1. PD Where you need it,
When you need it
Lesson Study as a PD model
Cherie Esposito cesposito@sd129.org
Principal at Hall Elementary School in Aurora, IL
Erin Holland diff.coach@gmail.com
Literacy Professional DevelopmentCoordinator forWest Aurora SD 129
2. Research base
▪ Evidence based
▪ Internationally Renowned
▪ Most PD models have no research base
▪ Most PD is done “because that’s the way
we’ve always done it”
▪ Not enough SIP days, not enough
institute days, competing structures for
these days
3. How this came to be
▪ Cherie’s CCSS work with her staff
▪ Hiring consultants from the publishing company had many
drawbacks
– Misinformation
– Lots of man hours spent cleaning up and preventing misinformation
– No rapport with staff
– No vested interest in student achievement
▪ Consultants can cost 2500-3800 a day. This PD costs as much as your
subs (100/daysXof teachers)
▪ Can be done without subs over a week if you have common plan time
▪ `Copy of NEW Updated Hall Extended Planning Schedule 2014-
2015.xlsx
5. Topics
▪ Examples: Guided Reading, drawing conclusions,
retelling, main idea, deeper thinking, shared
reading, center management, asking questions,
extended response writing, inferring
▪ Based on data
▪ Build rather than create consensus
▪ Any literacy topic
▪ Draws on expertise in the room
7. Highly received
I want lesson study again
No, I do not want lesson
study
I want Reading PD in
another format such as
Kane county or SIP
modeling
center ideas
motivation
planning time
collaboration time
technology
assessment
teaching inferring
Guided Reading
More computers
vocabulary
homework guidance
classroom management
teaching main idea
early childhod pd
long and short vowels
9. Suggestions
▪ Role out at principals’ meeting complete with schedule
▪ Hire permanent subs for the project, as we were often short subs
▪ Work with principals to garner support for a non-negotiable model
▪ Three rounds per year
▪ Tie Student achievement directly to our work
12. References
▪ Lewis, C. (2002b). Lesson study: A handbook of teacher-led instructional
change. Philadelphia: Research for Better Schools.
▪ National Research Council. (2002). Studying classroom teaching as a medium
for professional development. Proceedings of a U.S.-Japan workshop. H. Bass,
Z. Usiskin, & G. Burrill (Eds.). Mathematical Sciences Education Board.
Washington, DC: National Academy Press.
▪ Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the
world's teachers for improving education in the classroom. NewYork: Summit
Books.
▪ Yoshida, M. (1999b). Lesson study: A case study of a Japanese approach to
improving instruction through school-based teacher development. Doctoral
dissertation, University of Chicago.