These are all our children; we will benefit by or pay for what they become. James Baldwin THIS I...

These are all our children;we will benefit by or pay for what they become.

James Baldwin

THIS I BELIEVE: Tony Lamair Burks II

Harnessing the Power of ONE Mission,

Vision, and TeamTony Lamair Burks II, Ed.D.

Superintendent-in-ResidenceNational Center for Urban School Transformation

Senior AssociateLEADright

• True North: Unpacking Our Mission; Making it Possible

• 6 Stories All Leaders Need to Know and Tell• “Ten Roles for Teacher Leaders” Focused

Conversation• “Puzzled” activity• More Than Meets the Eye: True Colors• Fall Into The Gap: A Look at LKES/TKES• Possible Next Steps

RETREAT AGENDAExploring, Reflecting, Discovering, Enjoying

Respect ideas • (no HATERade!)

Lean into discomfort • (keep it real!)

Maintain confidentiality • (what’s said on the ship stays on the ship!)

Participate actively • (get in where you fit in; you get out of this what you put into it!)

GROUND RULES

= Give Me Five = Attention

= Thumbs Up = Yes/Agree

= Thumbs Down = No/Disagree

SIGNALS

Tony Lamair Burks II, Ed.D.Senior Associate

LEADright

Superintendent-in-ResidenceNational Center for Urban

School Transformation

Experience:Teaching Fellow

History, Philosophy, and Folktales TeacherElementary School Principal

Early College High School Founding Principal-Director Magnet Schools Director

Atypical and Charter Schools Executive DirectorSmall School Innovation Executive Director

Area SuperintendentSchool Transformation Coach

Principal Mentor-Principal Coach

WHO’S IN THE HOUSE?

WHO’S IN THE HOUSE

JOT DOWN YOUR NUMBERS:• One about you as a professional• One about who you are away from

work

GREETINGS BY NUMBERS

Find a partner and share:(a) your name(b) how long you have been

affiliated with Ronald E. McNair Middle School

(c) your two numbers and what they represent

QUICK INTROS BY NUMBERS

Introduce your partner to the group in five seconds or less by sharing:

(a) partner’s name(b) only one of the two numbers

and a quick phrase about the number

What We Believe - solo

Write your school’s mission and vision in the spaces on the interactive agenda.

True North: Making it Possible

North?

RONALD E. MCNAIR MIDDLE SCHOOL

The mission of McNair Middle School is to build a community of life-long learners through engaging, relevant, and challenging

instruction that prepares students for the demanding and rigorous studies of high school which will enable them to become positive, productive members of a technological, global and diverse society.

Our Mission

McNair Middle School will set the standard of excellence as a learning community and be commited (sic) to an

effective and rigorous curriculum that prepares students for success in high school, college and the

challeges (sic) that we all face in life.

Our Vision

NOTE: sic = "thus“ short for sic erat scriptum, "thus was it written"

Unpacking your school’s MISSION

• Review your school’s mission within a team of TWO or THREE people

• Unpack the mission by writing specifically what it “looks like” in action using space in the interactive agenda

• Share observations with the full team

6 Stories All Leaders Needto Know and Tell

from Annette Simmon's book The Story Factor

1.“My Vision” Stories2.Teaching Stories

3.Values in Action Stories4.“I Know What You Are

Thinking” Stories5. “Who I am” Stories

6. “Why I am Here” Stories



1. “My Vision” Stories. People want to know what you see or dream for them and the

organization. Tell them through story—this is the most difficult of the six stories to tell.

Three workers all doing the same work at a construction site were asked,

“What are you doing?”One said, “I'm laying bricks.”

Another said, “I'm building a wall.” The last said, “I am building a school.”



2. Teaching Stories. People need to be taught skills. Teach them with story to reduce the time necessary and increase

their retention.



3. Values in Action Stories. People want to know your

values. The first way to teach your values is by example; the

second is by story.

The Sweet Potato Moment story teaches about the value of ongoing communication

A “Values in Action” Story

Sweet Potato Moment by Judy Butler



4. “I Know What You Are Thinking” Stories. People

may object to your leadership. Tell them that you understand

them and their concerns through stories.



5. “Who I am” Stories. People want to know who you are as a leader. Tell them through story or they will make something

up.

6. “Why I am Here” Stories. People want to know why you are with the organization

and what you want as a leader. If they think you are lying, they will not trust you.

Time permitting at the end: Story of Preachin’ John Grubbs

The ORID-focused discussion method has four consecutive stages:

1. Objective2. Reflective3. Interpretive4. Decisional

It is a logical series of questions that probes the natural sequence we use when thinking about an issue.

O.R.I.D.: Focused Conversation

Leadership Matters

Focused Conversation on:

“Ten Roles for Teacher-Leaders”

• Objective (What): What word or phrase grabs your attention?

• Reflective (Gut): What feelings do you have after reading

this?

• Interpretive (So What?): What issues does this essay bring up for you?

• Decisional (Now What?): What actions will you take?

“Ten Roles for Teacher-Leaders”

Significant changes in schools begin with

significant changes in what leaders think, say, and do.

Dennis Sparks

Leadership Matters

Significant changes in classrooms begin with

significant changes in what students think, say, and do.

Tony Lamair Burks II

Students Matter

Three Types of Students

Puzzled

Puzzled? in teams of 3 participants

DIRECTIONS

• ASSEMBLER: One blindfolded person assembles the puzzle according to the instructions of the instructor.

• INSTRUCTOR: One person gives verbal instructions to the assembler; this person MAY NOT touch a puzzle piece or the assembler.

• OBSERVER: One person writes notes about the process of putting the puzzle together; this person also ensures that the others follow the directions of the task.

Puzzled? Just A Dinosaur or a…

Puzzled? Course Corrections

DIRECTIONS

• OBSERVER: 1 minute to share notes without commentary and/or interpretation.

• ASSEMBLER AND INSTRUCTOR: 2 minutes to discuss practices and verbal instructions that helped and/or hindered the puzzle assembly process.

ASSEMBLER REMAINS BLINDFOLDED

Puzzled? Just A Dinosaur

Puzzled? Role-alike Conversations

• What was it like as the assembler? What was easy for you? What could have been clarified?

• What was it like as the instructor? What was difficult for you? What was your strategy?

• As the observer, what did you see that hindered the puzzle assembly? What helped? What suggestions would you give to your team’s assembler and instructor?

True Colors

QUIZ INSTRUCTIONS• Compare 4 boxes of

a row (do not analyze each word).

• Score 4 boxes from most (4) to least (1) as they describe you.

• ADD numbers using a calculator

ARTISTS

• Enthusiastic, Sympathetic, Personal

• Warm, Communicative, Compassionate

• Idealistic, Spiritual, Sincere

• Peaceful, Flexible, Imaginative

BLUES AT WORK(Artists)

• Strong desire to influence others so they may lead more significant lives.

• Tend to work in the arts, communication, education, and helping professions.

• Adept at motivating and interacting with others.

Symptoms of a Bad day: Attention-getting misbehaving; Lying to save face; Withdrawal; Fantasy, day-dreaming, and going into a trance; Crying and depression; Passive resistance; Yelling and screaming

VISIONARIES

• Analytical, Global, Conceptual

• Cool, Calm, Collected

• Inventive, Logical, Perfectionist

• Abstract, Hypothetical, Investigative

GREENS AT WORK(Visionaries)

• Conceptual/independent thinker...work is play. • Drawn to constant challenge and like to

develop models, explore ideas, or build systems to satisfy need for innovation.

• After perfecting an idea, prefer to leave project to others for maintenance and support.

Symptoms of a Bad day: Indecisiveness; Refusal to comply or cooperate; The silent treatment; Extreme aloofness and withdrawal; Snobbish, put-down remarks, and sarcasm; Perfectionism due to severe performance anxiety; Highly critical attitudes toward self or others

ADVENTURERS

• Witty, Charming, Spontaneous

• Impulsive, Generous, Impactful

• Optimistic, Eager, Bold

• Physical, Immediate, Fraternal

ORANGES AT WORK(Adventurers)

• Bored and restless with jobs that are routine and structured.

• Satisfied in careers that allow independence and freedom, while utilizing physical coordination and love of tools which are extensions of self.

• Natural performer.

Symptoms of a Bad day: Rudeness and defiance; Breaking the rules intentionally; Running away and dropping out; Use of stimulants; Acting out boisterously; Lying and cheating; Physical aggressiveness

MATRIARCHS/PATRIARCHS

• Loyal, Dependable, Prepared

• Thorough, Sensible, Punctual

• Faithful, Stable, Organized

• Caring, Concerned, Concrete

GOLDS AT WORK(Matriarchs/Patriarchs)

• Provide stability and can maintain organization.

• Ability to handle details and to work hard establishes as the backbone of many organizations.

• Work comes before play, even if must work overtime to complete the task.

Symptoms of a Bad day: Complaining and self-pity; Anxiety and worry; Depression and fatigue; Psychosomatic problems; Malicious judgments about self or others; Blindly following leaders; Authoritarianism and phobic reactions

1.Gather around the room according to your highest True Colors score

2.Briefly discuss surprises and insights about your True Colors with at least one other person

3.Share with the larger group

Who are We?

I See Your True ColorsREMEMBER:• True Colors is a

metaphor. • Each person is a unique

blend of the four colors or styles—a spectrum.

• There are no bad or good colors.

• There are wide individual variations within each color spectrum.

Welcome to my room! I’m Tony and I’m a….

A Point to Ponder

The children we all serve depend upon our capacity and our willingness to give our very best.

Dr. Joseph F. Johnson, Jr.Executive Director, National Center for Urban

School Transformation (NCUST)

TKES/LKES RATINGS – CAN DO

VIExemplary

IIIProficient

IINeeds

Development

IIneffective

Can Do; is Doing all the time

and helping others.Key word:

Continually

Can Do; is Doing, but not all the

time.Key word:

Consistently

Can Do; needs

more time to do

(improve).Key word:

Inconsistently

Can’t Do; won’t doKey word:

Inadequately

TKES/LKES RATINGS - SINGERS

VIExemplary

IIIProficient

IINeeds

Development

IIneffective

Chaka Fantasia Rihanna LaToya

Janis Stevie Britney Courtney

Elvis Hank Sr. Hank Jr. Pat

TKES/LKES RATINGS – LIVE SHOWS

VIExemplary

IIIProficient

IINeeds

Development

IIneffective

Mary J2001

Mary J Mary J1992

Debut album “What’s the 411?”? Live performances? Ineffective!Embraced growthWorked with Ron Anderson, a vocal coach, to improveShe is now highly effective (i.e., proficient).

• BELIEVE: All Kids Can Learn• A Look at Poverty• Academic Rigor: Nurturing Active, Deep, and Engaging

Learning for All• Strive for FIVE: The 5 As of Student Success What’s Your

Data Story?• Kid-centricity: Our Connected Community• Grading Philosophy Summit and Practice Review• 8 Common Instructional Practices of Best Schools• Ten Roles for Teacher Leaders• Course Syllabus Workshop• School Book Study (A Whole New Mind)• Student Goal Setting and Ownership

Some Possible Next Steps:

These are all our children;we will benefit by or pay for what they become.

James Baldwin

THIS I BELIEVE: Tony Lamair Burks II

Got Questions?Tony Lamair Burks II, Ed.D.

Superintendent-in-ResidenceNational Center for Urban

School Transformation

Senior Associate

LEADright - The Educational Consulting Group

www.LeadRightToday.com

My “Who I am” and “Why I am Here” Story

Preachin’ John Grubbs

ReflectionWhat’s swirling around in your head?

What squares with your thinking?

What three things are important to remember?

These are all our children; we will benefit by or pay for what they become. James Baldwin THIS I...

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