1. Lab Schools: Creating a Network of Learners Rhonda Gilstrap, Board President Corinne Arens, Instructional Coach Erin Bailey, Instructional Coach Jennifer Phillips, Instructional Coach

2. Who are we?

3. #WeAreBSSD

4. Why create a lab network? “The journey to the ultimate achievement never ends.” Genero Crenshaw

5. What is a lab classroom?

6. The lab classroom is an in-house professional development model that takes place in a host teacher's room during the normal school day, framed by a pre- observation meeting and a debriefing session. Like surgical theaters where doctors observe actual operations in progress to hone their techniques, the lab classroom provides an authentic opportunity for colleagues to see ideas in practice. Because the model provides for several sessions throughout the year, teachers have the opportunity to share and discuss the successes and challenges of their independent practice with their colleagues, continually improving.

7. Lab Teacher Expectations Host teachers are not expected to be perfect in their practice, but they should be willing to open their classrooms to colleagues and participate in deep discussions of their own practice. Hosting a lab can be stressful, and the host teachers may feel a natural level of anxiety at first but self-confidence increases with time and experience. No teacher should ever feel forced to be a host, but those who are "quietly amazing" may need to be invited to consider taking on such a role.

8. A Facilitator An experienced facilitator is crucial to the success of the lab classroom. Facilitators should have skill in working with adult learners and shaping group dynamics to help guest teachers connect their observation and the ensuing dialogue to their own practice. The facilitator organizes the group, plans the schedule, prepares guest teachers, and manages discussions. Before the first scheduled observation, facilitators should become familiar with the host teacher's classroom. They should also consider logistical matters such as where participants should sit or stand during observations and what areas of the classroom they can explore.

9. Guest Teachers To avoid distracting the host teacher or the students, no more than four guest teachers should visit the lab classroom at one time. Guest teachers should be open-minded and willing to learn, and they should take a non-evaluative stance in the classroom they are observing. In many schools, guest teachers are volunteers who have requested to participate in a lab; however, schools can require lab classroom participation for professional development.

10. Before the Observation For classroom observations to be effective for all participants, the group must have a specific learning focus. During the meeting before the observation, the guest teachers focus on the purpose of the observation by discussing what they are trying to do in their own classrooms. Although host teachers should be outstanding examples of the kinds of teaching we envision, participants need to understand that the term lab implies practice and experimentation, not perfection. Guest teachers are expected to come to the classroom with a willingness to learn and a focus on the purpose of the observation. They are to note any questions, record any observations of interest, and avoid interrupting the instruction.

11. During the Observation Depending on the goals, the length of the observation may vary. Sometimes guests will just observe a brief lesson; at other times, they might stay for more than two hours to see the various transitions within an extended literacy block. In either case, the classroom operates as it normally would. Guest teachers sit or stand, quietly observing and taking notes. They are welcome to sit in close during a teacher-student conference, small-group lesson, or student group discussion, simply listening to and observing the interaction. Although guests are discouraged from initiating conversations with students, they can respond if a student approaches them.

12. The Debrief To fully benefit from the lab classroom as professional development, follow-up is essential for both the observers and the host teachers. The facilitator typically leads a discussion of the observation, prompting questions, ideas, and reflections. The questions may include clarification of activities or conversations observed during the lab classroom. This can also be a time to initiate a relevant book study to compliment their year of planned observations. For example, one group studied Debbie Miller’s (2013) Reading with Meaning. All participants should set individual professional goals for their own classrooms and plan for the next lab visits- determining their focus, their reading assignments, and next steps.

13. What happens during a lab visit?

14. The Pre-Brief  Research Article  Lesson Focus  Questions

15. The Observation  The Mini- Lesson  Independent Reading and Conferring  Reflection Session

16. The Debrief  Lesson Reflection  Goal Setting

17. How do labs get started?

18. The Application Process  Lab Hosts  Lab Participants  Registration

19. The Impact  In Their Words  The Data Speaks

20. Who can create a lab network?