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Project Title: CTC New Teacher Program

PREP’d 2020

Share your View:

Project Planning Guide

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Day 1: Observation Stage

Small Group Time:�(60 minutes)

Step 1: Get to know each other!

Introduce yourself and Conduct Hopes, Fears and Norms as a group

Step 2: Work through the next slide to plan your Observation Stage for your PBL.

Collaborate with one another!

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Day 1: Observation Stage

Project Planning Guide

What will your Driving Question be?	How do we create adaptable new teacher program to equip educators to succeed in a dynamic learning landscape?
What Standards and Skills do you want your students to master during the PBL?	1. Classroom Management 2. Instructional Delivery MDE Core Teaching Practices ISTE Standards for Educators ?�Learning Forward Standards for Professional Learning “Why” of the program...
What will you do to put your students into Successful Teams and Build Culture?	Divide them by experience level… Cohort 1, 2 and 3 Protocol: Hopes and Fears build culture for the school year.
What will you do for an Entry Event?	Cohort 1: Career and Technical Education Opening Doors Cohort 2: Alumni /seasoned voices video Cohort 3: Teaching inspiration video (Rita Pearson, Teach like a Champion, etc.)

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Day 2: Investigation Stage

Small Group Time:�(60 minutes)

Step 1: Reconnect!

Share your favorite way the you help students uncover information to investigate

Step 2: AEIOU Protocol Practice

Think about your classroom and when your students are investigating to learn all they need to know, please discuss the AEIOU chart below as a group and complete it.

Step 3: Plan your project for how you will help your students build their Need to Know lists and uncover all the information they need to understand the driving question.

Make sure they are not coming up with ideas but just investigating! Also help them build empathy for their stakeholders.
Protocols Ideas: Interviews, NTK List, AEIOU, Jig Saw, Poster Session, Article Review, Guest Speaker, Mapping, ChalkTalk, etc.

A Activities	E Environments	I Interactions	O Objects	U Users
Daily activities? Love/dread? Goals of activities?	Where? Feel? Like/Dislike?	Interact with? Nature? Well/less successful?	Objects/tools? How? Frequently?	Serve who? End user? Better/productive?

AEIOU Protocol Instructions

One of the biggest obstacles for students beginning investigation and research into an issue or challenge (especially when it is real) is initial paralysis at where to begin.

- Activities: What activities does the person engage in on a daily, weekly and monthly basis? Which do they love and which do they dread? What are the goals of their activities that they engage in most frequently? - Environments: Where does the person spend the majority of their time? What is it like?How does it feel? What do they like and dislike about it? If they could change one thing about their environment, what would it be? - Interactions: Who does the person interact with on a daily, weekly and monthly basis? What is the nature of these interactions? When do these interactions go well and when are they less successful? - Objects: What objects, tools, and/or devices does the person have within their environment? How do they use them? How frequently are they used? Which could they not live without and which annoy them to no end? - Users: Who does the person serve? Who utilizes what the person does or produces?What would help make the person’s interaction with their users better or more productive?

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Day 2: Investigation Stage Project Planning Guide

Driving Question: How do we create adaptable new teacher program to equip educators to succeed in a dynamic learning landscape?

How will we help determine the Need to Knows to for the Driving Question?	MI Safe Schools: Michigan’s 2020-21 Return to School Roadmap Size of cohorts Budget Topics covered in NT training MDE NT Requirements (hours/days) Balance of inputs Interview other programs created for teacher prep - Contact List Goals/Purpose program
How will you help your students uncover information to solve the challenge?	2019 - 2020 NT Cohort Feedback Current Practice Genesee ISD NT Modules MDE NT Technical Toolkit The Work of Teaching and the Challenge for Teacher Education Teaching Works - University of Michigan Michigan Core Teaching Practices Core Practices and Pedagogies of Teacher Education

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Investigation Stage: Empathy �Project Planning Guide

Driving Question: How do we create adaptable new teacher program to equip educators to succeed in a dynamic learning landscape?

Who are your Stakeholders?	Stakeholder Map
How will you help build Empathy?	Empathy Map

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Investigate: Setting the Stage

Stakeholder Map

How do we create adaptable new teacher program to equip educators to succeed in a dynamic learning landscape?

Parents

Evaluator

Administrators

Students

Pathways

Mentor Teachers

NT C2

NT C3

Instructional Coaches

NT C1

WBL

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Empathy Map

Saying

How do I … ?
Tell me what to do…
I want/don’t want to…
This is how I was taught...

Thinking

Overwhelmed
Curious
What school looked like to me

Seeing

Opportunities
Support
A large task ahead

Doing

Creating rules/procedures
Creating lesson/unit plans
Setting up classroom
Ordering supplies
PD days

Hearing

Encouragement
An overwhelming amount of information
Multiple perspectives from CTE (WBL, Admin, Advisors, Colleagues, Para)

New CTC Instructor

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Investigate: Gaining Insight

Save the Last Word

Driving Question:

How do we create an adaptable new teacher program that equip educators to succeed in a dynamic learning landscape?

Directions:

Read the article titled New Teacher Immersion and identify a significant quote
Record only the exact quote on Flipgrid using the green "Record a response" button
Respond to each of the 4 other quotes (and any comments) with thoughts or questions
Record your reasoning for the quote shared after listening to the 4 responses to your original quote
Listen to the reasoning provided for each of the original quotes

Activity | Save the Last Word

Materials Needed:

Article: New Teacher Immersion
Flipgrid Topic: https://flipgrid.com/950ede61

Directions:

Please read the article titled New Teacher Immersion as we continue to investigate the driving question:

How do we create an adaptable new teacher program that equip educators to succeed in a dynamic learning landscape?

After reading the article, identify a quote that highlights the most significant idea expressed that might be influential as we continue to gain insight about our driving question. Record only the exact quote using the green "Record a response" button. Response times are limited to one and a half minutes. Please listen to the quote(s) shared by other team members prior to posting and select a different impactful quote if your first choice is already included in the Grid.

Then, respond to each of the other quotes (and any comments currently posted) with what the quote makes you think about or questions that arise in relationship to the driving question. Again, response times are limited to one and a half minutes. After receiving a response to your original quote from each team member, please respond to your initial quote sharing your reasoning for selecting it.

Please follow the time frame outlined below:

Tuesday, June 23 - Record initial quote
Thursday, June 25 - Respond with thoughts or questions on each team members’ quote
Monday, June 29 - Record reasoning for quote selection

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Day 3: Calibration Stage

Small Group Time:�(60 minutes)

Step 1: Reconnect!

Give your Top 3 Things you will do in your investigation stage to help students sustain inquiry and/or build empathy. Share with your group.

Step 2: Talking Chips Protocol

Independently list all the things you do to formative assess / check in with your students
Get ready to share! Each group member only gets two virtual chips. We will use your fingers as virtual chips for this.
Please hold up two fingers and as you share put one down. You can only share two things. Once both fingers are down you can not share anymore and the conversation ends when everyone’s fingers are down.

Step 3: Plan your project for how you will check in with your students, make sure they are on the right page and are ready to start coming up with ideas.

Good protocols to use here: Top Things List, Brainfiring, Talking Chips, Tell it to a Toddler

Talking Chip Protocol Overview

Talking Chips is a good way to check for understanding and it can help to make sure each person in the group is heard. It is also a good way to set the platform for the next activity or the next day. This protocol makes sure that not one student dominates the conversation and that you can hear each students' concerns and thoughts. DIRECTIONS: First, you should have a discussion topic ready. Have the question highlighted on the screen or posted on the board. Give some thinking time (e.g. 1-2 minutes) Any participant can start the discussion by placing one of his/her chips at the center of the table. They can start sharing his/her ideas. The rest will just listen. After which, the next participant can put their chip in and share their thoughts. This continues until everyone has used their talking chips. When a participant uses all of his/her chips, their job is to just listen to the rest of the group share. If time allows, the participants can get all their chips back and continue the discussion some more. For in the classroom: Have one person in the group record the ideas discussed and then share with the whole group after the activity is done.

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Day 3: Calibration Stage

Project Planning Guide

Driving Question:

How will you check-in with your students? How often and when?	Impact Cycle Check In - Check Out Specific deadlines with check in following PD days (?)
What type of Calibration strategy will you use?	Fire-side chats Check In - Check Out MEETING WITH STAKEHOLDERS (Mindy, Jenn, Jacquie, Sara, Betsi)

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Day 4: Incubation Stage

Small Group Time:�(60 minutes)

Step 1: Reconnect!

Each person share one way they will calibrate with their students during the project.

Step 2: Modified Rip Slap and Pass Protocol

Coach will give the prompt: How can you help your students brainstorm ideas in the classroom?
Start with one person and go in a circle. When it is a group members turn, they will have to write their idea then put it on the screen for everyone to see and then the next person will go and write their idea then put it up to the screen. Please go in a circle for 4 minutes (coach will keep time). It is okay to have to pause and think. Each person gets 1 pass also. You can write things you do, things you want to do or anythings you have heard of. You can only share when it’s your turn to write.

Step 3: Plan your project for how you will help your students come up with an infinite amount of ideas to help solve their driving question. Remember everything is possible and their are no bad ideas!

Good protocols to use here: Anti-Problem, Idea Quota, Rip Slap and Pass

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Day 4: Incubation Stage

Project Planning Guide

Driving Question:

What do you already do to encourage your students to brainstorm or think outside the box?	Sticky note brain dump Small group discussion
How might you have your students generate ideas?	Learning Labs Stormboard - Idea Quota

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Day 5: Solution Stage

Small Group Time:�(60 minutes)

Step 1: Reconnect!

Share out how your students will come up with ideas to solve their DQ

Step 2: StoryBoard Protocol

Each teacher will take 5-7 minutes to complete the storyboard template to show how students will go through their current project plan. Start with Observation and end with Solution
There are 6 boxes on the storyboard. Each box should be a scene of how you hope your students will move through each stage of the Creative Sequence. These are just fun doodles and no judgement on the art. No words on the pictures also!
Have each person elevator pitch (under 60 seconds) / share out their story board.
After each person shares their board, have the group do I Like, I Wonder and I have an Idea for their plan. This will allow each teacher to get some feedback and critique on this part of the process.

Step 3: Plan your project for how you will help your students narrow their ideas to start to develop possible solutions.

Good protocols to use here: NUF Test, Poster Session, Affinity Mapping, Storyboarding

Storyboard Protocol Overview

CONCEPT An idea or concept is subdivided into meaningful individual images and visualized sketchily. Each picture should have directional character. The individual images are then arranged in a logical sequence. The pictures will tell a story to help people visualize your solution or ideas. Try to use as few words as possible.

TOOLS Paper, pen

GOALS Imparting an idea or a concept through a sequence of simplified visualizations.

HOW TO / STEPS It is helpful to give the students a template or have them create one. I usually like 6-8 boxes or scenes. In each box have the students draw a part of their idea/concept. They can build on the idea in each box. Visualize the process step by step. Quality of the descriptions depends on the style and skill of the storyboarder. It is great to have the students share out and walk through their ideas.

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Solution(s)

StoryBoard

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Solution(s)

StoryBoard

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Day 5: Solution Stage

Project Planning Guide

Driving Question:

How might you have your students begin to develop solutions from all their ideas?	Affinity Mapping Dot voting with different colored dots for each cohort of what should be included StoryBoard 1 StoryBoard 2
What process will you move through to help your students get from an infinite amount of ideas to a handful of possible solutions?	Filtering and Objectives

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Day 6: Decision Stage

Small Group Time:�(60 minutes)

Step 1: Reconnect!

Share out how your students will come up with ideas to solve their DQ

Step 2: Pluses / Deltas Protocol

Each teacher will spend 2-3 minutes independently making a list of what is going well (pluses) for their project planning. Group members will share out their pluses. Coach will make a list.
Each teacher will spend 2-3 minutes independently making a list of what needs improvement (deltas) for their project planning. Group members will share out their deltas. Coach will make a list.
Now the group will discuss how they could fix their deltas and finish strong!

Good protocols to use here: NUF Test, Poster Session, Affinity Mapping, Storyboarding, Critical Friends, Gallery Walk, I Like / I Wonder

Pluses and Deltas Protocol Overview

This activity provides a simple method for individuals or teams to engage in reflection as an approach to continuous improvement. The +/∆ evaluation can help inform the changes needed to achieve higher levels of performance. It can also be called "Glows and Wos".

Pluses

Identify the things that are working well, first Pluses are the items that the individual or team wants to maintain and build upon

Deltas (opportunities for improvement)

Identify the opportunities for improvement - these are the things that can be changed so that the individual or team may be more effective. Deltas should be action oriented and begin with a verb. Deltas should be specific. Deltas should be within the realm of possibility. Deltas should be reviewed and acted upon

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Day 6: Decision Stage

Project Planning Guide

Driving Question:

How might you have your students make a decision for what solution to move forward with?	Where is the Love Modification: identified from themes resulting from interviews and Save the Last Word
How could you provide critique and revision opportunities for your students?	Charrette Critical Friends Dave, Jacquie

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Day 7: Validation Stage

Small Group Time:�(60 minutes)

Step 1: Reconnect!

What did you change about your plan based on the feedback you were given yesterday?

We are considering adding in intentional support to “graduates” of the program…. some sort of reflection for Year 4 and/or 5. We also have more ideas for a portfolio to help NT document and reflect on their growth and journey.

Step 2: Group Discussion: Build your plan for your presentation / pitch day

Who will be there?
Where will it be?
When will it be?
How will your students behave? What will they do when they are not pitching?

Step 3: Plan your project for how your students will build their final solution. Also think about how you will plan and host your authentic audience and what system/tool will you use to assess your students work.

Good protocols to use here: Prototyping, Flipgrid, Pitch, Gallery Walk

Elevator Pitch Protocol

You're standing in a hotel lobby, scrolling through Twitter on your phone, when you recognize the person standing next to you as the owner of some of the hottest restaurants in town. Coincidentally, you have a background in the food and beverage industry and would love nothing more than to be part of this owner's growing empire. Now's your chance to introduce yourself and wow him/her with your impressive awesomeness. It's time to roll out your big elevator pitch. You have an elevator pitch, right? Right? An elevator pitch is a brief, persuasive speech that you use to spark interest in what your organization does. You can also use them to create interest in a project, idea, or product – or in yourself. A good elevator pitch should last no longer than a short elevator ride of 30 to 60 seconds, hence the name. They should be interesting, memorable, and succinct. They also need to explain what makes you – or your organization, product, or idea – unique. Some people think that this kind of thing is only useful for salespeople who need to pitch their products and services. But you can also use them in other situations. For example, you can use one to introduce your organization to potential clients or customers. You could use them in your organization to sell a new idea to your CEO, or to tell people about the change initiative that you're leading. You can even craft one to tell people what you do for a living. It can take some time to get your pitch right. You'll likely go through several versions before finding one that is compelling, and that sounds natural in conversation.

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Day 7: Validation Stage

Project Planning Guide

Driving Question:

How will your students build their final solution? How will you give voice and choice?	Protoype: Slide Deck: CTC New Teacher Program Table: CTC New Teacher Program
How might you have your students share out their solution with their authentic audience? Who will the audience be?	The Pitch I like, I wonder, I have an Idea Audience Curriculum Team, Jacquie, and Dave
What tool/rubric will you use to assess your students work? How will you involve all the students in this final process?	NUF Test? We could use stormboard for them to jot thoughts as they hear us present. We will need some sort of protocol for sharing feedback at the end. We need to arrive at a consensus of how to best support new teachers going forward.

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Day 8: Validation Stage

Small Group Time:�(60 minutes)

Step 1: Reconnect!

Have you connected with your authentic audience? If not what is your plan to do so?

Step 2: Each educator will use a SWOT chart to reflect on their project

What are your projects STRENGTHS?
What are your projects WEAKNESSES?
What are the potential OPPORTUNITIES that your project could have for students/you/your audience?
What are the barriers or THREATS that your project has for not being effective and successful?

Step 3: Plan your project for how your final pitch and reflection will go

Good protocols to use here: Pluses and Delta’s, HSK Feedback, Single Point Rubric, Fish Bowl

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STRENGTHS Analysis - see big picture Detail Oriented -	WEAKNESSES Indecisive - want everyone included and feel ownership of the decisions Perfectionism
OPPORTUNITIES One cohort for 2020-2021 - provide continued time to develop, implement a “chunk” of the program Digital Tools - create the structure for a smooth transition and continued support for teachers if remote Create “Big” picture or program structure - lens or filter to align ideas, activities, and experiences with	THREATS Create “Big” picture or program structure - lots of work to do in order to develop the details

SWOT ANALYSIS (Sara)

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STRENGTHS Team player - helps make NT PD stronger Organization - helps keep pieces in place	WEAKNESSES Flexibility - last minute changes can be hard People pleaser - don’t want to offend anyone and want agreement for all.
OPPORTUNITIES Capturing what we do Improving our process Being able to share our process with others Helping our NT	THREATS Unknown for the future If the whole team doesn’t agree with our work If there are no new teachers

SWOT ANALYSIS (Betsi)

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Day 8: Validation Stage

Project Planning Guide

Driving Question:

What tools do you need to help your authentic audience give feedback to your students? How will you students get feedback from each other and you?	Combination of NUF Test and I like, I wonder, I have an idea
What will you do to provide reflection for your students? How will they reflect together, with the authentic audience and on their own?	Start, Stop, Continue or SWOT Analysis