This presentation was delivered to two elementary schools in the Cherry Creek School District.

1. Creating Synergy
Through Positive Culture and Purposeful Structures

2. What is Synergy?

3. Synergy
the potential ability of
individuals to be more
successful or productive
as a result of working
together.

5. in other words...

6. Accomplishing
things together
which one
person could not
accomplish
alone.

7. Today’s
Objectives
1. Understand and be
able to use a key
strategy to enhance
relationships
2. Develop tools to
increase leadership
capacity in order to
accomplish set
goals

9. Names

10. List the names of
all staff members
first and last

11. Names
1. Abel Garcia
2. Sue
Williams
3. Mary Jones
4. Joe Lipinski
5. Rena Mai

12. Think -

13. Think - Pair - Share

14. Professional
Names Goal
1. Abel Garcia
2. Sue
Williams
3. Mary Jones
4. Joe Lipinski
5. Rena Mai

15. Professional Personal
Names Goal Passion
1. Abel Garcia
2. Sue
Williams
3. Mary Jones
4. Joe Lipinski
5. Rena Mai

16. Professional Personal
Names Goal Passion
1. Abel Garcia Develop more meaningful
relationships w/ families
2. Sue cake decorating
Williams
Increase quality of spending time with
3. Mary Jones grandchildren
expository writing
4. Joe Lipinski
5. Rena Mai

17. Professional Personal
Names Goal Passion
1. Abel Garcia Develop more meaningful
relationships w/ families
2. Sue cake decorating
Williams
Increase quality of spending time with
3. Mary Jones grandchildren
expository writing
4. Joe Lipinski
5. Rena Mai
6. Sari Silver
7. Martin Zell
8. Antoine Poh
9. Shirley Shutt
10.JosueToledo

18. Mix - Think - Pair - Share
Check an Assumption
Seek new Information

19. Better
Together

20. Better
Together
When the Whole is
Greater than the
Sum of its Parts

22. When trust goes up,
productivity goes up
When trust goes down,
productivity goes down

23. • Employees are the biggest asset
of any company
• Trust is initiated through positive
relationships
• Trusting relationships are
cemented by strategic actions
tied to clear goals and actively
monitored

25. =

26. "When children understand how to
connect the text they read to their
lives, they begin to make connections
between what they read and the
larger world. This nudges them into
thinking about bigger, more
expansive issues beyond their
universe of home, school, and
neighborhood.”
Harvey &Goodvis, Strategies that Work Strategies that Work, p. 68

29. “A serious problem large
systems face, one that becomes
more perplexing in an ever more
complex, diverse world, is how
to achieve a degree of cohesion
and focus in an otherwise
fragmented environment.”
Michael Fullan, Six Secrets of Change

30. Effective change
leaders create
coherence.
Michael Fullan– Leading in a Culture of Change

33. • We need vision and strategy
• We need coherence
• We need synergy generated by
strong positive relationships
In order to achieve
sustained achievement

34. What do you want
students and staff
to know, understand
and be able to do?
Articulating Your Vision

35. Awareness, Adaptation, Permeation
Goal:By the end of three years, in the
spring of 2006 ---
Students and staff will independently
be able to use a toolkit of thinking
strategies to actively monitor their own
comprehension. Students and staff will
consistently use six thinking strategies
– making connections, questioning,
visualizing, determining importance,
inferring, and synthesizing – throughout
all content areas when accessing and
communicating ideas and information
both in written and oral formats.
Students and staff will be able to use
a variety of data to drive instruction and
meet personal learning needs.
Students and staff will be able to
actively monitor and direct their own
learning, be able to articulately
communicate their own personal level
of learning in relation to a set of
expressed expectations, and advocate
their own next steps for learning.
• The 15 character traits will serve as a
foundation of the Conrad Ball Middle
School culture and climate. Students
and staff will fully understand and
demonstrate the behaviors associated
with each trait. Students and staff will
be able to monitor and adjust their own
behaviors using the character trait
expectations.

36. For the following goal, what knowledgeand
skillsdo adults need to hit this target?
• Students and staff will be able to use a variety of data to
drive instruction and meet personal learning needs. Students
and staff will be able to actively monitor and direct their own
learning, be able to articulately communicate their own
personal level of learning in relation to a set of expressed
expectations, and advocate their own next steps for learning.
Knowledge& Understandings Skills

37. What is Your Outcome Goal?
• Take some time to clearly articulate your
outcome goal
– A year from now…2 or 3 years from now….
What should students and staff be doing?
– Then go deeper, what specific knowledge and
skills will they need to go there?
Knowledge& Understandings Skills

38. Create a Road Map/Plan
• It’s hard to get where you want to go without a
road map.
• Help staff know where they are going and how
they are going to get there.
• When staff doesn’t know where they are going
(or why) they can become confused, dissatisfied,
uncomfortable, unmotivated and less trustful!
(just like students, right?)

39. Awareness, Adaptation, Permeation
Goal:By the end of three years, in the
spring of 2006 ---
Students and staff will independently
be able to use a toolkit of thinking
strategies to actively monitor their own
comprehension. Students and staff will
consistently use six thinking strategies
– making connections, questioning,
visualizing, determining importance,
inferring, and synthesizing – throughout
all content areas when accessing and
communicating ideas and information
both in written and oral formats.
Students and staff will be able to use
a variety of data to drive instruction and
meet personal learning needs.
Students and staff will be able to
actively monitor and direct their own
learning, be able to articulately
communicate their own personal level
of learning in relation to a set of
expressed expectations, and advocate
their own next steps for learning.
• The 15 character traits will serve as a
foundation of the Conrad Ball Middle
School culture and climate. Students
and staff will fully understand and
demonstrate the behaviors associated
with each trait. Students and staff will
be able to monitor and adjust their own
behaviors using the character trait
expectations.

40. Keep the Target
Visible at all Times
• Promote peer or offsite observations that can help
teachers “visualize” the target.
• Use the language every day, every way - strategically
use your time to promote conversations, journaling,
and sharing.
• Embed matrices in evaluations, teacher self-reflection
and goal setting, action planning, and informal
conversations. (SBE Innovation Configuration)

41. SBE Innovation Configuration

42. Professional Development Research
Training Components and Attainment of Outcome in
Terms of Percent of Participants
Outcomes
Components Knowledge Skill Behavior Transfer
Study of Theory 10 5 0
Demonstrations 30 20 0
Practice 60 60 5
Peer Coaching 95 95 95
Joyce, B. & Showers, B. (2002). Student achievement through staff development,3rd
Edition. Alexandria, VA: ASCD

43. Differentiate and Provide Choice
• Just like good instruction, good staff
development should be differentiated to meet
the needs of individual learners.
• A variety of opportunities should be available
for teachers so they can choose what they
think best fits their needs.
• Use graphic organizers or other schematics
to help teachers visualize their options and
where specific ones might take them in their
learning journeys…

44. Awareness Synthesis
Level Level
Higher Risk – Small Group/ Lab Classroom
Behavior Personal
Peer Observations Teacher –
Observation Observations &
& Feedback Large group
Feedback
observations &
feedback
Learning Team Learning Team Learning Team Activities –
Medium Risk – Activities – Activities – creating differentiated
Skills analyzing student creating and units/lessons using a wide
Practice data, instructional implementing range of assessment data and
alignment and common differentiated instructional
design assessments strategies
Book Study –
Book Study – Differentiated Literacy Strategies
Assessment
Classroom for Student Growth and
+ FOR Learning Achievement in Grades 7-12
Assessment for
Lower Risk – Video Series
Student Learning (Stiggins is Prerequisite)
Knowledge
Building
Differentiation/Assessment Staff Development Continuum

46. Monitor your Progress
• Discover ways you can provide descriptive,
immediate feedback
• Focus on your target during the evaluation
process
• Teach teachers to analyze and monitor their
own progress - use the asset maps and the
teacher rubrics for self analysis
• Create venues for staff to collaborate, embed
this during the day - don’t make it an extra
add on…