Trust is the foundation of empowerment.

"Trust between you and your students and between your students and their peers sets the stage for empowerment. Trust is created by a deliberate focus on our credibility and the 13 Behaviors of High Trust, both of which have been proven to be predictive of trust in an organization. Trust affects our ability to do everything else in the classroom."

- Empowering Instruction Field Guide page 22 -

 In order to truly empower students to be leaders of their own learning, you have to know where you stand with trust in your classroom and with your students. After carefully considering the level of trust in your classroom and with your students, reflect on the following:

You have the ability to increase and deepen trusting relationships in your classrooms/with your students by practicing and modeling Trust Behaviors.  How will you build trust where trust is low?  In what ways can you take action to deepen teacher - student trust this week?  

Math and Literacy Connections Reflection Post 2:

What do you aspire to improve that will support balanced literacy in both the math and reading classrooms (or specialized classroom)?

Math and Literacy Connections Reflection Post 1:

After the professional learning on 12/07/17, please consider your instructional role and reflect on one of the following based on the content you teach:

Self-Contained Teachers (teach math and ELAR): How does the work that I do in my classroom help my students to be successful in mathematics?

Departmentalized and/or Specialists (only math/science teachers, SPED, Interventionists, Specials, Librarian, etc.): How does the work that I do in my classroom support Dr. Warren’s literacy goals for NISD?

4Dx Reflections Pages 77 -102

Recently the ILT worked to create a PLC Learning Cycle that incorporated the components of a WIG session.  After reviewing this section, specifically the purpose and components of a WIG session (page 82), what connections do you notice in our new PLC Learning Cycle and a WIG session? How well does the PLC Learning Cycle align with the WIG Session? What might need to be added to the cycle to  better/best support a WIG session?  What work do you believe will need to be completed by the team before the PLC meeting in order to make sure all components of a WIG session are consistently completed?

4Dx Reflection Pages 77-102

On Page 78, 4Dx defines accountability in the following way..."Accountability means making personal commitments to the entire team to move the scores forward and then following through in a disciplined way."  Pages 93 - 94 go on to describe a different kind of accountability.  After reading this section and focusing on accountability,  what implications do you see for yourself and your team in supporting the achievement of our campus academic/proficiency WIG?

Academic/Proficiency WIG:
Using the 4 Disciplines of Execution as a goal setting continuum to improve student achievement and close achievement gaps, students will move from their beginning of year reading level to meet or exceed identified proficiency standards by the end of the year.

4Dx Pages 65-76 Reflection 2:

Pages 70 and 71 outline the characteristics of a compelling scoreboard.  We have dabbled in scoreboards.  Based on the descriptions outlined in the chapter, what are we doing well?  What might we need to consider improving/adjusting?  Do our scoreboards flip the "game on" switch?

4Dx Pages 65 - 76 Reflection 1:

Pages 65 - 67 generate a sense of excitement and competition about the purpose and importance of creating a compelling scoreboard.  After rereading these pages, how would you respond to the following quote from page 66: "If the lead and lag measures are not captured on a visual scoreboard and updated regularly, they will disappear into the distraction of the whirlwind."?