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Learning Teams (LT): Building Capacity to Sustain High Quality,
Site-Based, Professional Development
• K-12 Site-Based Professional Development Model from Pearson Achievement Solutions
• Comprehensive training for facilitators and administrators (institutes plus ongoing support)
• Focused on making schools vibrant places of learning for students, teachers, & administrators
• Derived from over 30 years of research by Gallimore, Goldenberg, Saunders, and Ermeling
LT Central Premise
If schools are to be places of learning for students…
They must also be places of learning for teachers.
What is a learning team?
• A learning team is a group of 3-7 teachers that share the same course, grade-level, or subject area.
• The team meets 2-3 times a month (45-60 minutes) to systematically study and improve instruction by
following an inquiry based protocol. • Each team is lead by a trained facilitator.
Plan
Teach
Analyze
LT Settings & Assistance Links: Cycle of Meetings
Weeks Monthly Regional School Administrator Meeting
Monthly Site-Based Administrator Planning Meeting
Monthly Site-Based Facilitator Meeting(ILT)
Weekly or Bi-MonthlySite-BasedTeacher Workgroups
Week 1 Meeting
Week 2 Meeting
Week 3 Meeting Meeting
Week 4
Week 5 Meeting Meeting
Week 6 Meeting
Week 7 Meeting
Week 8 Meeting
Week 9 Meeting
Week 10
Learning Teams Advisors
Student Outcomes
Classroom
Plan
Teach
Analyze
Teacher Workgroup
Settings & Assistance Links
Distributed Leadership
Tested Protocols
Stable Settings
Teams
LT Core ComponentsTeachers are organized into course-level (or subject area) teams to plan and analyze their teaching and solve instructional problems.
Each learning team must have a trained facilitator, typically a teacher; not an administrator or LT Advisor.
Learning teams need well articulated processes for collaboratively solving instructional problems. Not prescriptions but protocols.
Learning teams must have a consistent and regular time to meet (2-3 times per month, 60 minutes each); facilitators require their own setting, too (once per month, 60-120 min.)
Addressing Common Student Needs (7 Steps)
Step 1Identify and
clarify student needs to work
on together
Step 2Formulate an objective and
identify student work
to be analyzed
Step 3Identify and
adopt an instructional
focus to address each
need
Step 7Reassess:
repeat cycle or move on to
another area of need
Step 5Deliver
instruction: make
consistent and genuine efforts
Step 4Prepare to try instructional focus in the classroom
Step 6Analyze
student work to evaluate
whether instruction met
the needs
If necessary, identify and/or prepare to try
another instructional focus.
Driving Question: How do we teach this well?
Addressing Common Student Needs (7 Steps)
Step 1Identify and
clarify student needs to work
on together
Step 2Formulate an objective and
identify student work
to be analyzed
Step 3Identify and
adopt an instructional
focus to address each
need
Step 7Reassess:
repeat cycle or move on to
another area of need
Step 5Deliver
instruction: make
consistent and genuine efforts
Step 4Prepare to try instructional focus in the classroom
Step 6Analyze
student work to evaluate
whether instruction met
the needs
If necessary, identify and/or prepare to try
another instructional focus.
Common Student Need (Thread)
Addressing Common Student Needs (7 Steps)
Step 1Identify and
clarify student needs to work
on together
Step 2Formulate an objective and
identify student work
to be analyzed
Step 3Identify and
adopt an instructional
focus to address each
need
Step 7Reassess:
repeat cycle or move on to
another area of need
Step 5Deliver
instruction: make
consistent and genuine efforts
Step 4Prepare to try instructional focus in the classroom
Step 6Analyze
student work to evaluate
whether instruction met
the needs
If necessary, identify and/or prepare to try
another instructional focus.
Specific Content / Instructional Focus
Common Student Need (Thread)
Addressing Common Student Needs (7 Steps)
Step 1Identify and
clarify student needs to work
on together
Step 2Formulate an objective and
identify student work
to be analyzed
Step 3Identify and
adopt an instructional
focus to address each
need
Step 7Reassess:
repeat cycle or move on to
another area of need
Step 5Deliver
instruction: make
consistent and genuine efforts
Step 4Prepare to try instructional focus in the classroom
Step 6Analyze
student work to evaluate
whether instruction met
the needs
If necessary, identify and/or prepare to try
another instructional focus.
Specific Content / Instructional Focus
Common Student Need (Thread)
• In our experience, many collaborative efforts are focused primarily on operational matters (ordering textbooks, discussing new policies, planning field trips) or instructional topics refer broadly to pacing guides, periodic assessments and unit planning. In contrast, LT workgroups focus exclusively on addressing critical areas of instructional need in the classroom and analyzing the impact of that instruction on student learning.
• Litmus Test: Teachers begin to attribute student success or failure to teaching rather than external factors. They begin to identify specific cause-effect relationships between their own instructional choices and the impact of these choices on student learning.
But we already do that
