COMPONENT CHECKLIST: Planning a Workshop
✓ How will you learn about the place and the people involved in the professional development experience? (For example, school website, SSIR online reports, discussions with the site coordinator.)
✓ Based on what you have learned, what specific choices can you make about the learning targets and activities?
✓ How will you support your work with a brief connection to theory, research, and/or policy?
✓ What are the quotes or artifacts from students or teachers that support your work?
✓ How will you present your evidence to support the specific purpose of this particular workshop?
✓ What is the big idea or question guiding this professional development experience?
✓ What knowledge, skills, and dispositions do teachers need to cultivate and develop in order to address the big idea?
✓ How will you prioritize the learning targets that are most important?
✓ What key elements of the art form have you chosen to focus on in this PD experience?
✓ How will you identify and define the chosen elements for the classroom teachers?
✓ When will you refer to the elements throughout the workshop, in order to help embed understanding for the teachers?
✓ How might you engage the teachers in discussions about the elements to solidify their understanding?
✓ What materials will you provide that can serve as long-term reminders of the art form and its key elements?
✓ What types of experiences will provide teachers with personal insight into arts integration?
✓ What experiences will foster participants’ confidence in art making?
✓ What kinds of experiences will serve as adaptable models upon which teachers can elaborate in their own classrooms?
✓ In what way(s) will you guide teachers to discuss, analyze and/or consider how to facilitate the arts strategies, techniques or.approach?
✓ How might teachers actually practice facilitating?
✓ How might you offer feedback about the classroom teachers’ attempts with facilitation?
✓ How might teachers benefit from their experience facilitating their peers?
✓ How will you introduce and guide participants to understand student achievement in and through the art form?
✓ What will classroom teachers do to practice assessing student artwork?
✓ What will classroom teachers do to practice designing assessment tools?
✓ When will reflection best help teachers think carefully and critically about an important point?
✓ When do classroom teachers need time to make sense of what they just experienced or learned?
✓ Which protocols will insure that 100% of the workshop participants will discuss and/or answer a given reflection question?
✓ How might a question be framed to encourage thoughtful, insightful answers, as opposed to reiterating a ‘correct’ response?
✓ What amount of time will allow participants to develop plans for implementing ideas from the PD experience?
✓ What materials (e.g. templates, books, protocols) might you provide to teachers to help them begin planning practical ways to integrate the arts into their own lessons?
✓ What structures will you use for providing feedback to teachers as they plan?
✓ What methods will insure complete and candid feedback?
✓ What kinds of evaluation questions will provide yo with actionable feedback to improve future offerings?
✓ How will you analyze and find significant themes within the feedback you receive?
✓ What short-term evaluation questions might help improve an ongoing PD experience?
✓ In what other ways, or for what other audiences, might this feedback be useful?
✓ What opportunities are you providing teachers to commit to next steps?
✓ How are you asking teachers to put their new learning into practice following the professional development experience?
✓ As appropriate, how might you check-in on their implementation?
✓ What are you requiring teachers to produce in the way of arts-integrated unit or lesson plans?
✓ What template will you provide within the professional development experience?
✓ What curricular resources will teachers have access to after the PD experience?
✓ What instructional coaching support can you provide following the PD experience?
✓ How will you make yourself available for such coaching?
✓ What is the likely coach’s experience level with arts integrated instruction?
✓ How will you help teacher participants reflect on their facilitation experience to encourage them to be self-directed learners?
✓ What might you demonstrate that will be most useful?
✓ How will you guide classroom teachers to notice the choices you are making when demonstrating?
✓ What questions might you pose to classroom teachers before beginning the demonstration?
✓ What points will you discuss after the demonstration?
✓ How might you develop a shared lesson with your partner classroom teacher(s)?
✓ How might you define role responsibilities in advance of facilitating a co-taught session?
✓ How might you help classroom teachers define a focus and questions for a simple action research process that can provide.them insight into their effectiveness?
✓ How might you demonstrate how an action research approach might increase classroom teachers’ understanding and effectiveness?
✓ How might you connect with structures of collaborative planning and reflection that exist at the teachers’ school sites?
✓ What modes of online support are available or likely to be used by these teachers?
✓ How will you assist them in accessing these supports?
✓ How might you use classroom video to demonstrate the efficacy of your arts integration approach with students?
✓ How might video help demonstrate ways to assess student achievement in and through the art form?
✓ What technology will teachers require in the classroom to capture learning on video?
✓ Who will do the recording? How can you support (templates, protocols) teachers in reflecting on their recorded teaching?
✓ What resources might you develop with the classroom teachers during a PD experience to help them solidify their ….understanding that they can use after the workshop?
✓ What resources will you produce for the teachers? How will you guide the teachers to use them?