sample discussion topics 918

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Sample Process and Discussion Topics forMaine PD Break-Out Sessions

1. Practitioner Standards:

Sample Review ( approximately 30 minutes): Divide the group into twosmaller groups. One group will examine teacher standards (begin on pg. 3);the other group will examine program manager standards (begin on pg. 42).Each group will in turn break into smaller working groups (approximately 5 6people/group.) As they review the standards, ask them to discuss thefollowing questions:

In general, do the standards reflect what you consider to be the mostcritical knowledge and skills that teachers/managers need to know andbe able to do?

What do you like about one or more sets of standards? What do you not like?

Is there anything missing?

Report Out (approximately 15 minutes) Following the small group review,ask for volunteers to share with the whole group some of their colleaguesthoughts on any of the four questions.

Reflective Discussion (approximately 30 minutes) Facilitate a whole groupdiscussion on the following questions:

Now that you have had a chance to explore some sample practitionerstandards,

Would standards similar to these provide Maine with clearerexpectations on what teachers and program directors need to knowand be able to do?

How might these standards be used? How might these standardsbenefit you and your teachers?

If you would want to adapt these models to fit Maines needs, whoshould be involved in that development process?

2. Professional Development Standards

Sample Review ( approximately 30 minutes): In small groups, askparticipants to review the sample PD standards contained in the meetingpacket (pg. 66 71). As they review them, ask them to discuss the followingquestions:

In general, do the standards reflect what you consider to be importantexpectations of effective professional development?


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What do you like about one or both sets of standards?

What do you not like?

Is there anything missing?

Report Out (approximately 15 minutes) Following the small group review,

ask for volunteers to share with the whole group some of their colleaguesthoughts on any of the four questions.


Now that you have had a chance to explore some sample PD standards,

Would standards similar to these provide Maine with clearerexpectations on what effective professional development should looklike?

How might these standards be used? How might these standards

benefit you and your teachers? If you would want to adapt these models to fit Maines needs, who

should be involved in that development process?

3. New Teacher Orientation

Sample Review ( approximately 30 minutes): In small groups, askparticipants to review the sample new teacher orientation materials containedin the meeting packet (pg. 72 - 80). As they review them, ask them to discussthe following questions:

What are we doing now with orienting new staff that appears to beworking well? What needs to be improved or changed?

Do any of the sample models or policies in the meeting packet reflectoptions or ideas that might hold promise for Maine?

What do you like about any of the models?

What do you not like?

Report Out (approximately 15 minutes) Following the small groupdiscussion, ask for volunteers to share with the whole group some of theircolleagues thoughts on any of the three questions.


Now that you have had a chance to discuss our current new teacherorientation process,

What are the greatest challenges to providing sustained support tonew teachers during the first one-two years of teaching?


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What are some options that could possibly address some of thosechallenges?

If Maine would want to adapt any of the components in the samplemodels (or others that you know about), who should be involved in thatdevelopment process?

4. Defining the Core

Sample Review (approximately 30 minutes): In small groups, askparticipants to review the sample core requirements contained in the meetingpacket (pg. 81 - 87). As they review them, ask them to discuss the followingquestions:

Why do you think these two states require staff to complete certainprofessional development activities?

What are the advantages? Disadvantages? What do you like about the core? What do you not like?

Report Out (approximately 15 minutes) Following the small groupdiscussion, ask for volunteers to share with the whole group some of theircolleagues thoughts on any of the three questions.


Now that you have had a chance to review some core PD requirements,

Would core requirements similar to these benefit Maines adulteducation system?

What do you consider to be the core topics that are relevant to allteachers?

If Maine would want to adapt similar core requirements, what are someof the issues that would need to be explored?

5. Professional Development and State Planning

Opening Discussion (approximately 30 minutes): As a discussion starter,emphasize the importance of field input into the reframing of Maines

professional development system. Since new federal legislation will not bepassed until some time after the election (if then!), there is ample time to getthe field involved before we have to write a new state plan. In small groups,ask participants to discuss the following questions:

In the state plan, we will need to describe our PD delivery structure. In thepast, you know that we have had a centralized state PD center to overseemany activities. Now, we are looking to the future, so.


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o How can we maximize professional development services

across the state given our fiscal capacity?

Report Out (approximately 15 minutes) Following the small groupdiscussion, ask for volunteers to share with the whole group some of their

colleagues thoughts on ways to maximize PD services.


Re-defining Maines PD system will not happen overnight. We will bestrategic and methodic in our approach. We will also be inclusive. Whatrecommendations do you have for involving the field as much as possible inthe development process?

Are there any gaps in the current membership of the PD Taskforce?

How can we best facilitate the regional focus groups to ensure optimal

input from the field? What other mechanisms would be the most effective in encouraging

and obtaining field input?

sample discussion topics 918

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