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Leading and Learning in Central New York
Resources are posted here:
- Yesterday and Today blanks completed
- Building Strong School Culture: Signs of Progress article cards
- Staff Meeting Rubric
- Priorities and Practices beliefs practices
- Scavenger Hunt example
- Word Splash example
- Making Faculty Meetings Matter article
- Ovals of the SBE Planning Process
- Need to Communicate excerpt
- February slides
- future item
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Archive of previous materials:
October 29 First, read pages 129-179 of Leading the Learning. Second, collect classroom data (for the supervision process) in at least two ways that you never have done before. Ideas for data sources can be found in the reading on pages 131-134. Write (no more than one page!) a summary describing your experiments and results. Bring the reflection and artifacts from this work to share with others. Remember to bring extra copies for Brenda.
- Ghana unit
- Forces and Motion unit
- Our Data Sources (to add to list on pages 131 in Leading the Learning)
December 16 First, continue to experiment with different data sources (such as those listed on pages 131-133 in Leading the Learning). Second, Re-read chapter two in Instruction For All Students (pages 31-54) to review the lesson and unit design process. Use something from this section with a teacher or group in your building. Third, preview chapter 3 in Instruction For All Students (pages 55-82) to get a sense of the focus of the December session. As before, bring a one-age reflection or summary of your efforts to share with Brenda. Click here to indicate which December session you will attend. Articles referenced:
How To Talk So Teachers Listen- Evaluations That Help Teachers Learn
- Jeff's example of Old Faithfuls in his Friday letters
- Seinfeld's History Class
- The Leadership Lessons of Santa Claus
- Directions for LtL Performance Task
- Make-Up session resources (January 27)
February 3 Click here to indicate which session you will attend. First, during classroom visits, collect data regarding practices around the "Old Faithfuls," pages 55-82 in Instruction for All Students. This is your data collection homework. Second, try to tweak the use of "Old Faithfuls" in your own professional practice and in the practice of your teachers.
March 17 (choose am or pm session) Click here to indicate which session you will attend. First, use the "Continuum of Interactions" (The Three Cs) to provide growth-producing feedback. Be deliberate about the C you choose. Second, bring a written description of a tough supervisory situation, Describe the situation, issues, tactics you've tried and tactics you are considering. Leave out the names! Third, read two of the Just For the ASKing newsletters from this list (just click):
- Common Assessments: Uncommon Results
- Growth-Producing Feedback
- It’s a Feedback World
- Making the Case for Standards-Based Grading
- Moving Out of the Assessment Dark Ages
- Rethinking Assessment Practices
- The Homework Dilemma
- When Students Don't Learn
- Data beyond the Test
April 7 (indicate am or pm session attendance) For this session, be ready to share your final project with a group of colleagues (not the large group). Here's a link to "Conferences That Make a Difference" from Bruce Oliver. If looking for slides to use when introducing Instruction For All Students book, click here.
Check the final projects:
- What Does a Literacy-Rich Classroom Look Like?
- A Principal's Instructional Leadership Planning Map blank map
- Opening Doors, Sharing Practices
- District Level Instructional Leadership
- Changing the Nature of Faculty Meetings
- Literacy in a Hunior High School
- Consulting with Schools
- Paying Attention to Attendance in a CTE Program
- Stop Light organizer for Parent Conference Do's and Don'ts
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