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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: Asking questions. Prompting teachers to find missed items.   Teachers: Highlighting, annotating, circling.

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Facilitator: Asking questions. Prompting teachers to find missed items.   Teachers: Highlighting, annotating, circling.

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Facilitator questions: What are your TEKS? (If they read just the TEKS number, guide them to look at the footnotes to see what the TEKS say.)

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Facilitator- Prompting the teacher's thinking using the "Going Deeper" so that s/he is truly reflecting on the lesson based on the needs of her/his students.

Teacher- Differentiating the lesson and including various engagement strategies to fully engage students.

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1: General questions to connect

2: Talk about roles

3: Model expectations

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She started with personal celebrations. Assigned roles and validated the person assigned. Told them they do a great job with the norms.

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Connected to unit internalization and the standard they said they wanted to focus on. Had a participant share why they decided to focus on that standard. Told them to think about the standard and how it connects to each lesson. "What are you guys thinking? Who would like to start us off?" As teachers review the TEKS, she has them share big takeaways. Reviewed CFU and had them identify what was being assessed. Had them share how the lessons tie in to each other.

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I love how she took it apart into 4 distinct steps- TEKS, ELPs then formative assessment, then CFU opportunities/alignment, then coherence between lessons

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I love how she took it apart into 4 distinct steps- TEKS, ELPs then formative assessment, then CFU opportunities/alignment, then coherence between lessons

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She asked "What else?"

Teachers did a lot of talking.

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Time allotment for each component- jotted down additional time stamps where needed; Exit Pass- had them jot down the time they thought they needed; Had them add in transition statements to connect components of the lesson and explain why it would be a good place to add the transition.

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The application part and what they needed to accomplish and the skill needed (sequence of events, text features for captions) Talked about how each component connects

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She lead the teachers to write explicit transitions. She lead them to see the connections and craft a cliff hanger intro...let's think about....let's see what happens?

Added timestamps.

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Provided focus for the lesson- looking at each component, consider differentiation/scaffolds for EBs, lower level, extending the learning; Posed a suggestion for incorporating writing; engagement strategies; prioritized comprehension questions based on the objectives and explain why

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She lead teachers to own the content, which is a great example of how BBL is structured but not scripted.

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Collaborated on a to do list of resources needed for lesson 2; reminded them of the ones in the Teacher Resources; pointed out wall space needed

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I expect the facilitator to guide the discussion and prompt teacher reflection without providing the answers. I also expect teachers to take notes and collaborate on how to adapt the lesson for their classrooms while maintaining its original intent.

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The facilitator began by celebrating positive moments shared by the staff and then established collective norms and responsibilities for the PLC. She affirmed each response and modeled humility by sharing which norm she was personally focusing on for the day.

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The PA guided teachers to identify what students need to know by listing the essential knowledge for the lesson. They analyzed key vocabulary and discussed potential misconceptions—such as why some students struggle to answer “how” and “why” questions. The group also reviewed sentence structure and the skills required to respond thoroughly to those types of questions. The PA examined the Checks for Understanding to clarify what was truly being assessed, distinguishing between essential CFUs and those that serve as additional support. She reminded the group that if pacing becomes a challenge, the focus should remain on the most critical CFUs.

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The facilitator guided teachers to identify supports, scaffolds, and challenges based on their students’ specific needs. She encouraged them to find additional opportunities for students to practice more difficult concepts, such as writing complete sentences. I loved the use of the teapot as a visual! She also led teachers in prioritizing comprehension questions, providing think time, and prompting them to explain their reasoning.

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The facilitator pushed teachers’ thinking by asking follow-up questions like, “Why did you say yes?” to deepen understanding of student thinking. She emphasized the importance of sequencing events and encouraged teachers to reflect on resources, activities, and key takeaways. The discussion included a deeper dive into how teachers make meaningful connections across lesson components, and she prompted transitions to strengthen those connections within the lesson.

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The PA reviewed the materials in advance and suggested creating a large map to support the lesson. She also acknowledged and appreciated the prework teachers had already completed, such as preparing the sort activity.

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Expectations for the Product Advisor in Redelivering HQPL

Facilitate teacher learning effectively: Guide educators through the professional learning content, ensuring understanding and application.

Promote engagement: Encourage teachers to actively participate, discuss, and reflect on the content.

Ensure fidelity to the program: Deliver HQPL as designed, maintaining alignment with the lesson protocol and learning objectives.

Support teacher growth: Ask probing questions, clarify misunderstandings, and connect the learning to classroom practice.

Encourage collaboration: Create a safe, inclusive environment where teachers can share ideas, problem-solve, and learn from each other.

Monitor understanding and provide feedback: Check for comprehension, address misconceptions, and adjust delivery as needed.

Best Practices for Preparing to Redeliver HQPL

Review the materials thoroughly: Understand the content, lesson protocol, and intended outcomes before the session.

Plan facilitation strategies: Identify questions, discussion prompts, and activities to engage teachers and promote deep learning.

Anticipate challenges: Consider potential misunderstandings or difficulties teachers may have and prepare strategies to address them.

Familiarize yourself with resources: Know the tools, technology, and materials teachers will use during the session.

Practice the delivery: Rehearse key parts of the session to ensure smooth facilitation and timing.

Prepare to differentiate support: Be ready to provide additional scaffolds or extensions based on teachers’ needs and experience levels.

Set a positive tone: Plan how to create a welcoming, collaborative atmosphere that encourages participation.

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I expect to see step by step of each area that is being covered. My expectation for teachers during the internalization session is for them to truly engage in the content, because they are the ones that are delivering the content to our students. This is important because they need to understand what is being taught and how they can adjust if needed in real time.

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The facilitator ensured that she acknowledged all of their work and the efforts they put in to making a positive impact on students learning. The facilitator remained positive and really stressed on the importance of also acknowledging themselves and their efforts.

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The facilitator asked guiding questions about the alignment between the TEKS and ELPS. She had them each read the focused TEKS and explain what was expected from students.

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The facilitator asked them guiding questions on elaborating on the “how” and “why”.

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She asked guiding questions.

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She guided them with questions, and asked why TEKS and ELPs were going to tie in together to help students learn.

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Guide teachers through effective professional learning.

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Making sure teachers have clarity of the lesson and engaging with the materials

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Personable and started with good things

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Strategic planning, questioning, and checking for understanding

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Facilitator was very familiar with all of the components of the lesson and was able to effectively guide and check for understanding

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Components of the lesson are reviewed and teachers were able to do a deep dive into the resources and materials

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Important to be versed in the material, be prepared to help teachers navigate through misconceptions about the material, be able to coach teachers through effective instructional practices