Workshop+observations

Because of the "lightness" of some responses I decided to create a rubric to show the kind of evidence we should be looking for to be able to say we "fully agree" or "disagree" with all of the statements on the Field Rep protocol - if we can all agree on a standardized version of this rubric it would make it easier for Field reps.

MONDAY 9 JANUARY: Today Rebecca forwarded an e-mail that included this document: although I don't like documents that have no date of publication on them, I think it is a good summary for everyone to know what PD is doing about quality assurance.........

Linda's thoughts 13 January: Interesting, I have never seen that document, but I like it.I wonder if any of the focus groups mentioned have ever taken place. I'll ask Michael Dean. I agree Gaby - all documents should have dates / version numbers. I think we should include this document in our wikis, and flag the field reps to any new documents we post next Wednesday - along with a "final" message. Which brings me to another question - what do you both think about when to officially "close" the wiki?

I've also looked at this other document which we should make sure we do not forget when getting this rubric together Gaby

Linda's thoughts 13 January - I wonder if there is a final version of this document? Gaby - we are just descending into Atlanta so I have to log off but I will jump back on once on the ground to finish up... watch this space. > || - //New Global Architecture //[] - Primary Years Programme Workshops description on the public website [] - //PYP Workshop Handbook – Category 1 & 2 // (February 2011) on the WSLRC - //PYP Workshop Handbook – Category 3 // (February 2011) on the WSLRC - Middle Years Programme - Global Session Guidelines for Category 1, 2 and 3 workshops under leading MYP workshops OCC WRC [] - Workshop leaders work well as a team. - The leader is knowledgeable regarding the programme. - The leader presents information clearly and in an organized manner. - The leader answers questions and remarks. - The leader stimulates debate and the exchange of ideas. - The leader stimulates debate and the exchange of ideas. - The leader uses a variety of teaching and learning strategies. <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">- IB programme resources used are suitable and up to date. <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">- The participants appear to be involved. <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">- The pace of the sessions is suitable. <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">- The layout of the room is suitable for the session. <span style="color: red; font-family: 'Calibri','sans-serif'; font-size: 12px;">- <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The workshop is in line with the goals and objectives proposed by Global Professional Development. ||
 * I'm in bold below...**
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 12px;">What evidence / indicators would allow us to state that…? ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 12px;">Indicators – Evidence ** ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">Workshop leaders work well as a team. || * Both WSLs share the lead; one WSL does not appear to be “in charge” with the other “assisting.”
 * Both leaders take part in the presentation, group discussions and posing of questions.
 * Leaders listen to each other.
 * Both leaders are engaged with participants when they are working in pairs or small groups.
 * The participants seek assistance from both leaders for clarification or questions.
 * Pre-planning is evident in the way the leaders share slideshow and resources. ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The leader is knowledgeable regarding the programme. || * Leaders refer to most current Standards and Practices document.
 * Leaders refer to most current IB documents.
 * Leaders can direct the participants to the appropriate IB resource for documentation.
 * Leaders don’t try to give an answer they are not sure about but contact the appropriate source to get the information needed.
 * Leaders make connections between different components of the program.
 * Leaders point out what is policy and what is practice.
 * Materials on wall reflect current IB documents.
 * Workbook (resource book) material is accurate and up to date.
 * Leaders share practical examples without using phrases such as "at my school, we ...
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The leader presents information clearly and in an organized manner. || * There is a clear connection between objectives (understandings) and learning engagements.
 * A clear road map has been set out early and revisited often so that ALL participants know where they are going.
 * Instructions are clear and easy for participants to understand.
 * Leaders make connections to prior learning.
 * The ppt presentation and resources used are legible and support the learning engagements. ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The leader answers questions and remarks. || * Leaders address questions that come up and are relevant to the presentation / conversation / learning engagement taking place.
 * Leaders have set up a “parking lot” for questions that are not immediately relevant but need to be addressed during the course of the workshop.
 * Leaders handle questions and remarks tactfully by referring participants to the right document, directing them to the appropriate person to answer the question or even encouraging the participants to consider where they could find an answer.
 * Leaders are confident to say they need to double check or pass the question on rather than give potentially incorrect information.
 * Reflection time for participants is considered in the workshop plan.
 * Question time is considered in the workshop plan.
 * Leaders have developed strategies to encourage all participants to ask questions and to deter participants who seem to want to take over the conversation on a regular basis ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The leader stimulates debate and the exchange of ideas. || * Leaders use a variety of questioning techniques and provocations to engage all the participants.
 * Participants are engaged in conversation, partner, small group, and whole group share.
 * Leaders walk around the room observing, clarifying, redirecting as needed. ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The leader uses a variety of teaching and learning strategies. || * A toolbox of strategies used is posted.
 * The products displayed around the room show different strategies being used.
 * A variety of resources is used which enhance learning and participant engagement.
 * There is a combination of large group, small group, partner and individual activities that allow participants to share ideas with a variety of others in the workshop. ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">IB programme resources used are suitable and up to date. || * Resources used support objectives of workshop.
 * Materials and resources follow the IB guidelines for copyright including print and electronic media as detailed in the //<span style="font-family: 'Calibri','sans-serif';">Workshop leader copyright guide // (October 2011) on the WSLRC.
 * Workbook (resource book) includes current IB documents.
 * Workbook (resource book) includes legible materials with reference to sources.
 * Presentations include reference to sources. ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The participants appear to be involved. || * Attention is focused on the leaders or on the task at hand.
 * Questions and discussions are on topic.
 * Participants are actively engaged in dialogue with the entire group or in small groups at their tables. ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The pace of the sessions is suitable. || * Participants are in tune with what is going on.
 * Leaders are neither rushing nor drawing out engagements/ reflections / discussions. ||
 * <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The layout of the room is suitable for the session. || * The physical arrangement of the room – tables, chairs, charts, posters, screen and electronic equipment enhance the learning environment and do not distract from the learning engagements.
 * Participant work is displayed.
 * Everyone has a clear view of the power point or presentation used by WSLs. ||
 * || * The workshop plan and presentation meet the Global Professional Development guidelines as expressed in the:
 * Presentation and discussions stay within the scope of the workshop. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 12px;">It is a high quality workshop, in general. || <span style="color: #404040; font-family: 'Calibri','sans-serif'; font-size: 12px;">The Field Rep has agreed with all of the following statements: