Instructor: Deb Boerner, RRTL
Dates and Time
Observation Survey August 9 -13, 2021 Time: 9:00am – 4:00 pm
Weekly Classes: August 24, 31 September 7, 14, 21, 28 October 5, 12, 19, 26 November 2, 16, 30, and December 7, 14, 2021, January 4, 11, 18, 25 February 1, 8, 15 March 1, 15, 29 April 5, 19, and May 3, 17, 31, 2022
Time: 4:00-7:00 pm Location: TBD
Cost: $7000 w/out books or $10,000 w/books Includes:
- 8 grad credits from St. Michael’s College
- Instructional materials
- Professional texts
- IDEC teacher data entry fees
- RRCNA membership
For questions contact: email@example.com
Reading Recovery for Aspiring Reading Recovery Teachers
Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
Reading Recovery includes a strong professional development component, implementation standards and guidelines, and data collection.
Literacy Lessons for Aspiring Literacy Lessons Teachers:
Literacy Lessons™ is an intervention designed to reach young children (generally Grades 1-4) in special education or ESL settings who are struggling with beginning reading and writing but are not eligible for Reading Recovery. Specialist teachers in these two settings are trained to use Reading Recovery instructional procedures to design individual lessons for their students with the goal of accelerating their literacy learning. Literacy Lessons intervention specialists are educators who enter the Literacy Lessons professional development course as teachers certified/licensed in special education or ESL or bilingual education with experience and expertise in working with the population of their specialty. These specialists are seeking additional skill in helping students overcome literacy difficulties and develop effective early reading and writing systems.
Like Reading Recovery, Literacy Lessons includes a strong professional development component, implementation standards and guidelines, and data
*Literacy Lessons may only be implemented in schools that include Reading Recovery as an early literacy intervention.
· 8 grad credits from St. Michael’s College
· Instructional materials
· Professional texts
· IDEC teacher data entry fees
· RRCNA membership
Deb Boerner is a Vermont Reading Recovery teacher leader—trained as a Reading Recover teacher in 1997-98 and as a teacher leader in 2007-08. I have worked as a Reading Recovery teacher leader in South Dakota, New Zealand, Arkansas and Vermont. As a Reading Recovery teacher, I continue to work with children on a daily basis. Worked as a reading specialist for the Arkansas Department of Education providing professional development (Early Literacy Learning) to classroom teachers.
Instructor/Facilitator: Ellen Dorsey, WCUUSD Instructional Coach
(August 2021 – May 2022) 3 Graduate St. Michael’s Credits
Target Audience: New and experienced instructional coaches, administrators interested in developing a coach approach.
Dates: August 13 and November 11, 2021, January 12, March 16, and May 5, 2022
Hours: 9 -3:30 pm (includes light breakfast & Lunch when not virtual)
*Location: Hampton Inn Conference Center or CVEDC Offices
Texts: Jim Knight’s Corwin books: Better Conversations: Coaching Ourselves and Each Other to be more Credible, Caring and Connected and The Impact Cycle: What Instructional Coaches Should do to Foster Powerful Improvements in Teaching
NEW! We are offering the opportunity to invite an administrator to attend all or part of that first session to allow them to get on the same page. Please indicate on the registration if you will bring a guest and write their name in the comment box or send an email at a later date if unknown at this time.
**Note: This course will be taught in either an in-person classroom with COVID protocols in place or virtually, as needed. It is equipped with a ZoomRoom Classroom Camera for remote access for participants.
This course is designed to meet the learning needs of coaches with varying levels of experience. The learning opportunities are designed to fit within Jim Knight’s framework for Instructional Coaching and the Instructional Coaching Practice Standards developed by the New Teacher Center.
Throughout the course, participants engage in coaching cycles both as a coach and as a coachee as they dig deeper into their own coaching practice and goals. The individual sessions are structured to provide participants with opportunities to reflect, address problems of practice (or “coaching conundrums”) and share resources and materials that will improve their effectiveness as a coach. Using a cohort approach, participants will connect with one another and other skilled practitioners who can speak to meeting the varied expectations of those in a coaching role.
Through this course, participants will:
· Deepen their understanding of the processes and protocols involved in facilitating an instructional coaching cycle;
· Explore ways to engage teachers in collaborative, instructionally focused, problem-solving conversations and reflective analysis to promote teacher agency.
· Design a professional learning plan (PLP) outlining goals for coaching.
· Understand, reflect on, and strategically respond to problems of practice associated with instructional coaching.
· Contribute to the development of a collaborative Instructional Playbook that can be used during coaching cycles.
|Date:||April 5, 2021|
Instructors/Facilitators: Megan Grube, GISU Director of Curriculum Instruction & Technology and
Violet Nichols, ANWSD Director of Learning
(October 2021 – May 2022) 3 Graduate St. Michael’s Credits
Note: This course will be taught in either an in-person classroom with COVID protocols in place or virtually, as needed. It is equipped with a ZoomRoom Classroom Camera for remote access for participants.
Dates: October 22 and November 19, 2021, January 21, March 25 and May 20, 2022 *Additional participation in online discussion and reflection on learning and growth required for course.
Hours: 9 -3:30 pm (includes light breakfast & Lunch)
Text: Deep Learning: Engage the World Change the World by Michael Fullan, Joanne Quinn and Joanne McEachen
Target Audience: Current and Aspiring Curriculum Leaders, Teacher Leaders
Curriculum Leaders are the shepherds of continual learning in Supervisory Unions and School Districts. They are capacity-builders, vision keepers, lead learners, framework builders, innovation catalysts and more. In collaboration with other key leaders, we are the designers, teachers, and stewards of the creation of learning organizations. Whether detailing a Recovery Plan, facilitating district curriculum meetings, leading district efforts at school improvement, grant writing or data diving, this cohort will offer you the expertise to guide you through your early years of this exciting field.
This Leadership Academy is designed to meet the learning needs of both current and aspiring Curriculum Directors. Each session will include:
- an exploration of a focus area
- introduction to a component of the final project,
- a takeaway tool to support your work now and in the future
- a personalized facilitated work session with ‘experts in the field’
The major work of the course will be the development of a continuous improvement plan for an individual, a grade band, a school, or an SU as this work is the keystone of learning organizations; defining the why, what, how and where of innovation efforts.
Designing and building dynamic environments for students requires that schools, districts and Supervisory Unions become learning organizations. Peter Senge defines a learning organization as a place “where people continually expand their capacity to create the results they truly desire; where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole (reality) together” (Senge 1992).