3. design a training event
TRANSCRIPT
We help youDesign Training Events• A tool for principals
• Teacher surveys report training needs
• TTL Process© gives you training activity selections that match needs
• You can create your training activities
• Print off your Training Event Agenda and enjoy your event!
1
SELECT TRAINING EVENT ACTIVITIESSuccessfully select appropriate training event activities by matching
training activities to skill level needs for each training room
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish Your School Year Training
Curriculum
Organize Training
Event
Design Training
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
2
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4
Welcome toTeaching Teachers Literacy
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
5
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
6
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
7
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.• Then give teachers strong examples. In groups, teachers name why they are strong.
• Trainer simulates or shows a video of a strong connection + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals, props) that exemplify the criteria of a strong connection + teaching point.
• Individual or small groups reflect on their own lessons to find examples of the criteria.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
8
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.• Then give teachers strong examples. In groups, teachers name why they are strong.
• Trainer simulates or shows a video of a strong connection + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals, props) that exemplify the criteria of a strong connection + teaching point.
• Individual or small groups reflect on their own lessons to find examples of the criteria.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
9
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.• Then give teachers strong examples. In groups, teachers name why they are strong.
• Trainer simulates or shows a video of a strong connection + teaching point. Small groups debrief to name the the specific teacher moves (talk, visuals, props) that exemplify the criteria of a strong connection + teaching point.
• Individual or small groups reflect on their own lessons to find examples of the criteria.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
10
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
• Trainer simulates a mini-lesson.• Trainer leads group through the naming of teacher moves (talk, visuals, props) that facilitated students meeting their purpose during each part of the mini-
lesson under focus for today’s training.
• Teachers observe a recorded mini-lesson.• In small groups, teachers name the specific teacher moves that set students up for success.
• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part of the
mini-lesson under focus for today’s training.VIEW
AGENDA HOMEADD TOAGENDA
STARTOVER
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
11
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
• Trainer simulates a mini-lesson.• Trainer leads group through the naming of teacher moves (talk, visuals, props) that facilitated students meeting their purpose during each part of the mini-
lesson under focus for today’s training.
• Teachers observe a recorded mini-lesson.• In small groups, teachers name the specific teacher moves that set students up for success.
• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part of the
mini-lesson under focus for today’s training.VIEW
AGENDA HOMEADD TOAGENDA
STARTOVER
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
12
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
• Trainer simulates a mini-lesson.• Trainer leads group through the naming of teacher moves (talk, visuals, props) that facilitated students meeting their purpose during each part of the mini-
lesson under focus for today’s training.
• Teachers observe a recorded mini-lesson.• In small groups, teachers name the specific teacher moves that set students up for success.
• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part of the
mini-lesson under focus for today’s training.VIEW
AGENDA HOMEADD TOAGENDA
STARTOVER
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
13
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
14
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher was stating the teaching point.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
15
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher was stating the teaching point.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
16
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher was stating the teaching point.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
AGENDA TRAINING ROOM 1 OCTOBER 18, 2017
17
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 0To acquire knowledge for practice.
Skill Level 1To acquire knowledge for, in, and of practice.
• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher was stating the teaching point.
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
Scroll to view suggestions for training activities.
Reflect:Examples of Criteria
Observe:Determine Impact
on Students
Collaborate:Understand Teacher
Decisions
Practice:Grow in Teaching
Practices
Trainer Feedback:Causes of
IneffectivenessRevise:
Improve PracticesCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
In just a moment…
Your selections for Room 1 Training Activitieswill populate Room 1 Training Event Agenda.
18
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish Your School Year Training
Curriculum
Organize Training
Event
Design Training
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
SAVEAGENDA HOME
EDITAGENDA
STARTOVER
TRAINING EVENT AGENDAROOM 1
TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am
TRAINING TOPICS TRAINING GOAL TEACHER SKILL LEVELS
GROUPING PREFERENCES FOR TRAINING ACTIVITIES
• Mini-Lesson Connection• Mini-Lesson Teaching Point
• Skill Level 1• To acquire knowledge for, of, and
in practice0 1 2 3 4
• Mixed Skills• Mixed Departments• Mixed Schools
1 REFLECT• First give teachers a series of strong examples and name why they are strong – videos, written plans, vignettes.• Then give teachers strong examples. In groups, teachers name why they are strong.
2 OBSERVE• Teachers read a vignette (written script) of a mini-lesson. The vignette is written down the left side of the page.• Along the right side of the vignette, teachers annotate the specific teacher moves that facilitated students meeting their purpose during each part
of the mini-lesson under focus for today’s training.
3 CREATE YOUR OWN• Teachers watch a video together and discuss how the students knew it when the teacher was starting the connection and when the teacher was
stating the teaching point.
PRINT AGENDA
19
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
Congratulations!Your agenda for Training Room 1 has been saved.
Would you like to set your grouping preferences for Training Room 2?
SET TRAINING ROOM
PREFERENCESLOG OUT
20
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish Your School Year Training
Curriculum
Organize Training
Event
Design Training
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
Congratulations!Your agenda for Training Room 1 has been saved.
Would you like to set your grouping preferences for Training Room 2?
SET TRAINING ROOM
PREFERENCESLOG OUT
21
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish Your School Year Training
Curriculum
Organize Training
Event
Design Training
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
22
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
23
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
24
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
25
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
26
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
27
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
28
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers listen to a series of connections.• Teachers determine the thinking that led to determining the need for today’s teaching point.
• Teachers listen to a series of teaching points.• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
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Classroom
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29
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
30
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.• Teachers compare student needs to the next three suggested mini-lessons.• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
• Teachers observe three different recorded versions of the same connection and teaching point.• Teachers note observations of student engagement.• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.• Teachers identify the most effective version.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
31
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.• Teachers compare student needs to the next three suggested mini-lessons.• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
• Teachers observe three different recorded versions of the same connection and teaching point.• Teachers note observations of student engagement.• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.• Teachers identify the most effective version.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
32
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.• Teachers compare student needs to the next three suggested mini-lessons.• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
• Teachers observe three different recorded versions of the same connection and teaching point.• Teachers note observations of student engagement.• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.• Teachers identify the most effective version.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
33
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.• Teachers compare student needs to the next three suggested mini-lessons.• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
• Teachers observe three different recorded versions of the same connection and teaching point.• Teachers note observations of student engagement.• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.• Teachers identify the most effective version.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
VIEWAGENDA HOME
ADD TOAGENDA
STARTOVER
34
AGENDA TRAINING ROOM 2 OCTOBER 18, 2017
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
Training Topics: • Whole Class Mini-Lesson Connection• Whole Class Teaching Point
Select skill development goal Skill Level 2
To apply principles to practice. Skill Level 3To assimilate skills and principles to develop seamless practice and adaptive expertise.
Skill Level 4To adapt skills and principles to new, novel, or unpredictable situations and maintain mindful practice.
Scroll to view suggestions for training activities.
Reflect:Teacher
Metacognition
Observe:Problem solve issues in one’s own practice
Collaborate:Self-direct refining
of teacher practices
Practice:Refine skills to be unconscious, fluid
Trainer Feedback:How parts contribute to the
overall performance
Revise:Use student data (to
improve practiceCREATE OWN
ACTIVITIES
• Teachers view analyze student reading records/writing about reading/conferring notes.• Teachers compare student needs to the next three suggested mini-lessons.• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
SAME SKILL MIXED SKILLS SAME DEPARTMENT MIXED DEPARTMENTS SAME SCHOOL MIXED SCHOOLS
• Teachers observe three different recorded versions of the same connection and teaching point.• Teachers note observations of student engagement.• Teachers analyze student reading records/writing about reading/conferring notes following the mini-lesson.• Teachers identify the most effective version.
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
In just a moment…
Your Training Room 2 selections for training activitieswill be available to view from your Training Event Agenda.
35
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish Your School Year Training
Curriculum
Organize Training
Event
Design Training
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
SAVEAGENDA HOME
EDITAGENDA
STARTOVER
TRAINING EVENT AGENDAROOM 1
TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am
TRAINING TOPICS TRAINING GOAL TEACHER SKILL LEVELS
GROUPING PREFERENCES FOR TRAINING ACTIVITIES
• Mini-Lesson Connection• Mini-Lesson Teaching Point
• Skill Level 3• To assimilate skills and principles to
develop seamless practice and adaptive expertise.
0 1 2 3 4 • Same Departments• Mixed Skills• Mixed Departments• Mixed Schools
1 REFLECT• Teachers listen to a series of teaching points.• Teachers determine the in-the-head-thinking the reader takes on to achieve a specific reading goal.
2 REVISE• Teachers view analyze student reading records/writing about reading/conferring notes.• Teachers compare student needs to the next three suggested mini-lessons.• Teachers revise mini-lesson connections (use student data) and teaching points so mini-lessons align with student needs.
PRINT AGENDA
36
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish School Year Training Curriculum
OrganizeTraining
Event
DesignTraining
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training
Congratulations!Your agenda for Training Room 2 has been saved.
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37
Teaching Teachers Literacy2017-2018 SCHOOL YEAR
Establish Your School Year Training
Curriculum
Organize Training
Event
Design Training
Event
Measure Impact of Training
Move Practices Into
Classroom
Sustain the Training