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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 guiding questions

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Start with the end in mind

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I expect to see notations of what she understands as the main objectives. The assessment alignment to the lesson as well as what the question (TEK) might look like on STAAR. Noting any misconceptions and how to address this. Asking open ended questions to the teacher but guiding the teacher if they get stuck.

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The coach will be prepared with questions to guide them through the protocols. The teacher will be well prepared which is aligned with the objective and prepare scaffolds for all learners.

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Facilitators are asking questions to guide teachers in developing a deep knowledge of the lesson and to customize it for their students.

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Review the purpose objectives and how they're connected to the lesson. Annotate where the embedded supports will be imputed into the lesson. Thinking how this connects to the unit assessment.

Expectations for teachers would be to have them complete the lesson prework.

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Started with norms and roles to keep the time purposeful and aligned to the meeting goals.

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Started with celebrations and norms. Personable!

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She started with greetings, celebrations, norms, and related to the teachers with things she struggles with.

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The coach started by sharing good things, acknowledging their life beyond the classroom.

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Established a comfortable atmosphere

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Robin engaged teachers by asked how they connected the unit internalization to lesson internalization. Also, she referred to their unit internalization posters and kept them focused on a specific standard they wanted to lean into. Robin keeps them focused on the primary focus standards and puts the heavy lift on the teachers through asking guided questions. She utilized guiding questions to leverage conversations. Deep discussion about the TEKS and the ELPS. Compliments teachers on going back and looking at their annotations. It is evident that Robin deeply internalized the lesson ahead of the meeting due to her knowing which TEKS and/or ELPS they’ve not discussed. She gave teachers time to look through their annotations. Asked what their Big Takeaways were. Robin leads teachers in focusing on moving from basic vocabulary to more academic vocabulary. Robin also asked follow-up questions to help keep the focus on how to support EB students across all language domains. Robin made sure they came prepared in completing the Assessment. Facilitator move=She used popcorn out responses. She let the teacher finish their thoughts after the timer went off. She adds suggestions in the form of questions like “How about…?” Moved to CFUs-how many and asked teachers to identify what is being assessed and how it’s aligned to the Exit Ticket. Then asks which CFUs are essential. She also has teachers connect specific elements of the prior lesson and next lessons.

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The coach used the guiding questions to push the teachers to think deeper.

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She really knew the questioning that was needed to support the understanding of the lesson based on the coach guide. She knew how to get teachers to dive deeper.

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The facilitator had teachers connect TEKS to where it's connected to the lesson and how the lesson connected to the big picture. Discussed where the ELPS would be effectively implemented in the lesson. Included questioning to dig deeper into the lesson.

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Asking where should we add a transistion, dug into pacing of activities/responses.

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Asking where should we add a transistion, dug into pacing of activities/responses.

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Robin used the lesson at a glance to review each lesson segment and allotted time. She used a timer for their discussion to stay focused and cognizant of teacher’s time. She asked teachers to add time stamps as needed within the lesson to keep with pacing. Robin guided teacher in thinking through the time students need to complete the Exit Ticket. She utilized the “Going Deeper” piece of the protocol to review the key take-aways from the lesson component then had them add transition statements to solidify/connect the learning. She said, “Tell me more about that” to get teachers to think at a deeper level. Robin gives the teacher good wait time to allow for processing time, and asked “why do you think that?” She validates the teachers’ thinking-very relational. Robin asks lots of “Why” to get them to explain their reasoning. Said “Can I piggyback off you?” and continued to ask probing questions “What do y’all think??? Starting a suggestion then had teachers revise.

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The facilitator used specific questioning to continue to guide teachers through the lesson. She had teachers connect the learning from component to component.

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In the going deeper, she really focused on bullet 1 with the transition statements and the purpose of these statements.

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Robin engaged the teacher through stating the goal for Step 3. She also helps teachers think about the needs of our diverse learners. She asked what they identified as a support/scaffold to meet the needs of their diverse learners. Validates teachers’ explanation about choosing a support in pushing their students even though their student(s) may be a beginner they are pushing them to intermediate. Added suggestions to adjust a component to establish a shared writing opportunity but with consideration of the pacing of the lesson.

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I really see evidence when she's asking about the background knowledge needed for understanding and the props that might support this. Great discussion based around these supports

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She had teachers identify where ELPS can be embedded into lessons. They identified what students need to know from the lesson to be able to connect it to the primary focus and exit pass.