Reporting on the Work:
Accountability for the work
of learning teams
Florida Association for
Staff Development
Leadership Conference
September 2010
Debbie Cooke
Session Outcomes:
• Deeper understanding of principles
which guide reporting on our work
• Next steps for embedding new
information into existing practices in our
work
Community Agreements
• Be an active learner...it IS all about YOU!
• Pay attention to what has meaning for
you…there’s a pony in there somewhere!
• Seek clarity…what makes sense makes a
difference!
• Take responsibility for your own learning…
remember, it IS all about YOU!
• Have fun….happy brains learn best! 
Evaluating Staff Development
Planning
1. Assess
Evaluability
2. Formulate
Evaluation
Questions
3. Construct
Evaluation
Framework
Conducting
4. Collect Data
5. Organize &
Analyze Data
6. Interpret
Data
Reporting
7. Disseminate
Results/
Findings
8. Evaluate the
Evaluation
Step Seven:
Disseminate
and Use
Findings
Uncommonly asked
questions:
• Will there be one final report, or will there be interim
reports along the way?
• Will we provide an opportunity for the various
audiences to interact with the member(s) reporting the
process?
• Will we have one (and only one) method for reporting
the information, or will we tailor our reports for various
audiences?
Joellen Killion, Assessing Impact, 2008
More uncommonly asked
questions:
• Will folks other than team members be
sharing our information?
• If so, what will they need in order to be
prepared to share our information
accurately and confidently?
Joellen Killion, Assessing Impact, 2008
Two watch words for
sharing your story
Simplicity
Clarity
Joellen Killion, Assessing Impact, 2008
Components of
a formal report
of impact
Possible Components:
•
•
•
•
•
Executive summary
Introduction
Design
Findings
Recommendations
Joellen Killion, Assessing Impact, 2008
WHAT!!!!
Chapter 13:
Team Planning
and Reporting
Possible Benefits:
• What were your ideas…..
Possible Benefits:
• Avoids “balkanization” (Hargreaves,
1998)
• Cross-pollination
• Shared responsibility
Killion and Roy,
Becoming a Learning School, 2009
Team reporting structures:
• Team logs (tool 13.5)
• Fishbowls
• Intervisitation
• Walk-throughs
• Videotaped
presentations
• Facilitator
meetings
Killion and Roy,
Becoming a Learning School, 2009
Suggested Elements:
• Members present
• Date/time of meeting
• Topics addressed and their link to
professional and student learning
goals
• Summary comments
• Resources or support requested
Killion and Roy,
Becoming a Learning School, 2009
Sharing with others via:
• Fishbowl
observations
• Intervisitation
• Walk-throughs
• Videotape
Killion and Roy,
Becoming a Learning School, 2009
Teams in a fishbowl:
Killion and Roy,
Becoming a Learning School, 2009
Comparing reporting
structures
Fishbowl observations, Intervisitation,
Walk-throughs and Videotape
Teams in a fishbowl:
• Can showcase work of a team
• Involves at least one team with something to share
• Involves observers who are learning about the
content
• Does not allow for conversation during the team
process
• Involves a moderator at the end of the process to
debrief the learning and facilitate the discussion
• May provide a set of guidelines for what to look for
during the process
• Typically has multiple observers
Killion and Roy,
Becoming a Learning School, 2009
Intervisitation:
• Can showcase work of a team
• Typically involves two teams with common interest in
a shared focus area
• Is reciprocal
• Allows for dialogue during the process
• May allow the visitor(s) to provide feedback to the
team if requested from the team
• May allow for teams to compare similarities and
differences in their work
• Visitation may be only one member of a team, or
multiple members of the team
Killion and Roy,
Becoming a Learning School, 2009
Walk-throughs:
• Can showcase work of a team
• Is often used as a tool for an administrator or coach to
provide feedback on a particular piece of learning
• May involve one or more than one observer
• Involves a predetermined set of “look fors” during the
walkthrough process.
• Is not typically very long in duration
• Is typically a small group (3-5)
• Typically includes a debriefing meeting that takes
place after the event
Killion and Roy,
Becoming a Learning School, 2009
Video-taped Presentation:
• Can showcase work of a team
• Does not involve “face-to-face” observation of the
process in action in “real time”
• Can be processed multiple times
• Can share a small portion of a process, rather than
the entire event
• Allows team members involved in the videotaping to
review their performance for self-critiquing
• Teams can pick and choose the aspects of
performance they want to highlight or showcase, as
there are “editing” capabilities
Killion and Roy,
Becoming a Learning School, 2009
Comparing reporting
structures
Fishbowl observations, Intervisitation,
Walk-throughs and Videotape
Facilitator Meetings:
• Exchange ideas
• Share agendas
• Discuss designs
for professional
learning
• Solve problems
Killion and Roy,
Becoming a Learning School, 2009
The Seven C’s (or seas)
of encouraging,
enhancing and
sustaining professional
learning communities
• Communication
• Collaboration
• Coaching
•
•
•
•
Change
Conflict
Creativity
Courage
Hord, Summers 2008
Problem-solving the barriers
to reporting on the work
• Select an issue that you are
interested in discussing with
others from the selections
listed on the chart.
• Report to the designated
area to work with your group
• Complete the activity as
described on the instruction
sheet.
3-2-1 Summary
• 3 ideas that have provoked your
thinking during this session
• 2 thoughts that you have about how to
use this information in a meaningful way
• 1 promise that you will make to yourself
(and/or to a colleague) about an
immediate action you will take to use
this information
Session Resources:
The following resources have been used in
creating content for this presentation:
• Killion, Joellen (2008) Assessing Impact, Evaluating Staff
Development (2nd Edition), National Staff Development Council
and Corwin Press, Inc. www.corwinpress.com ; (800) 233-9936
• Killion, Joellen and Roy, Patricia (2009) Becoming a Learning
School, National Staff Development Council and Met Life.
www.nsdc.org ; (800) 727-7288
• Hord, Shirley and Sommers, William (2008) Leading Professional
Learning Communities – Voices from Research and Practice,
National Staff Development Council, National Association of
Secondary Principals and Corwin Press, Inc.
www.corwinpress.com ; (800) 233-9936
Session Outcomes:
• Deeper understanding of principles
which guide reporting on our work
• Next steps for embedding new
information into existing practices in our
work
Bye…it’s been a pleasure!
Be in touch if you have
questions or want to
share your story with
me.
Thanks for allowing me to
be a part of your
conference learning
team!
[email protected]