1. Rapidly expanding PD reach & capacity to address problems of practice
ldc.org/implementation
LDC Partner Convening| Suzanne Simons| June 1, 2016

2. LDC Hybrid Model Developed to help partners address 4 challenges:
Centralized location to keep coaches and teachers current with “just-in-time” access.
The “year 2” problem: after the shine of playing with templates has worn off, what is year 2 support? Are coaches prepared to coach with the expertise needed beyond the “binder PD” sessions? How do partners support differentiated PD for teachers (ie--good instruction for adults)?
Teachers can no longer be pulled out of class for multiple PD days
Partners are supporting larger territories geographically, trying to increase scale and reach, and more economically and effectively deploy coaching support for teachers.

3. Problems of Practice
Instruction
Rigor
Alignment

4. Model
Coaches
Mechanism
You will need:

5. Model
Coaches
Mechanism
You will need:

6. Model for reach & scale Lessons Learned
At least 40% of coaching time is spent on giving targeted feedback on teacher work (more is even better!)
Structure time so that you are including this time in your proposals and in your coaches’ work time. This is not extra work for coaches--this is their work.
Make sure your model is supporting the three conditions critical for LDC success:
Alignment to standards and curricula
Leadership support
Ongoing professional learning opportunities for
teachers, including collaboration time
Model should be data-driven & evidence-based
Lessons Learned

7. Professional Learning Resources Coaching Feedback and Discussion
Frequency of Support
ONGOING
Weekly
PERIODIC
Twice Monthly
Monthly
4 times per year
EPISODIC
1 or 2 times per year
Mode
Virtual
Virtual and In-Person
In-Person
Type of Support
Professional Learning Resources
Coaching Feedback and Discussion
Coach-Facilitated Planning Meetings
Coaching for Project Liaison*
In-School Coaching and Support
In-Person Workshops
Examples of That Support
Use LDC Online Courses to support development, implementation, and revision of instructional plans
Coach provides feedback on work in LDC CoreTools
Every other week: Coach virtually meets with entire PLC during meeting time
30 min/month: Coach meets with project liaison via video conference or phone to update on PLC progress toward school goals, and plan for continued progress
Coach meets with PLC in person during meeting time in August (time and date to be determined with principal)
1-day summer training for project liaisons (August)
Coach facilitates discussions and resource sharing on Teaching Channel group page
Optional participation in webinars from expert partners (Facing History, Battelle Education, etc.)
Coach facilitates progress through LDC online courses
Optional: Coach virtually meets with individuals or small groups
Pending: Optional participation in leader-facing webinars from LDC and expert partners
Quarterly support visits from District Specialist. Will include:
PD planning support for principal and project liaison
PLC facilitation support
Classroom walkthroughs
1-day Peer Review Training for teachers (Spring)
Pending: District-led training days to review LDC instructional plans
Coach provides peer review support using LDC/SCALE Teacher Work Rubrics in LDC CoreTools.

8. Model
Coaches
Mechanism
You will need:

9. Coaches for reach & scale
Lessons Learned
Coaches with deep LDC core content knowledge
Coaches with the highest leverage LDC coaching competencies
Ability to recognize teacher skill at standards-driven backward design
Ability to drive teachers toward evidence-based artifacts through targeted formative assessment and feedback
LDC Competencies 1A, 1B, 1C
Coaches who have normed expectations for teacher work and student work
Coaches who can facilitate virtually & blended

10. Model
Coaches
Mechanism
You will need:

11. Mechanism for reach & scale
Lessons Learned
LDC is necessarily a blended model. Feedback on teacher work is done in CoreTools so you are already working in a virtual space.
The only question is whether and whichyou will add other virtual components to enhance your ability to reach more teachers with greater efficacy.
Access to LDC core content: in CoreTools, in-person
Synchronous sessions/ PLCs: in-person, via videoconference, twitter
Asynchronous sessions: discussion platform, webinars/ recordings
Feedback on teacher work: in CoreTools
Quality vetting process: in CoreTools
Data to monitor progress and reach: in CoreTools

12. Model
Coaches
Mechanism
You will need:

13. Rigor (Assessment/Assignment)
LDC i3 Model
Situating LDC in School and District Goals
Instruction
Rigor (Assessment/Assignment)
Alignment
Consistency of Literacy Tasks and Instruction
Example: Teachers across grade levels and/or disciplines will develop and implement consistent tasks and instructional strategies that help students learn, practice and master specific, enduring literacy skills.
Rigor of Literacy Tasks and Instruction
Example: Teachers will develop and implement tasks and instructional strategies that are rigorous and appropriately address the cognitive demand, grade-level content, and important discipline-specific literacy skills of their students.
Development and implementation of common writing assignments
Example: Teachers will design and implement common writing assignments that allow students practice and demonstrate mastery of specific, enduring literacy skills in all grade levels and/or disciplines.
CCRS-Aligned Literacy Tasks and Instruction
Example: Teachers will develop tasks or instructional strategies that are aligned to the CCRS.
Quality of Literacy Tasks and Instruction
Example: Teachers will develop and implement high quality tasks and instructional strategies that help students master enduring literacy skills.
Documentation of teacher work toward shared goal
Example: Teachers will create and maintain a portfolio of lessons and reflections that address school-wide initiative or goal.
Formative Assessment Embedded in Literacy Instruction
Example: Teachers will embed formative assessment of enduring literacy skills into instruction.
Increased volume and quality in student writing
Example: Students will write (type of writing) (times per year) across (grade levels and/or disciplines).
Structure and content of collaborative planning time
Example: Teachers will implement systems and structures during collaborative planning time to effectively engage in instructional planning, discourse and student work analysis.
Curriculum alignment to the CCRS
Example: Teachers will develop curriculum maps or use existing curriculum to ensure instructional alignment to the CCRS.

14. ldc.org/implementation Sample Partner Support Model
Sample Coaching Packages
Sample Site Implementation Guide
Frequency of Support
ONGOING
Weekly
PERIODIC
Twice Monthly
Monthly
4 times per year
EPISODIC
1 or 2 times per year
Mode
Virtual
Virtual and In-Person
In-Person
Type of Support
Professional Learning Resources
Coaching Feedback and Discussion
Coach-Facilitated Planning Meetings
Coaching for Project Liaison*
In-School Coaching and Support
In-Person Workshops
Examples of That Support
Use LDC Online Courses to support development, implementation, and revision of instructional plans
Coach provides feedback on work in LDC CoreTools
Every other week: Coach virtually meets with entire PLC during meeting time
30 min/month: Coach meets with project liaison via video conference or phone to update on PLC progress toward school goals, and plan for continued progress
Coach meets with PLC in person during meeting time in August (time and date to be determined with principal)
1-day summer training for project liaisons (August)
Coach facilitates discussions and resource sharing on Teaching Channel group page
Optional participation in webinars from expert partners (Facing History, Battelle Education, etc.)
Coach facilitates progress through LDC online courses
Optional: Coach virtually meets with individuals or small groups
Pending: Optional participation in leader-facing webinars from LDC and expert partners
Quarterly support visits from District Specialist. Will include:
PD planning support for principal and project liaison
PLC facilitation support
Classroom walkthroughs
1-day Peer Review Training for teachers (Spring)
Pending: District-led training days to review LDC instructional plans
Coach provides peer review support using LDC/SCALE Teacher Work Rubrics in LDC CoreTools.

15. Analyze existing PD model
Adjust your professional development model to prioritize feedback to teachers
What percentage of a coach’s time is spent providing written feedback so that teachers improve their planning of instruction? Adjust instruction? Analyze and improve results based on student work throughout the module?
How are you building that time into your professional learning model for teachers and coaches? Is feedback and use of feedback an explicit priority?
How many teachers are developing good to go/exemplary modules as a result of your professional learning services? What’s the “batting average”?
Set a measurable goal. Benchmark it. Progress monitor it. As a learning organization, establish a goal for increasing the quality of LDC modules, lessons and student output through written feedback.

16. Work-embedded professional learning experiences.
Full Suite of Online LDC Professional Learning Experiences
LDC Course content available within LDC CoreTools, anchored by “LDC Learning” dashboard.
LDC Task & Module Authorship Badging
Task/Module authors can submit their work to LDC National Peer Review to receive feedback from certified peer reviewers and earn Task/Module quality authorship badges.
LDC Peer Review Workshops/Institutes
Training to align practitioners to the LDC Curriculum Alignment Rubric -- completion of a full Institute results in the Trained LDC Peer Reviewer certificate and the ability to begin calibration/badging process.

17. Easy to find and use LDC implementation resources.
LDC Site Implementation Guide & Toolkit
Full set of sequenced LDC implementation tools and resources for site implementation leaders, including a detailed implementation guide.
LDC Coaching Guide
A detailed guide to support the coach’s role in LDC implementation.
LDC User Management
A feature to help enable coaches to onboard the teachers they support and to manage those teachers online in school-based cohorts.

18. Data for monitoring teacher competency development and implementation progress.
LDC Implementation Report
Analytics for site leaders to use to track the quality of their LDC implementation.
LDC Teacher Learning Report
Analytics for coaches and site leaders to use to track the development of the teachers they support.

19. Model
Coaches
Mechanism
You will need:

20. 6 5 4 3 2 1 Backward Design Enduring LDC Partner Skills
Enduring System Skills
Enduring Leader Skills
Enduring Coach Skills
Enduring Teacher Skills
Enduring Student Skills 6 5 4 3 2 1

21. The LDC System: Backward Design
Goal.
Plan.
Teach.
Assess.
Reflect.
Revise.
Repeat.

22. When a student graduates from high school in a district, what enduring literacy skills do you expect her to have?
Category
Ability to...
Reading
Writing
Speaking/ Listening
Language

23. For a teacher to be considered accomplished in a district, what enduring instructional skills do you expect her to have?
Category
Ability to...
Plan
Instruct (Delivery)
Assess Evidence of Student Learning
Reflect
Revise
Plan new instruction

24. For a coach to be considered effective in your organization, what enduring coaching skills do you expect her to have?
Category
Ability to...
LDC core content knowledge
Recognize teacher skill gaps
Design and implement backward design teacher skill development plan
Provide formative assessment on teacher skills (targeted, precise feedback)
Teachers demonstrate evidence-based results

25. Key Indicators of quality LDC coaching
What Matters Most?
Key Indicators of quality LDC coaching
Use LDC to create quality curricula myself (and teachers know it).
Recognize quality tasks and modules.
Provide actionable feedback based on thoughtful analysis.
Help other educators use LDC to create quality curricula.
Punchline: We need coaches who can provide formative written feedback
Highly successful sites estimate that at least 40% of a coach’s time should be prioritized to this goal. 1 2 3 4
Task predicts performance-Elmore

26. Enduring Instructional Skills Evidence that a coach can do this?
Evidence that a coach’s teachers can do this?
1A Recognize the focus set of short- and/or long-term student learning goals (or SLOs) for an assignment that meets the expectations stated in external benchmarks (CCR and content standards).
1B Recognize how the skills and/or subskills required to complete an assignment are the expectations of the prompt and the focus standards and/or student learning goals.
1C Recognize how a sequence of assignments (in modules, units, or courses) is driven by focus CCR and content standards and/or student learning goals.

27. Supporting Quality Local LDC Systems
Key Learnings from the Field
Writing LDC Tasks & Modules -- and going through multiple rounds of feedback and revision to get to Good to Go+ -- is a step that should be completed before starting work as an LDC coach
Experiencing online LDC professional learning content (Courses) as a learner enhances a coach’s ability to support their teachers as they work their way through that content
Developing familiarity with high-quality examples of LDC Tasks & Modules in the Library increases a coach’s ability to support his or her teachers
High doses of formative feedback -- comments, reviews, etc. -- from coach to teachers enhances teachers’ professional learning and increases quality of their Tasks & Modules
Close coach calibration to the Curriculum Alignment Rubric -- and more experience using the Rubric -- results in increased quality of their teachers’ Tasks & Modules
A clear sign of coach success is evidence that his or her teachers can author Good to Go+ LDC Tasks & Modules
Task/Module revision -- resulting either from formative feedback or via Peer Review (national or partner-driven) -- typically takes multiple rounds before achieving Good to Go+

28. I Can Badge Actions Supports
LDC Coach Certification
I Can
Badge
Actions
Supports
I can use LDC to create quality curricula myself (and teachers know it).
LDC Task & Module Authorship Badging (Prerequisite)
Task/Module authors submit their work to LDC National Peer Review to receive feedback from certified peer reviewers and earn Task/Module quality authorship badges.
Full Suite of Online LDC
Professional Learning Experiences
LDC PD content available within LDC CoreTools, anchored by “LDC Learning” dashboard.
LDC Peer Review Workshops/Institutes
Training to align practitioners to the LDC Curriculum Alignment Rubric -- completion of a full Institute results in the Trained LDC Peer Reviewer certificate.
LDC Coach Deep Dive Course
A facilitated “deep dive”professional learning experience for coaches only.
LDC Demo Day
In-person LDC “Demo Day” in which includes demonstrations of LDC in practice, network with others, and plan with implementation partners.
LDC Institutes
Virtual and in-person LDC Institutes, in-person professional development, and professional networking.
LDC PD Updates
Information regarding latest LDC professional development tools, resources, and opportunities.
I recognize quality tasks and modules.
I can provide actionable feedback based on thoughtful analysis.
LDC Certified Task & Module Peer Reviewer Badging
Calibration and feedback system for Trained LDC Peer Reviewers to use to become fully certified to review LDC Tasks and Modules.
I can help other educators use LDC to create quality curricula.
LDC Endorsed Coach Badge
Coached teachers regularly author G2G and Ex tasks and modules.

29. Supporting Quality Local LDC Systems
LDC Coach Professional Learning: What We’ve Learned
The “big three” experiences effective LDC coaches complete... 1
Author their own Good to Go+ LDC Tasks & Modules 2
Become trained and well calibrated to use the LDC Curriculum Alignment Rubric to review and give quality feedback on LDC Tasks & Modules
Suzanne 3
Coach and support their teachers to author their own Good to Go+ LDC Tasks & Modules

30. Supporting Quality Local LDC Systems
LDC Support for Coach Certification
Authoring Good to Go+ LDC Tasks & Modules
LDC Curriculum Alignment Rubric Calibration
Coach Teachers to Good to Go+ LDC Tasks & Modules
LDC Peer Review Workshops
LDC Peer Review Calibration System
LDC National Peer Review -- submitting own tasks and modules & participating as a reviewer
Partner Peer Review systems
LDC Courses
LDC Coaching Guide
LDC Coach Deep Dive
LDC National Peer Review / Partner Peer Review -- submitting their tasks and modules
Partner Peer Review systems
LDC Analytics
LDC Courses
LDC Demo Days
LDC National Peer Review -- submitting own tasks and modules
To show where the LDC Teacher Learning Kit sits within LDC’s set of offerings.

31. LDC Partner Support Offerings: Big Picture
LDC Teacher Learning Kit
LDC Coach Certification Kit
LDC Partner Toolkit
A set of premium tools and resources made available through LDC partners to the coaches that support their implementations. LDC Coach Certification enhances the quality of the support provided by coaches to their implementation sites.
LDC offers enhanced support to coaches pursuing this certification which includes additional feedback on their work and back-reading of their feedback to implementation sites.
A set of premium professional learning tools and resources made available through LDC partners to each of their implementation sites.
Use of the LDC Teacher Learning Kit at a site enhances the quality and scale of LDC implementation and it supports development of LDC teacher competencies.
A set of sales and marketing materials to effectively convey the power of LDC—from intro materials, to customizable presentations and templates, to compelling stories from students, teachers, and districts.
To show where the LDC Teacher Learning Kit sits within LDC’s set of offerings.

32. Model
Coaches
Mechanism
You will need:

33. Deep Dive Course Lessons Learned 1 2 3 4 The Power of Protocols
The Power of Data 3
The Power of Sharing Work
The course syllabus and data used during the course are linked to these slides. We DO NOT SHARE the syllabus so please don’t give out this link.
Data: method used during the course was: 1) send each coach her own data in an ; 2) share anonymized version with entire class; 3) discuss
Also: coaches shared their own tasks and gave each other feedback. This was just as hard and scary for them as it is for teachers. Showed power of making this routine--wouldn’t be so scary. Among other things. 4
The Power of Virtual Conversations

34. ldc.org/implementation
New Resources
Site Implementation Guide
Coaching Guide
Excepts included on site. Will be released in early July.
The course syllabus and data used during the course are linked to these slides. We DO NOT SHARE the syllabus so please don’t give out this link.
Data: method used during the course was: 1) send each coach her own data in an ; 2) share anonymized version with entire class; 3) discuss
Also: coaches shared their own tasks and gave each other feedback. This was just as hard and scary for them as it is for teachers. Showed power of making this routine--wouldn’t be so scary. Among other things.

35. Take Stock 1 2 3 Examine the data & progress monitor
Adjust PD model to prioritize feedback to teachers 3
Invest in your coaches’ development