Instructor: Valerie Sullivan, Ed.D
3 Graduate Credit Course includes face-to-face, practicum and blended learning
August 13-15, 2018 *Plus 30 hours of learning and applied Fall practicum
Hours: 8:30 am – 2:00 pm
Target Audience: Supervisors/Mentors/Principals and Aspiring Leaders using the Charlotte Danielson Framework
The purpose of this course is to become familiar with Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching, and its use in the development of improved instructional practices and the resulting positive impact on student learning. Application of the Framework as both a mentoring tool and supervision tool will be studied.
Objectives and Course Schedule
By course completion, participants will have an increased understanding of:
· August 13th Session: Applications of Danielson’s Framework for models of mentoring and supervision/evaluation
· August 13th Session: The development of a common language for talking about and assessing teaching
· August 14th Session: Clear levels of performance for teacher assessment, with emphasis on reflection and self-assessment
· August 15th and Practicum: Structured inquiries through which mentors or supervisors can guide beginning teachers in the development of essential professional skills
· August 15th and Practicum: Observation, data collection, and facilitating conversations that promote self-inquiry, is strengths-based and focused on student outcomes
*Fall Learning and Practicum: An additional 30 hours of learning and applied practicum during the fall semester. Course content and material delivered as blended learning using Schoology. Practicum requires evidence of engaging in all aspects of the mentoring or supervision process, emphasizing professional reflection and self-evaluation. All assignments, practicum evidence, and reflections must be completed by December 1, 2018.
Includes the book: Danielson, C. 2009. Implementing the Framework for Teaching in Enhancing Professional Practice: An ASCD Action Tool
Instructor/Facilitator: Jay Nichols, Executive Director VPA
Dates: September 11, 10/12, 11/15 and 12/14/18, 1/16, 2/11, 3/22, 4/8, 5/16 and 6/6/19
9:00-3:30 (includes light breakfast and lunch)
Leading Vermont Schools Cohort #5
This Principal cohort will meet once a month to explore how effective principals deal with the multiple roles and responsibilities of a Vermont building leader, balancing the practical daily issues while impacting student learning. Vermont’s leading experts, such as our AOE’s Education Secretary, Education Finance Manager, Agency’s CFO, legal counsel Pietro Lynn and others will present to this cohort, giving these principals a personal connection to leaders in Vermont education.
Target Audience: Principals, particularly those in their first years in Vermont schools
Whether you are new to supervision and evaluation, new to Vermont education legislation, or need a clearer understanding of practical and important facets of building leadership, each session brings Vermont experts that will give you guidance and knowledge in:
• supervision & evaluation of teachers and support staff
• legal issues
• systems management
• fiscal management & budget development
• student management
• instructional leadership and curriculum and assessment
• effective procedural development
• community involvement
• student voice
• school safety
Books (included): The Prinicpal: Three Keys to Maximizing Impact by Michael Fullan and Leaders of Learning by Rick DuFour and Robert Marzano
|Date:||May 24, 2018|
|Date:||May 24, 2018|
Target Audience: Principals and other educational leaders
Dates: September 26, 2018; 8:30 am registration; 9-3:30 pm
Carol Dweck’s work has focused on the ideas of “fixed” and “growth” mindset, yet educators will need to go a step further with these notions to create the learning opportunities that our students and schools deserve. We need to focus not only on what we know, but what we do with what we know.
In this workshop, George will discuss the idea and characteristics of “The Innovator’s Mindset” (as discussed in the book of the same title and is included in this workshop). He’ll share powerful examples on why this is so crucial for all educators. This full day workshop is meant for leaders to help others within their organization not only accept change, but embrace it, to create better powerful learning opportunities for our learners. It is not focused on the “how to” of technology, but is more focused on the conversations that will help staff move forward in a way that they will be excited yet feel supported in their journey.
George’s presentations are known to be emotional, humorous, all while pushing your thinking. They will definitely connect to your heart first, in a way that will last with you long after this day. He will start the day with an inspiring talk and then have an open reflection break, allowing participants to share their needs for the day and giving him the opportunity to personalize the rest of the day for Vermont’s leaders.
* Includes meals and the book: Couros: The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity
This workshop is a collaborative effort between CVEDC, the Vermont Principals’ Association and Vermont ASCD. We are proud to bring this dynamic speaker and educational leader here to Vermont.
George Couros is a leading educator in the area of innovative leadership, teaching, and learning. He has worked with all levels of school–from K-12 as a teacher and technology facilitator, school and district administrator, and is the author of the book “The Innovator’s Mindset; Empower Learning, Unleash Talent, and Lead a Culture of Creativity.” see more…
Facilitated Facilitated by: Andrew Jones & Gabe Hamilton
Date: October 9, 2018 Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included) 6 recertification hours
Target Audience: K-12 Teachers, Instructional Coaches, Principals, Curriculum Leaders who want to implement proficiency-based grading
Grading is complex. Even with a school or district-based grading policy, the intricacies of assigning scores to assignments and assessments is tricky work. What assignments should you grade? What shouldn’t you grade? How do you ensure students complete assignments?
Ultimately, shifting from a culture of compliance to a culture of learning is no easy task. This workshop aims to provide strategies for putting proficiency-based grading practices into action. Topics that will be discussed include: zeros, extra credit, homework, calculations methods, midterms/finals, GPAs, weighting, aligning assessments with performance indicators and other grading nuances. Getting a grasp on the intricacies of classroom grading is a necessary step for effectively messaging the shift toward proficiency-based learning for both students and parents.
• To recognize grading practices that inhibit student learning
• To be able to apply equitable grading methods that support a culture of learning
• To clearly articulate the shift toward proficiency-based learning for all stakeholders
|Date:||April 17, 2018|
Andrew Jones is the Director of Curriculum for Mill River School District. He has spent the last several years implementing proficiency-based learning in his science classroom at Mt. Abe, while also facilitating numerous workshops and courses on PBL both in Vermont and nationally.
Gabe Hamilton is the Proficiency-Based Learning Coordinator at Mount Abraham UHS. Prior to teaching in Vermont, Gabe taught for several years in Oregon and has worked throughout the state of Vermont leading workshops and teaching courses on proficiency-based learning.