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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 • Apply effective facilitation techniques to the needs of adult learners • Design a process for reviewing and refining Individual Professional Implementation Plans • Investigate the importance of students understanding learning targets and criteria for success within the Learning-Assessment Process Model • Establish the relationship between 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?

6. Gathering… As an instructional leader one of our responsibilities is situational awareness… What do you see?

7. What do you see?

8. What do you see?

9. What do you see?

10. What do you see?

11. What do you see?

12. Situational Awareness How is the implementation of the Learning-Assessment Process Model and the Individual Professional Implementation Plans perceived in your school? What actions are you taking to support this change initiative?

13. Facilitating Adult Learning Learning Target: 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.

14. Facilitation Techniques • Rituals and Routines • Standard Agenda Template • Affirmative Questions • Promote Rigor • Managing Group Dynamics • Lighthearted Moments

15. Facilitation Techniques Read and annotate “Facilitation Techniques” Assess your team’s strengths and needs As a team share findings and set a goal for your next gathering

16. Individual Implementation Plans Learning Target: Design a process for reviewing and refining Individual Professional Implementation Plans. Criteria for Success: BLTs will complete a draft facilitation plan.

17. 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***

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

19. Planning Template Event ______________________________________________________ Date Learning Targets: • Analyze and revise Individual Professional Implementation Plans • Investigate the role of students understanding learning targets and criteria for success within the Learning Assessment Process Model • Establish the relationship between 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)

20. Learning Targets and Criteria for Success Learning Target: Investigate the importance of students understanding learning targets and criteria for success within the Learning-Assessment Process Model Success Criteria: Teachers will design learning targets that students understand.

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

22. 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.

23. 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.

24. Consider your students… Do your students know what a learning target is? Do your students know how to “hit” the target?

25. WIZARD OF OZ Do your students know what lies behind the curtain? Create your own metaphor for Formative Assessment and the Learning-Assessment Model.

26. Misconception #1 Informing the students of the learning target by telling them what it is or by writing it on the board is sufficient. Turn & Talk Moss & Brookhart, 2009

27. Misconception #2 Sharing a rubric with students will ensure they understand the criteria for success. Turn & Talk Moss & Brookhart, 2009

28. Strategies to Support Students’ Understanding of Learning Targets & Criteria Success • Questioning • Planning and Envisioning • Using Examples • Using Rubrics Moss & Brookhart, 2009

29. Text Based Discussion 1. Read “Strategies for Helping Students Understanding Learning Targets and Criteria for Success” like a love letter and try to ooze out as much information as you can. 2. Share new insights and new practices with your teammates. 3. Brainstorm additional techniques and examples.

30. Have a Go… • Identify a Standards Based Learning Target… • Rewrite the Learning Target in language students understand… • Name your Criteria for Success… • Select a strategy to support students’ understanding of the Learning Target and Criteria for Success.

31. Fostering Student Understanding

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

33. Welcome Back! Create your recipe for constructivism… Potential Ingredients Active Learning Conceptual Complexity Personal Authentic Social Self Awareness Intrinsic Motivation Relevancy Novelty Difficulty ZPD Reflection Marzano, Robert, Waters, Timothy and McNulty, Brian. (2005).School Leadership that Works: From Research to Results, ASCD.

34. Workshop Model Learning Target: Investigate the relationship between the Workshop Model and the Learning-Assessment Process Model Success Criteria: Participants will be able to identify where and how various components of the workshop model fit into the Learning Assessment Process Model.

35. What is the Workshop Model? • Based upon constructivism • Parallels “Expert & Apprentice” experience • New learning is created rather than supplied (transaction vs. transmission) • Time is organized to maximize student engagement with content and practicing new skills

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

37. Workshop: The Key to Listening to Teach • Workshop as Structure • Workshop as Routine • Workshop as Ritual • Workshop as System That Workshop Book, Samantha Bennet, 2009

38. Structure Allocation of time promotes students’ active engagement in learning. That Workshop Book, Samantha Bennet, 2009

39. Routine Habitual sequence of events in the classroom. That Workshop Book, Samantha Bennet, 2009

40. Ritual Rituals have emotional significance. That Workshop Book, Samantha Bennet, 2009

41. System Interconnected and Purposeful That Workshop Book, Samantha Bennet, 2009

43. Workshop Spotlight “Structure” • Read each section of “Workshop Model Structure.” • In the margin paraphrase the essence or gist of each section or sketch an icon or illustration. • Discuss the reading and your annotations with your team.

44. Workshop Terminology and Use of Time

45. Today’s Workshops

46. How does the workshop model support the Learning-Assessment Process Model? • Review Workshop Slides & Handout • Review Learning-Assessment Process Model Investigate: Create an anchor chart that illuminates your understanding of the relationship between the two models. • Ideas for Anchor Charts: • Icons • Metaphors • Synthesis Statement • Illustration • Comic

47. Reflection How does the Workshop Model support the Learning-Assessment Process Model?

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

49. Professional Learning Activities Turn & Talk Optical Illusions Text Based Discussion Student/Teacher Work Protocol Recipes Have a Go! Independent Reading & Writing Anchor Chart: Show what you know

50. Wrap Up Site-based planning time Please complete your evaluation form as this helps us plan our next gathering. Be sure to “clean your space and leave no trace.”