WERKLUND SCHOOL OF EDUCATION
GALILEO EDUCATIONAL NETWORK
Session 5 – June 16, 2015
High School Learning Leaders
Designing for Intellectual Engagement in English Language Arts
Website - www.galileo.org/pl-cbe/cbe
Series Learning Intentions:
 To work together to enhance capacity for designing tasks and assessments that foster
intellectual engagement
 Sponsor research-informed, evidence-based practices for teaching and improved student learning
 Develop processes for generating timely, specific and constructive feedback about teaching and
learning
 Build capacity of Learning Leaders to support school administration in leading effective teaching
practices
 Strengthen professional learning networks
Please bring laptop or other mobile device with access to Google applications
Time
Activities/Processes
Learning Intentions
12:30 Welcome & Agenda Overview
12:40 Partners – (working with colleague from your school)
Review principle #2 of the TEF www.galileo.org/cea-2009wdydist-teaching.pdf and documentation of teaching
artifacts presented by your studio group during previous
sessions https://goo.gl/jRPQHL


What is it that your invited colleague notices,
thinks about and/or wonders about?
Which elements of principle #2 from the TEF (i.e.
authenticity & deep understanding) stand out for
you and your colleague?
Review principle #2 from TEF –
Designing worthwhile work
Review artifacts of teaching
practices and sponsor a
professional learning
conversation with a colleague
Please record your insights, observations and/or
wonderings in the column provided within the Google doc.
1:00
Individual – self-reflection
 Complete FA self-assessment
http://goo.gl/forms/i4yHqQbhfb
Partners – Share ideas about effective formative
assessment practices from your school
 Identify examples of how formative assessment
practices have been used in your school to extend
teaching practices and/or sponsor professional
learning conversations with colleagues.
 What else might be done to foster these types of
strategies/protocols/opportunities in your school?
 Please share your ideas with others by recording
them in the following Google doc
 https://goo.gl/UdjC21
Review effective formative
assessment practices
Build collective knowledge about
strategies/protocols that could be
used to extend teacher learning in
a variety of school contexts.
WERKLUND SCHOOL OF EDUCATION
GALILEO EDUCATIONAL NETWORK
1:20
1:45
Individuals – Identify professional learning
opportunities in your school
 What opportunities, structures, routines are in
place in your school to sponsor professional
discourse and build collective knowledge about task
design, formative assessment and impacts on
student outcomes?
Triad Groups
 Identify what’s currently in place to enable teachers
to obtain ongoing feedback about task design,
formative assessment, evidence-informed practices
etc.
 Generate ideas for other structures, routines,
possibilities etc. that schools might put in place to
further enable these types of knowledge building
learning opportunities to occur
Network with colleagues
throughout the system.
Individual reflection – Setting direction for next year
Continue to establish a
scholarship of teaching and a
culture of collaborative
knowledge building.

Final Reflection ELA Learning Leaders
http://goo.gl/forms/7W5xrzBBIX

Reflections ELA Invited Colleagues
http://goo.gl/forms/chsTznVtDc
Identify effective processes for
generating timely, specific and
constructive feedback about
teaching practices and student
learning in various school
contexts.
Build collective knowledge about
strategies, routines, processes and
possibilities for fostering the
ongoing professional learning of
teachers.
Review learning and provide
feedforward suggestions to guide
learning directions for next year.
2:15
Break
2:30
Prepare for studio group
Provide an overview of the Guiding Questions for Professional
Discourse and Artifact Analysis protocol to your school
colleague and prepare for studio group. (Decide if you are
co-presenting with your colleague and what each of you will
be doing.)
 Describe in 2 or 3 sentences the artifact of leadership
you are presenting
 What does it illustrate in terms of the leadership
capabilities that Robinson identifies (building relational
trust & leading teacher learning)?
 What does the artifact reveal about the challenges and
successes of leading teacher learning in your school?
 Is there anything in particular that you want members
of your studio group to pay attention to and/or respond
to?
Foster a scholarship of teaching
and a culture of collaborative
knowledge building
Studio Groups – Leading Teacher Learning
 Take turns with the following roles – Presenter,
Time Keeper, Data Entry
 Present and discuss evidence/artifacts of leadership
Foster a scholarship of teaching
and a culture of collaborative
knowledge building
2:40
Build collective knowledge about
effective teaching practices for
engaging students in ELA
learning
WERKLUND SCHOOL OF EDUCATION
GALILEO EDUCATIONAL NETWORK


3:30
Adjourn
activity (5 min presentation 10 min to discuss)
Other group members note what they notice, think
about and/or wonder while they view and listen to
the work being presented.
Post examples, description of artifacts and
responses to leadership prompts in a shared Google
doc https://goo.gl/SeSjxL
Build collective knowledge about
effective practices for leading and
supporting ongoing teacher
learning