Fourth Annual Leadership Retreat Empire Hotel New York, New York May 11th & 12th, 2010 Welcome!

Fourth AnnualLeadership Retreat

Empire HotelNew York, New YorkMay 11th & 12th, 2010

Welcome!

Spring Leadership RetreatMay 11, 12, 2010

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Welcomes & Introductions

• Mary Aronson

• Charles Anderson

• Adam Bellow


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Reconnect Yesterday, Today & Tomorrow

• Take a moment to think about what’s happened over the years• In the world

• In your professional life

• In your personal life

• Grab a marker, approach the chart and write


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2004 2005 2006 2007 2008 2009 2010

In the World

In your Professional Life

In your Personal Life

Yesterday, Today & Tomorrow


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•Cluster according to the year you became a CB Principal and tell the story of that space in time.


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• Are there any patterns or trends?

• What predictions would you like to make about the world, the profession, your personal life?


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AGENDADay 1 – May 11, 2009 12 Noon-5:00PM• Lunch, Welcome & Introductions

• Reconnect

• Past, Present, Future

• Agenda, Outcomes & Welcome

• Strengths Based Leadership

• Break

• On the Frontline

• Adjourn for Dinner at Guantanamera (939 8th Ave – bet 55 & 56 Sts.)


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AGENDADay 2 – May 12, 2009 8:00AM-3:00PM

• Breakfast

• Three Corners

• Conley Redux Chapters 4 & 6

• Break

• Planning Forward with IMs

• Lunch 12:30-1:15

• Leadership, Rigor & College Readiness

• Break

• Leadership, Rigor & College Readiness continued

• Closure


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Outcomes of the Retreat

• Explore leadership qualities that promote change.

• Reflect on how individual strengths link to desired outcomes in our schools.

• Renew commitments to developing, maintaining and sustaining schools focused on all students college ready.


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“The most effective leaders rally a broader group of people toward an organization’s goals, mission, and objectives. They lead. People follow.”


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Strengths Based Leadership

• Why Strengths Based Leadership?• Based on your input regarding the retreat

• CBSchools Team experience w/Strengths Finder

• Moving from a deficit model to a model that focuses on strengths

• Interest in research - Gallup


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• Count off 1-5

• Gather your belongings and move to your new group

• Take a few moments and write the answer to this question: What leader has/had the most positive influence in your daily life?

• List 3 words that best describe what this person contributes/contributed to your life.

• Share your list in your small group.


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The research says that all followers have a very clear picture of what they want and need from the most influential leaders in their lives. • Trust• Compassion• Stability• Hope

Turn and Talk: What do these four words mean?


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•Place each of your descriptive words under one of these constructs:

•Trust•Compassion•Stability•Hope

•Discuss why you placed your words under any of these constructs. •How has the leader’s attributes influenced your own leadership development?


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Individual Strengths

• Copy of Principals Strength Finder.xlsx


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• So, where are your strengths?

• Look at your data

• Take your card and organize yourselves by• Gender

• Cohorts

• Upstate/Downstate

• What Strengths do we have in common?


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• Open your Strengths Based Leadership book to page 101, find your top strength and read about how when leading with your primary strength, you meet the needs of followers.

• Discuss in your group how you meet the basic needs of your followers through your top strength.

• Reflect and write about the insights you’ve gained about your strength, leadership and your ability to lead a school that builds trust, shows compassion, provides stability and creates hope.


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BREAK


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“Building a strong team requires a substantial amount of time and effort. Getting the right strengths on the team is a good starting point, but it is not enough. For a team to create sustained growth, the leader must continue to invest in each person’s strengths and in building better relationships among the group members. When leaders can do this, it allows the entire team to spend even more time thinking about the needs of the people they serve.”

Rath and Conchie , 2008

Leadership: From Self to Others


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Leadership Team

Executing Influencing Relationship Building

Strategic Thinking

AchieverArranger

BeliefConsistencyDeliberative

DisciplineFocus

ResponsibilityRestorative

ActivatorCommand

CommunicationCompetition

MaximizeSelf-Assurance

SignificanceWoo

AdaptabilityDeveloper

ConnectednessEmpathyHarmonyIncluder

IndividualizationPositivityRelator

AnalyticalContext

FuturisticIdeation

InputIntellection

LearnerStrategic

• Circle your top five strengths in the chart below

• Read pages 21-26 in the Strengths Based Leadership book


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From Self to Others’ Leadership

• Think about your leadership teams.

• Turn and Talk: How do you capitalize in a purposeful way on developing a stronger team(s)?


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Returning to Your Own Practice…


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GROUP up for On the Frontline

Group 1 Group 2 Group 3 Group 4

Toyia

Ellen

Jose

Nancy

Kevin

Zenobia

Jaime

Cindy

Mary

Tammy

Mike

Crystal

Rose

Michele

Mrs. K.

Charles


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On the Frontline

1. The main tenet of our schools is “All students College Ready”. How have you led your staff in creating a culture in your school that has embraced this belief?


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On the Frontline

2. Central to your work is developing and managing relationships. Identify and share specific ways in which you have engaged others to implement the vision of the school.


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On the Frontline

3. How do you maintain your commitment, enthusiasm, and passion for the work of leading a school?


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On the Front Line Debrief

• Take a moment to think and write about how your primary strength is reflected in the examples you shared.

• Gallery Walk Group Charts

• What have you learned from one another?


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Combined

Eximius ASE NECP NWCP PAW WJPS South Bronx

ACPCE Pathways MST0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%93.5%

96.2% 97.0%

87.7%

93.9%

100.0%97.4%

100.0%

77.3%

90.9%96.5%

% of Graduates Applying to College

% of Graduates Applying to College

College Applications Rates for Class of 2010 Graduates

N= 572 N= 66 N= 49N= 57N= 53 N= 66N= 73

N= 77N= 30 N= 44 N= 57


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Combined

Eximius ASE NECP NWCP PAW WJPS South Bronx

ACPCE Pathways MST0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

29.0 32.1 34.2 30.836.5 37.0

20.529.8

17.3

36.6

24.0

71.0 67.9 65.8 69.263.5 63.0

79.570.2

82.7

63.4

76.0

2-Year College 4-Year College

Applications by Type of College for Class of 2010 Graduates

N= 3,770 N= 411 N= 219

Overall, graduates in CB Schools have applied to 6.6 colleges On average, graduates in Eximius have applied to 7.8 colleges On average, graduates in ASE have applied to 7.5 colleges On average, graduates in NECP have applied to 4.4 colleges On average, graduates in NWCP have applied to 4.5 colleges On average, graduates in PAW have applied to 7.8 colleges

N= 253N= 497 N= 300N= 331N= 375N= 553

N= 596N= 235

On average, graduates in WJPS have applied to 7.7 colleges On average, graduates in South Bronx have applied to 7.6 colleges On average, graduates in ACPCE have applied to 5.7 colleges On average, graduates in Pathways have applied to 7.5 colleges On average, graduates in MST have applied to 5.3 colleges


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Day 1 - Closure

• Return to the people you first worked with and re-form your triad.

• Sit knee-to-knee.

• Share your responses to...


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Day 1 - Closure

Take a few moments to reflect on today’s work and respond in writing to the following:

• What gift did you receive?

• What gift did you give?

• What gift are you withholding, or waiting to give?

• Who would you like to thank?


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Day 1 - Closure

• Before leaving, thank your partners.

• When you are thanked, please respond by saying:

“Thank you – I loved hearing that!”


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AGENDADay 2 – May 12, 2009 8:00AM-3:00PM

• Breakfast

• Three Corners

• Conley Redux Chapters 4 & 6

• Break

• Planning Forward with IMs

• Lunch 12:30-1:15

• Leadership, Rigor & College Readiness

• Break

• Leadership, Rigor & College Readiness continued

• Closure


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Our Mission: All Students College-Ready

“At the heart of this [a college-going] culture is the belief by all faculty that the school’s mission is to enable all students to be able to go on to education beyond high school if they so choose.”

David Conley, (2010)


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3 Corners• Select and stand-by the picture that reflects your

perception of your faculty’s belief that all of your students will be college ready.

• Explain to each other why you think the picture exemplifies your faculty’s beliefs and behaviors.

• After the discussion, do you still believe that the picture best exemplifies your faculty?

• Share aha’s.


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Conley Redux1. Group into pairs in order to read sections from Chapter 4

“Key Principles of College & Career Readiness” pgs. 104-132.

2. Everyone reads the Introduction on pg. 104.

3. Each pair reads their assigned Principle and prepares a chart summarizing what they’ve read.

4. Pair # 8 reads pgs. 194-198, “Recognize the Importance of Culture & Change Culture” in Chapter 6 “Putting it All Together” and prepares a presentation for the entire group.

5. Post your charts.

6. Gallery walk & read the other 6 charts.


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Conley Redux Sample ChartPrinciple:

Key Points:

Three Examples:


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Conley Redux

• Identify up to two Principles and determine two tasks that you plan to implement.

• Either alone or with someone working on the same principle, create an action plan.


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Action Plan for Accelerating College & Career Readiness In My School

Principle

Task:

Existing supports:

Challenges:

People & Resources Needed:

Initial Actions/Timeframe:

Step 1.

Step 2

Step 3


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Conley Redux, Closure

• Share Action Plans

• Chapter 6 presentation and Q & A


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BREAK


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Planning Forward with IMs

• Break into groups by IMs.


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Professional Learning FY2011 NYCPerson by Title What When Frequency

Principals Leadership Cohort One Afternoon Monthly

New Teachers to Curriculum MappingTeams of up to 5

Curriculum Mapping 101 Summer August 2, 2010

1 Day

TeachersCore Vertical Teams of 5 +1 AdminFully funded Schools

Curriculum Mapping Project

SummerAugust 3, 4, 2010

Fall, Winter, Spring

1 Day per 3 schools1 Day per the other 3

3 Saturdays

New Teachers to CBSChools+Advisory Coordinator

Advisory On-Boarding SummerAugust 12, 2010

1 Day

Advisory Coordinators +Team up to 7 1 teacher per 6,7, 8,9,10, 11,12

Advisory Curriculum Session Guides

SummerAugust 13, 2010

1 Day

New Teachers to CBSchools Springboard ELA SummerAugust 16 through 18, 2010

3 Days

New Math Teachers Springboard Math Summer August 16 through 18, 2010

3 Days

New Teachers to CBSchools + 1 Admin Heart of Change SummerAugust 9 through 11, 2010

3 Days


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Professional Learning FY2011 Upstate SummerPerson by Title What When Frequency

Principals Leadership Cohort 10:00-2:00 in each city 4 times during the yearNew Teachers Advisory (1

day)Community Building (Infused)College Readiness (1 day)Curriculum Mapping 101 (1 day)

Summer 3 Days in Batavia

Returning StaffAdvisory Coordinators/ Teams1 from 6,10,11,12

Advisory Curriculum 6, 10-12 Summer 1 Day in Batavia

Returning StaffCore Team

Advanced Atlas Rubicon Summer 1 Day in Batavia

Returning StaffAP Teachers

Skills for Success based on Conley’s Work

Summer 1 Day in Batavia

Returning StaffAll Members of Vertical Teams

The Power of PLCsVertical Team TrainingPre-AP StrategiesAssessment and Data

Summer 1 Day in Buffalo1 Day in Rochester

New Math Teachers at Vanguard Academy

SpringBoard Math Summer In NYC, teachers will travel

3 Days in NYC

New SpringBoard ELA Teachers SpringBoard ELA SummerIn Rochester, Buffalo teachers can attend Rochester training

3 Days in conjunction with RCSD


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Professional Learning FY2011 Upstate School YearPerson by Title What When Frequency

Full Staff Strand 1:Planning for Effective Instruction

Sept, Nov, Jan 3 hour Presentations Weekly embedded and focused observations by Principals and IMs

Full Staff Strand 2:Differentiation of Instruction

Oct, Feb same as above

Full Staff Strand 3:How PLCs enhance and empower us as professionals

Dec, Mar same as above


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Lunch


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Leadership, Rigor

& College

Readiness


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Leadership, Rigor & College Readiness

“The greater danger for most of us lies not in setting our aim too high and falling short, but in setting our aim too low, and achieving our mark.”

-Michelangelo


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Defining Rigor in CBSchoolsRe-focus on the mission “All Students College Ready”

• Examine the use of data to improve instruction.

• Define rigor in the context of college ready.

• Surface our instructional philosophy and it’s impact on the instructional program.

• Identify ways to increase rigor in the classroom.


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Defining rigor in College Board SchoolsDefining rigor in College Board Schools In your small group, use Conley’s work to

compose a definition of rigor. Be prepared to share.

In a College Board School whose mission is “all students college ready,” rigor means:

_________________________________________________________________________________________________________________________________________________________


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Defining rigor in College Board SchoolsUsing your definition of rigor, observe this clip

and rate the content of the clip on a scale of 1 to 10:

1 = there is no evidence of rigor

10=this is the exemplar of rigor in a classroom

Be prepared to justify your rating: think about what criteria you used, and consider what evidence led you to rate the clip as you did.


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Instructional Video


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Defining Rigor in College Board Schools

What does this distribution of ratings, and our different views about what good teaching looks like, mean for our schools?


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Leadership, Rigor & College Readiness• In a classroom where rigorous instruction is

going on, what activities or behaviors would you expect to see? What would the teacher be doing? What would students be doing?

• In a classroom where rigorous instruction is going on, what might be some of the characteristics of rigorous student work?


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BREAK


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Defining rigor in College Board Schools• What constitutes data?

• Brainstorm: think – note - share


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What types of data would help you improve the level of rigor in the instructional program?


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Defining rigor in College Board Schools• In your small group, organize and categorize all

of the data from the Circle Map.

• Create a Tree Map.

• Label your categories.

• Be prepared to explain your organization.


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Defining rigor in College Board SchoolsSample Tree Map

DATA

City/State Exams

ELA Regents

School Tests

Mid-Year Exams


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“Not everything that can be counted counts, and not everything that counts can be counted.”

Albert Einstein


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Defining rigor in College Board SchoolsAs the instructional leader, armed with data and a

definition and description of rigor in a college preparatory program:

• Write and discuss some of the most important things that you know to look for related to rigor in classrooms.

• How do you lead others to create rigorous instruction and curricula?

• Identify actions you can take to insure that your school demonstrates rigorous instruction and curricula.


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Defining Rigor in College Board Schools

“Collecting data is only the first step toward wisdom, but sharing data is the first step toward community.”

Henry Louis Gates Jr.


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Day 2 – Closure and ReflectionTake a few moments to reflect on our

Fourth Annual Leadership Retreat and respond

in writing:

• What surprised you?

• What was affirmed for you?

• What are the implications for your work as a school leader?


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Day 2 - ClosureSURPRISES AFFIRMATIONS IMPLICATIONS


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Day 2 – Closure and Reflection

• Form one large group.

• Dance to the music!

• When the music stops, connect with one other person and share your Surprises, Affirmations, and Implications.


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Documents

Fourth Annual Leadership Retreat Empire Hotel New York, New York May 11th & 12th, 2010 Welcome!