JEPL Observation

Job-Embedded Professional Learning

Observation

VOLUME I: LAB LEARNING

Observation The purpose of observation is...

The purpose of observation is to allow us to focus on points of our craft that benefit student learning.

The observation is not and cannot be judgmental, but must focus on individual goals and the goals of the group. It is important to realize these observations are not the typical evaluative kind we have each year, but rather, a chance to see a glimpse into the classroom as a prompt to open our conversations about best practices as well as personal reflections on our own methods.

When educators are able to learn from one another and begin the discussions with peers, growth takes place, professionally and personally. AND, most importantly, our students’ experiences will improve.

John Kernan, Birmingham

The purpose of observation is to use your eyes and ears to acquire information without contributing to the situation you are observing.

Take the observation time to look at the situation or in this case, host teacher – how she instructs from beginning to end. Reflect on how you might incorporate some of the practices into your classroom. Use what you see to generate ideas for you to extend, change, or deepen your own instructional practices and the learning environment for students.

Julieann Schiepke, Troy

I understand observations can be seen in two ways.

One type of observation is a demonstration model.

That is a host teacher demonstrating a specific skill/strategy/structure that other teachers want to better understanding what it looks like and sounds like in action. As a group, we then have the shared experience to tap into, when thinking and talking about skills, strategies, and structures. Classroom observation can also take an inquiry approach. In this way, we follow the lead of the host teachers’ thinking and wondering about his/ her own practice or about his/her students’ learning.

Both have powerful benefits, but the purpose of the lab will drive the group’s decision about which observation structure to use.

Lauren Janisse, Waterford

The purpose of a teacher lab observation revolves around the needs of the host and observing teachers. The host teacher may want to focus on a particular area of instruction and ask the observers to pay close attention to this challenging area. However, the observing teachers can also attend to a cultural force in the classroom that they may want to improve in their own teaching.

The purpose will drive the observation and allow both the host and the visiting teacher to focus in and see through a particular lens that which is valuable and meaningful to each individual’s and the group’s learning.

Lauryn Eve, Troy

The opportunity to observe another teacher in his/ her classroom is a gift – a gift that should not be taken lightly. Teachers participating in a lab need to take advantage of this gift being given to them so that they can truly get all they might from the experience. In order for them to attend to the right things and use lab for all it has to offer, we need to give them purpose. As a teacher walking into another teacher’s room for the first time, there is so much to take in, your mind immediately begins to focus on desk arrangements, posters, library set up, anchor charts, etc. All wonderful, but none these will help enhance your instruction or improve student achievement.

Noting these things will not challenge the host teacher and make them better. SO how do we ensure teachers take advantage of this gift?

We give it purpose.

Shari Pawlus, Troy

South Lyon Using Lab Classrooms to Explore Instruction

Our journey into lab learning began in the 2008-2009 school year.

A collaborative team was formed with the purpose of identifying instructional strategies that would increase the achievement of At-Risk and Special Education students in the area of writing.

The collaborative team consisted of the Curriculum Coordinator for ELA, two independent consultants, and teachers (classroom, Reading Recovery, Special Education) from three Title I Targeted Assistance buildings. The team adopted an action research approach and determined that developing lab classrooms was necessary for the purpose of studying instructional strategies and student response.

A focus for the year was established: Studying how to teach for independence for all students within the

Writing Workshop. Also, a research question was established: How do Title I and Special Education teachers work and teach alongside classroom instruction for the benefit of the targeted students? The team met approximately once a month. The meetings were held on a rotating basis at each of the three participating buildings. The teacher team from that building was responsible for teaching the lesson to be observed that day.

The typical structure of the half-day meetings began with a reading or element of learning/discussion for the team. Following this piece, the teachers of the classroom being visited would provide a context for the classroom and the observation. Observers were provided with information about the progress of targeted students and any relevant preceding instruction. Additional information was shared about the lesson to be

taught that day. These were collaborative conversations that allowed observers to provide input into the lesson to be taught.

Following this conversation, the presenting team of teachers taught the lesson while the other team members observed for specific indicators of increasing levels of student independence and mastery of content. Observers closely watched considering the question, “What level of support did students need and when was it important for the teacher to intervene?”

Following the taught lesson, the team debriefed the instruction and observations to identify teacher moves that resulted in increased student independence and mastery of content.

All discussion outcomes were documented and observations were incorporated into planning for the next series of lesson progressions. This same routine was followed each time the group met.

The outcome of these lab learning experiences was the creation of documented strategies that could be enacted by all members of the team (classroom teacher, Special Education teacher, Title I teacher) to help support identified students in becoming strategic and independent writers.

Teachers in the Collaborative found this structure to be useful in learning about which of their instructional strategies provided the most leverage in helping students to reach mastery. A few years later, similar models were used for the implementation of a math workshop model at all seven elementary schools and for the launching of a lab classroom project around the Cultures of Thinking research at Bartlett Elementary School, a Title I Focus School.

In our study of Cultures of Thinking we came across the following quote which nicely summarizes our stance on using lab classrooms as

professional development opportunities:

“Our individual thinking benefits from being challenged, from the need to articulate ideas clearly and concisely to others, from the presentation of alternative perspectives and insights through other’s presentation of logic, the raising of questions, and so on.

Furthermore, what we are able to achieve as a group by way of problem-solving, decision-making, and understanding is usually far greater than what can be achieved by the individual alone.”

Who participates?

Experienced Practicing Teachers

Beginning Practicing Teachers

Student Teachers & Interns

Host Teachers

Students

Field Experience University Students

Facilitating Teachers

Are there specific roles?

THE HOST TEACHER

focuses on instructional engagement with her students.

There are lots of possibilities for adaptations to the role of the lab participants. For example, a host teacher might invite the observing teachers to interact with the students, depending on the purpose of the lab (e.g., to try out a strategy they have studied in preobservation).

THE STUDENTS

engage in the instructional tasks at hand, ignoring the observing teachers.

THE OBSERVING TEACHERS

carefully move in and about at the periphery of the classroom activity.

THE FACILITATING TEACHER

role in the observation is two-fold: 1. To serve as a model of observation and documentation skills 2. To serve as a process facilitator, nurturing the commitment to silence or encouraging interaction; tending to the time and leading the group out of the classroom when appropriate.

On the following pages, Jackie Novak offers ideas, tips, and insights gained from her experience as a facilitating teacher for Rochester Community Schools.

What do I need to know and be able to do to facilitate my colleagues’ learning during an observation?

To facilitate learning during an observation, keep your teachers focused on a pointed objective and nurture it by allowing them time to set personal goals while reflecting on their own practice.

It’s important to remember that every participant is already entering a teacher lab experience with experience, and from it they will grow. Teachers are smart. They couldn’t possibly be members of this profession if they didn’t have a good head

on their shoulders, and they certainly wouldn’t be volunteering to participate in a teacher lab. We can expect that participating teachers understand basic pedagogy, the benefits of solid classroom management, and what it is like to work with children on a daily basis. So let us first remember that the goal of a teacher lab is not for your teachers to feel inadequate. It’s simply an opportunity for good teachers to recognize what they’re already doing well, and to turn that into

something even better.

In her book, Learning Along the Way (2003), Diane Sweeney explains that teacher lab facilitators ensure the productivity of the lab experience.

Without good facilitation, labs lose the power to engage teachers in reaching their maximum potential.

According to Sweeney, the most effective lab facilitators exhibit the following characteristics during a lab observation: • Understand best practices • Can be firm when setting expectations for participants • Recognize and can name aspects of high-quality teaching

• Are effective note-takers • Make connections across visits • Model the behavior of a good observer • Ask participants to connect and respond to what they observe.

technique or two that could be carried over in an effort to create better instruction within her practice. A specific objective is helpful for the teacher to focus her attention appropriately and outgrow herself accordingly.

Let’s spend some time exploring the criteria of a good facilitator, looking primarily at the roles of goal setting, professional reading, and personal reflection as a means to create productive observations.

You may wish to offer teacher labs with an array of different objectives. In this way, interested teachers could sign-up for a lab that focuses on an area she is trying to develop more effectively in her practice.

Have a Pointed Objective in Mind

One way to overwhelm a teacher is to invite her into a classroom without a pointed objective. Upon entering, she is forced to soak up everything in sight: the physical structure, desk arrangements, charts, curtains, and filing cabinet labels. This is a rough terrain to travel. Without a specific focus, the teacher will simply gain ideas about how to switch around the furniture in her own classroom. An honorable effort? Maybe. But it would be smarter for this teacher to learn an effective

Possible Teacher Lab Objectives for Observation Lesson Architecture – Explicit, engaging methods (Calkins, 1996) Conferring – Responsive teaching (Goldberg, 2007) Small Group Work – Building a repertoire of strategies (Seravallo, 2010) Differentiation – Support for all learners (Marzano, 2012) Visual Supports & Materials – Proper charting formats (Martinelli, 2012)

Nurturing the Objective

After determining an objective, it is important to make sure this goal is an integral part of the lab. The objective should be spiraling into each conversation, weaving its way through the thoughts of each participant. A lab objective is at the center and heart of its very purpose.

Instituting a professional book, as well as personal teacher reflections, will allow participants to thoroughly understand this objective as a priority of the lab.

A Professional Book A professional book may be purchased to support the objective of the teacher lab. This book will serve as an expert voice and resource, so teachers can rest-assured their work is based on sound research and real-life classrooms. Many facilitators will assign chapters for observing teachers to read prior to each lab observation (Template 4) but you could also have participants read portions of the book during their debriefing sessions. Books can be purchased through a teacher lab fund, school fund, or personally by the teachers.

Personal Reflection

Teachers rarely have time to sit back and reflect on their practice, but we know this is crucial to the very being of their professional development (Miller, 2008). This is why, before venturing into a lab classroom for observation, you’ll want to encourage teachers to spend some time in reflection about how the lab objective relates to their own classroom. Why? Because, let’s be honest, it’s going to be a challenge to facilitate your colleague’s learning during the observation, if you’re not able to get an idea of where they’re coming from. Yes, you are holding a common lab objective, but each teacher’s goal for the lab will vary. Teachers have a wide array of skill sets that can be placed on any number of learning progressions, so it’s important to see what they hope to gain from this experience. Set aside a few minutes for teachers to think about the teacher lab’s objective, complete some writing (Template 1), and have a conversation with you prior to entering the lab classroom. You’ll be glad you did.

Remembering Your Goal during Observation

Upon entering the classroom, we hope teachers have already determined their goal for today’s observation through professional reading and personal reflection.

Now your job will be two-fold.

You will need to pay attention to the host teacher but, almost more importantly; you will want to make sure each lab participant is engaged. Sitting in the back of the classroom is not going to be the best use of anyone’s time. Providing teachers with a form to jot notes (Templates 2 & 3) will be especially helpful. Encourage participants to position themselves within earshot to hear everything the host teacher is saying. It may be necessary to tap participants on the shoulders to say, “Follow me over here,” as you direct them toward centering their observation on the host teacher’s work. After observing a specific component of your lab objective, you may even decide to leave the classroom and talk with your participating teachers for a few minutes. This keeps the objective front and center.

A Look Inside

In Julie Striewski’s second grade classroom, children are engaged in reading. One child is curled up with a book at her desk, and another is sitting near a window. The rest of the students are spread across the classroom, sitting comfortably with their self-selected texts.

Six teachers enter the classroom as Julie begins to confer with her first group of students. The observing teachers start to notice the charts on the wall and the organization in the classroom library, but Jackie Novak, the lab facilitator, quietly reminds everyone to take out their observation forms (Template 3) and begin jotting their initial noticings based on the goal they just discussed for today’s lab: Effective Teaching in Small Groups.

Jackie understands that meaningful anchor charts and a classroom library are important, but she wants to make sure the observing teachers understand how these structures fit into the big picture of the lab’s main goal.

During this time, Julie begins teaching her first small group of the day. When Jackie sees this, she models the behavior of a good observer and begins to move closer to the table. Now, each of the teachers begins to follow Jackie, so they can hear the architecture of Julie’s instruction. After just a few moments, every observing teacher is huddled around Julie’s back table, up close and ready to hear her every word.

The observing teachers begin taking notes about Julie’s lesson introduction.

They recently learned, from their professional reading, that this introduction is a connection to the demonstration she is about to do. One teacher begins to glance around the classroom in an effort to see what the other children are doing; those students who are not part of the small group. Jackie looks at this teacher and points to the last question on the form (Template 2) in an effort to make sure she

recognizes how every child, even those not in this small group, fit into the big picture of the objective.

Julie continues this small group by modeling how to find evidence based on the theme of a story.

After a three minute demonstration, the students are asked to try this work at the table with her, using the books they have self-selected.

During this time, Julie moves around the table, coaching and conferring to help each reader with the goal she has taught.

Meanwhile, the observing teachers are busily taking notes, noticing her language, management, and prompting techniques as she teaches.

It has been about ten minutes, and Julie just wrapped up her first small group. The children were actively engaged, practicing the new strategy, and Julie sent them off to continue this work independently.

Jackie realizes this is a good time for the teachers to step into the hallway to briefly discuss their observations. They spend about five minutes discussing the architecture of Julie’s lesson and a few questions they have, but they save most of their questions for later when they know they can sit down with Julie to debrief more formally. With that, the six teachers return to Julie’s classroom to observe the remainder of her teaching for the morning.

Variations in Practice: Introducing Host Teacher Commentary to the Students

If you have a teacher that is willing, you may ask her to provide commentary throughout the observation. This would invite the host teacher to briefly pause her teaching to explain something to the participants like, “Listen as I connect today’s lesson with our unit of study,” or “Watch as I prompt this reader to find familiar parts in this word to decode.”

Rather than only the facilitator keeping the group on track, the teacher may help by commenting to the participants throughout the observation. A vignette follows from Jackie Novak’s third grade classroom.

“Today class, we have some special guests visiting our classroom. They are very smart teachers that are here to learn from us. Can you see them in the back of the classroom?

Wave and say Good Morning (students wave). There will be some times this morning when I am going to be talking to the teachers, and other times when I will be talking to you. When I am talking to the teachers, I will let you know this is happening because I will say, “Teachers” and look at the teachers. If I am talking to the teachers, continue your work as usual.”

Host Teacher Commentary during a Small Reading Group

Four students are gathered around a table in the back of the classroom. They are all reading their own, independently chosen texts. The classroom is quiet.

Julie is seated at the back table and directs her eye contact toward the participating teachers. “Teachers – I pulled this group together to help them with their envisioning strategies.

They are all reading different texts, but the goal is to help them envision better. Listen to my connection as I get them started on this work.”

Teacher looks at students.

“OK readers, ready to get started? I’ve pulled you together because I’ve noticed that you are all doing a great job with understanding the characters in your stories. Great work! Now, I want to teach you one way you can understand your characters better and that is by making a movie in your mind as you read.

In order to do this, you need to place yourself in the setting of

the story. Then, you need to use all of your senses to imagine that you’re there with the characters.”

Teacher looks at participants – “Teachers, I’m going to model this strategy with a familiar book that we’ve read as a class.”

“OK, readers. Watch me as I show you how to do this with a page in Henry & Mudge.”

Teacher proceeds to model the strategy, talking to the students and lab participants throughout her teaching.

Closing Reflections and Encouragement:

Teacher labs provide time for educators to reflect on their work, read professionally, and watch a desired goal unfold before their eyes in a classroom. The facilitator’s job is to help participants get the most out of their observation through determining a pointed objective and providing time for personal reflection with goal-setting.

Teachers need not feel that a teacher lab opportunity is an invitation to throw their current teaching out the window. It is simply a chance for them to see effective teaching in action. It is a chance for teachers to focus on a specific area of their practice and work to make that one area better. Good teachers recognize the need to continually outgrow themselves over and over again, and a teacher lab is the perfect place to start.

Are there specific tasks to tend to?

TEACHER LAB FACILITATOR CHECKLIST – During the lab • Be prepared, arrive on time, and introduce yourself to the principal and secretary at the host building.

• If for any reason you cannot attend, let Sheila know ASAP so arrangements can be made.

• Go through Observation Guidelines and show note-taking format with Guests at the 1st lab.

• Ask teachers to make sure their cell phones are silenced all day.

• Check with the Host to see if any students cannot be photographed, and provide that information to the Guests.

• At the 2nd, 3rd & 4th labs, follow up on the guests’ goals that they set at the previous lab.

• Go to Host’s room promptly at the prearranged time. Model the observation behavior that’s expected of the guests. Gently enforce the guidelines if you notice any problems.

Stay with your group for the entire day.

• In the afternoon, go

• Decide on the next meeting time. For example, if your Host is at an Early Start school, you might want to meet at 8:30 AM sometimes to avoid the arrival traffic and once at 8:00 AM to watch the opening routines.

• Emphasize that ALL

back to the building

lab participants have a responsibility to share what they saw and learned with their building colleagues at staff

and be more of a “Guide on the Side.” Lead the discussions but let the others do most of the talking. Jump in if the conversation goes too far off topic and bring it back when needed. Use best-practice protocols such as jigsaws or The Final Word rather than round-robin reading if studying an article.

• End the discussion in time for reflection and sharing of goals (very important!).

meetings or however it works best.

The primary task during an observation is for teachers to engage in deep listening and careful looking.

A secondary task of the observing teacher is documentation. Throughout, all participants’ focus on adhering to the group’s agreements.

Observers have specific tasks during the observation that are identified in the pre-observation portion of our labs. They are observing to collect data connected to the host’s instructional focus and look-for-s. The host teacher has already shared his/her instructional focus with connected questions/wonderings. The observers have planned for their note-taking as well. They are going into the observation ready to take notes (specific noticings) which then become the springboards for the post-observational dialogues. That is, the participants grow their notes into questions and reflections on their own practices through writing and conversation throughout the post-observation session.

Chris Cyporyn, Waterford

TEACHER LAB OBSERVER CHECKLIST – During the lab

• Respect the atmosphere of the classroom.

Refrain from talking to the Host, Facilitator or other Guests during the classroom visit.

Resist the urge to help students or interfere with the lesson. You are there to observe the Host, not to be an extra set of hands or to demonstrate your own techniques. Be sure your cell phone is silenced.

If calls or texts must be made, limit them to lunchtime. Resist the urge to check your email or use the computer.

• Find out if there are any restrictions on taking photographs.

• Take notes on the pad folio. Write down what you observed and any questions that you have.

These will be used for afternoon debriefing.

• Stay close to the Host and listen to the conversations he/she has with students.

• Remain in the classroom during the entire morning even during the time that the focus area lesson is not being taught.

• Acknowledge the fact that Hosts are human and have good days and bad days. You are not there to evaluate the teacher or look for faults but to learn from him/ her.

• Observe across visits and expect gradual change of practice. Look for something specific each time you visit, and think about small ways that you can evolve in your teaching.

• Participate in the debriefing discussion.

Make sure your questions are answered, no matter how big or small.

• Reflect and write about the day, both morning and afternoon components. Set an achievable goal for yourself that you plan to accomplish before the next lab.

TEACHER LAB HOST CHECKLIST – During the lab

• Proceed with your regular morning routine. Remind your students that guests will be coming.

• Acknowledging your guests when they arrive is your decision. Some teacher hosts welcome the guests, but others just go about their business. This is up to you.

• Continue your routines as if the guests are invisible. Do not take time to interact with them or explain any circumstances that arise. This should be done during your afternoon debriefing.

• At some point in the morning, do your focus area lesson.

• Conclude your morning activities approximately halfway through the school day.

• If you have a student teacher, he/she may be in the classroom in the morning but should not be part of the afternoon debriefing.

Note-taking: recording observations using graphic organizers, matrixes, or an open format Each lab lends itself to a specific form of note taking. During the classroom visit, participants will be making observations of the focus, teacher, students, strategies, classroom environment, and interactions. Participants may take notes on lined paper or on a more formal note taking guide. In one of our labs, we used a matrix to compare and contrast strategies. At the completion of the observation, participants return to the meeting room to complete and review notes and reflect.

Matrix Note-Taking Guide

Documentation Tools

Although tools are not required for an observation to occur, there are many different strategies to document your observation. Some of the many helpful tools for teachers to use in an observation include recording devices, guided notes, or simple pen and paper.

Some of the most useful tools are guided notes that utilize a specific strategy, such as Visible Thinking, Best Practices, or Differentiated Instruction. Using guided notes as an observation tool directs your purpose in more than one way. Participants can learn a new strategy while having a useful way to record notes for their observation.

Recording devices are often great tools to capture the moment of the teacher lab or play back for the host teacher at another time.

Recorded teaching dates back to teacher instruction courses and can be paramount in self-reflection of one’s teaching practice. Devices for recording can be a smart phone, tablet computer, and of course an actual digital audio recorder.

What are the outcomes?

OBSERVING TEACHERS walk out of the classroom with lots and lots of data – inputs they picked up by sitting inside a classroom without an instructional responsibility. They noted moment to moment decision making, move, patterns, surprises, contradictions, illuminations, connections, and puzzles that they are eager to sort and process and think about – in the company of others who were there with them!

And so, the good work begins!

FACILITATING TEACHERS walk out with all of these same nuggets of good stuff to work with from their own observation of the teacher, the student, the content, the instruction, and so on.

And, facilitating teachers have the additional layer of have observed the teachers observing. They are charged on this day to balance their own observations with tending to the learning opportunities of the observing teachers as they return to their meeting room and begin to work with what they gathered in the observation.

THE HOST TEACHER walks out of the classroom (after transitioning to the guest teacher) with a keen sense of instructional episode that just occurred, complete with a range of emotions, analysis, and eagerness for feedback from her colleagues. What did they see? How did they hear that?

What would they have done? Did it work for the students? What next?

Avondale “Great Teachers are made by the Teacher Next Door” The beginnings of Teacher Lab in the Avondale School District started quite simply, actually. Like many other successful programs within our district, Teacher Lab started humbly, a seed of possibility, that found itself planted safely within the minds of two teacher leaders.

This seed was nurtured by an everchanging and expanding group of committed colleagues, visionary administrators, gracious mentors from around the county as well as consultants from Oakland Schools.

Although the participants continue to change, and the “vehicle” of Teacher Lab learning has changed and grown throughout the last six years – one thing has remained constant: our all-encompassing passion for teaching and learning, and unwavering commitment to support and challenge the students we serve.

The first conversations took place between two elementary teachers, Linda Maniago (grade 3), and Marcia Hudson, (grade 1), colleagues and frequent playmates

in the Auburn Elementary sandbox.

Linda had been invited to dinner with some friends that taught in the neighboring school district, Rochester Schools, and overheard a conversation about “Teacher Lab.” The teachers encouraged Linda to speak with Sheila Scovic, the Learning Consultant in Rochester, to learn more about the structure of this professional learning model.

The next morning, as Marcia made her way into Auburn Elementary, she was met at the door by her friend, Linda. Linda told Marcia about what she had heard, and together, they scheduled a factfinding meeting with Sheila Scovic.

Sheila shared some of the structures she had used in Rochester, and encouraged Linda and Marcia to purchase a copy of “Learning Along the Way” (Sweeney, 2003).

Enthused by their research, they realized that they would need funding, and permission from the administration to create this model of professional learning.

They shared their (limited) understandings with their building administrator, Marsha Wharton, and their Superintendent of Schools, Dr. George Heitsch. Dr. Heitsch* granted permission for the first Teacher Lab to be arranged, and the

first invitation to Teacher Lab was drafted and delivered within the week.

Coincidentally, Linda and Marcia were participating in a Leadership forum that was facilitated by Marty Chaffee and (Dr.) Lauren Childs.

Soon after their meeting with Sheila, Marcia and Linda shared their thinking about developing labs with Lauren. With a gleam in her eye, Lauren encouraged the duo to continue their study and graciously offered her support. Lauren* was instrumental in the formation, and continuation, of Teacher Lab learning in the Avondale School district.

During the 2007-08 school year, the work was contained within Auburn Elementary. Teachers from other elementary schools were invited to Teacher Lab sessions, and the work soon spread to the neighboring elementary schools – Graham Elementary, Deerfield Elementary, and Woodland Elementary, during the 2008-09 school year. The opportunity to learn together in this authentic, job-embedded model resonated with the Avondale staff, and as small groups of teachers came to the table, a professional culture of learning soon began to develop. Elbow to elbow, teachers

joined the conversation willingly, and together, learned how to share, how to think together, to sometimes debate issues… to listen deeply to one another.

Avondale Middle School held their first teacher lab during the 2010-11 school year, shifting and molding the elementary lab structures to better serve the middle school teachers. Avondale High School soon followed the next year and added interesting design and organization to Avondale’s lab model. With the introduction of the Avondale/Oakland University Partnership, during the 2013-14 school year, lab learning is now welcoming the pre-service teachers, professors and faculty of Oakland University to the table.

Teacher Lab learning is now fully embedded, and has become an important part of our system. Our process and organization has been tweaked and changed over time.

Our learning focus continues to be fluid, and melds and morphs as we continue to understand our collective teaching practice, curriculum and instructional strategy work. As this work has unfolded, however, there are essential truths to our Lab work that have never changed, including:

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• Teacher leaders work together across the system to define the professional focus of each lab, and discuss and listen so that they can meet the specific needs of the teachers and learners within their building(s). The overarching goal is to always put the learner- and learning- front and center.

• Teacher lab has always been a voluntary professional learning experience.

Learning always comes easier when you have a trusted colleague to share the experience with you.

We’ve built steel-clad professional relationships as we have engaged in lab learning, and are grateful as this good work continues to unfold in various, creative ways, across our system.

AUTHOR’S NOTE: An excerpt from Marcia’s Gratitude Journal

In my humble opinion, Dr. Heitsch’s vision and understanding of Teacher Leadership is awe-inspiring. His legacy of collegiality and community building is unparalleled. Without his continued support and trust, I recognize that our professional learning opportunities would’ve remained stagnant.

Forever grateful to Dr. George Heitsch. (*If you are reading this book, there is a very good chance that you know Lauren Childs. If you haven’t had the good fortune to know her… let me do my best to describe her abilities, so that you might have the good fortune to find your own).

Lauren is a rain-maker; she is the master multiplier; she is thoughtful and wise, always the consummate professional.

She helps you unpack your thinking with tremendous finesse and compassion. She is an amazing combination of your big sister, your favorite teacher, and the professor that pushed your thinking… all wrapped up into one. She listens; she questions, and guides you thoughtfully, always honoring the wisdom in the room – whether the room holds 100 or two. You breathe easier – thinking more clearly – having been in her presence. We owe her the moon, but she will have to accept our thanks.

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