Facilitated Team Time


FTT Facilitator's Page


https://www.dropbox.com/s/fr52u916l5g1v2d/FTT%20Webinar.mp4
Training Webinar for FTT Facilitators Held on June 11, 2014


Participant Wiki



Team Members: Jody Cleven (4), Yvette Stewart (1), Robert Sox (2) , Cynthia Martin ( 3), Donna Morrow (8) , Tericia Eller (7), Joy Thomas (5), Judy Goins (6).

Meetings:





Date
Time
Details
Agenda with Notes
2/13/14
1:00-2:30
Initial Meeting to provide introduction

2/19/14
2;00-3:00
Discuss Design/Organization
Report on tasks.

3/11/14
9:00-10:30
Report on Work to Date

4/7/14
10:30-11:00
Report on Tasks, Add New Tasks, Provide Updates

4/22/14
10:30-12:00
Report on Tasks. Discuss Facilitator training/wiki.





6/3/14
4:00-5:30
Report on Tasks. Build Resource Table.


Our Task List...Tasks will be marked Complete on this form when finished.




To assist you with scheduling facilitators for FTT


SESSION OVERVIEW/PURPOSE:


Facilitated Team Time (FTT) has been a favorite of Summer Institute participants for the last three years. This time is reserved and protected for RttT teams to develop a plan to share Summer Institute information with all LEA and Charter stakeholders, outline action steps for delivering and evaluating appropriate professional development, and share the plan with other LEAs and Charters.

DESCRIPTION FOR THE FTT SESSION:

Facilitated Team Time is scheduled from 2:15-4:15 on day one and 10:45-12 and 1:00-4:00 (optional) on day two of the 2014 Summer Institute. A NCDPI facilitator will be available during the first two sessions, with an option for a facilitator during the final session. The initial session will open with a brief overview to guide and focus the work of each team. Participants will have access to resources that will support the development of their implementation plan and will have the opportunity to share and collaborate with other LEAs and Charters with the help of a specially designed Google Document accessible state-wide. The NCDPI facilitator will remain in the room to serve as a resource, a note-taker, an idea generator, a collaboration facilitator or other roles as requested by each team.

SESSION OBJECTIVES:
  • Share what was learned during SI 2014
  • Collaborate with LEAs/Charters across the state
  • Plan how SI 2014 will be shared with educators in your LEA/Charter
  • Focus on professional development and capacity building

LEARNING OUTCOMES:
  • Learners will share what was learned during SI 2014
  • Learners will collaborate with LEAs/Charters regionally and across the state
  • Learners will plan how SI 2014 will be shared with educators in your LEA/Charter
  • Learners will focus on professional development and building capacity

PRE-WORK:

The LEA/Charter team lead is responsible for planning the goals that will be addressed during the collaborative time. The team lead should bring necessary materials to further the work of the LEA/Charter professional development planning process (PD calendars, PD plan, questionnaire/survey results, etc.). Prior to attending facilitated team time, please consider how you will capture your work. This could be via Microsoft Word, a Google Doc, chart paper, etc. You may also want to bring the Vision/Goals Poster that you completed in the Spring Fidelity Support Session.


A NCDPI facilitator will be available to share resources and serve as a note-taker, an idea generator, a collaboration facilitator or other roles as requested by each team.



Team Time 2014



Time
000
0002014 Facilitated Team Time Agenda
Learning Outcomes


Day 1





2:15 - 4:15
Facilitator-Led

Welcome and Overview
Work Session
  • Develop an understanding of the purpose of Facilitated Team Time
  • Understand SI learning path and updated professional development perception data
  • Share what was learned during each session attended (ensure each session is represented)
  • Develop a plan to share Summer Institute information with all LEA and Charter stakeholders
  • Connection to Spring 2014 Fidelity Support
  • Outline action steps for delivering appropriate professional development during 2013-2014
  • Outline plan for building capacity within the LEA


Document for Guiding Next Steps


Checklist for Working Through Next Steps
Day 2
10:45-12:00
Facilitator-Led

10:50-11:20 Statewide Collaboration

11:20-12:00
Work Session

Collaboration
Work Session
  • Share with other LEAs/Charters across the state
  • Refine action steps for delivering appropriate professional development during 2013-2014
  • Refine plan for building capacity within the LEA

Facilitated Team Time Collaboration Reflection REVISED
1:00 -
OPTIONAL
Facilitator upon request

Work Session














































Updated Research
  • Notable differences in satisfaction across LEAs of different sizes. Leaders from larger LEAs tended to be less satisfied with RttT-related professional development activities and resources. Smaller LEAs with fewer resources tended to engage in more cross-LEA or region-based collaborations in their efforts to provide professional development than did larger LEAs.
  • Increased cross-district collaboration. Region-based and size-based cross-district collaborations to share professional development and resources have grown significantly and are playing important roles in increasing professional development opportunities and capacity.
  • Continued reliance on school-level PLCs. Many LEAs used a blended professional development delivery approach that combined face-to-face sessions, online modules, and professional learning community (PLC) activities. LEA staff reported that PLCs served as the primary opportunity for teachers to work together on organizing professional development resources by content or grade level and on creating instructional materials that align with new curriculum standards.
  • Teachers less positive about readiness than leaders. Results show a general decline in teachers’ attitudes toward their and their colleagues’ readiness regarding the State’s new curriculum standards, data-based decision making, and the revised teacher evaluation process. Approximately 20% fewer teachers than LEA and school leaders consistently report agreement with statements about local professional development capacity and quality, teacher knowledge, and instructional practices.



Resources

Team start putting resources here....(see agenda from 3/11 for list)






FTT Resources


Facilitated Team Time Resources

Description of Resource

Feedback






















Teacher Leaders




Ten Roles for Teacher Leaders

This is an article from Ed Leadership that discusses 10 different roles for teacher leaders.

Teacher Leader Model Standards

This website houses the Teacher Leader Standards.
"The teacher leader standards are an example of a state-led initiative to differentiate roles for educators to find more effective ways to ensure students graduate from high school ready for college and career and a life as a productive citizen." ~Gene Wilhoit, Executive Director, Council of Chief State School Officers

Building Teachers' Capacity for Success: A Collaborative Approach for Coaches and School Leaders

An ASCD book that looks at how to build capacity in teachers for school improvement
-Some of the book is visible online but ASCD premium members have access to the entire book.

Edutopia Teacher Leadership Blog

This blog on Edutopia highlights teacher leadership. There are some great posts that give ideas for Teacher leadership.

Teacher Leadership Framework

This publication outlines the framework for teacher leader professional development in order to be more effective: working with adult learners, communication, collaborative work, knowledge of content and pedagogy, and systems thinking.

The Power of Teacher Leadership

This article discusses the benefits of tapping in to the leadership potential of National Board Certified Teachers as teacher leaders in their schools.

A Framework for Shared Leadership

This article discusses a model of shared leadership that utilizes the concept of a community of learners where teachers are responsible for not only their own professional learning, but also the professional learning of their colleagues.

Teacher Leadership in High Schools

The Institute for Educational Leadership conducted a study of high schools with teacher leadership in place. The report details their findings.

What Does the Research Tell Us About Teacher Leadership?

This article examines and discusses the findings of a meta-analysis of research on teacher leadership over the past 2 decades.

Four Steps to Building Leadership Capacity

This article from the Harvard Education Letter discusses 4 steps that district or school leaders can take to increase the capacity of their leadership teams.





Educator Effectiveness

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Evidence of Effectiveness

This Learning Forward article shares case studies from states and districts as they implement higher standards. Examine the common themes that are leading to increased student achievement.

Fidelity Check Resources

Resources shared during Spring 2013 Fidelity Support Sessions.

Professional Learning Standards

The Learning Forward professional development standards describes a set of expectations for effective professional learning to ensure equity and excellence in educator learning. Adopted by the North Carolina State Board of Education, the standards serve as indicators that guide the learning, facilitation, implementation, and evaluation of professional learning.

Building Capacity Toolkit

The goal of the Professional Development Capacity Building toolkit is to provide resources to support systemic approaches to improve professional practice, enhance the quality and outcomes of professional learning and improve student academic performance. This is not a NCDPI recommended list but a source that can be used to facilitate meeting the learning goals for professional development.

Professional Development


Building Professional Development Capacity




Building Professional Development Capacity

From SI 2013?

High-Quality Professional Development for Teachers

A report from the Center for American Progress on building high-quality PD for teachers.

Building School Capacity: Systemic Support for the Process of Change

The focus of this article is on how districts can build a support system for schools in their efforts to improve schools.

The District Role in Building Capacity: Four Strategies

This policy brief from the Consortium for Policy Research in Education outlines four strategies that districts can use to build capacity.

Building Leadership Capacity in Schools (ASCD book)



Characteristics of Improved School Districts: Themes from Research

This report from the Office of the Superintendent of Public Instruction in Washington state describes the characteristics identified in improved school districts after analyzing 23 reports and articles.

The Seven Steps to Becoming a 21st Century School or District {Specifically steps 4, 6 & 7)


This blog series discusses in depth the 7 steps to becoming a 21st Century school or district that were developed by EdLeader21, “a community of education leaders committed to building critical thinking, communication, collaboration, and creativity into their educational system.”

Building the Capacity of School Leaders and Teachers to Implement Reform at All Levels


This is a newsletter published by the Southern Regional Educational Board that examines how high schools, middle schools and technology centers can build the capacity of teachers and school leaders


Using Professional Learning Communities to Build Teacher Leadership Capacity: Creating Sustainable Change in Education

A graduate paper on PLCs and building teacher leadership capacity.


Evaluating Professional Development




Does It Make a Difference? Evaluating Professional Development


This article from ASCD discusses what evaluation of PD is and reviews Guskey's 5 steps of PD evaluation.

Teacher Professional Development Evaluation Guide


This is an in-depth guide to evaluating teacher PD from Learning Forward.

Evaluating Standards-Based Professional Development for Teachers: A Handbook for Practitioners


Prepared by The Urban Institute, this handbook provides detailed guidance for evaluating standards-based teacher PD.

Evaluating the Impact of Professional Development in Eight Easy Steps


This article provides an overview of evaluating teacher PD in eight steps. The author, Joellen Killion, also wrote "8 Smooth Steps," which provides a more in-depth look at each of the 8 steps.

Evaluating Professional Development Programs


This article discusses the importance of evaluating PD to ensure that teachers and school leaders are receiving PD that will positively impact student learning. The article breaks PD evaluation into 3 stages: before, during and after. It also outlines Guskey's 5 steps of PD evaluation.

Instructional Practice Guides

These Instructional Practice Guides from the Achieve the Core Website contain useful tools for collecting data via classroom walk-throughs. After clicking the link to the left, select "Download All". Select the desired grade level/content. Click "Download Selected".

Delivering PD Effectively




Report: Effective Teacher Professional Development Crucial to Common Core


This article highlights the findings from the report, "Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability." The research suggests that with implementation of Common Core across the nation, the traditional 90-minute workshop style PD is no longer effective. Teachers need time to implement new strategies and on-going support with that implementation. To read the full report, click on the report title above.

Teacher Development Research Review: Keys to Educator Success

In this article from Edutopia, the author discusses 3 main areas researchers have found that are critical for teacher growth and success: Effective Administrator and Teacher Leadership, Job-Embedded Professional Development, and Professional Learning Communities. The author relies on research-based best practices in each category.

Teachers as Learners: Elements of Effective Professional Development

The author, Kathy Dunne, argues that districts across the country need to continue to improve their PD efforts to create "high-quality professional learning experiences." She goes on in her article to discuss 3 key issues: principles of effective PD, PD design, and images of strategies in action.

Seven standards for effective professional development

Learning Forward (formerly the National Staff Development Council) has redesigned their teacher PD standards to reflect 21st Century skills. The article outlines the seven new standards.

Videos of Professional Development in Action

On the bottom of this page under "Resources for more information about the definition" are several videos, 3 of which showcase teacher PD that models the seven standards for teacher PD from Learning Forward:
  • Stults Road Elementary: PD in Action
  • Ford Middle School: PD in Action
  • John H. Reagan High School: PD in Action

Be sure to click on the video thumbnail image to start the video.

Standards for Professional Learning

This page has links to the 7 Standards for Professional Learning from Learning Forward that, according to the website, "outline the characteristics of professional learning that leads to effective teaching practices, supportive leadership, and improved student results."





Technology for Delivery of PD








Cool Tools for Schools

This link lists Web 2.0 tools that can be used as resources for teachers and delivery of PD

Classroom 2.0


A Social network for educators interested in technology in the classroom.

Web 2.0: New Tools, New Schools (book)


A book that, according the the website, "provides a comprehensive overview of the emerging Web 2.0 technologies and their use in the classroom and in professional development. Topics include blogging as a natural tool for writing instruction, wikis and their role in project collaboration, podcasting as a useful means of presenting information and ideas, and how to use Web 2.0 tools for professional development."

21st Century Professional Development


The Partnership for 21st Century Skills lists the characteristics of 21st Century professional development for teachers.

Wiki as a professional development tool


This paper explores the use of wikis to support teacher professional development. Some of the topics covered include, Online Communities for Teacher Preparation, Wiki: Editable Webpages, Wikis for Learning, Wikis for Learning, Wiki Use at CSUN, Wiki Usage, and Students' Reaction to the Wiki.

Learning with Blogs and Wikis


This article from Educational Leadership describes how teachers can utilize blogs and wikis for their own professional development.





Content Areas

00

Digital Teaching and Learning

This link is broken....

Link was missing. Is this the correct one?
http://ances.ncdpi.wikispaces.net/home

This wiki is intended to be a resource for arts educators, administrators, institutions of higher education, and other interested parties. It contains links to standards, instructional tools, professional development, and other resources related to implementing the NC Arts Education Essential Standards. Arts Education leaders are encouraged to browse, reference, download, share, discuss, and adapt resources.

Math

Standards for Mathematical Practice

Science

NSTA Webinar "Questions, Claims, and Evidence: The Important Place of Argument in Science Writing"

Fillable Fishbone



Guidance and School Counseling

Link to Guidance and School Counseling Facilitated Team Time Resources

SMART Goals








Setting S.M.A.R.T. Goals

This link is to a handout that explains the difference between a goal and accountability and what the elements of a SMART goal are. It also gives examples of non-SMART goals and SMART goals.

NCEES – SMART Goals

This link is to the NCEES wiki with helpful information on SMART goals.





SMART Goals for students

This links to the wiki that was used to develop the SMART Goals for students mini module. Please refer to the SMART Goals mini modules on the NCEEs website to write SMART goals for yourself professionally/personally.You may also view SMARTGoals for students while assisting your students in developing and writing their SMART Goals.













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