Mind Mapping 

 Challenge     As a member of the School District Administrative Leadership Team , I was tasked with facilitating an   activity with Campus and District Administrators to think about and improve our teacher walkthrough   system . In the educational environment , a phenomenon known as Walkthroughs has become the   approach to capturing a snapshot of how teachers and students perform in each classroom . The   administrator , campus specialist , or district specialist step into a classroom for 5 - 7 minutes , observe   what is going on , and then leave scripted or preselected comments regarding the practices   happening in the class . The feedback from the walkthrough form may be utilized as a part of the   teacher ’s formal evaluation program and as an assessment of the campus ’ professional   development needs .     Rather than an opportunity for teacher recognition , teacher growth , or formative assessment of the   campus practices , our walkthrough process had taken a turn toward being an act of compliance or   viewed as a punitive action struggling teachers . Administrators had begun to use the forms for little   than documentation and rarely connected walkthrough feedback to teacher growth or professional   development needs . The challenge was to revise the walkthrough system to a process that was   positive , informative and promoted professional growth .     Selection     Before this activity , the team had gathered teacher feedback via a questionnaire regarding their   feelings about the process , feedback , and any ideas they thought would improve the system .   Additionally , the District Leadership team had been through a similar activity that asked what they   believed to be the purpose , concerns , and effects of the current walkthrough system . As Marisol Aguilar identified in Week 3 ’s presentation on Mind Mapping , the tool needed in this instance was   one that would help the group make sense of the research and look for patterns and insights that   might inform the design of a revised system . For this reason , I facilitated a Gallery Walk , Mind   Mapping activity with the group .     Application     Before the District Administrative Team meeting , I collected the questions and responses from all   stakeholders , printed them on large cards , and placed them on the walls of our large meeting room .   Each participant walked around the Gallery , with a clipboard and a set of sticky notes . They were   instructed to silently read the comments and jot down noticings that might inform our criteria for a   new walkthrough system . They focused on the needs of all stakeholders and commonalities in the   responses . After writing their comments , they returned to their seats and sorted their comments into   themes . After this individual activity , they worked in table groups to create common themes and   combined their sticky notes on a large poster paper . The next step was to ask each group to share a   theme with the whole room , and then combine the group themes on the board at the front of the   room . Each group was asked for new themes until all themes had been posted on the board . Each   group then collaboratively observed the combined themes on the board and , with a final , large sticky   note wrote the insight they gained from the theme that would eventually inform the criteria for our 

 Mind Mapping 

 newly designed walkthrough system . The room collective produced a list of 10 criteria for   consideration in our new walkthrough system .     Insight     Through the application of the Design Thinking model and particularly the Mind Mapping activity , the   District Leadership Team learned a great deal as it began to listen to the concerns and needs of the   teachers truly . I realized that many of us assumed we knew what was best and felt like we had a   strong system to track data in the old walkthrough system . However , the lack of communication   regarding the purpose of the tool and the tool as a medium for feedback did not meet the needs of   teachers . Because teachers felt the walkthrough feedback invaluable and changed nothing in their   practice , those conducting walkthroughs also lost value in the tool . They only participated in   walkthroughs for compliance quotas and punitive documentation actions . The tool designed for   feedback and growth needed to be created or revised with each user in mind . Without the Design   Thinking process , I am not confident that we would have come to the same conclusions .     Approach     This was the District Administrative Team ’s first attempt at Design Thinking as an approach to   solving a problem . We have learned a great deal through the process thus far and need to continue   with the brainstorming and prototype stages , followed by more feedback . The mind mapping activity   is one that we will continue to incorporate at the District and hopefully Campus levels to view   problems through an “ anything is possible ” type lens . The thing that I would do differently next time   is to have representatives from all stakeholder groups complete the Gallery Walk Activity . This time   we were limited to teacher comments and not teachers participating in the Gallery Walk and   providing their insights and suggestions of walkthrough criteria . It would be challenging to involve   800 teachers in the process , but it would be possible to include several teacher representatives from   significant groups in our teaching staff . i.e. , New teachers , veteran teachers , elementary , secondary ,   and teachers of various subjects . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Mind Mapping 

 Challenge     As a member of the School District Administrative Leadership Team , I was tasked with facilitating an   activity with Campus and District Administrators to think about and improve our teacher walkthrough   system . In the educational environment , a phenomenon known as Walkthroughs has become the   approach to capturing a snapshot of how teachers and students perform in each classroom . The   administrator , campus specialist , or district specialist step into a classroom for 5 - 7 minutes , observe   what is going on , and then leave scripted or preselected comments regarding the practices   happening in the class . The feedback from the walkthrough form may be utilized as a part of the   teacher ’s formal evaluation program and as an assessment of the campus ’ professional   development needs .     Rather than an opportunity for teacher recognition , teacher growth , or formative assessment of the   campus practices , our walkthrough process had taken a turn toward being an act of compliance or   viewed as a punitive action struggling teachers . Administrators had begun to use the forms for little   than documentation and rarely connected walkthrough feedback to teacher growth or professional   development needs . The challenge was to revise the walkthrough system to a process that was   positive , informative and promoted professional growth .     Selection     Before this activity , the team had gathered teacher feedback via a questionnaire regarding their   feelings about the process , feedback , and any ideas they thought would improve the system .   Additionally , the District Leadership team had been through a similar activity that asked what they   believed to be the purpose , concerns , and effects of the current walkthrough system . As Marisol Aguilar identified in Week 3 ’s presentation on Mind Mapping , the tool needed in this instance was   one that would help the group make sense of the research and look for patterns and insights that   might inform the design of a revised system . For this reason , I facilitated a Gallery Walk , Mind   Mapping activity with the group .     Application     Before the District Administrative Team meeting , I collected the questions and responses from all   stakeholders , printed them on large cards , and placed them on the walls of our large meeting room .   Each participant walked around the Gallery , with a clipboard and a set of sticky notes . They were   instructed to silently read the comments and jot down noticings that might inform our criteria for a   new walkthrough system . They focused on the needs of all stakeholders and commonalities in the   responses . After writing their comments , they returned to their seats and sorted their comments into   themes . After this individual activity , they worked in table groups to create common themes and   combined their sticky notes on a large poster paper . The next step was to ask each group to share a   theme with the whole room , and then combine the group themes on the board at the front of the   room . Each group was asked for new themes until all themes had been posted on the board . Each   group then collaboratively observed the combined themes on the board and , with a final , large sticky   note wrote the insight they gained from the theme that would eventually inform the criteria for our 

 Mind Mapping 

 newly designed walkthrough system . The room collective produced a list of 10 criteria for   consideration in our new walkthrough system .     Insight     Through the application of the Design Thinking model and particularly the Mind Mapping activity , the   District Leadership Team learned a great deal as it began to listen to the concerns and needs of the   teachers truly . I realized that many of us assumed we knew what was best and felt like we had a   strong system to track data in the old walkthrough system . However , the lack of communication   regarding the purpose of the tool and the tool as a medium for feedback did not meet the needs of   teachers . Because teachers felt the walkthrough feedback invaluable and changed nothing in their   practice , those conducting walkthroughs also lost value in the tool . They only participated in   walkthroughs for compliance quotas and punitive documentation actions . The tool designed for   feedback and growth needed to be created or revised with each user in mind . Without the Design   Thinking process , I am not confident that we would have come to the same conclusions .     Approach     This was the District Administrative Team ’s first attempt at Design Thinking as an approach to   solving a problem . We have learned a great deal through the process thus far and need to continue   with the brainstorming and prototype stages , followed by more feedback . The mind mapping activity   is one that we will continue to incorporate at the District and hopefully Campus levels to view   problems through an “ anything is possible ” type lens . The thing that I would do differently next time   is to have representatives from all stakeholder groups complete the Gallery Walk Activity . This time   we were limited to teacher comments and not teachers participating in the Gallery Walk and   providing their insights and suggestions of walkthrough criteria . It would be challenging to involve   800 teachers in the process , but it would be possible to include several teacher representatives from   significant groups in our teaching staff . i.e. , New teachers , veteran teachers , elementary , secondary ,   and teachers of various subjects .
### Output: 