Instructor/Facilitator: Megan Grube, Grand Isle SU Director of Curriculum Instruction & Technology
(September 2019 – May 2020) 3 Graduate St. Michael’s Credits
Target Audience: New and Aspiring Curriculum Leaders, Teacher Leaders
Dates: September 27, November 15, 2019, January 17, March 20, and May 22, 2020
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
The learning opportunities are designed to align with Michael Fullan’s four components of the Coherence Framework:
· Focused direction to build collective purpose;
· Cultivating collaborative cultures while clarifying individual and team roles;
· Deepening learning to accelerate improvement and foster innovation;
· Securing accountability from the inside out.
The sessions are structured to highlight and dig deeper into what drives and shapes a “successful and sustainable approach” to the work of curriculum leaders along the calendar year. Using an “experts in the field” approach, participants will connect with skilled practitioners who can speak to meeting the varied expectations of curriculum leaders across districts, along with the strengths of networking, systems design, improvement cycles, contemporary approaches to curriculum, instruction, and assessments, and communication. Participants will also have opportunities to address problems of practice, review resources, design solutions, and create responsive action plans that will lead to greater success.
Participants will receive guidance in the following areas:
· Vision and Systems-Design
· Relationship Building and Distributing Leadership
· Curriculum, Instruction, and Assessment Design
· Continuous Improvement Planning and Measuring Progress
· MTSS Models
· Professional Learning and Capacity building
· Grants Development and Management
· Contemporary Education Issues: Local, State, National Personalized learning
· Digitally-Powered Communication (including social media)
|Date:||April 16, 2019|
Instructor/Facilitator: Ellen Dorsey, Washington Central Supervisory Union Instructional Coach
(October 2018 – May, 2019) 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 13, 2019, January 8, March 17, and May 6, 2020
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.