Instructors/Facilitators: Megan Grube, GISU Director of Curriculum Instruction & Technology and Jennifer Kennison, Franklin Northeast SU
(October 2019 – May 2020) 3 Graduate St. Michael’s Credits
Target Audience: Current and Aspiring Curriculum Leaders, Teacher Leaders
Dates: New Start Date-October 14! 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
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
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.