Personalize your training events for literacy with our TTL Process(c). Choose among a vast array of training activities, written for specific literacy practices, that meet your teachers' needs.

1. We help you
Design Training Events
• A tool for principals
• Teacher surveys report training needs
• TTL Process© gives you training
activity selections that match needs
• You can create your training activities
• Print off your Training Event Agenda
and enjoy your event!
1

2. SELECT TRAINING EVENT ACTIVITIES
Successfully select appropriate training event activities by matching
training activities to skill level needs for each training room
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish Your
School Year
Training Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices
Into
Classroom
Sustain the
Training
2

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OCTOBER 18, 2017
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Teaching Teachers Literacy
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

5. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
5
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

6. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
6
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

7. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
7
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
• Trainer simulates or shows a video of a strong connection + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals,
props) that exemplify the criteria of a strong connection + teaching point.
• Individual or small groups reflect on their own lessons to find examples of the criteria.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

8. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
8
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
• Trainer simulates or shows a video of a strong connection + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals,
props) that exemplify the criteria of a strong connection + teaching point.
• Individual or small groups reflect on their own lessons to find examples of the criteria.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

9. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
9
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
• Trainer simulates or shows a video of a strong connection + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals,
props) that exemplify the criteria of a strong connection + teaching point.
• Individual or small groups reflect on their own lessons to find examples of the criteria.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

10. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
10
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
• Trainer simulates a mini-lesson.
• Trainer leads group through the naming of teacher moves (talk, visuals, props) that facilitated students meeting their purpose during each part of the mini-
lesson under focus for today’s training.
• Teachers observe a recorded mini-lesson.
• In small groups, teachers name the specific teacher moves that set students up for success.
• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.
• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part of the
mini-lesson under focus for today’s training.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

11. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
11
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
• Trainer simulates a mini-lesson.
• Trainer leads group through the naming of teacher moves (talk, visuals, props) that facilitated students meeting their purpose during each part of the mini-
lesson under focus for today’s training.
• Teachers observe a recorded mini-lesson.
• In small groups, teachers name the specific teacher moves that set students up for success.
• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.
• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part of the
mini-lesson under focus for today’s training.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

12. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
12
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
• Trainer simulates a mini-lesson.
• Trainer leads group through the naming of teacher moves (talk, visuals, props) that facilitated students meeting their purpose during each part of the mini-
lesson under focus for today’s training.
• Teachers observe a recorded mini-lesson.
• In small groups, teachers name the specific teacher moves that set students up for success.
• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.
• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part of the
mini-lesson under focus for today’s training.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

13. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
13
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

14. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
14
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher
was stating the teaching point.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

15. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
15
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher
was stating the teaching point.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

16. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
16
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher
was stating the teaching point.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

17. AGENDA
TRAINING ROOM 1 OCTOBER 18, 2017
17
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill development goal Skill Level 0
To acquire knowledge for practice.
Skill Level 1
To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher
was stating the teaching point.
VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
Scroll to view suggestions for training activities.
Reflect:
Examples of Criteria
Observe:
Determine Impact
on Students
Collaborate:
Understand Teacher
Decisions
Practice:
Grow in Teaching
Practices
Trainer Feedback:
Causes of
Ineffectiveness
Revise:
Improve Practices
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

18. In just a moment…
Your selections for Room 1 Training Activities
will populate Room 1 Training Event Agenda.
18
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish Your
School Year
Training Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices
Into
Classroom
Sustain the
Training

19. SAVE
AGENDA HOME
EDIT
AGENDA
START
OVER
TRAINING EVENT AGENDA
ROOM 1
TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am
TRAINING TOPICS TRAINING GOAL TEACHER SKILL
LEVELS
GROUPING PREFERENCES
FOR TRAINING ACTIVITIES
• Mini-Lesson Connection
• Mini-Lesson Teaching Point
• Skill Level 1
• To acquire knowledge for, of, and
in practice
0 1 2 3 4
• Mixed Skills
• Mixed Departments
• Mixed Schools
1 REFLECT
• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
2 OBSERVE
• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.
• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part
of the mini-lesson under focus for today’s training.
3 CREATE YOUR OWN
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher was
stating the teaching point.
PRINT AGENDA
19
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

20. Congratulations!
Your agenda for Training Room 1 has been saved.
Would you like to set your grouping preferences for Training Room 2?
SET TRAINING
ROOM
PREFERENCES
LOG OUT
20
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish Your
School Year
Training Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices
Into
Classroom
Sustain the
Training

21. Congratulations!
Your agenda for Training Room 1 has been saved.
Would you like to set your grouping preferences for Training Room 2?
SET TRAINING
ROOM
PREFERENCES
LOG OUT
21
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish Your
School Year
Training Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices
Into
Classroom
Sustain the
Training

22. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
22
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

23. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
23
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.
• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.
• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

24. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
24
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.
• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.
• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

25. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
25
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.
• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.
• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

26. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
26
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.
• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.
• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

27. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
27
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.
• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.
• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

28. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
28
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.
• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.
• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

29. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
29
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

30. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
30
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.
• Teachers compare student needs to the next three suggested mini-lessons.
• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
• Teachers observe three different recorded versions of the same connection and teaching point.
• Teachers note observations of student engagement.
• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.
• Teachers identify the most effective version.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

31. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
31
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.
• Teachers compare student needs to the next three suggested mini-lessons.
• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
• Teachers observe three different recorded versions of the same connection and teaching point.
• Teachers note observations of student engagement.
• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.
• Teachers identify the most effective version.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

32. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
32
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.
• Teachers compare student needs to the next three suggested mini-lessons.
• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
• Teachers observe three different recorded versions of the same connection and teaching point.
• Teachers note observations of student engagement.
• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.
• Teachers identify the most effective version.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

33. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
33
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.
• Teachers compare student needs to the next three suggested mini-lessons.
• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
• Teachers observe three different recorded versions of the same connection and teaching point.
• Teachers note observations of student engagement.
• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.
• Teachers identify the most effective version.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

34. VIEW
AGENDA HOME
ADD TO
AGENDA
START
OVER
34
AGENDA
TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics:
• Whole Class Mini-Lesson Connection
• Whole Class Teaching Point
Select skill
development goal Skill Level 2
To apply principles to practice.
Skill Level 3
To assimilate skills and principles to develop
seamless practice and adaptive expertise.
Skill Level 4
To adapt skills and principles to new, novel, or
unpredictable situations and maintain mindful
practice.
Scroll to view suggestions for training activities.
Reflect:
Teacher
Metacognition
Observe:
Problem solve issues
in one’s own practice
Collaborate:
Self-direct refining
of teacher practices
Practice:
Refine skills to be
unconscious, fluid
Trainer Feedback:
How parts contribute to the
overall performance
Revise:
Use student data (to
improve practice
CREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.
• Teachers compare student needs to the next three suggested mini-lessons.
• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
• Teachers observe three different recorded versions of the same connection and teaching point.
• Teachers note observations of student engagement.
• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.
• Teachers identify the most effective version.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

35. In just a moment…
Your Training Room 2 selections for training activities
will be available to view from your Training Event Agenda.
35
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish Your
School Year
Training Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices
Into
Classroom
Sustain the
Training

36. SAVE
AGENDA HOME
EDIT
AGENDA
START
OVER
TRAINING EVENT AGENDA
ROOM 1
TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am
TRAINING TOPICS TRAINING GOAL TEACHER SKILL
LEVELS
GROUPING PREFERENCES
FOR TRAINING ACTIVITIES
• Mini-Lesson Connection
• Mini-Lesson Teaching Point
• Skill Level 3
• To assimilate skills and principles to
develop seamless practice and
adaptive expertise.
0 1 2 3 4
• Same Departments
• Mixed Skills
• Mixed Departments
• Mixed Schools
1 REFLECT
• Teachers listen to a series of teaching points.
• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
2 REVISE
• Teachers view analyze student reading records/writing about reading/conferring notes.
• Teachers compare student needs to the next three suggested mini-lessons.
• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
PRINT AGENDA
36
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School
Year Training
Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices Into
Classroom
Sustain the
Training

37. Congratulations!
Your agenda for Training Room 2 has been saved.
GO TO PRINCIPAL
DASHBOARD
LOG OUT
37
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish Your
School Year
Training Curriculum
Organize
Training
Event
Design
Training
Event
Measure
Impact of
Training
Move
Practices
Into
Classroom
Sustain the
Training