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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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Key takeaway from the video - When educators follow a shared structure, collaboration becomes purposeful, supportive, and results in improved teaching practices and stronger student outcomes.

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A key takeaway from the video is the lead teacher has to be willing to go first, and lead by example. This builds confidence and buy in other teachers, and it helps build trust, too!

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What does it look like when students actually use success criteria to guide their learning?

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Collaboration should be purposeful and is also supportive which results in improved teaching practices and better student learning.

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If my school doesn't have remediation period or shared planning times amongst teachers, how can we build time in to reflect on this to ensure everyone is on the same page? Without time to do this, I am afraid this will not become an actual practice in my district. It will be a "nice thing" we talk about but never actually accomplish.

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Key Take Away: Incorporating data analysis into collaborative conversations allows for the school-wide or building-wide need to be established and unifies teachers in the motivation that drives their instruction in the classroom. Making work like this recurring and regular keeps the target central and the team focused on the goal of student achievement with increased clarity. This is what PD is supposed to produce in a team!

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Lingering Question: How can one set an achievable timeline for making a shift in mindset and applying these principles and practices of growth on a campus?

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Purposeful collaboration will support students and teachers and create a cohesive learning community.

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Key Take Away: This is how PD should look! Being able to collaborate with others on student data and work together to help students become successful.

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At first glance, this seems like a big shift. How do we encourage others to "get on board" with this and how long will it take to begin to see the desired growth?

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I see the Five Steps for Effective Learning as a way to strengthen collective efficacy because it gives teachers a shared focus and a clear process for improvement. When professional development is structured around real student and instructional needs, we work together toward common goals instead of in isolation. As we see evidence that our instructional changes positively impact student learning, our confidence in our collective ability to make a difference grows.

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Lingering Question: How do we find time to cover everything if we teach all subjects?

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Key takeaway- we need student work samples. We need to be able to see where the students are making mistakes and what the exact needs of the students are. Looking at scores alone does not provide us with enought details to see where the students are struggling.

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Key Takeaway: The Five Steps for Effective Learning protocol strengthens collective efficacy by providing teachers with a structured, collaborative process that connects professional learning to real student outcomes This helps educators to see that their combined efforts directly improve teaching and learning.

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How can make sure that student ownership is occuring across the board? What does it look like from class to class?

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Lingering Question: How do schools find the time to create a culture where teachers consistently use data, collaborate, and reflect together so that improvements in instruction and student learning are sustained over time?

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Strengthening the team’s shared confidence in their abilities leads to improved student outcomes. Every team member contributes to the discussion, allowing us to learn from one another.

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My key take away from the video was that when the focus of developing PD and educator learning is focused on their particular students, that has an impact on so many different components of school success.

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Key Takeaway: Professional development should be purposeful and should be focused around the relevant needs of students. This helps strengthen collective teacher efficacy because it provides a structured, collaborative, data-driven way for teachers to learn and reflect on student learning.

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Key takeaway - they both bring us back to teamwork. We have to be willing to learn from each other. We have to keep the students best interest as our top priority. We need data driven practices to guide us but we also need to know if something one teacher is doing is particularly helping a student. I love that the protocol requires time to apply the new learning and then to assess to see if we need to modify and adjust. The lady in the video said it should be a circle to show it as a cycle and this is spot on. We can't stop learning!

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Aside from physical rewards, what could motivate students (the ones who don't care about numbers or grades) to be engaged in their ownership of success criteria? I don't want to give out a piece of candy every time a student participates in the tracking of their own learning, but how else can I get the unmotivated kiddos to truly care?

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The lead teacher has to lead/set the tone for the other teachers. To provide the collaboration that will improve student learning.

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Key takeaway from the video: the lead teacher must keep the standard. Having confidence in their teaching, confidence in their peer support, and confidence in their leading abilities is what forms strong connections and student success.

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Lingering Question: how do we apply this with fidelity when we don't have the time to collaborate with our teaching partners?

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Lingering Question: How do we ensure that everyone is benefiting and feeling supported, when using the Five Steps of Effecting Learning Protocol in a large team?

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Student ownership - we can lead a horse to water but we can't make them drink. I have found that 5th and 6th graders can't be made to do anything - they have to want to do it. I often try to get them to want to compete with other schools, understanding that those schools we play sports with are also looking and comparing test scores so we need to learn all we can so we can smoke them in testing! Some kids get pumped but others you just have to find what works. At the end of the day it's up to them. It has helped in the past to just sit down with a student and ask them why they won't try...they may step it up if they know someone truly cares if they are okay.

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How to get students to take ownership of their success.

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Lingering Question: what strategies can we use to help all teachers consistently work through the steps and support each other’s professional growth?

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Key takeaways:

-Identify needs of school AND individual students.

-Master teacher provides modeling FIRST to confidently buy in the other educators.

-Master teacher can figure out strengths, weaknesses, and what the teachers need in order to be effective simply through collaboration and floating, being accessible to all.

-It is all a cycle...it continues to build or grow and repeat. With identified needs being met, the opportunity for other needs to be focused on can be revealed, which allows for more effective and successful future PD.

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We need a plan to follow to ensure we can collaborate in a useful, productive way. Making collaboration truly useful to all involved.

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Video takeaway- It's is truly an ongoing cycle and needs a hand from everyone to make a school great. It isn't just one teacher. We need to effectively collaborate more to see the growth we know can happen and want to see happen for our students success.

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Key takeaway - The video showed that lead teachers really set the tone for a team. They have to be willing to lead by example and be comfortable supporting and coaching others. When everyone works together using clear routines and real student work, it helps teams make better decisions and improve how students are learning.

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Key Takeaway: This is how teachers get the most out of PD. We need time to process and collaborate with each other, or else implementation will not be as effective as it could be.

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Lingering question: I am a singleton, which makes collaboration within my own building a bit more difficult. How can I still make the most of collaboration without a teaching partner?

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One lingering question I still have is:
How can we ensure that all students (not just our high-achieving learners) truly understand and use success criteria to take ownership of their learning, especially those who struggle with confidence and reading.

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LQ: Where do we start when trying to implement Effective Learning Protocol? Share ideas with principal and other lead teachers? Do you start in your own cluster and show progress made to encourage others?

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The Five Steps for Effective Learning protocol aligns with how PD impacts collective efficacy because the protocol provides an evidence based structure for us to guide teaching and learning. Additionally, it holds everyone accountable. The protocol provides a framework for our process and ensures that all students receive high quality instruction, not because of something "I" did, but because of something "we" as a team did. Everything that we do is driven by student data. When we believe that WE cause learning and we see that reflected in student data, it reinforces our collective teacher efficacy.

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Key Takeaway: They both show how important collaboration with teachers is. They both focus on shared learning and intentional practice, which leads to teachers growing together rather than in isolation.

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Video - it was really interesting to see her answer the questions he provided. I was nodding right along with her saying how bringing along student work was helpful because it was geared to HER SPECIFIC STUDENTS! I can relate to that. As a Kindergarten teacher, I feel that our PDs are often aimed for teachers in 5-12 grade and aren't really valuable for my students. This structure would be valuable for all.

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The Five Steps of Effective Learning protocol align with how Professional Development impacts Collective Efficacy by:

-creating a meaningful purpose for the professional development

-allowing teachers to work together to create a plan to meet the needs of students

-providing teachers with modeling and/or detailed instruction on implementation

-providing the opportunity to evaluate whether the plan worked or exposed a different need

=giving teachers a model to follow

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Lingering question: how can we get our admin to see the value in this type of PD?

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Key takeaway from the video was that this is a cycle. It continues on and on and helps educators become more effective and more reflective. I develop continuums of learning (lines of learning) in my own classroom. Teacher are also on a continuum of learning.

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A lingering question about student ownership and success criteria is......What if a student doesn't know that they are not meeting the criteria. I have students who check off the boxes because they truly think that they are meeting the criteria, but they aren't.

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The lead teacher was willing to go first, and lead by example. Teaching students to take ownership of their learning. She was willing to support will clear actions. She was very effective at collaborating.

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key takeaway: The five steps for effective learning protocol and the professional development impacts kind of go together like a sandwich. The five steps are something that is continuously going throughout the school year and you could use what is happening in this process to seek out professional development that would help work alongside this process.

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Question: How can we incorporate students into this process so they can buy in to the work teachers are doing to help their learning so that the students would want to improve their learning?

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My key takeaway from the video is that when teacher PLCs have a clear purpose, specific goal and a clear plan to execute, that is when learning can take place. The lesson is "won or lost" in the planning. Making sure he daily goal meets up with the unit objective is key to not wasting time in the classroom. And finally, reflecting over the success (or lack there of) of a lesson will help to ensure long term success.

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Key Takeaway: Being able to collaborate with your team/building is how PD should look. When we as teachers feel successful, our students will feel more successful.

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Lingering Question: How can you continue to help teachers without taking every plan time, keeping them after school/contacted hours?

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Key takeaway from the video is that when teachers collaboratively identify a common instructional need, PD becomes focused and purposeful.

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Teachers are challenged to do their best using a best practice. They are asked to reflect on their student's work as a direct result of their teaching, and utilize their assessments as feedback meant to inform their next steps.

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Lingering Question: How do we get admin involved so we can incorporate this type of PD in my school district?

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Key Video Takeaway -

The process is cyclical! We should always be assessing student work, finding the gaps in student needs, developing ourselves to be able to meet those needs, and then be able to attack the need to see student growth.

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Key Takeaway: Using the Five Steps protocol in PD moves teachers towards coordinated, evidence-based action. This directly increases the staff’s collective belief that they can improve student learning. It also provides equity for students when teachers coordinate and plan lessons.

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Alignment Between the Five Steps, Professional Development, and Collective Efficacy

Just like adult learners in professional development, we as teachers have to hook our students and find ways for them to see the applicability of learning for themselves individually, and make it attainable for them. We, as students, also need that continual development so that we can be confident in our methods and effectively know how to get students where they need to be.

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What do you do if a teacher refuses to get on board and just does their own thing?

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The Five Steps for Effective Learning protocol directly supports collective teacher efficacy by providing a structured, collaborative system to professional development that encourages teachers to improve instructional practice together.

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Key Takeaway: Teacher clusters can use regular meeting time (CTM/shared plan) to learn and practice new strategies. This builds group confidence/trust, ensures strategies are transferable, and helps teachers see real impacts on student learning, strengthening their belief that, together, they can improve student outcomes.

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Collaboration should be purposeful. This provides essential support to both teachers and students. Collectively using real student data to create goals and drive instruction improves student outcomes.

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Key takeaways: Learning is a continuum. No matter which position you are in: Teacher vs. Student. Once you have gone through all 5 steps, more than likely you will have a lingering question that will then take you back to the identify step in the protocol.

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Lingering Question: When students are rating themselves after the learning has been completed, I have students that will rate themselves a 1 when they are really a 3 and vice versa. How do I fix this issue?

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Key takeaway was collaboration needs to have a purpose. Working together not only helps teachers but helps students grow confidence in what they are learning.

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Question: How can we effectively monitor and support students in consistently applying success criteria across different content areas, classrooms, and lessons?

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What does student ownership look like at the lower elementary level?

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It puts everyone on the same page - working together. It creates a clear path and destination that everyone can work toward.

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A key takeaway from the video is how the collaboration and modeling is consistent throughout the entire process. Just like with students we must identify the need, plan to fill in the gaps, model expectations, support during implementation, and assess learning.

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It is important to look at student work to let that guide where you need to go. Also, it is important to have plenty of time to collaborate through the entire process. The collaboration has to be purposeful.

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Key takeaway from the video: PLC meetings and professional development must be targeted to the specific needs of the school in order to be successful and receive buy-in from teachers.

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Key take away: it is never ending with constant growth and collaboration!

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Success Criteria is wonderful for high and medium students, but if students are lower, and we are trying to get them to learn the skills, which are very basic for first graders. If they can't remember that a says ah, or what an a looks like, how do we get them to remember the goal, and what success looks like, or where they are in in relation to the goal, and how do they do this with the essentials in each content area?

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Lingering question: How can we make sure all students are taking ownership for their learning? What pieces might look different for learners with exceptionalities?

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The 5 steps align perfectly with establishing a professional development that impacts collective efficacy. This collaborative approach provides a structure that uses data to plan learning and support from lead teachers for other teachers with a focus on student achievement and instruction at the center.

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Key Take Away:

The 5 steps are a CYCLE! It should always be continuous in our practice.

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Lingering Question: How does a coach support in the apply portion other than observations?

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A key takeaway was how step 1 (Identify the Need) comes from taking a close look student work- not the overall grade. When analyzing student work, using specific questions or using specific criteria/rubrics to pinpoint student thought processes is so important when trying to identify what students need. Then, the lead teacher steps into the classroom to model what practices should be used to address these needs.

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Lingering Question: Where does this process it in with our current PLC process? What will we do if they don't learn it?

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Key Takeaway

1. Take a close look at students work and identify the problem areas. We then work on a timeline to implement a new strategy that will center around the target areas of growth that are needed. As the lead teacher, we need to offer help to the teacher and the student. Sometimes instruction is perceived differently by students from a different teacher. We have to be willing to jump in and get our hands dirty all the while modeling the learning for the teacher.

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The lead teacher "goes first" - then you can condense what needs to happen, what learning needs to take place, how can I guide the other teachers learning, etc.

How do you guide teachers to the same place with different levels of knowledge and experience?

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My key takeaway from the video is that PD doesn't have to be an all day training with a "sage on a stage." It can be a short 30 minute conversation with your team by using the Five Steps for Effective Learning protocol. When PD is structured this way, teachers can experience success together!