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Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, then record a key takeaway from the video, then click publish

On a second pop-up, add your name, then record a lingering question around student ownership and success criteria.

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Facilitated by an empowered teacher leader

Linked to a continuum of learning

Data driven and aligned student needs and student learning.

Aligned to a proven structure

Structured to meet needs/levels of learning of the participants

Grounded in student work/artifacts

Designed and facilitated with the characteristics of powerful professional development in mind

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I love learning about effective PD and hearing the conversation in the video because it connects with what PLC should look like! The Five Steps should build collective efficacy because we wouldn’t just sit in PD hearing what admin wants, but we would look at our actual students, figure out what they need, try something new, and then come back to see if it worked. If we consistently analyzed student work together and saw growth from changes we made, it would reinforce that what we do matters. It should shift the mindset from “my kids” to “our kids” and build confidence that, as a team, we really can impact student learning.

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Lingering Question: How can we advocate for more meaningful, student-centered PD that truly follows the Five Steps cycle without it sounding like criticism of what we’re currently doing?

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The teacher kept referring back to the student needs and looking over the student work. I know that we tend to only look at the exemplar student work in my current PLC, and while this is a great concept too, I would like to focus on the students that have specific needs. I like knowing what the students are needing makes it easier to meet the needs of those students. Not just looking at oh they made 75%, but why are they making that grade and what could we do to improve. She made the whole process sound very applicable to how teachers should be utilizing their PLC time.

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Lingering question: Still struggling with some student ownership of learning, any strategies that have worked before for even those students that refuse to pick up a pencil?

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In the video, my key takeaway is the value of PD time for providing resources and collaboration opportunities to develop lessons that are directly applicable to student needs. I also appreciate that, for teacher buy-in, a PD leader must first test and model what they believe should be implemented.

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Takeaway: PLCs are not useful unless they identify problems, teach methods of solving said problems, and then look at the student artifacts to measure the effectiveness of the teaching method. PLCs at this teacher's school weren't griping sessions. They were used to ID problems, but more importantly, they were used to come up with solutions. Addtionally, and my favorite part, the PLC came back together, talked about the results of the new teaching method, and they looked at what happened in the classroom!

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Lingering question: How do we take our PLCs from gripe sessions to problem solving think tanks? How do we make PLC seem less of a burden and something to look forward to?

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The Five Steps for Learning protocol gives a structure for learning that lends itself to increasing teacher efficacy within the group. In some places, the lead learner might be a facilitator. But the lead learner could change from cycle to cycle. This builds confidence and opportunities for growth. Also, since the protocol/PLC deals with classroom data instead of big data, the impact on student learning can be seen much more clearly and quickly. Efficacy means believing we as teachers can make an impact. The learning protocol allows us to build confidence in ourselves and our colleagues. Knowing that the entire building is focused on student achievement is true efficacy.

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I am curious how much time schools have for PLCs to truly implement the five stages of this process. At our school, we meet once a week during student office hours (2b1) for 30 minutes and have a yellow day (teacher PLC day) once a quarter. With that limited time, do you implement this process only with your essential standards?

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Q1: Development time should not be done in isolation. It is a collaborative time developed to fit the needs of students. It also allows the lead teacher to provide feedback (we-do) while the leadership team can identify areas of support for teachers.

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Q2: If the cycle doesn't have the desired outcome, should it be repeated from the beginning or start at the development phase? Should the goal be reevaluated? I guess part of this answer depends on the nature of 'failure.'

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The key takeaway is that teachers are learning alongside the students in a process that has a proven impact on both stakeholders. Teaching/evaluating students in real-time via microdoses is manageable. Teachers can determine what "explicitly" needs to be taught/assessed and when. The cycle for teacher learning compliments the cycle for student learning.

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Q2: Why aren't more curriculums designed to reflect this learning model?

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The Five Steps protocol isn't just a structure. It's designed to help us believe in ourselves as a team. When a team believes it can make a difference, that's when real change happens.

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Key takeaway - There is a shared responsibility for the student outcomes and the teachers should learn, plan, and reflect together with ongoing support and reflection.

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Question - How do we encourage others in the PLCs to move to this line of thinking?

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The Five Steps for Effective Learning protocol align with professional development that builds collective efficacy through helping provide focus and success. When each step begins with the need in mind and has a clear goal it provides clarity for instructors. Also, modeling and having a constant need to assist with development are also in alignment with both practices. Last another alignment of both practices is encouraging ongoing feedback and reflection to verify the impact on student learning and instruction

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Key takeaway- reinforces how essential professional development is in supporting teachers to plan lessons based on student work and data and in providing the tools and resources needed for effective instruction.

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Question: How can we be consistent with PLC's by staying positive and on task?

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If professional development is not centered around students' needs, the outcome will not be as impactful. The teacher in the video continually referred back to student needs when she was talking.

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How do we keep our PLC time focused on student learning and not spend the majority of the time on student behavior issues?

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I love having a plan for PD, and understanding the Five Steps for Effective Learning protocol is a circle that you can build on.

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Lingering question around student ownership: I still have students struggling to even try or take ownership of the basic criteria. Any ideas to get them past the first step?