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GATHER AND FOCUS:
SHOW SLIDE ONE.
T s session topic is going to focus on Collaboration,
Team Building, and Professional Development.
Point out to directors that one way to encourage team building is through
2
GATHER AND FOCUS:
SHOW SLIDE TWO.
Remind the directors that as participants in the ELELS training they have already experienced a
T
give them ideas to use with their own staff.
Tell them that you are going to do an activity with them right now called The Big Wind Blows.
To set up the game, arrange chairs (one less than the number of directors) facing inward in a
circle.
is seated in a chair.
Instruct any of the directors who share this characteristic (including the person who is the Big
seat directly adjacent to his or her previous seat.
Inform the directors that one person will be left without a seat. This person becomes the new
Continue the activity for a few rounds before moving on to the next activity.
3
SESSION AGENDA:
SHOW SLIDE THREE.
Tell the directors that The Big Wind Blowscould use with their staff during a professional development opportunity.
s topic is Collaboration, TeamBuilding, and Professional Development.
Say
Click and read
Click and read
Click and read
Click and read
Click and readof
Point out to the directors that engaging teachers in effective professional fective
teachers.
Remind the directors that children who are in the care of teachers with more education and training in early childhood have better child development
4
REFLECTION:
T activity sheet.
Hold the bag and say,
pass this bag around the circle and each of you should reach in and
. Then say,
something you did concerning the prompt. Refer to your Write activity sheet to help you recall your experiences if necessary
assignment.
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ACTIVITY #1:
Tell the directors that you want them to share specific examples of things
they have done.
another about specific things they have done to provide professional development opportunities for their teachers and compare examples.
done!
W
group.
now time to discuss collaboration, team building, and professional development strategies more in depth.
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ACTIVITY
SHOW SLIDE SIX.
Give each director a Check Myself activity sheet and a pen or pencil.
Explain that the Check Myselfprofessional learning practices.
Tell the directors that the Commonalities activity should have gotten them
Check Myself activity sheet will give them a way to assess those practices.
Check Myself activity sheet based on the last
30 days in regard to professional development.
assessment as it relates to professional learning.
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ACTIVITY #3:
Click then read
Click then read
Click then read
Click then read
Click then read
Point out that there are many different names given to collaboration, team
building, and professional development activities.
Remind the directors that the name of the event usually lets the participants
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ACTIVITY #3:
SHOW SLIDE EIGHT.
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ACTIVITY #3:
SHOW SLIDE NINE.
Tell the directors to imagine they are having a gathering of their staff.
Read the bullets on the slide.
Make sure to differentiate between a meeting and a professional development session.
Set the purpose of the meeting and make it clear.
Be sure to use adult learning strategies to maximize the learning experience for
participants.
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ACTIVITY #3:
SHOW SLIDE TEN.
staff meeting.
out that staf
Information sharing
Staff orientation
DCF reports or evaluations
Upcoming events
f meetings.
Elicit individual responses about staff meetings.
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ACTIVITY #3:
professional development event.
Read the bullets on the slide as you remind directors that professional
development should:
Be with what is going on in the center,
Have a clear and meaningful , and
Keep participants and .
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ACTIVITY #3:
SHOW SLIDE TWEL
fective professional development.
Effective programs are .
Effective programs are designed to
.
Effective programs are both in content and
process.
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ACTIVITY #3:
SHOW SLIDE THIRTEEN.
T
fective professional development.
Give each director an Effective Professional Development handout.
f (1, 2, 3, 4) to get into groups.
Effective Professional Development handout as follows:
Effective Programs are
Effective Programs Are
Effective Programs are Both in Content and in Delivery
Effective Professional Development Must Be
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ACTIVITY #3:
TEEN.
Read the bullets on the slide and explain that you want them to do an activity
Read the directions:
Think about professional development workshops that you have enjoyed and
really learned from.
What made them enjoyable?
What helped you remember what you were learning?
Jot down your thoughts.
made them enjoyable.
Write the responses on chart paper.
and try using them in their own professional development opportunities.
15
ACTIVITY #4:
Tell the directors that the last activity for the session will focus on strengthening
the connection between what is needed and what is offered in professional development.
connect what they suggest, plan, and organize for professional development
with what the teachers are doing in the classrooms.
Give each director a Teacher Description handout.
Teacher
Description handout.
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ACTIVITY #4:
SHOW SLIDE SIXTEEN.
Explain to the directors that step one is to determine if a need exists.
Point out that step one has three parts.
The first part is to identify specific, observable evidence of the need.
ellow.
click and point out the three examples
of evidence in the text: her class is often out of control, the children do not follow rituals and routines, and it is difficult for her to accomplish her plans for the day.
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ACTIVITY #4:
Point out that the second part of step one is to identify possible causes of the
problem.
s problem.
ellow.
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ACTIVITY #4:
SHOW SLIDE EIGHTEEN.
Point out that the third part of step one is to identify people affected by the
problem.
fected by this problem.
ellow are among the people being affected by the problem.
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ACTIVITY #4:
SHOW SLIDE NINETEEN.
Point out that STEP TWO for developing a professional development goal is to
state the need or problem as an improvement goal.
Click and say
Click and say
Click and say
Click and say ellow, a desired achievement might be to routinely
Click and say
Click and say s success at implementing classroom rules could be
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ACTIVITY #4:
SHOW SLIDE .
Point out that the end result for Developing a Professional Development Goal is
to be able to write the actual goal.
Click and say ellow might be that she will
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ACTIVITY #4: Matching Supply and Demand (Slides 15 – 21)
SHOW SLIDE TWENTY-ONE.
Give each director a Developing Goals activity sheet and a pen or pencil.
Ask each director to get with a partner for a Pair and Share experience.
Tell the pairs of directors to choose one of the other three teachers on the Teacher Description handout (Ms. Blue, Ms. Red, or Ms. Green) to read and
think about in order to complete the Developing Goals activity sheet.
Point out that the information to fill in on the Developing Goals activity sheet is
the same as the topics we just discussed concerning Ms. Yellow.
Walk around and provide assistance to each pair as needed.
During the final two minutes of this activity, allow each pair of directors to share
one or two ideas from the improvement goal they created for the teacher.
