A recipe for the cookbook

Want to take PLCs to the next level?

In Stage 1, Aaron, Asim, Katie, and many other educators shared the importance of collaborating with colleagues to reflect on and apply lessons from PD Video. In Stage 2, Elaine, Jessica, and Rachel shared ideas to use video to improve collaboration with colleagues. Check out how they're bringing these ideas to life to transform collaborative PD.

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Elaine S

Downers Grove North High School


- Bank of videos that illustrate an instructional practice and connect it to specific gains in student achievement
- Question templates for each instructional practice highlighted and achievement data analysis
- Question templates for student reflection and achievement data analysis
- Recording device(s)
- Computer
- Internet Access
- Software/application to create interactive video (prototype utilizing Zaption)


- Trust-based culture that supports risk-taking in professional practice
- Culture that supports risk-taking to empower growth in professional practice
- Willingness to set work on a learning team
- Willingness to implement a new strategy and share a video of that implementation
- Willingness to examine student data for evidence of implementation success

iPD via Interactive Video and Data-Centered Learning Teams


Problem Statement & Description

Teachers have a problem with identifying and implementing specific instructional practices that increase student achievement in identified areas. Working in isolation to explore concepts and to attempt to estimate effect on student achievement based on static materials is often an ultimately frustrating exercise for both teacher and student. Flipped PD learning teams solve that problem by 1) giving teachers the opportunity to join a community based on shared goals, 2) receive feedback on a.] plan, b.] instruction and c.] effect on students, and 3) providing and developing a bank of interactive videos that highlight specific instructional practices correlated to targeted growth in student achievement.

How To


Teacher identifies area of instructional focus based on goals for student learning and specific data about student achievement for a 3-5 week cycle of individualized professional development.


In a learning team with a common focus and facilitated by an instructional coach, teacher individually watches and processes the instructional strategy in action.


The learning team and facilitator discusses individual processing and develops a blueprint for strategy implementation and collection of evidence of student learning.


Learning team records strategy implementation and uploads into software/application, which automatically populates each team member’s video with questions from the processing template


The learning team individually views and processes the new videos, followed by group processing analysis, evaluation, reflection, and goal setting.


The team members may choose to repeat the cycle, join a new learning team with a new focus, etc.

Evidence to know we're on the right track

We’ll know the test is successful when:
● Teachers work in learning teams to successfully identify and implement instructional practice that targets areas of student achievement based on classroom data
○ Determined by student data
● Students independently and successfully use the skills 90% of the time implemented as a result of the teacher learning teams

Protips for Practical Problem Solving

- Targeted, condensed videos.
- Provide templates/question frames.
- Provide list of strategies highlighted in videos with correlations to specific student achievement gains.
- Create opportunity for final reflection, move-on criteria, culminating analysis, etc., to assist teachers and facilitators in understanding when/how to move on to the next topic or cycle.
- Involve students in the evaluation of instructional strategy.
- Provide videos in setting that will not be blocked by district YouTube filters if applicable.
- Create discussion protocols that support risk-taking and thoughtful, constructive analysis.
- Consider whether a particular group/district might prefer to organize learning teams in specific ways (e.g., Danielson, district goals, etc.).
- Consider means of longitudinal analysis of the Flipped iPD model, school vs. district vs. region v. network implementation. etc.


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