The Vermont PLN is hosting a 3-part series in the north and south with consultant and author Elizabeth City (co-author of Strategies In Action: How School Systems Can Support Powerful Learning and Teaching, Data Wise: A Step by Step Guide to Using Assessment Results To Improve Teaching and Learning, Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, and the newest Meeting Wise: Making the Most of Collaborative Time for Educators (2014)) Liz is also the Director of Harvard's Doctor of Education Leadership Program.
We are grateful and honored that Liz is going to work with Vermont educators this year on continuing the work that teams around our state have started. We look forward to co-planning with her in early August as we offer face to face and online supports for our Vermont teams. She will be looking at developing "We have a plan - now what?" as teams tackle "after-action" reviews and use rapid learning for diverse adults to support moving forward on initiatives.
Save the Dates - Registration and More Information coming mid-August!
November 2 South
November 4 North
January 11 North
January 13 South
March 16 South
March 18 North
Target Audience: Vermont Curriculum Directors/Coordinators or others charged with district curriculum oversight.
This is the third year of this professional learning community, which offers Curriculum Directors the chance to meet as a community of learners with shared questions, particular to their roles and responsibilities for implementing the standards. Year three, facilitated by Mary Lynn Riggs, will be action-oriented, creating structures and models for district work.
The content is guided by the input from the curriculum directors, from those who are part of the PLN Advisory Council, and through guidance from focus forums so that the content, work and discussion stays relevant to the group.
Where: Vermont Technical College, Randolph, VT
When: 10/29, 12/18, 1/29, 4/29 9:00 am to 3:30 pm
breakfast and lunch included
Cost: $50 per session; $200 for series
COACHING FOR PROFICIENCY IN LITERACY: USING COLLABORATIVE INQUIRY TO EXAMINE STUDENT WORK AND INSTRUCTIONAL PRACTICES
Target Audience: Literacy Coaches, Teacher Leaders (or those in a position with coaching responsibilities), and Curriculum Coordinators
Facilitators: Lori Dolezal and members of the AOE English Language Arts Professional Learning Team
In this professional learning series participants will engage in a hybrid of in-person and online sessions to apply strategies for purposefully examining student work, determining proficiency levels, and implementing effective instructional practices in a proficiency-based learning system. Participants will:
- examine student work for the purpose of determining proficiency and improving teaching and learning
- analyze instructional scenarios to identify effective practices;
- explore methods for reflecting on personal pedagogical practices to improve teaching and learning; and
- collaborate, through discourse, about current problems of practice related to standards and instruction in a proficiency-based learning system
COACHING FOR A DEEPER UNDERSTANDING OF CONTENT PROGRESSIONS IN MATHEMATICS SERIES
Target Audience: K-5 Math Coaches and Math educators who take leadership roles in mathematics and have the opportunity to re-deliver the training to others; including MTSS math coaches and curriculum directors.
Facilitators: Tracy Watterson and members of the AOE Elementary Mathematics Professional Learning Team
In this professional learning series participants will engage in a hybrid of three in-person half days and online seessions to apply strategies for purposefully examining student work and implementing effective instructional mathematics practices.
- investigate growth mindset and its importance in the learning of mathematics;
- solve and reflect on engaging math tasks for the purpose of deepening understanding of content progressions and improving teaching and learning;
- watch and discuss video clips that explicitly link to the standards to identify and discuss effective mathematical practices, explore vetted resources that will support their work with teachers, and
- join a cadre of math educators in support of each other's work.
Supervising and Evaluating NGSS Instruction
Instructor: David Wells
Target Audience: K-12 Administrators
This course is designed around 6 online learning modules in EDU2.0 and a final project. Each module can be completed within a two week window of time and will contain assigned readings and/or videos, school-based practice with concepts, feedback from classmates on school-based practice through an online forum, and class forum discussions on concepts learned.
Participants will increase their overall understanding of the NGSS and how they are organized, as well as current trends in project-based learning. They will expand their knowledge of unit and lesson planning in relation to NGSS and observation tools such as Danielson's Framework and Marshall's Mini-Observation model.
Included with the price of this 3 graduate credit course (St. Michael's College) $415 - are these three books: Translating the NGSS for Classroom Instruction (2013 - Bybee), Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap (2013-Marshall) and Setting the Standard for Project Based Learning (2015 Larmer, Mergendoller and Boss).
Click HERE for more information and registration.
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