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Hard to meet the wants of all teachers- some want something handed to them ready to go, while others want to be part of a team discussing and developing items. 

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Hard to meet the wants of all teachers- some want something handed to them ready to go, while others want to be part of a team discussing and developing items. 

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A simple survey monkey to teachers before PL, asking what needs they have OR the needs their students have would help the teachers feel they are involved!

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A simple survey monkey to teachers before PL, asking what needs they have OR the needs their students have would help the teachers feel they are involved!

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How do you get staff involved in planning? Survey, google docs, other ideas?

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Lines 37 and 38, I have often heard colleagues make comments like this. Teachers want to be involved in the PL choices. It makes sure that this is valuable to them and helps create buy-in.

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Lines 37 and 38, I have often heard colleagues make comments like this. Teachers want to be involved in the PL choices. It makes sure that this is valuable to them and helps create buy-in.

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n regards to what they want/need 
-Those who want to give input will  give it/ those who don't want to help won't

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great idea for principal and math coach to have this working relationship to meet once a month to discuss building needs

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Having teachers contribute and give input to activities, not just be told "do this, do that, etc..."

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Is there follow through? What types of support are the teachers looking for to ensure that they feel supported through the entire implementation process?

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- A plus that the admin and MS had regular schedule time to talk.
- A plus that she has a MS cohort.
- Why doesn't the principal as a previous MS see the "potential roadblocks" that the other MS point out?  At least to some degree?
- Do the teachers want input on the math topic in general or on specific topics within fractions?  Why doesn't the MS take concern with this after the discussion with other MSs.

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Finding a balance with teacher input and meeting curricular needs.

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They decided to focus on fractions for every grade level.

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Getting feedback from colleagues in regards to what they want/need

Those who want to give input will  give it/ those who don't want to help won't

Concerns

Developing meaningful materials

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The challenges are a big concern to making true change. Not once and done! 

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The challenges are a big concern to making true change. Not once and done! 

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Sustainability.  -need to make sure it continues
'Buy-in' - make sure teachers and on board
Time -feeling rushed, added stress.

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Sustaining the sessions across the year is important