Term
| What are the four interacting factors that have evolved through systems-thinking? |
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Definition
| Design, participation, Iteration, and second-order learning. These are the pieces that create lasting improvement for both the students and the adults who serve them. |
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Term
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Definition
Design includes the physical space, calendars, schedules, contracts, and rewards and punishments.
Collaboration is a good idea, but often teachers are not given the time to collaborate or given space for adult interactions. |
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Term
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Definition
| Participation is having an enviroment that sends the message that learning is personal rather than a collective effort. |
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Term
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Definition
| Iteration is when each piece of the system creates a pattern, or the ulitmate cumulative effect, where the system establishes the groundwork for making new and more productive patterns within and across the organizations. |
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Term
| What is first order learning? |
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Definition
| It is the development of new knowledge and skills. This is the quantitative change that results in measureable changes in student performance. |
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Term
| What is second order learning? |
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Definition
| The adaptive learning that leads to qualitative changes, and requires challenging the core assumptions that are shaping behavior. |
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Term
| What are the two ways of looking at the world? |
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Definition
Things & Energy
Things is the way of seeing and working--getting the details handled.
Energy is the quality of human relationships and how those members commit, perservere, and relate.
You have to get to the ENERGY before you can get to the THINGS. Energy becomes an avenue to attainment. |
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Term
| What does this book describe? |
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Definition
| The book describes ways to shape this enegy through collaborative norms, well-structured meetings, new frames for conflict, and communication practices that make a difference for student learning. |
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Term
| What does it mean to be adaptive ? |
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Definition
| To change form, in concert with clarifying identity. An example would be chimpanzees, who have become adaptive to their environment, making tools and learning to hunt more efficiently. |
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Term
| What does it mean to be adapted? |
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Definition
| To be adapted means to have evolved through specialization to fit specific conditions within tightly defined boundaries. The monarch butterfly is an example of adapted (if they don't have milkweed, they don't survive) |
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Term
| How do schools become adaptive? |
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Definition
By using the three focusing questions:
Who are we?
Why are doing this?
Why are we doing this this way?
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Term
| What is a nonlinear dynamical system? |
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Definition
| A circumstance where cause and effect are not tightly linked. For example, schools can have the same teachers with the same expectations teaching the same curriculum, and get different results from year to year because of different student populations and needs. Or other variable can change, creating different results. Results from year to year are never the same, because it is a nonlinear dynamical system. |
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Term
| What are the 5 underlying principles that guide dynamical systems? |
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Definition
1) more data does not lead to better predictions. Many schools are data rich and information poor.
2) everything influences everything else.
3) Tiny event create major disturbances
4) you don't have to touch everyone in the system to make a difference
5) both things AND enegy matter |
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Term
| What are the six essential factors of a professional community? |
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Definition
1) compelling purpose, shared standards, and academic focus.
2) collective efficacy, shared responsibility for student learning.
3) collaborative culture
4) communal application of effective teaching practices and deprivatized practice.
5) relational trust in one another and students and in parents.
6) individual and group learning based on on-going assessment and feedback. |
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Term
| What are the four frameworks for developing teachers' professional communities? |
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Definition
| Twin Goals, Four Hats, Five Energy Sources, and Seven Norms of Collaboration |
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Term
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Definition
| Developing organizational capacities and developing professional capacities |
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Term
| What are the four "hats" of shared leadership? |
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Definition
| Facilitating, presenting, coaching, and consulting |
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Term
| What are the five energy sources? |
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Definition
Efficacy
Flexibility
Craftmanship
Consciousness
Interdependence |
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Term
| What are the seven norms of collaboration? |
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Definition
Pausing
Paraphrasing
Putting Inquiry at the Center
Probing for Specificity
Placing Ideas on the Table
Paying Attention to Self and Others
Presuming Positive Intentions |
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Term
| What are the major organizers of adaptivity? |
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Definition
| Systems thinking and vision, values, and goal focus are the major organizers of adaptivity. This thinking allows us to ask the question "what part of the system can we influence to create positive change?" |
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Term
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Definition
| A facilitator conducts a meeting where the purpose is dialogue, shared decision making, planning, or problem solving. The facilitator should never be the person with role or knowledge authority.l |
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Term
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Definition
| Teaching. The goal is to extend and enrich knowledge, skills, or attitudes, and to enable those to be applied in peoples' work. |
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Term
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Definition
| To coach is to help a group take action toward it's goals while simultaneously helping it to develop expertise in planning, reflecting, problem solving, and decision making. The coach is non-judgemental and uses open ended questions, pauses, paraphrases, and probes for specificity. |
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Term
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Definition
| To have your expertise be used by others. |
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Term
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Definition
| The group believes in its capacity to produce results and stays the course through internal and external difficulties to achieve goals. |
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Term
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Definition
| The group regards situations from multiple perspectives, works creatively with uncertainty and ambiguity, and values and utilizes differences within itself and the larger community. |
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Term
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Definition
The group strives for clarity in its values, goals, and standards. |
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Term
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Definition
| Members are aware of the impact of their actions on each other, the entire group, and outside individuals and groups. |
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Term
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Definition
| The group values its internal and external relationships. |
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Term
| What are the simple rules for group members to follow? |
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Definition
1) take care of me
2) take care of us
3) take care of our values |
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