| About the Conference When it comes to learning about educator professional learning, this is THE conference. Join thousands of other practitioners, presenters, and thought leaders that attend each year as they share: |  |
- How to solve professional development challenges at all levels;
- New research;
- Introductory- and advanced-level learning; and
- The latest topics and data on professional learning best practices and technology.
Full day sessions Attended:
A08-Self-Directed Evaluation Conversations (SC)
E06-Leadership Moves, Essential Elements: Preparing Schools to Use Data Effectively (SC)
K48-Walking the Talk: Reflective Coaching (SC)
A08-Self-Directed Evaluation Conversations (SC)
-Simon Cording
A08
Monday, December 7, 2015
09:30 AM – 11:30 AM and continuing 02:15 PM – 04:15 PM
School districts are developing new professional performance review protocols for use in the teacher evaluation process. Understand how communication between the evaluator and teacher determines whether the evaluation supports growth and learning. Acquire the skill set needed to conduct an evaluation process that supports professional learning and promotes self-directness in those being evaluated. Gain increased confidence in using evaluation as an opportunity to support growth.
Presenters:
Michael Dolcemascolo, Thinking Collaborative, Skaneateles, NY, michaeldolcemascolo@gmail.com
Jane Ellison, Thinking Collaborative, Denver, CO, ccsjane@aol.com
Area Of Focus:
Data
Audience:
Classified/Support Staff
District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)
District-Level Staff Developers
Policy Makers and Community Stakeholders
Principals, Assistant Principals
School-Based Staff Developers/Instructional Coaches
Topic:
Coaching and school coaches
Continuous improvement
Data-driven decision making
Observation and Feedback Strategies
Teacher evaluation and support
Notes:
Mission: to produce self-directed educators and learning teams
Session Question: How can we bring self-directed coaching and apply it to the top down mandated teacher evaluation?
Handout pg3 – Outcomes:
- understanding of how maps and tools of Cognitive Coaching apply to the evaluation process
- understanding of how evaluation can support self-directness
- increased confidence in using evaluation as an opportunity to support growth
Kenneth Pearson's research findings on evaluation was quoted 85% of the work says the best evaluation will be built on trust and conversations and the person being evaluated has ownership). So how can we support each other?
Handout pg4 – Four Support Functions
Growth Producing “Calibrating” Conversations (pg 17)
First: Cognitive Coaching (Includes a needs assessment) -Art Costa and Bob Garmston
Use these strategies as needed...
Collaboration (Co-teaching and Co-planning)
Consulting (List of options so they can allow for self-directed)
Evaluation (Using an agreed upon set of standards to do performance evaluations to promote growth, self-assessing and self-directness)
No one solution applies at all times
Bruce Wellman (Adaptive Schools) – offers a flowchart to guide the types of support a given situation needs.
Discernment of Trust (Bryk and Schneider – 2002)
Trust is essential in the evaluative process and the following has been found in all top performing schools:
- Respect – basic civility and willingness to listen – Parents, students and teachers need to have opportunities to talk and believe they can positively affect educational outcomes
- Competence – the sense that all parties has the ability to carry out its appropriate roles and produce desired outcomes
- Personal regard for others – everyone is treated with mutual support and caring, as people rather than roles
- Integrity – believing that others will work in to ensure agreements and commitments are followed through
Self-directed Evaluation Conversations (Summary of MIPs – Most Important Points)
- eye contact, breathing, welcoming, genuine, interested
- questions around identity and where where would you like to be and when (you can give a time frame)
- use of 3rd point (the document/data)
- observable manifestations of the cognitive shift as caused by probing questions and asking to vision
- You can't tell people what to do
- Use of paraphrasing to show understanding and to validate
- As a last resort, if there is no rubric...build one together
Calibrating Conversations “Road Map”
The Self-assessment Tool can be used the evaluate the skills and confidence levels of the coach:
E06-Leadership Moves, Essential Elements: Preparing Schools to Use Data Effectively (SC)
-Simon Cording
E06
Tuesday, December 8, 2015
09:30 AM – 11:30 AM and continuing 02:15 PM – 04:15 PM
School leaders in rural, urban, public, and charter schools find common ground in taking the steps needed to help teachers use data effectively and continuously. Hear the voices of principals and building leaders who are successfully laying the groundwork needed to transform instructional practice. Create a planning process for implementing data use in your district and schools as you learn from diverse school leaders who are getting results.
Presenters:
Diana Nunnaley, TERC, Cambridge, MA, diana_nunnaley@terc.edu
Mary Anne Mather, Mather Associates, Middleboro, MA, maryannemather@gmail.com
Area Of Focus:
Data
Audience:
District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment)
Principals, Assistant Principals
School-Based Staff Developers/Instructional Coaches
Superintendents, Assistant Superintendents
Topic:
Continuous improvement
Data-driven decision making
Leadership Development and Skills
Notes:
K48-Walking the Talk: Reflective Coaching (SC)
~ Simon Cording
Conference Session Resources
K48
Wednesday, December 9, 2015
08:00 AM – 10:00 AM
Explore your mindset and learn to manage your strengths and shadow sides when coaching others. Engage in deep, personal reflection and develop deeper understanding about how reflection leads to insight and how insight leads toward new action for your own coaching contexts. Plan your own reflective professional development session in your home district.
Presenters:
Dana Carmichael, Center for Authentic Intellectual Work, St. Paul, MN, dana@centerforaiw.com
Kevin Hosbond, Fairfield Community Schools, Fairfield, IA, kevin.hosbond@fairfieldsfuture.org
Rita Martens, Iowa Department of Education, Des Moines, IA, rita.martens@iowa.gov
Area Of Focus:
Implementation
Audience:
District-Level Staff Developers
School-Based Staff Developers/Instructional Coaches
Teacher Leaders/Mentors/Team Leaders
Topic:
Addressing change and resistance
Coaching and school coaches
Notes:
Coaching
Coaching a Transformation
The person will...
Struggle
Takes time
Nurture
Needs to be shielded
The wings need to dry on its on timetable
The job of the individual will be different
Needs just a enough care can stop the transformation
Mindset
Growth Mindset will . . .
embrace
persist
effort to mastery
criticism is learning
inspiration from others
Higher levels
Free will
Questions to ask yourself:
What mindset is the person you are coaching?
What mindset are you?
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