1. The Five Steps for Effective Learning November 20, 2009 Year One TAP Schools
Handouts: (Door Prize Tickets at the tables for participants) Door Prize Ticket: I am most thankful for….because…
Handouts 1-5 will not be stapled and will be in the pocket of the training folders.
1: Questions for my EMT
2: STEPs for Effective Learning
3: Cluster Protocol
4: Cluster Protocol with suggested times (Laurie will create a chart for this handout)
5: Examples of Questions Cluster Leaders to Ask (development)
6: Development Handout
Video Viewing Guide: Handouts labeled V-1…through V-4 will be collated and stapled in a packet to be handed out during the training at the appropriate time.
V-1: In Video Viewing Guide--- Note Taking Sheet for Video (optional for participants)
V-2: In Video Viewing Guide---Laura’s Cluster Cycle Long Range Plan
V-3: In Video Viewing Guide---Laura’s Cluster Meeting Record
V-4: In Video Viewing Guide--- Critical Attributes Sheet and Development Sheet for Laura’s Cluster
Charts to be created by participants: Placemat Consensus Charts (1 per 3 to 4 people)
Markers, Apples, Table Tents identifying schools, Talking Chips
National Institute for Excellence in Teaching 1250 Fourth Street Santa Monica, CA 90401

2. Welcome! Opening Comments
Sheila Talamo, State Director
Insights from
The Last Lecture
By Randy Pausch
Sheila

3. The Lost Art of Thank-You Notes
Sheila
Thank you notes basket will be available at sign-in table for participants to take one as they enter.
Showing gratitude is one of the simplest yet most powerful things humans can do for each other.
All rights reserved. Do not duplicate without permission.

4. Today’s Agenda Warm-Up/Review
5 Steps for Effective Learning and the Cluster Protocol
Cluster and Classroom Connections
Harvest Time: From the Field (cluster video)
Lunch!
Development Time: Your Turn!
Strategy Sharing and Book Talks
Exit Tickets
Vicky
Questioning will be embedded throughout the meeting today. Effective questioning is essential in the classroom and in the cluster.

5. Training Objectives Participants will:
Deepen understanding of the TAP cluster protocol which mirrors the Five Steps for Effective Learning; both are aligned, interconnected and interdependent.
Deepen understanding of development time within the cluster protocol.
Deepen understanding of how to prepare and plan effectively for cluster.
Vicky
Outcome: By the end of the training, participants will be able to plan and implement more effective cluster meetings utilizing the TAP Cluster Protocol (5 Steps) resulting in stronger transference of new learning from cluster to classroom.
Tell participants that this training was developed based on the needs that were identified by master teachers in year one schools from around the state– and on observations from EMTs.

6. Questions for my EMT Handout 1 Vicky
Tell participants about the Questions for my EMT sheet to jot down their questions throughout the day and that this will be used by their EMT to provide follow-up support.

7. Placemat Consensus
Generate questions in reference to modeling and or development in cluster.
1. Participants individually write their answer to the posed question in one of the four spaces.
2. The group consensus of the discussed answer is placed in the middle circle.
Susan:
Trainer should model this with non-content first to demonstrate the Placemat Consensus. Purpose is to get participants thinking about the questions cluster leaders have regarding modeling and development in cluster. Participants should come to consensus on 3 or 4 questions that they believe are most important. Throughout this training Questioning will be embedded– After this activity, the trainer will ask, What is the purpose for having students generate questions? (Increases motivation, inquiry based learning, instills curiosity, self directed learning). See debrief on next slide….
If time permits, trainer should step out and say, “Did this structure help you as a learner? How? Why is it important to use structures such as these in the classroom with students? How could you use this in cluster?”
Participants usually enjoy “freebies” – getting something extra in a training – and by making the connection by stepping out, they are getting a little “extra” here.

8. One Stray (debrief) Susan:
Trainer will model “one stray” as a way of debriefing the Placemat Consensus Activity. Placemats from table groups will be posted on the wall and questions will be addressed throughout the day.
Trainer should emphasize that effective teaching in the classroom is like effective teaching in the cluster… best instructional practices should be utilized and a gradual release model following the five steps for effective learning. Trainer should also remind participants that when faced with various situations/challenges in cluster, they should go back to what they know best… their experiences as a teacher.

9. Remember -
Laurie:
Trainer should say… Effective teaching requires teachers to utilize effective questioning techniques. In cluster meetings, the same holds true. Trainer then should read the slide… Remember, Effective teaching, whether in the classroom or in a cluster meeting, requires the same basic elements and the same basic steps. Trainer should emphasize --- In today’s training, we will ask you to “connect” back to your classroom teaching experience because those experiences will help you better understand how teaching in the cluster mirrors what you already know as exemplary teachers. In fact, when you are faced with challenging situations in cluster, always reflect back to the classroom and ask yourself, “what would I do if this happened in the classroom with students?” It will serve you well and assist you in resolving some of those issues with best teaching practices.
Effective teaching, whether in the classroom or in a cluster meeting, requires the same basic steps . . .

10. STEPS for Effective Learning
I Do
We Do
You Do
Step 1
Step 2
Step 3
Step 4
Step 5
Identify
problem or need
Obtain
new teacher learning aligned to student need and formatted for classroom application
Develop
new teacher learning with support in the classroom
Apply
new teacher learning to the classroom
Evaluate
the impact on student performance
Evidence of need
(using pre-test)
is clear, specific,
high quality and
measurable in
student outcomes
Evidenced through
observation.
peer coaching, and
self reflection
applied to student work
as a formative assessment
Evidence includes
student assessment (post-test)
aligned with data analysis and the new teaching strategies
Laurie:
Trainer reminds the participants of the 5 Steps…. Which are simplistic and elegant… Triangle – points to the need… circle- represents the circle of learning… continuous and never-ending…obtaining the new learning… the pentagon (house).. Develop the new learning for your own house– making the learning your own with support – guided practice…. The Square- Get in the box and try it! (Independent Practice – application) and The Diamond in the Rough… Evaluate the impact---polishing the rough spots.
The 5 steps for effective learning guide all learning in a TAP school --- in cluster, in leadership and in the classroom. Today you will learn how the 5 steps help define the TAP Cluster Protocol and guide cluster leaders by giving a concise plan for what should be included in effective clusters.
Development through demonstration,
modeling, practice,
team teaching, and
peer coaching with subsequent analysis of student work
and addresses
student content
learning with links
to teacher
Strategies & rubric
Using credible sources
Proven application showing student growth 2

11. Gradual Release Model TEACH Teacher Responsibility
Model Instruction “I do it”
(you watch)
Shared Instruction “We do it”
(together)
Guided Practice Collaborative “We do it”
(I guide/peer collaboration)
Laurie:
Trainer should tell participants that whether in the classroom or in the cluster.. Effective learning should always include a gradual release model.
Model Instruction. This component allows teachers to model their own metacognitive processes. Modeled strategies focus on increasing understanding, establishing purpose, and clues students into important learning objectives.
• Shared Instruction. During shared instruction, teachers prompt, question, facilitate, or lead
students through tasks that increase understanding.
• Guided Practice. During the guided instruction component, students consolidate their understanding of the content and explore
opportunities to problem solve, discuss, negotiate, and think with their peers with guidance and support from the teacher.
• Independent Practice. This component addresses the most important goal of good instruction—
to provide students with practice in applying skills and information in new ways. As students
transfer their learning to subsequent tasks, they synthesize information, transform ideas, and
solidify their understanding. They become active and capable learners.
One way teachers can provide more targeted, individualized instruction is to use the gradual release of responsibility model (Pearson & Gallagher, 1983). This instructional model requires that the teacher, by design, transition from assuming “all the responsibility for performing a task to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2002, p. 211). This gradual release may occur over a day, a week, or a semester. Stated another way, the gradual release of responsibility “emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise” (Buehl, 2005).
Independent “You do it”
(alone/I assess)
Practice Independent
Student Responsibility

12. Essential Questions
How are the Five Steps for Effective Learning interconnected and interdependent?
How do cluster leaders prepare teachers for effective classroom application?
How do cluster leaders plan for effective use of development time?
Laurie:
Trainer informs participants of the questions that will be addressed in today’s training.

13. Step 1 Identify the Need Must be:
Measurable in terms of student performance
Data driven
Highly significant
Focused on improving student performance
Clear and specific
Supports school and cluster goals
Laurie:
Review the slide-
Cluster Protocol suggested times should be referenced– Handout 4
Also the Cluster protocol itself… Handout 3

14. Cluster Protocol: Step One
The cluster leader references the Long Range Plan and reviews meeting agenda.
Cluster members identify trends in student work as aligned to criteria set at the last meeting. The master/mentor teacher asks probing and clarifying questions to assist teachers in reflecting on their teaching practice and its impact on students.
The cluster leader then assists teachers in identifying the specific needs of their students and how that need relates to the new learning for the day’s cluster meeting.
Laurie:
Trainer asks: What happens in this part of the cluster? Trainer paraphrases the bullets on the slide. 3

15. What does it look and sound like in cluster?
Special Thanks to Laura Roussel, Master Teacher at Lowery Intermediate School!
Laurie:
Participants will watch “step one” of the cluster protocol in a cluster from Lowery Intermediate. Trainer should tell participants that they will view only about 4 minutes of the video and should watch for how the cluster leader assists teachers as they identify the trends in the student work as aligned to the criteria set. An optional note taking handout is available for participants to use if they choose to do so – to make notes about what they are seeing in the cluster. Trainer should also let participants know that the protocol suggest that this portion of the cluster should last from 10 to 15 minutes at the start of the cluster. Stress that these are suggested times. A handout (chart) with suggested times for a 60 minute cluster and 90 minute cluster are included in the packet of materials participants were given.
Debrief:
Viewing
Guide

16. What did you notice?
How did the cluster leader assist cluster members in identifying the characteristics in the student work?
How would the cluster leader prepare for facilitating this discussion?
Laurie:
Trainer should ask participants to turn to their shoulder partner and reflect on the questions on the slide. Participants should be given 2 minutes to discuss the questions and the trainer will ask for some to share out.
Trainer should emphasize that the cluster leader asked questions to cluster members that were based on the criteria that was established. The cluster leader should plan the questions asked so that the discussion is based on the student work and the criteria established – not a share-a-thon!
The cluster leader would prepare for facilitating the discussion by reflecting on the questions she/he asked herself/himself with the field test student work. Remember that the cluster leader should be anticipating what the student work will reflect… if the work the cluster members isn’t indicative of what was seen in the field tested work, then either the strategy wasn’t implemented correctly –transference wasn’t effective… or perhaps it wasn’t paced correctly in the classrooms…. Or follow-up support isn’t being provided systematically by the master/mentor… or the field test group doesn’t represent all of the sub-groups.

17. Step 2 Obtain New Learning
Proven application showing student growth
Focused on identified need from data
Aligned with assessment
Segmented and sequenced for accurate classroom application
Learned with depth for skillful transfer to classroom
Vicky

18. In Step 2,
To obtain “new learning”, the teacher must provide a “model” for the students.
Vicky

19. Connect back to the classroom…
What does modeling look and sound like in classroom?
Vicky
Trainer reminds participants that they should always think back to the classroom… Trainer tells participants that modeling is providing explicit instruction for students which can include… a “Think Aloud”, meta-cognition… allowing students to hear what the teacher is “thinking”– making the invisible – visible. Trainer reminds participants about what research says about the need for modeling in the classroom for students… (next slide)

20. How are student strategies effectively taught in the classroom?
The teacher begins instruction by identifying a strategy and explaining what it is and why it is important to the skills that are being learned.
The teacher models and thinks aloud about how and when to use the strategy.
After this modeling, the teacher works with students to guide them in determining how and when to use the strategy on their own.
Vicky
Research tells us that explicit instruction by the teacher must be provided for students by making the invisible-visible – metacognition. This is accomplished through “think alouds” which includes how and when to use specific strategies. The teacher then works with students to guide them through the process of how and when to use the strategy on their own.

21. As students practice, the teacher provides feedback and engages them in discussion.
In subsequent lessons, the teacher asks students to apply the strategy on their own. (Palincsar & Brown, 1984).
Vicky
Additionally, for this to be effective for students, the teacher should ask various levels of questions (link to questioning on the rubric) with specific and highly focused academic feedback to make modifications and adjust instruction as needed. Independent practice through more independent application of the strategy follows – the goal is for students to become “fluent” with the use of the strategy or new learning… moving towards automaticity.

22. What does this research mean for instruction in the classroom?
How do we make the unconscious-conscious?
How do we teach our students the questions we unconsciously ask ourselves?
We have to Model-Model- Model.
Vicky
Trainer should emphasize that effective modeling is critical for students in the classroom. Teachers must share their thought process with students – making the invisible-visible. Modeling can include– a think aloud model (new skills or new strategy being taught), explaining (giving step-by-step breakdown with examples) and telling. All types are appropriate depending on the lesson objectives and the needs of the students in terms of acquiring the content of the lesson. Modeling using a think aloud isn’t easy at first for teachers… first, teachers much “unpack” their own thinking to identify how and when they use certain strategies or skills. Since teachers are expert within the content that they teach, it is difficult at first to slow the cognitive processes down to identify all of the things that they are doing when they are applying a skill or using a strategy. It requires practice and careful planning on the teacher’s part. The think aloud model should be short in length and very focused.

23. We need to explicitly model what we do, guide and nurture them to do the same things, and then create situations that will encourage and help them to purposefully use the same strategies.
Hmmm…How?
The best way to help them is to take off the tops of our heads, to become aware of and share what we are doing as learners.
Vicky
Modeling is critical and the research shows that oftentimes the students that struggle the most need that direct, explicit model in order to move forward in their understanding.

24. What does this mean for instruction in cluster?
Vicky
Trainer simply poses the question--- Remember that students and adults learn in a similar fashion… so, this gives us a clue for what we have to do for our teachers in cluster.

25. Teachers also need an explicit model in cluster.
Vicky
Teachers need a model that includes all of the critical attributes that teachers must do and say in order to get students to move towards proficiency.

26. This can be challenging for cluster leaders because….
You are expert teachers and you do many things when you teach that are automatic.
Vicky
Providing explicit “models” for new learning in cluster can be very challenging for cluster leaders because as we just discussed how in order for a true model to be effective, we must share all of the things that we are doing when teaching a strategy to students in the classroom with our teachers in the cluster. The critical attributes are often difficult for cluster leaders to extrapolate because of often times you are on “auto-pilot”… and aren’t even aware of all of the things that you are doing to ensure that all students learn. You are unconsciously competent as a teacher… therefore you must “unpack” your thinking after teaching a lesson/strategy to identify all of the things that you did to help students acquire the new learning being taught. These things are called “critical attributes” and must be shared with teachers during the modeling process.

27. How do you purposefully plan for modeling in cluster?
Vicky
Therefore, all of the stances we use and modifications we make are not made available to our struggling teachers in our cluster meetings unless we purposefully plan the “modeling” piece using a tiered model and identify the critical attributes (things a teacher must say and do -- in a lesson in order to increase student achievement). Cluster leaders need support from other members of the Leadership Team to help them identify the critical attributes as well as support as they plan for the model that they will provide in cluster.

28. Cluster Leaders must use a Two Tiered Model of the new learning.
Tier One: Students’ Perspective
TEACHING the new learning
Tier Two: Teachers’ Perspective
The focus is on preparing teachers to teach the new learning/strategy by explaining and questioning teachers about the critical attributes of the strategy and embedding the rubric.
Vicky
The second tier of the model is the cluster leader’s thought process (meta-cognition) as he/she is going through the strategy or portion of the strategy. Here the focus is on preparing teachers to teach the strategy by explaining and questioning teachers about the critical attributes of the strategy so they can best teach their students.

29. Cluster Protocol: Step 2
Cluster leader illustrates the effectiveness of the strategy by referencing student achievement gains as a result of field testing.
Student work samples from field testing should be presented.
Cluster leader models for teachers the manner in which the strategy was taught to students.
During this time, the leader labels, models and explains the why for the critical attributes of the strategy as they relate to student learning.
Vicky
During this portion of the cluster, the cluster leader is using a tiered model by stepping out during tier 1 (teaching teachers as if they are students) and identifying the critical attributes (the how and why) of the things that teachers must be aware of and must plan for when the learning is transferred to their individual classrooms. Often times, student work is referenced by the cluster leader… and questions are asked by the cluster leader which cause teachers to think about why it is important to do these things in the classroom with students. The Instructional Rubric should also be included in tier 2 of the model. The cluster leader should identify specific descriptors within an indicator that are challenging for teachers and embed these within the model and draw attention to them during tier 2 by asking questions like, “What am I doing? Why is this important? Where does it fit within the indicator? What would happen if I didn’t do this at this point in the lesson?” This helps teachers become consciously aware of best practices while seeing how they look within the context of an actual lesson.

30. What does it look and sound like in cluster?
Special Thanks to Laura Roussel, Master Teacher at Lowery Intermediate School!
Vicky
Participants will watch “step two” (the entire piece… about 25 minutes) of the cluster protocol in a cluster from Lowery Intermediate. Trainer should tell participants that they should watch for the questions listed on the next slide. Note taking sheet within the viewer’s guide can be used by participants if desired. Trainer should also let participants know that the protocol suggest that this portion of the cluster should last from 25 – 30 minutes. Stress that these are suggested times. A handout (chart) with suggested times for a 60 minute cluster and 90 minute cluster are included in the packet of materials participants were given.
Handouts

31. Essential questions to ponder as you watch the video:
Which component of the gradual release model was demonstrated during this segment of the video?
What was the new learning piece identified in this cluster?
How did the cluster leader identify critical
attributes for her cluster members?
Vicky
Participants will answer these questions as they watch the video. The trainer should remind participants that they can take notes as they watch using the handout provided in the Viewing Guide. Trainer should also tell participants that this piece of the video will be used later in the training. They should keep in mind the purpose of watching this video will be to decide upon an appropriate development activity and come up with the materials cluster members will need to bring to cluster in order to be successful during development time. After the video, debrief this slide before having the participants plan for development.
Handout

32. ROUNDROBIN:
Which component of the gradual release model was demonstrated during this segment of the video?
What was the new learning piece identified in this cluster?
How did the cluster leader identify critical
attributes for her cluster members?
Handout
Vicky
Trainer will review the structure of RoundRobin for participants. Using the apple located on each table… participants will answer the questions on the slide – moving through the questions one by one. The trainer will allow 4 minutes for all of the questions to be discussed. Following the structure, the trainer will call on various numbers (for individuals to respond at table groups) to address… The most powerful thing I heard at my table was…. This will serve as the debrief.

33. Cluster members experience the application of the new learning from a student’s point of view while the cluster leader models the new learning. The leader frequently stops and explains what she/he is doing and how it relates to the student need, prior teacher/student learning and the TAP Instructional Rubric.
Vicky
If all of these things are in place during the model… the cluster members will be prepared for “gradual release” in Step 3 of the protocol… Development! POSSIBLE BREAK AFTER THIS SLIDE!

34. Step 3 Develop the New Learning
Developed with:
Clearly identified improved teacher practice related to identified need
Specific and direct application
Direct connection between strategies and student performance
Assess understanding of cluster members to determine follow –up support - demonstration, model or team teaching
Vicky
Internal Summary: It is important to note that TAP is different from traditional professional development in many ways… from identifying specific student needs that guide all learning in a TAP school… to providing a true model within the context of an actual lesson using a tiered model which includes the critical attributes and embeds the instructional rubric… to the development piece, Step 3 of the protocol.
This part of the cluster meeting allows for teachers to develop the new learning for his/her own classroom or practice a skill that was taught during the model. This can be in the form of providing actual practice time where teachers develop their skills with the new learning piece or by planning to embed the new learning into a lesson that they were already planning to teach. This is done with the support of the cluster leaders – master and mentor teachers! It also gives the cluster leaders and opportunity to formatively assess “their students—the teachers” so that they can plan to provide an appropriate level of support to them during the application piece – Step 4.

35. Cluster Protocol: Step 3?
Cluster members develop the new learning for application in their classroom based on the critical attributes and the needs of their students.
Cluster members ask clarifying questions.
Cluster members may practice the application with other members of the group taking the student role.
Master/mentor teachers utilize questioning and observations of teachers to informally assess teacher needs and to plan for follow-up support in classrooms.
Vicky
During Step 3 of the protocol, the teachers must have a clear picture of exactly what they will be “developing”. The Critical Attributes that were identified during the model should guide their development and must be aligned with the model that was presented. Remember that development could also be the cluster members practicing the application of the new learning with other members of the cluster – while the master/mentor provides guidance and support --- along with questioning and specific feedback. Trainer may pose the question… “How is this like what happens in the classroom with students?”
**During development time, it is critical for you to also plan for some accountability. It might be that teachers practicing with each other, turning in a plan to the master teachers, etc. Ways to ensure that teachers are not sitting around the table doing nothing… this can happen even though the master teacher assigned a task to the teachers to complete… just like in the classroom, accountability is critical!

36. Classroom Independent Practice
The purpose of…
Classroom Independent Practice
Cluster Development Time
Assess students’ learning
Use academic feedback to monitor and adjust instruction
Students take ownership of learning and develop confidence
Create opportunities for differentiation
Assess adult learners for transfer (MT)
Decide type or level of follow up support (model, team teach, observation)
Teachers take ownership and prepare for classroom application
Create modifications to effectively implement the strategy for their own students and content area
Vicky
Look carefully at this chart… Trainer asks, What do you notice about this information? Purpose of classroom Independent Practice and development are very much the same! Again, connect the student learner and adult learner – going from what teachers know best – the classroom – and connecting to cluster.

37. How do teachers prepare students for independent practice?
How do cluster leaders prepare teachers for classroom application?
Give purposeful academic feedback
Use formative assessments to track student progress & adjust instruction
Ask scaffolded questions
Demonstrate with clear specific models
Model metacognitive processes
Prompt, question, facilitate, or
lead students through guided practice
Give purposeful academic feedback
Use formative assessments to track progress & adjust instruction
Ask scaffolded questions
Demonstrate with clear specific models
Model metacognitive processes
Prompt, question, facilitate, or
lead teachers through guided
practice & development
Vicky
Trainer should briefly explain TALKING CHIPS. (Only the questions will appear on this slide first…)Table groups answer questions on T-chart using Talking Chips. Participants are given 2 minutes for each question – addressing one question at a time. (Slide is animated – questions come up – then after Talking Chips, the information is provided below which will serve as a summary)
Cluster and classroom looks the same…effective teaching is effective teaching!
Probe by questioning …what does it look like in a cluster?
Talking Chips

38. What happens to student learning when an element of the structure is omitted from a classroom lesson?
What happens to adult learning when an element of the structure is omitted in cluster?
Vicky
Trainer should use a Standup, Hand up, Pair up – and then a Timed Pair Share with this slide. The participants need to get up and start moving! Give 45 seconds per partner to answer both questions. Trainer debriefs the structure by emphasizing that when a piece of the structure is omitted, that student learning decreases dramatically.

39. The purpose of development time in cluster meetings…
Prevents cluster from being just an information dump
Provides time for teachers to “do” something with information rather than just “get” information
Teachers take responsibility for planning implementation of new learning - beginning of accountability to implement what has been taught
Cluster leaders have an opportunity to assess teachers’ ability to implement new learning
It’s not a make and take session!
Vicky
This slide serves as an Internal Summary…make reference to leadership handbook.
Leadership Handbook p. 91

40. Development time is a struggle for cluster leaders because…
Telling instead of showing during modeling creates lack of clarity when developing and applying
Ineffective field-testing without identifying CAMS (critical attributes, assessments, modifications, sequencing & segmenting)
New learning is not “chunked” appropriately
Teachers are not actively engaged during development time because a strong purpose for new learning has not been established
In middle schools & high schools, the MT can not have a deep content knowledge of all courses therefore frustration can occur when implementing the new strategy
Deep understanding of teacher/student needs not taken into consideration when planning for development (lack of planning)
Lack of clear criteria & assessment of student work leads to development of unclear teacher models
Vicky
Read over these struggles. Are there some things on this slide that are challenges that you face?
This slide is crossed out because these are struggles or challenges … and solutions can be found… Every school is unique and challenges may vary from school to school. However, with the support of the leadership team, solutions can be found. Take a moment to jot down any of your development questions or concerns on your “Questions for my EMT” sheet. If during the remainder of the training we address your concerns or answer your questions, you can simply scratch them off of your sheet. Please also note that some possible solutions to some of the concerns will be identified later in the training.

41. Examples of Questions for Cluster Leaders to Ask
Handout 5
Examples of Questions for Cluster Leaders to Ask
What needs to be implemented in classrooms this week?
Which critical attribute(s) of the strategy do members need to develop during the cluster meeting?
Which critical attribute(s) may provide the greatest challenge for cluster members in their own implementation?
Which critical attribute(s) will members need support in developing?
Which members may require more assistance during development? How will I and other members of the leadership team in the cluster group provide this assistance?
What questions may I need to ask cluster members in order to deepen their knowledge of the new learning and to assess this knowledge?
Vicky
Handout
VERY IMPORTANT SLIDE!!! One way to begin to address some of the challenges that cluster leaders face is to prepare and plan effectively for development time in cluster. To get that process started, let’s look at some examples of reflective questions you should ask yourself as you prepare for cluster.

42. STEP 2 - Obtain New Learning.
How do cluster leaders ensure members’ success during development time?
Teachers CAN NOT develop what they have not seen modeled. Effective development time begins with effective modeling during
STEP 2 - Obtain New Learning.
Vicky
The only way to ensure success during development time is by providing a model that is tiered and aligned to development

43. How are the Five Steps for Effective Learning (Cluster Protocol) interconnected and interdependent?
Vicky
Trainer will ask for shoulder partners to talk for 30 seconds about this question. Trainer will debrief by identifying… My partner is incredible… He/she said…. . Trainer reminds participants to remember that each piece of the protocol is connected to all of the others… if one is missing, learning will not be effective. Trainer introduces Laura Roussel who will lead the next few slides in the training. Introduce Laura after this slide…

44. Laura Roussel: Lowery Intermediate
Let’s Think Back to the Cluster Meeting viewed earlier in the training…
Laura will give a recap of what has been viewed in the “need” and the “model” for participants… She will remind participants that if they took notes, they might want to refer to them in the next activity–

45. Think…
Based on the cluster leader’s model, what would be an appropriate development activity?
What materials will cluster members need to bring to cluster in order to be successful during development time?
Susan:
Participants will begin thinking about the questions. The structure on the following slide (Think, Write RoundRobin).

46. Think, Write, RoundRobin
Susan:
Trainer will explain/model the structure of Think, Write, RoundRobin… Participants will have 5 minutes to Think and Write (individually) about what development would look and sound like for the model that was viewed. Followed by a RoundRobin…
Think, Write RoundRobin…. 5 minutes “think and write” followed by 3 to 4 minutes for the RoundRobin. Trainer will debrief by calling on participants (all #1s share what they heard at their table…etc.) Trainer will close out the activity by asking the essential question… How do Cluster Leaders prepare teachers for effective classroom application? Trainer takes a few audience responses and moves on… Laura will tell participants that in a few minutes they will get to see the remainder of the video to see what the actual development looked like in her cluster… (we will review the other 2 steps before viewing).

47. Step 4 Apply the New Learning
Applied to specific student need in the classroom
Direct connection between teacher practice and student need
Includes observation, self reflection, peer coaching and student work
Application is in alignment with Step 5
Laurie:
Trainer will tell participants… Just like “what gets measured – gets taught… what gets implemented – gets followed-up”. Teachers must be prepared to implement and apply the learning from cluster to the classroom. Things must change for students and teachers as a result of every single cluster meeting. In order for that to happen, support must be given in the classrooms following every cluster. Without active support and follow-up, effective transference from cluster to classroom will not happen… and results will not be as dramatic.

48. Cluster Protocol: Step 4?
Cluster members debrief the process, summarize the learning and make plans for application in their classrooms
Teachers are assigned to bring back specific examples of student work with clear criteria aligned to the pre/post assessments and state standards. This student work must be able to be used to frame the next cluster’s learning.
Master and mentor teachers make specific appointments and define the focus of the assistance in order to assist all cluster members with their application of the strategy in their classrooms.
Laurie:
Application must be based on each teacher’s specific needs. The level of support is determined during formative assessment by the master and mentor teacher during development… teachers are told what type of follow-up will be provided… the highest level of support- demonstration… to team teaching… to the lowest level of support-observation with feedback. Think back to the classroom… guided practice helps us decide what kind of independent practice will be assigned to our students… the same is true with adult learners.
Student progress should also be a part of the follow-up process. Teachers should bring back evidence of how student performance was impacted due to application of the new learning. This will help cluster leaders ensure that student achievement is being positively impacted by the new learning from cluster --- it is compared to the cluster leader’s own field testing student work as a way to assess progress.

49. Step 5 Evaluate the Impact
Evaluate the impact of the implementation of the STEPS in a timely manner
Improved teacher practice is clearly demonstrated
Specific relationships can be drawn between teacher practice and student performance
Laurie:
In TAP, student data and teacher data are always used to determine next steps in instruction in the cluster and the classroom.

50. Cluster Protocol: Step 5
Compare pre-test results to post-test results ensuring a direct link between new teacher learning and corresponding changes in student performance.
Strive to create measurable results using assessments aligned to standards.
Identify a relationship between student achievement and classroom instruction.
Develop a plan of action for teachers to implement with students not yet performing at desired levels.
Laurie:
Student work is always used to guide the work in cluster. Also, CODE data and continuous observations data is used by the leadership team to guide the support that is given to teachers in the cluster and in the classroom. It is important to note that this step is critically aligned to “identifying the need” in that the results from implementation of new learning (evaluation) from cluster is directly connected back to the need. It is a cycle of continuously evaluating results to establish the next area of “need”.

51. View the video
Vicky:
Remember that your table groups discussed what development would be in Laura’s cluster based on her model. Each step within the cluster protocol should be aligned, interconnected and interdependent. Also, in order for development to be successful, the model of new learning must be strong. Let’s look at the cluster video to see what happened during development. Please watch for how the master and mentor teachers are supporting cluster members throughout the development process. Trainer should debrief by asking participants “How was the master and mentor teachers supporting teachers throughout development? Why is this important? Should this be planned prior to the cluster? “ Trainer will emphasize that development should be planned – who will work with whom… make sure that the teachers have the critical attributes that were modeled available so that they can plan for them in their lesson… Also, there should be some sort of accountability piece (reporting out) for development.
POSSIBLE BREAK FOR LUNCH FOLLOWING THIS SLIDE!

52. Essential Questions
How are the Five Steps for Effective Learning interconnected and interdependent?
How do cluster leaders prepare teachers for effective classroom application?
How do cluster leaders plan for effective use of development time?
Vicky
Let’s revisit the essential questions. At your table, use talking chips to discuss the essential questions and what was the most powerful thing you learned today about planning and preparing teachers for effective classroom application of new learning from cluster.
Talking Chips

53. Numbered Heads Together
Let’s practice! You will be given a brief description of a model that was presented in cluster. Based on the information given, what might the development piece of cluster be?
Susan and Vicky
Scenarios:
The master teacher will model the “question hook” strategy for voice in beginning paragraphs. The model includes a think aloud that she used with a paragraph that she had written to introduce the question hook strategy. What might development be for this cluster?
Possible Responses: Development might be that the teachers develop their skills for conducting a Think Aloud using the same paragraph that the master teacher modeled…. Or Development might be that the teachers use their own paragraph and create the question hook and flesh out the think aloud model they will use.
2. When embedding the questioning indicator into a Cycle 1 cluster, the master teacher will model using appropriate wait time and a variety of questions within a social studies lesson. What might development be for this cluster?
Possible Responses: Development might be that the teachers plan the questions that they will ask in a lesson that they are planning to teach; Teachers might also practice using appropriate wait time with the questions they planned using a wait time strategy (counting to 5) by the master teacher.
The master teacher will model how to effectively use visuals to establish the purpose of a lesson, preview the organization of a lesson and include internal summaries within Presenting Instructional Content. What might development be for this cluster that is in Cycle 1?
Possible Responses: Development might be that the teachers create a lesson agenda, and plan for when they will refer to the agenda and provide an internal summary.
The master teacher will model the first chunk of the RICE strategy – restating to solve a problem using Algebra content in a high school math cluster. What might development be for this cluster?
Possible Responses: Development might be that the teachers plan how they will introduce restating with a problem in their math content area.

54. Development Time
Using your current Cluster Cycle Long Range Plan or a Cluster Meeting Record that you are planning for an upcoming cluster, plan what your development piece of cluster will be. Use the guiding questions for planning effective development to assist you.
Vicky… All EMTs
EMTs will assist table teams with fleshing out their development using the guiding questions…. 15 minutes

55. Examples of Questions for Cluster Leaders to Ask
Handout 5
Examples of Questions for Cluster Leaders to Ask
What needs to be implemented in classrooms this week?
Which critical attribute(s) of the strategy do members need to develop during the cluster meeting?
Which critical attribute(s) may provide the greatest challenge for cluster members in their own implementation?
Which critical attribute(s) will members need support in developing?
Which members may require more assistance during development? How will I and other members of the leadership team in the cluster group provide this assistance?
What questions may I need to ask cluster members in order to deepen their knowledge of the new learning and to assess this knowledge?
Handout

56. Strategy Sharing and Book Talks
Susan will work with Laura and Lydia in the Strategy Sharing Session
The EMTs assigned book talks will be assisted by the other EMTs
Vicky will set the timers and move groups at the transition.
The Group will be divided into 2 groups: by color of folders (yellow and orange). Participants will spend 20 minutes in each session – for a total of 40 minutes. The timer alarm will sound when groups rotate.
Laura Roussel and Lydia Mabile
Lowery Intermediate School

57. Book Talks Reading with Meaning
Checking for Understanding: Formative Assessment

58. Exit Ticket