Calendar

Jul
10
Wed
Using the Units of Study for Teaching Reading (K-5)a Summer Online Overview to Reading Workshop/1 spot left! @ Online-EDU 2.0
Jul 10 – Oct 9 all-day
Using the Units of Study for Teaching Reading (K-5)a Summer Online Overview to Reading Workshop/1 spot left! @ Online-EDU 2.0 | Colchester | Vermont | United States

Instructor: Beth Moore

Dates: July 1 – September 30, 2019  Location: Online at EDU 2.0

Target Audience: Grades K-5 Teachers,teachers who are newer to writing/reading workshop and will be using Reading Workshop and who have access to one complete grade level boxed set from the series Units of Study for Teaching Reading by Lucy Calkins et al (2015, Heinemann), including the accompanying trade book pack.

This course will be devoted to studying, planning for, and practicing various methods of reading instruction. Methods covered in this course will include:
· interactive read-aloud,
· explicit strategy instruction,
· independent reading,
· guided reading,
· shared reading, and
· phonics/word study.

These will be learned through a combination of related readings, video clips, analyzing samples of student work, and a range of other engaging online resources.

The course is designed to be self-paced, allowing participants to work on sessions as schedules allow across the summer. Informal, formative assessments are embedded into each session. A companion summer online course, Writing Workshop with Beth Moore is running concurrently and should be registered for separately.

Note: Books not included, but access needed to take course.

MooreOnlineReadingWkshop19
MooreOnlineReadingWkshop19
MooreOnlineReadingWkshop19.pdf
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Reading Workshop Syllabus
Reading Workshop Syllabus
Reading-Workshop.Syllabus.pdf
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Beth Moore coauthored two of the books within the series Units of Study for Teaching Reading, and the Units of Study for Teaching Opinion, Information, and Narrative Writing with Lucy Calkins and Colleagues. She worked for over a decade as a national literacy consultant for the Teachers College Reading and Writing Project (TCRWP) based at Columbia University. This work has taken her into K-8 classrooms all over the country to support teachers and administrators with reading workshop, writing workshop, and all aspects of effective literacy instruction.
Jul
31
Wed
Using the Units of Study for Teaching Narrative, Informational, Opinion & Argument Writing (K-5)a Summer Online Overview to Writing Workshop/Self-Paced course, Accepting Registrations until the end of July @ Online-EDU 2.0
Jul 31 – Oct 23 all-day
Using the Units of Study for Teaching Narrative, Informational, Opinion & Argument Writing (K-5)a Summer Online Overview to Writing Workshop/Self-Paced course, Accepting Registrations until the end of July @ Online-EDU 2.0 | Colchester | Vermont | United States

Instructor: Beth Moore

Dates: July 1 – September 30, 2019  Location: Online at EDU 2.0

Target Audience: Grades K-5 Teachers, teachers who are newer to writing/reading workshop and will be using Writing Workshop and who have access to one complete grade level boxed set from the series Units of Study in Opinion, Information, and Narrative Writing: A Common Core Workshop Curriculum by Lucy Calkins et al (2013, Heinemann)

This course is designed to help teachers in grades K-5 establish writing workshop. This course will include the study of methods of teaching writing including writing workshop, minilessons, conferring, small group work, shared writing and interactive writing.

This course will use a combination of video clips, readings, samples of student work, creating practical lesson plans, and other engaging online resources to provide a very practical overview for teachers, especially those new to teaching writing workshop, or new to their grade level. Participants will also practice their own writing, drafting three main types of writing highlighted in the Common Core Standards: narrative, informational, and opinion/argument.

The course is designed to be self-paced, allowing participants to work on sessions as schedules allow across the summer. Informal, formative assessments are embedded into each session. A companion summer online course, Reading Workshop with Beth Moore is running concurrently and should be registered for separately.

Note: Books not included, but access needed to take course.

MooreOnlineWritingWkshop19
MooreOnlineWritingWkshop19
MooreOnlineWritingWkshop19.pdf
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Writers Workshop Syllabus
Writers Workshop Syllabus
Writers-Workshop.Syllabus.pdf
152.2 KiB
65 Downloads
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Beth Moore coauthored two of the books within the series Units of Study for Teaching Reading, and the Units of Study for Teaching Opinion, Information, and Narrative Writing with Lucy Calkins and Colleagues. She worked for over a decade as a national literacy consultant for the Teachers College Reading and Writing Project (TCRWP) based at Columbia University. This work has taken her into K-8 classrooms all over the country to support teachers and administrators with reading workshop, writing workshop, and all aspects of effective literacy instruction.
Aug
5
Mon
Proficiency-Based Learning: A Framework for Clarity & Equity @ FHT Middle School, South Burlington School District
Aug 5 – Aug 9 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 5 – 9, 2019   Time: 8:00 am – 3:30 pm

Includes the book: Understanding by Design (Wiggins & McTighe, 2005, 2nd Expanded Edition)

 

Target Audience: K- 12 Educators

Despite a great deal of innovation and hard work by Vermont educators, the current transition to proficiency-based learning (PBL) has raised a number of important questions about unit design, assessment, and grading. The purpose of this course is to provide structures and strategies that help clarify next steps for teachers and school leaders who are engaged in this work and are responsible for communicating this change to students, families and the wider community. The operating assumption is that proficiency-based learning will improve equitable student outcomes through greater precision, transparency, and relevance thanks to intentionally structured learning activities and assessment. The course will examine the importance of habits of learning, growth mindset, and how feedback practices can either help or hinder future growth. This course will incorporate a variety of resources, including Understanding by Design (Wiggins & McTighe, 2006) as a framework to help teachers create purposeful units driven by authentic assessment and inquiry. Participants will have time to learn through professional dialogue, examine their own assessment strategies, and apply PBL principles to their own work during the course meeting time.

Course participants will learn how to:
● explain the purpose of PBL in simple terms to students, families & community members
● assess transferable skills in concert with content-area proficiencies
● create a hierarchy of standards in order to simplify and clarify unit planning, assessment & reporting
● develop formative assessment strategies that are manageable for teachers

PBLFramework Summer19
PBLFramework Summer19
PBLFramework.summer19.pdf
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UbD For PBL Course (CVEDC Summer 19)
UbD For PBL Course (CVEDC Summer 19)
UbD-for-PBL-Course-CVEDC-Summer-19.pdf
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Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more
Intensive Small Group Intervention for Struggling Readers in Grades 3 – 5/NCSU @ North Country Supervisory Union
Aug 5 @ 8:00 am – Aug 6 @ 3:00 pm
Intensive Small Group Intervention for Struggling Readers in  Grades 3 - 5/NCSU @ North Country Supervisory Union | Newport | Vermont | United States

Instructors: Nicole Gaboriault, Literacy Coach, RR Teacher, Literacy Interventionist
Melissa Lyons, RR Teacher, Literacy Interventionist
Amy L. Riendeau, Literacy Coach

Dates: August 5 – 6, 2019 Time: 8:00 am – 3:00 pm

Plus monthly sessions 9/12, 9/26, 10/10, 10/24, 11/14, 12/12, 1/9, 1/23, 2/6, and 2/20/20

Time: 4:00-7:00 pm

Location: NCSU Room A209 and NCCC Room 380

 Cost:     $1000 w/out credit $1390 w/ 3 grad credit from St. Michael’s College

Limit- 20 participants

For questions contact: Nicole Gaboriault –  Nicole.gaboriault@ncsuvt.org

Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers

This course addresses small group teaching for the lowest achieving children in grades 3-5. Topics include assessment and grouping, planning for instruction, using leveled texts, supporting English language learners, teaching word study and phonics, teaching for fluency and phrasing, comprehension, vocabulary, and self-regulation strategies.
Participants are required to work with at least on small group of children for 18 weeks.

Behind the Glass Observations:
Participants may be required to teach one group behind the glass (or videotaped) in selected training sessions to develop skill in observation and decision-making.

Course Principles:
· Reading is a complex process involving the use of meaning, language and print information.
· Observation of reading behavior informs teacher decision-making and provides evidence of learning.
· Children take different paths to common outcomes.
· Readers need to develop self-monitoring and self-correcting strategies.
· An understanding of language and language differences is essential to understanding the development of a reading process.
· Reading and writing are different but complementary processes.
· Reflection on and analysis of teaching practice are ways to improve teaching.
· Teacher knowledge of text levels and characteristics is critical in effective teaching.
· Phonological awareness is a critical factor in learning to read.
· Readers who are having difficulty are different from each other.
· Fluent responding is a necessary goal for effective reading and writing.
· Assessment informs ongoing teaching.
· Writings need to develop a flexible range of strategies.
· Comprehension within, beyond, and about the text is an important aspect of effective reading at each level.

SmallGroupG3-5flyer NCSU
SmallGroupG3-5flyer NCSU
SmallGroupG3-5flyer.NCSU_.pdf
493.3 KiB
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SmallGroupSyllabus 3-5 NCSU
SmallGroupSyllabus 3-5 NCSU
SmallGroupSyllabus-3-5.NCSU_.pdf
500.0 KiB
16 Downloads
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Intensive Small Group Intervention for Struggling Readers in Grades K-2/NCSU @ North Country Supervisory Union
Aug 5 @ 8:00 am – Aug 6 @ 3:00 pm
Intensive Small Group Intervention for Struggling Readers in  Grades K-2/NCSU @ North Country Supervisory Union | Newport | Vermont | United States

Instructors: Melissa Lyons, RR Teacher, Literacy Interventionist

Nicole Gaboriault, Literacy Coach, RR Teacher, Literacy Interventionist
Amy L. Riendeau, Literacy Coach

Dates: August 5 – 6, 2019 Time: 8:00 am – 3:00 pm

Plus monthly sessions 9/12, 9/26, 10/10, 10/24, 11/14, 12/12, 1/9, 1/23, 2/6, and 2/20/20

Time: 4:00-7:00 pm

Location: NCSU Room A209 and NCCC Room 380

 Cost:     $1000 w/out credit $1390 w/grad credit from St. Michael’s College

Limit- 20 participants

For questions contact: Nicole Gaboriault –  Nicole.gaboriault@ncsuvt.org

Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)

This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:

*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans

Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:

*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics

*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies

SmallGroup K-2flyer NCSU
SmallGroup K-2flyer NCSU
SmallGroup.K-2flyer.NCSU_.pdf
608.6 KiB
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SmallGroupK-2syllabus NCSU
SmallGroupK-2syllabus NCSU
SmallGroupK-2syllabus.NCSU_.pdf
498.4 KiB
14 Downloads
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Aug
12
Mon
Reading Recovery and Literacy Lessons Teacher Training/2019-2020 @ Allen Brook School
Aug 12 @ 9:00 am – Aug 16 @ 4:00 pm
Reading Recovery and Literacy Lessons Teacher Training/2019-2020 @ Allen Brook School | Williston | Vermont | United States

Instructor: Deb Boerner, RRTL

Dates and Time
Observation Survey      9:00 am – 4:00 pm
August 12-16, 2019

Weekly Classes   4:00-7:00 pm                                                                                                                                                                                                   

August 27, September 3, 10, 24, October 1, 8, 15, 22, 29, November 5, 12, 19, December 3, 10, 17, 2019

January 7, 14, 21, 28, February 4, 11, March 3, 10, 17, 24, 31, April 7, 28, May 5, 12, 19, 2020

Cost: 

$7000 w/out books  $10,000 w/books

For questions contact: dboerner@cvsdvt.org

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.

https://readingrecovery.org/reading-recovery/implementation/standards-guidelines/

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

collection. https://readingrecovery.org/reading-recovery/teaching-children/literacy-lessons-overview/literacy-lessons-standards-and-guidelines

 *Literacy Lessons may only be implemented in schools that include Reading Recovery as an early literacy intervention.

Includes:
· 8 grad credits from St. Michael’s College
· Instructional materials
· Professional texts
· IDEC teacher data entry fees
· RRCNA membership

RRTTflyer Fy20
RRTTflyer Fy20
RRTTflyer.fy20.pdf
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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.

Aug
14
Wed
Intensive Small Group Intervention for Struggling Readers in Grades 3-5/Williston @ Williston School District
Aug 14 @ 9:00 am – Aug 15 @ 4:00 pm
Intensive Small Group Intervention for Struggling Readers in  Grades 3-5/Williston @ Williston School District | Williston | Vermont | United States

Instructor: Ellen Reiling, former RRTL Northwest VT Literacy Consortium

Dates: August 14 – 15, 2019 Time: 9:00 am – 3:30 pm

Plus monthly sessions  Thursdays: 9/12, 10/17, 11/14, 12/12/2019,  Time: 4:00-7:00 pm

Location: Williston Central School, Williston School District

 Cost:     $700 w/out credit $960 w/ 2 grad credit from St. Michael’s College

Limit- 20 participants

For questions contact: Ellen Reiling- elreiling@yahoo.com

Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)

Requirements: Prior training in LLI K-3 or experience implementing LLI in grades K-3 Experience using Running Records/Reading Records for formative assessment.
Work with at least one group of four students, five days per week for 20-24 weeks.

This course will cover the design and delivery of effective literacy intervention in the intermediate grades. Teachers will need the grade-appropriate Leveled Literacy Intervention System: Red Level (3rd grade) Gold (4th) or Purple (5th). LLI is one of the components for a system for accelerated change within the school setting and is supplementary to quality small-group instruction in the classroom.
LLI provides a systematic instructional design that helps intermediate students make accelerated progress to meet grade level expectations. It incorporates fifteen key principals of effective literacy intervention that research reveals as essential for intermediate grade students who need to improve their reading competencies. In this course you will learn rationales and procedures for high-impact lessons that engage students’ attention and thinking and help them read increasingly challenging text levels successfully. You will have opportunities to observe, discuss and implement three types of lessons –standard, novel and test preparation. You will know how to select procedures to best support comprehension, vocabulary, fluency and word solving strategies for each of your students.
The course includes:
 · An introduction to the LLI Red, Gold and Purple systems with special attention on what research has shown to be effective instruction for older, struggling readers.
· Clear rationales for the instructional procedures in the LLI systems: comprehension, vocabulary development, fluency, phonics/word study and writing about reading and how they contribute to the development of effective processing strategies.
· Opportunities to observe, discuss and practice using the lesson frameworks, instructional procedures and resources in the LLI systems;
· A focus on supporting students to develop strategic actions for processing text using a gradient of high quality fiction and nonfiction texts.
· Specific instruction on the assessment and record keeping systems;
· An introduction to the Online Resources website for accessing materials

Small Group3-5flyer Reiling
Small Group3-5flyer Reiling
Small-Group3-5flyer.Reiling.pdf
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Intensive Small Group Intervention for Struggling Readers in Grades K-2/BMUS @ Blue Mountain Union School
Aug 14 @ 9:00 am – Aug 16 @ 4:00 pm
Intensive Small Group Intervention for Struggling Readers in  Grades K-2/BMUS @ Blue Mountain Union School | Newbury | Vermont | United States

Instructor: Allyson Coburn, RR Teacher/Literacy Interventionist 

Dates: August 14 – 16, 2019 Time: 9:00 am – 4:00 pm

Plus 9 monthly sessions  Thursdays: Thursdays: 9/5, 10/3, 11/7, 12/5, 1/2, 2/6, 3/5, 4/9, and 5/7  Time: 4:00-7:00 pm

Location:  Blue Mountain Union School

 Cost:     $1000 w/out credit $1390 w/grad credit from St. Michael’s College

Limit- 20 participants

For questions contact: Allyson Coburn ally.coburn@bmuschool.org

Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)

This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:

*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans

Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:

*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics

*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies

LLIcourse ACoburn
LLIcourse ACoburn
LLIcourse.ACoburn.pdf
610.6 KiB
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Aug
19
Mon
Intensive Small Group Intervention for Struggling Readers in Grades K-2/Williston @ Allen Brook School
Aug 19 @ 9:00 am – Aug 21 @ 4:00 pm
Intensive Small Group Intervention for Struggling Readers in  Grades K-2/Williston @ Allen Brook School | Williston | Vermont | United States

Instructor: Deb Boerner, RRTL

Dates: August 19 – 21, 2019 Time: 8:00 am – 3:00 pm

Plus 9 monthly sessions  Thursdays: 9/5, 10/3, 11/7, 12/5, 1/9, 2/6, 3/5, 4/2, and 5/14 Time: 4:00-7:00 pm

Location: Allen Brook School, Williston School District

 Cost:     $1000 w/out credit $1390 w/grad credit from St. Michael’s College

Limit- 20 participants

For questions contact: Deb Boerner  dboerner@cvsdvt.org

Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)

This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:

*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans

Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:

*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics

*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies

LLIflyer Boerner
LLIflyer Boerner
LLIflyer.boerner.pdf
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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.

Sep
12
Thu
Leading Vermont Schools Cohort #6-Understanding the Principalship @ CVEDC Classroom
Sep 12 @ 9:00 am
Leading Vermont Schools Cohort #6-Understanding the Principalship @ CVEDC Classroom | Colchester | Vermont | United States

Instructor/Facilitator: Jay Nichols, Executive Director VPA 

Dates: September 12, Oct. 11, Nov. 20, and Dec.17, 2019  Jan. 13, Feb. 13, Mar. 24, Apr. 15, May 15 and June 8, 2020

Time: 9:00-3:30 (includes light breakfast and lunch)

Leading Vermont Schools Cohort #6

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, from Dan French, Secretary of Education, to Brad James, Education Finance Manager 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
• communication
• school safety

Books (included): The Prinicpal: Three Keys to Maximizing Impact by Michael Fullan and Leaders of Learning by Rick DuFour and Robert Marzano

LeaderCohort#6 Flyer
LeaderCohort#6 Flyer
LeaderCohort6.flyer_.pdf
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UNDERSTANDING THE PRINCIPALSHIP Syllabus
UNDERSTANDING THE PRINCIPALSHIP Syllabus
UNDERSTANDING-THE-PRINCIPALSHIP-Syllabus.pdf
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Jay is a previous member of the Champlain Valley Educator Development Center Board and Executive Committee. Jay was on the Board and a member of the hiring committee that appointed Lauren Wooden to be the organizations second Executive Director. Jay has taught several graduate classes through CVEDC and Saint Michael’s College. Annually, he facilitates the Leading Vermont Schools: Understanding the Principalship Cohort group that provides year-long training in a course structure designed specifically to support new and relatively new Vermont Principals.