1. ©Joan Sedita, www.keystoliteracy.com
Kinds of PD
Follow Up
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2. Most Effective PD Must be sustained and intense
Includes school-based coaching
Is implemented school-wide
Focuses on instructional content
Makes the training active
Provide opportunities for collaboration and peer observation
(National Staff Development Council, 2009)
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3. ©Joan Sedita, www.keystoliteracy.com
Why Follow Up Is Needed
PD programs that impact student achievement need to be lengthy and intensive.
Less than 14 hours = ineffective
50+ hours of instruction, practice, and coaching is needed for mastery and implementation of a new teaching strategy.
Teachers’ greatest struggle is not in learning a new skill, but in implementing it.
Teacher mastery of a new skill takes up to instances of practice.
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4. ©Joan Sedita, www.keystoliteracy.com
Goals for Follow Up PD
Encourage teachers to use all of the KTL instructional practices.
Provide a review of KTL instructional practices that teachers are unsure about trying.
Support teachers as they:
Develop lessons incorporating the practices
Try the practices with students
Consider how to improve use of the practices
Support professional learning communities that focus on KTL practices
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5. Kinds of KTL Follow Up Easy Activities Observation, Debrief
Refreshers, Class Examples
PLC,
Small Group Share
Model,
Co-teach
Guided Lesson Planning
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6. Types of Follow Up: I, We, You
gradual release from coach
to teacher I
refresher/review workshops
examples of classroom lessons
classroom modeling We
guided lesson-planning sessions
classroom co-teaching
You
small-group share sessions
meet individually with teachers
classroom observation
©Joan Sedita,

7. Easy Follow Up Activity 1
Use with individuals or small groups. Ask teachers to respond to the prompts. If small group, ask teachers to share out with peers.
Things that are going well with implementation of KTL strategies:
Questions or concerns I have about implementation:
Things that I hope to get out of today:
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8. Easy Follow Up Activity 2
Use with individuals or small groups. Ask teachers to rate their use. If small group, ask teachers to share out with peers.
I have not yet used this component
Little use – once or twice since my initial training
I use it 2 or 3 times a month
Weekly use – I am getting quite comfortable with it
I OWN THIS STRATEGY! It is used almost daily in some way.
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9. Easy Follow Up Activity 3
Use with individuals or small groups.
What parts of the routine
would you like me to review?
(provide a list of
instructional practices to choose from)
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10. ©Joan Sedita, www.keystoliteracy.com
Refresher Workshops
Conduct review/refresher workshops of topics covered in initial training.
Use the “Big Ideas” PowerPoint, and classroom examples, and book study questions.
Share Classroom Examples
Collect and share classroom examples (from teachers or students).
Model a Lesson
Provide a model lesson plan that incorporates a KTL strategy.
Deliver a model lesson to another teacher’s students.
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11. ©Joan Sedita, www.keystoliteracy.comWe
Co-Teach a Lesson
Create a lesson plan that incorporates a KTL strategy with a teacher.
Co-deliver the lesson plan to the teacher’s students.
Guided Lesson Planning
Develop a plan to provide time for teachers to generate lesson plans in small groups.
Provide guidance, make suggestions, answer questions during the session.
Teachers can work alone, in pairs, or small groups.
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12. ©Joan Sedita, www.keystoliteracy.com
You
Small-Group Share
Planning is essential.
Set specific goals and focus the KTL topic so teachers bring appropriate material.
Set group norms, keep group size small.
Individual Meetings
Start with the “easy” follow up activities.
Review and give feedback about lesson plans or student work related to KTL.
Complete a Practice Profile with a teacher to determine how much of the program is being used.
Leave with a personalize plan – identify next steps and a few goals for implementation.
Ask participants to complete activity in manual.
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13. ©Joan Sedita, www.keystoliteracy.com
You
Observation & Debrief
Focus: provide feedback for a KTL instructional practice.
Should NOT be evaluative.
Others can observe with permission from teacher.
Keep feedback confidential.
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14. About Peer Observation
Teacher driven – places teacher as the leader and primary learner of the observation
Peer observation stages:
Focus pre-meeting
Observation – data collection
Post-observation debrief
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15. Planning Follow Up Provided By KTL Trainers
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16. ©Joan Sedita, www.keystoliteracy.com
KTL trainers working collaboratively with peer coaches and administrators to develop PD plans is essential for long-term implementation.
Input from coaches about what teachers need is critical.
Coaches are integral to ensuring that a PD plan is followed.
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17. Scheduling with KTL Trainers
Schedule initial or follow up training as far in advance as possible.
Communicate the plan to everyone affected:
teachers
building coaches
KTL trainer
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18. Types of follow up: organized by I, We, You
Scheduling Follow Up
Types of follow up: organized by I, We, You
Make decisions about the kinds of follow up based on needs of teachers.
Consult with KTL trainer to determine best choices for follow up.
The follow up is only as good as the planning that goes into it.
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19. Follow Up Options Format: large group, small group, individuals
Participants: teachers, coaches, administrators
Number of sessions per day: ranges from 1 full-day session to up to six sessions
Combining types of sessions: more than 1 type can be scheduled, up to a maximum of 3 different types
Include time for the KTL trainer to meet
with coaches and administrator.
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20. Follow Up Scheduling Template
Consult with KTL Trainer and administrator to complete template.
KTL trainers use the template to prepare – please avoid last-minute changes.
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21. ©Joan Sedita, www.keystoliteracy.com
What you can expect for a KTL follow up:
KTL trainer will contact you and your administrator to plan the day.
KTL trainer will ask for your feedback about what you are seeing/hearing from teachers and suggestions for what teachers need most.
Plan ahead to be available to spend as much of the day with the trainer as possible.
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