1. The Core of Successful Lesson Study Implementation Polk County Public Schools

2. Lesson Study is… …a form of long-term professional development in which teams of teachers systematically and collaboratively conduct research closely tied to lessons, and then use what they learn about student thinking to become more effective instructors. Research for Better Schools

3. Who are we? (98,000) Students (7,000) Teachers 177 Schools

4. What The Experts Say www.polk-fl.net

5. Our Journey2010-2011 Research & Learning Facilitator and Administrator Professional Learning Florida Department of Education Florida & The Islands Comprehensive Center Developmental Studies Center

6. 2011-2012 Growing & Expanding 9 Elementary 2 Middle 2 Senior High 13 School-Based Facilitators 6 District Facilitators

7. 2012-2013 Continued Expansion & Support Facilitators from 47 schools trained 40 schools completed at least 1 Cycle 26 Elementary 8 Middle 5 Senior High 1 Combination 15 District Facilitators

8. 2013-2104 15 ‘new’ schools to date Additional Facilitator PD planned

9. Slow & Steady

10. 1 New Facilitator & Administrator Professional Learning One Day - Complete Process & Expectations 2 Facilitator Observation Observes a full 2-day cycle at another school 3 Co-Facilitation - First Cycle District Facilitator models/co-facilitates school's inagural cycle 4 Solo Facilitation School Facilitator leads 2nd cycle, etc. 5 Team-Led Facilitation (Research Team) Once proficient in process (after multiple cycles)

11. Step 1 New Facilitator & Administrator Professional Learning One Day Complete process explained Expectations set

12. Getting started Create the team Set group norms Agree on outcomes 1. Lesson Planning Plan the lesson together Select the teacher classroom Identify data to collect 3. Data Analysis & Debrief Compile and analyze data. Discuss implications Reflect on learning. 2. The Research Lesson Teach the research lesson. Observe the lesson. Collect student data.

13. 2. Schedule a common planning time. 1. Form a lesson study team which includes an external expert(s) in content and/or pedagogy. 3. (Problem Identification and Analysis) Identify a common research theme (sometimes a school-wide theme) based upon student performance data and the Teacher Evaluation Model adopted by the school district. 4. (Develop a Plan) Collaboratively plan a standards-based lesson aligned to the course description that clearly defines the expected outcomes in terms of student learning and addresses common student misconceptions. 5. (Implement the Plan) Teach and observe the lesson being sure to record data pertaining to what students were thinking and doing throughout the lesson. 6. (Evaluate the Effectiveness) Reflect upon, analyze, and discuss the lesson and student data that has been collected; then synthesize your findings. 7. Define the next steps based upon what the team has learned. 8. Repeat the process using a new or revised lesson plan with the same research theme. LESSON STUDY CYCLE

14. Getting started Create the team Set group norms Agree on outcomes 1. Lesson Planning Plan the lesson together Select the teacher classroom Identify data to collect 3. Data Analysis & Debrief Compile and analyze data. Discuss implications Reflect on learning. 2. The Research Lesson Teach the research lesson. Observe the lesson. Collect student data. 8.Repeat the process using a new or revised lesson plan with the same research theme. 7. Define the next steps based upon what the team has learned. 6. (Evaluate the Effectiveness) Reflect upon, analyze, and discuss the lesson and student data that has been collected; then synthesize your findings. 5. (Implement the Plan) Teach and observe the lesson being sure to record data pertaining to what students were thinking and doing throughout the lesson. 4. (Develop a Plan) Collaboratively plan a standards-based lesson aligned to the course description that clearly defines the expected outcomes in terms of student learning and addresses common student misconceptions. 3. (Problem Identification and Analysis) Identify a common research theme (sometimes a school-wide theme) based upon student performance data and the Teacher Evaluation Model adopted by the school district. 2. Schedule a common planning time. 1. Form a lesson study team which includes an external expert(s) in content and/or pedagogy.

15. Getting Started Create the Team 4-6 max Same subject/content/grade level Set Group Norms (4-5) “We will…”statements Agree on Outcomes

16. Plan the lesson together Student learning at center No ‘hogs or logs’ (facilitate team’s learning) Select teacher/classroom Randomly Identify data to be collected Student Learning Phase 1 – Lesson Planning

17. Learning Scan Adapted from Developmental Studies Center Social EQ: Academic EQ: Lesson Step What might the students say or do? Tally Interventions

18. Phase 2 – Observation & Data Collection 30-45 minutes Teach as planned Observers collect student data

19. Phase 3 – Data Analysis & Debrief Compile & Analyze Chart/Poster Segregate data by observer Objective statements Discuss Implications Reflect on learning & collaboration

21. Step 2 Facilitator Observation Each new facilitator must observe a full cycle at another site (optional for Administrators) Fish-bowl Debrief with facilitators

22. Step 3 Co-Facilitation: First Cycle Inaugural cycle/team with district facilitator modeling/leading with school facilitator Gradual Release

23. Step 4 Solo Facilitation School facilitator leads subsequent cycles with inaugural team and additional teams that follow. District support

24. Step 5 Team-Led Facilitation After multiple cycles with school facilitator After proficiency and readiness Led by a research team member School facilitator support available

25. 1 New Facilitator & Administrator Professional Learning One Day - Complete Process & Expectations 2 Facilitator Observation Observes a full 2-day cycle at another school 3 Co-Facilitation - First Cycle District Facilitator models/co-facilitates school's inagural cycle 4 Solo Facilitation School Facilitator leads 2nd cycle, etc. 5 Team-Led Facilitation (Research Team) Once proficient in process (after multiple cycles)

26. Misconceptions …is Lesson Planning …means Writing Lessons from Scratch …means writing a rigid “script” …is writing a “perfect” lesson to be spread to others …is a demonstration lesson or expert lesson …is basic research Catherine Lewis, from Lesson Study: A Handbook of Teacher-Led Instructional Change

27. Survey Says… Scale 1 (Strongly Disagree) – 6 (Strongly Agree) Areas for further growth: …I am more aware of how I can plan for differentiating my instruction. 4.89 …I am more aware of how I can plan for increased rigor in my lessons. 5.00 …I am more aware of how I can plan for higher order thinking/questioning. 5.04

28. Survey Says… Scale 1 (Strongly Disagree) – 6 (Strongly Agree) Areas of excellence : Our facilitator was very knowledgeable…5.82 The facilitator provided guidance but allowed the team to take responsibility for our learning. 5.80 I was comfortable working with our facilitator. 5.76 The facilitator for our group gave us the opportunity to freely discuss a variety of options pertaining to lesson development. 5.76

29. Survey Take-A-Way Barriers / Challenges: Top 2: TIME MONEY Easiest components: Top 3: Materials Buy-In Collaboration/Teamwork

30. Reflect & Celebrate! End-of-Year District Learning Reflection & Celebration of Success Thematic Results/Data Shared Collaborative Reflection & Collegial Discussion Idea borrowed from Orange County

32. Joanna Johnson: joannal.johnson@polk-fl.net