Group+07+2011

Group 7

We began our discussion with the question of how often each of our schools meet. There was also a discussion of what our schools are doing. Here are some of the answers:

1. One school has division meetings once a week and cluster meetings once a week, with full faculty meetings four times a year.

2. Another school has their full faculty meeting every other Thursday night for one hour 45 minutes. They have no administrative reports, just 'q and a's.

3. Another option was a critical friends group - bring an assignment, a dilemma, etc. They meet once a month and tend to be very focused (although they can be broad to start). CFG members observe one another and follow a protocol in doing so. People have found that CFGs make you be efficient in what you share and keep you on task. The logic is that some of the best faculty development is in house, as opposed to hiring an external "expert". Erik Balen from Packer Collegiate teaches CFGs.

4. In another school, sometimes meetings about students result in a action plans. There had been a faculty discussion about how the new ninth graders were not handling the homework well. Upon further investigation, it became apparent that all of the ninth graders were having some troubles, so the school decided to organize an orientation for homework for new ninth graders.

5. We agreed that meetings are most effective if at the end you know what the next step is. Even so, there's follow up needed to ensure that things are progressing as planned.

6. Having an outside expert come in can be expensive. In order to maximize the benefits of this, other faculty meetings can be planned to continue on the topic.

7. Our discussion led into how to have constructive confrontation (Rob Evans was recommended as a presenter that one school used). He is scheduled to meet with faculty of a school for a day and also runs a meeting with parents (the topic is changing dynamics).

8. There was some consensus that a theme for chosen for the year is more effective than a one shot deal. Ideas can come from a faculty survey that is given at the end of the year. Then the planning can happen over the summer for the following year.

Ex: Every teacher is a literacy teacher, adding writing labs

9. Sometimes the pd has to be in an area of discomfort. We discussed different "buy-in"s for faculty, such as salary bands where one way to move up in bands is to do professional development. We also talked about schools that make it a part of the faculty evaluation plan. One school adapted Charlotte Davidson's work. Your faculty evaluation can include criteria like innovation or effective instruction.

10. Kate Sussman and Claire Wertzel were used at one school to help revamp curriculum. They helped the school to look at what they already had, what they want to do, and then bridge that gap. Curriculum maps were used to determine what was essential to learn. Different ways to record curriculum maps were discussed, such as googledocs or ??? (there was a program discussed, but I don't remember the name). Curriculum maps can be evaluated in the spring to reevaluate what was covered/not and the importance of each of the pieces.

11. One school has 3 45 minute blocks to meet per week that are flexible to the needs, can be curriculum mapping time, time in rooms, etc.

Other groups sharing: School visits - what would you take away from a school, what would you give to them Rotate faculty who run a meeting Students talking to faculty about a topic Schools finding time (and money) to support food (and drink) for meetings, or gatherings outside of school Importance of the first lesson in setting the tone for the whole year. Voluntary meetings at Head's house with wine and cheese monthly from 4-6 pm on variety of topics Summer grant on 5 mini-lessons on learning and the brain that they brought back to teach Voluntary banding system is enhanced by contributing to pd Pd first, "administrivia" last 15 mins, so if something's "got to go", it is that that is cut From learning to practice with an accountability partner