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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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When teachers know exactly what they are learning and why it is important for students it builds a shared purpose and belief that improvement is possible. There is a mind shift as you see changes made to instruction directly impacting student learning.

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Seeing students obtain new learning from teaching that has been designed by teachers who have had the chance to work collaboratively and really focus on content and meaning, teachers can see the value in the work and the importance it has for students.

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How to get younger students (ages 3-7) to take more ownership in their learning?; having the intrinsic motivation to learn and the reason for doing so

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Video Takeaway: Student work plays an important role in targeting needs, developing student supports & finding evidence of impact, whether it's positive or negative.

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What routines or artifacts allow for consistent use of clear success criteria to influence students’ ability to take ownership of their learning and accurately self-assess their progress?

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The whole process is collaborative. There is a collective focus on student and teacher needs, with data/artifacts/work used to determine need and next steps. This is an ongoing process where there is support and coaching continually improve the efficacy of teachers.

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Key Takeaway: I like how the phrase "field testing" was referred to over and over. I think it is important as teacher leaders (in whatever capacity) to test our ideas out before asking others to try them. I am still in a teaching role right now, and I definitely am not comfortable sharing out strategies/etc. until I have tested them for at least a full day, which for me is 3 sets of students. Then I can approach my team with the good, the bad, and the ugly, working with them to strengthen it for them. It doesn't always work this way, but that's more how I would like for it to work going forward!

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Key takeaway from video- I liked when the lady said the 5 steps protocol is more like a loop.

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Lingering Question: I think the question always lingering for so many of us is to how to fight the apathy? How do we know when a student is incapable vs. unwilling? I know this is a question often asked in PDs, and of course there isn't a clear cut answer. But as a teacher leader and hopefully future academic coach, I love learning about ways that other educators are fighting this generational apathy to increase student ownership within the classroom.

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Key takeaway from the video: Professional development learning is just as structured as the classroom so that purposeful learning/deep conversations are happening so that there is higher growth and higher student achievement. There is a clear goal/focus so that the teachers know what the outcome needs to be in order to be successful. It's a revolving circle and continuous conversation as both teachers find areas that need improvement. You're looking at student data so you know exactly what needs improvement and not just guessing or focusing on the typical misconceptions.

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Key Takeaway: The process is a loop. During evaluation, teachers focus on what students struggled with and why and that why leads to a new need.

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Lingering Question: What are the best practices to have students buy in to taking ownership in their learning?

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Key Video Take Away: Student work must be at the heart of decision making and must also be the heart of teacher reflection . This is a continues loop that must always in refinement.

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How does the Five Steps for Effective Learning protocol align with how Professional Development impacts Collective Efficacy?

Both are student data focused and address the needs of that particular school, as well as being collaborative and continuous learning.

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Lingering Question: How to get middle school students to take ownership of their learning and the best way to help them set appropriate and achievable goals (not just make an "A" type goal)

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Lingering question: How do I get my students to take ownership in that learning? I try to give real life examples as to why it's important to be able to do the tasks but some still are aloof. I can give them the success criteria and where they will go, but I haven't gotten all my students to buy into the learning.

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When teachers have a shared purpose and belief in the students achievement improvement is bound to happen. When teachers all have the tools to improve and work together and encourage each other, great things are possible.

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The Five Steps for Effective Learning protocol aligns with how Professional Development impacts Collective Efficacy because both emphasize shared clarity, collaboration, and evidence of impact.

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The Five Steps help build collective efficacy because teachers are learning together, trying things out with support, and actually seeing how it impacts kids (which builds confidence in what we can do as a team). It’s not just sit-and-get PD, it’s real work.

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Key Takeaway: Working together with teachers to enhance student outcomes is powerfull and effective. This in turn empowers students to improve.

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Honestly for me, PLCs or these Learning Protocols feel like mini-PDs we get to do every week, which is awesome! You can tell how they both have this focus of actionable steps, data-focused, and is meeting the needs of the students. They both are very reactive in nature in that you could go to a different school and you would hope they do not get the same PD as you unless they had a similar deficit. I think that is the best part about it is the ability to be intentional and to created that cycle/continuum of learning.

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The learning process is cyclical and collaborative. We must be continuously setting new goals and learning new things, with the collaboration of others for the learning of our students to occur.

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Video Takeaway: Analyzing student work helps teachers understand what is going on in their heads when working.

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How do you address the students who don't care about taking ownership of their work and parents don't seem to care either?

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Key Takeaway: The process of Five Steps is a continuous loop. As they identify a need and work through, evaluation comes and a new need is identified.

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Key Takeaway: It is a process. As the Lead Teacher learns/evaluates, etc., he/she discusses the process with peers in order to proceed with students' best outcomes in mind.

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Lingering Question:

Sometimes we as teachers are excited to learn, grow, and find new strategies to help us in the classroom. How can we instill this process of learning and growing within our students?

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The Five Steps for Effective Learning protocol aligns with how PD impacts collective efficacy because it reflects a journey that a team is on together (coach, teachers, teacher leaders, administration, etc.). It also has the reflective element built in with actionable steps.

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Key Takeaway: Teacher learning looks a lot like student learning and it is happening all the time. Working for maximum student success means that we are always being reflective and building off of each other.

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Lingering Question: How can we implement these strategies while being conscious of teacher burnout?

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The entire process is focused, collaborative, and evaluative. Like when it was stated it was like a circle. Also, student work to check for understanding plays such a huge part of the process in determining needs and prompting collaborative discussions of what changes need to be made and making those changes.

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Key Takeaway: this is a circular process that should take place in a cluster and should focus on student work.

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Lingering Question: How do we get student buy in? As an alternative school, we don't struggle as much with teacher buy-in as we do student buy-in.

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I loved how on the video she talked several times about how the five steps are a circle. We don't simply go through the five steps and say we are don working on that goal. We continue to go around and around as there is always learning to be done and growth to happen.

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I took away the vision of a continuous circle for the 5 step protocol. I love that we always go back to student work for our next steps.

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Lingering Question: How to make students understand the importance of ownership and taking responsibility of their own learning and growing?

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How can I get the most apathetic students to take more ownership in their own learning and success?

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The key take away I have from the 5 step model is that it feels like a gradual release model-I do, we do, you do. It is always centering on students and the evidence in their work guiding us towards our next steps.

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Teachers' reflection and dissection of data is important to student success. Student work is the basis of decision-making.

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Key takeaway from the video:

Effective professional learning is a cycle. Supporting teachers as they implement new learning helps effect lasting improvement and growth.

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To add to student ownership, I am trying to incorporate rubrics that my 5 and 6 year olds can understand and use to know if they are successful. Any suggestions on where to start with these rubrics?

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Jennifer Longstreth - Lingering Question

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Jennifer Longstreth - Lingering Question

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How can we address student apathy and lack of ownership?

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How does the Five Steps for Effective Learning protocol align with how Professional Development impacts Collective Efficacy?:

The steps help teachers stay goal-oriented, and support from team leads and administrators helps strengthen instructional practices.

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Teachers need to know how to use student data in order to drive instruction. When they know what the students need and why they need it, they will change their way of thinking about instruction. With this different point of view the students will be more successful because the instruction is more intentional. Teachers that work collaboratively will be more effective than those that work individually.

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The Five Steps align really well with building collective efficacy because they get teachers working together toward shared goals and using strategies that actually make a difference. By figuring out what students need and planning together, everyone feels like they’re in it as a team. Trying out the strategies and seeing the results helps teachers trust that their efforts really do impact learning. Reflecting and tweaking together keeps the group improving and confident that they can handle challenges. Basically, it turns professional development into a team effort that can actually work.

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Key takeaway from the video: student work should always be at the center of teacher collaboration.

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When teachers collaborate, use student evidence, and adjust instruction together; they see that their combined efforts directly improve student learning, which strengthens collective teacher efficacy and pushes for student agency.

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How do I minimize apathy in teachers and motivate them to buy-in to the success criteria?

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Students today have less motivation than ever to do well in school. How do we light that fire? How do we get student buy-in? I feel like when developing activities that we think the students will get excited about we often end up disappointed. It's like they don't want to do anything.

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How can I gain teacher buy-in so that all staff actively engage in using these steps and see their value for improving student outcomes?

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Student work is the driving force. Time must be made to analyze their work, share results with colleagues, and collaborate on next steps.

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key takeaway: Using student work to guide the PLC, very important. It makes a lot of sense to analyze the student work to know how to move forward. I don't see much of this in my PLC due to being CTE but I am sure others in my building are doing this.

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The Five Steps protocol builds collective efficacy by helping teachers work together, use the same strategies, and see proof that their instruction improves student learning—strengthening the belief that, together, they can make a difference.

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These models provide a systematic protocol for educators to utilize when evaluating instructional needs and their impact on student learning. If we align evidence-based instructional practices with continuous monitoring of student data and achievement, educators can more effectively guide Tier 1 and Tier 2 instruction to meet student needs.

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Student Ownership: I think student ownership in and of itself is really hard. How can we really help students with this at every level of learning?

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Without the protocol, PD is just information. With the protocol, PD becomes a cycle of proof that validates the teachers' collective power.

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Video Takeaway: The process is ongoing and really is a loop instead of a straight line. Effective teachers are constantly analyzing student work and reflecting on how their next lesson can meet the needs of struggling learners.

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When a student lives in a difficult situation, how do you motivate that student to learn math, history, English...... when his/her priority is to be ok?

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When teachers work collaboratively to meet student needs, student outcomes change and teachers feel a collective victory. This is how true learning happens.

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My lingering question is how can a school design a way for this process to work fluidly in a teacher's day and the teacher still have time to prepare for class?

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How we expect to go through the learning protocol is the same that we would expect our mentors and leaders to go through before presenting professional development to us!

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Video takeaway: The video reestablished the fact that the five steps are cyclical. It is an ever-revolving door, where we are continually analyzing the impacts on student growth. This process is not a one-and-done situation, and what brings success for one may not bring success for the next.

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Lingering question: How do I effectively teach kindergarten students to take ownership of their learning and want to know if they are successful?

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Lingering Q:Is there a way for students to learn and follow the protocol? It might be for older students, but could we show them the process and they break it down themselves?

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Video Takeaway: This is student centered work. Student artifacts drive the cycle and it is continuous. It's practicing and perfecting.

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It shows that all learners (teachers/students) have similar needs.

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They both driven by student data, they both emphasize collaboration and evidence of student impact. Teachers are working together to support each other. It's not extra work, it is "the work"

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Is there a resources that clearly aligns the 5 steps for effective learning to the 4 PLC questions. I know they align I would just like something that shows it so teachers see the connection.

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Student ownership/success criteria: This is something that we have done in the past, and I do believe that there are great benefits to student ownership. I would love to have students do this, but I found it difficult to embed this into our daily/weekly routine due to a lack of time. What are some ideas for how I can implement this with the time that we have in the classroom?

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The Five Steps help teachers work together to meet students’ needs. By learning new strategies, trying them out, and reflecting as a team, teachers build confidence that they can make a difference. Working this way makes the whole team stronger and better at helping students succeed.

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My key takeaway is that it is a circle of learning. When one goal is reached, after reflection, you decide what the next area of need is and the process starts over.

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I like how the five steps use a continuous cycle to identify needs, help us develop different strategies, model them, and apply them, which really helps us reflect as teachers.

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I have several lingering questions: How Can I get lower level student learners to buy into their learning and lose their "I can't" thoughts? Also, I am not a typical PLC, I am more of a singleton. I am in Special Education, but everyone on my team, except myself is also on the math or literacy team. So how can I lead the Sped Department and make this PLC time valuable also. I would love to go observe a PLC that has a great SPED PLC in place and that is highly productive.

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An important connection between the two is when teachers take what they’ve learned back to their classrooms and see positive changes in student learning. When teams can point to evidence that what we’re doing together is working, it strengthens the belief that we can make a difference as a group.

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Lingering Question: I teach 1st grade. How do I get scholars to take ownership of their own learning?

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Key Takeaway: Using student work to guide PLC discussions is extremely important. Analyzing student work helps educators better understand student learning and determine appropriate next steps for instruction.

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Key Takeaway for the video... the idea around "testing in the field" or a "field study". Teachers who are willing to try new things should understand that it may not go perfectly the first time! You are simply testing the strategy in the field and then making adjustments. This is normal! Rather than throwing out the whole idea, what can you do differently as a result of your field study?

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Lingering Question:

Should the five step process be used with the 4 questions of PLC and if so how do they layer or support each other?

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Video:

Focusing on student work to determine the learning process is a continuous process, and it is important that we evaluate what our students need and not just what we want to teach.

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Question:

How can this process work with teachers that are all singletons and do not teach the same grade or subject?

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Answer to Question “How does the Five Steps for Effective Learning protocol align with how Professional Development impacts Collective Efficacy?”

The Five Steps for Effective Learning align with PD and collective efficacy by helping teachers set shared goals, learn and practice strategies together, apply them in the classroom, and reflect on student outcomes, which builds confidence that their collective efforts improve student learning.