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The agenda covers introductions and desired outcomes, identifying key look-fors during classroom walkthroughs for both students and teachers, practicing feedback and conversation frameworks through multiple breakouts, and closing with resources and action planning. Participant guidelines emphasize active engagement, resisting multitasking, and using synchronous and breakout structures to support growth-oriented coaching conversations grounded in Illinois Science Standards.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-leaders-session-5-feedback-and-support/535943/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-leaders-session-5-feedback-and-support/535943.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the session’s desired outcomes for participants?","Question",{"text":112,"@type":113},"Participants develop a list of key look-fors during classroom walkthroughs, plan growth-oriented supportive conversations that highlight strengths and identify next steps, and practice coaching tools and feedback frameworks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key look-fors are emphasized for students during walkthroughs?",{"text":117,"@type":113},"Students should explain real-world phenomena or solve problems, identify patterns and cause-and-effect relationships, investigate and use evidence to support claims, engage in peer discussion, and document questions, models, and revised thinking in notebooks.",{"name":119,"@type":110,"acceptedAnswer":120},"Which feedback formats and situations are covered in the feedback frameworks?",{"text":121,"@type":113},"The session’s feedback framework addresses post-observation conferences, walkthroughs, informal observations, and quick validation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},535943,1791732583,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","EDUCATIONAL LEADERS SESSION 5:  \nFeedback and Support: Helping Teachers Implement 3D Teaching & Learning with Confidence  \nIllinois Science Capacity Builders Series  \nAnji Garza (10 min)    \n1. Start Up: Introductions, Desired Outcomes, Participant Guidelines  \n2. Key Look Fors During Classroom Walkthroughs  \n3. Feedback & Conversation Frameworks  \n4. Breakout \\#1: Practice  \n5. Breakout \\#2: Practice  \n6. Breakout \\#3: Action Planning  \n7. Close: Resources, +/Δ  \nINTRODUCTIONS  \nOctober-June 2026 Professional  \nSynchronous virtual sessions, Asynchronous virtuaLl sesasinsi(nspgring 2026),  \nFace to Face Session (June 2026). All professional learning supported by funds  \nthrough the Illinois State Board of Education.  \nIL SCIENCE STEERING COMMITTEE  \nMeagan Budke, ISBE  \nAnji Garza, PD & Ed Service Director, ROE 47  \nHeather Galbreath, 6th Grade Science Teacher Galesburg, IL  \nBrian Gibbs, Educator, Bradley School District 61  \nSarah Meador, Director of ROE Services, ROE 8  \nDawn Novak, Professional Learning Architect, Northwestern Nate Nugent  \nKristin Rademaker, Professional Learning Specialist, NSTA  \nMisty Richmond, Middle School Science Teacher, CPS  \nRichard Stokes, University of Illinois-Springfield  \nNicole Vick  \nYou! Breakout Participant, Speaker  \nPurpose &  \nDesired Outcomes  \nPurpose  \nDesired Outcome   \nBy the end of this meeting we will have:  \n● A list of key look-fors during classroom walkthroughs  \n● A plan to engage teachers in growth-oriented, supportive conversations that highlight strengthsand identify next steps.  \n● Successful practice in applying coaching tools and feedback frameworks.  \nTo deepen your understanding of the Illinois Science Standards, build your capacity to teach science, and support greater student success.  \nParticipant Guidelines  \nParticipate though chat,  \nCameras on if possible hands up feature, and  \nbreakout sessions  \nResist the temptation Take care of your  \nto multitask own needs  \nAnji Garza (10 min)    \nKey Look Fors  \nStudents  \n● Explain a real-world phenomenon or solve a problem.  \n● Identify patterns, cause-and-effect relationships, or systems.  \n● Investigate, model, analyze data, or design solutions.  \n● Use science ideas during the activity to explain their thinking.  \n● Define problems, test solutions, and improve designs.  \n● Use evidence to support claims and revise ideas.  \n● Engage in productive peer discussion.  \n● Document questions, models, evidence, and revised thinking in notebooks.  \nTeachers  \n● Anchor the lesson in a meaningful phenomenon and revisits it.  \n● Prompt students to look for relationships and connections.  \n● Structure opportunities for hands-on inquiry and problem-solving.  \n● Connect content directly to the investigation or task.  \n● Guide students to consider criteria, constraints, and revisions.  \n● Ask for evidence and presses for reasoning.  \n● Facilitate discourse and encourages students to respond to one another.  \n● Provide structures and time for reflection and revision.  \nStudents  \n● Sensemaking  \n● Consensus circle  \n● Using sentence stems  \n● Connecting concepts (from prior concepts learned to this one)  \n● Connecting to other phenomena  \nTeachers  \n● Using Driving Question Board  \n● Talk moves  \n● Provided phenomena  \n● Questioning  \n● Assessing student learning (formative, summative  \n-show understanding, learning over time, 3D)  \n● Planning for intentional student discussion/dialogue  \nSarah Meador (20 min)   \nFeedback Conversations  \n& Frameworks  \nFeedback Framework for:  \n● Post-observation conferences  \n● Walkthroughs  \n● Informal Observations  \n● Quick validation","cbCaidgLqWDNylI9","https://ap.wps.com/l/cbCaidgLqWDNylI9","pdf",2259406,35,"English","# Start Up: Introductions, Desired Outcomes, Participant Guidelines\n# Key Look Fors During Classroom Walkthroughs\n## Students\n## Teachers\n# Feedback & Conversation Frameworks\n# Breakout Practice\n## Breakout #1\n## Breakout #2\n## Breakout #3: Action Planning\n# Close: Resources, +/Δ","[{\"question\":\"What are the session’s desired outcomes for participants?\",\"answer\":\"Participants develop a list of key look-fors during classroom walkthroughs, plan growth-oriented supportive conversations that highlight strengths and identify next steps, and practice coaching tools and feedback frameworks.\"},{\"question\":\"What key look-fors are emphasized for students during walkthroughs?\",\"answer\":\"Students should explain real-world phenomena or solve problems, identify patterns and cause-and-effect relationships, investigate and use evidence to support claims, engage in peer discussion, and document questions, models, and revised thinking in notebooks.\"},{\"question\":\"Which feedback formats and situations are covered in the feedback frameworks?\",\"answer\":\"The session’s feedback framework addresses post-observation conferences, walkthroughs, informal observations, and quick validation.\"}]","Educational Leaders Session 5 - Feedback and Support | PDF",1791601406,88]