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Discussion Guide

From Staff Room to Classroom I

From Staff Room to Classroom

Chapter 1

A Guide Planning and Coaching Professional Learning
Robin J. Fogarty and Brian M. Pete

Introduction
In addition, to the team activities suggested in the “Tools to Use”, at
the end of each chapter, to encourage reflection and processing, this
set of discussion questions is intended to accompany the book study,
From Staff Room to Classroom: A Guide to Planning and Coaching
Professional Learning by Fogarty and Pete. The questions are catalysts
for the rich and robust professional conversations that are part and
parcel of every study.
The sequence of questions moves from criterion-based questions
related to the various chapters, to a final, overarching question that
speaks to the essence of the concept highlighted in the chapter. In turn,
some questions serve to crystallize pertinent information, while, the
essential questions seek to illuminate philosophical insights about
professional learning.
The questions can be cut apart and used as bookmarks for each
chapter. Also, the questions may be used, effectively, as a pre-reading
strategy, as a guide, during the reading or as post reading prompts for
lively discussions. In addition, teams might assign various questions,
target one question as the pivot point for discussion or, embrace the
essential question for an in-depth professional, conversation.

A Guide to the Change Process
1. Tell a story of a school change that you have experienced
and assess the stages that Guskey (2000) delineates: 1)
Professional Development 2) Change in Practice 3) Change
in Practice 4) Change in Beliefs.
2. Discuss a professional development initiative that has
followed Fullan’s (1982) change process: 1) Initiate 2)
Implement 3) Institutionalize
3. Discuss other books, in addition to, Who Moved My
Cheese-Johnson (1998), If the Horse You’re Riding Dies Get Off
-Grant and Forsten (1999), and, The Tipping Point-Gladwell
(2000), that you have used with staff as you talk about how
we, as adult learners, respond to change.
Essential Question
If the truth is inevitable that, “the only constant is change”,
what profound insights about change will impact the work
we do everyday with adult learners?

At the end of the day, the questions are only as integral to the book
study as the collegial conversations they generate. Enjoy!
Robin and Brian
Chicago 2010

From Staff Room to Classroom I

Chapter 2

Chapter 3

A Guide to the Adult Learner

A Guide to Site-Based Professional
Learning

1. Explain why you think Malcolm Knowles (1973) called
adult learners, “the neglected species” and if you agree or
disagree with this assessment.
2) Compare and contrast adult learners to typical schoolage learners.
3) Using Zemke and Zemke’s (1995) ideas about 30 things
we know for sure about adult learners, share one take away
you will incorporate in your everyday work with adult
learners.
Essential Question
Knowing that adult learners are, “a neglected species”, yet,
the most pragmatic learners on the face of the earth, how
do we, as change agents, address this constant challenge?

1) Cite one reason that professional development fails
(Lieberman) and provide a personal experience story as an
illustration of what happens.
2) Knowing the seven critical qualities that accompany
sound professional learning experiences (sustained, jobembedded, collegial, interactive, integrated, results-oriented
and practical), select one element and decide what happens
when that element is missing.
3) Understanding that professional development means
finding time in the schedule, review the ten “time options”
delineated in the chapter and add other “finding time”
strategies that you have used successfully.
Essential Question
“Change is what teachers do and think. It’s as simple and as
complex as that” (Sarason). Thus, with the classroom as the
ultimate site of change, what are “critical lessons learned”
about site-based professional learning?

From Staff Room to Classroom I

Chapter 4

Chapter 5

A Guide to the Role of Designing
Professional Learning

A Guide to the Role of Presenting
Professional Learning Experiences

1) Discuss the pros and cons of using graphic organizers or,
planning templates, as a way to organize your thinking in the
planning process.

1) How is the presenter the messenger? What are some of
the pitfalls of this messenger service? How does that
messenger deliver with sweeping success?

2) Explain how the designer role requires expertise in both
the art and the science of planning, preparing, and providing
professional learning.

2) Share what it means to, “read the audience”, by citing
several telling examples.

3) Describe how the fishbone analysis is like an outline
delineation and discuss one advantage of the fishbone
graphic as a planning tool.
Essential Question
With the rapid rate of change in an information-laden,
technology-rich century, how does the “less is more”
principle apply to professional learning?

3) Agree or disagree with the slide presentation “Rules”,
heard from a techno-savvy presenter: “Use Visuals. Use
color. Use animation. Use sound. Limit words per slide 5-8.
Do not read slide to audience. Provide your own narrative
to the slide.”
Essential Question
“Tell them what you are going to do. Do what you say you
are going to do. Tell them what you did” are the guiding
principles for the perfect presentation. Why does this
“bookend model” of professional learning present a
paradox of sorts for the modern day change agent?

From Staff Room to Classroom I

Chapter 6

Chapter 7

A Guide to the Role of Facilitating
Professional Learning

A Guide to the Role of Coaching
Professional Learning

1) Facilitate means to step aside and “ease the way for the
learner”. What does that look like and sound like in a large
group? Small group? Working with an Individual?
2) How easy is it to invite the participants into the learning?
How hard is it to get them intensely involved? Or vice
versa!
3) How do you help participants “interpret” or reflect on
the meaning of what they have been doing in an activity?
What works for you, every time?
Essential Question
“It’s not about us. It’s about them.” How do we, as change
agents transfer our knowledge, skill and passion to the adult
learners in our care? How do we garner genuine participant
ownership?

1) Trust is the key to a coaching relationship. How do you
develop rapport and a trust?
2) Coaching is about reflective conversations that foster
transfer and authentic implementation. Rank the kind of
collegial conversations you prefer.
“Collegial Conversations”

a.____face-to-face
b.____ hand-written journals
c.____electronic exchanges
d.____team time

3) Track and share a time you can recall from school or
from your life, when you exhibited the characteristics of
one of the six levels of transfer (Fogarty and Pete):
Overlooked, Duplicated, Replicated, Integrated, Propagated,
Innovated.
Essential Question
There’s a folk truth that, “The most expensive suit a man
buys is the one he only wears once.” If the most expensive
staff development is the one, participants don’t ever use
again, how do change agents foster change that lasts and
endures?

From Staff Room to Classroom I

Chapter 8

Chapter 9

A Guide to the Anatomy of a Workshop

A Guide to Sustained Professional Learning

1) Discuss Joyce and Showers’ research statistic that
indicates, with coaching in place, peer coaching or expert
coaching, the likelihood of authentic implementation of the
skills and concepts (genuine transfer) increases to 95%.
Hypothesize why.
2) “The person doing the talking is the person doing the
learning.” How do we as well-intentioned experts, “stop
talking”, and encourage the participant to do the talking?

1) Discuss the following descriptions of the four roles of
the change agent: Designer, one and self; Presenter, one
with all; Facilitator, one with team; Coach, one with one.
2) If change occurs through, collaborative conversation,
professional dialogue, and think tanks, how do change
agents support professional learning communities in these
endeavors?

3) How is accountability a factor in “practicing teachers into
change” and how is this related to “fidelity of
implementation”?

3) Professional learning means, giving back to the
profession. Share one idea that you champion that could be
an article you might write or a presentation you might
make at a conference.

Essential Question

There is evidence that, “Real and lasting change results from
both, top down initiatives or grass roots, bottom up
initiatives. What matters is the design!” How might we
validate that statement and embrace it in our work with
adult learners?

If sustained professional learning means, “it’s not going
away,” how can collegial, collaborative and reflective
conversations permeate the climate and culture of the
organization for enduring change?

From Staff Room to Classroom

From Staff Room to Classroom II

A Guide to Planning and Coaching
Professional Learning

The One Minute Professional
Developer Planner

Robin J. Fogarty and Brian M. Pete

Brian M. Pete and Robin J. Fogarty

This book shares deep expertise with tools to successfully
guide staff to the highest levels of effectiveness, ultimately
leading to greater student achievement.154 pgs.

Based on their vast experience conducting professional
development sessions, Brian Pete and Robin Fogarty present
144 strategies for leading workshops, professional learning
communities, and staff meetings. 208 pages

From Staff Room to Classroom
Item# N8001 978-1-4129-2604-1 $28.95

From Staff Room to Classroom II
Item# N8038 978-1-4129-7499-8 $30.95
© 2010 Robin Fogarty & Associates robinfogarty.com 800-213-9246

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