School-Based Professional Learning Modules to Support Implementation of Initiatives

1. Welcome School-Based Professional Learning Modules to Support Implementation of Initiatives Vicki Duff Senior Consultant, Learning Forward President, Learning Forward New Jersey Victoria.duff@learningforward.org

2. Outcomes • Become familiar with the purpose, activities and content of the four school-based units • Engage with colleagues to plan and present some key ideas and samples of information from one specific unit • Consider how you will strategically use the units to improve the quality of professional learning

3. Introductions My role as a LEADER OF LEARNING is ………

4. Agreements Ask questions. Engage fully. Listen carefully to hear perceptions. Contribute and expand on ideas. Open your mind to new possibilities. Trust your colleagues.

5. Belief The Common Core, educator effectiveness systems, and new assessments require a different kind of professional learning – one that is centered on communities of learners.

6. Assumption School-based teams sometimes lack the skills to engage in deep collaboration. They may fear conflict or have limited understanding of how to manage change or facilitate the work of the team.

7. Agenda

8. TPL II The Goal • Improve educator practice and student learning experiences in high-poverty schools and school systems by supporting application of TPL findings and resources to advance implementation of the Common Core or content standards through Learning Forward networks (affiliates, SEAs, and BIG 50 districts).

9. Key Tools Transforming Professional Learning

10. Overview Explore four units created to help principals and teacher leaders develop their capacity to facilitate school-based collaborative professional learning.

11. Purpose Use the modules to support the effectiveness of teams, develop a common language, or deeper understanding of the structures/processes of professional learning Use the modules as resources for ongoing dialogue and expanding their knowledge of professional learning.

12. Four Modules Managing Change Facilitating Learning Teams Learning Designs Standards for Professional Learning

13. Content Each unit includes: • Background readings • Protocols to guide learning and discussion • Suggested processes and strategies for professional learning • Additional resources

14. Essential Components Each unit is comprised of: Facilitator’s packet (overview, agenda,goals, handouts, activities) Power point with notes Power point without notes

15. Readiness • Willingness • Inclination • Just-in-Time • Appropriateness • Suitability • Relevant

16. Introduction to the Standards for Professional Learning

17. Learning objectives • Explain the purpose of the Standards for Professional Learning. • Identify the implications of the prerequisite for professional learning. • Understand the purpose and key components of the Standards for Professional Learning. • Identify the alignment between the cycle of continuous improvement and the professional learning standards. • Identify actions to take to improve professional learning within the school or district. 2 Learners will be able to …

18. Agenda 3

19. vs. Professional development 5 Professional learning

20. 6 All professional learning is not created equal.

21. Why do we need standards for professional learning? 7 Silently read Handout 2.1. As a table team, chart the similarities and differences between the two scenarios. At your table, predict which professional learning scenario will result in a higher level of implementation. Explain why.

22. Relationship between professional learning and student results 2. Discuss how might you explain these ideas to others. 3. Use a metaphor describe the relationship. 8 • In teams of four, review Handout 2.2.

23. Introduction to the standards http://learningforward.org/video-test#.USfvYoU25mN 9 • Watch the video. • Use Handout 2.3 as you watch. • At your table, discuss your responses to the questions on the viewing guide.

24. Standards card sort 10 Use the task directions and materials at your table to complete the card sort. Make observations about the results of your card sort. Check your work and discuss variations.

26. Cycle of continuous improvement 13

27. GettingReady Accessing the Professional Learning Modules www.learningforward.org Common Core School-based Professional Learning for Implementing the Common Core

28. Julia Childs’ method Tell what we’re cooking (unit objectives) View the recipe (important components of the unit) Demonstrate how to mix the ingredients (sample activity or discussion) Pop it in the oven; then show what it looks like when cooked (overall comments)

29. MINIPRESENTATIONS What is important for leaders to know in preparation for using the module? How will you effectively showcase the essential components of the module? How might the module be used for your purposes?

30. ManagingChange

31. FacilitatingLearning Teams

32. LearningDesigns

33. Implementation cannot be assumed; it needs to be supported.

34. REFLECTIONS How will the skills presented in the modules support implementation? How might you describe innovation as a result of previewing the modules? What inspiration will lead you to action? What are the inconsistencies you will need to address in your site to use the modules?