PD Lesson Planning: Progress Report Ideation – Part 2 reflection

PD Lesson Planning: Progress Report Ideation – Part 2 shared the lesson plan (agenda) for Part 2 of our series of faculty brainstorming sessions on reporting progress. Here’s what actually happened from my perspective, the feedback from faculty, and some of what I learned.

It is awesome to have colleagues that you trust, value, and can count on!  I had double-scheduled myself for the first 30 minutes of the VELD meeting.  Yikes! Rhonda Mitchell (@rgmteach), Trinity’s Personalized Learning Specialist and author of TRUE Learning – Teaching and Learning Reflectively using Electronic Portfolios, graciously facilitated the VELD meeting through the Gallery Walk and the Think Pair Share after I introduced the agenda and announcements.

It is so valuable to have critical friendsAfter the Think Pair Share during the VELD session, I showed Annie’s report card from Westminster and my “next step” in what it might look like in 2013.  The faculty engaged right away designing an idea of the next iteration of our progress report.  When I asked Rhonda for feedback, she told me that she was concerned that we were getting similar ideas to what I’d shown for Annie.  I remembered this was a concern when Rhonda preview the lesson plan with me.  Isn’t it great that she feels that she can offer me cool and warm feedback?  I love that she was direct and kind. And, she was right! I am so grateful have critical friends to help me see outside my narrow field of vision. (Please know that I mean critical as crucial or indispensable instead of, as some assume, fault-finding or judgemental.)

I was not there for the Gallery Walk during the VELD meeting.  At the ELD-ULD meeting, I explained the reasons for the Gallery Walk and the Google doc for feedback.  Amanda Goebel asked if it was acceptable to do the Gallery Walk virtually.   It was AWESOME!  The room of about 70 adults went almost silent as some walked around analyzing and making notes while others studied the Google doc as recorded feedback. I thought that it could have been just me, since I’d thought I was wasting my time to insert all those images into the Google doc, but Maryellen asked me to discuss other uses for this technique.  Teachers could use this combination actual and virtual Gallery Walk for student-learners to give each other feedback on projects.  Real time feedback about my plan and my challenge questions!

Do we model with faculty what we want to see happening in our classrooms with children? Can we integrate technology? Can we model formative assessment practices? Can we design interactive learning experiences?

<Again, feel me jump up and down with joy and excitement.>

Based on Rhonda’s good feedback, I did not show any sample progress reports when ELD and ULD met at 3:30.  I bet you will be able to tell where the VELD ideas stop and the ELD-ULD ideas begin if you choose to peruse our ideas.

As we concluded the session, I reminded faculty to complete the attendance and feedback form.  I also mentioned that I thought the previous week’s meeting should count as professional development too.

Here’s the feedback from today’s session:

Last week when I checked, there were 15 responders out of an expected 85 offering feedback on the PD Lesson Planning: Progress Report Ideation – Part 1.  The reminder seemed to do the trick.  Here’s an update on the feedback posted on PD Lesson Planning: Progress Report Ideation – Part 1 reflection.

I don’t know about you, but I think, while the graphical data is easier to process and summarize, the comments give me valuable information.  I am always interested in what is said when Disagree and Strongly Disagree are selected.  Not that I focus on them, but I want to know.  I also want to know why someone selects Strongly Agree.  Truthfully, I read and reread the written comments after glancing at the graphs.

In the update on the feedback posted on PD Lesson Planning: Progress Report Ideation – Part 1 reflection, there was a Disagree and a Strongly Disagree for The content of this session can be applied to my work prompt.  Here are the corresponding comments:

The content of this session can be applied to my work. 

          • Disagree: “My work will be what is finally decided for us.
          • Strongly Disagree:  “Always great to hear what other grade levels wishes are and see how it works with our thoughts!! 

I will admit that I’m perplexed by both comments.  However, I’m grateful for the comments to go along with the ratings.  I will also admit that I’m disappointed in the lack of feedback from some.  I have recently read Seth Godin’s post The worst feedback is indifference.  As part of his post, he writes:

“No, the worst sort of feedback is no feedback at all. That means we’ve created nothing but banality.”

I wonder if my new colleagues know how much I value and crave their feedback.

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