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.
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.
· 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.