The document describes a system for principals to plan teacher professional development activities. It allows principals to: 1. Use teacher survey data and a proprietary algorithm to calculate skill levels, sort teachers into groups, and match activities to needs. 2. Access a "Warehouse of Teacher Learning Activities" and select activities for inclusion in a "Learning Activity Planner". 3. The planner interface is shown, with options to select activities targeted to an acquisition skill level, and populate a learning agenda for a specific training event.

1. We help you
Select the Learning Ac/vi/es
1
The Learning Ac+vity Planner helps principals create the Learning Agenda by
selec/ng the ac/vi/es to be included in the learning event.
-Housed within the Learning Ac+vity Planner is the TTL Process©. Informa/on
from teacher surveys flows through the TTL Process© to;
1. Calculate skill ac/vi/es.
2. Sort teachers into learning groups.
3. Pull compa/ble learning ac/vi/es from the Warehouse of Teacher Learning
Ac/vi/es©.
-Now principals can easily match learning ac/vi/es with individual learning needs.

2. SELECT LEARNING ACTIVITIES
Successfully select appropriate learning ac+vi+es by matching learning
ac+vi+es to skill level needs for each room.
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure
Impact of
Learning
Move Learning
Into Classroom
2

3. Email Address
Password
www.teachingteachersliteracy.com
LOG IN
Email Address
principal@elementaryschool.org
Password
SupportTeachersDeserve
3

4. The next step is to create the events agenda by selecAng the training event's
acAviAes.
What would you like to do?
SELECT
TRAINING
EVENT ACTIVITIES
GO TO PRINCIPAL
DASHBOARD
4
Welcome to
Teaching Teachers Literacy
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner

5. 5
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
Note: From the
Teacher Group
Organizer
Note: From the
Content Organizer

6. 6
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
1
• First give teachers a series of strong examples and name why they are strong – videos,
wriben plans, vignebes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
2
• Trainer simulates or shows a video of a strong connec/on + teaching point. Small
groups debrief to name the the specific teacher moves (talk, visuals, props) that
exemplify the criteria of a strong connec/on + teaching point.
3 • Individual or small groups reflect on their own lessons to find examples of the criteria.
Strategy
Goal
Ac/vi/es

7. 7
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
1
• First give teachers a series of strong examples and name why they are strong – videos,
wriben plans, vignebes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
2
• Trainer simulates or shows a video of a strong connec/on + teaching point. Small
groups debrief to name the the specific teacher moves (talk, visuals, props) that
exemplify the criteria of a strong connec/on + teaching point.
3 • Individual or small groups reflect on their own lessons to find examples of the criteria.
Preset Grouping Preferences
Skill Level Department School
Mixed Mixed Mixed
Save Edit
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)

8. 8
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
1
• First give teachers a series of strong examples and name why they are strong – videos,
wriben plans, vignebes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
2
• Trainer simulates or shows a video of a strong connec/on + teaching point. Small
groups debrief to name the the specific teacher moves (talk, visuals, props) that
exemplify the criteria of a strong connec/on + teaching point.
3 • Individual or small groups reflect on their own lessons to find examples of the criteria.
Preset Grouping Preferences
Skill Level Department School
Mixed Mixed Mixed
Save Edit
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)

9. 9
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)

10. 10
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)

11. 11
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
• Teachers watch a video together and discuss how the students knew it when the teacher
was star/ng the connec/on and when the teacher was sta/ng the teaching point.
Preset Grouping Preferences
Skill Level Department School
Mixed Mixed Mixed
Save Edit
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)

12. 12
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the acquisiAon level.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
• Teachers watch a video together and discuss how the students knew it when the teacher
was star/ng the connec/on and when the teacher was sta/ng the teaching point.
Preset Grouping Preferences
Skill Level Department School
Mixed Mixed Mixed
Save Edit
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 1 SKILL LEVEL 1 (ACQUISITION)

13. In just a moment…
Your selec/ons for Room 1 Learning Ac+vi+es
will populate Room 1 Learning Agenda.
13
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure
Impact of
Learning
Move Learning
Into Classroom

14. SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
OCTOBER 18, 2017 LEARNING AGENDA
ROOM 1 – Skill Level 1 (Acquisi/on)
TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am
TRAINING TOPICS • Mini-Lesson Connec/on • Mini-Lesson Teaching Point
Learning AcAvity 1
Learning Strategy: Reflect Learning Goal: IdenAfy Examples of Criteria Grouping: Mixed Skill--Mixed Department--Mixed School
• First give teachers a series of strong examples and name why they are strong – videos, wriben plans, vignebes.
• Then give teachers strong examples. In groups, teachers name why they are strong.
Learning AcAvity 2
Learning Strategy: Create Own Learning Goal: Create Own Grouping: Mixed Skill--Mixed Department--Mixed School
• Teachers watch a video together and discuss how the students knew it when the teacher was star/ng the connec/on and when the teacher
was sta/ng the teaching point.
PRINT AGENDA
14
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning Agenda

15. CongratulaAons!
Your agenda for Learning Room 1 has been saved.
Would you like to SELECT your learning ac/vi/es for Room 2?
SELECT LEARNING
ACTIVITIES
LOG OUT
15
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure
Impact of
Learning
Move Learning
Into Classroom

16. 16
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
LEARNING ROOM 2 SKILL LEVELS 2 – 3 - 4 (APPLICATION – INTEGRATION – ADAPTATION)
Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels.
Reflect to:
Iden/fy Examples of
Criteria
Observe to:
Determine Impact
on Students
Collaborate to:
Understand Teacher
Decisions
PracAce to:
Grow in Teaching
Prac/ces
Receive Feedback to:
Determine Causes for
Ineffec/veness
Revise to:
Improve
Prac/ces
CREATE OWN
ACTIVITIES
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER

17. Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
Teachers at Applica/on Level Reflect to
internalize the principles of effec/ve instruc/on
• Leader simulates an effec/ve mini-lesson.
• Leader supports group through the naming
of teacher talk and other moves that
exemplifier the characteris/cs of
effec/veness for each part of the mini-lesson
under focus for today’s training.
• Teachers observe a recorded mini-lesson.
• In small groups, teachers name teacher talk
and moves exemplifying characteris/cs of
effec/veness for each part of the mini-lesson
under focus for today’s training.
• Teachers read a mini-lesson vignebe (wriben
script), wriben down the lel side of page.
• Along the right side, teachers annotate the
exemplars of the characteris/cs of
effec/veness for each part of the mini-lesson
under focus for today’s training.
Teachers at Integra/on Level Reflect to
be meta-cogni/ve about their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus
for today’s training, leader uses the
simula/on’s exemplars to brainstorm
examples of their teacher moves which also
exemplify characteris/cs of effec/veness.
• Teachers observe a recorded mini-lesson.
• In small groups, teachers use simula/on
exemplars to brainstorm their own teacher
moves which also exemplify characteris/cs
of effec/veness.
• Teachers read a vignebe (wriben script) of a
mini-lesson, wriben down lel side of page.
• Along the right side, teachers brainstorm
their own teacher moves which also
exemplify characteris/cs of effec/veness.
Teachers at Adapta/on Level Reflect to
be more mindful of their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus,
leader uses simula/on exemplars to support
teachers in first lis/ng their own examples of
teacher talk/moves and then revise those
examples to be even more effec/ve.
• Teachers observe a recorded mini-lesson.
• In small groups, teachers uses simula/on
exemplars to support teachers to first list
and then consider revisions for their teacher
talk/moves to be even more effec/ve.
• Teachers read a vignebe (wriben script) of a
mini-lesson, wriben down lel side of page.
• Along the right side, teachers first lis/ng
their own examples of teacher talk/moves
and then revise those examples to be even
more effec/ve.
Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels.
Reflect to
Iden/fy Examples of
Criteria
Observe to
Determine Impact
on Students
Collaborate to
Understand Teacher
Decisions
PracAce to
Grow in Teaching
Prac/ces
Receive Feedback to
Determine Causes for
Ineffec/veness
Revise to
Improve Prac/ces
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
TRAINING ROOM 2
17

18. Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
Teachers at Applica/on Level Reflect to
internalize the principles of effec/ve instruc/on
• Leader simulates an effec/ve mini-lesson.
• Leader supports group through the naming
of teacher talk and other moves that
exemplifier the characteris/cs of
effec/veness for each part of the mini-lesson
under focus for today’s training.
Teachers at Integra/on Level Reflect to
be meta-cogni/ve about their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus
for today’s training, leader uses the
simula/on’s exemplars to brainstorm
examples of their teacher moves which also
exemplify characteris/cs of effec/veness.
Teachers at Adapta/on Level Reflect to
be more mindful of their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus,
leader uses simula/on exemplars to support
teachers in first lis/ng their own examples of
teacher talk/moves and then revise those
examples to be even more effec/ve.
Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels.
Reflect to
Iden/fy Examples of
Criteria
Observe to
Determine Impact
on Students
Collaborate to
Understand Teacher
Decisions
PracAce to
Grow in Teaching
Prac/ces
Receive Feedback to
Determine Causes for
Ineffec/veness
Revise to
Improve Prac/ces
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
TRAINING ROOM 2
Preset Grouping
Preferences
Skill Level
Save Mixed
Department
Same Mixed
Edit School
Mixed
18

19. Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
Teachers at Applica/on Level Reflect to
internalize the principles of effec/ve instruc/on
• Leader simulates an effec/ve mini-lesson.
• Leader supports group through the naming
of teacher talk and other moves that
exemplifier the characteris/cs of
effec/veness for each part of the mini-lesson
under focus for today’s training.
Teachers at Integra/on Level Reflect to
be meta-cogni/ve about their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus
for today’s training, leader uses the
simula/on’s exemplars to brainstorm
examples of their teacher moves which also
exemplify characteris/cs of effec/veness.
Teachers at Adapta/on Level Reflect to
be more mindful of their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus,
leader uses simula/on exemplars to support
teachers in first lis/ng their own examples of
teacher talk/moves and then revise those
examples to be even more effec/ve.
Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels.
Reflect to
Iden/fy Examples of
Criteria
Observe to
Determine Impact
on Students
Collaborate to
Understand Teacher
Decisions
PracAce to
Grow in Teaching
Prac/ces
Receive Feedback to
Determine Causes for
Ineffec/veness
Revise to
Improve Prac/ces
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
TRAINING ROOM 2
Preset Grouping
Preferences
Skill Level
Save Mixed
Department
Mixed
Edit School
Mixed
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
19
Preset Grouping
Preferences
Skill Level
Save Mixed
Department
Same Mixed
Edit School
Mixed
Preset Grouping
Preferences
Skill Level
Save Mixed
Department
Same Mixed
Edit School
Mixed

20. Training Topics:
• Whole Class Mini-Lesson ConnecAon
• Whole Class Teaching Point
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
Teachers at Applica/on Level Reflect to
internalize the principles of effec/ve instruc/on
• Leader simulates an effec/ve mini-lesson.
• Leader supports group through the naming
of teacher talk and other moves that
exemplifier the characteris/cs of
effec/veness for each part of the mini-lesson
under focus for today’s training.
Teachers at Integra/on Level Reflect to
be meta-cogni/ve about their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus
for today’s training, leader uses the
simula/on’s exemplars to brainstorm
examples of their teacher moves which also
exemplify characteris/cs of effec/veness.
Teachers at Adapta/on Level Reflect to
be more mindful of their prac/ce
• Leader simulates an effec/ve mini-lesson.
• For each part of the mini-lesson under focus,
leader uses simula/on exemplars to support
teachers in first lis/ng their own examples of
teacher talk/moves and then revise those
examples to be even more effec/ve.
Scroll over each professional learning strategy to view acAvity suggesAons for the applicaAon, integraAon and adaptaAon levels.
Reflect to
Iden/fy Examples of
Criteria
Observe to
Determine Impact
on Students
Collaborate to
Understand Teacher
Decisions
PracAce to
Grow in Teaching
Prac/ces
Receive Feedback to
Determine Causes for
Ineffec/veness
Revise to
Improve Prac/ces
CREATE OWN
ACTIVITIES
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning
Ac/vity Planner
OCTOBER 18, 2017 LEARNING ACTIVITY PLANNER
TRAINING ROOM 2
Preset Grouping
Preferences
Skill Level
Save Mixed
Department
Mixed
Edit School
Mixed
SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
20
Preset Grouping
Preferences
Skill Level
Save Mixed
Department
Mixed
Edit School
Mixed
Preset Grouping
Preferences
Skill Level
Save Mixed
Department
Mixed
Edit School
Mixed

21. In just a moment…
Your selecAons for learning acAviAes in Room 2
will be available to view from your Learning Event Agenda.
21
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure
Impact of
Learning
Move Learning
Into Classroom

22. SAVE
ACTIVITIES HOME
EDIT
ACTIVITIES
START
OVER
OCTOBER 18, 2017 LEARNING AGENDA
ROOM 2 – Integra/on, Consolida/on, Consulta/on Levels
TRAINER: Jessica Jennings LOCATION: Roosevelt Elementary School Library DATE: 10 – 18 - 17 TIME: 9:00 am – 11:00 am
TRAINING TOPICS • Mini-Lesson Connec/on • Mini-Lesson Teaching Point
Learning AcAvity 1
Learning Strategy: Reflect Learning Goal: IdenAfy Examples of Criteria Grouping: Mixed Skill--Mixed Department--Mixed School
• Leader simulates an effec/ve mini-lesson.
• Leaders support individuals in their self-assigned role for this small group ac/vity:
• (Applica/on )Name teacher talk and other moves that exemplifier the characteris/cs of effec/veness
• (Integra/on) Use simula/on exemplars. Brainstorm their examples of teacher moves which exemplify characteris/cs of effec/veness.
• (Adapta/on) Use simula/on exemplars. First list their examples of teacher talk/moves and then revise those to increase effec/veness.
Learning AcAvity 2
Learning Strategy: Revise Learning Goal: Improve PracAces Grouping: Same Skill--Mixed Department--Mixed School
ApplicaAon Learning AcAvity IntegraAon Learning AcAvity AdaptaAon Learning AcAvity
• Teachers observe two (recorded) versions of
the same mini-lesson.
• Teachers note observa/ons of student
engagement for components under focus.
• Teachers analyze student data generated in
response to the mini-lesson.
• Teachers iden/fy the most effec/ve version.
• Teachers observe two (recorded) versions of
the same mini-lesson.
• Teachers analyze student data generated in
response to the mini-lesson.
• Teachers iden/fy the most effec/ve version.
• Each teacher observes a recording of their own
lesson and the student data generated in
response to mini-lesson.
• For the components under focus, teachers
iden/fy the characteris/cs of effec/veness.
• Teachers observe two (recorded) versions of
the same mini-lesson and analyze student data
generated in response.
• Teachers iden/fy the most effec/ve version.
• Each teacher observes recording of own mini-
lesson and student data.
• For the components under focus, teachers
iden/fy the characteris/cs of effec/veness and
suggest revisions which would result in high
student engagement and achievement.
PRINT AGENDA
22
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure Impact
of Learning
Move Learning
Into Classrooms
Learning Agenda

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23
Teaching Teachers Literacy
2017-2018 SCHOOL YEAR
Establish School Year
Learning Curriculum
Organize
Learning Events
Select Learning
Ac/vi/es
Measure
Impact of
Learning
Move Learning
Into Classroom