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Minnesota State University, Mankato
Minnesota State University, Mankato

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Inver Grove Heights Community Schools

Page address: http://ed.mnsu.edu/cel/invergroveheights.html

Inver Grove Heights Administrative Institute

2011–2013

The core curriculum of Administrative Institute is based on the following definition and elements.

Definition

Professional learning communities are schools in which teachers work in teams to:

  • develop common core curriculum,
  • create and use common assessments,
  • use data to inform instruction, and
  • learn with and from each other

Eight Elements

Professional learning communities have the following elements:

  • collaborative teaming
  • participative leadership that focuses on teaching and learning,
  • common mission, vision, values, and goals
  • systems of prevention and intervention that ensure academic success for all students
  • data based decision making using continuous assessment
  • interdependent culture that is based on trust
  • principal leadership that is focused on teaching and learning
  • professional development that is teacher driven and embedded in daily work

2011–2012 School Year

Purpose of Year 1

To know, understand, and value the concepts and principles of professional learning communities.

Goals

After the first year, participants will be able to:

  • read and analyze school culture,
  • define the 8 elements of a professional learning community,
  • understand the principal's role in cultivating a professional learning community culture,
  • understand how to build faculty willingness and ability to function as a professional learning community,
  • understand collaboration and team dynamics to facilitate/build professional learning communities, and
  • facilitate inquiry, dialogue, collaborative decision–making, and individual and group learning.
Topic Overviews
June — Complete the LCCI principal surveys
June 27, 2011 — William and Matthews work with MNSU Faculty – 7700 France
Kickoff   June 28 — Confirmed   Dr. Ellen Williams, Professor, Brigham Young University

8:30 – 4:30   Dr. Joe Matthews, Professor, Utah State University

  • Defining a Professional Learning Community
  • Setting Group Norms
  • Common Mission, Vision, Values and Goals, and Collective Commitments
  • Collaborative Culture
    • Understanding Culture
    • Building culture through assigning teams to produce artifacts
  • LCCI Results
  • The principal as mentor, coach, facilitator
  • Looking at Our Own School Culture
September — Complete LCCI teacher surveys in September
October 20, 2011 — Confirmed

9:00 – 1:00   MNSU College of Education/Educational Leadership Faculty

  • The principal as mentor, coach, facilitator
  • Update Common Mission, Vision, Values and Goals, and Collective Commitments
  • Leading Difficult Conversations
  • Learning by Doing – Chapter 3
  • LCCI Results
    • What's next
November 8, 2011 — Confirmed

9:00 – 3:00   Dr. Susan Huff – Principal

  • Challenging the Status Quo: Overcoming Barriers to Continuous School Improvement
  • Professional Learning Community Success Story: Westside Elementary School
  • How to Mentor Instructional Teams
  • Digging Deep Into Data
February 15, 2012 — Confirmed

9:00 – 1:00   MNSU College of Education/Educational Leadership Faculty

  • The principal as mentor, coach, facilitator
  • Smart Team, Smart Goals
  • Leading Difficult Conversations
  • Data Driven Dialogue
March 22, 2012 — Confirmed

9:00 – 3:00   Garrick Peterson – Principal

  • It's a Matter of Time: Restructuring Time to Empower Staff to Make a Difference
  • Change in Organizational Structure and Teacher Instruction
  • Assessment and Data
March 2012 — Complete LCCI teacher and principal surveys
May 2, 2012 — Confirmed   MNSU College of Education/Educational Leadership Faculty
  • PLC Text – Energize your Workplace: How to Create and Sustain High Quality Connections at Work
  • Analyze survey data Fall to Spring
  • Plan Administrative Academy – Year 2

Brief Background on Suggested Presenters

Dr. Ellen Williams and Dr. Joe Matthews

Dr. Ellen Williams and Dr. Joe Matthews are the founders of the Brigham Young Principal's Academy. The Principals Academy is a program of study, established in 2002, to enhance mid–career development of principals in the BYU–Public School Partnership schools. The focus of this work is to help administrators reculture their schools into professional learning communities in which teachers in grade–level or departmental teams work together to develop common curriculum and assessments, examine data, and collaborate on determining and implementing best practices.

Dr. Susan Huff

Dr. Susan Huff, is principal of Spanish Oaks Elementary School in Spanish Fork, Utah. Previously, she was principal of Santaquin Elementary for two years and of Westside Elementary for eight years. Dr. Huff was a classroom teacher for 18 years and also worked for two years at a university with preservice teachers. Dr. Huff started working with her staff to implement Professional Learning Communities at Work™ concepts at Westside Elementary, a Title I school in Nebo School District. Westside transformed from the lowest performing school in the district to a school where students perform well on standardized and criterion–referenced tests.

Garrick Peterson

Garrick Peterson is principal of Lakeridge Junior High School in Orem, Utah. Under his leadership, Lakeridge faculty came together as a professional learning community (PLC) to raise the school from one of the lowest performing schools in the state to a high–performing one. Garrick draws from this frontline experience to help teachers and administrators become high–functioning PLCs with a specific focus on making the connection between assessment and intervention. In the past few years, over 50 schools from nine states have visited Lakeridge to experience how the faculty works collaboratively to improve student learning.

MNSU College of Education/Educational Leadership Faculty

Dr. Candace Raskin – Associate Professor

Candace Raskin served as an educational leader in Minnesota public schools for 18 years as a superintendent, director of curriculum, instruction and assessment, middle school principal, elementary principal and high potential coordinator. She is currently an Associate Professor in the Department of Educational Leadership at Minnesota State University, Mankato (MNSU). Dr. Raskin is also the director of Center for Engaged Leadership, administrative licensing coordinator and is part of the teaching faculty for the doctoral program in Educational Leadership offered at MNSU.

Dr. Barbara Wilson – Assistant Professor

Barbara Wilson is joining the Department of Educational Leadership this fall after serving as an educational leader in Minnesota public schools for 12 years elementary principal and in district level initiatives. She received her doctorate in policy and administration and masters in curriculum and instruction from University of Minnesota.

Dr. Melissa Krull – Assistant Professor

Melissa Krull has an extensive background serving in leadership capacities of a 10,000 student school district for the past 20 years of which 10 were as superintendent. Her recent work includes district leadership toward the elimination of achievement gaps and school integration to avoid racial and low–income segregation. She is currently an Assistant Professor in the Department of Educational Leadership at Minnesota State University, Mankato (MNSU).

 

Year 2

Purpose of Year 2

To transform the school into a professional learning community to improve learning for adults and children.

Goals

After the second year, participants will be able to:

  • shape the school culture into a learning community,
  • implement the 8 elements of a learning community,
  • establish collaborative practices to improve teaching and learning,
  • distribute leadership that improves teaching and learning, and
  • facilitate inquiry, dialogue, and using data to improve learning for all students
Session Topic Overviews

To be determined based on the needs of the members of the cohort and their schools.

Evaluation

  1. Fall 2011 — Complete LCCI teacher and principal surveys
  2. Spring 2012 — Complete LCCI teacher and principal surveys
    • Plan year 2 academy based on survey results
  3. Spring 2012 — Complete LCCI teacher and principal surveys
    • Determine future training based on survey results

Cost Per Participant Year 1

$1,500 – Include books, materials and presenters

14 administrators @ $21,000