1. Let’s Look at the October Redelivery What have we learned?

2. Three Dimensions 1. Content 2. Process 3. Context

3. Content

4. Session content was coherent and clearly organized  Evidence of thoughtful, planned delivery, rather than redelivery.  Presenters took the time to “own” the material and adjust it to their audience.

5. Goals of the session were clearly stated  Variation across presenters  Consider chart paper, marker board, slides.

6. Information was conveyed in practical terms  Referring directly to core  Ask questions to allow them to make connections.

7. Information conveyed was accurate  Most errors were minor  One frequent error involved the cognitive model and the need to follow all three strands regardless of how the other two turn out.

8. Examples were appropriate and helped clarify new ideas  Many wonderful personal examples – from children’s literature – from classroom teaching – from adult reading behaviors

9. Participants exhibited evidence of understanding  Engagement was evident.  Consider embedding more questions.  Consider other ways to elicit more talk.

10. Adequate closure was provided  Little opportunity to observe.  Consider: – Returning to goals at the close – Reviewing strategies you used to try to achieve them – Outlining next steps

11. Process

12. Presenter monitored participant understanding  Variation among presenters was evident.  Consider: – Adding think-and-share slides – Circulating and troubleshooting during group activities

13. Presenter adjusted instruction when necessary  There was little evidence of need.  Adjusting would not have been easy when content is new to the presenter.  What signs might indicate a need to adjust?

14. Presenter responded to questions and comments insightfully and with tact  Many instances of respectful interchanges between presenter and participants

15. Presenter provided opportunities for role- playing or other forms of guided practice  Jigsaw activity was used but was not evaluated via tape.

16. Presenter built rapport and a positive climate  Use of first names signaled comfort level.  Use of personal anecdotes contributed to climate.

17. Pacing was appropriate  Sometimes pacing was too brisk at the start.

18. Suggestions were offered for classroom implementation  Generally this was a weakness.  Consider eliciting suggestions rather than making them (e.g., “How does this idea play out in your setting?”).

19. Commitment to implement and specific ideas for doing so were sought from participants  It was hard to tell from the tapes whether this occurred.

20. Participants evaluated the session in written form.  Not observed, but...  There was no opportunity!

21. Context

22. Presenter facilitated links from content to specific programs and materials  Lots of variation.  Number of cores per RRFC differs.  Ask participants to make the links, especially when the group represents more than one core.

23. Presenter discussed school-level organizational factors that might inhibit or facilitate implementation  One effective strategy was to include LEA reps and principals  How might these individuals better contribute during the session?

24. Presenter examined specific steps participants might take to facilitate high-quality, long-term implementation  Hard to evaluate via tape.  Jigsaws were one opportunity.  Closing was another.