AE Live 3.2: Designing and Leading Professional Development for Teachers - Free Educational videos for Students in K-12

AE Live 3.2: Designing and Leading Professional Development for Teachers - By

Transcript


00:04	Hello everyone and welcome to the second session . In
00:08	the third series of american English Live Teacher Development .
00:12	My name is Lauren and I'll be with you today
00:15	along with my colleague behind the scenes moderator heather who
00:19	will be serving . We will be serving as moderators
00:21	to help answer your questions and respond to your comments
00:25	during the session today , Kate will be talking with
00:28	Laura Becker about designing and leading impactful professional development for
00:33	teachers . Let's go ahead and get started . Hello
00:39	everyone . As Lauren said , I am Kate and
00:42	I work here in Washington , D . C .
00:45	In the office of English language Programs . I'm part
00:48	of the american english social media team and I'm happy
00:51	to be with you here as your facilitator today .
00:55	We'd love to uh to extend a warm welcome to
00:58	our first time viewers . If you're joining us for
01:00	the very first time , we'd love for you to
01:02	let us know in the comments . And of course
01:06	we're so happy to see all of you who have
01:08	joined us before and we're really glad that you are
01:11	continuing to learn and share with us . So thanks
01:13	for being with us . Let's start with these american
01:17	english live viewing group photos featuring teachers at the Lincoln
01:21	corner , Skardu in Pakistan and Youth english corner in
01:25	Zanzibar special . Thank you to these viewing groups for
01:29	sharing these photos . We love to see teachers learning
01:32	and sharing together as they view the american English live
01:35	series . So thank you and we love to see
01:38	more . So please share your photos by emailing them
01:41	to the email there on your screen . American english
01:44	webinars at ilE programs dot org or by tagging us
01:48	on social media at american english for educators or by
01:51	using the hashtag american english . We may feature one
01:55	of your photos in the next session , so let's
01:59	review our exciting lineup for this series . Our presentations
02:03	for this series are on the topics of service learning
02:06	, professional development for teacher trainers and managing multilevel classrooms
02:12	. Today we're talking about professional development for teacher trainers
02:16	and we look forward to learning more about this and
02:18	other topics without throughout the rest of the series .
02:22	So here's a little bit about what to expect .
02:25	Each session is about 60 minutes long and it's usually
02:29	linked to a teacher's corner theme on the American English
02:32	website . Resources related to this event will be shared
02:36	um in the comments and also the slides and recording
02:40	will be on our american english website . Very soon
02:44	the presenter will present the material and I as your
02:47	host , will ask questions and make comments as well
02:51	, but we really hope to hear from you our
02:53	audience so that we can address your ideas and experiences
02:57	. So please do share your questions and comments in
03:01	the comment box or chat box . When our session
03:05	comes to a close in about an hour , you
03:08	will have an opportunity to receive a digital badge for
03:10	your participation . At the end of this session we
03:14	will share a link in the comments and at the
03:16	top of this post , click on that link and
03:19	complete a short quiz about today's session . You must
03:23	answer two out of three questions correctly in order to
03:26	receive the digital badge . But don't worry , the
03:29	quiz is not too difficult . If you are here
03:31	to join us for the entire hour , you should
03:33	have no trouble filling it out . And also we
03:36	will leave this link open until Monday September 24 .
03:40	So if you don't get a chance to watch the
03:42	whole session , but you want to review the materials
03:45	, this recording will stay right where it is and
03:48	you can watch it later and take the quiz later
03:51	. You can only complete the quiz one time ,
03:53	so take your time but don't worry too much .
03:56	Once you have successfully passed the quiz , you should
03:58	receive your um email with your badge from american English
04:03	at state dot gov within about a week . And
04:08	we are very pleased to announce that registration for the
04:11	professional development for teachers , teacher trainers , moocs or
04:15	massive open online course is now open . Be sure
04:20	to register today . This mook designed for both new
04:24	and experienced teachers gives participants methods for creating , presenting
04:29	and evaluating effective teacher training workshops . You will gain
04:33	tools and techniques for promoting and providing professional development in
04:36	your teaching context . And if you earn 70 or
04:41	higher on the , throughout this five week course you
04:44	will receive a digital badge as well for your mark
04:47	as a mark of completion . So you can see
04:50	the link here , Be sure to register at www
04:54	dot e teacher dot org slash book And you can
04:58	see the course orientation begins October 10 and the course
05:02	begins on October 15 . So we are excited to
05:05	see you there and now for today's session , which
05:10	will be a little bit of hopefully a really nice
05:14	taste or introduction to the topic of marmaduke designing and
05:18	leading professional development for teachers . Have you ever thought
05:22	of leading a professional development workshop for other teachers ?
05:26	Do you design teacher development activities and wonder how to
05:30	make them as effective as possible ? Well , today
05:34	we will explore the core principles for planning , teacher
05:37	professional development . We will all learn how to design
05:41	and lead an effective workshop along with several effective ongoing
05:45	professional development practices . And we will consider keys to
05:49	professional development success ranging from creating a community of teachers
05:54	to selecting materials that will lead to intensive and purposeful
05:58	interaction . And now it is my delight and pleasure
06:04	to introduce our presenter . Dr Laura Becker Hello Hi
06:09	Laura is an associate professor of T cell at Hunter
06:13	College at the University of New york . Her research
06:17	relates to english as a second and as a foreign
06:20	language teacher preparation and she has over 50 publications and
06:27	books . Wow . She is also the co editor
06:31	of the new educator and serves on the editorial board
06:34	of the T Cell Journal Journal . Excuse me ,
06:38	Laura has presented extensively internationally and in the US and
06:42	she also develops and directs study abroad programs for teachers
06:47	. She has served as textile International's teacher Education interest
06:50	section chair and as a U . S . Department
06:53	of State english language specialists and as a consultant to
06:57	the new york city public schools . So welcome laura
07:00	, we're so happy to have you here today .
07:03	Thank you so much . I'm really excited to be
07:05	here with everyone and really looking forward to hearing what
07:09	your questions are and what your ideas are around ,
07:12	leading your own professional development . So we'll just jump
07:15	right in uh today's session . Um I was thinking
07:20	a lot about you out in many many different contexts
07:23	and so I'm hoping that what we provide you today
07:26	um there's something in it for you . So definitely
07:29	be active with the comments and questions so that we
07:32	can make sure to answer uh brainstorm with you .
07:35	So the picture on the first slide um you'll see
07:39	is a black chalkboard and some light bulbs . Some
07:45	wheels turning and a bar chart . So I selected
07:49	this image because I thought it was a great way
07:52	to think about the whole design process . Uh and
07:56	the light bulbs are great ideas in teaching english .
08:01	There's so many different approaches and methods um that we
08:04	want to share and learn and improve and those are
08:07	the ideas that go into teacher professional learning , but
08:12	the wheels that turn , that's you , that gets
08:15	them in motion . All your colleagues working together ,
08:18	trying to explore and try out these new methods and
08:22	the bar chart is the results , the impact on
08:26	your students as their english language hopefully improves and improves
08:31	as you work through all this new learning . So
08:35	what I'd like to do is go uh just share
08:38	a little about what the goals are um for today's
08:42	session , the first goal is to just help you
08:48	see some of the key components um that we found
08:53	from a lot of research that tell you what professional
08:57	development will be effective . And the second goal is
09:01	to give you a little feel for how it's different
09:05	to work with teachers learning versus students learning and using
09:10	all of that to make sure we have enough time
09:13	to really look at some wonderful approaches that have been
09:16	widely used in teacher professional learning . So getting started
09:22	, um I'd like to know , we go to
09:25	the next line . What you think of when you
09:28	think of teacher training and teacher development , um what
09:34	do you think the differences and which of those have
09:37	you experienced ? Um And I'd love to hear some
09:41	of the comments . All right , Yeah . Let's
09:44	hear it from you everyone . What do you think
09:47	is the difference between teacher training and teacher development and
09:51	then what do you think you've experienced ? Maybe more
09:54	of ? So as we're looking at our comments ,
09:58	we're getting a few coming in , but as we're
10:01	looking at some of those and waiting for everybody to
10:04	have a chance to think about it , I guess
10:06	, I think of training myself laura as more of
10:09	what I went through before I became a teacher and
10:12	development as sort of how I maintain my skills and
10:15	improve my skills as I go along my teaching career
10:19	. Is that about right ? Definitely . I think
10:22	training we think of as something when we're new to
10:26	a craft or trade that we work with someone who
10:29	has expertise and they show us how to do this
10:33	new thing and we do a lot of practice with
10:36	it , that's sort of our training piece and they
10:38	give us feedback on how we're doing . So development
10:42	would be something more across the lifetime , across your
10:46	career that never really ends . It's something that's ongoing
10:49	learning great . Yeah , it looks like a notch
10:53	Chimbote . Hopefully I'm saying that correctly , he agrees
10:57	that that development is more ongoing . Um Pretty says
11:02	that , I think improving skills is part of development
11:07	. Um Fatima says that development is to improve our
11:10	skills which already exist in us . Oh , I
11:13	like that idea . Nice , um great , so
11:17	a lot of great , these are great ideas because
11:21	the idea that it's already in us already , you
11:24	know , so that leads us to the idea of
11:27	working with other teachers in doing professional development . Um
11:32	why might we call the leader of a teacher professional
11:36	development experience a facilitator and not call them a trainer
11:43	? Great question . So we'd love to hear from
11:44	you everyone , why why would we call a professional
11:47	development leader a facilitator rather than a trainer ? What's
11:51	the difference there and why would we call them a
11:53	facilitator ? Um and it looks also like um some
11:58	other folks are talking about how teacher development is practical
12:01	implementation of learning and um development is practicing . So
12:08	we have some other great definitions there as well ,
12:11	those those are great and uh I think when we
12:14	think about putting something into practice , we we really
12:18	need someone to support us , we're doing that work
12:22	. So it's not so much that we need training
12:25	, but we need someone to help guide us to
12:27	just create the space and the time and the structure
12:31	and that's really more of a facilitator role . All
12:33	right , Doreen says that a facilitator just augments are
12:38	learning . Uh Nusrat says a facilitator guides us .
12:42	Uh let's see um Gaza Gaza says that you can
12:50	train a teacher , but development can be shown on
12:53	his or her part through improvement . And Mercedes says
12:57	that we call it a facilitator because they motivate us
13:00	to do things on our own . I like that
13:02	. I love that . And what those comments are
13:05	making me think of is that the training is really
13:09	what I am doing to you . But the development
13:12	is what you're doing within yourself . I can't make
13:15	someone develop . Um that's something that's going to be
13:18	their own process . So all of those elements we
13:22	want to kind of keep in mind throughout this workshop
13:25	that this is not the same as um initial teacher
13:28	education or teacher training , but something different . And
13:32	it's really about working with colleagues and knowing that all
13:35	of you as english teachers already have a lot to
13:38	offer and share with each other . And it's really
13:41	not about being an expert , it's about facilitating and
13:45	if you know how to teach , you know how
13:46	to facilitate . Um So let's take a look at
13:49	kind of the definition for professional development . So you
13:53	see I have a who well where when why you
13:55	know the five Ws . And the H . Um
13:58	So starting with the who as I just mentioned ,
14:03	it can be led by teachers , it can be
14:06	led by a coach . Uh It can be led
14:09	by an administrator but it doesn't have to be um
14:13	someone who is in a position of authority , we
14:15	can all share and lead professional development when it can
14:20	happen before school , during a lunch break , after
14:24	school . Um Any time where it can happen right
14:30	in a classroom that's empty , it can happen in
14:33	a ministry central office or it can happen online like
14:37	it is right now . Um It doesn't have to
14:39	be face to face . Um how the how is
14:44	creating that opportunity for really meaningful interaction with other professionals
14:51	. That interaction is the key to professional development .
14:54	Um So what we're gonna talk about today is not
14:57	me as an individual teacher , you know , reading
15:00	and learning and of course continuing to develop on my
15:03	own . This is really about developing the , the
15:09	way things are being taught in a school for the
15:12	benefit of student learning , so I can't always do
15:14	that on my own . Um We want to build
15:17	why new knowledge , new skills , there's so much
15:21	out there in english language teaching that we want to
15:23	try and improve and bring into our classrooms and ultimately
15:29	, the , what is teachers are learning , they're
15:32	getting new knowledge and skills so that they can bring
15:35	them to students and students will benefit . Wonderful .
15:39	I love this slide because it's very teacher focused when
15:43	we are doing professional development . Sometimes I think in
15:46	some schools just kind of do do a workshop or
15:50	the school um organizes a workshop just to organize a
15:54	workshop , but this is really showing us that with
15:58	professional development we need to be focused on the teacher
16:01	, just like in our classrooms , we have to
16:02	be student centered . Um with professional development , we
16:06	really need to be teacher centered . So where is
16:09	best for them to meet , what skills do they
16:11	need to develop ? Um can they lead or can
16:15	they help lead some of these workshops ? So I
16:17	really like the concepts that you're sharing with us here
16:20	. Absolutely , absolutely , because we know as english
16:24	language teachers , we have to , when we're planning
16:27	lessons were thinking about what are the students doing in
16:30	the lesson and when we plan teacher learning in professional
16:35	development , we have to think also what will the
16:37	teachers be doing ? It's not just a delivery ,
16:40	they have to engage actively . So let's take a
16:43	look a little more um on the next slide and
16:47	we're gonna go to sometimes when we don't feel professional
16:51	development is really exciting or engaging us . Um So
16:56	these are three pictures from a teacher who's gone to
17:00	a professional development , maybe she wasn't so thrilled with
17:03	. Um we've all had those experiences , we have
17:05	to be honest , and we can learn a lot
17:07	from them . So if you would take a moment
17:10	and give me an adjective of feeling for each of
17:15	those three teachers , she's in the professional development ,
17:18	what do you think she is feeling ? Yeah ,
17:23	let's um let us know participants in the comments and
17:27	in the chat box . How do you think this
17:29	teacher here is feeling while she's sitting in a professional
17:32	development event ? Looks like Alpha says anxious . March
17:38	. March says she's sleeping or maybe very falling asleep
17:44	. Um Mira says she's bored and maybe she's thinking
17:47	that there's nothing new for her . That's a good
17:49	point . Oh , let's see . Crystal says she
17:53	doesn't seem interested at all . Yes . Oh yeah
17:58	. Oh yeah , so those are right on point
18:01	. Um frustrated . Okay , so let's look at
18:04	the USTA says , I've had these expressions too .
18:08	We all have and it's important to look at the
18:12	non examples so we can look for the examples .
18:14	So , um these are just along the lines of
18:18	of what you are writing . Um I'm already familiar
18:21	with these techniques , there's nothing really here for me
18:25	. Um the teacher who's following asleep , you know
18:28	, I I can't just sit here and be lectured
18:30	to have taught all day , I'm busy , get
18:33	me active . Um and that hopefully might lead you
18:36	to feel the third teacher , which is , you
18:39	know what , I could lead this professional development .
18:42	I know as much as this presenter does , um
18:45	give me a chance . So going to the next
18:48	slide , um if you would take a second to
18:51	think about why do those teachers get to feeling frustrated
18:56	, bored , uh etcetera , um what have you
19:00	seen or experienced or what do you think might have
19:04	led them to feel that way ? So , if
19:06	you can complete the sentence , teacher professional development may
19:11	not be so effective when Alright , great . So
19:16	when would teacher professional development not be effective or when
19:20	would you maybe feel the way that those pictures kind
19:24	of depicted ? So what are some examples or things
19:27	that have happened for you and professional development ? Maybe
19:30	that weren't so effective ? Let's see a lot of
19:35	people saying they can relate . One thing is um
19:40	when it has no relevance for my classroom or I
19:45	really don't feel that it's appropriate for my context .
19:49	I often feel like the woman in those photos .
19:53	Mhm Beneath says , teachers are not , I'm sorry
19:57	Alicia says that maybe um they don't feel that they're
20:01	being active , um and they're not being asked to
20:05	be engaged in the process . Um Masala says it
20:10	doesn't it doesn't engage the teacher personally or a Katrina
20:16	. I think this is when we can all relate
20:18	to the teacher has already heard that information before .
20:21	Right , right . Um and so that's why your
20:25	interaction is really important because when um when we are
20:29	sharing these ideas , we want to make sure you
20:31	jump in and make sometimes make the professional development meaning
20:34	for yourself . Um so let's take a look at
20:37	the next slide , which is what a lot of
20:39	research on professional development has found . Um when it's
20:45	not effective , teachers don't take up the learning ,
20:48	they don't implement the new method and students don't benefit
20:52	. Um so it's really important to understand what happens
20:55	here that wasn't so effective . First of all ,
20:59	as you said , the participants do not get to
21:02	choose what the content is , someone tells them you're
21:05	going to learn this . Well , maybe I have
21:07	no interest in that , or maybe already know that
21:09	um the second bullet that the facilitator does a lot
21:14	of talking and you don't get a chance to talk
21:17	to your colleagues , it's just really listening . Um
21:21	the facilitator sometimes doesn't seem to have a lot of
21:23	experience or they don't have experience in your school and
21:28	your context , so it doesn't always make sense what
21:31	they're suggesting . Um sometimes it's not effective because it's
21:38	not differentiated , you know , it's like everybody is
21:42	a new teacher , but you have experienced , may
21:44	be in the room and the last one happens a
21:48	lot way too much , which is that after the
21:51	workshop , After the professional development session or experience ,
21:56	there's no follow up , you never hear from the
21:59	facilitator again , you don't get to talk to other
22:02	participants , see how it's going for them . So
22:05	some of the suggestions we have today are to kind
22:08	of get at that piece , um so these are
22:12	some of the ineffective approaches and a lot of you
22:15	noticed why um the teachers are looking that way ,
22:19	These are the reasons behind that . And so let's
22:21	take a look on the next slide at the positive
22:26	. So we so we took we kind of reflected
22:30	on some aspects of professional development in the past that
22:34	maybe weren't so effective , and now we get to
22:37	see this beautiful , bright full of seven principles that
22:42	are gonna be effective for us . Yes , because
22:45	it's really uh there's so much great professional development that
22:50	we have all experienced two . We've gone to workshops
22:53	that we just hold that material for years because it
22:57	was so great , it's so useful or just an
23:00	experience or even just getting to know colleagues , It
23:03	re energizes , we leave feeling really good and excited
23:06	about teaching . So I'm gonna walk through these principles
23:11	, just touch on them . These are all based
23:13	on a lot , about 25 years of big ,
23:16	large scale research on English language teachers around the world
23:20	. Um , but please jump in any time ,
23:23	any comments or questions as we go . Um so
23:26	I'm going to go to the next slide and walk
23:28	you through them . The first one is that the
23:30	professional development really connects to student learning . And so
23:36	if the method , let's say it's a new approach
23:39	to teaching pronunciation , I want to know . Is
23:43	that a proven method ? Is that a method there's
23:45	been some research on , because I want to take
23:49	time take teachers time only on methods that are really
23:52	going to impact student learning . The second , um
23:58	, component or principle , is that what you all
24:01	mentioned before , that the teacher has some um ,
24:05	involvement , has some goals that they have for their
24:09	teaching and that you check in with them with a
24:13	survey questionnaire talking to teachers . So what you choose
24:18	to present is really related to what they want to
24:21	learn more about . Absolutely , yeah . This is
24:24	definitely one that a lot of our participants , I
24:27	think we're bringing up in our previous discussion . Absolutely
24:31	. Um , the next item is uh , that
24:34	the , whatever the professional development is about , it's
24:38	something teachers can really use in the classroom . Um
24:42	, it has examples of how it's been used ,
24:46	um , so that it's not something that again ,
24:49	oh , it sounds great , it's a great activity
24:51	, can never work , you know where I am
24:53	. Um , you want to hear and work with
24:54	things that you feel you could really use in your
24:56	setting , even if you have to adapt it a
24:58	little bit . The next important feature of effective professional
25:04	development is that as the facilitator presents the ideas ,
25:10	they give participants a chance to really practice the ideas
25:16	. So if the professional development says , hey ,
25:19	we need to do more pair work in classrooms ,
25:24	the professional development workshop has pair work in it .
25:27	You want to actually engage in the doing of the
25:31	method because it helps you really understand it and you're
25:34	more likely to use it back in your classroom when
25:37	you've done it yourself . Absolutely . This one kind
25:41	of ties in a couple of things like actually implementing
25:44	, but also during the workshop being an active participant
25:47	, which a lot of people also brought up .
25:49	Absolutely , the next component is that afterwards there's some
25:57	follow up . So in order to have follow up
26:00	, I need to make sure the administration supports what
26:02	we're doing . If a supervisor or inspector comes to
26:06	watch the teaching , they'll say yes , this is
26:09	the methods that we want to see , they'll be
26:11	encouragement or even it's just that the group comes back
26:15	together and says , how's it going ? What ,
26:17	how is this new method working out ? So their
26:20	support over time ? Yeah , the next point is
26:25	that there is a peer group that's created um that
26:30	when we have been teaching something a certain way for
26:33	a long time , that can be really hard to
26:35	try something new . And the support and the encouragement
26:38	of our colleagues is really , really essential . And
26:42	that schools , uh and teachers where there is this
26:46	community and interchange , um , is going on ,
26:49	it really impacts the student learning experience . That's great
26:54	. And actually , I think this might be a
26:56	good place for a question we have from Cyma .
26:59	Um , she asks , it's sort of related to
27:02	a previous point you were making laura , but what
27:05	if teachers have different needs ? How do you address
27:08	different needs of participants ? Because we want to focus
27:10	on their needs , but there are lots of different
27:13	ones . Great question . That is a great question
27:16	. And we get that a lot when we teach
27:18	, you know , we have multi level classes and
27:21	we are teaching this intermediate english language text , but
27:25	we've got students at different levels . So we use
27:27	a lot of what we know from language teaching ,
27:30	which is we need to somehow differentiate or tear the
27:35	tasks . So , for example , let's say that
27:39	let's go back to the pronunciation example . There's a
27:42	new method in teaching pronunciation , but you find out
27:45	that a couple of teachers in that room are really
27:47	experts on pronunciation . They've done a lot of that
27:49	work . Could they become co facilitators ? Could they
27:53	help share some of the practices that they have engaged
27:57	in ? Um can you somehow group people during the
28:02	session or pair them ? So people with different areas
28:05	of strength that can share it because just acknowledging ,
28:09	hey , you , you know , a lot about
28:11	this can really help teachers feel good and proud of
28:15	their craft and they're going to become your ally ,
28:20	your support , your friend as you present is instead
28:23	of , well I know this , you know ,
28:25	I'm pushed back so you want to find out what
28:28	people already know and do before you design the workshop
28:33	before you engage everyone . Thank you . I think
28:35	that's a great answer things laura and I think it
28:38	kind of highlights the fact that differentiation is similar when
28:42	you're working with groups of teachers or with students and
28:47	you can maybe ask teachers to be leaders where they
28:49	are experts , um and that you can kind of
28:52	focus in on all the different types of needs and
28:55	maybe address them at different times , so thanks for
28:57	that . Great that , no , that is such
28:59	a great question , and I think sometimes when we
29:03	differentiate for our language learners , we don't think about
29:05	doing it for teachers , um and it could it
29:09	could also just be a different material , so they're
29:11	working in different ways at the same goal , um
29:14	but the peer support is definitely a big component of
29:17	the learning um and let's go on to the last
29:21	um one that's often overlooked um but that is what
29:27	is the impact on the teaching , How did that
29:31	professional development change something ? How did it innovate or
29:36	change the system and it can be very small changes
29:39	. Um , so for example , this workshop that
29:42	we're doing right now online for american english , I
29:46	would love to hear if you wind up trying to
29:49	do some professional development work on your own or with
29:52	a colleague um , in the next couple of months
29:55	, we'd love to hear more about that because that
29:58	will help me know , hey , something that I
30:00	offered was taken up and you're free to , you
30:03	know , send me a friend request on facebook ,
30:06	anything I would love to interact with you afterwards to
30:08	find out how it's going for you and see the
30:10	impact . Yes , definitely . And of course I'm
30:14	going to put a plug in here for um ,
30:17	your photos guys . So if there's something from this
30:21	webinar that you really resonated with and you want to
30:25	put something into practice , we'd love to see your
30:27	photos . You can send them to american english webinars
30:30	at Yale programs dot org or tag us um ,
30:33	at american english for educators on social media . We
30:36	love to see how you're implementing these great ideas .
30:39	Absolutely . So let's look now at all the seven
30:42	uh , components put together and give you a chance
30:45	to reflect . So these were the seven principles based
30:48	on a lot of research of what makes professional development
30:52	for teachers effective . So which of these do you
30:56	think is really important or essential ? Yeah . What
31:01	do you guys think ? Which of these is the
31:03	most important of the seven principles we love to hear
31:05	from you . Is it connecting to student learning outcomes
31:10	or that the professional development is based on personal and
31:14	professional goals ? What do you think participants is the
31:19	most important out of these seven ? Okay , let's
31:24	see if that says , it's important that it be
31:27	refreshing and informative reflection , it looks like Miriam thinks
31:32	that 15 and seven are all important . Um let's
31:37	see , alexander says that number five , Katrina number
31:41	six , which is involving the collective participation of peers
31:45	. Maira thinks that 13 and six are some of
31:49	the most important ones . It looks like we've got
31:51	a lot of variation where a lot of people are
31:54	choosing different principles , maybe they're all really important .
31:58	They are , they are all really important . And
32:01	at the end of this presentation there is uh a
32:05	document that takes all of them and gives you some
32:08	thought questions as you design your own professional development and
32:12	I mean it is hard to always be able to
32:14	do all of these things , but they're good to
32:16	keep in mind and for sure , the ongoing implementation
32:21	support without that doesn't matter how fantastic the workshop is
32:25	in general , teachers forget and they don't really start
32:28	to implement . Um so I I agree with people
32:31	who've chosen number five , so some of the practical
32:36	ideas that we're going to share in this presentation really
32:40	get at ongoing , um okay , so we know
32:43	a lot about professional development , what makes it effective
32:48	, But let's look inside a little more at who
32:50	teachers are as learners . So , um what do
32:54	you think are some differences between the way teachers might
32:59	learn and the way students learn ? Because teaching teachers
33:02	is kind of its whole other area ? Yeah ,
33:06	this is a really good question . What do you
33:08	what does everyone think ? What do our participants think
33:11	? What's the difference between how teachers learn and how
33:15	students learn And as we're waiting for some response is
33:18	one thing that comes to my mind is , in
33:22	general , teachers are older than students , at least
33:26	at least that's how I'm framing it now . That's
33:29	not always the case . Um , and so I
33:32	often think of adults or or people who are a
33:35	little older that they have a lot of experience that
33:38	they bring to the table , definitely , definitely .
33:43	Let's see . Um , yeah , let's see ,
33:46	Aigle says that teachers are excellent learners . Um ,
33:51	and maybe Louie Louie says that maybe the differences speak
33:55	between the focus and the goals of what what students
33:59	are in the room for and what teachers are in
34:01	the room for . Definitely . Let's see . Um
34:09	, lots of people saying things like teachers are lifelong
34:11	learners . That's very true . That's why we all
34:13	chose this profession . I think we all love to
34:15	learn . Yes , absolutely . A key . Larrea
34:21	says that teachers expectations can sometimes be a little bit
34:25	higher . So a lot of great lot of great
34:29	ideas , guys , thank you for sharing . Um
34:31	and also Elena says that teachers have more previous knowledge
34:35	. I think that's a big key point as well
34:38	. Absolutely . Um teachers are learners , teachers are
34:44	bringing a lot of experience . All of the points
34:46	that you made are right on . Um let's take
34:49	a look at some of the ideas that come from
34:53	a field of study called adult learning . Um and
34:58	it relates to teacher learning because of course teachers are
35:02	uh we're talking about adult teachers , but as you
35:05	said , hey , we we teach adults . So
35:07	sometimes we have english learner students who are older than
35:10	us , but yet it's a different environment . So
35:13	if I'm going into my classroom to teach english ,
35:17	that's a really different um kind of planning process and
35:21	uh experience for me than it is when I go
35:25	to work with a teacher group . So remember we
35:27	use the word facilitator , um we think about working
35:30	with teacher groups and like a lot of the comments
35:34	suggested , we know that teachers have a lot of
35:38	experience , they have life experience , professional experience ,
35:42	we want to build on that experience . Um it's
35:45	not that we are teaching something brand new , we're
35:48	teaching , you know , uh the past progressive and
35:51	the students don't know it it's tabula rasa , they're
35:54	they're ready to learn it well . No , the
35:56	kinds of things , we're teaching teachers , they have
35:58	some experience already . Um The second bullet is that
36:02	remember teachers because they're with their peers , they might
36:07	feel um oh I have to be an expert at
36:10	this or I shouldn't share my opinion or maybe my
36:13	english , I'm a little nervous to actually say my
36:16	opinion about the teaching idea because I'm doing it through
36:19	my second language . So teachers sometimes can feel very
36:24	vulnerable and unsure actually in a learning situation . That's
36:30	why that . And I think sometimes , I think
36:34	, you know , sometimes when people feel a little
36:36	insecure , they might um either share a lot or
36:40	not share very much at all , they might consider
36:43	that oh , I better share all the things that
36:45	I'm doing so that I look like an expert or
36:48	they might on the other side of it think I'm
36:50	not an expert . I don't have anything to share
36:53	. I think it's a really good point to make
36:55	is there's even , even with groups of teachers ,
36:57	sometimes you feel a little bit shy or a little
37:00	bit insecure . Yeah , especially in a lot of
37:03	places where a teacher who is more veteran , more
37:08	years of teaching , um , we'll get authority in
37:11	the room and a newer teacher might feel afraid to
37:14	say something . Um , they want to save face
37:18	so they want to show respect to the more experienced
37:21	teacher . So those are things that can be challenging
37:24	and why you want to really think about the third
37:26	bullet , which is doing activities that create a sense
37:30	of safety that we're here to explore , um ,
37:33	that there's not a right answer . There's a lot
37:36	of ways to teach the past progressive that can all
37:39	be successful . So it's really about reflecting on what
37:42	we do , what we like to do better .
37:44	Um , but that we have to sometimes challenge some
37:47	strong beliefs that teachers have about practice . So that's
37:51	why we want to have a lot of engagement .
37:54	So teachers can really play with some new ideas .
37:57	So let's take a look at some of those new
38:00	ideas . Uh and some are familiar ideas . Uh
38:04	These are five types of professional development . I'm starting
38:09	with the workshop because we are so familiar with workshop
38:14	and we think of workshop when we think of teacher
38:17	professional development , but there's some other ways as well
38:20	. So let's jump into the workshop first . Uh
38:24	The first the first one is what we call a
38:27	turnkey , uh which is that you might watch a
38:31	great session on american english and it's on bringing culture
38:37	into the classroom and you say gee this is really
38:40	great , I want to talk about this more and
38:42	share this . Um so it can be a great
38:45	way to bring in a new idea um and you're
38:48	taking on a leadership role , but you don't have
38:50	to invent all the content , there's a lot of
38:52	content that's already out there . Um So let's take
38:55	a look at the steps , so the steps involved
38:58	for the workshop , first of all , you're going
39:00	to want to ask teachers what they want to learn
39:03	about , choose a focus from their responses . When
39:09	you have the teachers together , icebreaker icebreaker icebreakers .
39:13	Sometimes we forget to do that with these teachers ,
39:16	know each other , or they just want to get
39:18	to the material . No , they really want to
39:20	get to know each other and they're going to feel
39:22	more comfortable and share more if you can set up
39:25	a lot of getting to know you and we know
39:27	we're experts at those in english language teaching . Um
39:30	it gives you a chance to feel out the audience
39:33	who they are . Um then the method that you
39:36	want to bring in , let's say , um these
39:39	are teachers who work with young learners , and you
39:41	want to show them some new games to work with
39:44	young learners . Do the games ? Yes , we
39:47	feel a little silly sometimes . And you can say
39:49	, I know you're not little kids where teachers ,
39:51	but I'm doing this because , and they'll get involved
39:54	, they'll do the method , but then they'll step
39:56	out of it as teachers and discuss , how did
39:59	you think that went ? How could you implement it
40:03	? Plan the follow up so that , you know
40:05	, when I'm going to try this new method ,
40:07	when we're going to come back together and talk about
40:10	it or share it and then evaluate what's happening in
40:14	the classroom that's different than before . So let's look
40:17	at just some tips . Uh , so some of
40:20	the tips start with volunteers . You know , you
40:23	don't want to force people to go to a workshop
40:27	, share something that you love , that , you
40:29	know , very well that you're excited about sharing with
40:32	other teachers . Don't forget to bring some food ,
40:35	put on some fun music in the background because as
40:38	teachers , we also need to be picked up sometimes
40:42	um and have something feel fun and joyful . Um
40:45	remember to plan A workshop um , has to be
40:50	planned just as much as a lesson just because they're
40:52	adults , they're teachers , they're not going to start
40:55	to run around the room . Um you want to
40:58	make sure that every part of your time is well
41:01	planned and if you do have a very big audience
41:04	, 200 teachers , make sure you always break them
41:07	up into smaller groups with leaders so that they can
41:10	really interact . I think a lot of , I
41:15	think a lot of people love the third point here
41:17	, the music and food at , but I think
41:20	it's actually a really good point . You know ,
41:21	it's one way to build community and make people feel
41:24	comfortable . Absolutely . Uh and the last um slide
41:29	from for looking at this approach um is the next
41:33	one , which is just a picture of some teachers
41:38	who decided to look more at their content and language
41:41	instruction . So they say , you know what ,
41:43	I really do want to do more content with my
41:46	language teaching . I saw the american english a session
41:50	on this . Um this is what I'm going to
41:52	now turn around and try to share and it may
41:54	not be a one day experience , it could be
41:57	a workshop that continues over several sessions . So let
42:02	me ask everyone to just have a chance to reflect
42:05	on the workshop and ask any questions . So ,
42:07	um we'll go to that slide and see if you
42:11	have any questions about the approach or challenges you think
42:15	um when you're thinking about planning a workshop , yeah
42:19	, we'd love to hear from you what questions do
42:21	you have about trying this approach , and what challenges
42:24	might you face and how might you address those challenges
42:28	? Um , let's see . I I really like
42:34	also about this approach that we're asking for volunteers to
42:37	start . So we're not just making people um ,
42:42	do this , but people who really are interested and
42:45	invested are going to be attending . I think that
42:47	would help a lot . Um , Sharmila says that
42:51	she really likes the idea of breaking teachers into groups
42:55	. Yeah , it's about the budget for this ,
42:59	uh , practical question . Well , that is a
43:03	great question . And uh , like most teaching ,
43:06	we bring in our food from home and we bring
43:10	in the music , and hopefully most of what you
43:13	need is it's a a currency of ideas . It's
43:17	not that you have to give people materials books .
43:20	Um , it's that you're getting them to engage in
43:23	a thinking process . So there might be a text
43:26	, there might be a video , there might be
43:29	some materials that you'll have uh , on a presentation
43:32	, on a power point on a piece of paper
43:34	, but the workshop should not cost much . Um
43:38	, Now , in terms of teachers getting paid to
43:40	attend , that's another story . Uh , Sure ,
43:44	what you mentioned , kate and um , from the
43:47	audience about the choice uh , and the groups .
43:50	So one way to go about getting volunteers is to
43:53	say in some schools , what they'll do is say
43:56	all the teachers need to choose , um , three
43:59	professional developments in this semester or this year or whatever
44:03	. And this is the menu . So teachers know
44:06	they have to attend , but they get to choose
44:09	from within that topics that they'd like to do .
44:11	That's one way to handle , that . Choice is
44:14	always great for teachers or for students . And just
44:18	one other quick comment from this is that alexander said
44:21	that technology can sometimes be an issue , but a
44:24	solution he gave us was to always have a backup
44:27	plan . So Yes , Yes . And uh you'll
44:31	want to make sure that again , if the workshop
44:34	relies a lot on technology , why is that ?
44:38	You know , is is there enough time really for
44:41	teacher dialogue ? Because that's going to be the heart
44:43	of the work inside a workshop ? Okay , let's
44:48	look at the next one when someone is really easy
44:50	to implement , um it can be a great weight
44:53	just to begin to create a learning community . So
44:57	in the United States we talk about bringing a brown
44:59	bag to work , although now we have fancy insulated
45:03	bags , we don't use brown bag so much ,
45:06	but there's a common expression of a brown bag group
45:09	. And in a brown bag group , you bring
45:12	together teachers . So let's take a look at the
45:13	steps . Um , you invite them say , hey
45:17	, who's interested in this topic ? Um , you
45:20	find a time you make a calendar , we're going
45:22	to meet for lunch , we're gonna bring our lunch
45:24	together every Wednesday or one Wednesday a month , etcetera
45:29	. We choose a facilitator , you know , this
45:32	month , I'll go next month you're going to facilitate
45:35	. And the facilitator like a book club chooses the
45:38	focus . They find a text short , not a
45:42	whole book , you know , a text , a
45:44	reading . Maybe one of the videos from a facebook
45:48	, live event for american English something everyone's going to
45:51	watch or read . And then we come together and
45:54	the facilitator has a few questions to get everyone started
45:58	and sharing and thinking and there's a discussion and that's
46:01	it . It can be done in 45 minutes .
46:04	Um and it can be a great way to start
46:06	, to start to break the ice . So let's
46:08	take a look at some tips . Try inviting people
46:12	you don't know , put a flyer in a whole
46:14	bunch of teachers boxes because that's a way to just
46:20	create more of a community . Um remember that when
46:24	you're in the brown bag group , still , even
46:27	if it's a group of five or six people ,
46:30	it's better to let people have a chance to turn
46:32	and talk to a partner and then turn back to
46:34	the group . So they have more chance , especially
46:36	if they're a little shy about sharing their ideas .
46:39	Um and remember that the conversation , even the reading
46:44	or the video does not have to be in english
46:46	. The idea is that we're getting people comfortable talking
46:50	about teaching and then later implementing of course in the
46:54	english language teaching context . So the next , I'm
46:57	sorry , Oh , I'm just going to say that
46:59	I love this idea , and I think I like
47:02	the idea that doesn't necessarily have to be in english
47:04	is always nice , I guess if it could be
47:07	, but like you said before , sometimes if someone
47:10	feels a little bit shyer , the idea is that
47:13	the teaching method itself is what they're discussing and thinking
47:16	about . So , I like that , right ,
47:18	Because these are working teachers , they're already employed ,
47:20	you don't need to assess their english skills per se
47:23	. It's a nice chance to practice english if people
47:25	are comfortable with it , but sometimes it's teachers are
47:30	more worried about their english than about the content or
47:33	the ideas . So we want to make sure people
47:35	feel comfortable to share in any of the languages they
47:37	know . Um the next slide shows you an example
47:42	of teachers using an empty classroom deciding on the topic
47:46	which was culture . They used the american english live
47:49	session as they're reading and they're actually going to meet
47:53	several times um continuing to talk about culture in the
47:57	classroom over a whole semester . So they meet every
48:01	couple of weeks , bring their lunch and talk about
48:03	what they're doing . So that's a nice way to
48:05	implement or continue a topic over time as well .
48:10	So curious what people think about this approach . Yes
48:15	, I'm curious to hear what you think about this
48:17	approach to . I saw a lot of people saying
48:19	, I think Noreen said I want to try this
48:21	tomorrow . Yeah , I think a lot of people
48:25	Samina says this is a great way to get professionals
48:28	together . So let's let's move on just because suddenly
48:32	we're running out of time . Oh man , I
48:34	want to make sure we have enough time . Okay
48:37	, so the next one is peer coaching . So
48:41	let's look at the steps involved in peer coaching which
48:44	is a way to open up your classroom doors .
48:46	Um So let's look at the steps involved in that
48:50	And you need to find a partner , a teacher
48:53	, partner , decide what you want to work on
48:56	in your teaching . It can be different , it
48:58	could be the same goal , you're going to take
49:00	a chance to observe each other . Doeses't have to
49:02	be the whole time . It could be 20 minutes
49:04	of observation , come back together , share what you
49:08	found and do it again . So let's look at
49:11	some tips with that . Um Doesn't have to be
49:14	a lot of people involved . You want to make
49:17	sure what you're going to look at is really clear
49:20	. You don't want to judge , It's not about
49:23	supervision or evaluation of the whole lesson , it's examining
49:27	or exploring teaching . You can also bring together teachers
49:30	who you do this . You're a great writing teacher
49:34	, I'm a great teacher of speaking . Let's look
49:36	at each other's practice . So going to the next
49:39	image here , um we all are working on teacher
49:44	talk . You know , we do too much teacher
49:46	talk . How do we get more student talk ?
49:47	So these teachers decided to focus on teacher talk over
49:52	a whole semester . They went back and forth looking
49:56	at how they were trying to build up more student
50:00	language use in the classroom because these are not things
50:03	that happened quick . These are things that take time
50:06	, but by keeping the focus and knowing you and
50:09	I are in it together , we're both working towards
50:11	this goal . It keeps the goal really in mind
50:14	because yeah you're a little nervous because your colleagues coming
50:17	in but it keeps you tracked . It keeps you
50:20	targeting that thing . That new method as opposed to
50:23	kind of forgetting about putting it to the side .
50:26	So any thoughts on pure coaching you're welcome to share
50:31	. Yeah . So can you explain the clear difference
50:35	between the brown bag session and the peer coaching session
50:38	? How would you distinguish those two ? Well the
50:41	brown bag session is uh not it does not involve
50:45	classroom observation that is bringing in ideas for reading .
50:50	So it's almost like a study group . So we're
50:51	continuing to learn about teaching and we're having conversations but
50:55	it's not yet . I'm going into your classroom to
50:57	look at how you're doing that because that's kind of
50:59	a next step Gotcha . Yeah . And Sala says
51:03	about pure coaching that this helps us to build in
51:07	the blanks of each other . I think you might
51:09	be referring to your example of one person is really
51:12	good at writing and the other one is good at
51:14	teaching speaking . We can help each other to build
51:17	off of our strengths and support each other in some
51:20	areas where we still need to develop . Absolutely .
51:23	And teachers , you know , we all are very
51:26	hard on ourselves , We're always looking for things ,
51:28	we could do better and sometimes it can be a
51:31	nice form of support to really celebrate things that we
51:34	each are doing in our classrooms . Yeah , one
51:37	, let's see . Abdallah moussa says in peer coaching
51:40	, will some teachers feel like you want to pick
51:43	on them ? Yeah . Which is why pure coaching
51:47	is something you're gonna have to build up to ?
51:48	I would suggest doing that after the workshop or after
51:53	the brown bags when you have a feeling of comfort
51:55	and that were there in it together and again ,
51:59	voluntary . Um you also want to do some work
52:02	on evaluative versus descriptive notes so that the colleague is
52:08	writing just what they see in here and not putting
52:10	in their judgments , right ? And our Nepal says
52:14	that this allows for the experienced teachers to teach the
52:17	new teachers and vice versa . Yeah , and I
52:20	love the vice versa because when we think of experienced
52:23	teachers doing coaching , it's really a mentoring relationship ,
52:27	but appear is the idea that we are somehow equal
52:31	. Um but yes , we're not always equal because
52:34	someone has a lot more experience than us , but
52:36	maybe we're really good in technology and the veteran teacher
52:39	would like to see how to work in more technology
52:41	, So we always have something to offer each other
52:44	okay . And learning walks , which is the next
52:47	approach is another kind of form of observation . It's
52:54	a way to discover more about how that new method
52:58	is getting uh worked on or enacted in classrooms .
53:02	So let's look at the steps involved with that .
53:05	In this case a few people , let's say there's
53:08	a group of five of us , we're all going
53:10	to participate on one day , you all , all
53:13	four of you come in And look at my classroom
53:16	, you're looking for evidence of a particular practice .
53:19	Um , maybe it's how much are my students producing
53:23	English and you take notes . You spread out around
53:26	the room , you don't stand at the wall ,
53:28	you get evidence , you don't stay more than about
53:31	15 minutes , you leave , have a conversation ,
53:34	What did we find ? Um , and we hold
53:37	that data And then we do the next cycle .
53:40	So one learning walk should only take about 45 minutes
53:44	during the teaching day . Um , so some tips
53:48	with learning walks , um , going to the next
53:51	slide again , volunteer based . I want to make
53:56	sure that the notes were taking are not judgmental that
54:01	we know what we're looking for because we don't want
54:03	people observing everything and giving us all this feedback about
54:07	things that was not the focus . We were focusing
54:09	on student language production . That's the notes were taking
54:13	. Um , so let's take a look at an
54:14	example . So these teachers have said , hey ,
54:18	we want to look at are the students producing enough
54:22	english language in the classrooms ? They seem to be
54:24	using so much of their native language , they're not
54:27	using enough english . Let let us look at this
54:29	. We all want to work on this . So
54:31	, um , this is another kind of form of
54:34	peer coaching , but a little bit more structured with
54:38	more participants . So I'd love to know any thoughts
54:42	on learning walks . Any questions people have . Yeah
54:46	. What questions do you have about learning blocks ?
54:48	And what challenges do you think you might face ?
54:50	Or how would you address those challenges when it comes
54:53	to learning walks ? You know , one thing I
54:55	really like about all of these approaches is the seek
54:58	volunteers . I think it's hard to note that because
55:05	the other thing , too , is once you get
55:06	a small group of volunteers , maybe other teachers in
55:09	the school will see the exciting things that are happening
55:12	with that group and they might maybe they were reluctant
55:14	at first , but now they want to participate .
55:16	It absolutely . They see there's an excitement and energy
55:21	and they're going to want to become part of it
55:23	may be the first . They were a little unsure
55:25	about it . And if you're new at creating and
55:28	implementing a professional development , you want people who want
55:33	to be there because you will need that support as
55:35	you're learning to be a facilitator . Um , so
55:38	the last approach and one other is that Marine Mersa
55:42	says that teachers need to learn coaching skills to ,
55:45	and this might really help them to develop those .
55:47	Yes , Yes , So a lot of teachers have
55:50	a lot of experience and they're getting a little tired
55:53	, they want to kind of move themselves into a
55:55	teacher leader role and this is a nice way for
55:58	them to gain that experience . It's something you can
56:01	put on your resume that you have been appear coach
56:05	that makes you stand out as well . Um ,
56:08	so this last one is called lesson study . It's
56:11	been around for a while , It comes from Japan
56:13	and the idea is the professional development happens around lesson
56:18	planning . So let's take a look at the steps
56:21	involved in lesson study , A group of teachers who
56:25	all teach the same with the english level , work
56:28	with the same textbook , teach the same lesson ,
56:32	let's go back to our past , progressives struggle to
56:35	, how do , how do you teach it ,
56:37	how do I teach it ? The group designs one
56:39	lesson plan together , then they go out , they
56:43	each teach it , they observe each other and they
56:48	come back in with what they noticed , refining the
56:51	lesson plan and they can repeat the process . So
56:55	some of the tips involved with lesson study , um
56:59	this is great for experienced teachers a lot of times
57:02	, highly experienced teachers are a little nervous about people
57:06	watching them teach . Maybe they never really had that
57:09	experience in training , It's been a long time .
57:11	Novice teachers have been watched more recently , so they're
57:15	not as um anxious sometimes , but experienced teachers when
57:20	you invite them to use a lesson , they can
57:23	feel more comfortable with doing the analysis of lesson planning
57:27	and inside that conversation about the plan , the lesson
57:31	plan , that's where the professional development is , because
57:35	they're so used to teaching and planning by themselves ,
57:37	that just sharing the planning process can be really new
57:42	. Um the uh the last slide here talks um
57:47	or just shows you a little about sometimes complicated activities
57:52	like doing a jigsaw activity and reading that can be
57:56	hard to planet exactly what what is group A doing
58:00	okay . And then they switch and then they switch
58:02	back , you know , so really getting to the
58:05	detail with the planning in a group process can be
58:09	really productive as professional development as well . So ,
58:13	um those are some of the techniques , approaches to
58:17	professional development , and so let's take a look at
58:20	of those five um so we'll go to the next
58:24	slide there . Yeah , perfect . The workshop ,
58:26	the brown bag , the peer coaching , the learning
58:29	walk , the lesson study . What is exciting to
58:32	you , what do you think you might like to
58:33	try to facilitate ? Yeah , let's hear from you
58:37	guys which of these five ideas would be something that
58:40	you would want to implement and um one thing that
58:44	I'm thinking , what I'm looking at this , it
58:46	might depend on how much professional development you're already doing
58:50	, it might be nice to start with something small
58:53	or start with something that seems a little bit like
58:57	a smaller amount of work at first and then you
59:00	can build on that and sort of blow into other
59:03	ones . So let's see , Anita says that she
59:06	likes um number one workshop or turnkey Mario says workshops
59:11	and brown bag or two . I see a couple
59:14	of others . Sabah is number one and two as
59:17	well . Resa likes learning walks , another Simas says
59:23	brown bag study group and says all of these are
59:27	quite helpful , a lot of whites and choose a
59:30	couple of twos and threes . So I noticed ,
59:33	I think it's lizzie who said that the first couple
59:37	of approaches the workshop and the brown bag are kind
59:40	of great introduction to a method , talking about it
59:44	, thinking about it . Whereas 34 and five can
59:47	be more on the implementation side , really addressing challenges
59:51	with implementing that idea that got presented back in the
59:55	workshop or the brown bag . Great . Yeah ,
59:58	I think like a few people were saying , I
60:00	think we're gonna we'll see a lot of these being
60:04	implemented in schools and like I've said a few times
60:07	, we'd love to see how you're implementing these .
60:09	So if you'd like to share , feel free to
60:11	send us an email or tag us on social media
60:13	. Wonderful . Mhm . This last slide , as
60:18	I mentioned earlier something you can print off and use
60:21	when you're getting ready to plan that workshop , that
60:25	brown bag or that learning walk . So this can
60:28	be a tool to you as a new facilitator ,
60:32	Designer of professional development , make sure to think through
60:35	the questions and do that in the design process .
60:39	And then like he said , let me know if
60:42	I can help let us know what you're doing with
60:45	professional development . It's a great new step for you
60:49	as a teacher to begin to help support other teachers
60:53	in your community as they advance in their learning .
60:56	So I wish you luck with it . Wonderful .
60:59	Thank you so much , laura , such great response
61:03	and I think a lot of our audience truly appreciated
61:07	the framework you offered for becoming even more effective in
61:12	professional development workshops . I think we all got a
61:15	lot of really concrete ideas for how we can implement
61:18	these in our schools . So thank you so very
61:20	much .

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