Part I – Introduce the “Why Isn't PL Sufficient”

0:00- 0:20 seconds

1. • Title, Name, Reason

   • Theme: "Call to Action"

0:20- 0:35 seconds

1. • Gathering the Audience's Attention

   • Posing a Question

   • Using Literary Statistics

0:35 seconds- 1:05 seconds

1. • Describe teacher experiences and feedback

   • Relay current CCMR data from students who are ready after high school

Part II – Introduce the “What Can We Do”

1:05 - 1:17 

5. • High-impact PL built around 5 research-based principles

   • PL that is sustained, specific, collaborative, active, and modeled

   • Duration & follow-up

   • Implementation support

1:17 - 1:41 

5. • Celebrating the Successes

   • Differentiation leads to exploration

   • Investing in our teachers as their impact is the largest

Part III – The Call to Action- "How Can We Improve?"

1:41 - 2:02  

8. • Pose the How question

   • Discuss the current research and findings

2:02 - 2:29 

8. • Disconnection between PL and the classroom needs

   • The Mission and Vision for 21st Century prepared students

    2:29 - 3:03 

• Pose the question of end goals and results

• Final call-to-action

Purpose and Audience

To transform the traditional PL model into constructivist, ongoing, and discipline-specific professional learning that equips teachers to internalize and implement the new instructional model that addresses student needs and engages all learners—especially our emerging bilingual and underserved populations—through technology-enhanced, data-driven instruction.

I. Collaboration Design

• Structure: Daily collaborative planning periods; mandatory for all EOC teachers

• Model: NHS Planning Phases (TEKS internalization → Roadmapping → Activity Selection → Modeling → Data Analysis)

• Tools: Google Drive templates, Know & Show charts, Flex app interventions

• Culture: Shift from compliance to contribution using shared leadership and teacher-exemplar showcases

II. Leadership Roles

• ILT (Instructional Leadership Team):

  • Facilitate DDI & PLCs

  • Model strategies and coach in-the-moment

  • Maintain accountability and resource curation

• Instructional Coach (Avant and Others):

  • Lead science department onboarding to Playbook 2.0

  • Provide tech integration support for ELL scaffolds

  • Coordinate campus-wide cross-content connections

• Teacher Leaders:

  • Facilitate peer modeling in content PLCs

  • Share implementation wins and challenges

III. Audience and Their Needs

PrimaryTarget Group: 9–12th grade teachers, especially those teaching EOC content with emerging bilinguals

• Needs:

  • Clarity on TEKS internalization and CFA construction

  • Relevance to content and students

  • Tools for immediate classroom application

  • Support adapting instructional strategies to a transient, linguistically diverse student body

Implementation Schedule

Resources Needed

• Google Drive infrastructure with templated agendas, protocols, and lesson plans

• Lead4ward Field Guides and IQ analysis tools

• Observation & Feedback Look-Fors (Science-specific)

• Professional Learning Slide Decks and Facilitator Guides (Instructional lead derived)

• Translation tools and ELL scaffolds for technology use (e.g., text-to-speech, scaffolded quizzes, ReadWriteGoogle)

• Staff access to past student CFA data (School City, etc.)

References: 

Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active learning not associated with student learning in a random sample of college biology courses. CBE—Life Sciences Education, 10(4), 394–405. https://doi.org/10.1187/cbe.11-07-0061

Daniels, K. (2013, June 14). Empowering the teacher technophobe | Kristin Daniels | TEDxBurnsvilleED [Video]. YouTube. https://www.youtube.com/watch?v=puiNcIFJTCU

Duarte, N. (2013). Resonate: Present visual stories that transform audiences. John Wiley & Sons. http://resonate.duarte.com/#!page0

EdCan Network. (2015). Innovation That Sticks: A Practice Brief on Scaling Innovation in Education. Retrieved from https://www.edcan.ca/articles/innovation-that-sticks/

Goodwin, B. (2015). Does teacher collaboration promote teacher growth? Educational Leadership, 73(4), 82–83. http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education. http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

Hill, H. C. (2015). Review of The Mirage: Confronting the hard truth about our quest for teacher development. Harvard Graduate School of Education. https://greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf

Learning Forward. (2019a). Standards for professional learning. https://learningforward.org/standards/

Learning Forward. (2019b). Standards for professional learning: Quick reference guide. https://learningforward.org/wp-content/uploads/2019/09/standards-reference-guide.pdf

OpenAI. (2025). Minicycling Framework clipart [AI-generated image]. ChatGPT. https://chat.openai.com/
Reynolds, G. (2013). Presentation zen design: Simple design principles and techniques to enhance your presentations.New Riders.

Slidesgo. (n.d.). Education Google Slides and PowerPoint templates [Web page]. Retrieved June 21, 2025, from https://slidesgo.com/themes?industry=education&page=2

TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development. The New Teacher Project. https://files.eric.ed.gov/fulltext/ED558206.pdf

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the U.S. and Abroad. National Staff Development Council.