Later parts of this professional development plan assume a working knowledge of growth mindset and grit. The following two videos can be used to build this background knowledge. A minimum of 20 minutes should be planned to view and discuss each video. Ideally these two videos would be viewed at two consecutive professional development sessions to allow time for reflection.

Prior to the book Mapping the Reading Workshop being distributed to teachers, ask them to complete these two pages. For some teachers it is important to give some guidance about how to define "less familiar." Some teachers are very uncomfortable even implying that they are less than an expert in anything education related. Emphasize that this is LESS familiar - not lack of knowledge about. Give each individual permission to define for themselves what "less familiar" means. Suggest it may mean "I haven't heard of this term." or "I think I call this something else." or "I learned about this most recently." Some teachers will need reassurance that this is not a "gotcha" activity, but rather one to help customize their professional development.

Be sure that these handouts are kept. They will be needed for later professional development sessions.

After handout pages 1 & 2 are complete, distribute copies of Mapping the Reading Worshop to teachers. You may wish to allow a few moments to preview the text before presenting the overview to the book.

If teachers are not already familiar with Vygotsky's zones of development and the cognitive apprenticeship model, then a professional development session should be dedicated to the Introduction. If teachers already have a working knowledge of these concepts, then proceed to the overview below.

After teacher are oriented to the relevant sections of Mapping the Reading Workshop have them use their completed pages 1 & 2 to complete pages 3 & 4. Providing teachers with ample time to complete this step can prove to be worth while. When thoughtful responses are provided these documents can provide a wealth of information that will help to guide coaching conversations. In fact, entire coaching conversations can occur around just these responses.

Another interesting discussion can be held around the structure of these questions. By asking what is familiar about the unfamiliar, information is being gathered that allows the unknown to be built upon the known. By asking what is unfamiliar about the familiar, growth mindset attitudes are being encouraged. These are not just practices for teacher professional development, but practices that can be utilized in the classroom.

The following presentation serves two purposes. The most obvious purpose is how student attitudes toward learning experiences and quality of deliberate practice can impact achievement.

The second purpose is support teachers in making the most purposeful decisions about the direction of their own professional development. Immediately after viewing and discussing these two videos teachers are asked to consider what is known about learning attitudes and deliberate practice while referring to the completed handout. Teachers are then asked to select one component of the reading workshop which will be the focus of their upcoming individual professional development.