This section includes tools for school leaders and team members to use in preparing teachers for the most effective use of the Classroom-Focused Improvement Process. It includes agendas, PowerPoint presentations, and handouts for use in:
- Two faculty meetings introducing to the total staff the rationale for and the background of the Classroom-Focused Improvement Process
- Five team meetings in which members are introduced to each CFIP step in detail, and they have the opportunity to practice them in a low-risk environment
SUGGESTED AGENDA FOR KICK-OFF MEETING
INTRODUCING THE CLASSROOM-FOCUSED IMPROVEMENT PROCESS (CFIP) AT THE SCHOOL LEVEL: PART 1
Because the Classroom-Focused Improvement Process may be a change in the way data are analyzed and used at the school level, it may be desirable to launch the effort with a school-wide introduction to the CFIP model and to the rationale that underlies it. The following agenda is proposed for that purpose, but it should be modified to meet individual school needs.
- Prior to the initiation of the use of CFIP by school teams
- Total faculty of the school
- Provide an introductory-level understanding of the CFIP model and its underlying rationale
- Two hours, delivered in two one-hour segments (scheduled one to four weeks apart)
- Participants will:
- Identify and explain their beliefs about data analysis and its value in school improvement
- Describe the theoretical and practical underpinnings of the CFIP
- Set the stage for consideration of the Classroom-Focused Improvement Process by asking the faculty, first individually, then in small groups, to finish the following incomplete sentences:
- Data . . .
- Data analysis . . .
- School improvement plans . . .
- Students learn best . . .
- My role in school improvement . . .
- What themes emerged from our responses?
- What do these responses say about our perceptions of data as a means to improve schools and increase student learning?
- Show the narrated presentation "Re-thinking How Schools Improve", stopping the presentation at the indicated points to discuss the contents.
- Announce the schedule for the next faculty meeting.
- Distribute the Assessment Beliefs Worksheet and ask faculty members to complete it individually and to bring their results to Part 2 of the kick-off meeting.
- As an exit slip, ask faculty members to complete these sentences and turn them in as they leave:
- One idea from the PowerPoint that I agreed with was . . . because . . . .
- One idea from the PowerPoint that I disagreed with was . . . because . . . .
- One question I had as a result of the PowerPoint was . . . .
- Read through the exit slips to obtain a general understanding of the faculty's views regarding a new way of thinking about and using data. Be prepared to respond to the major issues raised by the faculty at the next meeting. If responses were signed, and it is appropriate, discuss major concerns with key individuals prior to the meeting.
- Send faculty members a reminder of the meeting date for Part 2 about a week before the session and remind them to bring the Assessment Beliefs worksheet to the meeting.