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

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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