The suggested planning meeting agenda below builds off the GIVE planning meeting sample agenda for in-person teaching and learning, with the addition of specific questions to set you up for success if you are teaching online. 

Note: If it’s not possible to hold this meeting over the phone or on a video call, you might try creating a Google Form or other online survey with the most important questions for your program, and sending it to the Classroom Professionals ahead of time.

1. Introductions

• Name, pronouns, role, and a personal question/ice breaker (What do you love most about the art form we’re going to explore? When do you feel most creative? What’s your personal weather today?)

2. Class Information

• Who are the students?
  • Age/grade level, strengths, challenges, names (Can I have a roster?)
  • What are their interests?
  • What are their access needs? What specific accommodations or supports should I plan for? 
  • What technology/device are they using for classroom participation?
• If relevant to the residency, who are the caregivers? 
  • Are there important things to know about level of involvement, language needs, technology support needs, or other access needs?

3. Technology

• What virtual learning platform(s) is your school using for distance learning?
• Are all classes in this residency using the same platform(s)?
• In order to create/upload content and be interactive with student learning, can I have a school email set up to be able to access the platform (e.g., Google Classroom)?
  • Will I be able to interact or contact my students via this platform?
• Does the school already have signed video/photo release forms from each student that allows me to record an online class with students for them to have access to and play back? If not, could they? 
• What is the expected schedule for any uploaded class content?

4. Class/Lesson Format and Expectations

• What is the expectation of class/lesson format?
  • Asynchronous lessons:
    • Ways to share content: 
      • Video? If yes, how long? 
      • PDF
      • Google Slides
    • Primary languages? 
    • Other? 
  • Synchronous lessons:
    • Live interactive group class?
      • If yes, how long (20 minutes, 45 minutes, 60 minutes, etc.)?
      • Class size per session (one large group or smaller groups)?
      • How many per week?
    • What other adults will be present?
      • Are students allowed to be in breakout rooms alone or do they need supervision?
    • How will Classroom Professionals be participating and/or supporting (e.g., hosting, letting in students from the waiting room, creating and supporting breakout rooms, tech troubleshooting, modeling activities, etc.)?
  • Blended Model (Asynchronous and Synchronous):
    • Will there be office hours for support (paired with asynchronous lessons)?
    • Will there be a Google Meet for sharing/group critique/culminating performance, etc.? 

5. Expectations and Educator Roles During Residency

• Depending on the class/lesson format, how can the Classroom Professionals plan to participate/support? What realistic goals can we set together? 
  • Explore guidance and ideas on engaging the adults in the virtual room. Ideas may include supporting technical needs, encouraging student engagement, leading small groups, modeling activities, monitoring the chat, etc. 
• Are there any critical things that I/we need from you to be successful?
• What’s the best way to contact you if I/we need support? 
  • If I/we need immediate support during a live, synchronous meeting, how can I/we communicate with you? 
• Depending on format, are Related Service Providers able to push in during the workshop/residency? 

6. Feedback

7. Questions and Closing