Inspiring a Culture of High Expectations

Developed by renowned author and educational consultant Dr. J. David Cooper, this course supports instructional coaches as they monitor classroom instruction. During this institute, participants will review current research on the topic, examine the role of the instructional coach, and learn effective steps of the coaching process. This highly interactive institute utilizes simulations, role-playing and many other effective techniques to engage participants in the learning process.

Length:
Two days

Objectives

• Have a fully developed concept of the instructional coach
• Know and be able to implement an effective coaching model
• Support teachers as they develop their instructional skills
• Be able to effectively coach teachers

Support new classroom teachers in grades K–5 with meaningful instruction designed to increase their effectiveness in teaching literacy. Developed by literacy expert Linda Hoyt, this two-day seminar supports participants through a gradual release, including group content sessions, partner learning experiences, and on-going extension activities. This seminar is built on research-based practices and includes information on building and managing a successful classroom environment for literacy learning. This seminar is the perfect resource for schools using Literacy by Design that hire new teaching staff.

Length:
Two days

Objectives:

• Be familiar with literacy best practices and the supporting research
• Create an emotional, social, instructional, and physical environment for a successful literacy classroom
• Understand how to assess and plan appropriate instruction
• Apply strategies for building a classroom learning community
• Utilize classroom management strategies
• Develop communication techniques
• Apply time-management strategies

Professional Learning Communities (PLCs) are a vital way to engage educators in on-going, job embedded professional development. The Professional Learning Communities course guides participants through establishing PLCs as an integral part of the school culture. Different models for forming groups are shared, as well as protocols for various collaborative activities that can occur within a PLC. This interactive training will allow participants to engage in PLC activities to practice facilitating high-level conversations that keep the focus on teaching and learning.

Length:
One day

Objectives:

• Create a school climate that values on-going professional development
• Establish staff as a community of learners
• Use various methods to form and facilitate PLC groups
• Promote collaboration and teamwork
• Identify common learning goals based on current needs
• Understand the learning cycle to establish PLCs as an on-going generative process
• Engage in various PLC activities such as: book discussions, lesson study, collaborative analysis of student work, peer coaching, etc.
• Utilize PLC protocols to provide structure and keep focus on teaching and learning

The Leadership for Literacy course gives administrators the unique opportunity to expand their own knowledge of best practices in literacy and content area instruction. During this two-day course, administrators will also explore research-based leadership strategies to facilitate the change process and develop an action plan they can implement immediately to support the professional growth of their staff. Strategies learned can support implementation of Rigby’s Literacy by Design, or other instructional resource being implemented.

Length:
Two days

Objectives:

• Understand literacy foundations for instruction and academic success
• Analyze school academic and literacy programs and how to strengthen them
• Utilize research-based models for instructional leadership
• Plan and implement professional development utilizing all resources available
• Provide the on-going leadership necessary for sustained growth and success

The Leadership for Literacy for English Language Learners course gives administrators the unique opportunity to expand their own knowledge of English language acquisition and research-based best practices in ELL instruction. The strategies address language, literacy, and content development critical to the success of ELLs. During this two-day course, administrators will also explore research-based leadership practices to facilitate the change process and create an action plan to support the professional growth of staff working with ELLs. Strategies learned can support implementation of Rigby’s On Our Way to English, or other instructional resources being implemented.

Length:
Two days

Objectives:

• Identify best instructional practices for ELLs
• Address the language, literacy, and content knowledge needs of ELLs in all classrooms
• Analyze school academic and literacy programs and how to strengthen them
• Utilize research-based models for instructional leadership
• Plan and implement professional development utilizing all resources available
• Provide the on-going leadership necessary for sustained growth and success

In this course, participants will develop a vision and plan to lead the way for teachers to embrace and use technology. They will investigate a variety of ways Internet technology can support the role of school administrator as a visionary leader. Participants will experience online resources, tools and content that support instruction. In addition, “best practices” in integrating technology into classroom instruction will be explored and discussed.

Length:
One day

Objectives:

• Realize the importance of having a 21st century learning vision for education in the district or school
• See examples of current uses of technology: instructional tools, communication tools, student learning, assessment and online professional development
• Learn about the significance of mentoring and coaching as strategies to enhance staff use of information technology within the classroom
• Understand the importance of technology as a seamless resource within the teaching and learning process
• Identify effective uses of the Internet within the school and classroom
• Identify effective organizations of computer hardware in the school and classroom
• Identify effective tools and need
• View and discuss the national standards (ISTE NETS) for the use of technology by students
• View and discuss the national standards (ISTE NETS) for the use of technology by teachers

Evaluating Teachers’ Effective Use of Technology focuses on strategies for assessing teachers’ skill levels and use of classroom technologies. Participants will be introduced to an overview of current research on classroom technology use, including the impact of effective practices as measured by student achievement and work product.

Length:
One day
Participants must have access to a computer and the Internet.

Objectives:

• Identify target uses of education technology
• Evaluate and select appropriate technology skill assessment instruments
• Develop classroom lessons that address key goals and depend on technology
• Coach teachers in the development of technology integrated lessons
• Observe classroom instruction and provide feedback in alignment with identified goals
• Analyze lesson plans, student work, and other artifacts for evidence of effective technology use
• Consider ways to utilize technology throughout the grade levels
• Review lesson plan design and practice peer coaching techniques
• Draft a plan for conducting or participating in technology use evaluation at their school site