Day 2: Session 6B: Supporting Module Implementation: Developing a Plan
Sequence of Sessions
Overarching Objectives of this July 2013 Network Team Institute
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I can describe how the 3-8 modules increase in complexity over time.
I can describe the impact of student engaged assessment practices on student achievement.
I can describe the strategy of close reading.
I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.
I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.
I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.
I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.
I can foster a growth mindset through feedback that promotes positive change.
I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their
implementation of the ELA curriculum modules.
High-Level Purpose of this Session
 Participants will leave with a clear understanding of how to best prepare and support teachers in ELA curriculum module
implementation. This will include, for leaders charged with this task, beginning to create a yearlong
implementation/professional development plan/calendar.
Related Learning Experiences
 Session 3b: Supporting Module Implementation: Change
 Session 5a: Supporting Module Implementation: Feedback
Key Points
Session Outcomes
What do we want participants to be able to do as a result of this
session?
How will we know that they are able to do this?
I can explain the components of a high-quality, yearlong professional
development plan to support teachers in their implementation of the ELA
curriculum modules.
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Participants will work collaboratively to analyze current practices
and prepare a professional development plan or calendar to take
back to their school/district.
Session Overview
Section
Time
1.
Case Studies
2.
Supported
Planning Time
3. Feedback
30
80
minutes
10
Overview
Prepared Resources
In this session, participants analyze
two case studies of how modules
PPT
were “rolled out” in a school. They
Implementation-PD Case Study A
discuss the strengths of principal’s
Implementation-PD Case StudyB
approach and use the
PPT
information/thinking from the case
studies in their own plans.
Participants plan, ideally in a
collaborative group with others from Long-Term Planning Task Card
their school.
Participants complete final reflections
and provide feedback on the July NTI PPT
Institute.
Facilitator Preparation
Preview all documents and
resources.
Download any videos to avoid
network connection issues while
facilitating.
Preview the PPT slides and note
their alignment to the Facilitator’s
Guide below.
Prepare chart paper and markers if
necessary.
Session Roadmap
Section:
Time: 120 minutes
[120 minutes] In this section, you will guide participants through
several case studies, then support their planning efforts.
Materials used include:
Case Studies
Planning Task Card
Facilitator’s Powerpoint
Time
10 min
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
Have participants briefly reflect on the previous year of professional
development at their school or in their district. What worked well? What
do they wish they would have done differently? Each participant should
share name, role, district and answer the PD questions as a way to
Table
1 min
15 min
introduce themselves at tables.
Intro learning target:
 I can explain the components of a high-quality, yearlong
implementation and professional development plan to support
teachers in their implementation of the ELA curriculum
modules.
Participants will now read two case studies of yearlong professional
development sequences. One represents a school that has a less
developed plan, the other represents a school with a more developed and
integrated plan.
Participants will analyze these for the differences between the two
approaches.
1 min
Facilitator says, “The best way to mitigate resistance to change is to be intentional in
planning PD that has taken into consideration what people most need to be successful
and is transparent from the beginning . You have to show people where they are going
in the beginning. People can meet a target when they know what it is.”
5 min
Go to engageNY web page and give a brief guided tour of the
professional development tools that are provided. Participants who have
not attended previous NTIs should be sure to familiarize themselves with
how to access and use these materials.
60 min
Participants will use the Long-Term Planning Task Card that is
differentiated for various roles (Teachers, Instructional Supports
and Administrators) to guide their work on preparing the yearlong
plan/calendar for implementation/professional development.
Leaders and teachers will sketch their plans for the upcoming year
with support from each other and facilitators as necessary.
10 min
Participants should visit the NTI feedback site to provide feedback on
the experience and also journal.
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided
Session 6_PPT_NTI_February 2013
Video (to come)
Chart Paper and Markers
Adapted Results Protocol.docx
Action Planning Template.docx
Additional Suggested Resources
Driven by Data (2010), Paul Bambrick-Santoyo, Josey-Bass.
Active learning
Turn and talk