No Teacher Left Behind

1. No Teacher Left Behind Creating Professional Development for Transfer to Classroom Practice Overview

2. The handshake • It means to sort of squeeze their hand, not too hard that their hand turns blue, then shake it firmly. • It means that someone is sending you the message that they are serious. • To me it means that you are sincere and not just handing the other person a "wet fish". That was something my mother always told me. I'm 70 years old now and to this day, I always get a good reaction when I shake hands with someone. Think how you feel when another person just kind of puts their hand in yours, versus someone who gives you a firm handshake. • It can also be construed to mean “we’re in agreement” or even that an informal contract has been reached, as in the proverbial handshake deal. And on a still deeper level, it can mean “everything’s OK between us.

3. Handshake Protocol • Make eye contact with someone that you are not sitting near. • Introduce yourself to your partner • Decide what your handshake might mean and complete a handshake • Respond to the prompt • Find a new partner and repeat the process

4. Handshake Prompts • Research tells us that only 10% of all teacher training is used in the classroom. What is your theory on why this is occurs? • Share you and your previous partner’s theory on why only 10% of training transfers to the classroom. Discuss who owns this issue and what should the owner do about the issue? • Share your needs and expectations for this course.

5. Changing your lens • In order to leave no teacher behind, you will need to change you perspective on what and how we do professional development • Recognize there is more than one right answer • Get yourself in the right place to maximize your potential • Improve your technical skills • USE CREATIVITY • Turn the ordinary into extraordinary

6. Understanding Your Team • Learning Style Inventory • If you leave a team member behind you decrease your chance of success significantly • Internal and External • Intuitive and Sensing • Thinker and Feeler • Judger and Perceiver • Learning Inventory

7. Examining Advance Organizer, PD Calendar

8. Defining Transfer • Base group KICN • Indicate what you know • Indicate what you think is important and why you think that • Small group jigsaw dig • Transfer Article and QFIC • Rubrics and Check Lists • Base group • Discuss a transfer definition for transfer and QFIC • Indicate what was confirmed for your group • Indicate what was new and important • What would you discard from your know and important list

9. School Goals for Sessions • Based on the information from class – study your current plan to identify most important gaps in current • Based on the information from class – generate ideas for improving your current improvement plan and PD • What might be some targets that would indicate you have made improvement in your plan with some specific dates

10. Closure • Develop and post one essential question about transfer and training • 45-30-15 metacognition and share • Share your school goals you will accomplish during this course with a PDSA