Facilitator: Tony Hudson, Pacific Educational Group
Dates: November 5 & 6, 2019 Time: 8:30 am registration 9 am -4:30 pm (breakfast and lunches included)
Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members
Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.
ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.
PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education
DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.
CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity
COURAGEOUS CONVERSATION FRAMEWORK
“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor, U.S. Supreme Court Justice (2014)
Facilitator: Ismalis Nunez, Pacific Educational Group
Dates: November 7 & 8, 2019 Time: 8:30 am registration 9 am -4:30 pm (breakfast and lunches included)
Direct link to register for 6 Part Series Leadership for Racial Equity LEADS- Hyde Park
Target Audience: Instructional leaders and coaches, special education leaders, curriculum leaders, select principals and school team members
Beyond Diversity is a powerful, personally transforming two-day seminar that helps teachers, students, and administrators understand the impact of race on our lives, our work and our learning. Interactive and stirring exercises strength participants’ critical consciousness of race and leads them to investigate the role that racism plays in institutionalizing achievement disparities. Most importantly, it models and teaches a protocol for discussing race in ways that are productive, insightful, and generative. We cannot solve the problems created by systemic racism without discussing race, and Beyond Diversity, a program with a 25-year history and over 100,000 alumni, imparts a method for having Courageous Conversations.
ENGAGE
In a thoughtful, compassionate exploration of race and racism and grapple with how each influences the culture and climate of our schools.
PRACTICE
Using strategies for identifying and addressing the policies, programs, and practices that negatively impact students of color achievement and serve as barriers to ALL students receiving a world-class education
DEVELOP
The knowledge and requisite skills for engaging, sustaining, and deepening Courageous Conversation about the impact of race and racism on schooling.
CORE SEMINAR TOPICS & CONCEPTS
· Courageous Conversation Protocol
· Racial Identity Development and Practice
· (De)Constructing Systemic Racism
· Adaptive Leadership for Equity
COURAGEOUS CONVERSATION FRAMEWORK
“The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.”
-Hon. Sonia Sotomayor, U.S. Supreme Court Justice (2014)
Facilitators: Andrew Jones, Ed.D. & Jen Stainton, Ed.D.
Date: New condensed date Nov. 11, 2019 Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included)
Includes book: In Search of Deeper Learning: The Quest to Remake the American High School by Jal Mehta and Sarah Fine (2019)
Target Audience: Grades 7-12 Educators, Principals, Curriculum Leaders
Description: What is Deeper Learning? What strategies and structures currently exist in schools that promote this kind of learning? What steps can educators take to allow all students to access instruction like this? During this workshop, participants will evaluate the traditional, industrial-era education model practiced in many middle and high schools by considering case studies of schools working to build a Deeper Learning culture. By engaging in the literature and in conversations with colleagues, participants will leave with an understanding of what defines a culture of Deeper Learning and how we can move towards this model of schooling to better support student engagement.
Participants will:
· Identify instructional practices that are not serving ALL students well
· Reflect on ways to shift away from a teacher-centered model of instruction
· Gain an understanding of the definition of Deeper Learning
· Compare the promises and pitfalls of Deeper Learning
Andrew Jones is currently the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont. Prior to being a district administrator, Andrew taught high school science at Mt. Abraham UHS in Bristol. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging the dominant conceptualizations about teaching and learning.
Jen Stainton, Ed.D. is a building-based Curriculum Coordinator for Woodstock Union High School and Middle School in Woodstock, Vermont. Jen has 20 years of experience as a high school science teacher. She is an education enthusiast who enjoys working with other educators to explore innovation and equity in our schools.
Facilitators: Andrew Jones, Ed.D. & Jen Stainton, Ed.D.
Date: December 3, 2019 Time: 8:30 registration 9:00-3:30 (light breakfast and lunch included)
Includes book: Essential Assessment: Six Tenets for Bringing Hope, Efficacy, and Achievement to the Classroom by Erkens, Vagle, and Schimmer (2017)
Target Audience: Grades K-12 Educators, Principals, Curriculum Leaders
Description: How reliable and valid are your classroom assessments? Do they accurately measure student proficiency of content and skills? This workshop focuses on how to align both formative and summative assessments with specific proficiencies so as to accurately identify student strengths and weaknesses. In working toward better alignment, we often discover it necessary to tweak current assessments or create new ones, ultimately improving reliability and validity of grade data in the process. In this workshop, participants will be introduced to an “Assessment Audit Tool,” and will use this tool to review and revise one of their own classroom assessments.
Participants will:
- Recognize the issues with “legacy” assessment practices
- Understand the process for ensuring that assessments are valid, reliable, and aligned with specific proficiencies
- Learn about and be able to use the “Assessment Audit Tool” to refine current classroom assessments and align them with proficiencies
Andrew Jones is currently the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont. Prior to being a district administrator, Andrew taught high school science at Mt. Abraham UHS in Bristol. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging the dominant conceptualizations about teaching and learning.
Jen Stainton, Ed.D. is a building-based Curriculum Coordinator for Woodstock Union High School and Middle School in Woodstock, Vermont. Jen has 20 years of experience as a high school science teacher. She is an education enthusiast who enjoys working with other educators to explore innovation and equity in our schools.
Facilitators: Annie O’Shaughnessy, M.Ed and Howard Moody
Date: December 11, 2019 Hours: 9 -3:30 pm(includes light breakfast & lunch) Location: Hampton Event Center, Colchester, VT
Included Texts: The Circle Process Guide by Annie O’Shaughnessy and The Games Manual by Howard Moody
Target Audience: All educators K-12
Two of the most effective tools for developing safety, respect, belonging, and voice in your school culture are socially engaged play and universal tier 1 circles. Circles offer a structured and safe way for all voices to be heard, to practice listening and speaking, to build relational capacity, and explore issues related to equity and our social and emotional well-being. Well led, socially engaged play is vital for students to learn the requisite social and emotional skills of self-regulation, cooperation, teamwork, solving problems, imagination and creativity.
In this experiential workshop participants learn fun, engaging and community building games and play activities that can be used in any setting alongside, and/or as part of the restorative circle process. Participants will:
· Examine and practice pre-game skills such as getting attention for instructions, choosing teams, laying down ground rules, and giving clear and concise instruction and demonstration.
· Explore the importance of choosing the right games for the population, skills, setting and time frame.
· Examine ways to develop an environment of cooperation versus one of competition.
· Examine and practice stop- process-resume paradigm.
· Play a lot of great games that work to build community, connection and trust.
Planning and leading circles requires a similar but unique set of skills. To this end participants will:
· Review the elements of the tier 1 circle process and apply learning to engage in a small circle experience.
· Explore when to “circle up” and when not to.
· Experience play as an integral part of a circle process.
· Review the basic principles of restorative practices in schools.
· Develop steps to integrate play and circles into their weekly or daily work as an educator
About our facilitators: Annie O’Shaughnessy has her M.Ed in Mindfulness for Educators and has passionately committed to supporting educators and districts.
Howard Moody has been facilitating workshops for over 25 years and he specializes in designing team building stress reduction, and wellness presentations. www.howardmoody.com
A CVEDC-subsidized event!
Co-facilitated by Pam Moran, Senior Philosophy and Policy Advisor and Ira Socol, Senior Provocateur and Learning Environment Specialist of Socol-Moran Partners
Dates: January 24, 2020, April 29, 2020, September 18, 2020 Time: 9:00 – 3:30 pm
Location: Hampton Event Center, Colchester, VT
Cost: Team Price $300 per person for 3-day series (includes lunch and book) 3 person minimum Individuals $500 for 3- day series (a CVEDC-subsidized event)
Text: Timeless Learning by Ira Socol, Pam Moran and Chad Ratliff
Target Audience: District Lead Learning Teams
Day I Observation and Design: Human-sensitive Learning (UX +UI) designing learning experiences with the empowerment grid (empowerment theme) – this allows leadership teams (admins and teachers) to begin collecting information about learners’ user experiences in schools / observing how user interface is configured and used to create the experiences learners need and desire: learning spaces, cultural elements, continuum of tools and resources, time, and practices.
Day II Imagination and Innovation: Powering up Learning – Development and use of strategies to create and sustain an engagement and equity mindset framework that builds and expands design elements from project work identified in Day I to support deeper, human-sensitive learning across K-12 school
environments (learner voice, agency, influence theme).
Day III Zero-based Thinking and Tactical Processes: 4 Ps – analyzing current and desired state through a strategic and tactical focus that supports teams to reimagine and remake schools as homes of opportunity for every child by aligning
philosophy, policy, professional expectations, and practices. This will extend project
work from Day I and II that is being developed in schools/districts to ensure that a research and development logic model leads to the learner user experiences for all that teams have worked on throughout the process (equity theme).
Objectives:
• Personalized learning plans will be building blocks for next design steps
• Each session will bring an idea from the innovation stage to systemic change
• The process will engage teams in moving from pockets of excellence to a focus on systemic change
• Teams will cross-pollinate and network to build resource and idea-sharing together
• Teams will engage with the five empowerment grid elements to create an innovation zone
– Challenge your thinking.
– Cause you to modify or change your paradigms, assumptions or actions.
– Has information/a way of thinking that provokes you to innovate or otherwise leads to value creation in your business, career or life.
More than Just the Basic Facts: Model, Monitor, and Master
Christian Courtemanche, Instructor
(MMUU Math and Science Instructional Coach and longtime CVEDC presenter)
Dates: February 7 and March 18, 2020 Time: 9:00 – 3:00 pm Coaches Corner 3-4 pm
Cost: CVEDC Members: $400 Non-members: $450 *cost includes game materials (dice, cards, etc.) and meals for both days
Target Audience: Grades K-4 educators, special educators, coaches and school/district-based teams
Mastery of addition facts is a key component for further work with larger numbers, fluency with subtraction, and application to multiplication, division, and fractions. So many students fall into traps of anxiety around mastering their basic facts. Others quickly memorize and then forget, leaving little strategy other than counting on fingers to fall back on when problems get more complex. How can we guide students toward fluency without fear or temporary shortcuts?
Over the two days, participants will focus on three areas for developing strong addition fact fluency that will last for years:
Modeling
– Structure a routine for using 5-minute Number Talks that allow students to “discover” mental strategies for mastering facts
– Develop your own bank of Number Talks specifically tailored to addition basic fact mastery
– Connect various models for addition that both illustrate conceptual properties and help students visualize their mental strategies
Monitoring
– Incorporate a system for using quick formative assessment that provides individualized student feedback and targets specific instructional goals
Mastering
– Compile a bank of powerful targeted games and instructional tools that support fact mastery
– Learn to match formative instruction with specific games
– Become familiar with math menu as a model for differentiating instruction
COACHES CORNER: The last hour of each session will be reserved for coaches and administrators interested in bringing the approach to a more systematic implementation: incorporating these structures into data team PLC systems, creating a vision and timeline for school- /district-wide implementation, and supporting teachers who are just getting started.
Christian Courtemanche (M.Ed) is the District K-4 Math and K-8 Science Instructional Coach in Mount Mansfield Unified Union School District. He has been in elementary and middle school education for over 10 years as both a classroom teacher and a curriculum specialist. As a elementary school teacher, Christian was recognized for his integration of music into curriculum and instruction. He was honored with the Praxis II Recognition of Excellence for being in the top 15% of all-time participants in the Elementary Ed: Content Knowledge exam. He teaches a graduate-level course through CVEDC on models for differentiation in mathematics as well as facilitates math and science committees, workshops, and professional development opportunities in rolling out and unpacking of CCSS-M and NGSS for districts and teams.
LEADERSHIP FOR RACIAL EQUITY (LEADS) Seminar Descriptions and Learning Outcome
Dates: March 10, April 8, May 7, September 30, October 29 and December 10, 2020 Time: 9 am – 4 pm
Prerequisite: Register for one of the two-day institutes Beyond Diversity (Sept or Nov) if you have not yet attended a Courageous Conversation session.
Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable).
Book included.
LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework
Facilitator: Dawan Julien
Seminar 1 re-introduces PEG’s Systemic Equity Framework and Theory of Transformation (“Framework”). District and school leaders will utilize the language and tools of mindfulness to deepen understanding of the Courageous ConversationTM protocol and apply it in their personal and professional lives. In preparation for Seminar #1, participants should read chapters 1 – 3 of Courageous Conversations about Race (CCAR), 2nd ed., by Glenn Singleton. Learning Outcomes:
● Leaders will recognize and understand Courageous ConversationTM and Developmental Scale as essential tools and the foundation of systemic equity transformation.
● Leaders will be able to identify the Framework and recognize the interrelationship of its components, the training delivery model, their personal equity purpose, and their professional and organizational role and accountability as leaders for racial equity.
● Leaders will begin the process of creating the culture and conditions for achieving equity in their personal spheres of influence and understand it as a prerequisite to their professional and organizational development. Intersession Assignments (in preparation for Seminar #2): ● Read CCAR, chapters 4 – 7.
● Review and practice conditions 1, 2, and 3 and the Courageous Conversation Compass (refer to CCAR, chapters 4-7, as needed).
● Use Courageous ConversationTM (the Four Agreements, Six Conditions, an Compass) to explore a controversial topic.
● Read additional current topical articles to be assigned
LEADS Seminar #2 Using Critical Race Theory to Transform Leadership and District
Facilitator: Leidene King
Seminar #2 re-connects district leaders to Courageous ConversationTM as a requisite skill, and demonstrates its integral relationship to the “The Framework.” The seminar further examines the impact of race in schooling and introduces Critical Race Theory (CRT) – its importance, relevance, and application as an analytical tool for understanding race and the educational disparities resulting from systemic racism. CRT is established as a theoretical and requisite knowledge base in “Framework” for systemic equity transformation. Learning Outcomes:
● Leaders will deepen their understanding of Courageous Conversation as a skill and integral component of “The Framework.”
● Leaders will begin to understand CRT as an analytical tool for understanding social and educational inequity.
● Leaders will begin to understand CRT as a language and set of organizing tenets for examining personal and societal beliefs and behaviors connected to race. Intersession Assignments (in preparation for Seminar #3):
● Complete CRT Graphic Organizer
● Read CCAR Chapters 8, 9, and 10
● Read additional current topical articles to be assigned
● Revisit local racial disparity data
LEADS Seminar #3: Systems Thinking, Adaptive Leadership, and School Culture and Climate
Facilitator: Ismalis Nunez
Seminar 3 will review leaders’ understanding of critical race theory and begin a process of applying it as a tool for analyzing personal, professional, and organizational manifestations of systemic racism in their lives. Leaders will begin a process of internalizing adaptive leadership as a method to lead staff in identifying current organizational strengths and weaknesses for systemic racial equity transformation. This process will enable them to challenge existing systems and uncover underlying beliefs and assumptions that interfere with achieving racial equity. Leaders will be introduced to systems thinking and organizational learning, and will become acquainted with Peter Senge’s Ladder of Inference and Iceberg as tools for leading staff through individual and organizational introspection and uncovering racial inequities.
Learning Outcomes:
● Leaders will personalize adaptive leadership at a beginning level for purposes of understanding, engaging, and leading organizational learning for racial equity.
● Leaders will understand and be able to make personal, professional, and organizational connections to Critical Race Theory and its applications for interrupting inequitable systems.
● Leaders will understand and be able to apply systems thinking tools to surface beliefs and analyze the current racial equity challenges in their spheres of influence.
● Leaders will be able to assess the climate and culture of their district and schools with respect to racial equity strengths and challenges. Intersession Assignments (in preparation for Seminar #4):
▪ Read CCAR, chapters 11 – 13
▪ Read additional current topical articles to be assigned
LEADS Seminar #4: Creating Culturally Relevant Schools and Classrooms
Facilitator: Leidene King
Seminar 4 engages leaders in dialogue about the intersection of Race and Pedagogy. Conversations are facilitated to support and challenge participants’ thinking about the role of leadership in creating culturally relevant environments using “The Protocol.” Critical Race Theory, systems thinking, adaptive leadership, and organizational learning are revisited and connected to race and pedagogy. In seminar, participants will experience and deconstruct a professional learning environment in which teachers and administrators have balanced opportunities for reflection and productive disequilibrium. Leaders are introduced to Collaborative Action Research for Equity (CARE) as a method for transforming learning and teaching, and improving the participation and performance of all students, especially underserved students of color.
Learning Outcomes:
● Leaders will understand the Learning and Teaching domain of the PEG “Framework.”
● Leaders will recognize and understand Courageous ConversationTM as an essential tool for developing a culturally relevant environment.
● Leaders will understand CARE and be able to identify systems necessary to support the transformation of learning and teaching. Intersession Assignments (in preparation for Seminar #5):
▪ Read additional current topical articles to be assigned
LEADS Seminar #5: Empowering Families and Engaging Communities of Color
Facilitator: Cortlandt Butts
Seminar 5 engages Leaders in dialogue about the intersection of race and family/community empowerment. The seminar examines the often tightly held beliefs, mythologies, and pathologies that serve to marginalize and disenfranchise students, families, and communities of color. Using The Protocol, and informed by their emerging understanding of adaptive leadership, Critical Race Theory, systems thinking and organizational learning, participants will be challenged and supported to disavow these beliefs and engage with people of color in more authentic ways. Leaders are introduced to PASS (Partnerships for Academically Successful Students) as a process for developing effective relationships and partnerships with families and communities of color.
Learning Outcomes:
● Participants will be able to apply The Framework as a way to understand how to advance from parent involvement, through family engagement, to empowerment of communities of color.
● Leaders will be able to analyze and uncover systemic racism in schools, and engage in reflection and dialogue about its impact on family participation and student success.
● Leaders will understand PASS and be able to identify processes necessary to support a transformation in the relationship that school and district personnel share with families and communities of color. Intersession Assignments (in preparation for Seminar #6):
▪ Using the list from the seminar activity, explicitly plan and execute one of the suggested items. ▪ Using the terms of Critical Race Theory, discuss what systems in your school may be contributing to the marginalization of families of color, creating barriers to their authentic participation in the education of their children?
▪ Examine the ways in which your school currently is, or could be, utilizing the efforts of PASS to support culturally relevant pedagogy.
▪ Identify interventions and programs (past and present) specifically designed to address racial achievement disparities and parent empowerment. Include indicators of success and specific evidence documenting what has changed (or not) and the degree of success or impact on eliminating racial disparities.
▪ Review all previous LEADS seminars, then reflect on and articulate ways in which schools marginalize underserved families and communities of color through your understanding of CRT, CCAR, systems thinking, and adaptive leadership.
LEADS Seminar #6: Theory to Action: Creating a Framework for Accelerating and Sustaining District-wide Racial Equity Transformation
Facilitator: Dawan Julien
Seminar 6 prepares Leaders to move from racial equity theory into intentional practice. A major thrust of this seminar is focused around leaders assessing their understanding of and engagement with The Framework at a personal, professional, and organizational level. Participants will create a personal equity leadership plan and develop a distributive leadership structure for racial equity in their school or district department, and will begin the process of selecting Equity Teams to guide equity-focused professional learning. Leaders will also be introduced to an emerging district plan for equity transformation and will discuss how to anchor their own school or department improvement plans to the district’s overall equity transformation plan.
Learning Outcomes:
● Leaders will demonstrate mastery in understanding and applying The Framework.
● Leaders will demonstrate ownership for racial equity leadership and will have a plan to accomplish their work at the personal, professional, and organizational level over the next year.
● Leaders will be able to differentiate between delegated responsibility and distributive leadership and articulate their own personal and professional, as well as the organizational, will, skill, knowledge, and capacity to lead for racial equity.
● Leaders will understand the role of school-based Equity Teams, and the process and criteria for selecting E-Team members.
LEADERSHIP FOR RACIAL EQUITY (LEADS) Seminar Descriptions and Learning Outcome/FULL, waitlist available (please e-mail CVEDC to request waitlist
Dates: March 13, April 9, May 8, September 29, October 28 and December 11, 2020 Time: 9 am – 4 pm
Prerequisite: Register for one of the two-day institutes Beyond Diversity (Sept or Nov) if you have not yet attended a Courageous Conversation session.
Note: For district teams of 6 or more, Superintendent registration is included. (not transferrable).
Book included.
LEADS Seminar #1 Introduction to the Theory of Transformation and Racial Equity Framework
Facilitator: Leidene King
Seminar 1 re-introduces PEG’s Systemic Equity Framework and Theory of Transformation (“Framework”). District and school leaders will utilize the language and tools of mindfulness to deepen understanding of the Courageous ConversationTM protocol and apply it in their personal and professional lives. In preparation for Seminar #1, participants should read chapters 1 – 3 of Courageous Conversations about Race (CCAR), 2nd ed., by Glenn Singleton. Learning Outcomes:
● Leaders will recognize and understand Courageous ConversationTM and Developmental Scale as essential tools and the foundation of systemic equity transformation.
● Leaders will be able to identify the Framework and recognize the interrelationship of its components, the training delivery model, their personal equity purpose, and their professional and organizational role and accountability as leaders for racial equity.
● Leaders will begin the process of creating the culture and conditions for achieving equity in their personal spheres of influence and understand it as a prerequisite to their professional and organizational development. Intersession Assignments (in preparation for Seminar #2): ● Read CCAR, chapters 4 – 7.
● Review and practice conditions 1, 2, and 3 and the Courageous Conversation Compass (refer to CCAR, chapters 4-7, as needed).
● Use Courageous ConversationTM (the Four Agreements, Six Conditions, an Compass) to explore a controversial topic.
● Read additional current topical articles to be assigned
LEADS Seminar #2 Using Critical Race Theory to Transform Leadership and District
Facilitator: Leidene King
Seminar #2 re-connects district leaders to Courageous ConversationTM as a requisite skill, and demonstrates its integral relationship to the “The Framework.” The seminar further examines the impact of race in schooling and introduces Critical Race Theory (CRT) – its importance, relevance, and application as an analytical tool for understanding race and the educational disparities resulting from systemic racism. CRT is established as a theoretical and requisite knowledge base in “Framework” for systemic equity transformation. Learning Outcomes:
● Leaders will deepen their understanding of Courageous Conversation as a skill and integral component of “The Framework.”
● Leaders will begin to understand CRT as an analytical tool for understanding social and educational inequity.
● Leaders will begin to understand CRT as a language and set of organizing tenets for examining personal and societal beliefs and behaviors connected to race. Intersession Assignments (in preparation for Seminar #3):
● Complete CRT Graphic Organizer
● Read CCAR Chapters 8, 9, and 10
● Read additional current topical articles to be assigned
● Revisit local racial disparity data
LEADS Seminar #3: Systems Thinking, Adaptive Leadership, and School Culture and Climate
Facilitator: Ismalis Nunez
Seminar 3 will review leaders’ understanding of critical race theory and begin a process of applying it as a tool for analyzing personal, professional, and organizational manifestations of systemic racism in their lives. Leaders will begin a process of internalizing adaptive leadership as a method to lead staff in identifying current organizational strengths and weaknesses for systemic racial equity transformation. This process will enable them to challenge existing systems and uncover underlying beliefs and assumptions that interfere with achieving racial equity. Leaders will be introduced to systems thinking and organizational learning, and will become acquainted with Peter Senge’s Ladder of Inference and Iceberg as tools for leading staff through individual and organizational introspection and uncovering racial inequities.
Learning Outcomes:
● Leaders will personalize adaptive leadership at a beginning level for purposes of understanding, engaging, and leading organizational learning for racial equity.
● Leaders will understand and be able to make personal, professional, and organizational connections to Critical Race Theory and its applications for interrupting inequitable systems.
● Leaders will understand and be able to apply systems thinking tools to surface beliefs and analyze the current racial equity challenges in their spheres of influence.
● Leaders will be able to assess the climate and culture of their district and schools with respect to racial equity strengths and challenges. Intersession Assignments (in preparation for Seminar #4):
▪ Read CCAR, chapters 11 – 13
▪ Read additional current topical articles to be assigned
LEADS Seminar #4: Creating Culturally Relevant Schools and Classrooms
Facilitator: Leidene King
Seminar 4 engages leaders in dialogue about the intersection of Race and Pedagogy. Conversations are facilitated to support and challenge participants’ thinking about the role of leadership in creating culturally relevant environments using “The Protocol.” Critical Race Theory, systems thinking, adaptive leadership, and organizational learning are revisited and connected to race and pedagogy. In seminar, participants will experience and deconstruct a professional learning environment in which teachers and administrators have balanced opportunities for reflection and productive disequilibrium. Leaders are introduced to Collaborative Action Research for Equity (CARE) as a method for transforming learning and teaching, and improving the participation and performance of all students, especially underserved students of color.
Learning Outcomes:
● Leaders will understand the Learning and Teaching domain of the PEG “Framework.”
● Leaders will recognize and understand Courageous ConversationTM as an essential tool for developing a culturally relevant environment.
● Leaders will understand CARE and be able to identify systems necessary to support the transformation of learning and teaching. Intersession Assignments (in preparation for Seminar #5):
▪ Read additional current topical articles to be assigned
LEADS Seminar #5: Empowering Families and Engaging Communities of Color
Facilitator: Cortlandt Butts
Seminar 5 engages Leaders in dialogue about the intersection of race and family/community empowerment. The seminar examines the often tightly held beliefs, mythologies, and pathologies that serve to marginalize and disenfranchise students, families, and communities of color. Using The Protocol, and informed by their emerging understanding of adaptive leadership, Critical Race Theory, systems thinking and organizational learning, participants will be challenged and supported to disavow these beliefs and engage with people of color in more authentic ways. Leaders are introduced to PASS (Partnerships for Academically Successful Students) as a process for developing effective relationships and partnerships with families and communities of color.
Learning Outcomes:
● Participants will be able to apply The Framework as a way to understand how to advance from parent involvement, through family engagement, to empowerment of communities of color.
● Leaders will be able to analyze and uncover systemic racism in schools, and engage in reflection and dialogue about its impact on family participation and student success.
● Leaders will understand PASS and be able to identify processes necessary to support a transformation in the relationship that school and district personnel share with families and communities of color. Intersession Assignments (in preparation for Seminar #6):
▪ Using the list from the seminar activity, explicitly plan and execute one of the suggested items. ▪ Using the terms of Critical Race Theory, discuss what systems in your school may be contributing to the marginalization of families of color, creating barriers to their authentic participation in the education of their children?
▪ Examine the ways in which your school currently is, or could be, utilizing the efforts of PASS to support culturally relevant pedagogy.
▪ Identify interventions and programs (past and present) specifically designed to address racial achievement disparities and parent empowerment. Include indicators of success and specific evidence documenting what has changed (or not) and the degree of success or impact on eliminating racial disparities.
▪ Review all previous LEADS seminars, then reflect on and articulate ways in which schools marginalize underserved families and communities of color through your understanding of CRT, CCAR, systems thinking, and adaptive leadership.
LEADS Seminar #6: Theory to Action: Creating a Framework for Accelerating and Sustaining District-wide Racial Equity Transformation
Facilitator: Dawan Julien
Seminar 6 prepares Leaders to move from racial equity theory into intentional practice. A major thrust of this seminar is focused around leaders assessing their understanding of and engagement with The Framework at a personal, professional, and organizational level. Participants will create a personal equity leadership plan and develop a distributive leadership structure for racial equity in their school or district department, and will begin the process of selecting Equity Teams to guide equity-focused professional learning. Leaders will also be introduced to an emerging district plan for equity transformation and will discuss how to anchor their own school or department improvement plans to the district’s overall equity transformation plan.
Learning Outcomes:
● Leaders will demonstrate mastery in understanding and applying The Framework.
● Leaders will demonstrate ownership for racial equity leadership and will have a plan to accomplish their work at the personal, professional, and organizational level over the next year.
● Leaders will be able to differentiate between delegated responsibility and distributive leadership and articulate their own personal and professional, as well as the organizational, will, skill, knowledge, and capacity to lead for racial equity.
● Leaders will understand the role of school-based Equity Teams, and the process and criteria for selecting E-Team members.
More than Just the Basic Facts: Model, Monitor, and Master
Christian Courtemanche, Instructor
(MMUU Math and Science Instructional Coach and longtime CVEDC presenter)
Dates: February 7 and March 18, 2020 Time: 9:00 – 3:00 pm Coaches Corner 3-4 pm
Cost: CVEDC Members: $400 Non-members: $450 *cost includes game materials (dice, cards, etc.) and meals for both days
Target Audience: Grades K-4 educators, special educators, coaches and school/district-based teams
Mastery of addition facts is a key component for further work with larger numbers, fluency with subtraction, and application to multiplication, division, and fractions. So many students fall into traps of anxiety around mastering their basic facts. Others quickly memorize and then forget, leaving little strategy other than counting on fingers to fall back on when problems get more complex. How can we guide students toward fluency without fear or temporary shortcuts?
Over the two days, participants will focus on three areas for developing strong addition fact fluency that will last for years:
Modeling
– Structure a routine for using 5-minute Number Talks that allow students to “discover” mental strategies for mastering facts
– Develop your own bank of Number Talks specifically tailored to addition basic fact mastery
– Connect various models for addition that both illustrate conceptual properties and help students visualize their mental strategies
Monitoring
– Incorporate a system for using quick formative assessment that provides individualized student feedback and targets specific instructional goals
Mastering
– Compile a bank of powerful targeted games and instructional tools that support fact mastery
– Learn to match formative instruction with specific games
– Become familiar with math menu as a model for differentiating instruction
COACHES CORNER: The last hour of each session will be reserved for coaches and administrators interested in bringing the approach to a more systematic implementation: incorporating these structures into data team PLC systems, creating a vision and timeline for school- /district-wide implementation, and supporting teachers who are just getting started.
Christian Courtemanche (M.Ed) is the District K-4 Math and K-8 Science Instructional Coach in Mount Mansfield Unified Union School District. He has been in elementary and middle school education for over 10 years as both a classroom teacher and a curriculum specialist. As a elementary school teacher, Christian was recognized for his integration of music into curriculum and instruction. He was honored with the Praxis II Recognition of Excellence for being in the top 15% of all-time participants in the Elementary Ed: Content Knowledge exam. He teaches a graduate-level course through CVEDC on models for differentiation in mathematics as well as facilitates math and science committees, workshops, and professional development opportunities in rolling out and unpacking of CCSS-M and NGSS for districts and teams.