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MODULE C:
Building Staff Capacity Remotely
TEA Remote Learning Sessions
July/August 2020
https://bit.ly/TXModuleC
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MODULE A | MODULE B | MODULE C |
Introduction to Remote Learning Understand how to set up a vision and structures for remote learning implementation and success. Leaders will:
| Driving Remote Instruction Quality and Improvement Explore drivers for effective, rigorous, and equitable remote instruction. Leaders will:
| Building Staff Capacity Remotely Understand how to implement remote, site-level professional learning to support teacher success. Leaders will:
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An Overview of the 3 Modules
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Session Objectives
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Agenda
TIME | TOPIC |
10 minutes | Warm-up & Welcome |
20 minutes | Personalized PD:
|
12 minutes | Exploration: Asynchronous, independent learning time |
20 minutes | Small Group: Sharing and discussion |
8 minutes | Closing:
|
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Welcome & Introductions
Juliana Finegan
Managing Partner, Practitioner Learning
@JulianaFinegan
juliana@learningaccelerator.org
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The Learning Accelerator envisions a world in which
each student receives the�effective, equitable, and engaging education they need
to reach their full and unique potential.
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This vision isn’t a new one,
but making it a daily reality has proven hard in practice.
It’s going to take new ways of working —
informed by data and supported by technology —
to make this vision possible
for every learner in every school in America.
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TLA is helping to make the ‘potential’ possible and practical for every teacher and student in America.
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Working with expert educators and support providers to CAPTURE & CREATE
Fostering communities to CONNECT
Building collective capacity to SHARE
TLA serves as a learning engine for the education field to
spark movement on shared problems of practice.
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Accelerated
Learning
for the education field
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How We Work
A few crucial details about how we work as a national nonprofit:
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Free Resources for Your Work
Guidance and Resources for Your Work COVID-19 Response Support
Practices.learningaccelerator.org alwaysreadyforlearning.org
Pro bono coaching for K-12 leaders
“One Thing” Remote Series for Educators and Leaders
https://practices.learningaccelerator.org/insights?topic=tla-one-thing
So, how can we help them develop the competencies we need to be successful?
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The PD Challenge
Our approaches to training and development MUST replicate what we’re asking teachers to implement in their “classrooms.”
Big Goal
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Essential Grounding: What is good adult learning?
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What does remote PD currently look like at your school?
Have you identified competencies that include the skills your teachers need to be successful within the remote space?
How do you help teachers reflect on and assess their skills and readiness?
How do you currently target training for what teachers individually need?
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Questions to Ask Yourself as We Explore
In the chat share ONE of the following:
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How do you learn best?
Making This Concrete
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Platform Quality | Have I selected an easy-to use tool and/or platform? Can my teachers actually use it and find support when needed? |
Rigorous Content Focus | Do I have good content that educators can dig into, and is aligned to the competencies? Can it be adapted to ensure it is relevant to multiple contexts? |
Active Learning | How will I keep educators engaged and collaborating? Polls? Reflection prompts? How can they show their mastery in active ways? |
Mastery Learning | Am I offering feedback that helps educators keep working towards mastery? Can they practice? How will they know they are ready to move to the next “phase” or content topic? |
Connection | How am I personally connecting with my educators? (In time, but also out?) How am I helping educators connect with each other? |
Personalization | How am I helping educators to see relevance and set concrete and attainable goals around competency mastery? How am I offering options for choice around content and learning experience? |
Systems: Aligning PD efforts to meet the unique needs of educators
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Four Critical Steps for Moving to a Personalized PD Approach
Define Competencies
What are your educators going to need to be successful?
Reflect
and Assess
What are strengths and gaps?
Offer Personalized Supports
Aligned to learner needs and choice
Align
Systems
Human capital processes and structures
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Four Critical Steps for Moving to a Personalized PD Approach
Define Competencies
What are your educators going to need to be successful?
Reflect
and Assess
What are strengths and gaps?
Offer Personalized Supports
Aligned to learner need and choice
Align
Systems
Human capital processes and structures
Competencies = mindsets, qualities, and skills educators need to successfully reach the vision you have for remote learning.
Things to think about before identifying competencies...
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Step 1: Define Competencies
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Example 1: Competency Framework - Notice the 3 parts!
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Example 2: Dallas ISD Extended Coaching Rubric
(Access the entire rubric)
Each competency on the Dallas ISD rubric covers four phases to ensure multiple entry points and personalized support.
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Four Critical Steps for Moving to a Personalized PD Approach
Define Competencies
What are your educators going to need to be successful
Reflect
and Assess
What are strengths and gaps?
Offer Personalized Supports
Aligned to learner need and choice
Align
Systems
Human capital processes and structures
We must strive to know and empower our adult learners to...
Big question: How does this look in the remote space?
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Step 2: Reflect and Assess
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Example 1: Reflection Rubric for iNACOL Competencies
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Example 2: Dallas ISD Look-Fors
Dallas ISD has also shared “Look-Fors” for each phase, aimed at measuring mastery through observation
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Four Critical Steps for Moving to a Personalized PD Approach
Define Competencies
What are your educators going to need to be successful?
Reflect
and Assess
What are strengths and gaps?
Offer Personalized Supports
Aligned to learner need and choice
Align
Systems
Human capital processes and structures
Execute on delivery of differentiated and personalized supports to...
Consider choice around:
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Step 3: Offer Personalized Supports
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Example 1: Highlander Institute Flex Tech Training BINGO
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Example 2: Dallas ISD PL Cruise PD Experience
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Four Critical Steps for Moving to a Personalized PD Approach
Define Competencies
What are your educators going to need to be successful?
Reflect
and Assess
What are strengths and gaps?
Offer Personalized Supports
Aligned to learner need and choice
Align
Systems
Human capital processes and structures
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Step 4: Align Systems
Are we aligning our competency approach to incoming talent?
Do existing “effectiveness” measures align?
Are we linking these to mastery and growth?
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Reflection Time: Where should I start, and which playlist should I explore? Here are some considerations to think about...
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Independent Learning Time: Reflect, Assess, and Explore
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We would love to use the collective group to jig-saw/popcorn our learning together. If you would like to share please unmute, turn your video on, say your name, role, and ONE of the following:
If you are sharing a resource please either share the title or the link in the chat.
Whole Group Sharing: Any volunteers?? (10)
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In each small group you will share your name, role, and ONE of the following:
Each group will then identify one participant to share ONE common thought, wondering, resource, etc. in the chat when you return.
Small-Group Exploration
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Post-It Promise
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Office Hours/Questions
Office Hours: https://zoom.us/j/7405580963 | ||
Monday, August 3rd | Wednesday, August 5th | Thursday, August 6th |
10:00am - 11:00am CST | 10:00am - 11:00am CST | 10:00am - 11:00am CST |
1:00pm - 2:00pm CST | 1:00pm - 2:00pm CST | 1:00pm - 2:00pm CST |
4:00pm - 5:00pm CST | 4:00pm - 5:00pm CST | 4:00pm - 5:00pm CST |
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Acknowledgments
This presentation was created by Juliana Finegan, July 2020.
For further information please contact Juliana at juliana.finegan@learningaccelerator.org
For further information about The Learning Accelerator, please visit
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Appendix:
Tools for Remote Learning
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ORGANIZING LEARNING RESOURCES |
Learning Management System: These platforms will allow you to create organizational systems for courses and allow teachers to distribute and collect work as well as communicate with students. |
SYNCHRONOUS LEARNING |
For synchronous learning, access to video conferencing tools will be helpful. Students that do not have access to technology might use the telephone. |
ASYNCHRONOUS LEARNING |
To provide opportunities for students to learn and practice asynchronously, you may need tools for video recording, access to digital and analog curriculum tools (e.g., readings, worksheets, playlists), and other learning resources that allow students to be self-directed. |
COLLECTING DATA |
Often, learning management systems will allow you to collect data on a range of metrics like coursework completion, attendance, and quality of student work. |
COMMUNICATION LOOPS |
Remote learning requires consistent communication to multiple audiences (i.e., teachers, families, students), and each group may need different tools. Most LMS platforms can help support this need, but other channels may be effective as well, like websites, social media, and the phone. |
SOCIAL INTERACTIONS |
Remote learning is an opportunity to help students build prosocial skills for an online/virtual setting. There are multiple options that support student-to-student social interactions that can be facilitated by teachers and adults which allow students to keep connections with classmates strong. |
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ORGANIZING LEARNING RESOURCES |
Learning Management System: These platforms will allow you to create organizational systems for courses and allow teachers to distribute and collect work as well as communicate with students. |
SYNCHRONOUS LEARNING |
For synchronous learning, access to video conferencing tools will be helpful. Students that do not have access to technology might use the telephone. |
ASYNCHRONOUS LEARNING |
To provide opportunities for students to learn and practice asynchronously, you may need tools for video recording, access to digital and analog curriculum tools (e.g., readings, worksheets, playlists), and other learning resources that allow students to be self-directed. |
COLLECTING DATA |
Often, learning management systems will allow you to collect data on a range of metrics like coursework completion, attendance, and quality of student work. |
COMMUNICATION LOOPS |
Remote learning requires consistent communication to multiple audiences (i.e., teachers, families, students), and each group may need different tools. Most LMS platforms can help support this need, but other channels may be effective as well, like websites, social media, and the phone. |
SOCIAL INTERACTIONS |
Remote learning is an opportunity to help students build prosocial skills for an online/virtual setting. There are multiple options that support student-to-student social interactions that can be facilitated by teachers and adults which allow students to keep connections with classmates strong. |
45
ORGANIZING LEARNING RESOURCES |
Learning Management System: These platforms will allow you to create organizational systems for courses and allow teachers to distribute and collect work as well as communicate with students. |
SYNCHRONOUS LEARNING |
For synchronous learning, access to video conferencing tools will be helpful. Students that do not have access to technology might use the telephone. |
ASYNCHRONOUS LEARNING |
To provide opportunities for students to learn and practice asynchronously, you may need tools for video recording, access to digital and analog curriculum tools (e.g., readings, worksheets, playlists), and other learning resources that allow students to be self-directed. |
COLLECTING DATA |
Often, learning management systems will allow you to collect data on a range of metrics like coursework completion, attendance, and quality of student work. |
COMMUNICATION LOOPS |
Remote learning requires consistent communication to multiple audiences (i.e., teachers, families, students), and each group may need different tools. Most LMS platforms can help support this need, but other channels may be effective as well, like websites, social media, and the phone. |
SOCIAL INTERACTIONS |
Remote learning is an opportunity to help students build prosocial skills for an online/virtual setting. There are multiple options that support student-to-student social interactions that can be facilitated by teachers and adults which allow students to keep connections with classmates strong. |
46
ORGANIZING LEARNING RESOURCES |
Learning Management System: These platforms will allow you to create organizational systems for courses and allow teachers to distribute and collect work as well as communicate with students. |
SYNCHRONOUS LEARNING |
For synchronous learning, access to video conferencing tools will be helpful. Students that do not have access to technology might use the telephone. |
ASYNCHRONOUS LEARNING |
To provide opportunities for students to learn and practice asynchronously, you may need tools for video recording, access to digital and analog curriculum tools (e.g., readings, worksheets, playlists), and other learning resources that allow students to be self-directed. |
COLLECTING DATA |
Often, learning management systems will allow you to collect data on a range of metrics like coursework completion, attendance, and quality of student work. |
COMMUNICATION LOOPS |
Remote learning requires consistent communication to multiple audiences (i.e., teachers, families, students), and each group may need different tools. Most LMS platforms can help support this need, but other channels may be effective as well, like websites, social media, and the phone. |
SOCIAL INTERACTIONS |
Remote learning is an opportunity to help students build prosocial skills for an online/virtual setting. There are multiple options that support student-to-student social interactions that can be facilitated by teachers and adults which allow students to keep connections with classmates strong. |
47
ORGANIZING LEARNING RESOURCES |
Learning Management System: These platforms will allow you to create organizational systems for courses and allow teachers to distribute and collect work as well as communicate with students. |
SYNCHRONOUS LEARNING |
For synchronous learning, access to video conferencing tools will be helpful. Students that do not have access to technology might use the telephone. |
ASYNCHRONOUS LEARNING |
To provide opportunities for students to learn and practice asynchronously, you may need tools for video recording, access to digital and analog curriculum tools (e.g., readings, worksheets, playlists), and other learning resources that allow students to be self-directed. |
COLLECTING DATA |
Often, learning management systems will allow you to collect data on a range of metrics like coursework completion, attendance, and quality of student work. |
COMMUNICATION LOOPS |
Remote learning requires consistent communication to multiple audiences (i.e., teachers, families, students), and each group may need different tools. Most LMS platforms can help support this need, but other channels may be effective as well, like websites, social media, and the phone. |
SOCIAL INTERACTIONS |
Remote learning is an opportunity to help students build prosocial skills for an online/virtual setting. There are multiple options that support student-to-student social interactions that can be facilitated by teachers and adults which allow students to keep connections with classmates strong. |
48
ORGANIZING LEARNING RESOURCES |
Learning Management System: These platforms will allow you to create organizational systems for courses and allow teachers to distribute and collect work as well as communicate with students. |
SYNCHRONOUS LEARNING |
For synchronous learning, access to video conferencing tools will be helpful. Students that do not have access to technology might use the telephone. |
ASYNCHRONOUS LEARNING |
To provide opportunities for students to learn and practice asynchronously, you may need tools for video recording, access to digital and analog curriculum tools (e.g., readings, worksheets, playlists), and other learning resources that allow students to be self-directed. |
COLLECTING DATA |
Often, learning management systems will allow you to collect data on a range of metrics like coursework completion, attendance, and quality of student work. |
COMMUNICATION LOOPS |
Remote learning requires consistent communication to multiple audiences (i.e., teachers, families, students), and each group may need different tools. Most LMS platforms can help support this need, but other channels may be effective as well, like websites, social media, and the phone. |
SOCIAL INTERACTIONS |
Remote learning is an opportunity to help students build prosocial skills for an online/virtual setting. There are multiple options that support student-to-student social interactions that can be facilitated by teachers and adults which allow students to keep connections with classmates strong. |
Blended & Personalized Learning Free Resources