Table+2

Strengths:
 * 1) Bob, principal of Nazareth MS, arranged follow-up sessions for disciplines: science, social studies, math following RA training; that helped.
 * 2) UD staff notes and applauds Nazareth MS's leadership for embracing a philosophy, implementing it and moving forward. They made AYP.
 * 3) Nazareth MS also taped classrooms and implemented peer observations every Wednesday. Two teams are set up and they visit each other's classrooms. Teachers are encouraged to "jump in" during lessons if they have more expertise. Teachers are becoming more comfortable.
 * 4) Strength for UD: all secondary teachers have been trained, and implementation is taking place in many classrooms.

Weaknesses:
 * 1) Teacher "buy in" is still needed in UD. Modeling of what a metacognitive conversation looks like is needed to meet the needs of teachers who don't have a comfort level in this area. Our teachers would probably identify TttT and TA as the most important RA concepts; few, if any, would see metacognitive conversation as "the key."
 * 2) "Ongoing piece" is missing in some cases. Follow-up is needed.

Puzzlement


 * 1) How do you handle those whose tough questions or resistance signals unwillingness to change rather than active thinking? (Bob's advice: do you want to teach here or not?)

Ideas to use in future PD
 * include all 4 domains
 * model RA classroom not just RA routines
 * add debriefing using model
 * model and provide practice for talking to the text online
 * always go back to debriefing protocol
 * encourage teacher perseverance
 * Use "Life in Five Short Chapters"

Talking to the text: