an excellent book review by Michaelann here at the Connections...Donnahttp://donna.robreid.com/
Into the Classroom by Thomas Hatch. You can read an excellent book review by Michaelann here at the Connections website.
In Chapter 1, Hatch asks "Why Is Making Teaching Public So Hard?" and compares some assumptions about teaching with what we assume about other professional fields. Hatch writes:
"The lack of support for teachers' learning stands in marked contrast to the elaborate and sophisticated support systems that can help professionals in other fields to develop their ideas and share them with a wide range of audiences. Nowhere are these differences in support more evident than in comparing the treatment of artists and scholars with the treatment of teachers. 'Uninterrupted time to work, good working conditions, and a supportive community'--that is the promise of many institutions dedicated to advancing the work of scholars and artists. In institutions for advanced study, scholars and artists learn when they work alone and without interruption, with little or no guidance from others, in a beautiful environment and a relaxed social setting; but teachers usually learn in intense courses, seminars, and workshops, in close collaboration with peers, and under the supervision of someone else. (Hatch, 1998)."
This passage got me to dreaming about what a retreat center for advancing teaching and learning might look like. Of course, it would have to have beautiful grounds, relaxing views, and a chef on staff! I think it would also have flexible meeting space, a great library, and a supply closet with no lock on the door.
I'm envisioning a space where individual teachers could come for a sabbatical--a place to "fill the tank" and do some deep thinking for a few days or even a semester. My foundation would raise funds to train a highly qualified corps of substitute teachers whose mission would be to make sure the students continued to progress while their regular teacher was taking a break from the classroom to improve her practice.
I'm also envisioning space where teams of educators could come to think and plan together.
Well, if I ever win the lottery, I'll use it to build this retreat center as my legacy.
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May 2 Facilitator CFGtag:donna.robreid.com,2007:/weblog//2.7202007-05-31T22:37:04Z2007-06-05T21:49:44ZReflections are in the extended entry. I will post a summary soon....Donnahttp://donna.robreid.com/
Reflections are in the extended entry. I will post a summary soon.
not imposing my own needs for structure—structure happens anyway.”
“(Again) I have to remember not to over-design & over schedule—let it happen!”
“Learn=> that I have to realize the preciousness of time
Do about it? make decisions about where I am learning and just meeting to have fun (is a sick thought)
Am I gaining new knowledge if not QUIT”
“1. It was interesting and very reflective to go through the Consultancy & just discover that the Nightmare feedback is really only one piece that contributes to how cfg coaches/teachers are enlightened on communicating with each other when using protocols.
2. Just internalize how powerful this work is and continue to reflect on how all of the pieces work together to accomplish the goals of the conference.”
“1) The vision definitely seems to be shared. We appear to be in more of an agreement as to what we want this group to be and what we want to do.
2) Think more about what I can do to make the vision a reality or at least move it along.”
“What struck you?
How much the writing project-type model might give input t our CFG work. (Flexible delivery, [repetoire?] on a standardized schedule-curriculum map.)
What are you going to do?
Reflect/talk w/others about model for CFG evolving training.”
“I was actually overwhelmed with the feeling that I do not have the credentials/ experience to be in this group!
I will stick with it and keep trying to expand my knowledge, skills & practice.”
“1) Yahoo! We are now doing ‘meaningful’ work. I am starting to think we will impact education & tackle important issues.
2) Start the portfolio & pull together some resources.”
“1. I like the way our vision’s working out.
2. Learn from this group who is more knowledgeable than I”
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Reflections on the CART Granttag:donna.robreid.com,2007:/weblog//2.7192007-05-30T03:58:06Z2007-05-30T16:34:11ZHere are my personal reflections and reminders for the process of developing a grant and shepherding people through the application process. What Worked •I was really glad to see that the number of CART applicants was more than double the...Donnahttp://donna.robreid.com/
What Worked
•I was really glad to see that the number of CART applicants was more than double the number of Teacher As Researcher grant applicants that we had three years ago. I hope that this is an indicator of strengthening interest in CFG work in Houston.
•There was also more of a range of CFG experience in the applicants. A couple of the applicants just completed their training in spring 2007. For the TAR grants, most of the applicants had been trained in 1998 and 1999.
•The support sessions helped me and Tim make connections with the CFG community and I think it probably strengthened several of the applications.
•The scoring went smoothly. This particular group of readers/scorers was very serious and committed to carefully evaluating each proposal. I think it helped that I created the “What is A+. . .” information sheet that explained the purpose and values of the Houston A+ Challenge, CFG’s, and action research.
What Needs Tweaking
Here are a few things to remember to tune up if I am ever involved in writing another Request for Proposals.
•Add a line on the cover sheet for applicants to tell when they were trained as CFG coaches and who trained them. This will help us check and confirm eligibility. We were able to dissuade several non-CFG trained folks from applying for the grant when they came to the support sessions, but one slipped by. That group cannot get funds from this particular grant, but I hope that this experience encourages that school to send some people to CFG training.
•Be more clear about the limits of what A+ will fund. They do not pay for big technological purchases.
•Solicit more detailed information on the budget summary form.
•Remember to take a calculator to the scoring event. Some readers made minor math errors as they were scoring the applications. I double and triple checked everything at home later that night, but it would have been better to do that immediately so that I could have been absolutely certain of the scorer’s intent.
•I also regret that we didn’t have time to get written reflections from the readers.
Other Thoughts
On future requests for proposals, I want to communicate to the applicants that communication skills really do matter. Almost all the applications could have been improved by a careful editor. A razor-sharp focus with supporting details would be much easier for a reader to understand and score than the meandering prose this year’s readers sometimes had to deal with.
I have found that I have a really difficult time giving cool feedback about writing to adults. I know that this is ridiculous since I used to teach eighth grade English and had to prepare students for the Writing TAAS. Maybe it’s the fact that I think that feedback is most effective when it is asked for, and these colleagues haven’t asked for any specific feedback.
Finally, I want to note that the commitment letters really mattered to this set of scorers. They preferred individual letters to checklists, and lukewarm letters from supervisors were definitely remarked on on the scoring sheets.
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CFG As Research Team Awardstag:donna.robreid.com,2007:/weblog//2.7182007-05-29T11:48:49Z2007-05-30T03:49:16ZCongratulations to the following educators who have been awarded the Houston A+ Challenge’s CFG As Research Team (CART) Grant for the following year. These grants encourage qualified CFG coaches to form a group and use action research to study their...Donnahttp://donna.robreid.com/
Chong-Hao Fu and his team from KIPP Sharpstown College Prep will be asking “How can we create a school-wide vision of student and teacher excellence that looks beyond simple quantitative data and seeks a more comprehensive view of teaching and learning?”Michaelann Kelley and an interdisciplinary team from Eisenhower High School in Aldine ISD are asking, “How does changing the content and context of collegial conversations create a space for collaboration and reflection? How is this shift illuminated in teacher practice and expressed in student learning?”
The essential question of the CART group from Houston ISD's Challenge Early College High School, led by Matthew Martinez, is “What instructional strategies can we identify and implement to benefit our students’ learning and self-efficacy, and what structures can we establish that will build capacity across the faculty to examine classroom practice and adopt effective strategies?”Debra McIntyre and her team from the SLC and PACE Programs in Humble ISD are asking, “How does a highly personalized educational experience reconnect at-risk students to the academic process?”Lauren Nguyen, a Reading Specialist in Houston ISD’s Curriculum Department, will lead a multi-school team of reading teachers in a study of these two questions: “What impact does the Master Reading Teacher (MRT )have on reading test scores and the self-efficacy of teacher mentees? and Which MRT schedule shows the most impact?”Sonia Pacé and her team from Anderson Academy in Aldine ISD will focus their inquiry around these questions: “How can Anderson Academy’s teachers collaborate to improve their classroom practices and student’s learning through the infusion of the arts in core curriculum? What can we learn about arts integration in the early years from the literature, school visits, and conference attendance? What integration strategies/approaches/content seen most attractive to our particular student population and teaching faculty? and What reflective insights bubble to the surface through this individual and shared inquiry?”
Mandi Painter and her team from Stovall Academy in Aldine ISD are asking, “What is the impact of daily reading interactions using poetry on early fluency development?”Dr. Angela López Pedrana, an assistant professor in the Department of Urban Education at the University of Houston-Downtown, will be facilitating a group of faculty members from several local universities. Their inquiry revolves around these questions: “How might teachers’ knowledge, the contexts of teaching, and the influences that teachers have on student growth and achievement be better understood through collaborative forms of research and scholarship? and How might we advance the scholarship of teaching and research through sharing our unfolding inquiries with our field-based partners and Faculty Academy colleagues and capturing it in chapters, books, and portfolios?”Carolyn Thibeaux from Chavez High School in Houston ISD is facilitating a team of educators from Alief, Aldine, and Houston ISD’s. They will be inquiring, “How does change in administrative leadership affect the school culture, as interpreted by empowered school leaders?”Nichole Thompson from Houston Academy in Aldine ISD will be leading a collaborative group that includes educators from Bethune and Drew Academies as well. Their research questions include: “How have the STARS units of study been adapted? for what purpose to what effect? How might student and teacher learning relating to the units of study be documented and shared with others? and What reflective insights do our individual and collective inquiries into teachers’ curriculum making in context make possible?”]]>
Finally Sharing Againtag:donna.robreid.com,2007:/weblog//2.7172007-05-22T22:31:24Z2007-05-22T22:33:06ZOne reason that I haven’t blogged much for a few weeks is that so much of what I’ve been working on has not been public knowledge. Much of the CFG as Research Team (CART) grant preparations and scoring had to...Donnahttp://donna.robreid.com/
One reason that I haven’t blogged much for a few weeks is that so much of what I’ve been working on has not been public knowledge. Much of the CFG as Research Team (CART) grant preparations and scoring had to be kept under wraps. Now that the awards have been announced, I feel like I can breathe again. This goes back to a tension that I wrote about at a Teacher As Researcher meeting and in one of the traveling journals for the portfolio group: How can I make my practice public and retain a feeling of safety? What are the implications of making my own practice public when so much of what I do is collaborative?
December TAR Meetingtag:donna.robreid.com,2007:/weblog//2.7162007-05-21T11:53:06Z2007-05-21T12:01:49ZOn December 5, 2006, the Teacher As Researcher Bridge group met at Wilson Elementary. Here are some of the reflections from that evening. The reflection questions were “What have you learned?” and “What do you need?” “I learned how important...Donnahttp://donna.robreid.com/
“I learned how important it is to really “savor” the small moments and slow down maybe I could go further and say digest it. If the moment is digested, the mechanisms might repeat themselves some where from the “inner well” of the teacher. Small moments are usually proceeded by something big.
I just need to hear more of what my co-horts have to share.”
“Critical thinking can be evaluated in different ways. What is role of teacher? What experiences make a good teacher? How do socio-economic issues affect student behavior and their ability to learn?
I think I need to hear teachers give testimonies of what works for them. I think less emphasis on educational theories. Collaboration is a good concept as long as everyone does work together well and respects each other.”
“This was my first session w/ the group, so I’ve learned the structure, pace, some expectations. Most importantly, it seems like a time and place to share serious thoughts about education from an educator’s perspective. I’m very excited to be part of the group and look forward to our next meeting.
What do we need? Bigger chairs J”
“Looking Forward—Learned will be doing this. Hearing writing from others on their research. Heard ideas that connect to research=> ah-ha moments when student thinks critically.
Need—nothing. What is happening with discussions very interesting.
=> Professional Development certificates that list what, date and 2.5 hours.”
“I need to slow down the moments working in a fast food/ drive through everything I have discovered besides showing, I have to show slowly. Describe, time, place and all five senses to get the feeling of the moment.
I love the location, food was good—love the readings=> love the new people.”
“Groups like my CFG, portfolio group & the TAR group help me to stay focused with my ongoing teacher research. Keeps my toes to the fire-so to speak.
I like the opportunity to share and receive feedback from other people also doing the same work or dilemmas.”
“What did I learn?
• Continue to focus on the finer point
• Illustrate thru narration
• Remembering that teachable moment or when time/teaching slowed [it’s like slipping a transmission into that certain gear that smoothes out the engine and eliminates the distracting rumble.”
“I learned that teachers have experiences to share and that they can write with relative ease about these experiences. However, when things become abstract (I don’t think they did tonight), eyes glaze over.
The new working environment worked well, although I think people are creatures of habit and desire the same surroundings.”
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Hummus Recipetag:donna.robreid.com,2007:/weblog//2.7152007-05-20T03:51:13Z2007-05-20T04:04:40ZWe forgot to order snacks for Wednesday's Teacher As Researcher meeting, so I prepared a platter of fresh veggies that were in my fridge and some homemade hummus. A couple of people have asked for the recipe, so here it...Donnahttp://donna.robreid.com/
Parents magazine in the article "The 20 Best Snacks for Kids." I have noted any changes that I make.
HUMMUS
Yield: 2 cups
1 can (19 oz.) chickpeas, rinsed and drained [It's really difficult to find this size. I just use the 14.5 or 15 oz can]
1/4 cup fresh lemon juice
1/4 cup sesame tahini [If this is not a regular item in your pantry, check the Asian food aisle at your grocery store.]
1/4 cup water
1 Tbs. olive oil [I often reduce this or leave it out entirely to save a few calories.]
1 garlic clove, finely minced [I add more]
1/2 tsp. salt
Combine all ingredients in food processor fitted with metal chopping blade; pulse to puree.
[I add several spices for my version. A LOT of freshly ground coriander--probably a full teaspoon. Then a couple of shakes of cumin, paprika, cayenne, and black pepper.]]]>
Teacher As Researcher--Writing and Reflectingtag:donna.robreid.com,2007:/weblog//2.7142007-05-20T02:49:55Z2007-05-20T17:19:59ZWe had our final official Teacher As Researcher Grant meeting on Wednesday, May 16. This year has been dedicated to reflecting on our work of the last three years and writing a collaborative paper. We met in a special education...Donnahttp://donna.robreid.com/
At the close of the meeting I asked everybody to reflect on these two questions:
How has being in this group influenced your thinking? and Have you seen changes in your colleagues' thinking? The reflections are in the extended entry.
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How has being in this group influenced your thinking?
"I now more than ever see the necessity of providing a venue, etc. for teacher research. This work, the discussions and the writing, are taking support of CFG to a much deeper level."
"My thinking has changed mainly due to rich discussions--I grew by/with feedback from others. Everything from reflections, writing, presentations, etc."
"It has provided me with strength to continue finding new ways to communicate with colleagues so we can improve the learning experience for our students. The CFG is a must for the public school teacher."
"I get frustrated with some thoughts and maybe people-me also-am I as unwavering in opening up to new ideas-do I say things one way and then change or reclarify when challenged? --I thought it was fabulous to see a small tension from [the autumn] build into a paper in May."
"I could see issues that crossed student, teacher, and school contexts. My research interest is how contexts influence what teachers know. Being in the group tonight reinforced for me the effects of context--how some rail against it, how others rise above it, while still acknowledging both conexts are pernicious and deeply concerning."
"Influenced thinking--helped listen to other ideas to move progress. Know need to be more open minded."
"I am even more sure about the power of connecting and the power of collaboration. I learned that collaborative writing is actually possible. I have struggled with this before."
Have you seen changes in your colleagues' thinking?
"I see people having dialogue rather than an agenda. I see the group members as able to push back on each other's thinking."
"I think people have their own agendas and change is what each individual makes of it. I have seen change in some and then none in others--"
"Yes. The wonderful thing about this group is the organic and fluid way our conversations, ideas and realizations flow building to exciting conclusions. I value this experience tremendously."
"Over the course of the meetings, I have seen thoughts crystalize and a very strong piece of teacher scholarship take shape. I saw growth as individuals reflected on their own practices and their school practices and laid their stories of experience alongside others in increasingly layered and complex ways."
"Changed other's thinking--Level of concern for improving critical thinking raised. Need to find time for this in all areas raised. Actually, I am not sure, but will ask.
I am still frustrated with school climate--not sure I made a major impact on need for CFG's at [my school]. Would like to know how to move it forward."
"I have seen some group members become more group-oriented rather than being 'lone rangers.' We are influencers--using carrots instead of sticks."]]>
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.
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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?”
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“I learned how important it is to really “savor” the small moments and slow down maybe I could go further and say digest it. If the moment is digested, the mechanisms might repeat themselves some where from the “inner well” of the teacher. Small moments are usually proceeded by something big.
I just need to hear more of what my co-horts have to share.”
“Critical thinking can be evaluated in different ways. What is role of teacher? What experiences make a good teacher? How do socio-economic issues affect student behavior and their ability to learn?
I think I need to hear teachers give testimonies of what works for them. I think less emphasis on educational theories. Collaboration is a good concept as long as everyone does work together well and respects each other.”
“This was my first session w/ the group, so I’ve learned the structure, pace, some expectations. Most importantly, it seems like a time and place to share serious thoughts about education from an educator’s perspective. I’m very excited to be part of the group and look forward to our next meeting.
What do we need? Bigger chairs J”
“Looking Forward—Learned will be doing this. Hearing writing from others on their research. Heard ideas that connect to research=> ah-ha moments when student thinks critically.
Need—nothing. What is happening with discussions very interesting.
=> Professional Development certificates that list what, date and 2.5 hours.”
“I need to slow down the moments working in a fast food/ drive through everything I have discovered besides showing, I have to show slowly. Describe, time, place and all five senses to get the feeling of the moment.
I love the location, food was good—love the readings=> love the new people.”
“Groups like my CFG, portfolio group & the TAR group help me to stay focused with my ongoing teacher research. Keeps my toes to the fire-so to speak.
I like the opportunity to share and receive feedback from other people also doing the same work or dilemmas.”
“What did I learn?
• Continue to focus on the finer point
• Illustrate thru narration
• Remembering that teachable moment or when time/teaching slowed [it’s like slipping a transmission into that certain gear that smoothes out the engine and eliminates the distracting rumble.”
“I learned that teachers have experiences to share and that they can write with relative ease about these experiences. However, when things become abstract (I don’t think they did tonight), eyes glaze over.
The new working environment worked well, although I think people are creatures of habit and desire the same surroundings.”
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At the close of the meeting I asked everybody to reflect on these two questions:
How has being in this group influenced your thinking? and Have you seen changes in your colleagues' thinking? The reflections are in the extended entry.
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How has being in this group influenced your thinking?
"I now more than ever see the necessity of providing a venue, etc. for teacher research. This work, the discussions and the writing, are taking support of CFG to a much deeper level."
"My thinking has changed mainly due to rich discussions--I grew by/with feedback from others. Everything from reflections, writing, presentations, etc."
"It has provided me with strength to continue finding new ways to communicate with colleagues so we can improve the learning experience for our students. The CFG is a must for the public school teacher."
"I get frustrated with some thoughts and maybe people-me also-am I as unwavering in opening up to new ideas-do I say things one way and then change or reclarify when challenged? --I thought it was fabulous to see a small tension from [the autumn] build into a paper in May."
"I could see issues that crossed student, teacher, and school contexts. My research interest is how contexts influence what teachers know. Being in the group tonight reinforced for me the effects of context--how some rail against it, how others rise above it, while still acknowledging both conexts are pernicious and deeply concerning."
"Influenced thinking--helped listen to other ideas to move progress. Know need to be more open minded."
"I am even more sure about the power of connecting and the power of collaboration. I learned that collaborative writing is actually possible. I have struggled with this before."
Have you seen changes in your colleagues' thinking?
"I see people having dialogue rather than an agenda. I see the group members as able to push back on each other's thinking."
"I think people have their own agendas and change is what each individual makes of it. I have seen change in some and then none in others--"
"Yes. The wonderful thing about this group is the organic and fluid way our conversations, ideas and realizations flow building to exciting conclusions. I value this experience tremendously."
"Over the course of the meetings, I have seen thoughts crystalize and a very strong piece of teacher scholarship take shape. I saw growth as individuals reflected on their own practices and their school practices and laid their stories of experience alongside others in increasingly layered and complex ways."
"Changed other's thinking--Level of concern for improving critical thinking raised. Need to find time for this in all areas raised. Actually, I am not sure, but will ask.
I am still frustrated with school climate--not sure I made a major impact on need for CFG's at [my school]. Would like to know how to move it forward."
"I have seen some group members become more group-oriented rather than being 'lone rangers.' We are influencers--using carrots instead of sticks."]]>