WE WILL BE RESCHEDULING – STAY TUNED
Instructor/Facilitator: Ellen Dorsey, Washington Central SU Instructional Coach
Date: April 1, 2020 Time: 8:30 Registration 9:00 am – 3:30 pm
Includes: Breakfast and Coffee Treats Lunch · Links to Resources
Target Audience: Instructional coaches, administrators who support coaching(Ideally teams of coaches and administrators)
Instructional coaching has the potential to improve instructional practices and student outcomes. However, in practice, coaching outcomes often fall short of our hopes. Coaches need to be skilled in facilitating adult learning, but also their systems of support need to provide them with the vision, space, and time necessary to make their partnerships impactful. In this workshop, coaches and/or their administrators will understand issues within a system that undermine coaching (such as: consistency, role clarity, time, and support) and develop strategies to mitigate them.
In this one-day workshop, participants will:
· Explore and understand six key issues that undermine instructional coaching partnerships.
· Assess their own coaching system in relation to the key issues.
· Learn strategies to mitigate the key issues.
· Develop an action plan to improve support for coaching in their own context.
Note: It would be beneficial (but not mandatory) for coaches and administrators to attend together as there will be time to think about coaching in their setting.
Co-facilitated by Pam Moran, Senior Philosophy and Policy Advisor and Ira Socol, Senior Provocateur and Learning Environment Specialist of Socol-Moran Partners
**FREE ONE HOUR WEBINAR FOR VERMONT LEADERS (offered 2 different times)**
Date: 1 pm on April 15, 2020 Register for April 16, 2020
Location: Online
*Registration on our website, which will get you an email confirmation with a Zoom invite from Pam and Ira.
***You will be asked to answer the question below on the registration page.
What are you hoping to discuss regarding your new virtual leadership?
In this ‘new reality’ of public educators retrofitting their programs in the space of days, our educational leaders are being asked to inspire confidence, calm the waters, connect virtually with their teams and communities, develop systems of food distribution, continuity of services and virtual or offsite education for their students K-12. All this, while keeping themselves and their families safe from a deadly virus. Overwhelming? Sign-up, and share what you are hoping to connect about on our registration page. You will have the benefit of a great conversation with two innovative experts and your Vermont colleagues.
CVEDC knows that right now, our normal workshops or seminars have to take a backseat to schools planning and implementing a whole new school environment for the remainder of the year. Our hope is we can be of help, by providing a free webinar for our leaders to spend an hour online to discuss the issues of the day and support each other.
⦁ What are you experiencing, learning, discovering or being frustrated by?
⦁ How has your remote contact with kids, families, & communities been working?
NOTE: A second set of May webinars to discuss planning for face to face instruction in the fall can be offered, as well.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
* Note: We will be giving more information about the workshop in the coming days
Facilitated by Sarah Birgé
Date: April 16, 2020 Time: 8:30 Registration 9:00 am – 3:30 pm
Cost Includes breakfast and lunch
What to Bring: Please also bring your laptop and any necessary planning materials (lesson book, etc.) to the workshop.
Target Audience: Educators 3rd-12th, instructional coaches, and curriculum directors.
Understanding where your students are in key ELA and math skills can get complex, especially when it comes to differentiating and personalizing instruction. However, educators already have access to free tools provided by the state of Vermont.
This one-day workshop will teach you how to leverage two resources for educators: the Interim Assessment Blocks (IABs), as well as the newly-released Lexile & Quantile Hub. The session will feature engaging small and whole group activities, and have immediate application to your own classes and school system. We’ll emphasize looking at data, connecting needs to resources, and having collaborative discussions about highly-specific instructional next steps.
Takeaways:
⦁ How to administer the Interim Assessment Blocks, use them in instruction, interpret data, and access resources for instruction
⦁ How to use the Lexile & Quantile Hub, and identify applications to your own work
⦁ Experience processes and protocols you can also apply in your context
Pre-workshop Preparation: Educators should make sure that 1) they are able to access the SBAC system in the state’s assessment portal 2) they are able to access the Lexile & Quantile Hub and 3) they have ideally given an Interim Assessment Block to their students (although this is not necessary). Your district test administrator or school coordinator should be able to help if you cannot access SBAC.
About our Presenter: Sarah Birgé is the District Instructional Coach for Montpelier-Roxbury Public Schools. Prior to that, she was the ELA specialist at the Vermont Agency of Education as well as a member of the state assessment team. Originally from the Northeast Kingdom, Sarah spent a decade teaching ELA, French, and ESL in the Bronx, South Korea, and Vermont public schools. She is also executive director of the Nanubhai Education Foundation, a non-profit that sends young women from rural areas of India to college.
Co-facilitated by Pam Moran, Senior Philosophy and Policy Advisor and Ira Socol, Senior Provocateur and Learning Environment Specialist of Socol-Moran Partners
**FREE ONE HOUR WEBINAR FOR VERMONT LEADERS (offered 2 different times)**
Date: 2 pm on April 16, 2020 register here for April 15th
Location: Online
***You will be asked to answer the question below on the registration page.
What are you hoping to discuss regarding your new virtual leadership?
*Registration on our website, which will get you an email confirmation with a Zoom invite from Pam and Ira.
In this ‘new reality’ of public educators retrofitting their programs in the space of days, our educational leaders are being asked to inspire confidence, calm the waters, connect virtually with their teams and communities, develop systems of food distribution, continuity of services and virtual or offsite education for their students K-12. All this, while keeping themselves and their families safe from a deadly virus. Overwhelming? Sign-up, and share what you are hoping to connect about on our registration page. You will have the benefit of a great conversation with two innovative experts and your Vermont colleagues.
CVEDC knows that right now, our normal workshops or seminars have to take a backseat to schools planning and implementing a whole new school environment for the remainder of the year. Our hope is we can be of help, by providing a free webinar for our leaders to spend an hour online to discuss the issues of the day and support each other.
⦁ What are you experiencing, learning, discovering or being frustrated by?
⦁ How has your remote contact with kids, families, & communities been working?
NOTE: A second set of May webinars to discuss planning for face to face instruction in the fall can be offered, as well.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Thought Partners Session 2 will be pushed back to the fall (we will use the Session 3 date for session 2 and add a new date for session 3). Info on dates will be coming once we see a clearer landscape
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.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Facilitated by Emily Rinkema and Stan Williams
Date: May 11, 2020 Hours: 8:30 Registration 9:00 – 3:30 pm Breakfast and lunch included 
Target Audience: Teachers, Administrators, Coaches/Coordinators (Ideally teams)
The transition to a proficiency-based classroom and school is complex, not just for educators, but for families, students, and community members as well. Taking the time to clearly develop and articulate the WHY, WHAT, and HOW of our systems–whether they are unique to our classrooms or common across a district–can help ensure a smoother transition and a more controlled message. The work we are doing to transform teaching and learning is incredibly important. By creating some simple, clearly articulated documents that help drive our work and communicate with our stakeholders, we can work together to ensure success throughout this complex process.
Participants will…
· Develop a succinct WHY statement that drives the work of your classroom, school, or district.
· Draft a visual articulation of the WHAT of your proficiency-based system.
· Draft a HOW document, which articulates steps for implementation.
About our Presenters:
Emily Rinkema is a Proficiency-Based Learning Coordinator in the Champlain Valley School District in Vermont, spending half of her time supporting standards-based instruction and learning at the high school, and half supporting the middle schools in their transition to standards-based learning. She is the co-author of The Standards-Based Classroom: Make Learning the Goal, published by Corwin Press in 2018.
Stan Williams has taught and worked in the Champlain Valley School District for over twenty years. Currently, he is a Proficiency-Based Learning Coordinator for the district and spends his time supporting standards-based learning and instruction at the high school and the four district middle schools. He is the co-author of The Standards-Based Classroom: Make Learning the Goal, published by Corwin Press in 2018.
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.
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
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.
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…
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Facilitator: Leidene King, Pacific Educational Group
Dates: August 24 & 25, 2020 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)
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.
Facilitator: Kathleen M. Budge Co-author and Associate Professor at Boise State University
Dates: April 13 & 14, 2021 Time: Time: 8:30 registration 9:00 – 3:30
Includes breakfast and lunch and 2 books:
New edition: Turning High-Poverty Schools into High-Performing Schools (William H Parrett and Kathleen M Budge) 2020 ASCD and Disrupting Poverty: Five Powerful Classroom Practices (William H Parrett & Kathleen M Budge) 2018 ASCD 
Target Audience: K-12 Educators and Equity Leaders
We know the transformative power of educators, particularly teachers, to improve the life chances of children and youth who live in poverty. What sets these educators apart from others is not only attending to what and how they teach, but also to who they are (what they believe and value) and why they became educators in the first place.
In this 2-day institute, Dr. Budge will share practical advice from her best-selling ASCD books: Disrupting Poverty: Five Powerful Classroom Practices and her latest book (included with this institute) Turning High-Poverty Schools into High-Performing Schools. Participants will learn:
⦁ The five practices that foster a supportive classroom culture and build resilience
⦁ New data and insights into strategies for developing collective efficacy that support high poverty schools
⦁ Integrating social-emotional learning into schoolwide processes and classroom practices
⦁ Supporting children who have experienced trauma.
They will leave equipped with tools and a road map for disrupting poverty’s adverse influence not only on academic learning, but on social and emotional learning as well.
Paul Gorski, founder of EdChange states, “Budge and Parrett are two of my go-to people on poverty and education and they ought to be two of your go-to people, too!”
CVEDC supports Vermont ASCD and their mission. If you register for this CVEDC event, CVEDC will contribute $15 towards your VT ASCD member fee of $40 so that you will only be billed $25 for the year.
After submitting your CVEDC event registration, just go to the VT ASCD site and become a VTASCD member and indicate that you are using CVEDC15OFF as a code for $15 off. Go to www.vtascd.org for more information.