Group meetings incorporate many of the characteristics of effective professional development. For example, in group meetings participants engage in collaborative problem solving, conduct inquiry/action research, work with data, participate in professional learning directly connected to student work and learning, select the appropriate professional development activities based on their own learning needs, rceive ongoing support, access a variety of resources, and collaborate in a learning community.

At one site, meetings were held twice a month from mid-September through early May. Most meetings lasted two hours, but there was one all day meeting in November to develop individual plans and another in March to develop portfolio organization and format. At another site, meetings were held at participants' schools during release time using rotating subs. The third site had several all day meetings. Regular meeting attendance is important to maintain interest, focus, and collaborative support. A year long timeline with meeting dates and benchmark due dates is very helpful, but be prepared to be flexible. Meetings are carefully planned and focused; however, agendas should be learner-centered and flexible to address participants' interests, goals, needs, and preferences.

The purpose of group meetings at all stages of this model is the same--to provide ongoing support for participants. However, meeting focus and activities vary at the different stages. When Setting the Stage, the focus is on powerful learning and best practices. Activities may include readings, technology tools and resources, or reflection and dialogue about classroom practice and student learning.

For example, one meeting began with participants writing reflections as soon as they arrived. Then, the group shared experiences, insights, and implications from the Powerful Learning Activity they had done with their students. Participants used the remaining time to complete an online self-assessment using the Learning With Technology Profile tool.

The focus for the second stage, Developing Individual Plans, is on technology use and instructional strategies to improve learning for students and participants. Activities may include assessing strengths and areas for growth, establishing learning goals, identifying possible strategies and resources, and designing an appropriate action plan.

As an example, one meeting began with participants reflecting in their journals as soon as they arrived. Next, they analyzed data from their Technology Profile Tool self-assessment, their teaching/learning journal, and reflections from their students. Participants used Inspiration to compile this data into a web of topics or issues they might want to include in their individual plans.

During the next stage, Supporting Implementation, the focus is on helping participants to put their plans into action and to analyze results by providing time, resources, and coaching. Activities may include using technology tools, analyzing student results, working with data and documentation, reflecting, sharing resources, providing feedback, and refining projects/plans.

Here is a meeting example at this level. The meeting began with a mini-session on inserting digital pictures into a document or a multimedia project. Since participants knew the agenda in advance, some brought material and/or projects so they could spend a majority of this meeting continuing to work supported by peer coaches. Others choose to participate only in the brief technology mini-tutorial and then spent the rest of the time planning lessons, reviewing student work, or using resources. Three participants needed time to conference with a facilitator to clarify or troubleshoot implementation issues.

The focus for the final stage, Portfolio Review and Presentation, is on sharing findings, recommendations, limitations, and next steps in the learning journey. Activities may include peer review, refinement, portfolio presentation, reflection, and dialogue.

For example, the final meeting for one group began with each participant sharing his/her project and portfolio for about 5 minutes briefly highlighting what they did, the results related to student learning, and their own professional growth. The group had about 5 minutes to comment or ask questions. The sharing session was followed by a celebration dinner.