Creating Learning Labs in Urban Apprentice Schools

1. Creating Learning Labs in Urban Apprentice Schools Denver Public Schools UrTP Faculty Meeting April 17, 2007

2. Agenda • What Are Learning Labs and Why Do Them? • Setting the Stage for Learning Labs • Protocols • Context and Areas of Focus for Observation • Setting Up Learning Labs at Your School • Facilitator Tips

3. What are Learning Labs? • A structured professional development opportunity for teachers where they • Explore an issue of teaching and learning together • See promising practice IN ACTION and linked to profession readings and study • Observe one another's classrooms • Reflect on observations and questions in a facilitated process • Consider the implications for their own instruction

4. Why do Learning Labs? Learning Labs • Encourage teachers to explore instructional issues together. • Provide an opportunity for teachers to open up their classrooms and practice, which decreases isolationism. • Foster collaboration and trust among teachers throughout the school building. • Encourage reflection and analysis of teaching practice. ASCD

5. What is reflection? • Reflection is a process of self-examination and self-evaluation that effective educators regularly engage in to improve their professional practices. • Effective educators are reflective: They carefully examine their own and others' practices in order to strengthen the quality and the effectiveness of their work.

6. Setting the Stage • Use of Protocols and Facilitation • Structured process that ensures safety and trust • Facilitator who supports and guides the process • Emphasis on reflecting on own practice – mirror vs. magnifying glass • Setting it within a Context • Based on ongoing professional development (SIP school-wide, grade level groups, individual student interest, study groups, etc.) • Focus for Observation • Logistics • Planning, scheduling, releasing teachers, facilitating

7. Setting Up Learning Labs at Your School • Planning and Scheduling • Determine context and focus for observation; identify professional readings • Ed Leadership link; EBSCO link; Seattle link • Identify teachers to host the learning labs • Self-selection and Invitation • More structured approach • Develop a schedule and sign-up process for teachers to visit • Releasing teachers • Need at least 2 ½ hours • Schedule two labs in one day so subs can cover different classrooms in the morning and the afternoon • Choosing a facilitator • Select a facilitator who understands facilitation and use of protocols • Emphasize building trust among teachers by providing a safe, respectful setting

8. Facilitator Tips • Meet with the lab teacher ahead of time to discuss the lesson and possible questions, readings, handouts, etc. • Use the Pre-Brief Protocol to establish a safe, trusting environment and to set the focus for observation. • During the observation, encourage participants to stay close to the action. Take notes. • Use the Debrief Protocol to encourage nonjudgmental observations and reflections on participants’ own practice. Connect the learning to the research you’ve been doing.