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1. ______________________________________________________________________________________________________________________________________________________

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 effective feedback methods and content. • Participants will understand the relationship between feedback, the Workshop Model 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 Resolution Style Archie Bunker: Directing & Controlling Directing & Controlling Collaborating Compromising Accommodating Avoiding/Denying Appealing to a Greater Authority See Handout Conflict Resolution 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” 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 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 effective feedback, the Workshop Model 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 Effective Feedback Learning Target: Participants will understand methods and content of effective feedback. Success Criteria: Participants will name ways to refine their feedback practices to meet the needs of their students.

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

21. When teachers join forces with their students in the formative assessment process, their partnership generates powerful learning outcomes. Teachers become more effective, students become more actively engaged, and they both become intentional learners. Advancing Formative Assessment in Every Classroom , Moss & Brookhart Quick Review

22. When the cook tastes the soup, that's formative. When the guests taste the soup, that's summative.” Robert Stake Discuss this quote with a colleague. What other analogies, metaphors or images represent your understanding of formative and summative assessment?

23. What is the role of feedback?

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

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. Text Based Discussion • Read “Feedback Strategies: Methods and Content” and/or “Effective Feedback” like a love letter… 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. BLT Planning Time How will you support your colleagues back at school? Processes? Resources? Groupings? Time?

34. Welcome Back! Use “Nutritional Value of Feedback” as a lens to examine your feedback practices. How has your thinking regarding feedback evolved or changed?

35. The Workshop Model & Effective Feedback Learning Target: Participants will understand the relationship between effective feedback, the Workshop Model and the Learning-Assessment Process Model. Success Criteria: Participants will have an understanding of the how the workshop model allows them to provide students with effective feedback.

36. The Workshop Model is a research based underpinning of the Learning-Assessment Process.

38. Guiding Question: How can we capitalize on the structure of the workshop model to provide more effective feedback? • Review “Workshop Model Structure” handout. • Review “Effective Feedback” handout. • Brainstorm opportunities for feedback within each component of the workshop model. • Work collaboratively with your teammates. • Consider, what could “feedback” look like and sound like within the workshop model?

39. Workshop Structure and Feedback

40. Workshop Structure and Feedback

41. Workshop Structure and Feedback

42. Workshop Structure and Feedback

43. Workshop Structure and Feedback

44. Reflection How does the Workshop Model support feedback within the Learning-Assessment Process Model?

45. Feedback Workshop Mini-lesson: Teacher Model Work Time: Cooperative Work Debrief: Share new insights

46. Mini-lesson Examining Student Work: • How can I provide effective feedback to this student? • Did the student “hit” the target? • If so how, if not why? • What feedback will be most effective? Written or Verbal? • How will this data guide my instruction? Resources: Effective Feedback handout & Table Task

47. Work Time Examining Student Work: • How can I provide effective feedback to this student? • Did the student “hit” the target? • If so how, if not why? • What feedback will be most effective? Written or Verbal? • How will this data guide my instruction? Resources: Effective Feedback handout & Table Task

48. Debrief/Reflection Examining Student Work: • Why is it important to have a clear learning target? • What was “easy” or “challenging” in the process? • What was your “teaching point” for the student? • What would your “next step” be for this student or your class?

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

50. Professional Learning Activities