DAY 1

Portrait of a Graduate & Wider Learning Ecosystem

November 14-17�2 0 2 2

November Convening �D E N V E R

D E N V E R

SCHOOL TOURS

TWO COMMUNITIES

OF PRACTICE

PoG

6

&

WLE

Communities �of Practice

7

Nokomis Regional High

Danbury High school

Manchester High School

Blackstone Academy

Manchester West High School

Common Ground High School

Boston Prep

Winooski Middle & High School

Franklin High School

= PoG

= WLE

The Berkshires Collaboration

Margarita Muñiz Academy

Stratford Public Schools

Meriden Public Schools

Lowell High School

Springfield Public Schools

pp. 63-64

PoG & WLE | Community Norms

8

Thank you for being here!

PoG & WLE | Objectives

11

1. Learn from innovative schools embracing high school done differently for the purposes of school transformation.
2. Unpack our visits through the lens of the Springpoint Indicators of School Quality.
1. Rigorous and Purposeful Learning Experiences | IoSQ 3
2. Academic Systems | IoSQ 4
3. Build community through deeper peer connections and team planning sessions.

Navigating your Convening Book

12

LOOK FOR ROCKETS TO

REFERENCE YOUR BOOK

Please put your name on your Convening Book!

Want an

electronic

version?

https://bit.ly/WinterConvening

LinK is cAse seNsitive!

13

p. 7

Indicators of School Quality

14

1. Coherent Mission

• Positive School and Classroom Culture

• Rigorous and Purposeful Learning Experiences

• Academic Systems

• Student Supports

• College and Career Planning

• Strategic Development and Use of Resources

pp. 55-62

15

1. Welcome, Schedule & Level Setting
2. School Visit #1
3. School Visit Debrief
4. Unpacking Rigor & Purpose (IoSQ #3)
5. Team Planning: PoG/WLE
6. Convening Dinner

AGENDA �D A Y O N E

p. 13

Springpoint Core Elements of a �Strong Learning Experience

Core Elements

• Rigor
• Outcomes & Standards Alignment
• Thinking Required
• Standard for Student Work
• Text & Student Outputs
• Modalities & Cognitive Lift

​

• Purpose
• Relevance
• Authenticity
• Agency & Identity

16

IoSQ #3. Rigorous & Purposeful �Learning Experiences

​

​

​

Secondary schools that effectively serve all students leverage their understanding that students thrive when their education is rigorous, relevant, and clearly connected to the development of college and career readiness competencies

pp. 53-54

SCHOOL VISIT

DEBRIEF

Please spend a few minutes reflecting on your visit today

18

RESONATED

CHALLENGED

EXPLORE FURTHER

p. 21

19

RESONATED

CHALLENGED

EXPLORE FURTHER

How do we make meaning of what we saw today?

UNPACKING THE CORE ELEMENTS OF A STRONG LEARNING EXPERIENCE�IOSQ #3

OUTCOMES

21

• Unpack the Core Elements of Rigorous & Purposeful learning experiences through the lens of today’s school visit
• Reflect on your school’s current state of rigor and purpose in the classroom
• Identify and prioritize 2-3 action steps your community can consider to improve rigor and purpose

Springpoint Core Elements of a �Strong Learning Experience

Core Elements

• Rigor
• Outcomes & Standards Alignment
• Thinking Required
• Standard for Student Work
• Text & Student Outputs
• Modalities & Cognitive Lift

​

• Purpose
• Relevance
• Authenticity
• Agency & Identity

22

IoSQ #3. Rigorous & Purposeful �Learning Experiences

​

​

​

​

​

Secondary schools that effectively serve all students leverage their understanding that students thrive when their education is rigorous, relevant, and clearly connected to the development of college and career readiness competencies

pp. 53-54

What do we mean when we say Rigor & Purpose?

23

pp. 22-23

What do we mean when we say Rigor & Purpose?

24

pp. 22-23

How do you make meaning of each Core Element?

What evidence of this element did you see today?

25

pp. 22-23

What emerging thoughts and questions do you have about the Core Elements of a Strong Learning Experience document?

Rigor:

• Outcomes & Standards Alignment
• Thinking Required
• Standard for Student Work
• Text & Student Outputs
• Modalities & Cognitive Lift

​

Purpose:

• Relevance
• Authenticity
• Agency & Identity

​

Let’s take a wander.

26

pp. 22-23

The element I am thinking about most after today’s visit.

• Why did you wander to this Core Element?
• What about today’s visit are you bringing to the conversation?
• Is there a particular part of this Core Element you are most interested in?

Let’s take a wander.

27

pp. 22-23

The element where my school has a strong foothold.

• Why did you wander to this Core Element?
• What about today’s visit are you bringing to the conversation?
• Is there a particular part of this Core Element you are most interested in?

Let’s take a wander.

28

pp. 22-23

The element where my school needs continued efforts.

• Why did you wander to this Core Element?
• What about today’s visit are you bringing to the conversation?
• Is there a particular part of this Core Element you are most interested in?

Wander Takeaway

Springpoint Core Elements of a �Strong Learning Experience

Team Time (15 mins):

​

• Have each team member share one Wander Takeaway

​

• Discussion Prompts:
• What is the current state of Rigor & Purpose in my school/community/district?
• What do we need to do differently to make all learning experiences rigorous & purposeful?
• Which core elements would we need to prioritize?
• What instructional changes or policy shifts should we consider to improve on the core elements?
• Jot down at least 3 as a team that you might consider (one per post-it note)

​

​

​

​

​

30

IoSQ #3. Rigorous & Purposeful �Learning Experiences

​

​

p. 23

TEAM �PLANNING�WLE

32

WHAT’S THE BIG IDEA?

p. 26

33

THE BIG IDEA

p. 26

How will it make learning experiences more rigorous and purposeful?

How does this idea inform the development of our Instructional Vision and Model?

What are our next steps to improve our Instructional Vision and Model?

34

WHAT

ARE WE WRESTLING WITH?

p. 27

Determining

priority elements & look fors?

Ensuring

stakeholder input?

Implementing and developing shared ownership & understanding?

TEAM �PLANNING�PoG | IoSQ #3

36

WHAT’S THE BIG IDEA?

pp. 24-25

37

THE BIG IDEA

pp. 24-25

How will it make learning experiences more rigorous and purposeful?

How will you bring this back to your community? How will this Big Idea support your current work?

Springpoint Core Elements of a �Strong Learning Experience

​

Prioritize potential actions using the Impact vs Effort Matrix:

• Agree as a team where to place each action on the matrix
• Record your top priority
• Post all actions to the group matrix poster

​

​

​

38

IoSQ #3. Rigorous & Purposeful �Learning Experiences

​

​

DAY 2

Portrait of a Graduate & Wider Learning Ecosystem

November 14-17�2 0 2 2

November Convening �D E N V E R

PoG & WLE | Objectives

41

• Learn from innovative schools embracing high school done differently for the purposes of school transformation.
• Unpack our visits through the lens of the Springpoint Indicators of School Quality.
• Rigorous and Purposeful Learning Experiences | IoSQ 3
• Academic Systems | IoSQ 4
• Build community through deeper peer connections and team planning sessions.

42

• Welcome, Schedule & Level Setting
• School Visit #2
• School Visit Debrief
• Indicators of School Quality #4
• Team Planning: PoG/WLE
• Closing & Next Steps

AGENDA �D A Y T W O

Springpoint Indicators of School Quality

LOOK FORS

• The school has articulated a mission-aligned instructional vision that clearly and consistently defines what student learning experiences should look like and what students must master to be college and career ready, participants in a robust democratic society, and citizens in a global world.
• The instructional vision is understood and embodied by all or almost all stakeholders.
• All or almost all academic systems (assessments, rubrics, promotion criteria, learning model, etc.) consistently support this vision.
• Professional development is always or almost always aligned to the instructional vision and effectively supports all or almost all adults’ professional growth.

43

4a. Instructional Model

​

�The school has articulated a clear, succinct, mission-aligned instructional vision, and all academic systems work to meet that vision.

p. 60

DAY ONE HIGHLIGHTS

44

ask WHY

Lean into Speed Dating!

DAY ONE HIGHLIGHTS

45

ask about Passages!

Look for rigor & joy in learning

DAY ONE HIGHLIGHTS

46

Ask about PATHWAYS!

Look for their support for multilingual learners!

EXPLORING THE ‘WHY’ OF AN INSTRUCTIONAL VISION�IOSQ #4 | POG

pp.

37-38

SESSION OUTCOMES

48

• Develop a shared understanding for the purpose and structure of Instructional Vision & Instructional Model
• Identify best practices from experienced school leaders
• Recognize the role of building instructional vision from within current strengths and community aspirations

Springpoint Indicators of School Quality

LOOK FORS

• The school has articulated a mission-aligned instructional vision that clearly and consistently defines what student learning experiences should look like and what students must master to be college and career ready, participants in a robust democratic society, and citizens in a global world.
• The instructional vision is understood and embodied by all or almost all stakeholders.
• All or almost all academic systems (assessments, rubrics, promotion criteria, learning model, etc.) consistently support this vision.
• Professional development is always or almost always aligned to the instructional vision and effectively supports all or almost all adults’ professional growth.

49

4a. Instructional Model

​

�The school has articulated a clear, succinct, mission-aligned instructional vision, and all academic systems work to meet that vision.

p. 60

WORKING DEFINITIONS

Instructional �Vision:

Community facing statement about how our Portrait of a Graduate is to be enacted in all teaching �& learning interactions.

Instructional �Model:

Guidance for instructional design and teacher practice to implement the vision, supporting coherence across learning experiences (e.g., look fors, “What it is/What it isn’t”).

​

50

pp. 37-38

Instructional Vision Examples:

51

• Choose documents from either WSHS or The Open School.

​

• 10 min for document review. Think about:
• What is their vision?
• What is their model? (What does instruction look like for students?)
• What connections can you make between these examples and our working definitions and Indicators of School Quality?

p. 37

Instructional Vision Examples:

52

Group Discussion

Share your observations, questions, and connections to our working definitions.

​

How are you thinking about your school’s instructional vision and model?

Reflections & Intentions

What is one new insight you gained from today’s session?

What did your team learn? What does it mean for your work?

53

What is an intention you can set for moving forward with your instructional vision?

INSTRUCTIONAL VISION�WORKING GROUP | SESSION #3

pp. 39-40

Session 3 Outcomes

55

• Identify strategies, informed by experienced school leaders, for developing support and understanding of the instructional vision & model across your community
• Prioritize and identify the essential elements and look fors within your instructional in order to clarify and streamline it as a tool
• Determine next steps for your own refinement and implementation of your instructional vision & model

AGENDA

56

• Welcome, Connections, Re-Introductions
• School Leader Panel
• Scott Bain, Principal, Jefferson County Open School
• Kristin Wiedmaier Collins, Principal, William Smith High School
• Constructing with the Student Experience in Mind
• The Role of Research & Resources
• Team Reflection & Intention Setting
• Next Steps & Closing

Learning from Leaders

57

Scott Bain

Principal

Jefferson County Open School

Kristin Wiedmaier Collins

Principal

William Smith High School

p. 39

Learning from Leaders

58

What did we hear from these leaders?

​

What did we learn that can help our work?

​

​

Leading with Focus

A simple formula for effective leadership:

1. Research
2. Reduction
3. Clarification
4. Repeated Practice
5. Monitoring

Leading with Focus, Mike Schmoker, pg. 15

59

A Vision for Student Learning

60

What do we believe meaningful student learning should look like?

Working Definitions

Instructional �Vision:

Community facing statement about how our Portrait of a Graduate is to be enacted in all teaching �& learning interactions.

Instructional �Model:

Guidance for instructional design and teacher practice to implement the vision, supporting coherence across learning experiences (e.g., look fors, “What it is/What it isn’t”).

​

61

Instructional Vision

62

What are the 3-5 instructional elements

that support our vision of student learning?

Vision Element 1

Vision Element 2

Vision Element 3

p. 40

Instructional Model

63

What are the 3-5

instructional

look fors

for each element?

​

Vision Element 1

Vision Element 2

Vision Element 3

Look For 1

Look For 2

Look For 3

Look For 1

Look For 2

Look For 3

Look For 1

Look For 2

Look For 3

p. 40

Gallery Walk

64

​

• If you have a resource, comment, provocation, leave a comment

​

• Consider how this influences your thinking about your own instructional vision & model

​

The Strategy Playbook for Educational Leaders

Creating a Shared Understanding of High Quality Instruction

1. Surface Individual Mental Models About Instruction
2. Identify Big Ideas
3. Find Anchor Texts and Shared Language
4. Observe and Discuss Instruction
5. Create a “Finalish” Draft of High-Quality Instruction
6. Take the Show on the Road

​

The Strategy Playbook for Educational Leaders,

Isobel Stevenson & Jennie M. Weiner, pg. 84

65

Instructional Model Next Steps

66

What are our anchors

(e.g., example, article, or guidance)

for each look for?

Vision Element 1

Look For 1

Look For 2

Look For 3

???

Anchor

Where are we firmly grounded in research & resources?

Where do we need to learn more?

Anchor

Team Planning

1. What steps can we plan now to move forward with revisions to our Instructional Vision & Model?

​

• What does our staff need to learn & do in order to move forward with our Instructional Vision & Model?

​

• What do we need to do to utilize walkthroughs as a sustaining process for our Instructional Vision & Model?

​

• What systems need to be considered to implement our Instructional Vision & Model as a living document?

​

67

p. 42

DAY 3

Portrait of a Graduate & Wider Learning Ecosystem

November 14-17�2 0 2 2

November Convening �D E N V E R

DAY TWO HIGHLIGHTS

70

71

• Welcome, Schedule & Level Setting
• Site Visit #3
• Travel Home

AGENDA �D A Y T H R E E

DIG DEEPER

DIG DEEPER #1

73

Rigor & Purpose Working Group

* Spring PoG Convening

DIG DEEPER #2

74

WLE

Winter Convening

• December 7-9
• Providence, RI
• School Visit:
• Nowell Academy
• IoSQ #3 & #4
• Mini-Transformative Learning Experience

DIG DEEPER #3

75

PoG

Spring Convening

• April 3-5
• Stratford, CT
• Rigor & Purpose Showcase
• Leading Change Spotlight

DIG DEEPER #4

76

School Leaders Community of Practice

Reach out to Matt to hear more about this opportunity!

DIG DEEPER #5

77

Leading Change Working Group

DIG DEEPER #6

78

NGLC Learning Excursions

Primary Person Web Exchange

Spring 2023

• Multi-Stakeholder Learning Excursion to Vista Unified School District and Mission Vista High School (California), March 13-16
• Educator Learning Excursion to Casco Bay High School (Maine), March 28-30

Apply by December 9 for priority selection!

Tuesday, December 13

• Time: 3:00 - 4:15
• Format: Virtual (Zoom)
• Topic: Conversation with William Smith High School Teachers

Registration in post-convening communication

TALK TO ME ABOUT | PoG

79

TALK TO ME ABOUT | WLE

80