1. Partnership Approaches to Professional Learning that Activate Teacher Buy-In and Increase Implementation
Janice Creneti,
Cindy Medici,
University of Kansas Center for Research on Learning 2002

2. Session Overview, Questions to Consider
Purpose of Course First!
Impact of this innovation
Shifts made based on Partnership Learning Principles (Jim Knight)
Would participants describe the professional learning experience with you as a partnership?
How are you meeting the the differing needs of your participants in the same professional learning session?
If asked, what would your professional learning participants say about how you honor their needs?
University of Kansas Center for Research on Learning 2006

3. The History of Course First!
Observed trends:
Isolated implementation
Low diversity in routines used
Poor implementation was worse than none at all…
Initial work by Dr. Keith Lenz
Starting with Course Organizer would create a big picture that increased frequency and diversity of implementation
Emphasizing the Instructional Sequence could positively impact all instruction
Florida SPDG pilot
University of Kansas Center for Research on Learning 2006

4. Goals of Course First!
1. Course-wide and regular use of a greater variety of routines
2. Apply the instructional sequence across activities
3. Increase buy-in and implementation fidelity
Through
PD Structure grounded in Partnership Learning Principles
University of Kansas Center for Research on Learning 2006

5. University of Kansas Center for Research on Learning 2006
Evaluation Measures
Same measures, different instructional approach
Knowledge check- do participants understand the critical parts of the Content Enhancement Routine?
Application- can participants apply their knowledge/understanding by creating a draft device that meets criteria?
Confidence – how confident do participants feel relative to implementing the new routine?
Implementation - how well did participants implement based on self-reflection?
Student impact – how did implementation impact students?
University of Kansas Center for Research on Learning 2006

6. Outcomes May not be accurate due to differing interpretations
University of Kansas Center for Research on Learning 2006

7. Data collection adjustments
University of Kansas Center for Research on Learning 2006

8. Partner Impact
What teachers had to say about the professional learning experience…
Pass out quotes to be read
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

9. Professional Learning Shifts
From:
To:
Equality
Four day Institute with all routines taught chosen by professional developers
All 4 days designed by professional developers
Planning time was embedded, same for all
Supports for novice teachers were used with all participants
Four day Institute with 2 routines chosen by professional developers, 2-3 chosen by participants
Participants were surveyed to determine routine offerings and schedule of days 3 & 4
Teacher choice in amount of planning time, planning vs. learning a new routine
Supports were differentiated based on need and continued through the year
Voice
Choice
Dialogue
Praxis
Reflection
Reciprocity
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

10. University of Kansas Center for Research on Learning 2006
Routine Requests
University of Kansas Center for Research on Learning 2006

11. Routine Small Group Schedule
University of Kansas Center for Research on Learning 2006

12. University of Kansas Center for Research on Learning 2006
Clarifying Routine
Small Group
Facilitated Planning
Small Groups
University of Kansas Center for Research on Learning 2006

13. University of Kansas Center for Research on Learning 2006
Essential Resources
People
Teachers
Professional Developers
Materials
Time
Planning
Reflection/troubleshooting
Frequent follow-up/coaching
University of Kansas Center for Research on Learning 2006

14. Essential Philosophies/Shifts
Pro-Teacher
Knight’s Partnership Principles (7)
Modeling
Using the routines to teach during professional learning
Incorporating best practice ex. choice, differentiation
Trusting a Student-Centered Approach
Continuous Improvement
Requires reflection
Marathon not a sprint
University of Kansas Center for Research on Learning 2006
University of Kansas Center for Research on Learning 2002

15. Implications for Your Work
Would participants describe the professional learning experience with you as a partnership?
How are you meeting the the differing needs of your participants in the same professional learning session?
If asked, what would your professional learning participants say about how you honor their needs?
How do you plan to shift professional learning opportunities?
padlet.com/medicic/course1
University of Kansas Center for Research on Learning 2006