iii. step up: set the stage

Openly discussing the session design and learning plan increases participant buy-in and engagement, and helps create a community of shared accountability.

Questions to consider

1. Does the PD design include time to go over the unit plan so participants understand the big picture?

2. How will the facilitator present norms and expectations for work?

3. How will participants actively co-construct additional norms and expectations for the PD?

transfer tip

Encourage participants to evaluate how often they share their own big-picture with their learners, and the impact or benefit of doing so.

why do Norms matter?

Norms are a set of learning expectations, so they help anchor the learner. Norms help make the learning context a safe space by setting standards for behavior. There is a stronger opportunity to build trust and positive relationships because the boundaries are already established. Ideal norms should cover not only what learning looks and feels like but also logistics such as "Can I change seats?" or "Can I ask questions anytime?" Just as for young students, norms create a sense of belonging for adult learners.

Fostering norms with participants in Portland, ME.

An agenda is a sequential list of the learning components the PD unit will include. Sharing the agenda at the beginning of a PD session sometimes gets skipped or passed through quickly, but it's a critical piece! Anchoring learning in an agenda allows the participant to know what to expect and start positioning their mindset to approach learning. Agendas do not need to list every detail, but they should give an idea of how the PD will work. Want help creating one? Refer back to Agenda & Focus.

Pro tip

Co-create norms! Provide space for learners to question and clarify the norms you propose. Encourage learners to suggest additional working norms that they think will help accomplish the intended outcomes.

example norms

Be prepared

Be present

Take space, make space

Listen to understand, not to respond

Honor lived experiences

Be mindful that your truth can be different for others

Take responsibility for your learning

Be willing to approach situations with an expanded perspective

agendas should

Be flexible and open to change

Describe all the important learning elements, including time for feedback

Include learning objectives

Demonstrate your preparedness for the session

"...engagement doesn't look like everyone doing the same thing, it looks like everyone getting what they need so that they can be engaged."

–Dec et al., "Portraits of Deeper Learning in Elementary Schools" Working paper, Harvard Graduate School of Education (2019)

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