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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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The five steps of learning are cyclical and never complete. One is always in a constant state of determining need, obtaining date or training, implementing and applying, then evaluating success of student learning. However, when mastery occurs, you move to a new task.

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How does one get buy-in on whole-campus initiatives, especially when it feels so out of area. For example, how does one get the shop or band teacher to buy-in to a reading initiative when the class if viewed as largely hands-on and they don't feel they have the skills to even address that area?

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Takeaway: It is focused on students and their individual needs. Teachers collaborate by sharing their strengths and working together to design high-quality lessons that support student learning and improve instructional outcomes. It is centered around student work. I like how she mentioned the five step protocol should be a circle instead of a straight line.

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The Five Steps for Effective Learning aligns with how Professional Development impacts Collective Efficacy because both are centered on improving practices for student success. It involves troubleshooting an issue and trying different strategies until a goal is met; what may work for one student/class may be totally different for another, and as Kara said, it is not something that can just be marked "complete."

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Lingering question:

Many of my students (high school) plan on going into the work force, military, or a trade after graduation. How can I get them to take ownership over learning writing skills when their response is, "I won't need this after high school," paired with a reluctant attitude?

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Takeaway: Using the 5 Steps ensures instruction targets student needs, guiding teaching and evaluation to boost engagement, ownership, and measurable learning growth.

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Lingering Question: How can students consistently use success criteria to set meaningful goals and accurately assess their own learning?

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The five steps of learning are consistently applied and must be repeated as learning is also cyclical. Student/teacher needs must always be the catalyst for the learning and the development of new or revised strategies. Evaluating student work is the most valuable tool in order to keep the work focused on needs.

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Lingering question: How do we help students see the relevance of what they are learning? How do we connect this to the real-world in order to ensure successful engagement?

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Takeaway: The five steps of learning are on repeat and revolve around student learning. Student work should be the driving factor behind teacher decisions in the classroom. A clear goal must be set.

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Lingering Question: How can this be shared with students to help them buy-in to their own learning?

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Lingering Question: How can I, as a lead teacher, foster buy-in among my colleagues from seasoned, veteran teachers?

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Key takeaway:

With the implementation of the 5 steps, there will never be a stagnant moment with learning. The cycle continues and there is not a moment that growing, learning, or reflecting is not occurring. Learning is continuous for all.

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Key Takeaway - it is a continuous cycle (not linear) in which the content is relevant/realistic, that provides a more in-depth understanding of student needs to drive differentiation and instruction. It is data-driven, cultivates buy-in with a strong model, appropriate application, and reflection.

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Lingering Question: How do I get a student who already has lack of effort/learned helplessness to buy in to success criteria? Same with teachers who think they "know better" or what they're doing is the only way to move forward?

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Lingering Question:

If we as teachers do all the right things with the steps, how does this help with the apathetic student get on board with their own learning?

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Takeaway: Student success will improve when you focus on their learning and using their own work to measure that learning and look for places to help. We often get focused on how we teach something instead of teaching in a way centered on what will best help the students.

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Lingering Question: How do I stay focused on these strategies when the day-to-day tasks often feel overwhelming? I often feel like I'm doing really well after a PLC but as things get busy, I find myself sliding back into old habits that aren't necessarily the best for student learning outcomes.

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Take away: The five steps are centered on keeping the PD relevant and beneficial to teachers and students. It shows examples from a Lead Teacher of effective teaching and student success, while also allowing time and evidence to pinpoint any misconceptions. This also allows time for teachers to identify any changes they need to make to best fit the needs of their class. After teaching, they bring back student work to discuss what went well and what needs to be improved.

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The Five Steps for Effective Learning build collective efficacy by giving teachers a clear structure to work together on real student needs. When teachers see evidence that their shared efforts improve student learning, they gain confidence in their ability to make a difference together.

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It really stuck with me that they said it is a cycle. It is something that should continue to evolve throughout the year. Teachers collaborate and discuss student work in order to meet students needs.

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Lingering question: How can we provide support to new teachers that we are mentoring that are not in our PLC groups?

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The main takeaway I noticed during the video was to focus on student work. The students achievement should be the center of plcs and the areas of need in the classroom. Without them, we are just teaching standards.

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Video Takeaway: That the five steps of effective learning is a never ending cycle that teachers need to follow to enhance student learning. Focusing on the needs of students through data driven instruction promotes student success.

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Video takeaway: As teachers, we should be focused on student learning and student needs. If we want students to meet learning objectives, we must spend time evaluate student work so that we can identify the needs of our students and adapt our teaching to meet those needs.

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The lingering question I have with Effective Learning for PD is how do you motivate students when they already know the success criteria? I feel motivation is one of the main struggles I see with teachers in my building.

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The five steps of learning protocol align with how professional development impacts collective efficacy because they are student and teacher focused. The five steps focus on a need or problem and then how to meet the need or problem all the while evaluating student growth. Both have a specific goal in mind that the PLC can do collaboratively.

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Lingering question: How do we motivate students to take the success criteria seriously with setting goals for themselves if modeling doesn't work? How do we get all teachers on board so that students are setting goals for themselves in every class and not just our class?

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Lingering question: How do I get other teachers on board with this? How do I help them see the benefits of the model?

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Collective efficacy is a mindset. The five steps for effective learning is a never ending process. When they align, student success will follow. Everyone has to stay positive and work hard, which I realize is easier said than done.

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The 5 Steps align with collective efficacy because they provide a structure that is focused in student needs, and those students are OUR students...we believe in the steps' success because they are focused on our kids.

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Question: How do we continue to encourage ALL high school students to push themselves academically as they navigate through the higher grades? The idea of pursuing college for students is declining (which I'm not opposed to), so encouraging students to push themselves academically is an increasing problem.

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The five steps create a process that is driven by data where teachers are able to learn together, collaborate to identify problems, apply new strategies, and then evaluate the impact of these strategies. As teachers see the positive impact they are having on their students, their belief in their ability to positively impact student outcomes is strengthened.

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Takeaway: These 5 steps make sure student learning is never paused or overlooked. The steps make sure the students continue to have a positive learning outcome for success. Teachers need PD throughout the year to keep their minds fresh and to learn new ideas to ensure that students are learning to the best of their ability. Being present and open minded in these PD's will make the teacher evolve as new ideas are being cycled in the education world.

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Lingering question: When grade levels are departmentalized, how do you support each other when your focus is on your content? But you want to help your colleagues!

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Lingering question: How do I encourage student ownership in Kindergarten, when some teachers and parents do not encourage ownership? How do we get everyone on the same track to ensure the best for the students?

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I found it interesting that like many other "cycles" (Scientific Method, Engineering Design, etc) that Professional Development is also circular. There is always something that can be redesigned or modified to improve.

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How do you instill change toward student ownership of state test results, when they leave your building after taking it....and don't ever discuss the results with anyone?

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Question: How to improve "buy in" to this model for teachers who have been burned over and over. It's not just student apathy we deal with, it's teacher apathy as well.

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Takeaway: The Five Steps for Effective Learning mirrors strong PD by having teachers analyze data, try new strategies, and reflect on results. This shared process builds collective efficacy as teachers collaborate, take collective responsibility, and focus on real student growth.

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Takeaway: The five steps for effective learning protocol align by supporting development of collective efficacy and shifting professional development. This cause continuous collaboration and more info about student data. It also promotes safe practices, peer review and observable outcomes.

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Question: When constructing effective PD/PLCs, how can we more effectively target teachers who may be "stuck in their ways" and less willing to try new things?

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Lingering Question: How do students use the success criteria to make decisions about their learning, and what happens differently when they truly own those criteria?

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The Five Steps for Effective Learning Protocol aligns closely with how effective professional development builds collective teacher efficacy. By establishing a clear learning goal, teachers develop a shared purpose and common expectations. Modeling and guided practice create a shared understanding of effective instruction and allow teachers to build skills together, increasing confidence and consistency across classrooms. Ongoing feedback, collaboration, and reflection help teachers see evidence that their collective efforts are improving student learning. When teachers experience success together and see the impact of their instructional practices, their belief in their shared ability to positively influence student outcomes—collective efficacy—is strengthened

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My key takeaway from the video is that every single decision made by the team was made from student work. Teachers analyze the student work and reflect on the instructional strategies that were used, identify any misconceptions/struggles, and use that information to determine what the next steps in instruction will be. They find ways to ensure that each student need is being addressed effectively. I liked the thought of the process as a "circle" instead of a straight line. It's a continuous process when implemented correctly.

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The Five Steps for Effective Learning is an ongoing cycle that will continue to see student and teacher growth. Teacher buy in and having them to believe in themselves is so important. I have always said every child can learn, but teachers can also always learn! I don't understand why some think it stops.

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Lingering Question: How might I set up a data folder that is both student and teacher friendly to help students to assess their own learning? I've tried this year and it has been a bit overwhelming for us both.

Key Takeaway: I love how instruction is more focused on students rather than teachers. Today's lesson emphasizes what we have been doing: what do I want them to learn, what to do if they already know it, how will I know if they learned it, what will I do if they didn't learn it.

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Question: How do we encourage the students to take ownership of this work? At the end of the day, the student is the one taking the assessment, so I want to help them understand just how important the learning is and encourage them to be active participants in their own learning.

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The Five Steps for Effective Learning Protocol aligns with how professional development impacts collective efficacy because if you are following the protocol correctly, you have to do all of those pieces of criteria. A teacher leader is going to have to facilitate the meeting, provide new teacher learning and support the teachers during development and implementation. The goal of the meeting would have to be linked to a continuum of learning, grounded in student work, and data driven. The learn, develop, and apply portions would have to be structured to meet the needs of the individual teachers and students. The protocol would also provide the proven structure criteria. They should go hand in hand.

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The Five Steps for Effective Learning build collective efficacy by guiding teachers through a shared cycle of identifying student needs, learning and applying strategies together, and examining evidence of impact. This process strengthens teachers’ belief that, as a team, they can positively influence student learning. This makes professional development both meaningful and empowering.

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The fact that THIS "PD" is so very relevant because it is directly related to what teachers (your cluster) are doing in class that day, that week, that quarter, and the struggles they are having. We are going directly to THEIR need and helping them with that at the time of the need...not the next summer or next PD but we are incorporating PD INTO the day to day.

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1. A big takeaway for me is that the 5 steps are a continuous cycle, work that is never done. Decisions are not made alone and are based on actual evidence (student work) that supports effective instruction. The process requires action and constant reflection, which benefits both students' learning and teacher's instruction (effectiveness).

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How can I give more support to team members of other CTMs? I have been asked to observe in classrooms on my planning time. I can do that but then I see needs from other CTMs and I go back to my CTM to educate them on a need I saw within another cluster of teachers. How can I make that work better?

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2. What are some examples of ways of success criteria made visible and actionable so students can independently evaluate their learning and demonstrate success at the appropriate depth?

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The PD learning cycle is basically what we do in lesson planning, it is simply adjusted for teachers. The same procedures, checks, and evaulations that come when we teach are similar to what we do a self-directed learners. This learning cycle is a more organized that simple teacher reflection.

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Lingering question.... How do we as Lead Learners implement this in a building that has limited and loosely organized PD and doesn't provide time for Leads to do the things they have learned through this program?

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The five steps of learning is a cycle and should be "never-ending." Once one student need is mastered, it is time to determine a new student need. It focuses on the success of the student, but it shouldn't stop after one success.

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Lingering Question: How can this be implemented for high school teachers labeled as a "singleton" who don't attend PLCs with other teachers? The process can be done alone, but will it be as effective without collaboration?

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The 5 Steps for Effective Learning build collective efficacy by the fact that both focus on shared understanding, collaborative practice, and evidence of impact.

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The Five Steps for Effective Learning protocol must be embedded within Professional Development in order to have high impact on both the teacher and the students.

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Lingering Question: Can the Five Steps for Effective Learning protocol be utilized by a student? (like a student success plan)

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The Five Steps for Effective Learning protocol aligns with how Professional Development impacts Collective Efficacy because it shows the importance of collaboration, problems solving, and shared instructional practices for the impact on students'learning and growth.

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The Five Steps Learning protocol aligns with how the professional development impacts collective efficacy because the Five Steps is valuable by what it provides. It allows teachers a way to identify the needs of students using student work around a certain criteria and then provides a process to intervene for the needs of the students. This process takes the focus from teacher behavior to student needs in a cycle of learning and intervention. In turn, the PD leads to collective efficacy through a continuum of learning, alignment to a proven structure, focus on student work, etc. One concept directly impacts the other.

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Key takeaway: The five steps of learning are a cycle. It is a constant go around of addressing a need, focusing on a need, and re-evaluating. Once we find mastery is acheived, you may move to a new need and the cycle continues.

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My biggest takeaway from the video is a self-reminder that the learning process, even as adults, is never truly over or mastered. It is the same way with the process of the Five Practices. It is never truly mastered, however, it should be used often in order to ensure that we are providing students with best practices. I think about the work we put in every school year. That work should not be reinvented every year, but should be revisited and analyzed yearly. Changes should be made based off of student data and the need for student growth.

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Lingering Question: How do I facilitate ownership of learning when a large group of my students believe that they won't need what they learn in my room will help them later in life? (I've already tried having them research their dream career and how math ties to it. ) They believe that math doesn't matter and that their phones will always be available for what they don't know.

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The five steps of learning are cyclical. The student evidence is the engine. Both are centered on improing teaching practices for student success.

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I think student ownership is the most challenging concept, especially in the age group I teach. Middle school students, as we know, are a different breed. :) I have a very hard time with student ownership and helping students find the drive to want to succeed in the classroom. I teach math and oftentimes, most students feel that they are not good at it or simply do not enjoy it. It is so difficult because I hold so much accountability for their growth. How do I help my students take ownership of their learning and help them find the desire to be successful in the classroom?

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Key takeaway: everything is student focused and I love that. Look at the students needs, look at the data, and go from there. I am determined to get some kind of collaboration started at the school I'm in.

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The Five Steps for Effective Learning strengthen collective efficacy by creating a shared understanding of effective instruction, and is an ongoing cycle. This is almost teacher-centered, but student-focused.

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Lingering question: How can I best support the teachers in my school, when we do not actively have a PLC going at the current moment?

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Teachers will feel like they are making an impact if they teach is relevant to their students and their situation rather than having a one size fits all program.

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Question: Without proper time to work with your team, it is challenging to actually find the time to work together (at least this year has been difficult). Is this five step model supposed to be for every single PPC or is it ok to actually take the time to get together as a group to bounce ideas off each other. I know in some aspects, the 5 steps allows for that, but sometimes meetings need to be to ensure if everyone is where they need to be? What can we do to get you and your students where they need to be. It seems like sometimes the little things get overlooked.

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How many times do we have students create and reflect on success criteria? Daily? Weekly? Monthly?

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Looking at student work is a great way to think like them. Where are they struggling? How can I help them? It can also help to plan ahead for the next year and to anticipate where the problem areas may be. I do like the 5 step method and it makes sense.

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Key Takeaway:

The five steps are a cycle because we are always learning new information and trying to meet the needs of students. We have to look at the data after each cycle to determine if it was successful or not.

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Lingering Question:

How can I do this when teachers don't get a say in our PLC meetings?

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Takeaway: The Five Steps for Effective Learning are an unending cycle. There will always be a need to identify a need, obtain new knowledge in order to best help students, develop teacher learning with support, apply the new knowledge, and evaluate the impact on student performance.

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Lingering Question: How do we get everyone on board with this? Some teachers are very resistant to any type of change.

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The Five Steps protocol creates a collaborative environment where teachers are actively participating in improving student learning. By establishing a need that aligns with school goals, all teachers should make an effort to implement new strategies. This can only be done through a process of modeling, developing, applying, and reflecting. All teachers must be willing to come together for a common goal of achieving student success.

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Lingering Question:

How do you implement these strategies as a Lead Learner with teachers who are not a part of your content area?

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Takeaway: It is focused on what the student needs. Teachers work together

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Lingering Question: How can my colleagues to buy in?

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The Five Steps for Effective Learning protocol align with how Professional Development impacts Collective Efficacy by encouraging teachers through their learning they are doing for their students each day. Master teachers are important. Teachers have to be in the mindset that they are also life long learners. Mentor teachers come in and the teaching world is always changing. Master teachers help them identify the problem, obtain new learning, develop what they need, apply it and evaluate. This gives strong collaborative results, focused on student and teacher need. Teachers need each other. They need to hear ideas, brainstorm, and someone to watch ways they can strengthen and change. Working together makes the load not feel as heavy.