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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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Both ideas center around teachers and educators learning together with a shared instructional focus based on student data. The cycle allows teachers to see evidence that their work improves student achievement. Both allow for structured collaboration where reflection and continuous trust takes place.

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Both emphasize a cycle of learning that connects teacher growth directly to improved student outcomes through collaboration, reflection, and evidence-based decision making.

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Both provides structure, focuses on teachers and students needs, requires evidence such as work samples and artifacts, and provides on-going support.

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Both are on the key ideas that they must be relevant to what you are doing, promoting growth and conversation, and being able to provide evidence after the fact to see if what you are implementing is working. Both must be aligned to a specific structure and through that structure you can research, develop and apply new things to see what things work and what don't.

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Both ideas include collaborating, focusing on teacher and student needs, and using data to guide the next steps. Student achievement is highly based on collective teacher efficacy. Using the Five Steps for Effective Learning Protocol, educators are able to collaborate and determine what best practices should be used in their classroom to see a high level of student achievement.

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Education needs to be a task driven "business". We must have an end game in mind. What do we want our students to produce to show mastery of the content. Professional Development should provide teachers with the tools to create effective pathways for students to not only comprehend the content but also produce their mastery of it. The effective learning protocol is just like a lesson plan to achieve that very goal. Growth cannot happen without research and self evaluation. Both of these strategies provide buy in and a chance of "choice and freedom" to demonstrate one's success at achieving the task.

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Question about Student Ownership & Student Success Criteria.....

Can different students have levels of ownership and different levels of success criteria and both still be successful?

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Both focus on reflection and digging deep into what students are learning. It uses data to guide next steps and encourages collaboration amongst educators.

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Both focus on teacher collaboration to ensure student learning based on student data. It is a cycle -collaboration, student work, assessment, reflection. Teachers will repeat the cycle for each lesson taught.

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Both ideas focus strongly on the importance the needs of student and teachers. They are both data driven, based on evidence and encourage the need for effective feedback to facilitate improving student outcomes. Both models offer a clear instructions on best practices of highly effective learning protocols.

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The strategy is actually a cycle of learning. It involves reflection, modeling and collaboration.

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Both ideas are data driven, emphasize clarity, modeling, practice, and reflection. These are both cycles that allow teachers to grow which in turn allows a greater chnace for studnets to grow.

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The main goal is increasing student learning and success. Both of these require teacher to reflect on their teaching based on student assessments. Then to take those next steps to improve their skills in order to increase student learning.

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Should a rubric be included in this process so that students could be involved by taking ownership of their learning.

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It is important that after evaluating the effectiveness of a learning plan, that we go back and address learning deficits.

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Both ideas promote growth and give structure. They both focus on student and teacher needs while including collaboration and reflection for improvement.

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Lingering Question: I am still struggling with getting my colleagues to buy in to the process and logistically finding the time to begin implementing such a process. It is not currently built in to our schedule and I do not have any say in that.

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Reflection plays a vital part. We have to go back and see if the teacher was effective and that the students were successful. I can do this, but how do you get coworkers to take part?

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This Five Steps for Effective Learning protocol, which can be expected to include learning intentions and success sharing, activation of prior knowledge, guided practice, independent application of learning, and reflection on learning, matches well with professional development for building collective efficacy. By participating in PD in which these five steps are modeled, teachers are able to observe and join in designing and applying proven strategies, and learn from feedback on their teaching. Such a community experience can help teachers become confident that their individual practices can make a positive impact on learning, improving collaboration and fostering a belief in collective capability for achieving the School's vision, both of which are part of building collective efficacy.

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Key take away from video: It is not isolation, it is collaboration. It is a continuous cycle.

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The Five Steps support collective efficacy by giving teachers a clear process to try new strategies and see real student results, which builds confidence that together they can make a positive impact on student learning.

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Lingering question: how do we shift the responsibility for monitoring progress from the teacher to the learner...without relying on "when the teacher checks it"

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Both of them focus on student growth, teacher collaboration and data. The goal is one to determine an area that needs work, work on addressing that need by building teachers knowledge up and teachers then bringing that knowledge into the classroom for students benefits.

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There is a constant need for collaboration and reflection.

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A key takeaway from the video is just how much collaboration is focused on and the impact it has on student growth.

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What examples of success do Arkansas teachers have related to student ownership?

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Student Ownership/Success Criteria:

Since I have 2 different blocks of inclusion classes, where the SPED teacher co teaches with me, what would their success criteria look like compared to a gen-ed classroom?

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They both focus on student needs and evidence of impact. Collective Efficacy is strengthened when teachers believe that their actions impact student learning.

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Both areas focus on looking for the students needs and what the teacher can do to increase the success of the student learning. They look at how collaborating with each can develop an universal approach to increase teacher confidence with student success.

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Both are centered around student and teacher needs. They both utilize student artifacts to help drive development of teacher goals and strategies. Both call for structure and continual collaboration with an on-going plan in mind to obtain and collective goal.

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Lingering Question: Even with teachers being on board and supportive of the process, where do we find the time to implement it?

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Key Take Aways:

Do not work in isolation and be open to new ideas.

The process is a cycle.

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The five steps of effective learning protocol align with how professional development impact collective efficacy by using student work and data driven material. They both meet the needs of the learner, both engaging and model behavior/skill.

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Both require collaboration, are focused on student needs, are data driven, and require reflection. Just a name a few!

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Q1- The Five Steps for Effective Learning protocol builds collective efficacy by creating a shared, structured process where teachers collaboratively identify needs, learn together, and apply strategies focused on improving student outcomes. As teachers examine student evidence and see the impact of their collective efforts, confidence grows in their shared ability to positively influence student learning.

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The key takeaway from the video was that the 5 Steps in the Effective Learning Protocol are cyclical, not linear. Although the model does show arrows between each other, the principal clearly articulated that the process is ongoing and revolving. The process comes full circle and should even include arrows back and forth within the circle, as the steps can lead back to developing, re-evaluating, and applying again at any point within the model.

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Both of these focus on student centered, data driven, and collaboration to promote growth in order to see student success.

Lingering question: Could this model be cyclical, with arrows back and forth inside the circle between learn, develop, apply, and evaluate to strengthen efficacy?

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They both should be focused on the need os the students which in turn should drive the needs of the teachers.

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Both are lead by a teacher leader and have a focus on the needs of the students and teachers. Student work is consistently present in both and learning is never ending. It continues even after the last "step"

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How can we ensure that ALL students experience some form of success?

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This is a cycle that is continually going. The cycle allows for growth, learning and reflection on the teachers and the students part.

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What do you do about those teachers that just won't get on board?

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Key takeaway - Teacher learning, just like student learning, is a cycle. You begin with student work, determine a need, plan learning, implement learning, and then evaluate student work to see what still needs to be addressed.

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Both align with data vs assumptions. Using this protocol allows continuous reflective, measuring of success, and intentional planning based on needs. Both of these also allow opportunity for effective collaboration.

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Both Effective Learning Protocol and Professional Development need, have an active plan for all involved, give time to practice/understand/apply and then evaluate for effectiveness. If this is in line with one another - like it should be - then all teachers will be working toward the same goals with the same strategies and all accountable.

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Lingering question - How can we build in time to cultivate student ownership and communicate success criteria without taking away from instruction? Ideally, teachers would be able to have 1:1 conversations with every student about their progress each quarter, but there doesn't seem to be time for that. Do these conversations have enough of an impact that we should prioritize them over instruction?

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Key takeaway from the video:

The learning is cyclical!

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Both focus on students needs and giving teachers the tools through collaboration, modeling and reflection to meet those needs

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Lingering Question:

Student ownership of learning for students who are absent frequently. They miss the majority of the steps in the process of effective learning. What to do to get them on board?

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Key take away the learning is a cycle.

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The Five Steps mirrors effect PD practice with clear targets, modeling, practice with feedback, evidence based reflection, and independent application. Collective efficacy grows because they see the concrete evidence using student data.

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Key takeaway: it is a constant cycle.

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Key Takeaway: Teaching and learning is a continuous cycle:)

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Lingering Question-What do you do to help the teachers who are not understanding the learning, after the cycle.

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Students and data are the true driving forces of PLC. These should be the basis for how to boost student learning and teacher expectations. It is all a process on a contiuum.

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Lingering Question: How do you handle the "walnut trees" of the PLC?

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Both focus on students needs on teachers collaborating and planning accordingly. They use a designated structure to keep educators observing, identifying, assessing, and reflecting.

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They are both linked to continuum of learning and they're both grounded in student work.

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Key takeaway from video: Collaboration is one of the most important things.

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Lingering Question: How can you help encourage a teacher improve their teaching methods that feels content with all things current?

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The Five Steps for Effective Learning protocol aligns with how Professional Development builds Collective Efficacy by creating a shared, collaborative process focused on improving student learning. This is done through identifying clear learning targets, developing a common understanding of effective instruction, implementing aligned strategies, analyzing evidence of student learning, and reflecting to adjust practice. We as teachers engage in meaningful professional learning together rather than in isolation and helps us build a shared ownership. As our teams consistently see evidence that our instructional decisions lead to student growth, professional development moves beyond individual skill-building and strengthens the collective belief that together, we can make a measurable difference for all students.

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Video take away is that it is continuous cycle and not linear. It takes collaboration from all parties.

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How do you get student ownership if they just refuse to participate with other students?

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My key takeaway was the importance of cycling the learning and coming back to the reflection. This encourages growth and development of pedagogical strategies with proof and practice.

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How do you choose the best research-based strategy to move forward with? Do you experiment in different classes or blocks before you implement and teach?

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They both support collective efficacy by helping teachers learn, practice, and apply new skills together. By setting a clear purpose, modeling lessons, collaborating during development, applying strategies in the classroom, and reflecting on student work, teachers build confidence in their abilities and see the impact of their teaching

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How can I ensure that success criteria supports differentiation without creating confusion?

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They both help teachers work collaboratively with others to help address students' needs. They use data to help drive increased student outcomes. They both involve active learning with support for each other. They both address using reflection to help increase student learning.

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Video: Modeling and collaboration are key!

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How do you address the reluctant teacher who feels like they know it all?

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Focusing on what is relevant to the student and the teacher needs to be top priority. First of all, a problem needs to be discovered. Through observation, student work, assessments, and data a goal can be determined. Set a goal that is relevant to students and provide effective, proven learning strategies to meet the student's needs. Then, to ensure you are successful in meeting the goal, use evidence from the student. The Five Steps for Effective Learning is cyclical in that it never ends. You are always learning and always assessing students progress. You should always be setting the goals higher.

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How do you get a PLC started in an area where there isn't one?