<p>Title: Supporting Adult Learning Description: Participants will explore how to support teachers in acquiring effective instructional strategies by applying adult learning theory. They will create an action plan to support their learning. The application focus is that participants will support teachers' opportunities to improve their instructional practices.</p><p>NOTES:  PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at [email protected] for details (including an Attendance Roster Form and a Participant Feedback Form)  FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to [email protected] (be sure to include the exact name of the workshop).</p><p>TARGETED LEARNING FOR THIS WORKSHOP Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).</p><p>Introduction to the Instructional Leadership Model Targeted Objectives:  Participants will be introduced to the "Instructional Leadership Model" (a systems thinking approach).  Participants will pre-assess their application level of the critical behaviors. (Research-Based Critical Behaviors are presented through the introduction of the action plan.) Research-Based Critical Behaviors (Vanderbilt University research found that the following principal behaviors have a direct & significant influence on teachers’ performance)  The introduction emphasizes a systems thinking approach regarding key processes & core components. Specific behaviors relevant to this workshop are listed in the action plan. ISLLC Standard: (based on a ISLLC Standards Rubric derived from the ISLLC Performance Expectations & Elements)  The introduction is not aligned to specific ISLLC Standards Key Vocabulary Core Components, Key Processes, Research-based Critical Behaviors (see action for specific definitions) Key Words  VAL-Ed Workshop, ISSLC Workshop, administrator professional development, principal expectations</p><p>Main Segment: Supporting Adult Learning Targeted Objectives  Participants will investigate how instructional leaders support collaboration among faculty to improve instruction that maximizes student learning. </p><p>Page 1 of 8  Participants will connect learning to Research-Based Critical Behaviors and apply learning to developing an action plan to impact teacher performance and student learning. Research-Based Critical Behaviors:  Supports teachers’ opportunities to improve their instructional practices ISLLC Standards  ISLLC 2.B Rigorous Curriculum and Instruction Guiding Questions:  How do instructional leaders support collaboration among faculty to improve instruction that maximizes student learning? Key Vocabulary</p><p>Agenda and Segment Titles Time in Minutes Notes Introduction of the Instructional Leadership Model & 20 Overview Adult Learning 50 Conclusion & Development of an Action Plan 20 TOTAL TIME 90 (1.5 hrs.)</p><p>Materials  Facilitator Guide for Supporting Adult Learning  Facilitator PowerPoint for Supporting Adult Learning  Agenda (facilitator makes this on chart paper)  Post-its, Chart paper, Markers Handouts (exact title and name of the electronic file)  Action Plan  Principles of Adult Learning list Readings  Twelve Principles for Effective Ault Learning</p><p>Alternative Readings  Essential Beliefs about Adult Learning  More on Adult Learning  30 Things we Know for Sure About Adult Learning Videos  None</p><p>Page 2 of 8 Research Included / References:  Stages of Concern, Hord, Rutherford, Hulling-Austin and Hall, 1987  Vanderbilt Assessment for Leadership for Educators (VAL-ED), Discovery Education Assessment, Nashville, TN; July 2009  Stages of Concern, Hord, Rutherford, Hulling-Austin and Hall, 1987  Learning to Listen, Learning to Teach, Jane Vella, San Francisco: Jossey-Bass Publishers, 1994. Content Experts: Toni Reynolds, Kathy Sheppe, Marsha Speck, & Julius Koenigsknecht</p><p>Introduction of the Instructional Leadership Model (and overview) Management Considerations, Notes, etc (for Introduction of the Instructional Leadership Model) Management Notes:  [#] The number of the PowerPoint slide that aligns with that portion of the presentation is listed in bracket (within the structure or left-hand column).  Each segment begins with a slide entitled “Segment Guiding Questions”  Check with the superintendent in advance to see if s/he prefers to use established district administrative team norms.  Ask the superintendent in advance to prepare a welcome and remarks regarding WHY this workshop is important for principals. Facilitator Formative Assessment Notes: This information is intended to provide guidance to adjust the pacing or lesson within the workshop. After you have worked through this workshop, you may make modifications and/or additions to these items to guide other facilitators.  Observe participants’ engagement in superintendent’s opening remarks  Listen to shared interests of participants. Do comments align with workshop outcomes?  Observe participants’ reaction to the proposed norms. PRESENTATION FOR INTRODUCTION OF THE INSTRUCTIONAL LEADERSHIP MODEL Introduction / Anticipatory Set for the introduction  [1] This is the title slide  Start the session with a BRIEF opening remark about the whole workshop.  [2] Introduce superintendent to welcome participants and discuss WHY this workshop is important o Reinforce superintendent’s opening by sharing several reasons WHY this topic is important o Your reasons should align with the concepts of change leadership & creating demand for new initiatives (as modeled on the right). o Give participants an opportunity to share interests they have for developing their skills for in this area/topic  IF appropriate/necessary, facilitate introductions of all persons in the room (use a strategies that requires each person to “uncover” </p><p>Page 3 of 8 something about him/her self that others may not know …favorite music, most unique trip, favorite movie from 80’s/college, unique story, etc) Provide an overview of today by discussing today’s agenda (create & post simple agenda on chart paper)</p><p>[3] Describe the “Intended Outcomes” for today</p><p>[4] Introduce today’s proposed norms. </p><p>Ask group to raise their hands to indicate that they are willing to accept the proposed norms for today.</p><p>Emphasize “Share ONE point” …this norms allows everyone to have opportunities to add to the dialogue</p><p>Presentation / Engagement Set for the introduction  [5] Introduce the Instructional Leadership Model o In the big picture, or from a systems thinking perspective, the Instructional Leadership Model represents the focus on student achievement, teacher quality, and administrator excellence. o Core components are characteristics of schools that support teacher performance and student learning. o Key processes refer to how principals manage those core components. o Each core component is managed through the six key processes. o If necessary, explain which key processes will be addressed in the workshop.  [6] Provide a working definition for core component focus of this workshop (one of the five core component of Instructional Leadership)  [7] Provide an overview of the Research-Based Critical Behaviors (listed on slide and listed on action plan) o Explain that these are based on Vanderbilt University researchers who found that these principal behaviors have a direct and significant impact on teachers’ performance and student learning. These particular behaviors will guide our training.  [8] Introduce the Action Plan (ask all participants to take out the form) o Explain that by the end of this workshop each participant will develop an action plan o As anticipatory set for that planning, ask participants to carefully read the definition of the core component and make notes about their interpretation of its meaning (1 minute) o Then ask them to carefully read the definition of the key process (or key processes) and make notes (1 minute) o Next ask them to carefully read the definition of the Research-Based Critical Behaviors and rate their current application of those behaviors. Explain that if they participated in the VAL-ED this should look very familiar. Participants should use the rating scale of 1-5 (5 = highly effective, 3 = satisfactorily effective, 1 = ineffective). Emphasize to participants that the point of this activity is to identify EVIDENCE, so they must describe the evidence that supports their rating (4 minutes). o Closure for the introduction  None Follow-up Strategies for the introduction (Coaching Bundle)  Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors. You might you pose the following questions to help ensure the principal has a clear picture of the desired end result. o What is meant by xxx? </p><p>Page 4 of 8 o What would it look like when that is implemented effectively in your school? o What would it sound like, in terms of teacher talk? o What is your vision? What impact can these behaviors have on school culture?  Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the action plan.  Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.  Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts. The items presented here provide a start; facilitators and coaches are encouraged to provide additional and/or modified questions. Individual Reflection Questions for Coaching  How is this topic compatible with district, school, and/or personal beliefs?  What new learning will be implementing as a result of this workshop?  How will you manage the implementation so that you avoid it being perceived as too complex? Group Discussion Questions for Online Forum  What are the relative advantages of this topic? Why are these concepts better than past practice?  How will you change your behavior, in observable & measurable ways, as a result of this topic?  How will you engage staff in this topic to ensure this becomes a part of the school culture?</p><p>Main Segment: Supporting Adult Learning PRESENTATION FOR THIS SEGMENT (segment is less than one hour chunk of learning; one big Management Considerations, idea or one theme) Notes, etc Introduction / Anticipatory Set for this segment Management:  [9] This slide indicates the beginning of this segment and may be used to present the focus of this  [#] The number of the segment. PowerPoint slide that aligns with o The guiding question is intended to communicate the focus of this segment to participants. that portion of the presentation o Note that the guiding question is used again at the end of this segment. is listed in bracket (within the  [10] Ask the participants to record what activities are currently in place to support teacher growth structure or left-hand column). and development in the area of effective instructional strategies. They should record 1 idea per post  Each segment begins with a it note. After they record, talk about how you would know whether that activity is effective. Some slide entitled “Segment Guiding examples could include: Question” o Observation of teachers o Review of student work Formative Assessment o Teacher surveys The formative assessment items o Student assessment data are presented only for general guidance. Use this informal  [11] As a tabletop, ask the participants to organize their post its in 2 columns on a chart under + </p><p>Page 5 of 8 for effective strategies and – for ineffective. feedback to adjust pacing or lessons. After you have worked through this workshop, you may Presentation / Engagement for this segment make modifications and/or FACILITATOR: Alternative articles (file names start with “z article”) are provided, and may be used as a additions to these items to guide substitute. Another alternative is to have different participants read each article and then combines ideas. other facilitators.  [12] Distribute the article: Twelve Principles for Effective Adult Learning  Observe the discussion in  Ask participants to jigsaw the article (each person is to read one or more sections …depending on the groups as well as the number of participants.) and make notes regarding key points. EMPHASIZE that each group will be presentations providing a summary for the rest of the participants. (provide time to work on their portion)  Distribute the handout: Principles of Adult Learning (this is used for note taking)  Prior to the group presentation distribute and discuss the participants the handout/organizer. This is to be used for note taking as each person or group presents their summary of their assigned principle. EMPHASIZE that each presentation must address the questions: What is the principle? How does that principle apply in the school setting? How does that principle support teacher acquisition of effective instructional strategies?  [13] Explain that each group is to prepare a presentation and present on one of adult learning principles (depending on group size, person may need to present on multiple principles)</p><p> [14] Refer back to the chart you created at the beginning of this workshop. Pose the following questions: o How does your chart of Effective / Ineffective Practice align with the research on adult learning as presented in Vella article? o What is similar? What is Different? o Discuss why some of those activities you listed earlier as ineffective with consideration of adult learning theory. o How does this influence your practice?  [15] On your own, make notes about three events in your school during the past year, and describe how the application of adult learning theory could improve each event. Closure for this segment  [16] Ask the table groups to consider the different ways Adult Learning Theory has been applied or could be applied at their schools to support their teachers’ growth and development. Each group will share a specific example.  [17] Guide participants to their Action Plan. Ask participants to THINK & make notes in the column labeled “Strategies/Ideas” regarding connection between our discussions today and the “Research- Based Critical Behaviors.” Instruct participants to list at least THREE things they are already doing, have learned today, or may apply from other sources. NOTE: Inform participants that they will engage in this activity at the end each segment throughout the training. Follow-up Strategies for this Segment (Coaching Bundle)</p><p>Page 6 of 8  Review the article summary and discuss how adult learning theory in supporting in professional development at the client’s building.  The Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors. You might you pose the following questions to help ensure the principal has a clear picture of the desired end result. o What is meant by xxx? o What would it look like when that is implemented effectively in your school? o What would it sound like, in terms of teacher talk? o What is your vision? What impact can these behaviors have on school culture?  Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the action plan.  Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.  Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts. The items presented here provide a start; facilitators and coaches are encouraged to provide additional and/or modified questions. Individual Reflection Questions for Coaching  How are the principles of Adult Learning Theory reflected in your current professional development?  Are there any principles which need to be addressed? Group Discussion Questions for Online Forum  How are the principles of adult learning theory currently reflected in your professional development?</p><p>Conclusion & Development of an Action Plan Material: Action Plan for Supporting Adult Learning</p><p>FACILITATOR: This module/workshop focuses on one VAL-ED research-based critical behaviors, which is in bold on the action plan (participants are to focus on the one in bold, and may choose to add information to the others as they see connections). Typically, approximately 4 research- based critical behaviors are included on the action plan. This set of VAL-ED research-based critical behaviors typically represent one key process managing one core component that is a focus of the workshop. In other words, they represent multiple components of a systems thinking approach to implementing the core component. Ask participants: Improvement in which one critical behavior may have the most significant impact in your school?”</p><p>Page 7 of 8  [18] Review the Targeted Objectives and Research-Based Critical Behaviors. o Connect each item to an activity that was designed to develop participants’ understanding and application of that critical behavior, guiding question, and/ or objective.  Ask participants to REVIEW what they have learned through this workshop (notes in the column labeled Ideas/Strategies). o Facilitator: Participants were asked to make notes in this column at the closure of each segment. Ask participants to ensure they have recorded 2-4 most significant learnings / confirmations per critical behavior (row). o Optional Pair Share: Ask participants to refer back to the column label Current Reality, and describe how their comprehension of the research-based critical behaviors has grown.  Now ask participants to complete the last two columns of the Action Plan. Explain to participants that they are to describe Next Steps by answering all three questions and then record their Action Plan by describing who will do what by when. FACILITATOR: Principals who are provided a leadership coach will be engaged in follow-up conversations about the workshop and action. o Encourage participants to take out their calendars and list deadlines on their calendar. o Suggest that after completing each column, participants review their Action Plan form horizontally to ensure ideas are connecting. o ALSO, suggest that they review their action plan to ensure it includes measurable/observable actions.  [19] In table groups (in a round robin format), ask each participant to share one new learning and describe how they will apply it in their job. Emphasize that each person must have ONE unique item to share …no repeat ideas.</p><p>Follow-up Strategies for this workshop (Coaching Bundle)  Use the Instructional Leadership Model to engage the principal in a conversation about systems thinking applied to the concepts of this workshop.  Coaches are expected to ask to see the Action Plan and discuss each section: Research-Based Critical Behaviors, Ideas/Strategies, Next Steps, & Action Plan  Use reflective questioning to engage the principal in a conversation to clarify learning and application possibilities.  Use questioning strategies and push principal to provide evidence that the new learning is being applied in the school and confirm implementation of the action plan.  Engage the principal in reflective dialogue about his/her professional growth resulting from participation in this workshop and/or implementation of the action plan.</p><p>Page 8 of 8</p>