PowerPoint Presentation

District Learning Day Facilitator TrainingDepartment of Professional Development and Teacher SupportSeptember 8-10, 20151Introduction and ObjectivesWhat is our goal for this session?Kori - 0.5 minutes

Begin introduction here. State the overall goal of the session. 2Session ObjectivesKnow The essential elements needed to facilitate an effective professional learning session

UnderstandThe significance of modeling and practice in delivering impactful professional learning.

Be able to Facilitate professional learning that reflects the SCS professional development design model.

1 minute

State objectives3AgendaDistrict Learning Day (DLD) OverviewProfessional Development Best PracticesWhy Is Practice Essential to Learning?Setting the Stage: Content and ContextGetting Into Modeling ModeDiving Into Practice: Redelivery and Feedback

2 minutes - Handout

This is the agenda for the full 2.5 hour session. Provide the following additional information:In our whole group session we will coverDLD OverviewPD Best PracticesWhy Is Practice Essential to Learning?The following sessions will be held in small groupsSetting the Stage and Getting Into Modeling Mode Led by our Curriculum & Instruction content advisorsDiving Into Practice: Redelivery and Feedback Facilitated by our Professional Development team

4NormsBe Present

Be Brave

Be Engaged

What is said here stays here, but what is learned here leaves here.

Keep this slide do not alter 0.5 minutes5District learning day overviewWhat are the desired outcomes for District Learning Day?IntroductionPose title question. Add What do want teachers to learn, understand, and be able to do as a result of this professional development?

6

What are we driving toward?

Our journey consists of a 10-year strategic plan designed not only to improve the quality of public education, but also create a more knowledgeable, productive workforce and ultimately benefit our entire community.

0.5 minute7What will success look like?

By 2025, 80% of seniors will be on track to learn in a post-secondary classroom or enter the workforce straight out of high school.

90% of students will earn their high school diploma on time.

100% of every college- or career-ready graduate in the class of 2025 will enroll in a post-secondary opportunity.0.5 minute8DLD OverviewPurposeFocusDesired Outcomes7 minutes

Purpose: Include a bridge statement that explains the alignment of the district initiative to the purpose and DLD.Focus Emphasize the correlation between DLD professional learning (improving teacher practice) and our focus on increasing literacy (improving student achievement)Desired Outcomes Include how the desired outcomes relate will assist teachers in moving the work of the district forward.

Monica, feel free to modify as needed. 9DLD Agenda8:00-8:30 Welcome and Framing8:30-11:00 CLIP (ELA/SS/SCI/Librarians) and Math (Math Teachers Only)11:00-12:00 Lunch12:00-2:00 RTI2 (all teachers)2:00-3:00 TBD by School7 minutes

Purpose: Include a bridge statement that explains the alignment of the district initiative to the purpose and DLD.Focus Emphasize the correlation between DLD professional learning (improving teacher practice) and our focus on increasing literacy (improving student achievement)Desired Outcomes Include how the desired outcomes relate will assist teachers in moving the work of the district forward.

Monica, feel free to modify as needed. 10DLD Overviewhttp://vlp.scsk12.org/activities/dld/dld-september-2015

11Professional development best practicesWhat are the characteristics of effective professional development?1 minutePose question. Allow 2 responses. 12Best PracticesElements of Effective FacilitationFacilitator Checklist

7 minutes

Directions: Handouts can be placed on tables prior to whole group session. This will ensure no interruptions will take place while others are presenting. Emphasize that these resources will be beneficial when presenting any professional development session.

After reviewing the elements of effective facilitation, allow 1 minute for questions. Any other questions can be asked during practice.

13Why is practice essential to learning?How does modeling and practice contribute to effective professional development?1 minutePose question. Allow 2 responses.

14Professional Development DesignIn Shelby County Schools, we believe: teachers have the most important job in the district.teachers can adapt their practice to increase student achievement when they experience high-quality professional learning.it is our responsibility to ensure that teachers have these experiences to ensure our students reach Destination 2025.

0.5 min15Professional Development DesignThe Model includes five design principles. All professional development will be:

AlignedDifferentiatedPractice-BasedEmpoweringMeasurable

2 minutesBrief overview of the PD Guiding PrinciplesHandout of Guiding Principles will be available on tables prior to whole group session.

Aligned aligned to SCS goals, vision of effective teaching, academic priorities, and evaluation system.Differentiated tailored to individual and collective teacher needs. Differentiated by need, content, and grade band.Practice-based educators learn best when have opportunity to apply what they have learned. PD must involve opportunities for practice.Empowering teachers and admin must be able to choose supports that are aligned to improvement their practice. (Targeted, and personal professional growth)Measureable impact must be measured and evaluated strategically.16The Power of PracticeTeaching is a performance profession, and our classrooms are our stages. SCS will use practice as a key lever for improving teacher (and our own) performance.Practice can be a transformative development experience for all educators.

Our goal is to build a culture of practice throughout our district, and your role in facilitating effective practice is vital in our efforts.

17The Power of PracticeThe following principles of practice guide our approach:

Encode successModel firstIsolate then integrateRepeat and spiral new skillsPractice using feedback (not just getting it)Make it safe (and fun)

Practice Perfect, 42 Rules for Getting Better at Getting Better by Doug Lemov, Erica Woolway, and Katie Yezzi Encode success: Mastery. Make sure educators practice CORRECTLY.Model first Live examples or video. Help teachers better understand what success looks like. Gives behaviors and phrases they can replicate when they first implement a new skill/techniqueIsolate then integrate: Teachers start by practicing one small technique or component. Then work up to integration of others after they have experienced success with smaller components. Repeat and spiral new skills: Provide opportunities to practice discrete skills over and over again and eventually add more skills. Practice using feedback: Make it safe: Participants know what to expect from their peers. Teachers act appropriately during role-play as students. Infuse joy into your practice activities.

18Modeling and PracticeThe Importance of Modeling

Modeling demonstrates the specific behaviors and language of an expectation in a way that grounds the technique into a routine experience. When we model expectations, we translate and enliven more general expectations, such as respectful listening or how to give appropriate feedback. We act out the desired behaviors to help others better understand what success looks like.

Encode success: Mastery. Make sure educators practice CORRECTLY.Model first Live examples or video. Help teachers better understand what success looks like. Gives behaviors and phrases they can replicate when they first implement a new skill/techniqueIsolate then integrate: Teachers start by practicing one small technique or component. Then work up to integration of others after they have experienced success with smaller components. Repeat and spiral new skills: Provide opportunities to practice discrete skills over and over again and eventually add more skills. Practice using feedback: Make it safe: Participants know what to expect from their peers. Teachers act appropriately during role-play as students. Infuse joy into your practice activities.

19Modeling and PracticeThe Importance of Modeling

Teachers need to see what skillful implementation of instruction looks like. Video examples and live demonstrations of expert teachers in action provide teachers with visual insight into the skill or technique. The models give teachers behaviors and phrases that they can replicate when they first implement a new skill or technique, setting them up for success in the classroom.

20Breakout Sessions2 minutesRevisit agenda. (Handout)Review schedule including room locations (handout)21Setting the stage:Content and Context10 minutesProvide an overview of the content that will be presented during the presentation. List each component (e.g. Gradual Release, Whole Group, etc.)Provide a bridge statement of how the content aligns to district goals.Emphasize any points that facilitators must cover (e.g. Be sure to say or Be sure to point out) Explain any nuances that may assist facilitators during their presentation delivery (e.g. If teachers ask about __, then explain/say)

22Getting into modeling mode40 minutes Focus: Modeling the modeling. Participants will learn how to get into teaching mode. They will need to understand that during the modeling portion of the presentation they are taking on the actual role of the teacher (not merely saying, The teacher will say/do/explain). The teachers at their school will assume the student role.

Facilitator Prep: Be ready to model a portion of the lesson for 20-30 minutes.It may be helpful to provide some context on what will be modeled. You may provide look fors that should be noted during the modeling (e.g. transitions, core actions, etc.)You may adjust the timing of this section based on your model. Allow time for Q & A.Regardless of the context you provide, you should still plan to TEACH a portion of the lesson for participants. Wed suggest that you also model any read-alouds or close readings that students should engage in. This will allow participants to experience it as a student.

23Diving into practiceredelivery and practice70 minutes total

24Practice Session OverviewIntroductionIndependent Study of Content MaterialsPresentation Practice

2 minutesIntroduction Purpose of this part of the session, what are the desired outcomes (to gain familiarity and confidence in presenting effective PD).Independent Study Explain that this is the time to reflect on information received from the previous session and to get familiar with presentation materials. Practice Give brief description of what this will look like. You will provide the Practice Protocol prior to the Pair Off.25Content and MaterialsReview materialsOrganize materials for redeliveryAsk clarifying questions

6 minutes

Talking Points:We know that you just receive the material and a quick tutorial of the modeling piece. We understand that you will need additional time to perfect your delivery of the presentation. However, we hope this session will provide you with a good foundationMake sure to emphasize that this is a time for reflection, strategic thinking, etc. There will be time for discussion during the feedback portion of the practice.

If a content question is asked and an advisor is not present, have the participant to email the question to the appropriate person. 26Practice ProtocolPair up with your partner.Partner A: Practice the portion of the lesson for 10 minutes with your partner.Partner B: Take 5 minutes to give your partner feedback.Partner B: Practice the portion of the lesson for 10 minutes with your partner.Partner A: Take 5 minutes to give your partner feedback.

60 minutes

Review protocol on slide 5 minutesPractice 50 minutes

Talking Points: Pair up with a partner. Note that while the your partner is giving feedback, he/she should be using the facilitator feedback form.Think back to our norms embrace being uncomfortable during this practice. This is a safe space! Time the protocol for participants announcing when they should move to the next step.

Facilitator Notes: When participants are practicing, you should walk around the room, dropping in on different groups. If you come across a pair not practicing, encourage them to get into teacher mode and actually pretend that this part of a real lesson.Listen in for the quality of feedback being shared. If you do not hear specific feedback, or someone says something like That was good! I dont have any feedback. Push them to use the feedback guidance.

27Closing5 minutes

Closing RemarksParticipants should set aside practice time to continue to perfect presentation delivery. Use a school colleague to provide feedback.Email content advisors for content-based questions. Email Kori Hamner or Monica Jordan with any questions around DLD.Thank participants for their engagement. 28