http://ocdepls.org  https://twitter.com/OCDEpls https://www.facebook.com/pages/OCDE-PLS/330605913816983 https://docs.google.com/forms/d/1uhaI1ui5reHbiTd-t5_j1wpV_Rpe0XIbWvoXGZIxG10/viewform  

Coaches and PLC's - Learning Partnerships



Professional Learning Community (PLC)
A Professional learning community, or PLC, is a group of educators and at times stakeholders that meets regularly, shares expertise, and works collaboratively to improve student's progress along their learning continuum through purposeful analyze of learning, intentional planning, and implementation- teaching, mentoring, coaching. - Cultures Built to Last: Systemic PLCs at Work 

The Coach
Coaching works because it applies the principles of both adult learning theories and growth-fostering psychologies. It not only supports self-directed learning, it also draws upon evidence informed analysis of the impact of relationships, mindsets, environment, and context. Coaches respect the underlying interest and abilities of teachers, by empathizing with and appreciating their experiences, and by enabling educators to build upon their strengths - through the process of Story-Empathy-Inquiry-Design. This process provide space for authentic discourse...enabling professional learning communities (PLCs) to analyze learning, do content to deepen expertise, brainstorm new ideas, experiment with new approaches, analyze their effect on students' learning and determine and plan next steps.  - Evocative Coaching: Transforming Schools One Conversation at a Time, and Cognitive coaching: A Foundation for Renaissance Schools

The Practice of Coaching *
The practice of coaching cultivates local capacity for generating instructional expertise and new knowledge for teacher through the development of of expert teacher leaders who are able to offer instructional coaching in their own districts and schools. Each grade-level and/or content-area team or department, within each school, may require a slightly different coaching model, set of resources, and set of collaborative inquiry routines - keeps both both flexibility and rigor in mind. 

The following 5 overarching categories address and outline a trajectory of practices and activities:
   1.  Building a Collaborative Culture
   2.  Coaching Methods
   3.  Expanding Professional Content Knowledge
   4.  
Determining Student and Teacher Needs

* Disciplinary Literacy Coaching reflects the collaborative work of OCDE with Adlitpd.org/UCI Disciplinary Literacy Team Josh Lawrence, Jessica Tunney,  Jacy Ippolito, Christina Dobbs 

Protocols
John Hattie's Visible Learning research found that learning with structured protocols has an effect size of d=0.82. (remember one years growth is d=0.40). 
"Discussion-based protocols have been widely described as essential tools for adult collaboration and professional learning in schools. A protocol can be defined as an "agreed upon set of discussion or observation rules that guide coach/teacher/PLC/student work, discussion, and interactions. More sophisticated protocols, for use with adults in professional learning communities, might be catalogued according to a Continuum of Discussion-Based Protocols. The continuum is built on the principle that different levels of trust, familiarity, and collegiality allow for fundamentally different types of conversations in schools. The continuum borrows Critical Friends tools and traditions*, but it sequences classic protocols into an order that teachers  and coached find meaningful and that slowly builds the capacity to end into riskier conversations."- folders 01-08 below. 

Click on the arrow in front of each folder to view and download documents, resources, and tools. 
We hope these examples will spark personalized usage that authentically addresses the needs and aspirations of your community of learners.
 
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PLC overview  Sep 5, 2015, 10:19 AM OCDE LCAP Supports
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Write own Vision/Norms  Aug 9, 2015, 9:04 PM OCDE LCAP Supports
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Establishing Norms Protocol  53k v. 3 Aug 19, 2015, 9:00 AM OCDE LCAP Supports
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Example Only - PLCs need to create their own  38k v. 3 Aug 19, 2015, 8:55 AM OCDE LCAP Supports
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PLC Collaboration Reflection - Round Robin Protocol  Sep 8, 2015, 10:50 AM OCDE LCAP Supports
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protocol to create norms  Sep 5, 2015, 10:20 AM OCDE LCAP Supports
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8-12 week Analysis of Student Learning  Aug 19, 2015, 10:27 AM OCDE LCAP Supports
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8-12 week check-in, What has been our impact on student learning?  Aug 26, 2015, 4:22 PM OCDE LCAP Supports
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PLC Agenda's 3 meeting examples  Sep 8, 2015, 11:49 AM OCDE LCAP Supports
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Template of a PLCs Monthly Schedule - Literacy  Aug 19, 2015, 8:59 AM OCDE LCAP Supports
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Template of a PLCs Monthly Schedule - Math  Aug 19, 2015, 8:59 AM OCDE LCAP Supports
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Helps students develop the ethic and practice of contributing to and caring for a greater community and society  Sep 8, 2015, 11:15 AM OCDE LCAP Supports
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Example Norms/Skills of Collaboration  35k v. 3 Aug 9, 2015, 9:06 PM OCDE LCAP Supports
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Getting Started  214k v. 2 Aug 24, 2015, 7:09 PM OCDE LCAP Supports
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Can be used with a variety of texts, poems, articles, or whole books. It works well with large groups.  Aug 9, 2015, 8:19 PM OCDE LCAP Supports
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A silent way to reflect, generate ideas, check on learning, develop projects, or solve problems.   368k v. 3 Aug 9, 2015, 8:21 PM OCDE LCAP Supports
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Compass Points: North, South, East, and West An Exercise in Understanding Preferences in Group Work  Aug 9, 2015, 8:11 PM OCDE LCAP Supports
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Connections is a way for people to build a bridge from where they are or have been (mentally, physically, etc.) to where they will be going and what they will be doing.  Aug 9, 2015, 8:13 PM OCDE LCAP Supports
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The Continuum Dialogue is a provocative yet non-threatening way to get to know the people one works with: their perspectives, beliefs, opinions on hard issues, how they think about themselves and others, and what they think about teaching and learning.  Aug 9, 2015, 8:17 PM OCDE LCAP Supports
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Microlabs addresses a specific sequence of questions in a structured format with small groups, using active listening skills.  Aug 9, 2015, 8:23 PM OCDE LCAP Supports
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Chalk Talk is a silent way to reflect, generate ideas, check on learning, develop projects, or solve problems.  Aug 9, 2015, 8:33 PM OCDE LCAP Supports
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jigsaw - time efficient comprehension of longertext  417k v. 2 Sep 8, 2015, 10:55 AM OCDE LCAP Supports
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Purpose To address a specific sequence of questions in a structured format with small groups, using active listening skills.  Aug 9, 2015, 8:42 PM OCDE LCAP Supports
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Purpose To clarify and deepen our thinking about a text  Aug 9, 2015, 8:40 PM OCDE LCAP Supports
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Purpose Enlargement of understanding of a text, not the achievement of some particular understanding  Aug 9, 2015, 8:44 PM OCDE LCAP Supports
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Purpose To collaboratively construct meaning, clarify, and expand our thinking about a text or document  Aug 9, 2015, 8:38 PM OCDE LCAP Supports
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Purpose This protocol is designed to deepen the understanding of a text and explore implications for participants’ work.  Aug 9, 2015, 8:39 PM OCDE LCAP Supports
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Math  146k v. 3 Aug 9, 2015, 8:53 PM OCDE LCAP Supports
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Analyzing Learning Protocols - Praise, Question, Suggest AND Using work to improve teaching and learning  Oct 14, 2015, 7:39 PM OCDE LCAP Supports
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Article - Using a structured protocol...  322k v. 4 Aug 9, 2015, 8:53 PM OCDE LCAP Supports
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Three steps: 1. Describe 2. interpret 3. discuss implications of student work  72k v. 4 Aug 9, 2015, 8:45 PM OCDE LCAP Supports
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Low stakes. Present student work. present input requesting from team  59k v. 3 Aug 9, 2015, 8:53 PM OCDE LCAP Supports
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Systematic way to look at student work  Aug 9, 2015, 8:47 PM OCDE LCAP Supports
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Look closely at work, context is held back until describe it, ask questions about it, explore implications.   71k v. 3 Aug 9, 2015, 8:53 PM OCDE LCAP Supports
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calibrate learning to task/learning goals and success criteria  527k v. 4 Aug 9, 2015, 8:56 PM OCDE LCAP Supports
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Useful in determining which protocol best fits the PLC desired focus  Aug 9, 2015, 8:56 PM OCDE LCAP Supports
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Analyzing a collection of student work completed in a specified context over a specified period of time - the Slice requires work from multiple students--from a whole classroom to many classrooms  62k v. 3 Aug 9, 2015, 8:45 PM OCDE LCAP Supports
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Describing and Learning from Student Work  Aug 9, 2015, 8:49 PM OCDE LCAP Supports
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understand and analysis  209k v. 2 Aug 24, 2015, 8:09 PM OCDE LCAP Supports
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Conducting a Constructivist Tuning Protocol for Examining Student Work  Aug 9, 2015, 9:23 PM OCDE LCAP Supports
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This protocol allows participants to quickly connect one another to their work, while at the same time allowing them to get useful feedback from one another  Aug 9, 2015, 8:08 PM OCDE LCAP Supports
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NSRF Protocol - A teacher presents samples of student work and the context for the work (assignment, rubric) and (usually) a focusing question - seeks feedback and discussion.    75k v. 3 Aug 9, 2015, 9:19 PM OCDE LCAP Supports
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Learning from Data is a tool to guide groups of teachers discovering what students, educators, and the public understand and how they are thinking  Aug 9, 2015, 9:28 PM OCDE LCAP Supports
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This protocol helps clarify the process for choosing a question to focus on in Evidence Process work.  166k v. 3 Aug 9, 2015, 10:54 PM OCDE LCAP Supports
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This protocol builds awareness and understanding of the participant’s viewpoints, beliefs, and assumptions about data while suspending judgments.  Aug 9, 2015, 9:28 PM OCDE LCAP Supports
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To use with educators in illuminating two data sets.  Aug 9, 2015, 9:34 PM OCDE LCAP Supports
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CSUF Inquiry-Cycle  Nov 2, 2015, 2:16 PM OCDE LCAP Supports
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"quality control tool" for analyzing and improving the quality of instruction provided to students  52k v. 3 Aug 9, 2015, 8:55 PM OCDE LCAP Supports
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self-assessment tool for students, intended to generate new insights and deepened student investment in their own work  50k v. 4 Aug 9, 2015, 9:10 PM OCDE LCAP Supports
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PLCs look at student work samples across grade levels and classrooms in order to gain new insights and perspectives on teaching and learning.  Aug 9, 2015, 9:34 PM OCDE LCAP Supports
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Nice and simple!  124k v. 3 Aug 9, 2015, 8:55 PM OCDE LCAP Supports
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Refining practices  Nov 2, 2015, 8:15 PM OCDE LCAP Supports
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This protocol is designed to help deepen the observed’s understanding of his or her practice  Aug 9, 2015, 9:59 PM OCDE LCAP Supports
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Observer and the observed will work together to create some new knowledge — they are in it together  Aug 9, 2015, 9:59 PM OCDE LCAP Supports
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The primary “learner” in this protocol is the observer. The observer’s only purpose is to learn how to improve his or her own practice.  Aug 9, 2015, 9:59 PM OCDE LCAP Supports
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Intended primarily to increase the learning of the person doing the observing.  Aug 9, 2015, 9:59 PM OCDE LCAP Supports
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Finding the time to observe and debrief can be a real problem in the daily madness of schools. This protocol addresses the time issue, cutting the time in half in that there is no observation. Or perhaps more precisely, the observation is self-observation.  Aug 9, 2015, 10:13 PM OCDE LCAP Supports
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The purpose of this protocol is to examine your students through the eyes of a colleague  Aug 9, 2015, 9:59 PM OCDE LCAP Supports
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The purpose of this protocol is to develop observational reliability between the observer and the observed.  Aug 9, 2015, 9:59 PM OCDE LCAP Supports
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The Charrette is a term and process borrowed from the architectural community. Its purpose is to improve a piece of work.  Aug 9, 2015, 10:18 PM OCDE LCAP Supports
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teacher brings a problem/student work, issue, or question to the group, reflects on the issue, and listens in on the group discussion  51k v. 3 Aug 9, 2015, 8:53 PM OCDE LCAP Supports
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teacher typically requests a Descriptive Review because she has a question. Team engages in close, collaborative description of an individual child's "works"  67k v. 4 Aug 9, 2015, 8:53 PM OCDE LCAP Supports
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An effective time to use this strategy is in the early stages of creating any plan or project that will ultimately have an endpoint  Aug 9, 2015, 10:18 PM OCDE LCAP Supports
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Helps the presenter think more expansively about a problem/dilemma s/he is facing. Also, models the developmentally appropriate order for questioning in coaching/consulting situations.  Aug 9, 2015, 9:12 PM OCDE LCAP Supports
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People write about the moment they knew they wanted to be teachers and then about when they knew they were teachers.  Aug 9, 2015, 10:26 PM OCDE LCAP Supports
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Purpose To look at student and teacher work in order to understand our own work and its relation to promoting equity  Aug 9, 2015, 10:22 PM OCDE LCAP Supports
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PLCs will engage in an activity to examine some of the tough questions that arise when educators act to address equity in student learning but that are often obscured by vague language about equity  Aug 9, 2015, 10:24 PM OCDE LCAP Supports
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Purpose To focus looking at student work specifically so that it furthers equity for our students, our teachers and our schools, in order to go beyond protocols to the next step which must be specific actions.  Aug 9, 2015, 10:24 PM OCDE LCAP Supports
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Essential Question: What does it really mean to do “equity work”?  Aug 9, 2015, 10:42 PM OCDE LCAP Supports
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Premise:!Good!questions!generate!powerful!learning.  Aug 26, 2015, 4:22 PM OCDE LCAP Supports
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A must read for all PLCs!!!  1228k v. 3 Aug 9, 2015, 7:48 PM OCDE LCAP Supports
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Why, benefits, point of a protocol  Aug 19, 2015, 8:08 PM OCDE LCAP Supports
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Glossary  Aug 19, 2015, 8:28 PM OCDE LCAP Supports
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Book we are using with the Disciplinary Literacy Coaching  Aug 19, 2015, 11:33 AM OCDE LCAP Supports
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Gradual Release of Responsibility - Graphic  31k v. 2 Sep 8, 2015, 7:44 PM OCDE LCAP Supports
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focused on the role and the importance of a facilitator skilled at turning challenges into opportunities to develop a team’s cohesiveness. The 7 Stages of the Team Performance Model...  Nov 4, 2015, 5:28 PM OCDE LCAP Supports
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Emerging Trends, Coaching Impact, Coaching Passions, Coaching by Country, Coaching in Context, Coaching Leadership, Excellence in Coaching  Nov 4, 2015, 5:28 PM OCDE LCAP Supports
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National Staff Development Council-developed tools to develop a set of operating norms, and identify the stage that your team is presently operating in; based on Bruce Tuckman’s model of Forming, Storming, Norming, and Performing.  Nov 4, 2015, 5:28 PM OCDE LCAP Supports
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Math  Jun 25, 2015, 10:19 AM OCDE LCAP Supports
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All Disciplines  Sep 15, 2015, 9:40 AM OCDE LCAP Supports
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ELA/Literacy  Jun 25, 2015, 10:52 AM OCDE LCAP Supports
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Preschool - All  Jun 25, 2015, 10:54 AM OCDE LCAP Supports
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Science  Jun 25, 2015, 10:56 AM OCDE LCAP Supports
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Anchor Standards  863k v. 3 Sep 15, 2015, 9:38 AM OCDE LCAP Supports
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K-12 - All  Jun 25, 2015, 10:55 AM OCDE LCAP Supports
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Foundations for Young Adult Success  3059k v. 3 Aug 9, 2015, 10:25 PM OCDE LCAP Supports
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Math - Focus by Grade Level  Jun 25, 2015, 11:42 AM OCDE LCAP Supports
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Use the Instructional Practice Guide Coaching Tool to learn what to look for in Common Core-aligned instructional practice. Then, practice with your colleagues by using the tool to review the annotated classroom videos on Teaching the Core.  Nov 2, 2015, 3:20 PM OCDE LCAP Supports
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  126k v. 2 Jun 9, 2015, 4:24 PM OCDE LCAP Supports
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What is microteaching? planning a microteaching session. Steps in microteaching and rotating peer supervision.  Jul 21, 2015, 8:57 AM OCDE LCAP Supports
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Coaching to support the content teams 1 hr a week to meet as PLC  Jul 21, 2015, 9:14 AM OCDE LCAP Supports
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Video to help pin-point feedback, self-reflection, analyse learning and instructional practice  Jul 21, 2015, 9:11 AM OCDE LCAP Supports
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Teaching is a public act - PLC  Jul 21, 2015, 9:16 AM OCDE LCAP Supports
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  256k v. 3 Jul 21, 2015, 8:57 AM OCDE LCAP Supports
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Example of PLC Micro-teaching conversation  Jul 21, 2015, 8:57 AM OCDE LCAP Supports
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Hattie describes micro-teaching as a practice (often in laboratory settings) that “typically involves student-teachers conducting (mini-) lessons to a small group of students, and then engaging in a post-discussion about the lessons”  Jul 21, 2015, 8:57 AM OCDE LCAP Supports
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The purpose of this protocol is to develop observational reliability between the observer and the observed.  Aug 9, 2015, 11:18 PM OCDE LCAP Supports
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Focus on Student learning. Let's talk about the learning which then helps us talk about instruction  Jul 21, 2015, 8:59 AM OCDE LCAP Supports
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The purpose of this protocol is to develop observational reliability between the observer and the observed.  Aug 9, 2015, 11:16 PM OCDE LCAP Supports
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Teacher films and watches self to personally reflect and refine her own practice  Jul 21, 2015, 9:05 AM OCDE LCAP Supports
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Use video of real classroom lessons to practice identifying CCSS-  Nov 2, 2015, 3:13 PM OCDE LCAP Supports
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Video can provide a clear picture of classroom teaching  Aug 6, 2015, 2:05 PM OCDE LCAP Supports