A professor teaching multi-ethnic students in a college library

Key Considerations for Providing Technical Assistance

Goal

This Professional Learning Module is designed to support education leaders as they provide technical assistance (TA) to relevant stakeholders. The six topics listed include brief video summaries of key TA levers, supplemented by a discussion guide and resources related to each topic. Each section can be used as a professional learning activity or reviewed independently as a self-reflection tool.

Objectives

In reviewing this Professional Learning Module, participants will:

Identify key components of common TA activities.
Listen to colleagues in the field discuss their experiences with TA.
Reflect on their own practice and discuss actions to take based on what they have learned.

Resource Packages

Conducting Needs Assessments

TA liaison, Beth Ratway, offers five areas to consider when conducting a needs assessment. [5 minutes]

Download PDF presentation

Kim Davis from the Ohio Department of Education discusses conducting needs assessments as part of Ohio’s SRCL and CLSD work. [3 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind aspects of your work that have required needs assessments.
Review the list of key considerations for needs assessments in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we conduct needs assessments.”

Key Considerations for Needs Assessments	Always	Sometimes	Rarely	Never
Clarify what you need to learn about literacy in your community.
Identify the who, what, where, and when of data collection.
Gather the information and data.
Analyze and organize the data.
Determine priorities and report out the data.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have conducted needs assessments. Note whether they have been formal or informal needs assessments.
Watch the video “Key Considerations for Needs Assessments.”

After watching, complete the following table by placing a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) implement this activity when I/we conduct needs assessments.”

Key Considerations for Needs Assessments	Always	Sometimes	Rarely	Never
Clarify what you need to learn about literacy in your community.
Identify the who, what, where, and when of data collection.
Gather the information and data.
Analyze and organize the data.
Determine priorities and report out the data.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for both the formal and informal needs assessments I/we identified?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Ohio’s video about conducting needs assessment as part of their SRCL and CLSD work. Consider the following questions:
1. What aspects look similar or different to the needs assessment work I/we have done?
2. What did I/we see in this video that I/we may be able to add to my/our needs assessment practice?
3. What additional information or resources do I need to complete this work?

I have thirty minutes.

Jot down a list of times you have conducted needs assessments. Note whether they have been formal or informal needs assessments.
Watch the video “Key Considerations for Needs Assessments.”

Key Considerations for Needs Assessments	Always	Sometimes	Rarely	Never
Clarify what you need to learn about literacy in your community.
Identify the who, what, where, and when of data collection.
Gather the information and data.
Analyze and organize the data.
Determine priorities and report out the data.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for both the formal and informal needs assessments I/we identified?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Ohio’s video about conducting needs assessment as part of their SRCL and CLSD work. Consider the following questions:
1. What aspects look similar or different to the needs assessment work I/we have done?
2. What did I/we see in this video that I/we may be able to add to my/our needs assessment practice?
3. What additional information or resources do I need to complete this work?
Select two of the provided resources from the field to compare. Consider the following questions:
1. What aspects of these resources are similar or different? Consider content, format, length, objectives, etc.
2. How are these resources similar to those that I/we have created?
3. What components of these resources can I/we use in my/our practice?

Download full discussion guide: Discussion Guide

SRCL and CLSD Grantee Examples:

Resource from the Field: State Support Network Needs Assessment Guidebook

Designing Communities of Practice

TA liaison, Donna Warthan, offers five areas to consider when designing a community of practice. [5 minutes]

Download PDF presentation

Severo Martinez from the New Mexico Public Education Department (NMPED) discusses NMPED’s work designing and facilitating communities of practice as part of their SRCL and CLSD project. [4 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind a community of practice (CoP) that you have organized or participated in.
Review the list of key considerations for CoPs in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we design a CoP.”

Key Considerations for CoPs	Always	Sometimes	Rarely	Never
Identify an appropriate need.
Select the right participants.
Identify a protocol to use during the meeting.
Hold meetings on a consistent, regular basis.
Select an effective facilitator.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have designed or participated in a CoP. Note key details of the structure, including why it was created, who participated, when it took place, what it looked like, etc. Then, identify whether you thought the CoP was effective or ineffective.
Watch the video “Key Considerations for Designing CoPs.”
After watching, complete the following table by placing a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) implement this activity when I/we design CoPs.”

For any item where you selected “rarely” or “never,” consider the following questions:

Is this the case for every CoP I/we identified?
Why might this be the case?
What do the CoPs I/we identified as effective have in common?
What impact might this have on my/our work?
What steps do I/we need to take because of this information?

Key Considerations for CoPs	Always	Sometimes	Rarely	Never
Identify an appropriate need.
Select the right participants.
Identify a protocol to use during the meeting.
Hold meetings on a consistent, regular basis.
Select an effective facilitator.

Watch New Mexico’s video about designing CoPs as part of their SRCL and CLSD work. Consider the following questions:
1. What three words come to mind when you consider your CoP work? How are these similar or different to the words New Mexico identified?
2. What did I/we see in this video that I/we may be able to add to my/our CoP practice?
3. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have designed or participated in a CoP. Note key details of the structure, including why it was created, who participated, when it took place, what it looked like, etc. Then, identify whether you thought the CoP was effective or ineffective.
Watch the video “Key Considerations for Designing CoPs.”

Key Considerations for CoPs	Always	Sometimes	Rarely	Never
Identify an appropriate need.
Select the right participants.
Identify a protocol to use during the meeting.
Hold meetings on a consistent, regular basis.
Select an effective facilitator.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for every CoP I/we identified?
2. Why might this be the case?
3. What do the CoPs I/we identified as effective have in common?
4. What impact might this have on my/our work
5. What steps do I/we need to take because of this information?
Watch New Mexico’s video about designing CoPs as part of their SRCL and CLSD work. Consider the following questions:
1. What three words come to mind when you consider your CoP work? How are these similar or different to the words New Mexico identified?
2. What did I/we see in this video that I/we may be able to add to my/our CoP practice?
3. What additional information or resources do I/we need to complete this work?
Review the seven principles for CoPs provided in the “Resource from the Field” article. Consider the following questions:
1. Which principle aligns best to my/our work implementing CoPs? Which principle aligns the least? Why might this be the case?
2. What components of this resource can I/we use in my/our practice?
3. What additional information or resources do I/we need to complete this work?

Download full discussion guide: Discussion Guide

Resource from the Field: Harvard Business School’s Working Knowledge Blog’s Cultivating Communities of Practice

For SRCL and CLSD Examples, visit the grantee discussion board. (Note that this is a password-protected page.)

Facilitating Peer-to-Peer Engagements

TA liaison, Alicia Espinoza, offers five areas to consider when planning peer-to-peer engagements. [5 minutes]

Download PDF presentation

Amy Counts from the Arkansas Department of Education discusses the merits of participating in peer-to-peer engagements as part of her CLSD work. [2 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind a peer-to-peer engagement that you have organized or participated in. A peer-to-peer engagement might look like a formal meeting with a colleague about a specific topic.
Review the list of key considerations for facilitating peer-to-peer engagements in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we facilitate a peer-to-peer engagement.”

Key Considerations for Peer-to-Peer Engagements	Always	Sometimes	Rarely	Never
Identify a common problem of practice.
Connect two individuals or organizations.
Prepare participants in advance.
Identify a facilitator and a notetaker.
Document and distribute key takeaways.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have designed or participated in a formal peer-to-peer engagement. Note details like why the conversation happened, who participated, when it took place, what it looked like, etc. Then, think about which engagements on your list you would identify as effective.
Watch the video “Key Considerations for Facilitating Peer-to-Peer Engagements.”

Key Considerations for Peer-to-Peer Engagements	Always	Sometimes	Rarely	Never
Identify a common problem of practice.
Connect two individuals or organizations.
Prepare participants in advance.
Identify a facilitator and a notetaker.
Document and distribute key takeaways.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for every peer-to-peer engagement I/we identified?
2. Why might this be the case?
3. What do the peer-to-peer engagements I/we identified as effective have in common?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Arkansas’s video about participating in peer-to-peer engagements as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from participating in or designing peer-to-peer engagements? How are those similar or different from those Arkansas identifies?
2. What did I/we see in this video that I/we may be able to add to my/our peer-to-peer engagement practice?
3. What additional information or resources do I need to complete this work?

I have thirty minutes.

Jot down a list of times you have designed or participated in a formal peer-to-peer engagement. Note details like why the conversation happened, who participated, when it took place, what it looked like, etc. Then, think about which engagements on your list you would identify as effective.
Watch the video “Key Considerations for Facilitating Peer-to-Peer Engagements.”

Key Considerations for Peer-to-Peer Engagements	Always	Sometimes	Rarely	Never
Identify a common problem of practice.
Connect two individuals or organizations.
Prepare participants in advance.
Identify a facilitator and a notetaker.
Document and distribute key takeaways.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for every peer-to-peer engagement I/we identified?
2. Why might this be the case?
3. What do the peer-to-peer engagements I/we identified as effective have in common?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Arkansas’s video about participating in peer-to-peer engagements as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from participating in or designing peer-to-peer engagements? How are those similar or different from those Arkansas identifies?
2. What did I/we see in this video that I/we may be able to add to my/our peer-to-peer engagement practice?
3. What additional information or resources do I need to complete this work?
Review the “Engagement Tool: Champion Identification and Reflection” resource. Consider the following questions:
1. Scan the Activities Analysis Matrix on page 2. Which activity and attribute are most important when selecting a champion to participate in peer-to-peer learning?
2. Why is it important to identify a champion when designing a peer-to-peer learning activity?
3. What components of this resource can I/we use in my/our practice?

Download full discussion guide: Discussion Guide

Resource from the Field: State Implementation and Scaling-up of Evidence-based Practices’ Engagement Tool for Identifying a Champion

TA liaison, Beth Ratway, offers five areas to consider when conducting a needs assessment. [5 minutes]

Download PDF presentation

Kim Davis from the Ohio Department of Education discusses conducting needs assessments as part of Ohio’s SRCL and CLSD work. [3 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind aspects of your work that have required needs assessments.
Review the list of key considerations for needs assessments in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we conduct needs assessments.”

Key Considerations for Needs Assessments	Always	Sometimes	Rarely	Never
Clarify what you need to learn about literacy in your community.
Identify the who, what, where, and when of data collection.
Gather the information and data.
Analyze and organize the data.
Determine priorities and report out the data.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have conducted needs assessments. Note whether they have been formal or informal needs assessments.
Watch the video “Key Considerations for Needs Assessments.”

Key Considerations for Needs Assessments	Always	Sometimes	Rarely	Never
Clarify what you need to learn about literacy in your community.
Identify the who, what, where, and when of data collection.
Gather the information and data.
Analyze and organize the data.
Determine priorities and report out the data.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for both the formal and informal needs assessments I/we identified?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Ohio’s video about conducting needs assessment as part of their SRCL and CLSD work. Consider the following questions:
1. What aspects look similar or different to the needs assessment work I/we have done?
2. What did I/we see in this video that I/we may be able to add to my/our needs assessment practice?
3. What additional information or resources do I need to complete this work?

I have thirty minutes.

Jot down a list of times you have conducted needs assessments. Note whether they have been formal or informal needs assessments.
Watch the video “Key Considerations for Needs Assessments.”

Key Considerations for Needs Assessments	Always	Sometimes	Rarely	Never
Clarify what you need to learn about literacy in your community.
Identify the who, what, where, and when of data collection.
Gather the information and data.
Analyze and organize the data.
Determine priorities and report out the data.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for both the formal and informal needs assessments I/we identified?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Ohio’s video about conducting needs assessment as part of their SRCL and CLSD work. Consider the following questions:
1. What aspects look similar or different to the needs assessment work I/we have done?
2. What did I/we see in this video that I/we may be able to add to my/our needs assessment practice?
3. What additional information or resources do I need to complete this work?
Select two of the provided resources from the field to compare. Consider the following questions:
1. What aspects of these resources are similar or different? Consider content, format, length, objectives, etc.
2. How are these resources similar to those that I/we have created?
3. What components of these resources can I/we use in my/our practice?

Download full discussion guide: Discussion Guide

SRCL and CLSD Grantee Examples:

Resource from the Field: State Support Network Needs Assessment Guidebook

TA liaison, Donna Warthan, offers five areas to consider when designing a community of practice. [5 minutes]

Download PDF presentation

Severo Martinez from the New Mexico Public Education Department (NMPED) discusses NMPED’s work designing and facilitating communities of practice as part of their SRCL and CLSD project. [4 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind a community of practice (CoP) that you have organized or participated in.
Review the list of key considerations for CoPs in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we design a CoP.”

Key Considerations for CoPs	Always	Sometimes	Rarely	Never
Identify an appropriate need.
Select the right participants.
Identify a protocol to use during the meeting.
Hold meetings on a consistent, regular basis.
Select an effective facilitator.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have designed or participated in a CoP. Note key details of the structure, including why it was created, who participated, when it took place, what it looked like, etc. Then, identify whether you thought the CoP was effective or ineffective.
Watch the video “Key Considerations for Designing CoPs.”
After watching, complete the following table by placing a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) implement this activity when I/we design CoPs.”

For any item where you selected “rarely” or “never,” consider the following questions:

Is this the case for every CoP I/we identified?
Why might this be the case?
What do the CoPs I/we identified as effective have in common?
What impact might this have on my/our work?
What steps do I/we need to take because of this information?

Key Considerations for CoPs	Always	Sometimes	Rarely	Never
Identify an appropriate need.
Select the right participants.
Identify a protocol to use during the meeting.
Hold meetings on a consistent, regular basis.
Select an effective facilitator.

Watch New Mexico’s video about designing CoPs as part of their SRCL and CLSD work. Consider the following questions:
1. What three words come to mind when you consider your CoP work? How are these similar or different to the words New Mexico identified?
2. What did I/we see in this video that I/we may be able to add to my/our CoP practice?
3. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have designed or participated in a CoP. Note key details of the structure, including why it was created, who participated, when it took place, what it looked like, etc. Then, identify whether you thought the CoP was effective or ineffective.
Watch the video “Key Considerations for Designing CoPs.”

Key Considerations for CoPs	Always	Sometimes	Rarely	Never
Identify an appropriate need.
Select the right participants.
Identify a protocol to use during the meeting.
Hold meetings on a consistent, regular basis.
Select an effective facilitator.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for every CoP I/we identified?
2. Why might this be the case?
3. What do the CoPs I/we identified as effective have in common?
4. What impact might this have on my/our work
5. What steps do I/we need to take because of this information?
Watch New Mexico’s video about designing CoPs as part of their SRCL and CLSD work. Consider the following questions:
1. What three words come to mind when you consider your CoP work? How are these similar or different to the words New Mexico identified?
2. What did I/we see in this video that I/we may be able to add to my/our CoP practice?
3. What additional information or resources do I/we need to complete this work?
Review the seven principles for CoPs provided in the “Resource from the Field” article. Consider the following questions:
1. Which principle aligns best to my/our work implementing CoPs? Which principle aligns the least? Why might this be the case?
2. What components of this resource can I/we use in my/our practice?
3. What additional information or resources do I/we need to complete this work?

Download full discussion guide: Discussion Guide

Resource from the Field: Harvard Business School’s Working Knowledge Blog’s Cultivating Communities of Practice

For SRCL and CLSD Examples, visit the grantee discussion board. (Note that this is a password-protected page.)

TA liaison, Alicia Espinoza, offers five areas to consider when planning peer-to-peer engagements. [5 minutes]

Download PDF presentation

Amy Counts from the Arkansas Department of Education discusses the merits of participating in peer-to-peer engagements as part of her CLSD work. [2 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind a peer-to-peer engagement that you have organized or participated in. A peer-to-peer engagement might look like a formal meeting with a colleague about a specific topic.
Review the list of key considerations for facilitating peer-to-peer engagements in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we facilitate a peer-to-peer engagement.”

Key Considerations for Peer-to-Peer Engagements	Always	Sometimes	Rarely	Never
Identify a common problem of practice.
Connect two individuals or organizations.
Prepare participants in advance.
Identify a facilitator and a notetaker.
Document and distribute key takeaways.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have designed or participated in a formal peer-to-peer engagement. Note details like why the conversation happened, who participated, when it took place, what it looked like, etc. Then, think about which engagements on your list you would identify as effective.
Watch the video “Key Considerations for Facilitating Peer-to-Peer Engagements.”

Key Considerations for Peer-to-Peer Engagements	Always	Sometimes	Rarely	Never
Identify a common problem of practice.
Connect two individuals or organizations.
Prepare participants in advance.
Identify a facilitator and a notetaker.
Document and distribute key takeaways.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for every peer-to-peer engagement I/we identified?
2. Why might this be the case?
3. What do the peer-to-peer engagements I/we identified as effective have in common?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Arkansas’s video about participating in peer-to-peer engagements as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from participating in or designing peer-to-peer engagements? How are those similar or different from those Arkansas identifies?
2. What did I/we see in this video that I/we may be able to add to my/our peer-to-peer engagement practice?
3. What additional information or resources do I need to complete this work?

I have thirty minutes.

Jot down a list of times you have designed or participated in a formal peer-to-peer engagement. Note details like why the conversation happened, who participated, when it took place, what it looked like, etc. Then, think about which engagements on your list you would identify as effective.
Watch the video “Key Considerations for Facilitating Peer-to-Peer Engagements.”

Key Considerations for Peer-to-Peer Engagements	Always	Sometimes	Rarely	Never
Identify a common problem of practice.
Connect two individuals or organizations.
Prepare participants in advance.
Identify a facilitator and a notetaker.
Document and distribute key takeaways.

For any item where you selected “rarely” or “never,” consider the following questions:
1. Is this the case for every peer-to-peer engagement I/we identified?
2. Why might this be the case?
3. What do the peer-to-peer engagements I/we identified as effective have in common?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Arkansas’s video about participating in peer-to-peer engagements as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from participating in or designing peer-to-peer engagements? How are those similar or different from those Arkansas identifies?
2. What did I/we see in this video that I/we may be able to add to my/our peer-to-peer engagement practice?
3. What additional information or resources do I need to complete this work?
Review the “Engagement Tool: Champion Identification and Reflection” resource. Consider the following questions:
1. Scan the Activities Analysis Matrix on page 2. Which activity and attribute are most important when selecting a champion to participate in peer-to-peer learning?
2. Why is it important to identify a champion when designing a peer-to-peer learning activity?
3. What components of this resource can I/we use in my/our practice?

Download full discussion guide: Discussion Guide

Resource from the Field: State Implementation and Scaling-up of Evidence-based Practices’ Engagement Tool for Identifying a Champion

Curating Resources

TA liaison, Rebecca Bates offers five areas to consider when curating resources as a TA activity. [5 minutes]

Download PDF presentation

Hollins Emili from the Alaska Department of Education discusses how she uses curated resources in her CLSD work. [4 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind examples of instances when you assisted a colleague by sharing a resource.
Review the list of key considerations for curating resources in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we curate resources.”

Key Considerations for Curating Resources	Always	Sometimes	Rarely	Never
Know your audience.
Narrow the topic.
Consider the source.
Choose the best to share.
Create a short annotation.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have assisted a colleague by sharing a resource. Consider whether you know if these resources were helpful.
Watch the video “Key Considerations for Curating Resources.”

Key Considerations for Curating Resources	Always	Sometimes	Rarely	Never
Know your audience.
Narrow the topic.
Consider the source.
Choose the best to share.
Create a short annotation.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of resource sharing?
2. Why might this be the case?
3. What do I/we know about the resource examples that I/we identified as helpful?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Alaska’s video about receiving resources from their TA provider as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from distributing or requesting resources? How are those similar or different from those that Alaska identifies?
2. What did I/we see in this video that I/we may be able to add to my/our resource curation practice?
3. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have assisted a colleague by sharing a resource. Consider whether you know if these resources were helpful.
Watch the video “Key Considerations for Curating Resources.”

Key Considerations for Curating Resources	Always	Sometimes	Rarely	Never
Know your audience.
Narrow the topic.
Consider the source.
Choose the best to share.
Create a short annotation.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of resource sharing?
2. Why might this be the case?
3. What do I/we know about the resource examples that I/we identified as helpful?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Alaska’s video about receiving resources from their TA provider as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from distributing or requesting resources? How are those similar or different from those that Alaska identifies?
2. What did I/we see in this video that I/we may be able to add to my/our resource curation practice?
3. What additional information or resources do I/we need to complete this work?
Visit the publicly available SRCL/CLSD resource library. Imagine a teacher colleague has requested support for finding resources about kindergarten vocabulary-building strategies. Using the guiding principles in the table above, what information would you send your colleague? Why?

Download full discussion guide: Discussion Guide

Gathering and Using Feedback

TA liaison, Jobi Lawrence, offers five areas to consider when gathering and using feedback. [5 minutes]

Download PDF presentation

Rachel Gott from the Montana Office of Public Instruction discusses gathering and providing feedback as part of her SRCL and CLSD work. [4 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind examples of instances when you gathered and used feedback. This could be from colleagues, educators, families, or other stakeholders.
Review the list of key considerations for gathering and using feedback in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we gather and use feedback.”

Key Considerations for Gathering and Using Feedback	Always	Sometimes	Rarely	Never
Understand what you are looking for.
Schedule ongoing and consistent opportunities for gathering feedback.
Pose specific questions.
Listen to understand.
Provide evidence of implementation related to feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have gathered and used feedback from a stakeholder group.
Watch the video “Key Considerations for Gathering and Using Feedback.”

Key Considerations for Gathering and Using Feedback	Always	Sometimes	Rarely	Never
Understand what you are looking for.
Schedule ongoing and consistent opportunities for gathering feedback.
Pose specific questions.
Listen to understand.
Provide evidence of implementation related to feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of gathering and using feedback or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Montana’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What types of information does Montana gather as part of their feedback gathering process?
2. What do they do with this information?
3. How does this process differ from mine/ours?
4. What did I/we see in this video that I/we may be able to add to my/our feedback gathering practice?
5. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have gathered and used feedback from a stakeholder group.
Watch the video “Key Considerations for Gathering and Using Feedback.”

Key Considerations for Gathering and Using Feedback	Always	Sometimes	Rarely	Never
Understand what you are looking for.
Schedule ongoing and consistent opportunities for gathering feedback.
Pose specific questions.
Listen to understand.
Provide evidence of implementation related to feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of gathering and using feedback or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Montana’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What types of information does Montana gather as part of their feedback gathering process?
2. What do they do with this information?
3. How does this process differ from mine/ours?
4. What did I/we see in this video that I/we may be able to add to my/our feedback gathering practice?
5. What additional information or resources do I/we need to complete this work?
Review the “Resource from the Field” that considers feedback loops as part of a Plan-Do-Study-Act (PDSA) cycle. Consider the following questions:
1. How often do I/we gather feedback as part of a PDSA cycle for grant implementation?
2. Is this the right amount?
3. Should we gather more feedback? Less?
4. How often does the feedback we gather actively inform a new PDSA cycle?
5. Why might this be the case?
6. What components of this resource can I/we use in my/our practice?

Download full discussion guide: Discussion Guide

CLSD Grantee Example: Montana CLSD’s Monthly Monitoring Form

Resource from the Field: National Implementation Research Network’s Feedback Loops as Part of a Plan-Do-Study-Act (PDSA) Cycle

Creating Webinars and Topical Meetings

TA liaison, Bridget Humphries, offers five areas to consider when creating a webinar or topical meeting. [5 minutes]

Download PDF presentation

Megan Dumond from the DC Office of the State Superintendent of Education, offers advice about planning a virtual topical meeting as part of the CLSD grant. [1 minute]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind examples of instances when you planned an informational webinar or topical meeting. If you have not planned events like this, think of examples of events you have attended as a participant.
Review the list of key considerations for planning webinars and topical meetings in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we plan a webinar or topical meeting.”

Key Considerations for Planning Webinars and Topical Meetings	Always	Sometimes	Rarely	Never
Think about your audience.
Start with your objectives.
Choose the best format.
Get the right speakers.
Gather and use feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have planned or attended a webinar or topical meeting.
Watch the video “Key Considerations for Planning Webinars and Topical Meetings.”

Key Considerations for Planning Webinars and Topical Meetings	Always	Sometimes	Rarely	Never
Think about your audience.
Start with your objectives.
Choose the best format.
Get the right speakers.
Gather and use feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of planning webinars and topical meetings or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch DC’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What advice does DC offer when planning a topical meeting?
2. Is this advice that I/we follow when planning our own events? Why or why not?
3. What did I/we see in this video that I/we may be able to add to my/our webinar and topical meeting planning practice?
4. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have planned or attended a webinar or topical meeting.
Watch the video “Key Considerations for Planning Webinars and Topical Meetings.”

Key Considerations for Planning Webinars and Topical Meetings	Always	Sometimes	Rarely	Never
Think about your audience.
Start with your objectives.
Choose the best format.
Get the right speakers.
Gather and use feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of planning webinars and topical meetings or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch DC’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What advice does DC offer when planning a topical meeting?
2. Is this advice that I/we follow when planning our own events? Why or why not?
3. What did I/we see in this video that I/we may be able to add to my/our webinar and topical meeting planning practice?
4. What additional information or resources do I/we need to complete this work?
Retrieve an agenda from a topical meeting that you/your team has hosted. Then, review it with the sample agenda provided from DC OSSE. Consider the following questions:
1. What aspects of these agendas are similar or different? Consider content, format, length, objectives, etc.
2. If I/we were to redesign our agenda, what might I/we add, remove, or change? Why?

Download full discussion guide: Discussion Guide

CLSD Grantee Example: DC OSSE’s 2022 Literacy Convening Proceedings

Resource from the Field: National Library of Medicine’s Twelve Tips to Present an Effective Webinar

TA liaison, Rebecca Bates offers five areas to consider when curating resources as a TA activity. [5 minutes]

Download PDF presentation

Hollins Emili from the Alaska Department of Education discusses how she uses curated resources in her CLSD work. [4 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind examples of instances when you assisted a colleague by sharing a resource.
Review the list of key considerations for curating resources in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we curate resources.”

Key Considerations for Curating Resources	Always	Sometimes	Rarely	Never
Know your audience.
Narrow the topic.
Consider the source.
Choose the best to share.
Create a short annotation.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have assisted a colleague by sharing a resource. Consider whether you know if these resources were helpful.
Watch the video “Key Considerations for Curating Resources.”

Key Considerations for Curating Resources	Always	Sometimes	Rarely	Never
Know your audience.
Narrow the topic.
Consider the source.
Choose the best to share.
Create a short annotation.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of resource sharing?
2. Why might this be the case?
3. What do I/we know about the resource examples that I/we identified as helpful?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Alaska’s video about receiving resources from their TA provider as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from distributing or requesting resources? How are those similar or different from those that Alaska identifies?
2. What did I/we see in this video that I/we may be able to add to my/our resource curation practice?
3. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have assisted a colleague by sharing a resource. Consider whether you know if these resources were helpful.
Watch the video “Key Considerations for Curating Resources.”

Key Considerations for Curating Resources	Always	Sometimes	Rarely	Never
Know your audience.
Narrow the topic.
Consider the source.
Choose the best to share.
Create a short annotation.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of resource sharing?
2. Why might this be the case?
3. What do I/we know about the resource examples that I/we identified as helpful?
4. What impact might this have on my/our work?
5. What steps do I/we need to take because of this information?
Watch Alaska’s video about receiving resources from their TA provider as part of their CLSD work. Consider the following questions:
1. What benefits have you gained from distributing or requesting resources? How are those similar or different from those that Alaska identifies?
2. What did I/we see in this video that I/we may be able to add to my/our resource curation practice?
3. What additional information or resources do I/we need to complete this work?
Visit the publicly available SRCL/CLSD resource library. Imagine a teacher colleague has requested support for finding resources about kindergarten vocabulary-building strategies. Using the guiding principles in the table above, what information would you send your colleague? Why?

Download full discussion guide: Discussion Guide

TA liaison, Jobi Lawrence, offers five areas to consider when gathering and using feedback. [5 minutes]

Download PDF presentation

Rachel Gott from the Montana Office of Public Instruction discusses gathering and providing feedback as part of her SRCL and CLSD work. [4 minutes]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind examples of instances when you gathered and used feedback. This could be from colleagues, educators, families, or other stakeholders.
Review the list of key considerations for gathering and using feedback in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we gather and use feedback.”

Key Considerations for Gathering and Using Feedback	Always	Sometimes	Rarely	Never
Understand what you are looking for.
Schedule ongoing and consistent opportunities for gathering feedback.
Pose specific questions.
Listen to understand.
Provide evidence of implementation related to feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have gathered and used feedback from a stakeholder group.
Watch the video “Key Considerations for Gathering and Using Feedback.”

Key Considerations for Gathering and Using Feedback	Always	Sometimes	Rarely	Never
Understand what you are looking for.
Schedule ongoing and consistent opportunities for gathering feedback.
Pose specific questions.
Listen to understand.
Provide evidence of implementation related to feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of gathering and using feedback or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Montana’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What types of information does Montana gather as part of their feedback gathering process?
2. What do they do with this information?
3. How does this process differ from mine/ours?
4. What did I/we see in this video that I/we may be able to add to my/our feedback gathering practice?
5. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have gathered and used feedback from a stakeholder group.
Watch the video “Key Considerations for Gathering and Using Feedback.”

Key Considerations for Gathering and Using Feedback	Always	Sometimes	Rarely	Never
Understand what you are looking for.
Schedule ongoing and consistent opportunities for gathering feedback.
Pose specific questions.
Listen to understand.
Provide evidence of implementation related to feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of gathering and using feedback or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch Montana’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What types of information does Montana gather as part of their feedback gathering process?
2. What do they do with this information?
3. How does this process differ from mine/ours?
4. What did I/we see in this video that I/we may be able to add to my/our feedback gathering practice?
5. What additional information or resources do I/we need to complete this work?
Review the “Resource from the Field” that considers feedback loops as part of a Plan-Do-Study-Act (PDSA) cycle. Consider the following questions:
1. How often do I/we gather feedback as part of a PDSA cycle for grant implementation?
2. Is this the right amount?
3. Should we gather more feedback? Less?
4. How often does the feedback we gather actively inform a new PDSA cycle?
5. Why might this be the case?
6. What components of this resource can I/we use in my/our practice?

Download full discussion guide: Discussion Guide

CLSD Grantee Example: Montana CLSD’s Monthly Monitoring Form

Resource from the Field: National Implementation Research Network’s Feedback Loops as Part of a Plan-Do-Study-Act (PDSA) Cycle

TA liaison, Bridget Humphries, offers five areas to consider when creating a webinar or topical meeting. [5 minutes]

Download PDF presentation

Megan Dumond from the DC Office of the State Superintendent of Education, offers advice about planning a virtual topical meeting as part of the CLSD grant. [1 minute]

Directions: Select from the activities below based on how much time you have to dedicate to the conversation/reflection.

I have five minutes.

Call to mind examples of instances when you planned an informational webinar or topical meeting. If you have not planned events like this, think of examples of events you have attended as a participant.
Review the list of key considerations for planning webinars and topical meetings in the table below.

Place a check mark in the appropriate box to complete this sentence: “I/We (always/sometimes/rarely/never) complete this activity when I/we plan a webinar or topical meeting.”

Key Considerations for Planning Webinars and Topical Meetings	Always	Sometimes	Rarely	Never
Think about your audience.
Start with your objectives.
Choose the best format.
Get the right speakers.
Gather and use feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.

I have fifteen minutes.

Jot down a list of times you have planned or attended a webinar or topical meeting.
Watch the video “Key Considerations for Planning Webinars and Topical Meetings.”

Key Considerations for Planning Webinars and Topical Meetings	Always	Sometimes	Rarely	Never
Think about your audience.
Start with your objectives.
Choose the best format.
Get the right speakers.
Gather and use feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of planning webinars and topical meetings or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch DC’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What advice does DC offer when planning a topical meeting?
2. Is this advice that I/we follow when planning our own events? Why or why not?
3. What did I/we see in this video that I/we may be able to add to my/our webinar and topical meeting planning practice?
4. What additional information or resources do I/we need to complete this work?

I have thirty minutes.

Jot down a list of times you have planned or attended a webinar or topical meeting.
Watch the video “Key Considerations for Planning Webinars and Topical Meetings.”

Key Considerations for Planning Webinars and Topical Meetings	Always	Sometimes	Rarely	Never
Think about your audience.
Start with your objectives.
Choose the best format.
Get the right speakers.
Gather and use feedback.

For any item where you selected “rarely” or “never,” consider why that is the case and what action you might take because of this information.
1. Is this the case for every example of planning webinars and topical meetings or for only some?
2. Why might this be the case?
3. What impact might this have on my/our work?
4. What steps do I/we need to take because of this information?
Watch DC’s video about providing feedback to subgrantees as part of their CLSD work. Consider the following questions:
1. What advice does DC offer when planning a topical meeting?
2. Is this advice that I/we follow when planning our own events? Why or why not?
3. What did I/we see in this video that I/we may be able to add to my/our webinar and topical meeting planning practice?
4. What additional information or resources do I/we need to complete this work?
Retrieve an agenda from a topical meeting that you/your team has hosted. Then, review it with the sample agenda provided from DC OSSE. Consider the following questions:
1. What aspects of these agendas are similar or different? Consider content, format, length, objectives, etc.
2. If I/we were to redesign our agenda, what might I/we add, remove, or change? Why?

Download full discussion guide: Discussion Guide

CLSD Grantee Example: DC OSSE’s 2022 Literacy Convening Proceedings

Resource from the Field: National Library of Medicine’s Twelve Tips to Present an Effective Webinar

Do you have a resource or practice you would like to see highlighted on this page? Reach out to literacy@seiservices.com.

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