1. Learning Teams (LT): Building Capacity to Sustain High Quality, Site-Based, Professional Development

2. K-12 Site-Based Professional Development Model from Pearson Achievement Solutions Comprehensive training for facilitators and administrators (institutes plus ongoing support) Focused on making schools vibrant places of learning for students, teachers, & administrators Derived from over 30 years of research by Gallimore, Goldenberg, Saunders, and Ermeling

3. LT Central Premise If schools are to be places of learning for students… They must also be places of learning for teachers.

4. What is a learning team? A learning team is a group of 3-7 teachers that share the same course, grade-level, or subject area. The team meets 2-3 times a month (45-60 minutes) to systematically study and improve instruction by following an inquiry based protocol. Each team is lead by a trained facilitator. Plan Teach Analyze

5. LT Settings & Assistance Links: Cycle of Meetings WeeksMonthly Regional School Administrator Meeting Monthly Site- Based Administrator Planning Meeting Monthly Site- Based Facilitator Meeting (ILT) Weekly or Bi- Monthly Site-Based Teacher Workgroups Week 1Meeting Week 2 Meeting Week 3Meeting Week 4 Week 5Meeting Week 6Meeting Week 7Meeting Week 8Meeting Week 9Meeting Week 10 Learning Teams Advisors

6. Student Outcomes Classroom Plan Teach Analyze Teacher Workgroup Settings & Assistance Links

7. Distributed Leadership Tested Protocols Stable Settings Teams LT Core Components Teachers are organized into course-level (or subject area) teams to plan and analyze their teaching and solve instructional problems. Each learning team must have a trained facilitator, typically a teacher; not an administrator or LT Advisor. Learning teams need well articulated processes for collaboratively solving instructional problems. Not prescriptions but protocols. Learning teams must have a consistent and regular time to meet (2-3 times per month, 60 minutes each); facilitators require their own setting, too (once per month, 60-120 min.)

8. Addressing Common Student Needs (7 Steps) Step 1 Identify and clarify student needs to work on together Step 2 Formulate an objective and identify student work to be analyzed Step 3 Identify and adopt an instructional focus to address each need Step 7 Reassess: repeat cycle or move on to another area of need Step 5 Deliver instruction: make consistent and genuine efforts Step 4 Prepare to try instructional focus in the classroom Step 6 Analyze student work to evaluate whether instruction met the needs If necessary, identify and/or prepare to try another instructional focus. Driving Question: How do we teach this well?

9. Addressing Common Student Needs (7 Steps) Step 1 Identify and clarify student needs to work on together Step 2 Formulate an objective and identify student work to be analyzed Step 3 Identify and adopt an instructional focus to address each need Step 7 Reassess: repeat cycle or move on to another area of need Step 5 Deliver instruction: make consistent and genuine efforts Step 4 Prepare to try instructional focus in the classroom Step 6 Analyze student work to evaluate whether instruction met the needs If necessary, identify and/or prepare to try another instructional focus. Common Student Need (Thread)

10. Addressing Common Student Needs (7 Steps) Step 1 Identify and clarify student needs to work on together Step 2 Formulate an objective and identify student work to be analyzed Step 3 Identify and adopt an instructional focus to address each need Step 7 Reassess: repeat cycle or move on to another area of need Step 5 Deliver instruction: make consistent and genuine efforts Step 4 Prepare to try instructional focus in the classroom Step 6 Analyze student work to evaluate whether instruction met the needs If necessary, identify and/or prepare to try another instructional focus. Specific Content / Instructional Focus Common Student Need (Thread)

11. Addressing Common Student Needs (7 Steps) Step 1 Identify and clarify student needs to work on together Step 2 Formulate an objective and identify student work to be analyzed Step 3 Identify and adopt an instructional focus to address each need Step 7 Reassess: repeat cycle or move on to another area of need Step 5 Deliver instruction: make consistent and genuine efforts Step 4 Prepare to try instructional focus in the classroom Step 6 Analyze student work to evaluate whether instruction met the needs If necessary, identify and/or prepare to try another instructional focus. Specific Content / Instructional Focus Common Student Need (Thread)

12. In our experience, many collaborative efforts are focused primarily on operational matters (ordering textbooks, discussing new policies, planning field trips) or instructional topics refer broadly to pacing guides, periodic assessments and unit planning. In contrast, LT workgroups focus exclusively on addressing critical areas of instructional need in the classroom and analyzing the impact of that instruction on student learning. Litmus Test: Teachers begin to attribute student success or failure to teaching rather than external factors. They begin to identify specific cause-effect relationships between their own instructional choices and the impact of these choices on student learning. But we already do that