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Add lingering questions to the Parking Lot.

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What did the facilitator do to build community and foster a collaborative environment?

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What did the facilitator do to engage teachers and push the conversation forward?

Where do you see evidence that the Product Advisor prepared for this session using the Lesson Internalization Coach Guide?​

Where did you see evidence of Step 4 Guidance for Coaches "Going Deeper"? ​

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What did the facilitator do to engage teachers and push the conversation forward?

Where do you see evidence that the Product Advisor prepared for this session using the Lesson Internalization Coach Guide?​

Where did you see evidence of Step 3 Guidance for Coaches "Going Deeper"? ​

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What did the facilitator do to engage teachers and push the conversation forward?

Where do you see evidence that the Product Advisor prepared for this session using the Lesson Internalization Coach Guide?​

Where did you see evidence of Step 2 Guidance for Coaches "Going Deeper"? ​

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Based on the Lesson Internalization Coach Guide and the content of the lesson, what facilitator moves do you expect to see during this internalization session?

What are your expectations for teachers during the internalization session?

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What are the expectations for the Product Advisor in redelivering HQPL?

What are best practices for preparing to redeliver HQPL?

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What did the facilitator do to engage teachers and push the conversation forward?

Where do you see evidence that the Product Advisor prepared for this session using the Lesson Internalization Coach Guide?​

Where did you see evidence of Step 1 Guidance for Coaches "Going Deeper"? ​

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I expect coach to walk teachers through the learning internalization protocol. Teachers will be using their lessons to internalize based on the protocol.

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I expect to see the facilitator to ask questions that address the protocol components and for teachers to do the heavy lifting.

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The PA will lead teachers through analyzing the thinking required from students as they engage with the lesson.

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I would expect the facilitator to begin by leading the teachers in understanding the lesson purpose and objectives. They would identify the success criteria and consider what previous knowledge would be needed.

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The coach could be prompting teachers to identify the lesson focus/objective, the TEKS, knowledge and skills. The teachers should be making connections to the parts of the lessons that align with the CFUs and exit tickets.

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Prompting and supporting as thought partners.

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Prompting and supporting as thought partners.

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The PA should have familiarized themself with the material ahead of time using the internalization protocol. They will have guiding questions ready for the teachers to help them in the internalization process. The teachers should come with their pre-work completed and ready to collaborate.

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The coach would following the internalization protocol, and the teachers would following along

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PAs would be looking at the helping teachers identify the success criteria for the CFU and formative assessments. "What do you hope to see from your students?"

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I would expect to see the coach asking reflective questions guiding them through the procotcol to deepen their understanding.

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I would expect to see teachers reading the unit introduction and writing 3-5 key takeaways, and have with them their school year calendar to mark which dates they are and are not teaching, and reflect on why the unit is important. 

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I would expect to see teachers reading the unit introduction and writing 3-5 key takeaways, and have with them their school year calendar to mark which dates they are and are not teaching, and reflect on why the unit is important. 

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Facilitator asked teachers to share what's been going on with them, set and assigned roles, read norms and set intention

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Asked Good things going on in your world

Establish roles and norms - finds time keeper, on track, and encourager

They read the norms - find a norm to focus on - and coach states the one she has trouble focusing on.

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Established roles and norms helps to focus the PLC or collaborative planning time. (she put a chart on the slide with roles and names) She assigned roles to each participant. Asks participant to read the norms. Ask them what norm would you like to honor or have a hard time with. (What norm are you leaning into? )

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Established roles and norms helps to focus the PLC or collaborative planning time. (she put a chart on the slide with roles and names) She assigned roles to each participant. Asks participant to read the norms. Ask them what norm would you like to honor or have a hard time with. (What norm are you leaning into? )

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PA began with celebrations and established roles.

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Invited them to share overall and provided roles so folks were active participants in the work

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They shared Good Things & celebrated each other.

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She was participating in the same requests and rules she asked of the teachers.

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being vulnerable and admitting she is not perfect

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Roles, norms, praise.

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Positive, norms, roles. Sharing their strengths.

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She set up roles including one who will be the "encourager" and provides a warm welcome.

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Asked about good things. Assigned roles within the group. Went through norms. Allowed them to choose individual focus norms and acknowledged all of them as assets to the team.

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The coach set clear norms and assigned roles based on teacher strengths, which built structure and ownership. Starting with good news helped build trust and a positive tone for collaboration. These moves set the stage for a focused internalization process.

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The PA started with celebrations, and going over established roles and norms. She shared the norm she was going to lean on and acknowledging that everyone brings knowledge to the team. Clear system in place–felt very natural and normal. 

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The PA started with celebrations, and going over established roles and norms. She shared the norm she was going to lean on and acknowledging that everyone brings knowledge to the team. Clear system in place–felt very natural and normal. 

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She addresses the focus objective for unit and lesson 1.7D, reviews TEKS and how it relates to the primary focus objective and how they appear in the lesson, asked guiding questions and ensured equity of voice by calling on each teacher, reviewed the ELPS, praised teachers for using reference, gave teachers time to read and reflect, pulled out formative assessment success criteria, connection of CFU and Exit Pass, checked in with the teachers to ensure Step 1 was wrapped up.

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The facilitator engaged teachers by asking purposeful questions about the lesson’s focus, TEKS, and ELPS, prompting teachers to think deeply and identify key takeaways. Evidence of preparation using the Lesson Internalization Coach Guide is clear through structured discussion of lesson components, checks for understanding, and success criteria. Going Deeper is shown through connections to previous lessons and guiding teachers to see how skills build over time.

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Making connections between primary focus objectives, CFUs and exit ticket

making connections to the context of the unit

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She allowed time for each teacher to respond and used guiding questions on focal points such as the TEKS/ELPS and assessments.

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The follow up questions were powerful. Ex: "what is the ELPS?" followed with "What are we expecting to see [in practice during the lesson] as it relates to this ELPS?"

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Facilitator- Asked lots of questions that helped the teachers think deeply about purpose of each thing. Connections to objectives, TEKS, ELPS, EXIT Ticket.

Great planning on the facilitator/coach part. Targeted questions- very intentional

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She assigned prework to complete formative assessment to use time efficiently. She knew the expectations of the lesson and asked teachers questions on how it connected to before and after this lesson and alignment with TEKS, ELPS and assessments.

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Followed the coach guide, step by step. Pacing was perfect to allow teachers to reflect, identify

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She assigned roles and responsibilities to keep participants engaged in the learning, she connected how the TEKS align to teach objective, which ELPS are being assessed

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She asked for each of the lesson focus/objectives for each part. She had teachers identify the ELPS and what that meant for the lesson. Teachers had their exemplars and the coach had teachers make connections to the CFUs.

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Robin had lots of great guiding questions. It was clear she had worked through the lesson well ahead of time. She established roles for the team and encouraged their participation in a variety of ways. They reviewed the TEKS and ELPS covered within the lesson. She pushed them to dig deeper and connect the CFUs to the exit ticket.

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probing questions

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Great Questions:

What is woven throughout every lesson in the unit?  Stamp that." “What do they need to know in order to answer this correctly?”

“What vocabulary will students need to understand to connect with this?”

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She connects to unit internalization, sequencing, keeping timers, working as a team and I like she connected to the assessment and told them about the check for understanding in case they were having issues with the pacing time.

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Facilitator was prepared. It was evident that she had internalized the lesson before this session in order to lead teachers in the process.

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PA leverages trust and joy to get the internalization going by using prompts, and engagement to get all teachers' voices and thoughts visible. 

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PA leverages trust and joy to get the internalization going by using prompts, and engagement to get all teachers' voices and thoughts visible. 

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Robin asked questions about timing, had teachers identify key takeaways from each part of the lesson, and asked teachers to add transitions to connect each part of the lesson and to explain why they would put the transition there. She had teachers share their transition statements and write their transitions on their materials! Chef's kiss!

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I love the way she used the key takeaways to develop the transition statements as suggested in the coaching guide.

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Lots of power in transitions statements! Keeps the movements going in a lesson.

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She had the teachers think about transition statements and where to put them

She had them break down components with time stamps

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She pushed them forward by having them consider transitions statements between each component.

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She asked about where do they need additional time stamps and the transition statements.

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The PA led them to going deeper based on the suggestions in the Coach Guide.

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Robin not only asked for the teachers to add the possible transitions, but had them speak out why they needed a transition there. This really makes the teachers really internalize the lesson.

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Keeping students and their understanding at the center by inserting the transition statements so everything makes sense for students.

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The facilitator engaged teachers by asking reflective questions about pacing and lesson components, prompting them to consider how much time students need to complete the exit ticket. Evidence of preparation with the Lesson Internalization Coach Guide was shown through structured planning conversations. Going Deeper was evident as the coach guided teachers to plan transition statements and think intentionally about time management and lesson flow.

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Robin asked the teachers to look at the pacing and then encouraged them to break those larger sessions in to smaller chunks. They looked at the key take aways for each section of the lesson as well. I loved the WHY behind the transition statements to illustrate the purpose of them.

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PA did a beautiful job of pushing teachers thinking about the intentionality of the transition statements. She modeled that although honoring time is important, the meaningful work of constructing transition statements is critical. 

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PA did a beautiful job of pushing teachers thinking about the intentionality of the transition statements. She modeled that although honoring time is important, the meaningful work of constructing transition statements is critical. 

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Guiding teachers in adding transition statements allowed teachers to really dig deep in the lessons.

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She really asks great questions and makes them feel like the experts. She is great!

Tell me your ideas.   How can we directly connect those two segments? Anywhere else we need a transition?  Can you share why you think that would be a good spot to add a transition statement?  Front loading that next activity.  Can I piggy back off you?   Y'all help me because I can get confused?

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Robin frames the purpose of Step 3 and asks them to consider ALL learners. She highlights the pivotal portions of each part of the lesson and has teachers consider supports for ALL students during each part. I love how she addresses the concern of student writing-share the pen! Robin brilliantly walks the teachers through how to make instructional decisions about what to prioritize.

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She asked them to consider additional embedded supports and what should be prioritized.

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She always took teachers to consider how additions or changes connect to the end in mind.

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She puts a strong focus on how to support all students. Using the embedded supports but also thinking about additional supports.

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Robin encouraged them to think of the needs of diverse learners including scaffolds and extensions. She encouraged them to adapt the lesson to meet the needs of their individual classrooms.

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The facilitator engaged teachers by guiding discussions around scaffolds and supports, especially for emerging bilingual students. Evidence of preparation with the Lesson Internalization Coach Guide was seen in the strategic focus on planning comprehension questions and time allocation. Going Deeper in Step 3 was evident as the team collaboratively modified strategies to support student understanding while preserving lesson fidelity

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When prioritizing questions, Robin takes into consideration the connections to prior and upcoming lessons, to the Exit Ticket, to the Objectives, and that it is okay to revisit a previous activity. "Did we check in with them during the read-aloud? Should we?"

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I appreciate seeing someone guide the teachers through this protocol for RLA. The PA once again, has been very intentional in her prompts and guiding the teachers through talking about the scaffolds, and the activities. She emphasized this by giving teachers think time to process their thoughts before sharing out. Grounded in what is setting students up for success.

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I appreciate seeing someone guide the teachers through this protocol for RLA. The PA once again, has been very intentional in her prompts and guiding the teachers through talking about the scaffolds, and the activities. She emphasized this by giving teachers think time to process their thoughts before sharing out. Grounded in what is setting students up for success.

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She was very clear in setting the expectations at the beginning. Provided suggestions and options. Putting the cognitive lift on the teachers.

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I liked that she even suggested a question on taxes to clear the understanding of the students. I like that she prioritized the questions for time sake and to remember ob

jectives, assessments, and exit passes.

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When going through the comprehension questions she has teachers go back and consider whether other scaffolds could be implemented in order for students to be successful in answering.

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Robin asks about the materials needed and keeps probing to ensure that teachers have everything that they need, including considering wall space.

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She asked them to name the preparation for instruction.

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Again, the PA did not disappoint with her probing questions. 

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Again, the PA did not disappoint with her probing questions. 

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"If you send that to me, I can send that out with the agenda." Being part of the team.

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Probes them to have all the materials they need.

Could they share materials

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she had them create a "to-do list" and provided reminders on resources available.

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She does a great job of having the teachers do the heavy cognitive lift, even asking permission to make suggestions.

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The facilitator engaged teachers by prompting discussion around classroom materials and how to use physical space to support learning. Evidence of preparation with the Lesson Internalization Coach Guide was seen in the intentional focus on planning supports and resources. “Going Deeper” in Step 4 was evident as teachers identified additional tools like sentence stems and visual supports to enhance instruction and meet student needs.

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Works along teachers to ensure all materials and resources are included.

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She works alongside them so it feels like she is a part of their team. 

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She works alongside them so it feels like she is a part of their team. 

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She encouraged them to think about multiple facets of preparedness including materials, a schedule for sharing things, and even considering the wall space!

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She kept the team together too and how she asks if you have that resource and probes them to think further.

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She started by having them make a list of things they needed to prep for the lesson.

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To consider each LEA's context;

Allow for reflection opportunities

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Best practice is to internalize the slide deck and customize to district context.

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Making sure I have internalized the information I am presenting

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Familiarizing yourself with the slide deck and facilitation notes.

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Internalize the slide deck and be able to make connections and make the learning relevant.

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Expectation: follow the guidelines

Best Practices: read the slides, know the materials, know the needs of the LEA

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While it is okay to personalize the language a bit, keeping true to the intent and fidelity of the training is important.

Preparation is 75% of the training and delivery is 25%.

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Spend some real time learning and internalizing the slides and adjust them to the needs of the participants.

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The expectations are to know their audience and to model and be an active listener for all stakeholders.

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Deliver content with fidelity and clarity.

Engage participants using best practices.

Support understanding through modeling and questioning.

Adapt to audience needs without losing core focus.

Internalize the session content deeply.

Practice delivery and engagement strategies.

Anticipate participant needs and questions.

Prepare materials and align with co-facilitators.

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Looking forward to having more depth of understanding (time to study) to make thinking jobs/habits of approach clear and ensure the learning stays clear, concise, and connected.