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

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

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 What are the teachers doing? What are the students doing? How are the teachers interacting with students about their reading and/or writing? Evidence: Patterns: 12:45 – 1:15 MIKE

Partner Group (45 minutes) Group 1 & Group 5 and half of 3 Group 2 & Group 4 and half of 3 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

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?

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

Next Level of Work Remember WACO 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 3 questions and predictions 2:40 – 3:15 Bonnie Examples: Opportunities to learn about how to design instruction HOQ vs. the name of speaker

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

Next Level of Work— Reflective Questions Reflective Questions ARE: Reflective Questions ARE NOT: Open Ended Yes/No or single response Judgment 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…?” Shouldn’t…Couldn’t? Invites thinking at upper levels of knowledge Questions that are recall information levels referenced from Garmston, Costa, Lipton and Wellman

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

Wrap Up Thank you WACO leadership team and staff! Evaluate the day 3:45