Target Audience: Principals and other educational leaders
Dates: September 26, 2018; 8:30 am registration; 9-3:30 pm
Carol Dweck’s work has focused on the ideas of “fixed” and “growth” mindset, yet educators will need to go a step further with these notions to create the learning opportunities that our students and schools deserve. We need to focus not only on what we know, but what we do with what we know.
In this workshop, George will discuss the idea and characteristics of “The Innovator’s Mindset” (as discussed in the book of the same title and is included in this workshop). He’ll share powerful examples on why this is so crucial for all educators. This full day workshop is meant for leaders to help others within their organization not only accept change, but embrace it, to create better powerful learning opportunities for our learners. It is not focused on the “how to” of technology, but is more focused on the conversations that will help staff move forward in a way that they will be excited yet feel supported in their journey.
George’s presentations are known to be emotional, humorous, all while pushing your thinking. They will definitely connect to your heart first, in a way that will last with you long after this day. He will start the day with an inspiring talk and then have an open reflection break, allowing participants to share their needs for the day and giving him the opportunity to personalize the rest of the day for Vermont’s leaders.
* Includes meals and the book: Couros: The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity
This workshop is a collaborative effort between CVEDC, the Vermont Principals’ Association and Vermont ASCD. We are proud to bring this dynamic speaker and educational leader here to Vermont.
George Couros is a leading educator in the area of innovative leadership, teaching, and learning. He has worked with all levels of school–from K-12 as a teacher and technology facilitator, school and district administrator, and is the author of the book “The Innovator’s Mindset; Empower Learning, Unleash Talent, and Lead a Culture of Creativity.” see more…
Weaving Assessment-Based Decisions into Your Daily Writing Instruction
Facilitated by: Beth Moore, Literacy Consultant
Date: October 11, 2018
Hours: 8:30 registration 9:00-3:30 light breakfast and lunch included)(6 hours recertification hours)
Target Audience: Grades K-5 Classroom Teachers & Special Educators
In this day-long session we will investigate multiple ways to integrate writing assessment with instruction in a variety of ways. Instead of stopping instruction to do assessments (unit tests, SBAC, etc.), we will explore ways to embed assessment within instruction. The assessment information that we will collect will give immediate feedback on our instruction and give valuable information on “next steps”.
· Review the various types of assessments and their uses regarding writing instruction
· Explore this model of embedding assessment into instruction
· Consider this model within the current year-long assessment plan that each educator works with
· Make a plan for implementing some of these embedded assessment tasks
· Explore possibilities for capturing student learning
· Create instructional plans for groups of students.
Participants should bring samples of independent narrative (personal narrative or fiction) writing from three different students at varying levels of proficiency to use as part of the day’s work. It will be most helpful if the samples are 100% authentic student-work, with little or no adult scaffolding. “On-demand” assessments would be perfect for this, though any independent writing will do.
1 full recertification credit (15 hours) if this is combined with the June session
About our presenter: Beth Moore coauthored two of the books within the series Units of Study for Teaching Reading, and the Units of Study for Teaching Opinion, Information, and Narrative Writing with Lucy Calkins and Colleagues. She worked for over a decade as a national literacy consultant for the Teachers College Reading and Writing Project (TCRWP) and works in many Vermont schools.
a 2-day Institute with Dr. Kathy Swan, C-3 Lead Writer
October 23 & 24, 2018 Hours: 8:30 registration Workshop 9:00-3:30
Includes 2-day institute, meals, and Kathy Swan’s books: Inquiry-Based Practice in Social Studies Education – and Teaching the College, Career, and Civic Life (C3) Framework, part 2.
Target Audience: K-12 Social Studies Educator Teams, Principals and Curriculum Leaders
In this 2-day institute we will dig deeper into the C3 Framework, the Inquiry Design Model (IDM), other inquiry-based curricular models, and implementation issues that surface when teaching through inquiry.
On Day 1 of the Institute, we will review the principles of IDM and abbreviate an inquiry into a 1-2 day lesson—a “focused” inquiry—and then expand an inquiry so that students play a bigger role in developing the questions, tasks, and sources of an inquiry—an “independent” inquiry. Additionally, we will examine different curricular inquiry models so that teachers can create a tapestry of meaningful inquiry experiences that can become the spine of the social studies curriculum. On Day 2, we will turn our attention to key issues when implementing inquiry. In these sessions, we will discuss approaches to assessing the products of inquiry and how we pace and scaffold inquiries to help all students build their capacity to ask good questions, make evidenced based arguments, and share their conclusions in powerful ways.
9:00 a.m.-noon Innovating with the Inquiry Design Model
· Key questions to address: What is IDM again? What does a 1-2 day IDM look like? How might students take a bigger role in driving inquiry?
1:00 p.m. – 3:00 p.m. Inquiry as the Spine of the Curriculum
· Key questions to address: How should I integrate other inquiry models? How often should I do inquiry? How might districts approach inquiry?
9:00 a.m.-noon Assessing Products of Inquiry
· Key questions to address: Why is assessment so tricky? How should I approach the formative work of inquiry? How do I manage all of the summative products?
1:00 p.m. – 3:00 p.m. Pacing and Scaffolding Inquiry
· Key questions to address: How long should an inquiry take? What if students struggle with particular inquiry skills? What is the right amount of structure for inquiry? When should scaffolds be removed?
|Date:||July 5, 2018|
A 2-day institute tailored for Vermont
Dates: November 7 & 8, 2018; 8:30 registration 9:00-3:30
*Includes 2-day institute, meals, Jim Knight’s book & materials: The Impact Cycle bundle and Instructional Coaching to Increase Engagement workbook
Target Audience: Instructional Coaches, Principals, Professional Developers, Curriculum Directors and other educational leaders
This two-day institute will take your leadership skillset to the next level. The teachers and faculty in schools that make a difference have meaningful dialogue, exciting professional learning opportunities and leaders who are connected to the school community. How can your presentations or teacher workshops inspire and deliver a powerful message? How can your work with teachers show them how to increase student engagement so that you have a high impact school?
Day 1: How to Create High Impact Presentations and Workshops
• Use effective design to develop your presentation
• Designing slide decks (Jim worked with the woman who created Al Gore’s slide deck for a presentation that lead to the Nobel Peace Prize.)
• Apply the learning to real life
• Powerfully deliver your message
• Connect with and read your audience and adapt!
• Keep the energy high throughout.
• Telling stories to bring the learning home.
Day 2: Engagement: What is it? Why is it important? How can we foster it?
Research is quite clear that when students are not engaged, they are more likely to drop out. Engagement is an equity issue. Whether teaching students, adults or each other, engagement matters.
• Why engagement is important for healthy relationships, happiness, and success
• What engagement is, and the difference between behavioral engagement, cognitive engagement, and affective engagement
• How different approaches to engagement can be measured through time on task, experience sampling, and student qualitative responses
• How positive relationships, thinking prompts, effective questions, cooperative learning, quality assignments, stories, and experiential learning can be used to increase engagement
• How the impact cycle can be used to help teachers set goals and implement teaching strategies that increase engagement
|Date:||June 20, 2018|
Jim Knight is a research associate at the University of Kansas Center for Research on Learning and the president of the Instructional Coaching Group. He has spent more than a decade studying instructional coaching and has written several books on the topic, including Instructional Coaching: A Partnership Approach to Improving Instruction published by
Corwin and Learning Forward (2007). Knight co-authored Coaching Classroom Management. He also edited Coaching: Approaches and Perspectives.
Knight has authored articles on instructional coaching and school improvement in publications such as The Journal of Staff Development, Principal Leadership, The School Administrator, Kappan, and Teachers Teaching Teachers.
Several research projects directed by Knight include an IES-funded qualitative and quantitative assessment of coaching and Pathways to Success, a comprehensive, districtwide school reform project for the Topeka Public School District in Kansas. Knight also leads the coaching institutes and the Annual Instructional Coaching Conference offered by the University of Kansas.
Frequently asked to guide professional learning for instructional coaches, Knight has presented and consulted in more than 35 states, most Canadian provinces, and in Japan. He has a PhD in Education and has won several university teaching, innovation, and service awards. He also writes the popular radicallearners.com blog.
Facilitated by: Dr. Andrea Honigsfeld
Date: November 12 & 13, 2018 8:30 registration 9:00-3:30 light breakfast and lunch included
Hours: 8:30 registration 9:00-3:30 light breakfast and lunch included)(12 hours recertification hours)
Target Audience: ELL and Classroom Teachers
The purpose of this workshop is to explore a framework for collaborative practices ESL, general education teachers, and instructional specialists (e.g., special education, literacy) may engage in and to review, evaluate, and adapt seven coteaching models that promote an integrated service delivery for the sake of ELLs in K-12 instructional settings.
Attendees will learn how to:
- Move toward a more integrated service delivery system to accommodate the needs of diverse English learners, to help all students meet national and state learning standards, and to enhance collaboration between ESL and mainstream teachers.
- Select, adapt, and combine collaborative arrangements presented in the workshop that would be feasible for their own instructional situation including specific types of classroom practices that work best in combination with various coteaching models.
Includes the book: Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection 1st Edition by Maria G. Dove (Author), Andrea M. Honigsfeld (Author)
|Date:||May 24, 2018|
Andrea Honigsfeld is a Professor in the Division of Education at Molloy College, Rockville Centre, New York, where I teach doctoral courses related to diversity, social justice and equity.She frequently offers professional development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language (ESL) and general education teachers. Recent articles and ongoing research are focused on coteaching, teacher collaboration, and ESL strategies. read more
with Dr. Lisa Lande
Target Audience: Educators, Educational Leaders and Partners
Date: February 4, 2019
Hours: 8:30 registration 9:00-3:30 light breakfast and lunch included along with book, Quaglia & Corso: Student Voice: The Instrument of Change
This engaging, hands-on, action-oriented session will be led by two of the leading Student Voice experts in the country.
The Aspirations Framework and the Student Voice Model brings coherence to the sometimes disparate efforts of schools to create a healthy teaching and learning environment. Whether we are ready for it or not, students have something to teach us. Educators must stop being fearful of what they don’t know and be willing to listen to, learn from, and lead with our students.
In this full-day session, data will be shared that has been collected by the Quaglia Institute from tens of thousands of students and the implications that data has regarding the role of educators and policy makers, how schools are organized, and how we assess the teaching and learning environment.The fundamental belief that drives this work is that we can and must learn from students if we are to ensure all students are reaching their fullest academic, personal and social potential.
Look for more information about a tandem spring series with Vermont’s Up for Learning team to continue learning and partnering with youth!
Facilitated by Helen Beattie and Harry Frank
Target Audience: Middle and High School Educators, Educational Leaders, Students for March dates
Dates: February 5, 2019-Educators
March 19, 2019 High School focus – Educator/Student Teams -or-
March 21, 2019 Middle School focus – Educator/Student Teams
Hours: 8:30 registration 9 -3:30 pm (breakfast and lunch included) *March dates end at 2:30 pm
* You will be asked for your choice of MS or HS when you complete the registration form at the bottom of the page. If you are part of a team, please list “Adult #2” in the comment box, “Other things we should know”. Student names are not required at the time of registration.
Your Choice of:
Quaglia & Up for Learning series: $ 650 includes Feb 4 with Russ Quaglia (3 days total: 2/4, 2/5 & either 3/19 HS or 3/21 MS)
UP for Learning Series only:
$ 400 Feb 5 & either March 19 HS or 21 MS per adult participant (2 days) -or-
$ 900/Team of 2 adults/2 students) for Up for Learning Series: Feb 5 and either March 19 HS or 21 MS -students only attend March date -2 days total per adult/1 day for student
NOTE: for Educators who are part of a team registration and want to also go to Quaglia, please register ALSO HERE.
*This series can be linked to Russ Quaglia and Lisa Lande’s session the day before and is a natural progression for teams wanting to continue with opportunities for student/adult partnership – including a session with students. Presenter joint planning will support a seamless transition between sessions.
If you are registering for the Russ Quaglia day only – Go HERE TO REGISTER QUAGLIA
February 5, 2019
Introduction & Overview of Structures and Practices for Implementation
We will explore why it is particularly important at this time in Vermont’s history to build school cultures where we “listen to, learn from and lead with” our students in order to fulfill the promise of personalization and proficiency-based learning. In this highly interactive workshop, participants will learn protocols for amplifying youth voice and youth-adult partnership in learning and decision making, and clarifying the roles and responsibilities of students and teachers in personalizing learning.
March 19, 2019 High school -or- March 21, 2019
Middle School Working Together in High School and Middle School *includes student participants
These workshops will model the process of elevating youth voice and building youth-adult partnership in our schools.
Using developmentally appropriate tools, we will facilitate protocols that promote dialogue and build a shared vision, assess progress, set goals and identify next steps. Participants will engage in activities from UP for Learning initiatives along with strategies from similar initiatives across the country and around the globe.
Teams will end each session understanding the roles and responsibilities of young people and their adult partners in learning and school change.
Note: Participants are encouraged to attend in youth-adult teams. We suggest that teams be made up of youth who represent the diversity of your school community.
“Of course, educators bring a wealth of professional expertise to school redesign efforts: a systems level perspective, a wide array of skills accrued over time and responsiveness to change over time. Less understood is the fact that young people hold a perspective of the learning experience adults cannot fully fathom. They are highly invested in shaping the world that will hold their life story and they possess a deep desire to make a difference now. Young people have the wisdom, creativity, and proven capacity to partner in school remodeling efforts, ensuring its integrity.
For youth, working closely with adults toward shared goals seeds the skills and confidence for lifelong learning and civic engagement. For adults, working closely with youth creates the opportunity to learn from the insights and unique perspectives of youth, often renewing their professional sense of purpose and shifting teaching toward more student-centered practices.”
Beattie, Helen., Rich, Martha. (2018). Youth-Adult Partnership: The Keystone to Transformation
UP for Learning has worked with 60 Vermont high schools and 41 Vermont middle schools over the past 12 years.
About the Facilitators: Helen Beattie is the founder and Executive Director of UP for Learning (Unleashing the Power of Partnership for Learning). Her seemingly eclectic professional and academic life course has woven itself into the creation of UP for Learning. It reflects a life-long passion for elevating the voices of those who feel disempowered and voiceless, either in the health or education realms.
Harry Frank joined the staff at UP for Learning in July. It’s really a homecoming for him as he worked with UP in its early years, and will again focus on Youth and Adults Transforming Schools Together (YATST). He brings extensive experience to his new role, having served as Chairperson of the UP Board of Directors.