Instructor: Christian Courtemanche
June 22-25 2020
Daily Synchronous 8:30-10:00, 10:30-12:00 (3.5 hrs) digital
Daily Asynchronous Coursework (~1.5 hours) Activities, assignments, menu simulations, videos Daily Reading (~1 hour)
OCT 6, NOV 5: Synchronous 3:00-6:00 (3 hours) digital
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 restructure 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 in a Distance Learning Environment
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?
- NEW!! DISTANCE LEARNING FOCUS: How can I use a menu approach to support differentiated needs of learners in a distance learning environment?
- NEW!! DISTANCE LEARNING FOCUS: How can I use menu to provide intervention in a distance learning environment?
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
Location: ONLINE -Zoom platform
Target Audience: K-6 Math Instructors including special educators
This 3-day online workshop will explore the impact of both teacher and student mindset on the math classroom through a series of synchronous and asynchronous activities including:
*Virtual whole group sessions (not to exceed 90 min./session)
*Individual worktime
*Wellness/Brain Breaks
*Virtual office hours available with the instructor.
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 will receive at home the book: Mathematical Mindsets: Unleashing Students’ Potential Through Creative Math, Inspiring Messages and Innovative Teaching by Jo Boaler prior to the first meeting. This book will provide the background for our work and participants will be digging into and discussing Boaler’s research throughout the workshop. Karen asks you to read/skim chapters 1 & 2 before the first session.
Participants taking it for 2 graduate credit: In addition to attending the 3-day online 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.
Exploring-Mindset-in-the-Math-Classroom-Syllabus.pdf
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: Annie O’Shaughnessy, M.Ed in Mindfulness
ONLINE Course 3 graduate SMC credits
Dates: July 1, 2020 – July 29, 2020
Location: Online with Edu2.0 and Zoom
Includes 2 books: The Way of Mindful Education: Cultivating Well-Being in Teachers and Students & Circle in the Square: Building Community and Repairing Harm in School. 
Target Audience: Educators, therapists & helping professionals
In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing a vital learning community. This is an accelerated online course that requires a significant time commitment of approximately 15-20 hours a week and logging on at least once a day, ideally more. Class work is on your own and in small cohorts of 3-4 and is made up of discussions, projects, daily individual practice, readings, reflections and videos. You will be also be asked to participate in 2 of the four synchronous online 90-minute meetings.
Achievement Based Objectives
● Read and respond to course texts within a small community of learners.
● Prepare resources, takeaways & tools to support you and others to apply this learning in schools.
● Reflect on and explore your own journey related to mindfulness and restorative practices.
● Examine and apply the basic principles of mindfulness, personal mindfulness practice, and mindfulness
instruction.
● Examine and apply the basic principles of the restorative approach in your personal and professional life.
● Develop a trauma and equity informed lens through which to view your teaching and living.
This popular course has transformed the teaching and leading of over 350 Vermont educators. As an accelerated 3-credit online course it requires a significant time commitment of approximately 20-25 hours a week and logging on at least once a day, ideally more. This course is now the first part of a 3-course series leading to a certification in Holistic Restorative Education through Saint Michael’s College. Take it on its own or choose to carry on to the second course starting on July 27th . Class work is done on your own and in small cohorts of 3-4 and is made up of discussions, projects, daily individual practice, readings, reflections, and videos. You will also be asked to participate in two of the four synchronous online 90 minute meetings. 3 graduate credits through Saint Michael’s College
Our Presenter: Annie O’Shaughnessy began teaching in 1990 and has since enjoyed a rich and varied career as an educator in public, alternative, and therapeutic settings. In addition to fifteen years as a restorative circle facilitator for adults, Annie received her M.Ed. in Mindfulness for Educators (12/2016) and began teaching other teachers about the power of mindfulness. She is the premier sought-after Mindfulness instructor in Vermont.
A series of Virtual Learning sessions with Novice and Intermediate strands
Facilitator: Sarah Birgé
Dates: July 28, 29 and 30, 2020 Time: Choose Strand online: Novice: 9 – 10 am Intermediate: 11 am – 12 pm
Location: ONLINE – a link will follow
Cost: Member: $90/series of 3 Sessions Non-member: $100/series
*Pre-workshop preparation: Be ready with your computer and any other devices you may use in your day-to-day work!
*When registering, you will be asked to choose the strand that best fits your needs:
Novice: only recently started grappling with wide range of digital tools & communication methods, feels frustrated or unsure about tech on a regular basis.
Intermediate: has some experience with digital tools & communication, feels that there are ways they could be more efficient but needs support to get there and may still struggle with some technology.
Target Audience: K-12 educators, instructional coaches, administrators, and anyone else working “in” a school.
With the deluge of new platforms, information, and communication techniques, many of us have been struggling to stay afloat. In addition to everything else being asked of us, it can be hard to be proactive about being organized and “digitally tidy.” With a differentiated approach, these bite-sized workshops will not only make your day-to-day work less stressful and more seamless, but also serve you well no matter what the future brings.
Takeaways:
⦁ Getting to “inbox zero” and other email management techniques
⦁ Navigating necessary documents and websites before and during video calls, plus effective screen sharing
⦁ Organizing your digital files & folders (Google Drive and more)
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.
LEADERSHIP FOR RACIAL EQUITY (LEADS) Seminar Descriptions and Learning Outcome
Dates: September 9, September 29, October 28 and December 11, 2020, January 12 and March 11, 2021
Times: 8:30 am – 12 pm full Video Seminar
Cost: CVEDC Members $750 6 sessions $625 if attended session 1
Non-Members $900 6 sessions $750 if attended session 1
Prerequisite: Beyond Diversity 2 day Institute
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
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
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
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
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
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
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.
COURAGEOUS CONVERSATION FRAMEWORK
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.
Instructor/Facilitator: Jay Nichols, Executive Director VPA
Note: This course will be taught in either an in-person classroom with COVID protocols in place or virtually, as needed. It is equipped with a ZoomRoom Classroom Camera for remote access for participants.
Dates: Yearlong September 2020 – June 2021
September 15, Oct. 12, Nov. 18, and Dec.17, 2020 Jan. 13, Feb. 15, Mar. 24 Apr. 15, May 12 and June 8, 2021
Time: 9:00-3:30 (includes light breakfast and lunch)
Leading Vermont Schools Cohort #7
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
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.
Instructor/Facilitator: Ellen Dorsey, Washington Central UUSD Instructional Coach
(October 2020 – May, 2021) 3 Graduate St. Michael’s Credits
Target Audience: New and experienced instructional coaches, administrators interested in developing a coach approach.
Dates: October 15 and November 12, 2020, January 15, March 17, and May 6, 2021
Hours: 9 -3:30 pm (includes light breakfast & Lunch)
Texts: Jim Knight’s Corwin books: Better Conversations: Coaching Ourselves and Each Other to be more Credible, Caring and Connected and
The Impact Cycle: What Instructional Coaches Should do to Foster Powerful Improvements in Teaching
This course is designed to meet the learning needs of coaches with varying levels of experience. The learning opportunities are designed to fit within Jim Knight’s framework for Instructional Coaching and the Instructional Coaching Practice Standards developed by the New Teacher Center.
Throughout the course, participants engage in coaching cycles both as a coach and as a coachee as they dig deeper into their own coaching practice and goals. The individual sessions are structured to provide participants with opportunities to reflect, address problems of practice (or “coaching conundrums”) and share resources and materials that will improve their effectiveness as a coach. Using a cohort approach, participants will connect with one another and other skilled practitioners who can speak to meeting the varied expectations of those in a coaching role.
Through this course, participants will:
· Deepen their understanding of the processes and protocols involved in facilitating an instructional coaching cycle;
· Explore ways to engage teachers in collaborative, instructionally focused, problem-solving conversations and reflective analysis to promote teacher agency.
· Design a professional learning plan (PLP) outlining goals for coaching.
· Understand, reflect on, and strategically respond to problems of practice associated with instructional coaching.
· Contribute to the development of a collaborative Instructional Playbook that can be used during coaching cycles.
Visit CVEDC’s site for more about our instructor/facilitators.
About the Instructor: Ellen Dorsey is an instructional coach in Washington Central Supervisory Union where she partners with teachers in grades K through 12 to meet their student-centered goals read more…
Instructors/Facilitators: Megan Grube, GISU Director of Curriculum Instruction & Technology and Jennifer Kennison, Franklin Northeast SU
(October 2020 – May 2021) 3 Graduate St. Michael’s Credits
Target Audience: Current and Aspiring Curriculum Leaders, Teacher Leaders
Note: This course will be taught in either an in-person classroom with COVID protocols in place or virtually, as needed. It is equipped with a ZoomRoom Classroom Camera for remote access for participants.
Dates: October 23 and November 20, 2020 January 22, March 26 and May 21, 2021
Hours: 9 -3:30 pm (includes light breakfast & Lunch) *Additional participation in online discussion and reflection on learning and growth required for course.
Text: Coherence: The Right Drivers in Action for Schools, Districts, and Systems by Michael Fullan and Joanne Quinn
Course Description and Rationale:
In order for all students to learn at high levels, schools must constantly evolve to meet the ever present as well as new demands of the educational landscape. Designing and building dynamic environments for students requires that schools, districts, and Supervisory Unions become learning organizations. Peter Senge defines a learning organization as a place “where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole (reality) together” (Senge 1992).
Curriculum leaders are the shepherds of continual learning in Supervisory Unions and School Districts. We are capacity builders, vision keepers, lead learners, framework builders, innovation catalysts, and more. In collaboration with other key leaders, we are the designers, teachers and stewards of the creation of learning organizations.
This leadership academy is designed to meet the learning needs of both current and aspiring Curriculum Directors.
Each session has a similar organizational structure. Each session will include an exploration of the focus area, introduction to a component of the final project, a takeaway tool to support your work now and in the future, and a personalized facilitated work session with “experts in the field”. Using the lens of continuous improvement, Fullan’s Coherence framework, tenets of the PLC process, current educational priorities and legislation, and other key resources, we will explore how curriculum leaders support the development of learning organizations and manage organizational change through their major work responsibilities. These include developing, implementing, and monitoring continuous improvement plans, state and federal grants, professional learning plans, articulated curricula, assessment plans, and more.
The major work of the course will be the development of a continuous improvement plan for an individual, a grade band, a school, or an SU as this work is the keystone of learning organizations; defining the why, what, how, and where of innovation efforts.
Major components of this final project include:
- A “living” shared vision
- Development of a comprehensive needs assessment and theories of action
- Development of goals and change ideas
- Resource allocation plan
- Implementation and monitoring plan
Megan Grube is the Director of Curriculum, Instruction and Technology for the Grand Isle Supervisory Union.read more….
Jen Kennison is an Instruction and Learning Specialist at FNESU read more...
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.