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Welcome to Teacher Lab at the Secondary Level: Professional Learning that Works!
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Welcome to Teacher Lab at the Secondary Level:
Professional Learning that
Works!
Marcia Hudson, Teacher LeaderMichelle Imbrunone, Principal of Avondale High SchoolAvondale School District, Auburn Hills, [email protected] or 248-537-6040 [email protected] or 248-537-6199
What is Teacher Lab?• An opportunity for teachers to observe a colleague and learn
from his/her research-based practices• A time for observers to debrief, reflect, and set personal goals
for their own practices• A time to make connections to each participant’s/host’s
practical application of knowledge• A system for collaborative inquiry that supports student
achievement goals/SIP/DIP goals; builds leadership capacity authentically
Typical Model 1 Facilitating Teacher 1 Host Teacher 4-6 Observing Teachers Meet once a quarter/trimester
Responsibilities of each RoleBefore, During and After each Lab session
Professional Reading Materials
You are cordially invited to a Teacher Lab!
Topic: The Secrets of Running an effective Readers’ Workshop
Host: Linda Maniago, Grade 3, Auburn Elementary
Facilitators: Marcia Hudson
Date: January 12, 2010 (Full day)
There are 8 seats available for this lab; first come, first served!
You will receive confirmation of attendance from Marcia Hudson. Please do not arrange for a substitute unless you
receive confirmation of attendance.
(This lab is constructed around the specific learning of Grade 3, so it would be most appropriate for teachers that
instruct third-fifth grade readers.)
Questions: Please contact Marcia Hudson (Ext. 6515)
GREAT TEACHERS ARE MADE
BY THE TEACHER NEXT DOOR!
Pre-observation
Sample Schedules
8:30-9:30 a.m. Facilitating and Observing Teachers meet in Conference room while Host Teacher begins school day in classroom ; (Set norms for the day, Professional Reading, Letter of introduction, review process )
9:30-10:30 a.m. – Observation in Host Teacher’s Classroom
10:30- 11:30 a.m. - Facilitated conversations- collect questions, wonderings, feedback for host teacher
11:45-1:00 p.m. Lunch with dialogue
1:00-3:30 p.m. Debriefing, studying, reflecting, researching, goal setting
Avondale High School 7:45 AM at Avondale High School located at 2800 Waukegan Auburn Hills 48326 #248-537-6100
Please sign in with Main Office staff prior to coming to the LIBRARY. 8:00 AM Welcome and Introductions, Lunch orders from JoAngela’s, Norms for participation, restroom locations, Resources in Folder, Communication from Ryan and Leigh, Introduce professional reading with “What Excellent Visual Arts Teaching Looks Like” by Beudert, Burton & Sandell 7/2012.
(RTL, Visual Thinking strategy practice) 9:12-10:02 Observe (until 9:45ish) Ryan's 3rd period 3-D/Metals Class in Art Suite: Science and Art
Curriculum Integration and large group(35!) demonstration. Ryan also requests specific feedback on student engagement and large group management.
9:45-11:00 Debrief in Library, also includes time for professional reading to continue after reflection and dialogue. 11:05-12:34 Observe (until 12:15ish) Leigh's 5th period Drawing and Painting Class in Art Suite: Teaching Writing in Visual Arts. Students have previously written a paragraph without
instruction. Today is instruction and re-write with purpose being for students to develop INTENT in their own work and focus on art making PROCESS.
12:15-1:30 Debrief and LUNCH delivered in Library. After reflection and dialogue, may also continue Reading and/or dialog on some of the content below: What does “Literacy” include? What is high quality Visual Arts Education? 21st Century learning, School Improvement Goals and the Visual Arts Curriculum, Professional Evaluation Process and Student Growth Data, Cultures of Thinking(Visual Thinking strategies), Reading and Writing strategies, Best Practices… 1:30-2:45/3ish Continue reflection and Dialog and “Gift Back” to Ryan and Leigh.
Avondale Middle School Scheduled
TimeRoom
#Host &Class
Focus Areas: Shared Reading & Academic Vocabulary
7:40-8:10 A.M. 307 Facilitators: Lisa & Shevy
Introductions and information about the day
Enjoy coffee and muffins
8:15-8:40 A.M. 210 Kristen Little Math 6
Pre-Reading Strategy: KWL (adapted)
8:45-9:15 A.M. 307 Facilitators Dialog
9:15-9:45 A.M. 311 Crystal DoyleEnglish 7
During Reading: text annotationPost Reading: locating textual evidence Fish Bowl discussion activity
9:50-10:10 A.M. 307 Facilitators Dialog
10:15-10:35 A.M. 407 Laura AmatulliScience 8
Pre-Reading Strategy: List~Sort~Label
10:40-11:10 A.M. 307 Facilitators Dialog
11:00-11:40 A.M. 408 Kristy Blewett & Becky Cole
English 8
Pre-reading: Generate-Sort-Connect-ElaborateDuring Reading Strategy: Vocabulary in the Middle
11:45-12:00 P.M. 307 Facilitators Dialog
12:00-1:00 P.M. All participants meet for lunch catered by Subway
1:00-2:45 P.M. 307 Facilitated dialog between participants and hosts
NORMSTime Management: Honor the time scheduled for hosts Try to plan for restroom breaks We may need to interrupt dialogue (utilize parking lot)
Active Listening and Participation: Support OR Challenge Be authentic Bloom where you're planted Avoid side conversations Cell phone/personal business outside of teacher lab time/space Join in activities and dialogue
“Fly on the Wall” Avoid interacting with students and teachers while we are in the host classroom
Observation
Post-observation
Variations of Teacher Lab Models
• Single grade focus• Single focus area• Combined grade levels• Multiple hosts• Facilitator and Host take turns• Grade Level focus• Individual buildings• “Transition” years • Professional learning teams
Checkpoint
Voluntary participation Gives teachers a venue to observe
theory in action Immediately applicable to teachers’
practice Continuous professional learning
over time Collaborative; provides networking
opportunities with colleagues Non-threatening Provides time for observation &
reflection Ultimately improves student
learning Administrative support
Why It Works
How might you describe what you took away from your teacher lab experience?
New information- 92%
Specific tips and guidance about classroom work – 88%
New understanding of familiar information- 92%
A new insight about student learning – 84%
A new reflection on an instructional strategy – 94%
An example I wanted to try in my own practice – 96%
A sense of connection to my colleagues – 88%
Professional resources – 98%
Results of Teacher Lab Learning Survey, 2013-14
Comments included:
“best professional development I’ve had in over 20 years”
“always left feeling refreshed and ready to try all the new ideas”
“helped me reflect on my own practices”
“much better than just hearing about lessons in a workshop”
“I have seen huge strides in my students’ reading and comprehension.”
“ultimate PLC at its best”
Pre-observation Discussion
Observation Post-observation Discussion
What makes MASB’s 2011 Education Excellence Award winning Teacher Lab so unique?
Teacher Lab provides rich opportunities for teachers to observe colleagues and learn from his/her research-based practices
A system of collaborative inquiry that supports student achievement goals; a place to debrief, reflect and set personal goals
Great Teachers Are Made By The Teacher Next Door(Job- Embedded Professional Learning in the Avondale School District,
Auburn Hills, Michigan)
PossibilitiesListen to the mustn’ts, child. Listen to the don’ts. Listen to the shouldn’ts, the impossibles, the won’ts. Listen to the never haves, then listen close to me….Anything can happen, child. Anything can be. -Shel Silverstein
The Importance of Mentors
Cultures of Thinking
Teacher Leaders,Leading from where we stand…
E-book, 2014
“Teachers and educators around the country are beginning to see that the goal of improving teaching-improving students’ opportunities to learn-can only be reached by a path that the United States has never taken before. This new path moves educators away from a view of teaching as a solitary activity, owned personally by each teacher. It moves them toward a view of teaching as a professional activity open to collective observations, study, and improvement. It invites ordinary teachers to recognize and accept the responsibility for improving not only their own practice, but the shared practice of the profession. For this new path to be traveled, however, teachers will need to open their classroom doors and, rather than evaluating each other, begin studying their practices as a professional responsibility common to all.”
Education Week; The New Heroes of TeachingHiebert, Gallimore, and Stigler (2003)
Learning and Leading Through Teacher Labs5 descriptors of lab formats (similarities/differences)References:
Educational LeadershipJune 2010 | Volume 67Good Teaching in ActionDemonstrating Teaching in a Lab Classroom, by Lisa M. Houk Lab classrooms give teachers opportunities to share effective teaching practices and learn from colleagues.
Learning Along the Way Professional Development by and for Teachers - Diane SweeneyEducation Week June 2009The New Heroes of Teaching, by James Hiebert, Ronald Gallimore, & James W. Stigler Identifying a few excellent teachers and hoping others will copy their methods has not improved teaching in the average American classroom.
Journal of Staff DevelopmentSummer 2008 VOL. 29, NO. 3Declaration of Interdependence, an interview with Judith Warren LittleEducators need deep conversations about teaching and learning to spark real changes in practice
