Common facilitation challenges and solutions: Challenges Solutions Participants may say that the task is simple Tell participants that a well-written Educator Plan because the process and outcome benchmarks should make it simple to identify which artifacts are so explicit in the example. need to be collected. Ask participants if the action plans in their school are as clear. Participants may note that the Educator Plan State that the first step in gathering evidence is to forms from their schools are not as detailed as this write a strong Educator Plan. Prompt participants example. to share this example with educators at their schools if they need to revise their plans to make them more detailed. Guiding questions: What artifacts could Tom Wilson use to show progress toward his goals? Connecting Wrap-Up/Debrief (10 minutes) Explain: your table group, go around and say what artifacts you identified that Tom could use to show “With progress toward his goals.” Give participants 3–5 minutes to share this information. Get the and ask: whole group’s attention you learn about Educator Plans from this “What did activity?” Allow participants to respond—it is likely that in many cases the Educator Plans are not as detailed as this example. Transition: Educator Plan created by Tom Wilson included a lot of information. There were process and “The outcome benchmarks, and the frequency and timelines of the activities were clear. This activity shows us that the first step in gathering evidence is to write a strong Educator Plan because this document will help you be strategic and targeted about gathering evidence. As over the next couple of you’ll see hours, it’s not about gathering evidence for everything you do but, rather, a strategic sample of your practice. It may be helpful to share this example with educators at your school if they need to revise their plans to make them more detailed in order to make evidence collection go more from the smoothly. Let’s transition now Educator Plan to looking at the evidence itself: What does good evidence look like, and where does it come from?”
Common facilitation challenges and solutions: Challenges Solutions Participants may say that the task is simple because the process and outcome benchmarks are so explicit in the example. Tell participants that a well-written Educator Plan should make it simple to identify which artifacts need to be collected. Ask participants if the action plans in their school are as clear. Participants may note that the Educator Plan forms from their schools are not as detailed as this example. State that the first step in gathering evidence is to write a strong Educator Plan. Prompt participants to share this example with educators at their schools if they need to revise their plans to make them more detailed. Guiding questions: What artifacts could Tom Wilson use to show progress toward his goals? Connecting Wrap-Up/Debrief (10 minutes) Explain: “With your table group, go around and say what artifacts you identified that Tom could use to show progress toward his goals.” Give participants 3–5 minutes to share this information. Get the whole group’s attention and ask: “What did you learn about Educator Plans from this activity?” Allow participants to respond—it is likely that in many cases the Educator Plans are not as detailed as this example. Transition: “The Educator Plan created by Tom Wilson included a lot of information. There were process and outcome benchmarks, and the frequency and timelines of the activities were clear. This activity shows us that the first step in gathering evidence is to write a strong Educator Plan because this document will help you be strategic and targeted about gathering evidence. As you’ll see over the next couple of hours, it’s not about gathering evidence for everything you do but, rather, a strategic sample of your practice. It may be helpful to share this example with educators at your school if they need to revise their plans to make them more detailed in order to make evidence collection go more smoothly. Let’s transition now from the Educator Plan to looking at the evidence itself: What does good evidence look like, and where does it come from?”