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Add lingering questions to the Parking Lot.

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

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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 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 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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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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FACILITATOR MOVES: Guided teachers through sequence & Pacing, Model alignment thinking, highlight embedded supports

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Discuss the success criteria needed to check for understanding?

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Determine the objectives of lesson and connection to the TEKs. Prepare exemplar responses. Facilitator using leading questions to assist teachers

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Questions prepared for each Step to probe thinking and deeper understanding

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Facilitator moves: Prompting questions for each step.

Teacher moves: Notes on preparation materials, anticipating misconceptions, exemplar,

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Highlighting the vocabulary an background knowledge needed from previous lessons. CFUs

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Highlighting the vocabulary an background knowledge needed from previous lessons. CFUs

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Each person had a role in the meeting.

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She started with Good Things where teachers could start with personal connector

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Share glows, naming the norms and what will be their focus. 

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Share glows, naming the norms and what will be their focus. 

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Start with Celebrations, set expectations and norms. it was quick and to the point.

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Good things, assigned roles, discussed norms

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Specifically guided the teachers through the entire Step 1 process and reinforced essential knowledge and skills through questioning.

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When conversations paused, she asked a teacher directly what their ideas were.

She had the TEKS and ELPS, knew the connections to CFU and FA.

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They discussed each of the TEKS and ELPS as they related to the primary objectives of the lesson, They discussed what was needed for a strong exit ticket. They discussed each CFU and it's connection to the exit pass. Discussed how this lesson connects to others in this unit.

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"How much time do we have for each section"?

breakdown of all aspects of the activities, going deeper than jus the big picture.

Facilitator prompted transition phrases for teachers to recap and/or prep for future learning.

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Set a timer to help them stay on track. How much time per component? Broke longer components down. Discussed key takeaways for each section of the lesson. Discussed transitions and had teachers make a note of possible transition statements

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She pushed teachers to think about the diverse needs of her learners. She gave think time and asked about scaffolds. Identified key questions and supports to allow all to be successful on the exit pass.

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She continues to give processing time, but also bringing in the "how about..."

Making the explicit connection to the exit pass, FA, CFU.

Clear transitions to each one of the components.

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Shared writing: they all collaborated to create the to do list

I liked the wall space idea, not everyone will have the space, but now it's on their mind.

Check in at the end of each component.

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She quickly guided the discussion about materials. What materials (from the program) do you need to prep? Are they ready? What do you need to have available from outside the program (stamps, tea, etc.)

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Use the Content Blueprint, facilitator guide, and speaker notes to inform facilitation. Notes can guide pacing and emphasis but should not be read verbatim.

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"Customize to meet the needs of your learners at each LEA. Ask leading questions. Provide wait time. Ensure that teachers are reflective and active in their learning.

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Create opportunities for interaction, active learning, and application of HQIM practices within teacher teams.

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Address your LEA's needs and priorities through the provided content.

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Internalize the deck and make it your own. Prepare for misconceptions or even teachers who may disagree.

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Internalize and practice is necessary! Prepare for misconception and clarify teachers concerns. 

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Internalize and practice is necessary! Prepare for misconception and clarify teachers concerns. 