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My call to action is going to be on using SDI in classrooms and specifically focus on teachers as my audience.

Here is my draft to the Call to Action:

https://docs.google.com/presentation/d/1-H4sypCU7DEK6inuOLvEWApSN4UDuHPLYwaFW4FyoPg/edit?slide=id.g35e6264b55c_1_4#slide=id.g35e6264b55c_1_4

Let me know what you think!

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5389 Empowering Educators: A Call to Action for Effective SPED-Specific Professional Learning

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5389 - First Meeting: Dr. Harapnuik's Call to Action

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5389 - First Meeting: Dr. Harapnuik's Call to Action

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I went through, edited, and trimmed our first meeting to point out highlights of Dr. Harapnuik's Call to Action (EDLD 5389 2025-05-29.mp4, 2025). I plan to incorporate similar elements and cues in my presentation.

References

EDLD 5389 2025-05-29.mp4. (2025, May 29). [Video]. Google Drive. https://drive.google.com/drive/folders/1-L-PJe5oqxGtdJAz3lWmjf-jJpF46EJG?usp=drive_link

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5389 - May 29 (First Meeting) Recording Highlights - How to do a Call to Action

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I appreciate the additional Zoom discussion tonight on the assignment and creation of the group. Let's keep sharing our ideas and help each other succeed!

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Hey All,

I updated my Call to Action and wanted to share. I also did my narrative over these slides as well to explain my Why.

https://docs.google.com/presentation/d/1-H4sypCU7DEK6inuOLvEWApSN4UDuHPLYwaFW4FyoPg/edit?usp=sharing

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5389 Empowering Educators: A Call to Action for Effective SPED-Specific Professional Learning

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These are the videos from Duarte that Dr. H was referring to at the last meeting. Presentation Zen has been my favorite as far as checking myself with "too wordy" slides.

https://www.youtube.com/watch?v=9JrRQ1oQWQk

https://www.youtube.com/watch?v=so9EJoQJc-0

https://youtu.be/vkrl1j0IW-c Presentation Zen

https://youtu.be/Iwpi1Lm6dFo

Hope this helps!

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Hi everyone! I am still in the planning stages of my project and hoping to make real progress after tomorrow's class. Please share a link when you have anything to view. Let's give each other feedback before we submit!

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Need some honest feedback. I promise you will not hurt my feelings.

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Breaking the Cycle: Transforming Professional Learning

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Hey everyone! Here’s my presentation. I'd love to hear your thoughts and any feedback you might have. I’m already noticing a few areas I want to improve, like making sure I’m not being too vague and incorporating more specific SEL concepts. I also plan to revise my speaker notes soon. Thanks in advance for your feedback!

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Call to Action Presentation-Kennedy Tarbutton

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This is my Call to Action. I have embedded it into me e-portfolio. https://youtu.be/iHytITkfwbI

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Here is a link to my Call to Action and Story Behind the Story in my ePortfolio

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5389 - Developing Effective Professional Leadership | Joseph Fisher - Educational Technology Leader

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Hi everyone! I appreciate the posts in the discussion board! Regarding the video from OSCB (2020) about risk taking, has anyone considered how they are going to:

1. Build a learning environment that allows for making mistakes

2. Foster collaboration in their learning assignments

3. Promote a growth mindset throughout the plan

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Joseph Fisher - Planning the Alternative PL

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Joseph Fisher - Planning the Alternative PL

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Happy 4th of July, everyone! I know we have been sharing in GroupMe, but I wanted to make my assignment easily accessible here as well. Let me know if you have any feedback! Greatly appreciate it!

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Athuraliya, A. (2024, December 25). Top 7 instructional Design models to create Effective Learning Material. Creately Blog. https://creately.com/blog/diagrams/instructional-design-models-process/

Gulamhussein, A. (2013). Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education.

Harapnuik. D. (2020). Why I don't use checklists, progress bars & other activity monitors. https://www.harapnuik.org/?p=8314

Standards for Professional Learning: Quick Reference Guide. (2019). Retrieved from https://learningforward.org/wp-content/uploads/2019/09/standards-reference-guide.pdf

TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development. http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

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Planning the Alternative PL Assignment / 5389 - Developing Effective Professional Leadership | Joseph Fisher - Educational Technology Leader

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Athuraliya, A. (2024, December 25). Top 7 instructional Design models to create Effective Learning Material. Creately Blog. https://creately.com/blog/diagrams/instructional-design-models-process/ Gulamhussein, A. (2013). Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Harapnuik. D. (2020). Why I don't use checklists, progress bars & other activity monitors.

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Jennie Noonan - Planning the Alternative PL

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Jennie Noonan - Planning the Alternative PL

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I am still making changes and still currently working on many parts, but would appreciate any feedback so far. Does anyone know how to make it where it will take the viewer directly to the 2nd assignment so they don't have to scroll down to find it?

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Empowering Educators Through Effective Professional Learning

In EDLD 5389, we explored what it really means to lead professional learning that works - not just check-the-box trainings, but meaningful, ongoing support that helps teachers grow and students succeed. This course challenged us to rethink traditional PD and instead focus on models that are active, collaborative, and connected to real classroom needs.

One of the biggest takeaways for me was how important it is to move from "sit and get" to "go and show" - giving teachers space to try, reflect, and grow. Throughout the course, I created a call-to-action project aimed at helping my own school shift toward more purposeful and impactful learning experiences for educators.

EDLD 5389 challenged us to move beyond "check-the-box" trainings and embrace professional learning that truly impacts educators and students. The course focused on active, collaborative models rooted in real classroom needs.

This call to action video outlines my vision for transforming professional learning at UT Elementary. Grounded in research and personal experience, I advocate for a shift from passive PD to active, collaborative, and job-embedded learning that directly supports student growth.

Planning the Alternative PL Assignment

One of the biggest takeaways was understanding the importance of shifting from passive learning to active application. By providing teachers the space to experiment, reflect, and refine, we encourage genuine growth.
The Why
This presentation was born from my personal and professional evolution as an educator. Over the past 17 years, I've taught in a variety of settings-self-contained Kindergarten, testing grades, and most recently 2nd grade ELAR and Social Studies. I recently served as the Early Childhood Lead Teacher at the University of Texas Elementary School, a small PreK-5 public charter affiliated with the UT Austin College of Education. This year, I'm stepping into a new role as our campus Reading Interventionist and Literacy Coach, with the responsibility of supporting Tier 3 instruction and facilitating much of the school's professional learning.

My call to action comes from lived experience. I've sat through professional development that didn't connect, didn't challenge, or didn't last. Too often, PD has felt like a checkbox instead of a catalyst. However, my exposure to AVID's learning philosophy-especially during their national conferences-planted the seed for change. AVID emphasized moving away from "sit and get" PD, instead modeling what learning should look like for both students and adults.

That seed grew roots this summer when I attended the Solution Tree PLC Conference. It clarified my belief that sustainable school change hinges on strong teacher collaboration and purposeful learning. With UTES under pressure from low STAAR scores, our path forward must involve more than urgency-we need alignment, modeling, and ownership. This presentation reflects the urgency of our situation and the belief that teachers deserve better support.
The What
To create this call to action, I built a slide deck in Canva structured around Nancy Duarte's storytelling model, especially her Sparkline strategy: balancing "what is" with "what could be." The presentation identifies the gaps in traditional PD and contrasts them with a vision of authentic, embedded, and impactful learning that mirrors what we want for students.

The presentation outlines five key principles of effective professional learning (Gulamhussein, 2013), applies our campus's real-time systems (DIBELS, IXL, DMAC), and speaks directly to the expectations for data-driven instruction at UTES. Each slide is aligned to what teachers are experiencing-and what they could experience-if we shift to a "Go and Show" PL model.

This presentation is intended for my school's leadership team, teacher leaders, and district partners. It's designed not just to share ideas, but to create momentum for action in the 2025-2026 school year.
The How
I used Canva to build a visually cohesive and accessible presentation. The narrator script was written to sound authentic and conversational, integrating real stories, research, and campus initiatives. I used color, imagery, and layout to support Duarte's advice on visual storytelling.

All references are cited in APA format and linked in my ePortfolio along with my narrated slide deck, BHAG & 3-Column Table, and full PL outline.

This wasn't just an academic assignment-it was a leadership step. I'm not just preparing to lead professional learning. I'm preparing to change how it's done.

Alternative Professional Learning Call to Action - Slide Deck

Alternative Professional Learning Call to Action - Slide Deck with Speaker Notes

This 3-column table outlines the alignment between professional learning goals, planned learning activities, and evidence of teacher learning for the Alternative Professional Learning Plan, aligned to EDLD 5389.

(Click the link to see resources used in this assignment)

(Click the link to view the interactive group Padlet)

Overview

This professional learning (PL) plan outlines the framework for transitioning UT Elementary from isolated, compliance-based professional development to ongoing, job-embedded, and collaborative professional learning aligned to student needs. It directly supports our innovation plan to improve Literacy, Math, and Science outcomes through weekly data-driven PLCs, teacher-led modeling, and sustained instructional coaching.

Audience & Needs

This PL is designed for classroom teachers (PreK-5) and support staff at UTES, a Title I demonstration campus affiliated with UT Austin's College of Education. Our teachers need:
- Clarity on using student data (DMAC, DIBELS, IXL) to guide instruction
- Consistent support in implementing high-impact strategies aligned with the TEKS Top 10
- Opportunities for collaborative learning and practice within grade bands
- Leadership modeling of what effective instruction looks like

Five Key Principles of Effective PL

This plan intentionally incorporates the five research-based principles of professional learning (Gulamhussein, 2013; Darling-Hammond et al., 2017):

Fostering Collaboration

Collaboration is at the heart of this plan:
- Weekly PLCs with structured agendas and defined protocols following the UTES PLC Data Cycle.
- Teacher-led breakout sessions during monthly faculty meetings.
- Vertical alignment meetings to connect instruction across grade bands during monthly vertical district half days.

Overview

This professional learning (PL) plan outlines the framework for transitioning UT Elementary from isolated, compliance-based

Leadership Roles

- Admin Team: Schedule, accountability, feedback Jennie Noonan: Lead facilitator, early literacy coaching, demonstration lessons
- Instructional Coach Team Jennie Noonan (Reading) and Carly Kennedy (Math): Lead facilitators, coaching, demonstration lessons
- SPED Teacher Leaders: Co-teachers, lead modeling sessions, mentor peers

Instructional Design Framework

This plan is anchored by a BHAG (Big Hairy Audacious Goal) and a 3-Column Table framework to align desired results, evidence of learning, and instructional strategies. Sessions will follow backwards-design principles to ensure relevance and measurable outcomes. The 3-Column Table was developed earlier in the course and can be viewed here: [Insert hyperlink to your 3-Column Table page]. This ensures continuity and clearly demonstrates how the instructional design underpins the PL plan.

Schedule/Timeline

- August PD Week: Launch sessions; review TEKS Top 10 and data tools
- Weekly PLCs: Grade-level specific, focus on current student data and next steps
- Biweekly Coaching/Feedback Cycles: Walkthroughs and reflective meetings
- Monthly Instructional Rounds: Peer observation and discussion
- Quarterly Reviews: Evaluate progress, adjust plan as needed

Resources Needed

- Access to DMAC, DIBELS, IXL
- Coaching & planning time protected in the schedule
- Protocols, templates, and exemplar lesson videos
- Reference to the Learning Forward Standards and Quick Reference Guide

Promoting the Plan

The PL plan will be introduced through a narrative-driven call to action (already developed) and embedded into my ePortfolio. Teachers will also be invited to contribute to and shape the plan through feedback loops to foster buy-in and ownership.

Overview

This professional learning (PL) plan outlines the framework for transitioning UT Elementary from isolated, compliance-based professional development to ongoing, job-embedded, and collaborative professional learning aligned to student needs. It directly supports our innovation plan to improve Literacy, Math, and Science outcomes through weekly data-driven PLCs, teacher-led modeling, and sustained instructional coaching.

Audience & Needs

This PL is designed for classroom teachers (PreK-5) and support staff at UTES, a Title I demonstration campus affiliated with UT Austin's College of Education. Our teachers need:
- Clarity on using student data (DMAC, DIBELS, IXL) to guide instruction
- Consistent support in implementing high-impact strategies aligned with the TEKS Top 10
- Opportunities for collaborative learning and practice within grade bands
- Leadership modeling of what effective instruction looks like

Five Key Principles of Effective PL

This plan intentionally incorporates the five research-based principles of professional learning (Gulamhussein, 2013; Darling-Hammond et al., 2017):

1. Duration & Ongoing Support
- Weekly data PLCs to analyze student progress and adjust instruction.
- Monthly instructional rounds and peer observations with feedback.
- Coaching cycles with me as the Literacy Coach and admin support.

2. Implementation Support
- Teachers receive real-time feedback during walkthroughs and coaching.
- Goal-setting sessions focused on individual teacher growth plans.

3. Active Learning
- Teachers engage in data analysis, collaborative planning, and hands-on modeling.
- Reflective journals and protocols foster meaningful teacher dialogue.

4. Modeling
- Demonstration lessons by instructional leaders, recorded and live.
- Peer-led breakout sessions showcase effective strategies.

5. Content Specificity
- PreK-2 teachers focus on Literacy strategies with DIBELS and IXL integration.
- Grades 3-5 focus on Math and Science strategies aligned to the TEKS Top 10.
- All sessions align explicitly to grade-level and content-area needs.

Fostering Collaboration

Collaboration is at the heart of this plan:
- Weekly PLCs with structured agendas and defined protocols.
- Teacher-led breakout sessions during monthly faculty meetings.
- Vertical alignment meetings to connect instruction across grade bands.

Leadership Roles

- Admin Team: Schedule, accountability, feedback Jennie Noonan: Lead facilitator, early literacy coaching, demonstration lessons
- Instructional Coach Team Jennie Noonan (Reading) and Carly Kennedy (Math): Lead facilitators, coaching, demonstration lessons
- SPED Teacher Leaders: Co-teachers, lead modeling sessions, mentor peers

Instructional Design Framework

This plan is anchored by a BHAG (Big Hairy Audacious Goal) and a 3-Column Table framework to align desired results, evidence of learning, and instructional strategies. Sessions will follow backwards-design principles to ensure relevance and measurable outcomes. The 3-Column Table was developed earlier in the course and can be viewed here: [Insert hyperlink to your 3-Column Table page]. This ensures continuity and clearly demonstrates how the instructional design underpins the PL plan.

Schedule/Timeline

- August PD Week: Launch sessions; review TEKS Top 10 and data tools
- Weekly PLCs: Grade-level specific, focus on current student data and next steps
- Biweekly Coaching/Feedback Cycles: Walkthroughs and reflective meetings
- Monthly Instructional Rounds: Peer observation and discussion
- Quarterly Reviews: Evaluate progress, adjust plan as needed

Resources Needed

- Access to DMAC, DIBELS, IXL
- Coaching & planning time protected in the schedule
- Protocols, templates, and exemplar lesson videos
- Reference to the Learning Forward Standards and Quick Reference Guide

Promoting the Plan

The PL plan will be introduced through a narrative-driven call to action (already developed) and embedded into my ePortfolio. Teachers will also be invited to contribute to and shape the plan through feedback loops to foster buy-in and ownership.

Planning the Alternative PL Assignment

Overview

This professional learning (PL) plan outlines the framework for transitioning UT Elementary from isolated, compliance-based professional development to ongoing, j

"We can't expect teachers to transform student learning until we transform how teachers learn."

- Adapted from Linda Darling-Hammond

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5389 - Developing Effective Professional Leadership | Journey with Jennie Noonan

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Empowering Educators Through Effective Professional Learning In EDLD 5389, we explored what it really means to lead professional learning that works - not just check-the-box trainings, but meaningful, ongoing support that helps teachers grow and students succeed. This course challenged us to rethink traditional PD and instead focus on models that are active, collaborative, and connected to real classroom needs.

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Here it is finally! Please critique away. I cannot seem to get spaces in between sections. It is almost 1 AM and I cannot concentrate anymore.

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Here is my page. I am still working on the fonts and adjusting my 3-column table, so the image is clearer. Any feedback is helpful. Thank you!

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Hi Everyone! I know we are all busy working on our assignments, but I am wondering what your take is on the last two? I understand the contributions to our learning and giving ourselves a grade, but is the "Connecting and Communiating our Ideas" just our final project with anything we have updated or changed? Or is it adding a new slide deck and resources? Wanting to see how you guys are planning to work on those. Thanks! We are in the final stretch!

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Joseph Fisher - Connecting and Communicating Ideas

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Joseph Fisher - Connecting and Communicating Ideas

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Connecting and Communicating Ideas

Over the duration of our 5389 course, I feel that I am following Gulamhussein's (2013) Five Principles in all of my decision-making and course design. These concepts were easy to agree with and I feel that they are now engrained in my thoughts on professional development. As a part of the district's Professional Development Council, I will seek to present my Call to Action this year to have a positive effect on all PL in the district. Thank you all for the feedback throughout this course, I appreciate each of you! Here is my connecting and communicating piece: https://www.musictechleader.com/5389-developing-effective-professional-leadership/connecting-and-communicating-your-ideas

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Mine is still in progress. I had already started mine before seeing Joey's linked example. I'm probably going to switch to that by linking each item. On my timeline, I'm looking for feedback on whether it looks better as content on the webpage or the photo. However, if I link it, then it would take it to a photo. I guess I'm also unsure what else to add/build out.

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Connecting & Communicating Ideas / 5389 - Developing Effective Professional Leadership | Journey with Jennie Noonan

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Reflection: Lessons Learned and Next Steps

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I have been toying with adding more because I feel like it is too bare. Any feedback would be greatly appreciated!

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Connecting and Communicating Your Ideas | RewiredLeadership

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This final compilation page will act as a resource for the participants in my professional learning strategy. It is designed with organizational and navigational structure that connects all the components and clearly demonstrates that all the pieces fit into a bigger strategy or approach.

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I feel as though I am finished. Please provide me feedback, check my spelling and links. Please make sure I have all of the requirements.

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Updated Connecting & Communicating  the Idea 

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Updated Connecting & Communicating  the Idea 

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Hey everyone! If time allows you are more than welcome to look at my updated website. I think I made some decent changes regarding organization and adding in a brief overview for each section. Let me know what you think. P.S.- The only thing I haven't added to my website is the contribution to my learning and learning community.

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Connecting and Communicating the Idea

My presentation overview is to clearly communicate the shift toward an alternative model of professional learning. By combining a strong call to action, a detailed professional learning plan, and an outline of the first phase, the presentation will highlight both the strategy and structure needed to effectively plan and implement this new approach.

Encouragement to Shift (Call to Action)

From the start, we recognized that change was needed in how we approach professional learning. Through reflection and discussion, we identified what aspects of our current model are effective-and where it falls short. Acknowledging the missed opportunities that come with continuing down a path of ineffective professional learning, we committed to pursuing a more meaningful and impactful alternative.

The Overview

​This professional learning plan is designed to help educators and administrators deepen their understanding of an alternative approach to professional learning-one that supports the integration of Social-Emotional Learning (SEL) into daily classroom practice. The plan is organized in phases, beginning with a clear PD outline and progressing into ongoing, collaborative support throughout the school year.

What You Can Expect from This Professional Learning ( 5 Key Principles)

Collaboration & Effective Modeling / Self-Directed Learning

Our Services

The target audience for this professional learning plan includes both teachers and administrators. Administrators need to provide meaningful professional learning that leads to real growth, while teachers need professional learning that is relevant, practical, and immediately applicable in their classrooms. It's important to keep these needs in mind when planning for collaboration and effective modeling. Through intentional collaboration and strong modeling practices, we can foster self-directed learning and a greater sense of ownership in the learning process.

Educators can enhance their teaching by selecting SEL routines that best their students' needs. By utilizing self-assessment tools, they can effectively track students' comfort levels and usage of these routines. Additionally, the SEL resource hub is always accessible, providing a wealth of videos, articles, and planning tools to support educators in their efforts to foster social and emotional learning in the classroom.

During the professional learning, SEL strategies are modeled live and through video clips, fostering collaboration as teachers work in grade bands to adapt these strategies, engage in peer walkthroughs, discussion groups, and share success stories and ideas on a shared Padlet.

Roles & Responsibilities

Clear expectations are outlined for teachers, leaders, and support staff to encourage shared ownership and meaningful implementation.

Provide time and space for SEL-focused PD and collaboration

Participate in learning to model shared commitment

Support implementation through SEL walkthroughs and feedback

Celebrate teacher efforts and student growth

Behavioral Interventalist/ Couselors

Model SEL practices during PD and classroom visits

Provide ongoing feedback and support

Facilitate peer collaboration and reflection

Help adapt SEL strategies to fit grade-level needs

Actively participate in all SEL learning phases

Implement and reflect on SEL strategies in their classrooms

Share successes and challenges with colleagues

Collaborate during planning and peer learning sessions

Current Resources

SEL Tracker

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Connecting & Communicating the Idea | mysite

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Connecting and Communicating the Idea My presentation overview is to clearly communicate the shift toward an alternative model of professional learning. By combining a strong call to action, a detailed professional learning plan, and an outline of the first phase, the presentation will highlight both the strategy and structure needed to effectively plan and implement this new approach.

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This year, I’ve designed a yearlong professional learning experience that centers on helping teachers integrate social-emotional learning (SEL) into their classrooms in practical and meaningful ways. Phase 1 kicks off in August and focuses on two key goals: building a shared understanding of what SEL really is, and helping teachers reflect on their own self-awareness as a starting point for modeling SEL with students.

The strategy is grounded in the 5 key principles of effective professional development. It’s not a one-time training; instead, it’s ongoing and supported through coaching, collaboration, and hands-on practice. I tried to keep it as simple as possible while including the necessary resources for week one. Please let me know what you think! I’d love your feedback!