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Topic 2:

Determine the Plan for Professional Learning Deep Dive

Nebraska IM-PL Fellowship

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Opening Circle

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Agenda

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Welcome & Opening Circle
Debrief the Pre-work
Head, Heart & Habits of Professional Learning
Year 1 to Year 2 Considerations
Closing

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Session Goals

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Reflect on current systems & structures for professional learning and its role in Phase II.

Understand how the Head, Heart, Habits approach to professional learning can support curriculum roll-out and implementation.

Understand common pitfalls of curriculum-specific professional learning decisions in relation to year 1 and year 2 of implementation.

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Virtual Meeting Agreements

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Ask questions
Be present and engage fully
Consider differing perspectives
Create and maintain a safe space for professional learning
Monitor tech

(Mute if not talking, utilize chat)

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Virtual Meeting Agreements

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Our Theory of Action

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If we adopt HQIM with stakeholder investment,

provide IM-aligned PL to leaders and teachers,

and implement HQIM with integrity,

Then we will significantly increase equitable instruction across classrooms

and raise student achievement for all learners.

.

Phase I

Phase II

Phase III

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Goal of Key Action II.3

What is this Key Action all about?

Understanding how your materials are designed to improve student outcomes and meet the Nebraska standards.

To provide teachers and leaders with upfront and ongoing learning experiences that deepen their knowledge of the instructional materials and high-impact, equitable instructional practices.

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Debrief the Pre-Work

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Breakout #1

Share your responses, ideas and questions from your pre-work on pg. 79 of the guide.
Discuss where you heard each principle of standards-aligned professional learning within Robin McClellan’s professional learning journey in the webinar viewing.

You will have 6 minutes to discuss.

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✓ content-focused

✓teacher & student centered

✓instructionally relevant & actionable

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Takeaways from the Webinar

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Let’s have 2-3 shares

from our breakout groups!

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Head, Heart & Habits of Professional Learning

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Compare two school systems

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Implementing new curriculum challenges

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Trust in the curriculum
What I did before was easier (comfort)
Beliefs about student efficacy
Beliefs about self-efficacy
It’s a script therefore a loss of teacher craft and autonomy
Lack of culture of error (mistakes not ok)
Workload

Knowledge of the curriculum and the why
Communication of the “how”
Fidelity vs. Integrity
Professional learning for coaches, teachers and leaders
No clear model, expectation, or guideline (instructional vision)
PLC/Cluster time

Adaptive Challenges

Technical Problems

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How to Address those Challenges

Head Knowledge & Skill	Heart Buy-in & Motivation	Habits Systems & Structures
Content and curricular knowledge Understanding of required instructional practices	Mindsets and beliefs Adult and student efficacy Teacher leadership Building social capital Gathering data on implementation +/- (uplift voice → use to respond)	TIME for teaching, planning, assessing, collaborating, etc. Logistics for pacing, assessing, materials, etc. Observation, feedback, coaching, and support structures

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The Head, Heart, Habits Effect

Common PD Scenarios	Understand & Use HQ Content	Build Community & Leadership	Engage in Cycles of Learning	What Happens
Scenario 1				Teachers are told what to do; low buy-in or resentment leads to passive compliance or resistance.
Scenario 2				Teachers meet and feel good but are not supported to learn and grow their practice.
Scenario 3				Teachers engage in cycles of learning but progress slowly without the benefit of research-based content; may even adopt ineffective or counterproductive techniques.
Scenario 4				Teacher learning is neither research-based nor collaborative; teachers are overwhelmed and revert to traditional teaching methods.
Professional Learning				Teacher-led communities are focused on core academic content and repeated cycles of inquiry, building social capital and buy-in from teachers to drastically improve teacher learning.

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Nebraska teachers reflect on HHH

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I think that scenario 3 is a big part of what goes on in a lot of schools. If you do not have the research-based content, it is hard to feel like you are ever completely caught up, because you are so busy looking for supplemental materials, or reverting to the teaching style you are use to. With this, you lose time in other places that would be very beneficial to you and your students. -Title I teacher

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Nebraska teachers reflect on HHH

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Even with teachers around you using the same curriculum, it is still tough to find time to collaborate and explore the content together. It definitely has to be a scheduled event much like the cycles of inquiry show. Too often it gets pushed aside and whatever you gained on your own was good enough. -4th grade teacher, Lyons-Decatour

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Nebraska teachers reflect on HHH

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If teachers are told what they have to do and have little to no buy-in, they will not have any passion or heart behind the project. Without heart or passion they will have little desire to impact the professional learning effectively, if even at all and may revert back to previous, non-research based strategies. In addition, they will not build positive habits but will build negative habits. They also may do the work and learn the material, but the information will likely never be retained or used in the classroom as requested/expected. - Principal, Oakland-Craig

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HHH

Annotate where you see alignment to head, heart & habits.

Take note of ideas this gives you about your professional learning plan.

Year 1
Year 2

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Breakout #2

Discuss:

What stood out to you in this plan?
Where you see head, heart & habits within the plan?
Looking ahead as you plan to contract for or design PL; what does it make you think?

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You will have 6 minutes to discuss.

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Common Pitfalls & Next Steps

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Common Professional Learning Pitfalls

No time for leaders & support staff to learn
Changing planning expectations mid-stream
Not asking teachers for feedback
Not operating from data around teacher & leader mindsets & beliefs
Inconsistent or conflicting communication around professional learning goals
Lack of intention & strategy to connect PL plan to day-to-day teacher realities (planning, pacing, grading, collaboration)
Lack of dedicated staff concentrating on PL
Lack of collaboration (at all levels)

5 min

Finally, there are common pitfalls we’d like to call out to you before you begin to keep in mind! We can learn from the mistakes of others. As I read each one, please take note of what might be especially problematic given you’re systems, structures and history.

(read and voice over implications)

No time for leaders & support staff to learn > results in conflicting information to teachers and other adults who play big roles not informed
Changing planning expectations mid-stream > frustrating for teachers. Even if you aren’t happy with your beginning of year choice, stick to it until next year
Not asking teachers for feedback > if you can take anything away, design a feedback loop as soon as possible to get feedback from teachers
Not operating from data around teacher & leader mindsets & beliefs > since you will personalize your efforts to address mindsets and beliefs, a survey is a great way to ascertain that information, Gothemburg has one they might be willing to share.
Inconsistent or conflicting communication around professional learning goals > don’t be afraid to over communicate why you’ve made the decisions you’ve made around PL to everyone.
Lack of intention & strategy to connect PL plan to day-to-day teacher realities (planning, pacing, grading, collaboration) > we have been guilty too of assuming teachers would take something like a training on shifts and understand the day-to-day connections, however, it is best to build in time and space to reflect back on implications to these realities.
Lack of dedicated staff concentrating on PL > we know many of you wear lots of hats, we suggest building capacity in committees, collaborative ESUs, etc to increase the amount of people paying close attention to PL around your new HQIM
Lack of collaboration (at all levels) > we are better together! What structures and systems for learning together could be put in place to benefit from our collective expertise outside of this fellowship?

Put into chat: Which of these common pitfalls would you want to alert other team members about to consider as you write your PL plans?

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Next Steps

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Next Meeting:

Week of June 8th - dates and times will be announced by end of the week
Office hours are available-can sign up through the Fellowship website

Next Steps:

Review your current or initial PL plans with the following in mind:

Head, Heart & Habits
Adaptive & Technical challenges
Common Pitfalls

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Closing

Stars, Steps & Shoutouts:

I got….
I need…
Shoutouts for colleagues

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Principles to Action

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Breakout #2

Skim the ideas to move Principles to Action for your role. (teacher, coach, district leader, etc)
Choose 1 reflection questions below to discuss:
Which idea is a quick win?
Which idea pushes you the most & why?
What do you wish other roles knew about your role/perspective in professional learning?

You will have 10 minutes to read & discuss.

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Year 1 vs. Year 2

Year 1		Year 2
What to focus on if you are a... Teacher Coach School/District Leader		What to focus on if you are a... Teacher Coach School/District Leader

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Takeaways from Principles to Action

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Let’s have 2-3 brave shares

from our breakout groups!

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Year 1

Study design with school leaders & teachers
Design PL plan to address mindsets, beliefs & pedagogical content needs
Ensure ____ state of understanding
TIME

Year 2

Deepen pedagogical content understanding
Employ teachers as leaders, build social capital
Increase level of study through inquiry (lesson study, inquiry cycles)
TIME

Year 1 to Year 2 considerations

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Chat Box Reflection

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What seems like a “must have” in your professional learning plan for Year 1?

What seems like a “must have” in your professional learning plan for Year 2?

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Year 1 vs. Year 2

Year 1		Year 2
Design a PL & implementation support plan to address: Head: Build knowledge and skill in the who, what, where, when, why and how of the curriculum content and materials Heart: Mindset shifts in teacher and student expectations → efficacy Habits: Logistics - Required time, resources, and structures to implement the curriculum Adequate TIME, systems and structures to support planning, pacing, and professional learning Systems and structures to support aligned observation, coaching, and feedback		Refine and upgrade your PL & implementation plan to address: Head: Build knowledge and skills in meeting the needs of diverse learners within the curriculum content and materials (appropriate scaffolds and adjustments) Heart: Employ teachers as leaders, build social capital Habits: Provide PL to Increase level of study through inquiry (lesson study, inquiry cycles)

3 min

Say: Consider some of the items you put in the chat and compare them up against these recommendations. (give 30 seconds or so to read silently)

Say: Each of your PL plans will look different based on your context. We’ve arranged more general recommendations that help you ensure your plan is aligned to research on standards based professional learning. Take note that Year 1 should focus on designing the plan to support studying the design, shifting mindsets, and getting adequate time and make sure there aren’t conflicting systems. Year 2 is about refining and upgrading to build deeper content knowledge and skills especially to meet the needs of diverse learners, build teacher leadership, and increase modes of PL delivery such as inquiry cycles.

Say: You can come back to this checklist as you build to check your plans up against.

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Year 1 vs. Year 2

Annotate where you see alignment to head, heart & habits.

Take note of ideas this gives you about your professional learning plan.

Year 1
Year 2