3. select activities create agenda.final
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The document describes a system for principals to plan teacher professional development activities. It allows principals to: 1. Use teacher survey data and a proprietary algorithm to calculate skill levels, sort teachers into groups, and match activities to needs. 2. Access a "Warehouse of Teacher Learning Activities" and select activities for inclusion in a "Learning Activity Planner". 3. The planner interface is shown, with options to select activities targeted to an acquisition skill level, and populate a learning agenda for a specific training event.
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3. select activities create agenda.final
- 5. 5 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION) Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER Note: From the Teacher Group Organizer Note: From the Content Organizer
- 6. 6 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION) Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER 1 • First give teachers a series of strong examples and name why they are strong – videos, wriben plans, vignebes. • Then give teachers strong examples. In groups, teachers name why they are strong. 2 • Trainer simulates or shows a video of a strong connec/on + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals, props) that exemplify the criteria of a strong connec/on + teaching point. 3 • Individual or small groups reflect on their own lessons to find examples of the criteria. Strategy Goal Ac/vi/es
- 7. 7 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER 1 • First give teachers a series of strong examples and name why they are strong – videos, wriben plans, vignebes. • Then give teachers strong examples. In groups, teachers name why they are strong. 2 • Trainer simulates or shows a video of a strong connec/on + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals, props) that exemplify the criteria of a strong connec/on + teaching point. 3 • Individual or small groups reflect on their own lessons to find examples of the criteria. Preset Grouping Preferences Skill Level Department School Mixed Mixed Mixed Save Edit OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
- 8. 8 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER 1 • First give teachers a series of strong examples and name why they are strong – videos, wriben plans, vignebes. • Then give teachers strong examples. In groups, teachers name why they are strong. 2 • Trainer simulates or shows a video of a strong connec/on + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals, props) that exemplify the criteria of a strong connec/on + teaching point. 3 • Individual or small groups reflect on their own lessons to find examples of the criteria. Preset Grouping Preferences Skill Level Department School Mixed Mixed Mixed Save Edit OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
- 9. 9 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
- 10. 10 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
- 11. 11 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER • Teachers watch a video together and discuss how the students knew it when the teacher was star/ng the connec/on and when the teacher was sta/ng the teaching point. Preset Grouping Preferences Skill Level Department School Mixed Mixed Mixed Save Edit OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
- 12. 12 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level. Reflect to: Iden/fy Examples of Criteria Observe to: Determine Impact on Students Collaborate to: Understand Teacher Decisions PracAce to: Grow in Teaching Prac/ces Receive Feedback to: Determine Causes for Ineffec/veness Revise to: Improve Prac/ces CREATE OWN ACTIVITIES SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER • Teachers watch a video together and discuss how the students knew it when the teacher was star/ng the connec/on and when the teacher was sta/ng the teaching point. Preset Grouping Preferences Skill Level Department School Mixed Mixed Mixed Save Edit OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
- 14. SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER OCTOBER 18, 2017 LEARNING AGENDA ROOM 1 – Skill Level 1 (Acquisi/on) TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am TRAINING TOPICS • Mini-Lesson Connec/on • Mini-Lesson Teaching Point Learning AcAvity 1 Learning Strategy: Reflect Learning Goal: IdenAfy Examples of Criteria Grouping: Mixed Skill--Mixed Department--Mixed School • First give teachers a series of strong examples and name why they are strong – videos, wriben plans, vignebes. • Then give teachers strong examples. In groups, teachers name why they are strong. Learning AcAvity 2 Learning Strategy: Create Own Learning Goal: Create Own Grouping: Mixed Skill--Mixed Department--Mixed School • Teachers watch a video together and discuss how the students knew it when the teacher was star/ng the connec/on and when the teacher was sta/ng the teaching point. PRINT AGENDA 14 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Agenda
- 17. Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER Teachers at Applica/on Level Reflect to internalize the principles of effec/ve instruc/on • Leader simulates an effec/ve mini-lesson. • Leader supports group through the naming of teacher talk and other moves that exemplifier the characteris/cs of effec/veness for each part of the mini-lesson under focus for today’s training. • Teachers observe a recorded mini-lesson. • In small groups, teachers name teacher talk and moves exemplifying characteris/cs of effec/veness for each part of the mini-lesson under focus for today’s training. • Teachers read a mini-lesson vignebe (wriben script), wriben down the lel side of page. • Along the right side, teachers annotate the exemplars of the characteris/cs of effec/veness for each part of the mini-lesson under focus for today’s training. Teachers at Integra/on Level Reflect to be meta-cogni/ve about their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus for today’s training, leader uses the simula/on’s exemplars to brainstorm examples of their teacher moves which also exemplify characteris/cs of effec/veness. • Teachers observe a recorded mini-lesson. • In small groups, teachers use simula/on exemplars to brainstorm their own teacher moves which also exemplify characteris/cs of effec/veness. • Teachers read a vignebe (wriben script) of a mini-lesson, wriben down lel side of page. • Along the right side, teachers brainstorm their own teacher moves which also exemplify characteris/cs of effec/veness. Teachers at Adapta/on Level Reflect to be more mindful of their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus, leader uses simula/on exemplars to support teachers in first lis/ng their own examples of teacher talk/moves and then revise those examples to be even more effec/ve. • Teachers observe a recorded mini-lesson. • In small groups, teachers uses simula/on exemplars to support teachers to first list and then consider revisions for their teacher talk/moves to be even more effec/ve. • Teachers read a vignebe (wriben script) of a mini-lesson, wriben down lel side of page. • Along the right side, teachers first lis/ng their own examples of teacher talk/moves and then revise those examples to be even more effec/ve. Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels. Reflect to Iden/fy Examples of Criteria Observe to Determine Impact on Students Collaborate to Understand Teacher Decisions PracAce to Grow in Teaching Prac/ces Receive Feedback to Determine Causes for Ineffec/veness Revise to Improve Prac/ces CREATE OWN ACTIVITIES Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER TRAINING ROOM 2 17
- 18. Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER Teachers at Applica/on Level Reflect to internalize the principles of effec/ve instruc/on • Leader simulates an effec/ve mini-lesson. • Leader supports group through the naming of teacher talk and other moves that exemplifier the characteris/cs of effec/veness for each part of the mini-lesson under focus for today’s training. Teachers at Integra/on Level Reflect to be meta-cogni/ve about their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus for today’s training, leader uses the simula/on’s exemplars to brainstorm examples of their teacher moves which also exemplify characteris/cs of effec/veness. Teachers at Adapta/on Level Reflect to be more mindful of their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus, leader uses simula/on exemplars to support teachers in first lis/ng their own examples of teacher talk/moves and then revise those examples to be even more effec/ve. Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels. Reflect to Iden/fy Examples of Criteria Observe to Determine Impact on Students Collaborate to Understand Teacher Decisions PracAce to Grow in Teaching Prac/ces Receive Feedback to Determine Causes for Ineffec/veness Revise to Improve Prac/ces CREATE OWN ACTIVITIES Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER TRAINING ROOM 2 Preset Grouping Preferences Skill Level Save Mixed Department Same Mixed Edit School Mixed 18
- 19. Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER Teachers at Applica/on Level Reflect to internalize the principles of effec/ve instruc/on • Leader simulates an effec/ve mini-lesson. • Leader supports group through the naming of teacher talk and other moves that exemplifier the characteris/cs of effec/veness for each part of the mini-lesson under focus for today’s training. Teachers at Integra/on Level Reflect to be meta-cogni/ve about their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus for today’s training, leader uses the simula/on’s exemplars to brainstorm examples of their teacher moves which also exemplify characteris/cs of effec/veness. Teachers at Adapta/on Level Reflect to be more mindful of their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus, leader uses simula/on exemplars to support teachers in first lis/ng their own examples of teacher talk/moves and then revise those examples to be even more effec/ve. Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels. Reflect to Iden/fy Examples of Criteria Observe to Determine Impact on Students Collaborate to Understand Teacher Decisions PracAce to Grow in Teaching Prac/ces Receive Feedback to Determine Causes for Ineffec/veness Revise to Improve Prac/ces CREATE OWN ACTIVITIES Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER TRAINING ROOM 2 Preset Grouping Preferences Skill Level Save Mixed Department Mixed Edit School Mixed SAVE ACTIVITIES HOME EDIT ACTIVITIES 19 Preset Grouping Preferences Skill Level Save Mixed Department Same Mixed Edit School Mixed Preset Grouping Preferences Skill Level Save Mixed Department Same Mixed Edit School Mixed
- 20. Training Topics: • Whole Class Mini-Lesson ConnecAon • Whole Class Teaching Point SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER Teachers at Applica/on Level Reflect to internalize the principles of effec/ve instruc/on • Leader simulates an effec/ve mini-lesson. • Leader supports group through the naming of teacher talk and other moves that exemplifier the characteris/cs of effec/veness for each part of the mini-lesson under focus for today’s training. Teachers at Integra/on Level Reflect to be meta-cogni/ve about their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus for today’s training, leader uses the simula/on’s exemplars to brainstorm examples of their teacher moves which also exemplify characteris/cs of effec/veness. Teachers at Adapta/on Level Reflect to be more mindful of their prac/ce • Leader simulates an effec/ve mini-lesson. • For each part of the mini-lesson under focus, leader uses simula/on exemplars to support teachers in first lis/ng their own examples of teacher talk/moves and then revise those examples to be even more effec/ve. Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels. Reflect to Iden/fy Examples of Criteria Observe to Determine Impact on Students Collaborate to Understand Teacher Decisions PracAce to Grow in Teaching Prac/ces Receive Feedback to Determine Causes for Ineffec/veness Revise to Improve Prac/ces CREATE OWN ACTIVITIES Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Ac/vity Planner OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER TRAINING ROOM 2 Preset Grouping Preferences Skill Level Save Mixed Department Mixed Edit School Mixed SAVE ACTIVITIES HOME EDIT ACTIVITIES 20 Preset Grouping Preferences Skill Level Save Mixed Department Mixed Edit School Mixed Preset Grouping Preferences Skill Level Save Mixed Department Mixed Edit School Mixed
- 22. SAVE ACTIVITIES HOME EDIT ACTIVITIES START OVER OCTOBER 18, 2017 LEARNING AGENDA ROOM 2 – Integra/on, Consolida/on, Consulta/on Levels TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am TRAINING TOPICS • Mini-Lesson Connec/on • Mini-Lesson Teaching Point Learning AcAvity 1 Learning Strategy: Reflect Learning Goal: IdenAfy Examples of Criteria Grouping: Mixed Skill--Mixed Department--Mixed School • Leader simulates an effec/ve mini-lesson. • Leaders support individuals in their self-assigned role for this small group ac/vity: • (Applica/on )Name teacher talk and other moves that exemplifier the characteris/cs of effec/veness • (Integra/on) Use simula/on exemplars. Brainstorm their examples of teacher moves which exemplify characteris/cs of effec/veness. • (Adapta/on) Use simula/on exemplars. First list their examples of teacher talk/moves and then revise those to increase effec/veness. Learning AcAvity 2 Learning Strategy: Revise Learning Goal: Improve PracAces Grouping: Same Skill--Mixed Department--Mixed School ApplicaAon Learning AcAvity IntegraAon Learning AcAvity AdaptaAon Learning AcAvity • Teachers observe two (recorded) versions of the same mini-lesson. • Teachers note observa/ons of student engagement for components under focus. • Teachers analyze student data generated in response to the mini-lesson. • Teachers iden/fy the most effec/ve version. • Teachers observe two (recorded) versions of the same mini-lesson. • Teachers analyze student data generated in response to the mini-lesson. • Teachers iden/fy the most effec/ve version. • Each teacher observes a recording of their own lesson and the student data generated in response to mini-lesson. • For the components under focus, teachers iden/fy the characteris/cs of effec/veness. • Teachers observe two (recorded) versions of the same mini-lesson and analyze student data generated in response. • Teachers iden/fy the most effec/ve version. • Each teacher observes recording of own mini- lesson and student data. • For the components under focus, teachers iden/fy the characteris/cs of effec/veness and suggest revisions which would result in high student engagement and achievement. PRINT AGENDA 22 Teaching Teachers Literacy 2017-2018 SCHOOL YEAR Establish School Year Learning Curriculum Organize Learning Events Select Learning Ac/vi/es Measure Impact of Learning Move Learning Into Classrooms Learning Agenda