Calendar

Oct
14
Mon
Curriculum Leadership Academy: Leading a Learning Organization/Cohort #2: New Start Date! @ CVEDC Classroom
Oct 14 @ 9:00 am
Curriculum Leadership Academy:  Leading a Learning Organization/Cohort #2: New Start Date! @ CVEDC Classroom | South Burlington | Vermont | United States

Instructors/Facilitators: Megan Grube, GISU Director of Curriculum Instruction & Technology and Jennifer Kennison, Franklin Northeast SU

(October 2019 – May 2020)      3 Graduate St. Michael’s Credits

Target Audience:  Current and Aspiring Curriculum Leaders, Teacher Leaders


Dates: New Start Date-October 14! November 15, 2019, January 17,  March 20,  and May 22, 2020

Hours: 9 -3:30 pm (includes light breakfast & Lunch) *Additional participation in online discussion and reflection on learning and growth required for course.

Text: Coherence: The Right Drivers in Action for Schools, Districts, and Systems by Michael Fullan and Joanne Quinn

Course Description and Rationale:

In order for all students to learn at high levels, schools must constantly evolve to meet the ever present as well as new demands of the educational landscape. 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).

Curriculum leaders are the shepherds of continual learning in Supervisory Unions and School Districts. We 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.

This leadership academy is designed to meet the learning needs of both current and aspiring Curriculum Directors.

Each session has a similar organizational structure. Each session will include an exploration of the focus area, introduction to a component of the final project, a takeaway tool to support your work now and in the future, and a personalized facilitated work session with “experts in the field”. Using the lens of continuous improvement, Fullan’s Coherence framework, tenets of the PLC process, current educational priorities and legislation, and other key resources, we will explore how curriculum leaders support the development of learning organizations and manage organizational change through their major work responsibilities. These include developing, implementing, and monitoring continuous improvement plans, state and federal grants, professional learning plans, articulated curricula, assessment plans, and more.

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.

Major components of this final project include:

  • A “living” shared vision
  • Development of a comprehensive needs assessment and theories of action
  • Development of goals and change ideas
  • Resource allocation plan
  • Implementation and monitoring plan
CDAcademyflyer V2
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Megan Grube is the Director of Curriculum, Instruction and Technology for the Grand Isle Supervisory Union.read more….

Jen Kennison is an Instruction and Learning Specialist at FNESU read more...

Oct
15
Tue
Instructional Coaching Academy – Inaugural Cohort/Course Full, waitlist available! @ CVEDC Classroom
Oct 15 @ 9:00 am

Instructor/Facilitator: Ellen Dorsey, Washington Central Supervisory Union Instructional Coach
(October 2018 – May, 2019)       3 Graduate St. Michael’s Credits

Target Audience: New and experienced instructional coaches, administrators interested in developing a coach approach.


Dates: October 15 and November 13, 2019, January 8,  March 17, and May 6, 2020

Hours: 9 -3:30 pm (includes light breakfast & Lunch)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

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.

Visit CVEDC’s site for more about our instructor/facilitators.

Coaches Academy
Coaches Academy
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Coaching Cohort Syllabus
Coaching Cohort Syllabus
Coaching-Cohort-Syllabus.pdf
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About the Instructor: Ellen Dorsey

Jun
22
Mon
Differentiation through Math Menu: Meeting the Needs of All K-6 Students Summer 2020 @ CVEDC Classroom
Jun 22 – Jun 25 all-day
Differentiation through Math Menu: Meeting the Needs of All K-6 Students Summer 2020 @ CVEDC Classroom | South Burlington | Vermont | United States

Instructor: Christian Courtemanche

Dates:       June 22 – 25, 2019; 8:00 am – 4:00 pm plus 2 follow up classes 10/6 and 11/5; 3:30 pm – 6:30 pm

This 3 credit graduate course explores a menu model for differentiation, reframing Tier I math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘centers’ approach to your teaching and restructuring your math block to allow for small group and individualized lessons. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction.

Explorations include:

  • How can I keep up with my curriculum map AND make accommodations in time for students struggling with math concepts?
  • What do I do with students who consistently finish their math assignments early?
  • How do I maintain a pace that matches different students’ needs?
  • How can I maximize integrating technology with limited resources?
  • When do I use a Tier II intervention and when do I support students in the classroom?
  • How can I find time to incorporate the great games and resources that are part of my math program?

Texts:

  • Jorgensen, J. and M. Murray. (2007). The Differentiated Math Classroom: a guide for teachers, K-8
  • Hoffer, Wendy Ward (2012). Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8

Vermont Core Teaching Standards Addressed:
Standard 1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

Jun
23
Tue
Mindset Matters in the Math Classroom/A three-day workshop with 2 credit option @ Hampton Inn Conference Center
Jun 23 @ 9:00 am – Jun 25 @ 9:15 am
Mindset Matters in the Math Classroom/A three-day workshop with 2 credit option @ Hampton Inn Conference Center | Colchester | Vermont | United States

Facilitator: Karen Lehning, FWSU Math Teacher Leader

Dates:  June 23, 24, 25, 2020  Time: 9:00 am – *3:00 pm *4:30 if taking for credit *syllabus contains additional 2 credit course requirements, including 3 online asynchronous hours.

(includes light breakfast & lunch)

Target Audience:  K-6 Math Instructors including special educators

This 3-day workshop will explore the impact of both teacher and student mindset on the math classroom.  We will explore current research on growth mindset and how mindset impacts students’ beliefs about mathematics.  

We will dive into rich mathematical tasks and explore activities that will engage students in meaningful learning opportunities.  Participants will leave this workshop with resources they can use to create a math classroom that supports a growth mindset.
Participants will:

  • Review research that support the implementation of practices that encourage a growth mindset in the math classroom.
  • Evaluate and assess their own mindset to uncover beliefs and assumptions about mathematics.
  • Design a series of activities that will move students toward a growth mindset.

All participants should read Mathematical Mindsets: Unleashing Students’ Potential Through Creative Math, Inspiring Messages and Innovative Teaching by Jo Boaler prior to the first meeting. It will be sent to you at your school shortly after registration. This book will provide the background for our work and participants will be digging into and discussing Boaler’s research throughout the workshop. 

Participants taking it for 2 graduate credit: In addition to attending the 3-day series & additional hours, you will be expected to create a growth mindset resource guide that can be used in your math classroom.  The final resource guide will include a series of growth mindset activities and math problems what will be designed to shift students’ mindset. Course participants will write a short reflection on their own shift in mindset as a result of the readings and course discussions. See syllabus online.

Text: Boaler, J., & Dweck, C.s. (2015). Mathematical Mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching.

MathMindsetflyer
MathMindsetflyer
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Math Mindset Syllabus
Math Mindset Syllabus
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Karen Lehning is currently a math specialist at the Georgia Elementary and Middle School.  She has been an educator for 16 years, both as an elementary classroom teacher and math leader. read more…