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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 the five steps and the professional development efficacy deal a great bit with data collection and a response to that data collection. Goals are conceived with data in mind, and evaluations take place around data as well.

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The video explained that the Five Steps are a learning cycle for the teacher. Once you reach the "end" of the evaluation, you can identify more needs that need addressed.

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What is the best way for the teacher to evaluate the student success criteria? Are the expectations of the students too high or too low - how will the teacher evaluate the criteria effectively to ensure the activity had enough rigor towards the standard?

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The video about the five steps are a cycle. They should be visited more than once as the cycle goes on to continually make improvements. A lot of this revolves around collecting data, analyzing data, and making changes to improve the data/ student achievement.

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Lingering Question:

We are seeing an uptick in a lack of student ownership and a general lack of drive from students. How can we get them to take more ownership in their work if they have the "I don't care/this doesn't apply to me/ I'm just going to be an influencer and don't need this" mentality?

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The video shows how to build shared purposes, aligns staff around a common instructional focus, and encourages continuous improvement.

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A key take away from the video is that I like when the Master teacher do a model lesson with the other teachers so they can know how to teach the lesson to the students.

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When and how can students show ownership of their work?

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Question: What do true student ownership looks like?

Explaining the learning targets without prompts. Using the criteria to self assess and revise

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The video outline the 5 steps in creating an effective professional development and the clear take away is that this needs to be focused on student data and examining student needs. Goals in the classroom and in PD should then be focused on those needs.

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Question: How do I ensure that students are taking ownership of their work?

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The video highlighted the importance of the master teacher modeling how to implement effective instruction to other teachers. Telling teachers what to do is not very effective. Showing them is much more meaningful.

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Question: I believe that student data tracking is vital to driving quality instruction. What would you do if you have a teacher that pushes back on data analysis and data tracking who believes that it is a waste of time?

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When PD is structured to meet the needs/levels of learning of the teachers, and it's grounded in student work/artifiacts, it creates a culture of being "Seen" by school leadership. This can create "buy in" for teachers and when this is attached to the effective learning steps, the collaborative development is great, but collective teacher efficacy comes in the application and evaluation. We all have to go back and apply this new strategy in class and see how it worked! We have to do this in a timely manner, so we can evaluate it's effectivenss on student achievement and determine next steps as professionals. Have time to BUILD this together, and BUILDING in time to evaluate it together, helps create a culture of collective teacher efficacy.

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The video explained how the five steps can be implemented as a cyclical protocol for teacher learning and student improvement. The main takeaway for me is using student data/student work samples as the driving force behind instruction and discussion. I also think, when planning a meeting, using a logical series of steps can make the meeting more productive.

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The Five Steps for Effective Learning protocol builds collective efficacy by helping teachers work together around student data, effective strategies, and reflection, creating shared confidence in improving instruction and student outcomes.

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The main thing I took away from the video is that these should be more like a cycle and not a process. The cycle has to continually repeat, and that is where improvement from teachers, students, etc,. all come together.

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Key take away from the video: This process is a cycle using student work to find student needs.

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A lingering question I have is how to move beyond students simply understanding the success criteria to truly caring about meeting it. How do we help students see the value in the criteria so they are motivated to use it to improve their own learning?

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What evidence do we have to show that students are taking ownership of their success on their own?

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In math, when students get the "right answer" they often feel like they have mastered the skill. How can I emphasize the need to "show work" and go through the steps of the success criteria? Especially when the steps become more essential when the problems become more challenging?

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The video talks about the 5 steps being a cycle. Once you have analyzed the data, implemented an intervention and determined if the student's need has been met, the cycle starts again with new needs to be identified based on the data.

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Is one type of student data more valid than another? For example, are state testing results more important than a student's writing sample from a quickwrite? Most often, it seems that the district values ATLAS data more than our students' work in the classroom. In the situation of planning a team meeting, which do we think is more valuable?

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A key takeaway from the video is that the 5 steps are really a cycle of identifying problems, learning ways to solve the problem, developing those ideas, applying it to your practice, and then evaluating the results (which is really identifying more problems).

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As a special needs teacher in a self-contained setting, what data should I rely on most when planning interventions to meet the students' needs? The ATLAS data is not a true reflection of my students' learning due to their being cognitively unable to perform at grade level.

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Many students seem to struggle with apathy, even when given choice and voice. How can we motivate students to take ownership of their learning?

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The video helps you reflect on you as a teacher and not just look at what is driving the students, but what we need to do to learn and grow to help model and instruct others. I like how it is not all just about the student growth.

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One key takeaway from the video was that the Five Steps are a circle and never ending. When you identify one problem/need and address it, when you evaluate that problem/need it will lead you to the next problem or need. It is never ending and always building.

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The video showed the five steps that helps teachers to colloborate ideas during a PLC and come up with ideas on how to develop a lesson, apply the lesson, and evaluate the students on that lesson. I like how the Principal referred to it as a circle, a continuous learning movement.

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KEY TAKEAWAY:

At first, I thought this felt like another activity to pile-on. I wasn't quite sure what the lady was talking about. Then it clicked: this is a way better use of PLT time! It would be less work on the teachers, which is awesome, but hopefully, whoever is the lead, has the time to prepare. This would be so valuable.

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Key takeaway-We always talk about how important data is, but I have never thought about how it can be used when developing or choosing professional development for a school or PLC.

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A key takeaway from the video for me was that its really more of a cycle. After you evaluate, you should see a new need. If they struggled, WHY did they struggle. Now we need to address that.

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How does the Five Steps for Effective Learning protocol align with how Professional Development impacts Collective Efficacy? The five steps allow for a need to be addressed using a cycle that focuses on student learning. As this is a cycle, it allows for teachers to have continous improvement and deeper learning as a team through the lead teacher modeling and going through the process themselves.

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Lingering question-As always, I have questions about how to incorporate this in as library media specialist.

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LINGERING QUESTION:

The hell's a cluster?

Seriously. Was that ever defined? It really bothers me.

OK, as for student ownership. I think until we get away from "grades" being the end-all-be-all of education, ownership will mean very little to our students whose self-worth, academically speaking, is tied to GPA. Learning is truly not indicative of being able to regurgitate.

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My question would be how do we make sure that all teachers in our PLC on board to do this 5 step Effective Learning Protocol, to make sure we are all being successful?

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The video was a great example showing the development of efficacy and the 5 steps promote group intention for the betterment of teacher practices and developing the students. The video was a good example of working through the learning process and developing the students. It was also a good exaple of supporting teachers. Some good examples that she mentioned were modeling -stepping in and doing a focused lesson. Working and showing instead of instuction and leaving the teacher to feel isolated.

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The 5 Steps for Effective Learning Protocol and the Professional Development Collective Efficacy both center on data collection. Like the video said, it is more a cycle instead of a straight line. There are always more student needs and learning opportunities that can be addressed.

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Some key points that resonated from the video were the emphasis on student work samples and how the master teacher should conduct field tests to ensure the strategies will be effective before taking then into a training session.

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Lingering question: How do teachers know when students truly understand what success looks like? (Especially in Kinder.)

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I guess as a Self-contained special education teacher I still worry that what my student needs are is still very different from the general ed class needs, and although my PLC is special ed teachers and therapists and sped lead, etc. we all have different goals and expectations in mind, and our meetings are more based on Sped expectations and IEP meetings or dates to manage. I still feel like I am on an island by myself sometimes when it comes to curriculum. I will we could meet as a PLC with other elementary SLC teachers some even if it was google meets once a month for that specific support need. So I guess my question would be how do I make our meetings more purposeful to the development of assessments and data across the SLC platform when I am the only SLC teacher in my building and I only see the other elementary SLC teachers twice a year at PD?

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Question: Developing student ownership. How can we develope intrinsic rewards verse extrinsic rewards? It's been such a practice to give blue ribbons for just showing up and not putting in real effort. How do you turn that around?

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Lingering question: How do we make sure that all teachers have the same expectations of what student success looks like? I have run into the issue of one teacher thinking that a student is performing high, but based on another teacher's standards, that student is performing on the lower end.

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Question: My question is similar to others in the group. How do we encourage students to take ownership when there is a significant decrease in student motivation, even at the elementary level?

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Rather than a lingering question on student ownership, I'm going to reflect on the question at the top of the padlet about the 5 steps impact on collective efficacy... I think step 2 gives teachers hopefully "a new tool for their toolbox" so that they can feel growth. When you have the tools, you feel like you can make a difference. Step 3 would give you a chance to have support as you try to practice and build. Then in step 4, you actually go try to use the tool. Step 5 would allow you to see that you made (hopefully a positive) impact. And if it was negative, reflect on needing a new strategy rather than feeling like a bad teacher. Thus we can see that we do affect change. Step 1 lets you know that you are not alone and we're in this together to make a difference and affect our students.

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The video explains the five steps as a cycle to identify the needs, develop a plan to address the needs, and evaluate how the needs were met based on student outcomes. Teachers also reflect on the student outcomes and identify the next set of needs and the cycle continues.

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I like how it says that it is cycle. It never ends, which is how learning should be viewed. We can always improve and should strive to do so.

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How can we ensure students understand success criteria, take ownership of their learning, and communicate their understanding more than only at parent teacher conferences?

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Lingering question - Where does the buy in come from with regard to other teachers? Of course this is easy for some, but for my hardheaded colleagues it will be tough.

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I like that there is a guided agenda-- if more educators would use it, I would be more focused on the outcome for my own learning.

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Lingering question-

The learn-- it is often hard to "teach" the teacher and can feel weird modeling instruction. How do we make it less awkward?

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The Five Steps are a cyclical process that helps keep the focus of teacher learning and development addressing the needs of the student learners. As educators collaborate to and become increasing intentional in improving their effectiveness, teachers also naturally increase their overall collective efficacy of the team/building.

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The five steps grows educators and strengthen them collectively to result in student impact. Trust is built, consistency is established and collaboration is normalized.

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From my perspective as a 6th grade ELA teacher working with an intern who is still developing, the Five Steps protocol gives us structure and clarity. Instead of guessing what to fix or trying random strategies, we focus on real student data, learn what actually works, and apply it with purpose. When we can look at student writing and see real growth from what we planned and implemented together, it builds confidence — not just in me, but in our team. Even when an intern struggles, the process keeps us grounded in what matters: improving student outcomes through intentional, collaborative action.

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I really like the cycle aspect of this process. It allows for fine-tuning a lesson and also provides teachers the opportunity to receive input from their fellow teachers to help solve any problems they encountered in their own classroom.

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One key takeway from the video was the importance of viewing the protocol as a cycle. Viewing it this way shows the importance of teachers continuously identifying a pressing need and then developing a plan to address the need.

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The Five Steps of Effective Protocol aligns with how Professional Development impacts Collective Efficacy because it lead by someone that shares a common interest, it is structured to help teachers and students, and uses real artifacts that are focused on their students. Also, the PLC are designed that teachers are not isolated, but working together as a team to develop a plan to reach a common goal.

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The "five steps" are a blueprint for how to conduct your PLC meetings/establishing your agenda. 5 - Steps gives you a clear guideline as to establishing challenges, goals, and to achieve growth with your students.

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What is the best way to get everyone on the same page, when you are not all in the same PLC.

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It builds collective efficacy by having teachers work together to identify needs apply strategies and evaluate results which strengthens the belief that their actions can improve student learning.

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The five steps are the foundational skills for building collective teacher efficacy. According to John Hattie's research on teacher effect size, effective teacher collaboration has the ability to impact student growth in a substantial manner.

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Q1 - A key takeaway from the video is teachers need to collaborate and reflect using student data to determine the success of instruction. Student data is what drives instruction and professional development, it determines the needs of the students. "Without the student data, what's the point?"

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Lingering Question - How do we ensure teachers are using the coaching and implementing new ideas with integrity? Occasionally teachers have an attitude of, "I'll just close my door and teach what I want, doing what I've always done." Regardless of new ideas being presented. I know the answer is getting teachers to "buy in." How do we increase teacher "buy in" to new ideas?