1. STUDY GROUPS MOVE TEACHING AND LEARNING PLANS FORWARD

2. Study Groups…  IMPORTANT VEHICLES FOR ACHIEVING CHANGE;  FOR ANALYZING DATA, INCLUDING STUDENT WORK;  FOR REALIZING GOALS OF A TEACHING AND LEARNING PLAN;

3.  PROVIDE A FORUM WHERE TEACHERS CAN ADDRESS ISSUES THAT ARE CENTRAL TO THEIR OWN STUDENTS’ LEARNING;  ENABLE TEACHERS TO CONDUCT ACTION RESEARCH; Study Groups…

4.  PROMOTE CONTINUOUS LEARNING AND IMPROVEMENT IN A SCHOOL;  SUPPORT LEARNING COMMUNITIES, AND  BREAK DOWN TEACHERS’ ISOLATION. Study Groups…

5. “ U nlike professional development designed by others, study groups provide a forum where teachers can address issues that embody values relevant to their own students’ learning.” --Judith Warren Little

6.  GROUPS MAY BE COMPOSED OF 4-6 TEACHERS INTERESTED IN PURSUING A COMMON TOPIC –TYPICALLY A SINGLE GRADE LEVEL OR A DEPARTMENT WORKS WELL Study Groups…

7.  BEST ORGANIZED AROUND SPECIFIC TOPICS OF IMPORTANCE TO PARTICIPATING TEACHERS EXAMPLE: AROUND UNDERSTANDING CONCEPTS IN MATH OR SCIENCE STANDARDS AROUND ASSESSING FOR STUDENT UNDERSTANDING Study Groups…

8. STUDY GROUPS’ WORK EVOLVES OVER TIME, AND IS USUALLY SEVERAL MONTHS IN DURATION IF NOT 1-2 YEARS.

9. THE GROUP MIGHT START WITH A DIFFICULT STANDARD, THEN LOOK AT STUDENT WORK, CONSIDER ASSIGNMENTS AND ASSESSMENTS, AND ASK WHETHER THE WORK IS APPROPRIATE FOR A CERTAIN GRADE LEVEL FOR INSTANCE,

10. ADMINISTRATORS’ SUPPORT IS CRUCIAL

11. Administrators’ Support…  PRINCIPALS CAN BE THE INITIATORS  PRINCIPALS CAN PARTICIPATE IN THE GROUPS  STUDY TEAMS BUILD RAPPORT, TRUST, AND SUPPORT.

12. IT’S ALL ABOUT LEARNING

13.  STUDY GROUPS ARE ABOUT TEACHER AND STUDENT LEARNING, NOT MANAGEMENT  PROCEED WITH A PLAN  PREPARE TO USE DATA, AS IN STUDENT WORK AND TEACHERS’ ASSIGNMENTS AND ASSESSMENTS

14. ADEQUATE TIME IS KEY

15.  MEET ONCE A WEEK IF POSSIBLE  DURING THE SCHOOL DAY  TAKE TIME FOR IMPORTANT DISCUSSIONS.

16. GROUP INTERACTION SKILLS

17.  GOOD INTERACTION SKILLS ARE VITAL AND CAN BE PRACTICED  SUCCESSFUL GROUPS BELIEVE THAT EACH MEMBER CONTRIBUTES  VALUE RISK-TAKING AND CREATIVITY  ARE ABLE TO DISCUSS DIFFICULT TOPICS.

18. STRUCTURE AND PROTOCOL ARE CRITICAL

19.  SAW’s EVIDENCE TO EXCELLENCE PROCESS PROVIDES A HELPFUL STRUCTURE  ‘CRITICAL FRIENDS’ MODEL GUIDES INTERACTIONS.

20. SAW ONLINE SEMINARS PROVIDE ANOTHER OPTION…  THREE WEEKS IN DURATION AND ASYNCHRONOUS  PROVIDE GUIDED INTERACTION ON TOPICS –INQUIRY LEARNING –UNDERSTANDING, AND –ASSESSMENT.

21. MOVING FORWARD WITH GOALS FOR YOUR SCHOOL

22.  How can your school implement important changes for increased student learning?  How can study groups help?  How can a K-16 vision help? o Content Learning o Clear goals for graduation and college level work

23. SOURCES  Designing Judgment, Assessing Children’s Work in Mathematics, Jean Moon  Designing Professional Development for Teachers of Science and Mathematics, Loucks-Horsley, et al.  Eisenhower Clearinghouse, Ideas that Work

24. More Sources  Learning Teams, NSDC Tools for Schools  Study Groups, NCREL Pathways