Principals, Teacher Leaders, Coaches
Principals, Teacher Leaders & Coaches
Although presentations and professional learning is always customized to your school’s goals and your teachers’ learning needs, the following is a sample of sessions that may be provided.
How do we build school-wide understanding and support for differentiated instruction? How do we provide the training and leadership for teachers essential to their success in a differentiated classroom? Explore how most effective research-based practices in education connect to the strategies for differentiating instruction and how it builds a strong case for differentiated classrooms. Discuss a solid rationale for differentiation that can be made with parents, teachers and administrators. Identify the degree to which your school or district reflects characteristics of differentiated instruction and consider next steps for your school site. Come also to share your successes and challenges in supporting and encouraging differentiated classrooms and the teachers who work in them.
Your school has started your journey in differentiation. Now you need a road map of next steps to embed differentiation into classroom practice. In this session, you’ll identify where to go next and how to get there. Work through a process for determining your status with differentiation and for identifying next steps in growth and development. End the session with an action plan ready for implementation.
As budgets become limited, schools are shifting to more inclusive models for meeting the needs of gifted learners in the regular classroom. An instructional leadership model utilizing consultation, collaboration, co-teaching and coaching is necessary for the success of inclusive GT services. Each element of the model is described and specific leadership tactics for making it work effectively will be shared.
Professional training can provide the “what” in meeting the needs of GT in inclusive classrooms. However, to actually embed practices within the classroom requires a more comprehensive instructional leadership model. Consultation, collaboration, co-teaching and coaching are essential for successful implementation of best practices for GT learners. Each element of the model is described and specific leadership tactics for making it work effectively will be shared.
Co-teaching has emerged as a favored practice in inclusion classrooms. It holds the promise for better supporting the unique needs of all students from those who struggle in learning to those who are gifted and academically talented. This session will present seven co-teaching approaches for working together in the classroom. Practical suggestions for building trust, establishing individual and shared roles, establishing co-teaching norms as well as for effective and efficient use of co-planning time are provided.
Whether you are a teacher leader, a principal, or a professional development facilitator, we all want new strategies presented to teachers embedded into classroom practice. Coaching for success is a critical element in integrating new ideas. This session will provide specific coaching strategies that will increase the likelihood of classroom applications. A variety of tools for gathering data on classroom practices including self-assessment inventories and walk through protocols are provided. Using the data, specific plans for supporting the diverse needs of teachers are developed. We will also explore and practice the effective use of descriptive feedback in assisting teachers in determining what they are doing well, where they are now in the development of their professional skills as well as identifying next steps in their continual growth and development.
When asked about the next revolution in American education, many educators and school leaders will state “grading”. In this session, we will examine a process for getting the conversation on grading started in your school or district. We will explore myths, beliefs and mindsets and new paradigms in the purpose of grading. Suggested tasks and a timeline for “getting there” will be offered. We will examine the practices and policies impacted by new grading paradigms such as disaggregating attainment of learning goals from work habits, attitudes and behavior, the use of zeroes and incompletes and the “fairness” of recovery points, re-do and do-overs. Leave this session confident in facilitating conversations about grading with teachers.