1. “Everyone speaks once before anyone speaks twice”
Van Buren Debriefing
Roles
Karen listens
GPAEA team coaches
Network members
Stay in descriptive voice
Stick to the evidence
“Everyone speaks once before anyone speaks twice”
12:30 MIKE

2. Individually (10 minutes)
Read through your notes
Star observations that are relevant to POP
Select 5-10 pieces of data and record on individual sticky-notes
Categorize by 3 questions
12:35 -12:45 MIKE

3. Small Group (30 minutes) Set up a chart
Share observations of each classroom
Post evidence for each of the 2 questions
Identify patterns and record
Who is doing the work & thinking, teachers or students?
Is the work relevant to students and how do teachers know that?
Evidence
Pattern
Patterns
12:45 – 1:15 MIKE

4. Partner Group (45 minutes)
Group 1 & Group 2
Group 3 & Group 4
Group 5 & Group 6
Designate a facilitator, recorder, and reporter (make charts)
Compare charts
Record evidence, patterns for the 2 ???
Summarize and Predict on Chart 3
1:15 – 2:00 DEB
Have demo charts ready

5. Reporter – share Chart 3 Prediction:
What patterns did you see across the 2 questions?
Prediction:
If you were a student at this school, and you did everything you were expected to do, what would you know and be able to do? What does this tell us about the variety of strategies teachers are using to engage students?

6. Sharing Out
Each group shares Chart 3 Describe patterns and predictions 3
2:00 – 2:40

7. Next Level of Work Remember
Van Buren context & plans for sharing with staff
Remember
Focus on teaching and learning (Core)
Aim for clarity about good instructional practice, leadership, and organizational practice
Ideas for administrator and building leaders/teams
Grain size
Tie back to collected evidence related to the 2 questions and predictions
2:40 – 3:15 Bonnie
Examples: Opportunities to learn about how to design instruction HOQ vs. the name of speaker

8. NLOW
Form new groups – #
Create reflective questions for the hosting school that invite the system to think about:
Leadership
Structural practices
Instructional practices
1 Highest Leverage for each of the above
Which questions invite the strongest level of thinking?”
Directions for group formation
Bonnie

9. Next Level of Work— Reflective Questions
Reflective Questions ARE:
Reflective Questions ARE NOT:
Open Ended
Yes/No or single response
Judgement free
Contain bias
Uses positive presuppositions “As a district with new and experienced teachers…”
“As a district with inexperienced staff…”
Uses explorative language: “What might be some possible ways to…”
“Can’t your district…?”
Invites thinking at upper levels of knowledge
Questions that are recall information levels
referenced from Garmston, Costa, Lipton and Wellman

10. Share key recommendations with Van Buren Leadership Team
Round robin – each group shares Chart 4
High Leverage
Where to start
New London Leadership Team - What additional questions did this work generate about the POP?
Deb will record

11. Wrap Up Thank you Van Buren leadership team and staff!
Evaluate the day
3:45