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ELA & Mathematics Fellows
November 17th, 2014
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Introductions
• Move to the side of the room aligned to the
category that fits you best.
• When everyone has selected a side, introduce
yourself to two people in your group
 Olympic
 Prefer
Peninsula
Mondays
 Kitsap
Peninsula
 Prefer
Fridays
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State Vision for ELA & Math Fellows
 Build
teacher leader capacity in English Language Arts
(ELA) and Mathematics across all regions in Washington
 Create
a state-wide system of supports grounded in a
consistent educator network that provides access to
implementation resources across the regions
 Create
a platform for teacher voice to inform statewide
implementation efforts
 Build
on existing opportunities that engage teacher
leaders within each region
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Videos
OSPI Randy Dorn
AESD Ian Grabenhorst
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Larger context
Leadership in the
Extended Community
Leadership of
Others
Advocate and Systematize
Collaborate
and
Leadership
Implement
of Self
Know and
Model
Purpose of the Fellows
 To
be a part of and support a system that focuses on all
students becoming literate individuals. -- Leadership
in the Extended Community
 To
be a part of a community of learners that focuses on
putting the shifts into practice to reflect the Washington
State Learning Standards vision. -- Leadership of
Others and Self
 To
deprivatize our practice and take risks in order to
facilitate high quality literacy instruction that leads to
improving student outcomes -- Leadership of Self
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Seven Norms of Collaboration
1.
Pausing
2.
Paraphrasing
3.
4.
5.
Paying attention to
self and others
6.
Presuming positive
intentions
7.
Pursuing a balance
between advocacy
and inquiry
Probing for
specificity
Putting ideas on
the table
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Module 2 –
Adult Learning
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Learning Targets
 Introduce
aspects of adult learning as an
element of the Teacher Leadership
Framework
 Know
and understand yourself as a leader
in relation to your Fellows work
 Know
and understand groups and group
dynamics
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Introduction: Adult Learning
 Review
the Adult Learning page from the
Teacher Leadership Framework.
 Review
your individual self-assessment you
took at our last meeting – consider, “What
do you notice about how you assessed
yourself in this area?”
 Reflect
on “Where do you need to build
capacity when you work with adult
learners? What makes you say that?”
Building Trusting Relationships
(OESD)
30
25
20
15
10
5
0
I foster group I take an
I take a I am aware of
membership ethical stance caring stance and act on
cultural needs
Consistently
Usually
Occasionally
Facilitating Adult Learning (OESD)
18
16
14
12
10
8
6
4
2
0
I use reflection
I encourage adult I foster adult learner's
I consider the
strategically as a tool learners to question
engagement
spectrum of content
to improve adult
their assumptions
knowledge and
learning
pedagogy when
planning
Consistently
Usually
Occasionally
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Adult Learning: Group Dynamics
and Knowing Yourself

Read ‘Predictable Dynamics in Groups’ article.

On the back of the article you have 4 lines representing the
continua from the article:
Task
Relationship
Certainty
Ambiguity
Detail
Big Picture
Autonomy
Collaboration

Mark an ‘X’ where you see yourself on each continuum.

What are the implications of these preferences for you as a
Fellow and your work to implement the Common Core?
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Adult Learning: Group Dynamics
Create a Human Continuum with the following (we’ll
do this 4x – one for each):
 1.
Task – Relationship
 2.
Certainty – Ambiguity
 3.
Detailed – Big Picture
 4.
Autonomy - Collaboration
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Adult Learning: Charting Preferences
and Knowing Groups
le
Divide poster into four quadrants and label (see
example below). Collect your group’s thinking in
each quadrant of the poster
Words or actions that might
convey this stance:
When it might be
effective for a leader to
speak from this stance:
When this stance might be an What a person in this
ineffective choice:
stance might not be able
to do effectively:
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Reflection & Wrap Up

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How did engaging in this activity help you think about your
work as a fellow?

Where does it fit?

Where doesn’t it?
What are you considering about your work with adult
learners that you weren’t before? What concerns do you have
that need to be addressed?
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Extension Activity

Here's what I got out of our reflecting on adult learning and
teacher leadership today…
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So what -- what is important about this learning?

Now what -- how might my actions as a fellow be impacted by
this learning? What might I point to as a change in my planning
or practice that would reflect what was learned and discussed
today?
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Break & Break-out Time