Teacher Specialist Learning Opportunities
Over the last few months, many FCPS Teacher Specialists received Teaching WalkThrus training and resources and participated in the Presenting to Adult Learners professional learning series. Session feedback included numerous requests for continued training and professional learning opportunities for the purpose of increasing knowledge, expertise, and most importantly, to support effective teaching, student learning, and achievement. We are excited about the possibilities for future professional learning. Stay tuned!
The Science of Learning
Feedback is an integral part of the learning process for young students and for adult learners - including those we coach and mentor. Giving feedback to peers, colleagues, and adult learners can be a difficult conversation especially when discussing skills and teaching strategies. In two-point communication where a coach or mentor sits with a teacher or mentee, feedback can often trigger personal feelings and put focus on the person rather than the skill or strategy. In these cases, the teacher or mentee can feel singled out or at fault even when that is not the intention. Two-point communication can lead to feelings of frustration, resentment, and fear of failure. Adding a third point to the conversation can change many of these challenges.
In three-point communication, both people sit side-by-side and a shared visual or resource is added. The focus becomes the resource instead of the individual. It separates the content from the relationship, so a potentially difficult conversation focuses on the resource. If the resource shows or shares the skill or strategy being discussed, the conversation revolves around implementation according to the resource. This takes focus away from personal feelings. Instead a shared language can develop from the resource and questions and feedback can be given using the model the resource provides. Adjustments can be discussed and goals can be set more easily with the model present.
Consider adding a third point to your coaching or mentoring conversations. Consider adding them to your teaching conversations with all students. Choose the third point wisely. Think about using visuals, models, and resources that show exactly what you want. Develop the vocabulary and language you want to hear regarding the topic. Ask questions that help the other person to clarify their thinking. Keep phrases as neutral as possible, consider your body language and tone, and actively listen as the other individual uses the resource as well.
More Information on three-point communication: https://michaelgrinder.com/2-point-vs-3-point-communication/
Running the Room Tip
Principle 3 - Teach, don’t tell, behavior
Behavior: “Behavior cannot be modified in the long term by simply telling students to behave.” Reminding us of Principle 1: Behavior is a Curriculum, and like academic curriculum, we teach… and we also have to learn!
Consider: Just as teaching academic curriculum is a collaborative effort, so is teaching behavior.
Role play, seek out others who do it well, visit other classrooms
Know your school’s behavior policy and supports
Ask for advice before you need it whenever possible. Definitely ask when you need it.
Try: Plan ahead and know your expectations for behavior, how you will teach them, how you will assess them, and how you will respond if they struggle. ** If it is mid-year, you can absolutely do a reset and start over!**
Interested in digging in deeper? Look for The Running The Room Companion book study in our Summer 2023 MSDE course offerings. We have had FULL sections Summer 2022 and Spring 2023, so be sure to register early!
National Board Certification
The Organizational Development Department is excited to share a continued partnership with the Maryland State Department of Education to offset costs associated with the National Board Certification process connected to National Board for Professional Teaching Standards (NBPTS).
If you are a certified teacher who is interested in learning more about pursuing initial certification, securing fee support, hearing about our one year support program (FCPS Launch), or just want to learn more about your options available for advancement, consider attending one of our upcoming events:
Dates, Times, & Locations for Coffee and Chat Sessions
All Things National Board Certification Spring Event (Save the Date)
More information is available on our FCPS Professional Learning Website. If you have additional questions, you may also contact Joseph.Hinson@fcps.org, Coordinator of Teacher Advancement.
Adult Learning Tips
Effective slide design matters to learning!
Although not an exhaustive list, below are evidence-informed considerations to refer to when designing presentation slides:
Visuals should directly relate to the content being presented in an effort to reduce distraction and cognitive overload.
Visuals should be simple. As explained in Teaching WalkThrus, extraneous detail adds to unwanted distracting “visual noise”. With this in mind, the PL team often utilizes simple line icons from Noun Project to reinforce and support ideas and information.
Combining meaningful visuals and written text together (presenting information in two ways) allows viewers to learn, understand and remember information better. For example, utilize illustrations that are clearly labeled with terminology rather than illustrations labeled with numbers that match vocabulary listed in a separate chart.
Reduce the amount of content shared on a slide. Chunk information, go easy with color/font choices/font sizes, and think about placement and arrangement of elements. For example, avoid tilting text boxes at various angles.
RISE and Thrive- Year 1
January, February and March kept RISE & Thrive year one induction course participants productively engaged in learning more about Mind, Brain Education (MBE) strategies to maximize student learning. After spending the first hour of each session learning and collaborating with their content area master teachers and colleagues, RISE & Thrive participants spent the second hour in facilitator-led MBE PLCs.
During the January session PLCs reviewed methods of retrieval practice and feedback-driven metacognition, two of the four “Power Tools” highlighted in the book Powerful Teaching: Unleash the Science of Learning. They began to investigate using each strategy in their roles with students and spent time planning and discussing how they would onboard students, and intentionally pair and implement each strategy. In February, PLCs considered and discussed ways to gather data on the use and outcomes of the strategies they would implement in their classrooms. Finally, in March, PLC participants reflected on their data and discussed any adaptations they made or would make to the strategies used to best meet the needs of their students.
RISE and Apply- Year 2
Participants have spent time exploring and reflecting on their implicit biases through the Harvard Implicit Bias Test and are using their findings to guide their planning, instruction and interaction with students. During module 3, participants are reflecting on their current classroom practice and how they can intentionally use the Trust Generators to create a sense of belonging with students. Module 3 also provides participants with an opportunity to join a virtual synchronous session to discuss student social learning behaviors as triggers and what biases and assumptions might be behind their triggers.
Participants are continuously encouraged to deepen their understanding by visiting our Wakelet for additional resources to support them in their culturally responsive teaching journey.
RISE and Reflect - Year 3
Third year induction participants in the RISE and Reflect course and/or the RISE and Reflect Networking Nights have been engaging in self-selected action steps and classroom strategies that align with their goals for the year. We’ve witnessed these educators thriving in their roles with a new confidence from the reflection and growth that has taken place. During March and April participants will conclude their induction experience with reflection from video artifacts, exploration of leadership opportunities in FCPS and a final Networking Night with Master Teachers.
Mentor Teachers
Seventy nine of our school-based mentors participated in our February mentor forum. Thanks to funding from Title II, our mentors were introduced to a new resource called Teaching WalkThrus and each received a set of books for their school. Mentors spent time digging into this new resource and discussing ways to use this as a coaching tool to support new hires in their buildings.
What did our mentors say about the forum?
“The WalkThrus books are AMAZING and I am excited to use them!”
“I loved the in depth training of the WalkThrus. I enjoy the collaboration with other mentors and opportunities to talk to different people.”
“I loved the balance between you all sharing such wonderful resources and giving us time to collaborate with others and unpack the resources.”
“Practical and applicable takeaways!”
“I am very excited about using this new resource not only for new hires, but for myself.”
“These resources allow us to support our mentees with best practices!”
School Based Mentor Spotlight
Katie Shaffer, School Based Mentor - BCMS
In Katie's Words: As mentors, Sam, Lyndsey, and I have been encouraging our new hires to develop relationships and routines in their classrooms throughout the year. Some of our new hires are brand new to teaching, and they needed our support establishing clear expectations and procedures. We've used some MBE concepts already this year, and we can't wait to dig into Teaching Walkthrus next year! We've focused quite a bit on formative assessment as a way to monitor student learning and provide feedback, and now we are hoping to make sure our formative assessments are more meaningful. For example, retrieval practice through low-stakes quizzes, games, retrieval grids, and entrance tickets have been helpful in engaging students in their learning.
Looking towards next year, we are eager to use evidence-based strategies from Teaching Walkthrus with our new hires, as well as in various departments' ALP sessions. Setting clear learning intentions and success criteria will allow students to understand the purpose of the lessons and take ownership of their own learning. We are hoping our teachers, new and veteran alike, will be asking themselves why as they plan, teach, and reflect on their lessons, and offer students frequent feedback to guide their learning.
