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Janice Creneti, crenetij@pcsb Cindy Medici, medicic@pcsb

This session explores the use of partnership approaches in professional learning, focusing on activating teacher buy-in and increasing implementation. Participants will learn about the history and goals of partnership learning, evaluation measures, and outcomes. The session also discusses practical implications and strategies for meeting the diverse needs of participants.

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Janice Creneti, crenetij@pcsb Cindy Medici, medicic@pcsb

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  1. Partnership Approaches to Professional Learning that Activate Teacher Buy-In and Increase Implementation Janice Creneti, crenetij@pcsb.org Cindy Medici, medicic@pcsb.org

  2. Session Overview, Questions to Consider • Purpose of Course First! • Impact of this innovation • Shifts made based on Partnership Learning Principles (Jim Knight) Would participants describe the professional learning experience with you as a partnership? How are you meeting the the differing needs of your participants in the same professional learning session? If asked, what would your professional learning participants say about how you honor their needs? University of Kansas Center for Research on Learning 2006

  3. The History of Course First! • Observed trends: • Isolated implementation • Low diversity in routines used • Poor implementation was worse than none at all… • Initial work by Dr. Keith Lenz • Starting with Course Organizer would create a big picture that increased frequency and diversity of implementation • Emphasizing the Instructional Sequence could positively impact all instruction • Florida SPDG pilot University of Kansas Center for Research on Learning 2006

  4. Goals of Course First! University of Kansas Center for Research on Learning 2006

  5. Evaluation Measures • Same measures, different instructional approach • Knowledge check- do participants understand the critical parts of the Content Enhancement Routine? • Application- can participants apply their knowledge/understanding by creating a draft device that meets criteria? • Confidence – how confident do participants feel relative to implementing the new routine? • Implementation - how well did participants implement based on self-reflection? • Student impact – how did implementation impact students? University of Kansas Center for Research on Learning 2006

  6. Outcomes May not be accurate due to differing interpretations University of Kansas Center for Research on Learning 2006

  7. Data collection adjustments University of Kansas Center for Research on Learning 2006

  8. Partner Impact • What teachers had to say about the professional learning experience… University of Kansas Center for Research on Learning 2006

  9. From: Professional Learning Shifts • Four day Institute with all routines taught chosen by professional developers • All 4 days designed by professional developers • Planning time was embedded, same for all • Supports for novice teachers were used with all participants • To: Equality • Four day Institute with 2 routines chosen by professional developers, 2-3 chosen by participants • Participants were surveyed to determine routine offerings and schedule of days 3 & 4 • Teacher choice in amount of planning time, planning vs. learning a new routine • Supports were differentiated based on need and continued through the year Voice Choice Dialogue Praxis Reflection Reciprocity University of Kansas Center for Research on Learning 2006

  10. Routine Requests University of Kansas Center for Research on Learning 2006

  11. Routine Small Group Schedule University of Kansas Center for Research on Learning 2006

  12. Small Groups Clarifying Routine Small Group Facilitated Planning University of Kansas Center for Research on Learning 2006

  13. Essential Resources • People • Teachers • Professional Developers • Materials • Time • Planning • Reflection/troubleshooting • Frequent follow-up/coaching University of Kansas Center for Research on Learning 2006

  14. Essential Philosophies/Shifts • Pro-Teacher • Knight’s Partnership Principles (7) • Modeling • Using the routines to teach during professional learning • Incorporating best practice ex. choice, differentiation • Trusting a Student-Centered Approach • Continuous Improvement • Requires reflection • Marathon not a sprint University of Kansas Center for Research on Learning 2006

  15. Implications for Your Work Would participants describe the professional learning experience with you as a partnership? How are you meeting the the differing needs of your participants in the same professional learning session? If asked, what would your professional learning participants say about how you honor their needs? How do you plan to shift professional learning opportunities? padlet.com/medicic/course1 University of Kansas Center for Research on Learning 2006

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