Day 4

Thursday, July 23, 2020

9:00 - 9:10

9:10 - 9:30

Introduce today's focus question: How do we design professional learning to support teachers in learning in and from practice?
As teacher-learners, we’ve all engaged in a range of professional learning experiences.
- - Describe the explicit and implicit features of your most meaningful professional learning experience. This could be something you led or engaged in as a participant.
  - What made the experience meaningful? If you could uncover the design features of that experience, what do you think they were?
“Sit” next to someone new in the virtual circle. We’ll use breakout rooms to share experiences with a partner as we begin to think about some common features of effective professional learning.

9:30 - 10:05

Next, we’ll add on to our collective wisdom some suggestions for designing professional learning from education researchers.
Glance at / re-read the policy brief: “Effective teacher professional development” (Darling-Hammond et al., 2017)
We will use the Four A’s Text Protocol to take notes and engage with the piece.
- - What’s an assumption about professional learning that you identified in the piece?
  - What’s something you agree with from the piece?
  - What’s something you might argue with the authors about?
  - What’s something you aspire to do moving forward?
Record your Four A's reflections in the shared Jamboard.
As you reflect on the policy brief, consider what additional ideas about professional learning were introduced in:
- - Lieberman, A., & Friedrich, L. (2007). Changing teaching from within: Teachers as leaders. Presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  - Pacansky-Brock, M. (2019). Untangling academic transformation through untethered, equitable professional development. Educator Innovator.

10:05 - 10:15

10:15 - 11:00

Use the PD Design Ideation template to draft an idea for a professional learning experience for colleagues. This might be something you would lead at your school with a small group. It might be a one-on-one investigation with a colleague. It might even be a conference presentation proposal.
Take 7 minutes to put your ideas on a shared slide with the help of some sentence stems. Lean in to the time crunch.
1. - For my PD, I am...
  - I am doing this PD because...
  - I am going to pursue this PD project because...
  - My PD project will be a success if...
With your partner in the virtual circle, take 4 minutes to share your design ideas in a breakout room. Then, allow your partner to share for 4 minutes. Add comments on the slide.
Find a new partner in the virtual circle. Then, share your design ideas again in a breakout room. Your partner should do the same. Add comments on the slide.

11:00 - 11:45

Teachers participating in the ISI will convene in small groups to share with guests (principals, PhilWP leadership, and Advanced Institute participants) some of their goals and questions for the fall based on their ISI experiences.
ISI teachers will set facilitate the small discussions and may ask for feedback.
As you participate, reflect on what teachers seem to value about their professional learning experience this summer, what they seem to be taking with them, and what questions they still have.

11:45 + afternoon

Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311-329.
McLaughlin, M. W., & Talbert, J. E. (2008). Developing communities of practice in schools. In Building school-based teacher learning communities: Professional strategies to improve student achievement (pp. 38-63). Teachers College Press.