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Addie Sausner: AI Integration and Leadership PPLN

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Addie Sausner: AI Integration and Leadership PPLN

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Purpose Statement: Part of m Training Plan:

What do you want to achieve with this focus, and why is it important?

My goal is to empower educators to confidently integrate AI tools and Universal Design for Learning (UDL) strategies into their instruction in order to create more inclusive, engaging, and personalized learning environments—especially for English Language Learners. I aim to support my colleagues in moving beyond traditional practices by introducing tools that streamline planning, differentiate content, and foster student agency in both virtual and in-person settings.

Standard 5 : Diverse Learning (meeting ELL and diverse needs)

Reflective Prompt:

What am I most excited to train others on, and why is this important for my learning community and me?

I am most excited to train others on how to effectively use AI tools like MagicSchool.ai and ChatGPT to design differentiated, culturally responsive instruction that supports all learners—particularly English Language Learners. These tools have transformed my own teaching practice by saving time, increasing student engagement, and allowing me to tailor instruction in ways that meet diverse language and learning needs.This work is especially important for my learning community because many educators are eager to innovate but may not know where to start or how to apply AI meaningfully. By modeling practical, classroom-ready applications of these tools, I can help colleagues feel empowered rather than overwhelmed. For me, this training is not just about sharing tech tools—it’s about building a culture of curiosity, collaboration, and continuous improvement.

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My purpose is to empower and support classroom teachers in delivering high-quality science instruction that aligns with the New York State Science Learning Standards (NYSSLS). I aim to equip educators with the foundational knowledge, practical skills, and effective tools necessary to reach all learners. This focus is essential because science literacy is critical for student success in a complex, technology-driven world. By building teacher capacity through targeted professional development, I can help ensure that all students—regardless of background—have access to engaging, standards-aligned science learning experiences that prepare them for the future. - Joyce Barry

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Having an opportunity to apply what we have learned and more importantly support teachers in lesson development and differentiation. 

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Purpose Statement:
I want to help staff feel more confident using AI tools by keeping it simple and low-pressure. This matters because we’re all short on time, and AI can actually make our work easier if we know how to use it right.

Reflective Prompt:
I’m excited to show others how AI can save time with things like lesson planning or quick feedback. When we don’t feel overwhelmed, we’re more likely to try new things, and I want to help make that shift happen.

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SMART Goal – AI Integration & Leadership

I will lead the development of an AI-focused Professional Learning Community (PLC) by September 2025 to support teacher use of tools like ChatGPT, MagicSchool, and Curipod. The PLC will meet monthly, offering collaborative sessions on AI integration strategies, tool demonstrations, and shared lesson ideas. My goal is to foster staff confidence in using AI and promote innovation in virtual instruction. I will measure progress by tracking meeting participation, collecting informal feedback from members, and reviewing how AI tools are used in shared instructional practices. This work will help build a culture of continuous improvement and position our team as thoughtful adopters of educational technology. B. Romanelli

AI FEEDBACK I’m truly enthusiastic about the upcoming AI-focused Professional Learning Community (PLC) launching by September 2025. Leading this collaborative effort to support teachers in effectively using AI tools like ChatGPT, MagicSchool, and Curipod is a powerful way to build confidence and foster innovation in virtual instruction.

The monthly PLC meetings planned—featuring AI integration strategies, live demonstrations, and shared lesson ideas—will create a dynamic space for professional growth and peer learning. Tracking participation and collecting informal feedback will provide valuable insights to continuously refine our approach and meet teachers’ needs.

To further enhance the PLC’s impact, here are some additional steps we can take:

1. Create a Shared Resource Hub: Develop a centralized digital space where members can access AI tool tutorials, lesson templates, and recorded sessions from PLC meetings. This will encourage ongoing learning beyond monthly meetings.

2. Incorporate Peer Coaching: Encourage members to partner up for peer coaching or micro-teaching sessions to practice AI tool integration and receive supportive feedback.

3. Highlight Success Stories: Regularly showcase examples of innovative AI use in instruction from PLC members. This will motivate others and build a culture of celebration around AI adoption.

4. Set Small Milestones: Alongside the overall goal, establish smaller targets—like piloting a new AI tool in a lesson each quarter—to maintain momentum and provide achievable wins.

5. Gather Formal Feedback: Supplement informal check-ins with short surveys or reflection prompts after meetings to capture deeper insights on what’s working and what could improve.

6. Invite Experts: Occasionally bring in guest speakers or AI specialists to share emerging trends and advanced tips, keeping the PLC at the forefront of educational technology.

By integrating these strategies alongside the foundational PLC activities, we’ll ensure a rich, supportive environment that nurtures continuous improvement and thoughtful AI adoption. This initiative will not only empower our staff but also position our team as innovative leaders in education technology.

I’m excited to support this growth journey and look forward to the transformative impact on our teaching practices!

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Here is my focus: My focus is going to be using AI and virtual tools to increase student engagement. In order for PD to be effective, the participants need to believe that the presenter has the background to teach the subject. As the alternative education teacher, I work with some of the most dis-engaged students, so I have a reputation for being able to engage those kids. Engagement is an area that is really important to me and is a cornerstone of my English class where I try to push those reluctant learners to step outside of their comfort zone and actively participate in class.

My audience will be K-12 teachers and teaching assistants from my district. Due to the wide range of grade levels, the needs will vary widely, so I need to make sure that I’m using tools that can transcend grade levels. It will be challenging to design a PD that lends itself to elementary, middle, and high school, but I believe that I have learned about enough AI and virtual tools through VITAL that I can do it.  Every teacher, no matter how experienced, can use more strategies for engagement.

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I am excited about planning this PD because my district has been focusing on engagement.

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How can I leverage my strengths to empower and support my colleagues in the virtual learning space?

I bring strengths in creative problem-solving, real-world STEM integration, flexibility, and a willingness to innovate. I currently lead by mentoring student teachers, supporting colleagues with technology integration as a Technology Fellow, collaborating regionally through a STEAM Collegial Circle, and modeling inquiry-based learning with my students.

Looking ahead, I want to grow my leadership by facilitating professional development workshops on integrating AI into inclusive, UDL-aligned instruction. My focus will include tools like Diffit and ChatGPT, as well as building a digital library of adaptive resources—such as visual stories and audio directions—to support ELLs and SWDs. I aim to reach at least 30 staff members across my district through these initiatives.

To track growth, I will collect feedback from PD participants, observe the usage of shared materials, and reflect on changes in instructional practice. My goal is to create a ripple effect where AI supports both equity and innovation. By Fall 2025, I will share interim results with my Technology Department for collaborative review and adjustment.

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Goal - I will improve my formative assessment and feedback practices by using AI-supported tools like ChatGPT and Quizalize to provide timely, personalized feedback in my virtual science classes at least twice per week through January 2026.

Collaboration Strategies - I will share student feedback data trends with colleagues in department meetings and invite discussion on how to interpret and act on the data. I will invite peer review of AI-generated feedback samples via shared documents to ensure clarity, inclusiveness, and usefulness. I will pair with another teacher to design a co-assessment project using Quizalize and meet virtually to compare results and student reactions.

Leadership Emphasis - I can promote continuous improvement by modeling how AI tools evolve my feedback cycle.  I will lead by example, sharing both successes and struggles, and build trust and encourage collaboration.  I’ll help others see me as a change agent in virtual assessment innovation, especially for reaching diverse learners.

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AI Feedback:Your answer is strong and shows a thoughtful, practical plan for leadership through collaboration in a virtual setting. Here’s some focused feedback to sharpen it further:

Clarity and Flow:
Breaking the response into shorter paragraphs or bullet points can improve readability and emphasize key strategies clearly.

Explicit Collaboration Emphasis:
You mention sharing data and peer review, which are great collaboration examples. You might highlight how these collaborative activities build team cohesion and collective problem-solving more explicitly.

Leadership Connection:
Your leadership angle is clear in modeling and sharing successes and challenges. You could deepen this by briefly explaining how these actions inspire peers to adopt new tools and approaches, reinforcing your role as a leader.

Virtual/Hybrid Context:
You address virtual tools well, but you might add a sentence about adapting communication or collaboration styles to suit virtual or hybrid dynamics, emphasizing your awareness of the environment’s challenges.

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Training Plan - Section 1: My primary goal with this training is to empower CTE teachers to confidently design and deliver highly engaging, skill-based virtual and hybrid learning experiences, effectively bridging the gap between traditional hands-on instruction and digital environments. 

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Training Plan - Section 1: My primary goal with this training is to empower CTE teachers to confidently design and deliver highly engaging, skill-based virtual and hybrid learning experiences, effectively bridging the gap between traditional hands-on instruction and digital environments. 

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By equipping CTE educators with advanced virtual teaching strategies, including the strategic integration of AI, we ensure our programs remain cutting-edge, accessible, and relevant to the evolving needs of both students, industry, and the families and communities we serve. This focus is critically important because the modern workforce increasingly demands technologically fluent and adaptable individuals, a need underscored by recent research on industry trends. Studies consistently show that professional development focused on technology integration significantly improves teacher efficacy and student outcomes in STEM and CTE fields.

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As I design my professional development sessions, I will use AI tools like ChatGPT and MagicSchool as thought partners. ChatGPT will support me in brainstorming session outlines, developing discussion prompts, drafting model lesson plans, and generating reflection questions tailored to our staff’s needs. MagicSchool’s PD planning tools will help me organize content, identify gaps, and ensure I’m using accessible, UDL-aligned materials. I’ll also use AI-powered summarizers to analyze teacher feedback after each session and make timely, data-informed adjustments to future trainings. These tools will streamline my workflow and allow me to focus more energy on meaningful facilitation and relationship-building.

During my PD sessions, I will integrate ChatGPT, Diffit, and MagicSchool to enhance delivery and personalize the learning experience:

ChatGPT will be used live to demonstrate how it can generate writing supports, student exemplars, and IEP-aligned learning goals.

Diffit will provide differentiated reading materials at various Lexile levels, showcasing how teachers can make core content accessible to struggling readers.

MagicSchool will assist with generating interactive activities (e.g., lesson hooks, choice boards) and summarizing participant feedback in real-time.

These tools will help automate routine planning tasks and provide personalized pathways for teachers to explore and apply the content in ways that are directly relevant to their roles and classrooms.

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My PPLP and Training Plan are still in the beginning phases. I am hoping to have access to Module 3 ASAP. In any case, my smart goal is : Based on my work in AI integration for educational transformation, I want to design a Training Plan that helps educators simplify planning, boost classroom engagement, and foster deeper learning experiences for all of their students, including ELL/MLLs and SWDs using AI tools and strategies because it empowers them to transform their practice and effectively meet diverse learner needs.

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Victoria Setaro: will approach the analysis of this information much like tending a garden — pausing to observe patterns, noticing what’s thriving, and gently adjusting where needed. I’ll begin by reviewing participant reflections and feedback forms, looking for recurring themes in their confidence, curiosity, and willingness to experiment with AI tools. I’ll use simple word cloud generators or AI-assisted text analysis to surface key sentiments and ideas.

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Victoria Setaro: will approach the analysis of this information much like tending a garden — pausing to observe patterns, noticing what’s thriving, and gently adjusting where needed. I’ll begin by reviewing participant reflections and feedback forms, looking for recurring themes in their confidence, curiosity, and willingness to experiment with AI tools. I’ll use simple word cloud generators or AI-assisted text analysis to surface key sentiments and ideas.

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For observable data, like AI-enhanced lesson plans or collaborative projects, I’ll track both the frequency and quality of implementation, noting how these practices evolve over time. Follow-up conversations and informal check-ins will offer the qualitative richness that numbers alone can’t provide, helping me understand not just what is happening, but why.

I’ll then gather my teammates and trusted colleagues for a reflective review, using a simple PDCA (Plan-Do-Check-Act) cycle or an AI-assisted summary tool to identify successes, surprises, and spaces for growth. Together, we’ll decide what adjustments to make — whether it’s refining a tool introduction, offering new supports, or creating space for deeper reflection.

This reflective, collaborative process ensures that improvements are thoughtful, responsive, and aligned with the evolving needs of our learning community. It keeps our work rooted in both data and humanity, allowing our professional learning to grow in ways that feel modern, sustainable, and deeply supportive.

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Goal #1: Role-Specific Leadership

I have integrated the principles of inclusivity and equity into my SMART goal, making it a SMARTIE goal. The I and E invite important questions that all prosocial leaders champion:

I – Inclusive: How will the goal advance equity or ensure access for all?

E- Equitable: How will the goal address or reduce disparities, especially across districts, educator needs, or student populations?

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Section 1: Focus and Rationale

Complete Section 1 as a requirement of Module 3, Session 3

Begin by identifying what you are passionate about training others on and why this focus is important to you and your learning community. Explain how this topic aligns with your goals in the PPLP and contributes to driving innovation in virtual teaching and learning.

Purpose Statement:

What do you want to achieve with this focus, and why is it important?

I want to empower educators to confidently integrate AI tools like LM Notebook, ChatGPT, and Diffit into their teaching and leadership practices. My goal is to foster more personalized, efficient, and engaging learning environments across virtual, hybrid, and in-person settings. This focus is important because it supports differentiated instruction, improves teacher workflow, and enhances student engagement—all while building staff capacity to adapt to emerging technologies. By aligning this focus with my PPLP goals, I’m contributing to a culture of innovation and shared growth within my school and beyond. I want to empower educators to confidently integrate AI tools like LM Notebook, ChatGPT, and Diffit into their teaching and leadership practices. This supports Standard 1 (Designing Professional Development) by grounding content in educator needs and Standard 9 (Technology) by promoting AI literacy. It also aligns with Standard 2 (Content Knowledge and Quality Teaching) by enhancing instructional strategies, and Standard 5 (Diverse Learning) by supporting differentiation.

Reflective Prompt:

What am I most excited to train others on, and why is this important for my learning community and me?

I’m most excited to train others on using LM Notebook and ChatGPT for instructional planning, reflection, and formative feedback. These tools are not only accessible, but they also offer immediate impact in helping educators differentiate content, support student voice, and reflect meaningfully on learning outcomes. For my learning community, this training is a game-changer—it gives teachers practical, time-saving strategies while modeling what thoughtful AI integration looks like. For me, it’s a way to lead change, support my peers, and make tech-enhanced teaching more approachable and equitable for everyone. Training educators on LM Notebook and ChatGPT helps promote Standard 3 (Research-Based Professional Learning) through reflection and Standard 6 (Student Learning Environments) by fostering equitable access to AI-enhanced tools. These tools enable teachers to personalize instruction and foster student voice, meeting a range of learner needs.

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Goal #2: AI Integration and Leadership

Smart goal 2 (Content B): I will share example lesson plans and lead a short modeling session for my colleagues by the end of this school year to show how AI tools like ChatGPT and SchoolAI can improve planning and instruction. This will help teachers see how AI can save time and generate new ideas, leading to more efficient planning and better collaboration across our team. I will stay accountable by scheduling the session with my department and asking for feedback to guide next steps.

T: I like that you follow supportive instructional model of collaborating with your fellow teachers

A: How will you know if your goal has an impact?

G: I would move up your timeline so that by the end of the year your fellow teachers use the tool?

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How can I remain adaptable and continuously learn about new AI tools to benefit my teaching or leadership practices, and how will I share these insights with others?

"AI has become an essential part of my teaching and leadership. As a Diffit Ambassador, I use AI daily to differentiate instruction and meet the needs of all learners by adjusting text complexity, vocabulary, and comprehension tasks. These tools have helped me create more accessible, equitable learning experiences. I’ve extended this work by leading PD in my district and at our local teacher center, empowering other educators to integrate AI effectively into their own virtual and hybrid classrooms."

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T: I like how you specifically will use your leadership skills by helping users with their AI skills and ability to learn along with the text complexity.   A: What specific tools have you used that have helped you provide more accessibility to your learners? G: Add a little bit with what you have used with AI.

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Promoting Ethical and Responsible AI Use:

I will lead efforts to model and promote ethical and responsible AI use among students and colleagues by providing resources, guidance, modeling, and learning opportunities. I will work to implement the NY School Library Systems Association’s LibraryReady.AI Scope and Sequence.
Success will be measured by creating and sharing AI usage guidelines, offering at least two AI learning sessions or tip-sharing opportunities, and modeling best practices in my daily instruction and professional collaborations.
This goal is achievable within my role as Lead Secondary Teacher at BT BOCES Virtual Learning Academy and is relevant to our academy’s commitment to preparing students for responsible participation in a digital world.
I will work toward this goal throughout the 2025–2026 school year, aiming for key milestones at the end of each academic quarter (e.g., one guideline shared, one workshop offered, one student reflection gathered).

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To advance inclusive, AI-enhanced instruction across the district, I will support educators by leading at least 10 modeled lessons and 5 co-teaching sessions in virtual and hybrid classrooms by June 2026. These experiences will showcase effective UDL-aligned strategies using tools like MagicSchool and Canva, and will be documented and shared during professional development and PLC meetings throughout the 2025–26 school year. By coordinating with instructional leaders and aligning with district goals, this initiative will build staff capacity, foster innovation, and strengthen personalized learning practices.(Plan, Act, Do, Check)

PLAN

Define the initiative: Lead 10 modeled and 5 co-taught lessons using UDL-aligned AI tools (MagicSchool, Canva).

Collaborate: Coordinate with instructional leaders to select target classrooms (virtual and hybrid).

Prepare materials: Create lesson templates, toolkits, and visual models showcasing AI integration.

Set baseline: Survey educators’ comfort and readiness with AI tools and UDL strategies.

DO

Execute modeled lessons: Deliver initial modeled lessons across grade bands, emphasizing accessibility and differentiation.

Engage in co-teaching: Facilitate co-planned and co-taught sessions with targeted educators.

Gather data: Use teacher feedback forms, reflection prompts, and AI-generated lesson artifacts to collect insights.

Document experiences: Create a digital portfolio of lesson examples, challenges, and modifications.

CHECK

Analyze trends: Review data from teacher reflections, session attendance, and engagement during PD.

Evaluate tool impact: Assess how MagicSchool and Canva supported UDL goals (e.g., engagement, accessibility, student response).

Spot gaps: Identify where teachers needed more support or where tool integration felt forced or unclear.

ACT

Adjust modeling strategy: Refine future lessons based on feedback—consider pacing, tool usage clarity, or scaffolds needed.

Differentiate future sessions: Offer tiered modeling for beginner, intermediate, and advanced AI users.

Scale & share: Introduce collaborative planning templates into PLCs and district PD; invite teacher-led showcases.

Track sustainability: Build checkpoints into 2025–26 to monitor replication of strategies and diffusion of practice across schools.

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I will launch a monthly virtual PLC series and post weekly assignment prompts in Google Classroom to extend learning from in-person PD and build ongoing teacher collaboration. I will measure success by tracking the number of posts and teacher responses. This is achievable because I already lead regular in-person PD, and this virtual layer will deepen support between sessions. This work is especially relevant as we implement new science curricula for Biology, Earth & Space Science, Chemistry, and Physics across NYC. I will review progress and engagement data after every 2 months to assess impact and adjust as needed.

T: I think your smart goal hits all the points required in the SMART framework, nice Job! Also, the idea of using Google Classroom for weekly prompts is a smart, accessible approach to extend learning and foster collaboration.

A: How will you ensure that teachers feel motivated to respond to the weekly prompts? Are there any structures in place to recognize or celebrate participation?

G: you might consider tracking not just quantity of posts/responses but also quality—such as depth of reflection or application—using a simple rubric or self-assessment.

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AI Integration Tool:

How will  integrating this AI tool with my Personal Growth Goal enhance my effectiveness as an educator and improve the virtual and hybrid learning environments?

To support this leadership goal, I will integrate MagicSchool AI Coach as a tool to enhance collaboration, instructional planning, and data reflection practices within our PLCs. MagicSchool’s capabilities will help teachers generate differentiated instructional strategies, quickly access scaffolded resources, and adapt their lessons based on real-time student data and needs.

By modeling the ethical and effective use of this AI tool, I will empower teachers to make more data-informed decisions without overwhelming their planning time, making innovation feel accessible rather than burdensome. Integrating MagicSchool into our PLC work will streamline lesson design, promote responsiveness to student learning trends, and build a culture of agility and collaboration. This will significantly improve both the quality and consistency of instruction across our virtual and hybrid learning environments, ensuring that every student benefits from more personalized, effective teaching.

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By September 2025, I will model the use of Google’s Gemini AI tool to support goal development, rubric alignment, and action planning in my district leadership work. I will document at least three structured use cases (e.g., AI-refined goals, AI-aligned plans, prompt templates) and present a summary report and/or live demo to district leadership to build awareness and trust in structured AI use.

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By June 2026, I will lead the strategic integration of student-centered educational technology by:

Facilitating at least 6 monthly professional development sessions focused on culturally responsive and effective virtual tool use

Providing individual and team coaching to at least 80% of instructional staff on implementing tech-enhanced practices

Launching a pilot for a student growth baseline measure during enrollment, with AI-supported dashboards for at least two core content areas

Monitoring progress through walkthrough data, PD participation logs, and stakeholder surveys, and adjusting support accordingly

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My role in designing and delivering this PD is to foster a collaborative, supportive environment where everyone’s voice matters. Using a democratic leadership style, I’ll invite colleagues to help shape our learning goals and share their experiences, making the PD relevant and meaningful for all.Modeling Leadership and Innovation

Co-Creation: I’ll involve participants in planning and decision-making, showing that leadership is about empowering others and modelling the responsiveness we want teachers to demonstrate with their students’ needs.

Before the session, I’ll send out a brief survey asking teachers to share their biggest challenges and priorities related to our topic.

Use these real scenarios during our hands-on activities, ensuring the PD is tailored to their needs.

Transparency: I’ll openly share my own successes and challenges with new technologies, modeling a growth mindset and willingness to take risks.

Hands-On Practice: I will facilitate practical, interactive activities using free tech tools.

Provide opportunities for everyone to explore, experiment, and build confidence together.

Celebrating Success: I’ll highlight and celebrate innovative practices within our school, inspiring others to try new approaches (Digital Collaboration Wall to Highlight successes).

Supporting Colleagues & Fostering Improvement

I will offer ongoing support through follow-up sessions, peer partnerships, and open channels for reflection and feedback.

By emphasizing experimentation and celebrating progress, I’ll help build a culture where continuous learning and innovation are the norm.

I am committed to empowering my colleagues to embrace innovative practices by modeling a willingness to learn, take risks, and celebrate growth. I will be transparent about my successes and challenges with new tools, showing that learning is a journey where obstacles are valuable opportunities.

To foster this mindset, I’ll actively involve teachers in shaping our learning goals through pre-session surveys and collaborative planning. Our PD sessions will be interactive and include hands-on components, creating a supportive space for experimentation and building confidence.

Continuous improvement will guide my approach. I will seek regular feedback, encourage the sharing of successes and lessons learned, and provide opportunities for reflection. By celebrating all progress, I hope to nurture a culture where continuous learning is the norm and every teacher feels empowered to innovate for their students.

Ultimately, I want my leadership to show that innovation is about curiosity, collaboration, and a shared commitment to student success-not perfection.

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Shareen Silva

By March 2026, I will lead two virtual AI integration workshops for colleagues and develop a shared digital hub containing at least 10 ready-to-use AI-supported instructional templates aligned with Universal Design for Learning (UDL) and culturally responsive teaching. I will also provide monthly mentoring check-ins with at least three colleagues to support implementation and foster collaborative growth.

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I will research, pilot, and implement an AI-supported tool, such as ChatGPT for Sheets, MagicSchool AI, etc., by May 2026 to aggregate and organize student testing data from multiple sources, sort the data by student, and identify candidates for enrichment and support programs. I will collaborate with colleagues and administrators to ensure the tool promotes equitable, transparent, and ethical placement

I will measure success by tracking the number of students identified through the tool compared to prior years and reviewing qualitative feedback from team members on placement accuracy. I’ll also monitor time saved in the placement process and document updates made to the tool based on user feedback or testing outcomes.

It is vital to track the outcomes to be able to evaluate whether the tool provided reliable information in grouping students. I will need to monitor the time it takes for the tools to process the information and whether a new tool needs to be utilized.

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I will deepen my expertise in virtual instructional strategies and coaching practices by completing at least two targeted professional learning experiences (e.g., webinars, certifications, or peer learning groups) focused on digital pedagogy and online literacy engagement by the end of the semester and apply this learning to refine district-wide coaching resources and support secondary ELA teachers in virtual environments by March 2026.

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-  I will design and deliver AI-focused professional development (PD) sessions that introduce teachers to classroom-ready tools like Diffit, Pear Deck, Lumio, and Nearpod. I will use pre- and post-session surveys to assess teachers' familiarity, confidence, and implementation progress. I will track growth in AI tool usage by conducting check-ins two weeks and one month after each PD. My goal is to support at least 10 teachers in adopting one new AI tool meaningfully in their instruction by March 2026, promoting innovation and deeper student engagement across the schools I serve.

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Zenon Borys Personal Professional Learning Plan

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Personal Professional Learning Plan - Alexandra Hayner

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Participants post a small section of their PPLP or Training Plan. Others leave structured feedback. Use “Glow & Grow” or “I Notice/I Wonder.”

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TAG Protocol

1. T - Tell something you like:
Students begin by identifying a positive aspect of their peer's work or presentation.

2. A - Ask a question:
Students then ask a question that encourages further thought or explanation about a specific part of the work.

3. G - Give a suggestion:
Finally, students offer a specific suggestion for improvement, helping their peer to refine their work.