Designing and Facilitating Highly Effective professional learning

1. Designing and Facilitating Highly Effective professional learning Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

2. Best Ever: A Memorable Audience Experience Recall a memorable audience experience: a concert, theater, sporting, or other event. Use the template below to record details. • Event (What/Who): • Where: • When: • Why might it be the “best ever”: Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

3. Analysis/Impact • Connect to Professional Learning • “Best Ever” Professional Learning Write an impact statement in this column. Example: • My “best ever” concert made me a fan for life. I bought the boxed set and follow the artist on Twitter • “Translate” how the impact might apply in professional learning. Example: • In professional learning, this might look like a teacher who continues researching a topic long after a professional learning session, or where a teacher builds on initial content and integrates new strategies into her instruction. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

4. outcomes Participants will: • Use an understanding of adult learners and their needs to guide the design and content of professional learning events. • Self-assess and establish goals based on the Presenter Elements. • Design professional learning events that are informed by best learning practices. • Learn how to build effective co- presenting skills and relationships. • Explore ways to respond to audiences that maintain a safe learning environment and build trust. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

5. Agenda Welcome and Connector Overview Working with Adult Learners Presenter Elements Co-Presenting Responding to Participants Facilitating Sensitive Subjects Storytelling/Anecdotes The Nuts & Bolts of Preparation and Design Closure and Evaluation Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

6. Collaborative Norms • Equity of Voice • Active Listening • Safety to Share Different Perspectives • Confidentiality • Respectful Use of Technology Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

7. Quadrant Partner brainstorm Work with your Road Runner partner to brainstorm a list of differences between adult and younger learners: Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

8. Adult learning assumptions • Adults have a drive toward competence, which is linked to self-image and efficacy. • Learning is enhanced when adults are active, involved, and self-directed. • What is to be learned must hold meaning; it must connect with current understandings, knowledge, experience, and purpose. • We don’t learn from experience as much as we learn from processing our experience – both successes and failures. Self-reflection, self-assessment, and self- direction are critical to learning and development. • Learning is both an opportunity and a risk; it requires dissonance and change. • Learning is the continual process of identity formation, or growing into more of who we are becoming. Adapted from the work of Linda Lambert, Professor, Dept. of Educational Leadership, California State University, Hayward Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

9. Four audiences An adaptation of the Thoughtful Education Model developed by Hanson, Silver Strong Associates, Morristown, NJ Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

10. Four audiences strategy sort • Read audience descriptors. • Review the strategies printed on the slips of paper. • Sort according to the type of learner best supported by a given strategy. • Discuss those that might support more than one type of learner and why. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

11. Four audiences Speaking to Four Audiences Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program An adaptation of the Thoughtful Education Model developed by Hanson, Silver Strong Associates, Morristown, NJ

12. Strategy Tables for Mentor Academy 4 Refer to handouts for additional instructions Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

13. Knowing your audience • What does this group need and want to know? • What are their major concerns related to this topic and this session? • What are the best and worst things that can happen in the session? • Is there anything going on in the organization or work culture that I should know about? • What is the audience expecting? • Is attendance voluntary or mandatory? Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

14. Knowing your audience pt. 2 • How many people will be attending? • Is the room setting conducive to learning based on group size and planned activities? • What is the gender, racial, and ethnic diversity of the group? • What are their cultural and religious orientations? • Is there any local jargon I should know about and include or avoid? • What is the context for this presentation? Is it part of a greater effort or a stand-alone session? • What activities will precede or follow this presentation? • How can I exceed expectations? What value-added component will be included that will set this presentation apart from all others? Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program From: How to Make Presentations that Teach and Transform. By Robert J. Garmston and Bruce M. Wellman ASCD 1992

15. Presenter elements and self-Assessment Refer to handouts for additional instructions Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

16. Self-assessment activity • Read each of the presentation elements. • Select 2-3 elements. • Re-read the ideas to consider located in the center column. • Record what you perceive as your strengths for each selected element and areas for growth. • Create a goal for yourself based on your areas for growth and record in the Next Steps Box Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

17. Fundamental understandings • Our primary goal is to create a powerful learning experience for the audience. • We can accomplish this goal best when we both are successful. • Each of us is there to support the success of the other. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

18. Before you begin • Talk…meet…develop a relationship • Clarify your norms • Audience: how and when to connect with and monitor • Space: where to sit and where to keep materials • Movement: when to circulate, reposition materials, etc. • Time: how to make and support time agreements • Comments: how to interject or add information • Devise ways to cue one another • Divided the content appropriately • Agree upon co-presenting strategies Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

19. Questions to support our work Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

20. Strategies for Co-presenting • Tag Team • Speak – and – comment • Speak – and – chart • Perform – and – comment • Duet From The Presenter’s Fieldbook: A Practical Guide by Robert Garmston, Christopher Gordon Publishers, Inc., 1997 Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

21. Co-presenting tips Before • Acknowledge what’s important to you as a presenter. • Divide the content into learning segments (chunks). • Divide preparation responsibilities (charts, materials, etc.) • Make agreements with your co-presenter about how you will handle in-the-moment decisions. During • Stay flexible and have a sense of humor. • Always make your partner look good! • Refer to comments made by your co-presenter whenever possible. • Avoid distracting “off-stage” behaviors – passing out materials, chatting, too much movement, etc. • Pay attention and be prepared to provide support at every point. • Keep close watch on time and check in with co-presenter regularly. Talk about and agree upon adjustments during breaks and lunch. • When time is running short, don’t cut learning activities. Participants will feel rushed if you cut much from “their” time. After • Debrief your work as a team; review evaluations and make adjustments/modifications to your presenter’s guide. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

22. Co-presenting language If you want to add critical information…use your agreed-upon cue to get your co-presenter’s attention and then: • What ___ said about X is important, and so is ___. • ___ mentioned X. That reminds me of the fact that ___. • When we consider ___, there are many things to keep in mind. ___ mentioned X and Y. In addition, it’s also important to ___. • ___ shared a number of perspectives on ___. Another perspective might be ___. • ___ noted ___. I’ve also noticed in my experience that ___. • When ___ mentioned X that brought to my mind a number of things. These include ___. Tip: If you want to add information or a personal anecdote, wait until you segue – you can offer an additional insight regarding the last content “chunk” without diminishing your partner. Caution: Don’t jump in too quickly presuming your partner has forgotten something. He/she may have just decided to change the order of the presentation chunk. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

23. Saving If you feel the need to “save” the co-presenter in a fix or when the discussion has veered dramatically off course… • This discussion brings up a number of issues. And it’s important to acknowledge how complex ___ can become. One consideration is to keep in mind is … This sort of discussion can really help elicit some of the issues and perspectives. At the same time, it is important that we ___. (This acknowledges that the issue is complex, has multiple perspectives, and there is no one right way. It helps the co-presenter save face, regardless of what has been said.) • (Once you have gotten the “go ahead” from your co-presenter to interject) The issues being raised here (note some of them, if possible) are important ones. I am wondering if I might jot them down for us so that we can keep them in mind as we move forward. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

24. Skipped a piece If your co-presenter has skipped a piece… • Raise your hand and ask a questions that might elicit the missing information. For example: In doing this activity, did you want the participants to break into small groups or work with partners? • Deliver the missing information yourself when you are next “on”. • When appropriate, interject to the audience: I know that ___ also wanted to talk to you a little bit about X. Turning to partner: Would it be a good time to take a few minutes to do that now? • Privately huddle with your partner during a break or independent work and decide when best the piece might be addressed/covered/re-inserted or skipped. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

25. Dividing the content • What makes the most sense for the success of the training? • What is the relative experience of each presenter with the training itself, the content, or presenting? • How do we support each person “owning” all of the content as much as possible while allowing for different levels of development or areas of expertise? • Some considerations: • Complexity (input and debrief) • Input and/or activity • Personal experience/anecdotes • Presenter readiness • Charting skills • Role-play • Logic and flow • Presenter and content “anchor” • Equitable = Equal Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

26. The most important thing Complete the following statement: The one most important thing about successful co-presenting is… My Answer: My Colleagues’ Answers: Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

27. 2 + 2 = 4 Activity instructions • Complete the following statement: The one most important thing about successful co-presenting is… • Conduct a brief “Stand-Up Meeting” with someone from another table group and verbally exchange your ONE most important thing. Record your partner’s answer in the second box. • Conduct a second “Stand-Up Meeting” and share you now TWO most important things and record your partner’s TWO most important things. • Conduct a third “Stand-Up Meeting” and share your FOUR most important things and record your partner’s FOUR most important things. • Return to your seat. • Highlight any key insights. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

28. Reflective writing: Personal Preferences • Which co-presenting styles or strategies seem the most comfortable for me? • What are or might be my personal strengths and challenges as a co-presenter? • What do I most look forward to about co-presenting? Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

29. Responding to participants • Think of a time when a participant managed to derail the learning by posing off topic questions or comments or by insistently pursuing a tangent not directly related to the topic. • As an audience member or presenter, how did this make you feel? • How did people respond? Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

30. Responding to participantsvia the four audiences Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program From the work of Silver, Strong, and Associates

31. Responding to participants by understanding their motivation Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

32. Responding to comments • Select two or three of the comments strips. • Discuss the “lens” that may apply. • Develop one or two ways to respond. • Be prepared to present your responses in a mini role-play Lens: Response: Lens: Response: Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

33. Responding to participants:Guidelines • Avoid becoming defensive • Listen and paraphrase • Ask clarifying questions • Allow for ambiguity • Invite audience comment • Avoid power struggles • Seek entry points • Model professional language • Uphold norms of respect and multiple perspectives • Maintain positive presuppositions • Reframe negative comments whenever possible Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

34. Sensitive Subjects • Individually brainstorm a list of sensitive subjects. • My list: • Within you table group, appoint a facilitator to ensure equity of voice. • At tables, share lists of sensitive subjects. • Together, create definition of Sensitive Subjects. • Our definition: Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

35. Facilitating sensitive subjects • If there is one, name the elephant in the room using neutral and honest language. • Acknowledge the norm of “to share different perspectives.” Our attitudes and opinions are formed by life experience. • Remember that confrontational attitudes can feel like a personal attack and usually cause defensiveness. • Disarm participant attacks by using coaching language, especially paraphrasing. • State your perspective in a neutral manner without preaching. • Share data or cite references to support ideas. • Actively listen, paraphrase, and clarify participants’ perspectives. • Be aware of what “pushes your buttons”. • Anticipate and prepare yourself for possible conflict. • Notice and articulate patterns in beliefs. • If individuals or groups feel little efficacy, then blame, withdrawal, and rigidity are likely. Remind participants that conflict is an opportunity to learn. • It is your responsibility to mediate – to shine a judgment-free light – whenever possible. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

36. Quote Adult learners have a wealth of experience. They are goal oriented and appreciate outcomes more than process. They have set habits, strong tastes, and have multiple responsibilities all of which draw upon their time and energy. They appreciate getting to the point and applying their learning to their personal context. Center for Universal Design in Education, University of Washington Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

37. Think of a Time Think of a time when you, a presenter, a classroom teacher, or a school administrator shared a story that was particularly effective in engaging the audience and/or illustrating a concept. What made it so effective? Jot your ideas on a separate piece of paper. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

38. Finding the Story • Personal stories • Autobiographical • Signature • Biographical • History, literature, and the arts • Indirect • Allegory • Metaphor • Culturally held • Your culture • Other cultures • Organizational Culture • Case Study Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program Adapted from The Presenters Fieldbook: A Practical Guide by Robert Garmston

39. Crafting an Effective Story • What is the main point of your story? What would you like participants to learn from your story? • What is your role in the story? Can the participants imagine themselves as you? • Which teacher or situation, individual or composite, will help you to illustrate this story? • What might have happened if you were not there? • What was the struggle or risk? • What essential details will make the story more vivid or pertinent? • What details are extraneous or less impactful? • What is the happy ending? • What is the call to action? Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program With thanks to Steven Denning and ThalerPekar

40. Sharing Stories and Anecdotes • Look over Finding the story and crafting an effective story. • Think about the content of a previous professional learning opportunity that you presented or one that is upcoming. • Identify a story or anecdote that might add clarity or enhance the learning. Jot some notes on a separate sheet of paper. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

41. Strategic Story telling practice With your Scooby Doo quadrant partner: • Partner A tells a story. • Partner B reflects back on the story. Offer feedback, possible using these stems: • The point of the story seemed to be . . . • It helped me understand, connect, reflect when . . . • One thing you may want to consider is . . . • One less impactful or extraneous detail was . . . • Partner A jots down possible revisions to incorporate feedback. • Switch roles and repeat. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

42. Presentation planning checklists The month before… • Topic and participant outcomes agreed upon • Audience profiled • Arrange for provisions of materials and equipment • If unknown; map, parking, keys, restrooms, custodial • Confirmation notice with agenda/outcomes/expectations Two weeks before… • Complete planning; create presenters’ guide, participant packet and PowerPoint (if used) • Prepare charts and print participant packets • Rehearse the entire presentation several times • Prepare music for opening, transitions, closing • Confirm room/equipment reservation Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

43. Checklist The day before… Load all materials, charts, supplies in a box and double check. Recommended materials/supplies include: • Water-based chart markers • Blue painter’s tape • Timer or audio signal (chime) • Table containers with post-its (various sizes), pens, pencils, highlighters, markers • Blank paper • Chart packs • Attendance sheet(s) • Name Tags; audience and presenter(s) • Miscellaneous materials for activities (table tents, 5 X 7 cards, colored dots, etc.) • Stapler • Dry Erase Markers • Scissors • Extension Cords • Any technology that might not be provided; speakers, special cords, etc. • Participant packets, other resource materials • Review presenters’ guide and personal notes. Run a “dress rehearsal”. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

44. Checklist 3 The day of the presentation… • Arrive at least an hour before the assigned time when participants are expected to arrive. • Set up equipment and test, particularly if you will be using multiple devices and/or video. • Make sure the room arrangement will meet the needs of your audience. Stand/sit in different areas of the room to be sure that all participants will be able to see you/screen. • Presenters’ table should be off to the side in the front of the room. This is where the co-presenter will sit during their “off stage” time. • Hang up charts: Welcome sign with presenters’ names, Agenda, Norms, Outcomes, Parking Lot, Quadrant Partners, What’s • Working/Questions/Suggestions, any other specific charts for your presentation. • Arrange packets on tables and other materials in an easy to reach location. • Be finished and ready to greet participants as they arrive. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

45. Room arrangement From How to Make Presentation that Teach and Transform, Robert J. Garmston and Bruce M. Wellman, ASCD, 1992 Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

46. Professional Learning Planning Guide Focus: Topic: STEP 1: Audience • What do I know? • What do I need/want to know? STEP 2: Purpose and Outcomes • Identify the purpose of the presentation • Identify 2-3 outcomes; what do you want participants to be able to know or do? STEP 3: Content • Brainstorm; what are all the relevant ideas that are related to the topic you are presenting? STEP 4: Main Ideas • Circle or highlight the main or essential ideas from among those you’ve identified above. Remember…less is more. STEP 5: Relationships • Use arrows to show relationships among the ideas in order to organize and sequence your presentation. STEP 6: Strategies • Choose at least 2-3 strategies, more for longer presentations, you will use to present your information. • Analyze what type of learners these strategies support. How might you include strategies that support all types of learners? Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

47. Strategies to Learning theory Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program Adapted from Professional Learning Strategies That Engage the Adult Brain, Marcia Tate

48. 3 – 2 – 1 Partner Conversation Think about an audience that you will be presenting to in the future. Write… 3. Things you most look forward to about working with this audience. 2. Challenges you might face in working with this audience. 1. Thing about this audience you most want to keep in mind as you go about designing your presentation. Find your Bugs Bunny quadrant partner. Have a Stand Up Meeting and share your 3-2-1 with your partner. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

49. Openings (Connectors) • Sets the tone • Establishes rapport • Builds community • Assesses the audience • Addresses “reptilian” needs • Gets participants ready to learn • Identifies focus & outcomes • Provides a roadmap • Connects to prior knowledge What are some examples of effective openers you have used or have participated in? Elbow partner share. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program

50. Closure key points • Plan your closings in detail. You want to close your presentation with a memorable ending. • Review your Outcomes and Agenda. • Use different ways to summarize learning. • Ask participants to personalize key learning experiences. • Encourage individuals to identify next steps. • Honor your closing time. Try to end 5 minutes early. • Collect evaluation data. Make sure you plan this within the presentation timeframe, not an additional time. • Thank your audience. • If you have used music, turn it back on as participants exit. • Be available to talk with individual participants after finishing. Based on the work of The New Teacher Center and the Salem-Keizer Mentor Program