Option A: Observing for GLEAM™
Outcomes
- Deepen your understanding of GLEAM – grade-level, engaging, and meaningful – instructional practices and how to realign mindsets, planning, and materials to support those practices.
- Collaborate meaningfully with the stakeholder community to norm on a problem of practice to improve the conditions that support GLEAM instruction.
- Develop a plan to improve equitable instruction within your circle of influence.
- Gain access to/practice with evidence-based strategies, tools, and protocols that support instructional expertise, fluency in leadership, and professional development practices to create equitable teaching and learning.
Phases
Phase 1 (Session 1, 2, 3, 4)
- Practice how to identify each component of GLEAM
Phase 2 (Session 5)
- Norm on your problem of practice
Phase 3 (Session 6, 7, 8, 9, 10)
- Practice providing support to educators to improve GLEAM instruction
Scope and Sequence
Each session is delivered in one of the following formats.
- Virtual Learning Experience (VLE): 2-hour live sessions where participants learn and interact with content with educators from other
districts. - Asynchronous Learning Experience (Asynch): Participants move through learning at their own pace and on their own time. The learning
experience will be available on the Monday of the week specified. - Cross-Pollination (CP): 2-hour live sessions where participants learn and interact with content with educators from other districts,
along with dedicated time to work in school groups on their action plan.
| Session | Format | Session Objectives |
|---|---|---|
| 1A | VLE | Norm on the systemic problem (historical and structural factors that contribute to educational inequity) and how the GLEAM hypothesis can solve that problem in their district. |
| 2A | VLE | Develop a better understanding of the GLEAM hypothesis and knowledge of how to identify each component (in preparation for the video study async). |
| 3A | VLE | Practice how to identify each component of GLEAM (in preparation of them identifying GLEAM within their district). (Changed from Async to VLE). |
| 4A | Asynch | Practice how to observe the components of GLEAM (in preparation of them identifying GLEAM within their district because it will support them with naming their problem of practice). |
| Artifact Submission | Identify each component of GLEAM within their context (in preparation of naming their problem of practice). | |
| 5A | CP | Name their district’s problem of practice and develop a GLEAM-aligned vision (in preparation of developing high-leverage actions for resolving the problem of practice). |
| 6A | CP | Develop high-leverage actions for addressing the problem of practice (in preparation to determine the next steps to start making instructional change within their circle of influence). |
| 7A | Asynch | Practice providing support to educators to improve GLEAM instruction and have coaching conversations with instructional staff. |
| Artifact Submission | Observe instruction for examples of GLEAM and name the changes in instructional practice (based on the implementation of their next steps and support provided) (in preparation for the stepback). | |
| 8A | CP | Step back to examine your district’s data calibration to the vision aligned to GLEAM. |
| 9A | VLE | Practice providing support to educators to improve GLEAM instruction and discuss case studies. |
| 10A | CP | Plan for sustained action by developing the next steps for beyond the program offering. |
Option B: Galvanizing for GLEAM
Outcomes
- Deepen your understanding of equitable systems, structures, and policies and how to operationalize GLEAM instruction.
- Develop a plan to realign and revise inequitable systems, structures, and policies within your circle of influence.
- Leverage principles of leadership, change management, and data-driven leadership to drive the implementation of a GLEAM-aligned plan.
- Build the capacity of stakeholder teams to sustain the implementation of your GLEAM-aligned plan with exposure to tools, protocols, and strategies.
Phases
Phase 1 (Session 1, 2, 3, 4, 5): Reflecting on How the WHY is Communicated
- Analyze Systems, Structures, and Policies
Phase 2 (Session 6, 7, 8, 9): Communication
- Develop a Communication Plan plan to operationalize GLEAM around a system, structure, or policy
Phase 3 (Session 10): Norm on a Problem of Practice (PoP)
- Refine existing System, Structure or Policy (Revise Pop)
- Refine Communication Plan to Operationalize GLEAM and Implement their revised system, structure, or policy
Scope and Sequence
Each session is delivered in one of the following formats.
- Virtual Learning Experience (VLE): 2-hour live sessions where participants learn and interact with content with educators from other
districts. - Asynchronous Learning Experience (Asynch): Participants move through learning at their own pace and on their own time. The learning
experience will be available on the Monday of the week specified. - Cross-Pollination (CP): 2-hour live sessions where participants learn and interact with content with educators from other districts,
along with dedicated time to work in school groups on their action plan.
| Session | Format | Session Objectives |
|---|---|---|
| 1B | VLE | Norm on the collective purpose of Cohort 7 and how to operationalize GLEAM to address systemic problems in education within your context (in preparation for the collaborative work of naming your problem of practice and creating a communication plan for a revised structure or policy). |
| 2B | VLE | Evaluate existing structures, specifically, teams, and our use of time in preparation for GLEAM-aligned strategic planning. |
| 3B | CP | Evaluate existing structures – tools and overarching systems – in light of our journey towards GLEAM-aligned strategic planning. We will consider their current impact and envision their potential. |
| 4B | VLE | Analyze and discuss existing school policies and the way they support or do not support GLEAM implementation in their context. Draw on case studies and collaborative discussion to perform a comparative analysis. |
| 5B | Asynch | Examine how school policies can be informed and revised based on data-driven insights to better support GLEAM implementation. |
| 6B | VLE | Analyze and leverage data sets from your districts/schools and identify areas of improvement for GLEAM implementation based on data. |
| 7B | CP | Identify a high-leverage Problem of Practice (PoP) in your district/school that, if addressed, could significantly impact GLEAM implementation. Describe why this is a high-leverage point and identify potential strategies to address it. |
| 8B | Asynch | Identify the goals and timeline for galvanizing for GLEAM. |
| 9B | CP | Develop a communication plan (in preparation of addressing shifts essential to operationalizing GLEAM). |
| 10B | CP | Refine your strategic plan to operationalize GLEAM. Improve existing systems, structures, or policies (revise PoP). |