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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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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 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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Coaches: prepared with the knowledge and understanding of what is being taught. Familiar with the steps of the internalization and having the questions ready to guide teachers. 

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Coaches: prepared with the knowledge and understanding of what is being taught. Familiar with the steps of the internalization and having the questions ready to guide teachers. 

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Teachers: Thinking about their thinking - what will this look and sound like? What are the needs of their students and how will they support them? 

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Teachers: Thinking about their thinking - what will this look and sound like? What are the needs of their students and how will they support them? 

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Having probing questions ready to keep the teacher on track and doing the heavy lifting. Also having exemplar answers at the ready for all the questions.

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Making sure there are quality must ask questions to engage teachers in the work.

Teachers need to be looking at how to ensure students have the proper background knowledge and have prepped for student misconceptions or needs

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familiar with/have notes on possible teacher misconceptions, deeper probing questions, activities based on experience level

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Colloboration with guiding questions to probe them for lesson internalization. Teachers are expected to be vulnerable and ask and discuss the process.

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Making sure the teacher will understand how to properly prepare for this lesson- where to find materials and also having a plan for the CFUs.

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An expectation for the teacher would be to have reviewed the lesson prior to our meeting along with completed pre work. I would expect to see the PA have a list of prewritten questions to ask during the coaching meeting.

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Support coaches in identifying and discussing the lesson’s essential knowledge and skills, and how these are addressed in the Check for Understanding, Exit Tickets, and Formative Assessment.

Making sure that teachers come prepared with the pre-work.

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PA prepared having walked-through the lesson and determined student outcomes. PA prepared with specific open-ended questions aligned to internalization steps and the lesson.

Teacher - engaged in thoughtful conversation, reflecting on the lesson, and making just in time annotations based on steps.

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The PA/coach will confirm that pre-work has been completed so that the team's time is honored. Additionally, the facilitators need to be fully prepared to provide guidance through steps identified on the protocol.

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Asked about them personally and also celebrated their contributions to the team

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Set the stage for learning with norms and roles/responsibilities

praised their growth.

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Celebrations, roles (timer/encourager) and norms, had teacher read norms, had teachers choose a norm, give compliments on the teams knowledge.

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She started the meeting with celebrations and discussed PLC roles and norms.

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I think the coach did a great job of asking the coachees to share something personal of what was happening in their life. This allows for relationship to build. She stated norms and asked for everyone to name which norm they wanted to lean into which allows for vulnerability from coachees.

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She started the meeting with "Good Things" which is great for building relationships and relating to others. She related to a personal challenge in leaning into the norms. She complimented their strengths.

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She is genuine and kind. She is a friend of mine and I know she really is! She is also honest with them!

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Started with celebrations

Setting norms

Established relationships

Show vulnerability

Connections

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She started with quality positives to set the tone. She started with Roles and Norms and had the opportunity for others to take ownership.

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Robin began with personal connections. She was prepared, shared goals, norms etc.. She was transparent and engaging!

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Robin asked what good things were going on in teachers' worlds. She alsor assigned roles and went through norms in a respectful way. She encouraged and showed appreciation for the individuals and the team.

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Strategic questioning that put the onus on teachers to make connections. Giving opportunities for each teacher to make connections.

There was clear evidence of preparation because she had the ELPS ready for them to review. She had given them pre-work to do the formative assessment prior

She explicitly brought the group to their focus TEKS of the unit (1.7B) and had them make connections to the TEKS they are working on in this lesson. Had teachers connect to how the previous lessons tie into the current lesson and what is coming up in the unit.

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Had them make connections from TEKS to the lesson and objective. Gave wait time for teachers to look back and connect. Questioned with clearly designed questions.

She ensured staff connected across TEKS and asked them about take aways from them as they relate to the lesson. Name the knowledge, vocabulary, and literacy skills to answer the exit ticket.

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the coach had the steps displayed on the screen for all to see as they followed them; she asked guiding questions from the coach guide

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Asked strategic questions that led the group concisely through this step of the protocol, allowing them to get what they need without going so deep that they got off track.

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They made the connection and really had buy-in with the TEKS and ELPS. They knew where they were going and what the connections were.

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The faciliator involved the teachers in the lesson internalization. She probed them with questions and delved for answered staying focused on step 1.

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made sure teachers hit her target response before moving on

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She directed teachers to the most impactful portions of the lesson by asking, " Is this essential"

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She directed teachers to the most impactful portions of the lesson by asking, " Is this essential"

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She asked guided questions throughout the step.

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Enged/ Pushed convo deeper

Remind team of self-selected focus- in this case sequencing and storytelling

Start with objectives and alignment with standards

Utilized guiding questions such as in the case that many standards are aligned to an objective "Do any of these stand out and why?" Teachers connected standards that stood out to them with activities that would come up in the lesson.

Review ELPS ...gave processing time...wait time/ What about? _________

What is our goal with this?

What direct connection do you see from the standard to the activity?

What else did you notice or what stood out?

Exemplar- review of prompt/ What knowledge will students have to have to be able to answer this question that most adults could not answer?

What is check for understanding asking them to do?/ What else? Is that CFU essential to student success on the formative assessment?

Identifies what might be able to be trimmed and what must not.

How does lesson 2 connect to lesson one and lay a foundation for lesson 3? / What do you notice? How about___?

How confident are you feeling? what questions do you have?

Alignment to Coach Guide:

"Guide teachers to discuss" "essential Knowledge and skills" "where they are assessed" ID success criteria, connect to previous and next lessons, call out knowledge students will need

She knew what she needed to hear for the conversation to be complete

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The facilitator was good about asking "what else?" because she knew the exemplar answers beforehand.

She gave them time to review the ELPS that they had not identified.

She talked about the success criteria for the CFUs.

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I think the PA did a great job identifying the standards and ELPS for the lesson. She was great at allowing teachers to think and share their thinking with the understanding of the lesson. She helped facilitate the conversation so that teachers took ownership of which CFUs aligned to the assessment.

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Robin provided intentional open-ended questions aligned to the lesson (from her prework) that were aligned to step 1.

I like how Robin built teacher content knowledge of standards as well and allowed teachers to engage in reflection on how the standards align to the lesson.

Robin engaged the teachers through each step, as they walked through the actual lesson, using specific language from coaching guide.

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Enged/ Pushed convo deeper

Remind team of self-selected focus- in this case sequencing and storytelling

Start with objectives and alignment with standards

Utilized guiding questions such as in the case that many standards are aligned to an objective "Do any of these stand out and why?" Teachers connected standards that stood out to them with activities that would come up in the lesson.

Review ELPS ...gave processing time...wait time/ What about? _________

What is our goal with this?

What direct connection do you see from the standard to the activity?

What else did you notice or what stood out?

Exemplar- review of prompt/ What knowledge will students have to have to be able to answer this question that most adults could not answer?

What is check for understanding asking them to do?/ What else? Is that CFU essential to student success on the formative assessment?

Identifies what might be able to be trimmed and what must not.

How does lesson 2 connect to lesson one and lay a foundation for lesson 3? / What do you notice? How about___?

How confident are you feeling? what questions do you have?

Alignment to Coach Guide:

"Guide teachers to discuss" "essential Knowledge and skills" "where they are assessed" ID success criteria, connect to previous and next lessons, call out knowledge students will need

She knew what she needed to hear for the conversation to be complete

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Steps displayed on screen, asked guided questions throughout 1, connections to TEKs, connections to previous lessons, loved the CFU portion and how she led the group to determine the importance to formative assessment and to consider pacing.

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Guiding their thinking with the coach guide questions and drawing them into certain focus areas.

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The facilitator asked probing questions that moved the conversation toward the goal and kept it focused on the TEKS and PFO. She had knowledge of the lesson- she knew the teachers were on track with their connections and followed step 1 thoroughly. She acknowledged them using their references to look back for ELPS when there was a pause, and allowed for that time. She asked "any big take-aways with..."

She also had them identify success criteria by having teachers presenting exemplar assessments, CFUs and exit ticket. She guided the teachers in connecting to previous and next lesson.

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Engagement: She had teachers go through and identify the time, asked their opinion on what was realistic. She primed teachers to create transition statements by having them share the big takeaway for each section

Evidence: She already knew that they were going to need to think through the timing for the exit pass.

Going Deeper: She had them identify additional time stamps, identifying transition statements to make connections across the lesson components.

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I appreciate the value and time invested in scripting the transitions and discussing the why behind its importance.

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The questions are very intentional when they create the transition within the lesson. The purpose is very clear for teachers, to communicate to students throughout the lesson. 

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The questions are very intentional when they create the transition within the lesson. The purpose is very clear for teachers, to communicate to students throughout the lesson. 

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The transition statements are a going deeper suggestion.

She has clearly internalized and prepped the lesson herself before the meeting.

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Enged/ Pushed convo deeper

Directed to Lesson at a Glance/ How long do we have for this? That? What additional timestamps do we need to add? What’s missing? How long do you think they will need for that?

Name the large components and key takeaways that you noted during your internalization?/ went section by section- read aloud, word talk, sequencing events/ Do you think the word talk is important for their learning? Tell me more about that.

Addresses and area of difficulty- bringing it all together/ “Let’s think about transitional sentences we can say between these sections to make it all feel connected” 😍 directs to transition to the read aloud, everyone writes down a scripted sentence that a colleague comes up with./ “Where else do you think we could add a transition statement and why? “Good readers think about what they are reading and remember important facts. Let’s see what we remember?” “Can you share your thinking about why…” This practice brings it all together for the teachers AND will level up the learning for the students.”

“Can I piggy-back off of you?” to infuse an idea

Finishes by asking how confident we are feeling with sequencing and pacing

Evidence of Step 2 from Internalization for Coaches Doc

Progression of the lesson

How Key components build knowledge

Help teachers develop appropriate transitions

Add transition statements after each component

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Again, she asked probing questions and made sure they acknowledged the missing time piece (exit ticket).

She quickly hit key take-aways, not taking too long on each piece of the lesson. She had them decide where to place transition statements and had the teachers construct them. She did assist on the last one.

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Robin transition into the next step by saying lets talk through the pacing and she had already identified the 3 major components of the lesson?

Robin asked questions related to the lesson pacing for teachers to reflect on the time, "How long do you have for read aloud?" "Are there spaces to add additional time and why?

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Because she spent so much time on Transition statements, teachers realized the importance of transitioning

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guiding questions from the coach guide helped move the conversation forward. Love the use of the ppt she made to guide the convo. She asked them "why" a transition statement might be needed in particular places to get teachers to think aloud

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Robin used open-ended questions to move the work. She consistently asked teachers to explain their thinking and she allowed time for the team to jot their transition statement. She was ready to share ideas but definitely took a facilitator stance. She concludes each step by checking on teacher confidence.

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She emphasized on those transition statements to be understood and developed with a purpose.

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The PA did a great job of reviewing the sequence and help identify time stamps throughout lesson. She also asked follow up questions about why certain time stamps were stated.

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She is really pushing them to consider student needs. 

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She is really pushing them to consider student needs. 

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she definitely helped them keep a pulse on the pacing and the importance of the essential elements of the lesson (CFUs, discussion strategies, questions)

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She had questions prepped about pacing and how things connected to the CFU's and objectives

She asks lots about how long it will take students to do things and to provide extra practices.

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I loved that the PA validated the use of engagement strategies (and pointed out the focus for that district) and had the teacher identify how the Single Round Table strategy could work with the time suggested in the lesson.

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I think the PA was able to work through each section of the lesson and identify what scaffold/supports to add into the lesson. She asked if there were areas where we felt we wanted to embed an enrichment opportunity. She also asked teachers follow up questions about what engagement strategies they would add and how they would assure this would work in the lesson.

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She leads them through component by component - starting with a synopsis (bringing them back to the substance of the lesson) and then asks them to consider the student needs -- both struggling and those who need extension).

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Posed purposeful questions that balanced lesson structure and pacing and alignment with focus objective, CFA's, checks for understanding, and exit tickets.

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Pushed for differentiation based on students' language proficiency needs.

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The PA did a great job of making space for ingenuity and to provide time and opportunity for teachers to do the heavy lifting and deep thinking. She asked guiding questions that really helped teachers thinking about pacing realistically, " Do you really think we will have time to get to all of these comprehension questions?".

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The facilitator continued asking questions to guide the conversation toward the deeper understanding of the purpose of the activities. She made sure they had a plan for scaffolds or extensions and are prepared for the needs of diverse learners. She also encouraged a variety of engagement strategies and multiple discussion formats in order to heighten student engagement.

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She did a great job aligning making connections to the CFUs and considering the best supports and pacing of the lesson. She also held them responsible and made the teacher take owenship of the internalization.

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she got the teachers to envision how the lesson would look and sound in their classrooms with students

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Step 3 Prepare to Teach Each Activity with an Activity Deep Dive (20 Minutes)

Engaged/ Pushed convo deeper

States purpose of Step 3

Directs to first Lesson Component

Focus on Teacher Moves Vs Student Moves/ will someone give us a brief synopsis of this lesson component? (through that lense)

ID scaffolds and supports that students may need in this portion of the lesson?

Affirms stretching EB student toward intermediate level

does not address the idea to provide sentence stems for all learners right away but loops back with a suggestion for interactive writing as an option

reinforces high expectations for all learners to use academic vocabulary and key details

What other supports are you thinking of? Props- A teacher brought tea/teapot; draw a connection between tea and coffee (bells and whistles)

Where else might we want to check in with our teachers? Another turn and talk? Teacher shares a question idea→ coach reinforces and draws line to the assessment

Comprehension Check- Which questions would you prioritize? Think about (step 1 components- importance in the grand scheme of the lesson). Teachers identify the most essential questions./ What about that TPS?/ Any other takeaways?

Directs to Word Talk/ what are you thinking about the activity, supports, etc. What strategy should we use to tackle this section? How will the round table work with the pacing- 5 minutes?

Evidence of Step 3 from Internalization for Coaches Doc

Scaffolds, extensions addressed, anticipate misconceptions, prioritization focused on alignment and pacing

DI, engagement strategies (teacher design😍 ), discussion formats

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Robin asked teachers to consider what might be confusing for students starting with the first major component of the lesson, and consider what scaffold might be embedded to assist students and why.

Robin provided reflections on the questions aligned directly to the standard, the exit pass, and the overall unit as they consider their pacing and priority questions.

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Expectations: follow through turn key presentations but also think about context of the school/district. 

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Expectations: follow through turn key presentations but also think about context of the school/district. 

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Expectations

-stick to the content, but use your PD skills to make it count

Best Practices

-narrow focus to what participants need

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Best practices: engagement, internalize the slides and know and understand what you as a presenter need to model. Anchor charts and visuals will be helpful. 

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Best practices: engagement, internalize the slides and know and understand what you as a presenter need to model. Anchor charts and visuals will be helpful. 

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Know the particular needs, history, and learning preferences for your audience as much as possible prior to delivery.

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1. Know the product, the PD, and be prepared!

2. Read the room and meet your teachers where they are.

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Best practices for preparing......know the content, know the content, know the content! Practice/rehearse yourself!

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Internalize the turn key materials, be prepared to answer possible questions, have materials ready, and adjust based on data and school context.

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Follow expectations but delivery the turn key in a way that considers the LEAs need and current familiarity with the process. PAs should preview and customize.

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PAs are expected to deliver relevant HQPL that coincides withe the LEA context.

Best Practice: Prepare in advance. Use the turnkey material. Engage participants at high levels.

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We need to internalize it so that we are fully prepared! We can customize, but must maintain the quality, messaging, and expectations!

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We should practice with an at-bat/rehearsal before delivering to get feedback on relevance and engagement and also make sure we have materials to differentiate between learners if we are hosting combined grade level professional learnings.

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Providing teachers an opportunity to ask and be vulnerable with the lesson internalization questions and supports.

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As we deliver PL it's important to remember that not all LEAs have gone through RBIS training. We may have to lift the RBIS continuously for partners. 

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As we deliver PL it's important to remember that not all LEAs have gone through RBIS training. We may have to lift the RBIS continuously for partners. 

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Expectations: understand LEA context, review key components of HQPL, internalize each turnkey training session prior to delivery, and deliver the PL in alignment with the PL plan.

Best practices: plan, practice, and plan and practice some more!

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Product Advisor takes into consideration the needs of the teachers and reviews the slide deck to intentionally select PL sessions.

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Aligning the turnkey slides to the teachers' needs. Internalize the turnkey slides to go deep enough to meet those needs.

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Utilizing the slides to support redeliver. Providing time for teachers to reflect and understand lesson. As a PA try to anticipate misconceptions to work or teachers thoughts/concerns.