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2. Public Education & Business Coalition The Public Education & Business Coalition (PEBC) is a nonprofit partnership of Colorado education and business leaders that works to: a) improve student learning and achievement in Colorado K-12 public schools, and b) influence policy changes, ultimately benefiting the workforce and economy. We create customized, collaborative, long-term professional learning opportunities for K-12 educators and advocate for policies that support sustainable improvement and sensible structure for schools and school systems.

3. Learning Targets • Participants will be able to apply effective facilitation techniques to the needs of adult learners with an emphasis on managing group dynamics. • Participants will be able to design a process for reviewing and refining Individual Professional Implementation Plans. • Participants will understand the methods and content of effective feedback. • Participants will understand the relationship between conferring, feedback, and the Learning-Assessment Process Model.

4. Anchor Texts… • Learning-Assessment Process Model • Individual Professional Implementation Plan How are these two documents connected?

5. Think – Pair - Share What are you going to learn today? Why is it important? How does it relate to previous learning? CHECKING FOR UNDERSTANDING

6. Gathering… As an instructional leader one of our responsibilities is situational awareness… Often times we become aware of conflict…

7. Brainstorm a TV Personality that Illustrates each Conflict Style Archie Bunker: Directing & Controlling Directing & Controlling Collaborating Compromising Accommodating Avoiding/Denying Appealing to a Greater Authority See Handout Conflict Styles

8. Situational Awareness How is the implementation of the Learning-Assessment Process Model and the Individual Professional Implementation Plans perceived in your school? How is your team supporting teachers who are resistant to change?

9. Facilitating Adult Learning Learning Target: Participants will be able to apply effective facilitation techniques to the needs of adult learners. Success Criteria: Participants can discuss attributes of effective facilitation and apply these attributes to their planning for upcoming BLT days.

10. Facilitation Techniques • Rituals and Routines • Standard Agenda Template • Affirmative Questions • Promote Rigor • Managing Group Dynamics • Lighthearted Moments

11. Facilitation Techniques Revisit the Facilitation Techniques Rubric… Assess your team’s strengths and needs based on your last BLT… As a team share findings and set a goal for your next gathering…

12. Resistance Read and annotate “10 Things to Do About Resistance” and/or the excerpt from Michael Fullan. Discuss applications to your work. Revisit your rubric, name a next step that incorporates a suggestion from the reading or your dialogue that will build commitment to your initiative. Facilitation Techniques

13. Individual Professional Implementation Plans Learning Target: Participants will be able to design a process for reviewing and refining Individual Professional Implementation Plans. Criteria for Success: BLTs will complete a draft facilitation plan.

14. IPIP Artifact Protocol • Form trios across BLTS • Presenter shares individual goal • Presenter shares teacher or student work related to the goal • Trio partners share noticings • Presenter reflects upon what was said and heard. • Trio discusses next steps • Rotate presenters and repeat twice *** 5 minutes per presenter***

15. BLT Planning Time & Break 9:30 – 10:15 How will you support your colleagues back at school? Processes? Resources? Groupings? Time?

16. Planning Template Event ______________________________________________________ Date Learning Targets: • Our colleagues will be able to analyze and revise Individual Professional Implementation Plans. • Our colleagues will understand the importance of providing students with effective feedback. • Our colleagues will understand the relationship between conferring, feedback, and the Learning Assessment Process Model. Reminders: • Thoughtful gathering and closing (community building, pre-view content, feedback…) • Account for various learning styles (auditory, visual, literal, artistic, kinesthetic…) • Balance grouping structures (whole group, small group, pairs, individual…) • Plan for intellectual engagement (reading, writing, dialogue…) • Light hearted moments (cartoons, jokes, games…) • Parallel Pedagogy (employ Best Practices)

17. Methods & Content of Feedback Learning Target: Participants will understand methods and content of effective feedback. Success Criteria: Participants will name ways to refine current feedback processes.

18. What is a Learning Target? A Learning Target is any achievement expectation we have for students. (Mary Vedra) It states what we want the students to know and be able to do. Quick Review

19. What is Criteria for Success? • Criteria for Success shows learners and teachers what good work looks like, and • Allows learners and teachers to know if we hit the learning target. Quick Review

20. How do we ensure that our students understand the Learning Target & Success Criteria? • Questioning • Envisioning • Rubrics • Examples Quick Review

22. What is the role of feedback?

23. What is Feedback? Feedback Criticism Advice Pointer Reaction Comment Response Opinion View

24. Effective Feedback Supports Student Achievement And Increases Student Motivation

25. Misconception #1 Returning graded work is providing effective feedback. Turn & Talk Moss & Brookhart, 2009

26. Misconception #2 Detailed correction is effective feedback. Turn & Talk Moss & Brookhart, 2009

27. Methods of Feedback • Timing – when, how often • Amount –how many points are made, how much about each point • Mode –oral; written; visual demonstration • Audience - individual; group/class Moss & Brookhart, 2009

28. Content of Feedback • Focus –the work itself; the process the student used; the student personally • Function – description; evaluation/judgment • Comparison: with criteria for good work, (criterion-referenced) with the work of other students, (norm-referenced) with the student’s own past performance (self- referenced) • Valence - positive; negative • Clarity –clear to the student; unclear to the student • Specificity –nitpicky; just right; overly general • Tone –implications; what the student will “hear” Moss & Brookhart, 2009

29. Feedback Strategies Positive, prompt, individual feedback for the student can vary in…

30. Review • Review “Feedback Strategies” and “Methods and Content of Effective Feedback” 2. Share new insights and new practices with your teammates.

31. Consider your students… How and when do you provide feedback for your students? What is your feedback based upon? How will you refine your feedback practices?

32. Effective Feedback Learning Target: Participants will understand the relationship between conferring, feedback, and the Learning-Assessment Process Model. Success Criteria: Participants will have an understanding of the role of conferring within the Workshop Model and the Learning-Assessment Process Model.

33. What Emerges in a Conference?

34. What Emerges in a Conference? History Teaching Processes Records Experiences Rapport Goal Setting Listening Strategy Knowledge Patterns Instructional Points Talk Our Own Learning Challenges From: Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009

35. “Building the Environment for Conferring” Defining Trust, Respect, and Tone Strengthening Endurance and Stamina Discussing Purpose and Audience Exploring the Gradual Release of Responsibility Focusing on the Structure of Reader’s Workshop From: Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009

36. Defining Trust, Respect, and Tone Looks Like? Sounds Like? Feels Like? Supports: Teacher & Student Language Arrangement of Physical Space Purposeful Interactions Thoughtful Tone Teacher Model From: Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009

37. Strengthening Endurance & Stamina How does conferring build endurance & stamina? Supports: Purposeful Work Meta-cognitive & Rigorous Dialogue Goal Setting Self Monitoring From: Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009

38. Discussing Purpose & Audience Why are we doing what we are doing? Supports: Mini-lesson (Crafting Lesson) Explicit Purpose Explicit Audience Meta-cognitive & Rigorous Dialouge From: Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009

39. Focusing on the Gradual Release of Responsibility How do we move students to independence? Supports: I do… Teacher Models We do… Shared & Guided Experiences You do… Student Independence From: Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009

40. Gradual Release of Responsibility (Pearson & Gallagher, 1983) Focusing on the Gradual Release of Responsibility High Student Responsibility for the thinking High Teacher Responsibility for the thinking

41. From: Conferring: The Keystone of Reader’s Workshop by Patrick Allen, 2009

42. Conferring: Structures for Success “I realized that, like all good rituals and routines, a predictable structure for reading conferences provides a pattern for me to follow each time I confer with a reader. More important, my students know that each side-by-side conference follows a similar pattern. There is research to suggest that familiar connections and conforming neural networks are key to the formation of meaning and intelligence (Jensen, 1998).” Patrick Allen, Conferring: The Keystone of Reader’s Workshop

43. Research, Decide, Teach & Record The Writing Workshop by Katie Wood Ray

44. As a team review and reflect on the materials related to conferring… What is the relationship between conferring, feedback and the Learning-Assessment Process Model? What is new learning for you? What questions do you have? How do the principles of conferring cross content areas? What will be new learning for your colleagues? What is most important? REFLECTION

45. Anchor Chart What is the relationship between conferring, feedback and the Learning-Assessment Process Model? What is new learning for you? What questions do you have? How do the principles of conferring cross content areas? What will be new learning for your colleagues? What is most important?

46. BLT Planning Time How will you support your colleagues back at school? Processes? Resources? Groupings? Time?

48. Welcome Back! Use “Nutritional Value of Feedback” as a lens to examine your feedback practices. After this morning’s learning, what are some of your next steps?

49. Effective Feedback Learning Target: Participants will understand the relationship between conferring, effective feedback, and the Learning-Assessment Process Model. Success Criteria: Participants will have an understanding of the role of conferring within the Workshop Model and the Learning-Assessment Process Model.

50. Conferring Lab Purpose: Practice providing effective “in the moment” feedback. Learning Target: Thereader will be able to apply the comprehension strategy of Creating Sensory Images to increase understanding. Criteria for Success: Readers will be able to name how Creating Sensory Images supported their understanding.