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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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Powerful effective teachers know that they have to continue to grow and learn not only to keep up in education, but also to keep up with the ever changing student. The reciprocal nature of the five steps for effective learning reiterates that educators are learners through the cyclical nature of the steps. Professional development should always be based in student data, should always meet a need in the school, and should be easily measurable. No professional development or instituted technique in a district will have any kind of meaningful impact unless teachers can see the impact in their own data and students.

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The five steps of effective learning by nature meets the characteristics of effective professional development. If done correctly the 5 steps are: collaborative, data driven, problem centered, facilitated by an empowered teacher leader, structured to meet the needs/levels of learning, etc. which are all characteristics of effective professional development.

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The five steps protocol builds collective efficacy by helping teachers work together toward the same goal, see that what they’re doing is actually working, and grow confidence that as a team they can make a real difference for students.

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Five Steps for Effective Learning protocol and Professional Development impacts Collective Efficacy goes hand in hand. The five steps for effective learning helps teachers be better teachers and assess what the needs are in all grade levels and subjects. This should be used across the board. The Professional Developments help teachers use new things in their classroom to help with the effective learning protocol. You need both to succeed in the classroom and to be an effective teacher.

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The Five Steps for Effective Learning protocol aligns with PD that impacts collective efficacy by structuring learning around student data, collaborative planning, modeling, and reflection. Teachers gain new strategies, apply them in classrooms, and analyze student work together, which builds confidence in their shared ability to improve learning outcomes. By linking teacher practice directly to student success, the protocol strengthens the team’s belief that they can collectively make a difference.

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A big takeaway from the video is that effective professional learning isn’t just about learning new strategies—it’s about using student work and data to guide instruction. Teachers first look at what students need, then learn and practice new strategies with support, apply them in the classroom, and check to see if it’s actually helping students. It’s a cycle that makes professional development meaningful and directly connected to improving student learning.

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What strategies help students use success criteria to self-assess, set goals, and take responsibility for improving their own learning?

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How can we ensure that students not only understand the success criteria but also take meaningful responsibility for tracking their own progress and using it to guide their learning?

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This five-step learning protocol supports collective efficacy by guiding teachers to identify needs, learn and practice new strategies, apply them in class, and evaluate student outcomes. This aligns with PD process building shared skills and confidence that can improve student learning.

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he Five Steps for Effective Learning protocol aligns closely with how professional development impacts collective teacher efficacy. By providing structure and routine, encouraging growth, focusing on relevant teacher and student needs, requiring evidence of student learning, and offering ongoing support, the protocol mirrors high-quality PD practices. These steps help teachers build confidence, collaborate effectively, and see tangible results in student learning, which strengthens their shared belief in their ability to positively impact outcomes. In this way, the protocol not only improves individual practice but also fosters a collective sense of efficacy across the teaching team.

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The Five Steps for Effective Learning builds collective efficacy and shared understanding  by creating a structured and collaborative system where teachers learn together, practice those new strategies with gudiance, are given in the moment feedback, analyze student data together, and reflect, proving their shared ability to improve student outcomes. This turns  PD as we know it into evidence-based teamwork/ learning which impacts student growth.

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Professional development aligned to the Five Steps for Effective Learning strengthens Collective Efficacy by helping educators see the direct connection between what they do together and how students learn and succeed.

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They align because they should both be data driven and aligned with student/teacher needs. This would ensure the most success with PD or with the 5 step process.

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The five step protocol helps with teachers collaboration. This builds confidence among teachers and allows them to know quickly if the strategies are effective. Using student data and then adjusting accordingly will benefit greatly.

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The process of the PLC in her model is viewed through an idea of it being a cycle/circle/ constant wheel of practice. There is no solid end. It is something that keeps being refined through peer review and practice, sharing the best of what each has to offer. Going out and doing. Coming back and sharing what did and did not work.

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The Five Steps for Effective Learning Protocol aligns with effective professional development because they guide each other. They are rooted in the needs of teachers and students and the desire to reach goals and see real academic growth in students through the lens of student data. Effective professional development should involve collaboration, opportunities to develop skills and understanding that are truly relevant to your classroom environment and students. Then through application and evaluation as outlined in the effective learning protocol, the PD process should be ongoing and adaptable to ongoing learning needs.

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I continue to wonder how a teacher can use this model to cater to the student that is not necessarily less capable or struggling, but simply chronically disinterested and lacking care?

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The 5 steps for Effective Learning mimics perfectly effective PD. It builds collective efficacy because it focuses on shared understanding, successful practice, and ongoing support. Consistency of learning, growing, and success as a team is crucial to student success. This is the perfect formula to help us help our students.

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Key takeaway from the video: I liked how she explained that the five steps are carried out in a circle. The focus is always on student data. The data will allow teachers to determine the need and how to address that need.

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The 5 Steps for Effective Learning directly support the development of Collective Efficacy by making student growth visible, encouraging shared responsibility, valuing teacher expertise,creating shared successes, and reinforcing that effort + strategy = results.

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Key takeaway from the video is that the 5 steps should be in a circle rather than a line, because it is a continuous cycle.

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Lingering question: How do we account for the needs of ALL students? Students who may have gaps in learning, and are working below grade level expectations. As a resource teacher who provides services to a large caseload of students, how can I best support the general education teachers with those students who seem to struggle on most all grade level materials.

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The Five Steps for Effective Learning supports collective efficacy by giving teachers a shared process focused on student needs and evidence. When teams collaborate, apply learning together, and see the impact on student work, it builds confidence in our collective ability to improve instruction and outcomes.

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The five steps of effective learning and planning meets knowing that there has to be continued growth in all areas of our profession. I truly believe that if the 5 steps of being collaborative, data driven, problem centered and facilitated by an impactful teacher leader to meet the needs of all learners one can see that this individual will be successful for all learners needs. Therefore, including our entire school community of learners. Every year there will be change and it will need to be addressed based on student data, and measurable for all.

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The Five Steps are easily connected to the characteristics of effective professional learning in the sense that PD should be relevant, applicable, and on going. If educators are collectively following the Five Steps, they are ensuring that all new learning that they are doing is student data-driven and will be on-going, as the new learning is consistently being applied immediately into classrooms.

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A big takeaway from the video is that meaningful professional learning goes beyond simply introducing new strategies. It centers on analyzing student work to inform instruction. Teachers first identify what their students need, then learn and practice new instructional approaches with guidance, and apply it in their classrooms. This step by step process ensures professional development is directly tied to improving student learning.

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Key Takeaway: The five steps for learning aligns with professional development in showing that teachers are continual learners. In dealing with teachers or students, all should be taught in a process. Learning as a process helps to identify a need and support it.

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How do you take student ownership and student understanding of the success criteria and apply it to a kindergarten or even 1st grade classroom? How do you make this kind of responsibility age appropriate so that there is follow through at all ages, not just upper level grades.

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Lingering Question: How can we make success criteria help student ownership if the students do not see a need?

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Professional developement that prepares teachers with real strategies that can be implemented immediately, time to focus on how to implemet those strategies while bouncing ideas of colleagues, and the impetus to evaluate the effectiveness of those strategies during and after by analyzing actual student work is the ONLY way that professional development will ever have an impact on student learning.

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The five steps align because they make the professional development relevant (identifying the need), and focused on the student learners. It allows for time to develop a plan and to be supported in the plan, as well as evaluating whether the plan worked. All of these steps are job imbedded and are manageable chunks. These steps are very likely to achieve results in teachers and learners and not just PD that will be forgotten.

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The five-step effective learning protocol promotes collective efficacy by helping teachers identify needs and challenges, learn and practice new instructional strategies, apply them in the classroom, and evaluate student outcomes. This approach aligns with professional development that builds shared skills and confidence, ultimately leading to improved student learning.

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It aligns by creating a structured and collaborative environment where we can learn and practice new skills. In an ideal setting we are able to see this and help each other build confidence in improving student outcomes and growth. It embeds learning into daily practices and fosters a supportive school culture.

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Key takeaway: effectivel learning processes for the classroom are also effective for teacher professional development. The process can be applied to both adult learners and students. Identifying a need based on student evidence, developing a strategy/intervention and implementation plan to address the needs, and reflecting upon its impact on student growth is a cycle for both the classroom teacher with her students and the professional development leader with teachers.

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The Five Steps for Effective Learning gives teachers a clear process, encourages hands-on learning, and promotes collaboration. Teachers work together, reflect on their practice, and see how their teaching affects student learning, which builds confidence that the team can improve outcomes.

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Lingering Question: Where can the time be found for a common planning time, resources, and administrative oversight be found for this process?

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The five steps identify the student need, learn a new way to implement, encourages new learning, working together and collaboration with others, and evaluating the student work and growth. We are always keeping the student's in mind. Like she said, we sometimes focus so much on teacher growth that we fail to focus on the students. That is who we are impacting and we need to keep them at the forefront of our mind. We need to evaluate student work to see the whole student and their thinking to actively help them grow.

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How can we make sure we’re all being consistent while still allowing teachers to teach in ways that feel authentic to them?

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I think it give a good structure to follow when creating a plan.

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Key Takeaway from the video:

A strong model where a cluster leader is stepping in and teaching the teachers like they are students. This enables teachers to be immersed in what the lesson or skill is really about in order to allow the teachers to struggle thru the process first. This facilitates them in creating their lessons and segment it correctly. Teachers are creating the steps that students need to complete or that skill.

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Lingering Question:

Teachers analyze student data and work to identify the need and the steps to meet that need and reach the goal. We have teachers invested. How do we get students/parents invested enough to put the same amount of work into the process?

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The Five Steps for Effective Learning protocol align with the PD collective efficacy because both begin with a need and cycle through steps to address the need. They are also both data driven and end in evaluation.

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The Five Steps for Effective Learning protocol align with how Professional Development impacts Collective Efficacy by valuing the relevance of both student and teacher needs. If teachers aren't clear on what is expected of them by having consistent curriculum to teach from, how are students supposed to be successful? Why do we have to keep "updating curriculum" when we have something that we've spent so much time and energy trying to master? Our standards aren't changing drastically.

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A key take away from the video is that the Five Steps method should really be a circle instead of a line. I also loved that she got distracted and had to re-focus a couple of times. This made the video more "real" for me.

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The Five Steps for Effective Learning protocol align with how Professional Development impacts Collective Efficacy because they both are strategies for improving learning. The "Five Steps" are a cyclical process that focuses on needs, whether it's teachers or students, develops a plan to address the need, and ends with reflection. The "Five Steps" can fit either teacher learning or student learning. As a teacher, professional development is one way we learn. When we collectively work together on a common goal, the impact on learning is greater.

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Key takeaway: Everyone has something to learn. Use those around you to help you grow as a teacher. If teachers grow, students grow. Use members of your cluster and other clusters as a club for success.

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Professional development conducted by someone who has not been in the trenches you are in is NOT effective professional development. It should always be led by an empowered teacher leader who understands the difference in theory and what really goes on when the classroom door is shut. It helps if administrators know this difference as well.

Stop and drop professional development is horrible. If you are going to introduce us to a method, don't use the firehouse method. Break it up into chunks, let us develop a lesson around it, and work together. A continuum of learning is supported by coming back together after those lessons have been taught to see the effectiveness of that method. So often, it is given to us and never really used. It was just a PD to have a PD.

Being asked to bring student work to a PLC and then never addressing that student work is a waste of our time. Have ap lan for looking at that student work. Some teachers don't know how to assess data and notice trends with students. PLC time should be spent doing this. PD time should be spent teaching teachers how to assess data that actually affects student growth.

Collective efficacy will probably never reach 100% on any campus. Teachers who do buy in and work together have to move on and work in spite of the others. Lead by example and maybe they will want to see the same success once they see you having success.

PLC agendas should be developed with all of this in mind. The same thing goes for those who are in charge of developing and planning professional development.