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Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

Live the Learning Professional Development


Instructional Leader: Carice Sanchez and Ashley Johnson
Time and Date: 7/26/15
Topic:
Document(s):
Materials
I will need:
Powerpoint
Copy Materials
Create CW

Teachers will bring the following


to the meeting:
Computer

Assessment & Follow-up


Assessment/CFU during
Workshop:
Think-pair-share after video
Scripting out prompts
Delivery of prompts
Individual reflection
Ability to name it on feedback
cheat sheet
Assessment Post-Workshop
(deadline):
N/A
Follow-up by Principals &
Instructional Leaders (dates):
Weekly and/or bi-weekly
meetings with ICs

Living the Learning (LtL) Legend:


S= See it: airtight activities that leads participants to the right conclusion
mostly on their own
N = Name it: lead participants to name the keys to the action; then add
formal language at the end
D = Do it: put the principles into practice
R = Reflect: participants quietly analyze, generate conclusions or
takeaways
P= Practice the content
IR=will reflect individually
TT=Turn and talk: share with your partner
WG=Whole group share out

Make the complicated simple, and the simple powerful. Bill Graham

Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

Agenda: How will you display the agenda during the session?
Time
Mi
Description of Instruction (Living the Learning
ns
Type in Parenthesis)
Say: On your do now, answer the following
questions: (3 min)
Think of one of the most effective PD sessions you
have been a participant in or led.
Jot down the characteristics that made it effective,
engaging, or memorable.
o 2 minutes reflect (IR)
o 1 minute to share out (TT)
Now that we have all shared out some effective
methods of PD that we have experienced, take a
minute to look at the Top 9 Actions for Effective
Delivery resource. Use this as an opportunity to
identify your strengths and areas of growth. When
we deliver our PD, these are things we are going to
want to keep in mind as we practice delivering our
sessions.
Frame: In our session today, we are going to dive into
the essential components of leading effective professional
development sessions. The Live the Learning framework
has the following components: creating objectives, see it,
name it, do it, reflect. We are going to spend time
learning the components of each part of the framework,
create our own PD on the template, and practice
delivering our session and receiving feedback.
Frame: As you are designing your PD, the first step is
creating a high quality objective. There are three criteria
that need to be met:
-High-leverage:
o Most important objective to increase student
learning and teacher proficiency
o This is just like the key lever.
-Practice-focused/Measurable:
Participants must be able to practice it in the
session itself
You can easily measure whether or not
participants meet the objective
-Doable:
Participants can accomplish the objective in the
Make the complicated simple, and the simple powerful. Bill Graham

Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

time you have allotted


Say: Now that we have learned the three criteria, lets
look at how to take a good objective and make it great.
Take a look at the two non-examples.
- (TT)- Why are they not strong? (Because its not
practice-focused and measurable)
Now look at the exemplar. Why is this one stronger?
- (TT ) Its stronger because its meets the criteria of
highest leverage, practice-focused, measurable,
doable.
Say: Looking at this example, evaluate the three choices
and determine which one is the strongest objective and
why. Share with your partner. Hold up the number of
which one is the strongest (#2).
Say: Take out the objective that you brought with you
and evaluate it to ensure it meets the three criteria.
When you are finished, on a piece of paper, write down your PD
objective and place it on the wall.
Say: Without discussion, circulate around the room and
give feedback on objectives using the criteria, which is
posted on the PPT. You should write your feedback on the
post-it note that is provided. You will have 1 minute per
objective, and when the timer goes off, we will let you
know when to switch to the next paper.
Say: Go back to your original poster and revise your
objective based on feedback. Then transfer your final
objective to your lesson plan template.
SEE
IT

Say: Stamp your understanding on your reflection sheet.


Say: Now that you have created a high-quality objective,
the first part of the framework is the See It. We are going
to step out of PD-mode. Imagine that we are school
leaders leading a PD to a group of new staff members on
teaching collegiate position. Please act as the group of
new teachers while we facilitate the session.
Model: Carice or Ashley model teaching the staff
collegiate position. Include scripting.
Make the complicated simple, and the simple powerful. Bill Graham

Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

Say: What does Carice or Ashley do to help her teachers


understand why collegiate position is important? (She
engages in them in the model and acted as participants,
showed the exemplar).
Say: Here is the core idea for the See It:
- The end in mind should be visible.
Say: In order to create a strong see it, there are a few
key points:
- Start from the end goal:
o Choose a model or anti-model that allows
participants to deepen their understanding of
your PD objective
- Choose the right medium:
o Video clip of teaching/leading
o Movie clip
o Written exemplar or negative case study
o Live modeling/simulation
- Precise questions:
o Target what your participants should see
- Keep them short:
o Videos/role plays < 5 min
Say: Now that you know the criteria for an effective see
it, here are the steps you should follow when creating
your own:
- Step 1: Choose your medium that allows
participants to deepen the understanding of your
PD objective
- Step 2: Provide questions before showing the
medium
o Keep the question visible before, during, and
after
- Step 3: Follow up with a think-pair-share
o Time to reflect individually
o Share reflection with partner
o Share whole group
Say: We are going to implement what we have just
learned and practice. Here are the directions for this
section:
- We have emailed you a soft copy of the PD template
and you have a hard copy in your packet. On the PD
Make the complicated simple, and the simple powerful. Bill Graham

Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

planning template of your choice, script out a


version 1.0 and plan the See It portion of your PD.
You will have work time to go back to your template
during the session. (15 minutes)
Say: After 15 minutes-- Share out the See It with your
partner and give each other feedback using the feedback
cheat sheet.

NAME IT

Say: We are now finished with the first part of the


framework. Before we move on, stamp your
understanding on your reflection sheet.
- (IR) What are your big takeaways for writing
creating an effective See It?
- (TT) Share out your answers with a partner.
(WG) Share out your answers whole group.
Say: We are going to begin discussing the second part of
the framework, the Name It section. Take a moment to
watch Carice and Ashley jump out of PD mode and do a
live model. We are going to go back into our earlier
example where Carice is leading a PD to new staff
members on collegiate position.
Say: Watch the model. (include scripting)
Say: What does Carice or Ashley do to help her teachers
know the key pieces of collegiate position? What is the
value of her actions? (include responses)
Say: Here are the key components of a strong Name It.
Start from the end goal
o Identify ahead of time what you want
participants to say during the sharing
Ask questions that lead participants to that goal
o Ask scaffolded questions to make sure the
participants are doing the heavy lifting
o Think volleyball, not ping pong
o Celebrate good answers
Say: You all unearthed a lot of great answers. Here is the
core idea: The key to making your message stick: make
the complicated simple and the simple powerful (get
someone to read it out?).

Make the complicated simple, and the simple powerful. Bill Graham

Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

Say: As you all are about to begin with your Name It,
here are some tips to aid you in your planning.

Wait until the end


o Before framing, make sure participants have
done the cognitive work
Punch the Idea
o Limit the words keep the framework
succinct
o Make sure anyone can follow it

Say: Lets begin a practice session. In order to do this


section, take a look at the directions.

Script out the Name It section of your PD in the


template
Share out the Name It with your partner
Give feedback using the feedback cheat sheet

Say: Please go ahead and read the question on the


PPT and stamp your understanding for this section
on your reflection sheet.
Say: Lets jump back into our earlier model of Carice
leading a PD on collegiate position.
-

DO IT

Watch the model. (include scripting)


Say: What does Carice or Ashley do to make her practice
effective? Go ahead and share out some responses to this
question.
Say: Here are the two core ideas
Practice without feedback is blind.
Practice, give feedback, do it again.
Say: Lets take a look at the tips for an effective Do It.
Make the practice real:
o Make the practice as directly connected as
possible to the actual teaching experience
Example: write new lesson plans,
practice teaching
Easy-to-monitor:
o You can monitor everyones practice
Make the complicated simple, and the simple powerful. Bill Graham

Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

Plan, then practice:


o Script out actions/language before practicing
Controlled Laboratory:
o Practice the actual scenario
o Do not add complexity (e.g. student
noncompliance) until well after teacher has
built muscle memory
Immediate Feedback and Re-Do:
o Feedback in the moment
o Re-do immediately to build positive practice
Say: The core idea for this section is: The quality of your
preparation will determine the quality of your practice.
Say: Lets jump into practice. Here are the directions:
Create aligned practice for your PD and put it on
your reflection sheet
Share with your partner and give feedback on each
others practice (focus on checking for alignment)
Revise using the feedback
Say: Go ahead and stamp your understanding for the Do
It Section. Share out.
Work
Time/Pract
ice Section

In-Session/Post-Session Notes: What went really well? What needs to


change or be re-taught?

Make the complicated simple, and the simple powerful. Bill Graham

Henderson Collegiate

Climbing the Mountain to


College

Pride, Responsibility, Integrity, Determination, Enthusiasm

Make the complicated simple, and the simple powerful. Bill Graham