Section III: After the Learning

5.1

Step 2: Interactive Strategy, Protocol, or Activity— “Conver-Stations” (Forty Minutes)

Muir (2019) created the Conver-Stations protocol for this activity. To begin, cofacilitators go to their preassigned station (easel) and everyone counts off by four. This will create mixed groups of participants from different tables. 1. Read the article: Ask participants to read and highlight key points in the article “Are We Making a List or Delivering on a Promise?” (six minutes) 2. Respond to the questions: Direct participants to convene at the station (easel) that matches their number and respond to the questions written on the easels. After four minutes (at this point, no consensus is required), the person responsible for delivering the professional development announces that it is time for everyone to move to the next easel. The cofacilitators remain at their easel while the group rotates clockwise to the next station and repeats the same process with a new question. (twenty minutes) 3. Debrief the learning: Participants return to their original table and, using a round-robin approach, share what they discussed during the Conver-Stations activity. (ten minutes)

Step 3: Personal Reflection (Five Minutes)

Before the next team meeting, participants record and retain their thoughts about what they learned during this professional development until the section III debrief with a coach. Ask participants to respond to the questions, “How do we view the standards? Are we making a list or delivering on a promise?”

Section III: After the Learning

Next Steps and Follow-Up for Coaching Teams

A GVC promotes both excellence and equity by ensuring all students have access to the same rigorous curriculum while simultaneously promoting clarity among teachers about what to teach, so their time and energy focus on how to teach it well. The coach’s goal for this module is to help teams reflect on their beliefs around responding to critical question one of a PLC, “What knowledge, skills, and dispositions should every student acquire as a result of this unit, this course, or this grade level?” (DuFour et al., 2016, p. 36).

Using a T-chart, ask teams to identify the policies, practices, and procedures that support the notion of guaranteed and viable. Participants can develop a second T-chart to explore whether teachers feel standards are a list to cover or a promise teachers make to students. Other questions or tasks for the team to consider might include the following. 1. What can the faculty do to promote a GVC? What things can teams do to clarify what is essential for teachers to teach and students to learn?

2. Refer to the SIG for prerequisite two (page 239) and the Pathways for Prerequisite

Two (2.1–2.5; page 244) to help determine the team’s current reality, identify some possible next steps, and agree on a plan for moving forward. 3. Establish a timeline for teams to implement their plan at the next collaborative team meeting where members will analyze student assessment data.