Sample of Previously Accepted Proposals



Requested Time: 4 hours

Title of Presentation:
ENGLISH AS A SECOND LANGUAGE 101: WHAT YOUR COLLEAGUES NEED TO KNOW

Program Description/Abstract:
Build the knowledge needed to engage staff in activities designed to increase their understanding of second language acquisition and the influence of the acculturation process on learning. Train staff to apply research-based sheltered instruction strategies to improve teaching and learning. Prepare staff to use national English language proficiency standards to align English as a second language and content curricula and to design appropriate assessments.

Participant Outcomes:
Participants will be able to:

  • Engage staff in activities designed to increase understanding of second language acquisition and enhance knowledge of the influence the acculturation process can have on learning.
  • Train staff on how to apply research-based sheltered instruction strategies to improve teaching and learning.
  • Prepare staff to use national English language proficiency standards to align ESL and content curricula and to design appropriate assessments aligned to English language learner proficiency levels.

Session Alignment:
Every educator understands the unique challenges faced by culturally and linguistically diverse students, collaborates to align ESL and content curriculum and design appropriate assessment, and applies research-based instructional strategies to improve student performance in all academic content areas.

Conference Strands:
Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.

Session Topics:

  • Equity
  • English Language Learners/Linguistic Diversity
  • Race, Class, Culture, and Learning Differences

Session Process:
Module One: Overview of Second Language Acquisition and Acculturation
Time: 1.0 hour Process: Presentation, enhanced by simulation activities related to second language acquisition and the acculturation process. Emphasis is placed on understanding the stages of second language acquisition and other social and affective factors that influence English proficiency.

Module Two: Employing Sheltered Instructional Strategies
Time: 1.0 hour Process: Presentation, augmented by video clips of strategies being implemented in the classroom. Focus is given to strategies that can be implemented in all content areas and grade levels.

Module Three: Aligning Curriculum and Developing Appropriate Assessment
Time: 2.0 Hours Process: Presentation, expanded by hands-on practice building both formative and summative performance indicators for English learners at varying proficiency levels that are aligned to content standards.

Research Base:
Academic literacy through sheltered instruction for secondary English language learners. (2007) Final Report to the Carnegie Corporation of New York. Washington, DC Center for Applied Linguistics.
Dalton, S. (1998). Pedagogy matters: Standards for effective teaching practice (Research Rep. No. 4). Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
Darling-Hammond, L. (1998) Teacher learning that supports student learning. Educational Leadership, 55, 6-11.
Tharp, R. G. (1997). From at-risk to excellence: Research, theory, and principles for practice (Research Rep. No. 1). Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.

Impact:
Sheltered instruction and the Sheltered Instruction Observation Protocol have had a significant impact on the development and implementation of content instruction for diverse elementary and secondary students in mainstream classrooms. The research model provides a framework for organizing methods and techniques of instruction. The model has been implemented in all 50 U.S. states. Instruction is scaffolded to facilitate comprehension of content topics. Lesson planning, instruction, and assessment are divided into three dimensions. Educators learn the components and features of protocol, teach content lessons in their own domains, and observe one another to assess the level of sheltered instruction being implemented.

Intended Audience:

  • Teacher Leaders/Mentors/Team Leaders
  • School-Based Staff Developers/Instructional Coaches
  • Principals, Assistant Principals

Content Level:
Basic (for participants with limited background in the content)


 

Requested Time: 2 hours

Title of Presentation:
NEW ROLES, NEW TOOLS: TEACHER LEADERSHIP FRAMEWORK

Program Description/Abstract:
Increasingly, teachers assume new leadership roles that require a different set of skills than those in the classroom. Learn about a new tool that details the knowledge, skills, and dispositions of effective teacher leaders. Plan effective professional learning with a framework that helps envision and support teacher leaders in the many roles they assume. Complete a self-assessment of your leadership skill set.

Participant Outcomes:
Participants will be able to:

  • Articulate the essential knowledge, skills and dispositions that teacher leaders need in a variety of roles by examining the Teacher Leadership Skills Framework developed by the Center for Strengthening the Teaching Profession (CSTP).
  • Identify personal leadership skill needs using the self-assessment tool in order to guide their own professional development.
  • Use the Framework to help envision the many roles that teacher leaders assume, and to help support teacher leaders in those new roles.
  • Plan effective professional learning using the Teacher Leadership Skills Framework

Session Alignment:
Effective professional learning requires shared leadership within, across, and beyond the classroom walls. The Teacher Leadership Skills Framework is a tool that identifies the knowledge, skills, and dispositions teachers need to consistently implement effective professional learning that will positively impact student achievement.

Conference Strand:
Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.

Session Topics:

  • Distributive and shared leadership
  • Leadership development for teachers and principals

Session Process:
1. Introductions, agenda for session (5 minutes)
2. Teacher leadership changes over time (20 minutes) Brainstorm what leadership roles were available when he/she began teaching career. Discuss the myriad roles available today. The roles of teacher leaders have changed. Discuss and record: What are the challenges and barriers to utilizing teachers in leadership roles?
3. Transition to Teacher Leadership Skills Framework (5 minutes) Often teachers assume new roles because they have shown expertise in the classroom. The Framework is designed to identify skills needed to work in other leadership roles outside the classroom.
4.Examination and discussion of Framework (45 minutes) Presenters give overview of the organization and content of the Framework. Jigsaw: Each member of the group reads one skill section and shares the content of each section. Groups discuss the following questions: A. How might the Framework be helpful in overcoming challenges identified earlier? B. How might the Framework be used in your setting?
5. Participants complete a self-assessment tool and establish a plan as to how to best apply leadership strengths and improve areas of weakness.( 30 minutes)
6. Share self-assessment results and action plan with a partner (10 minutes)
7. Wrap up, complete evaluations (5 minutes)

Research Base:
The roles of teacher leaders are well researched as noted in NSCD's publication of Taking the Lead, Ann Lieberman's Teacher Leadership and Linda Lambert's Leadership Capacity. In each of these publications the roles of teacher leaders are described very well; however, the knowledge, skills and dispositions of teacher leaders need to be further outlined. The Teacher Leadership Framework, created by CSTP, is a unique document that carefully describes what teacher leaders must do. The authors of this document researched teacher leadership from a variety of resources and synthesized their findings in an accessible format that will enhance leadership in many educational settings.

Impact:
Teacher leaders have become advocates for educational issues in Washington State as demonstrated by Teacher Librarians changing educational funding for school libraries. National Board Certified Teachers have attended a Leadership Conference in both in Washington State and at the national level in which the Framework guides NBCTs as they pursue leadership roles within their schools, across their districts and states. Center for Strengthening the Teaching Profession conducts advocacy trainings across Washington State to develop teacher leaders. The Framework is part of this training. Also Auburn School District in Washington used this framework for a Leadership Institute in August 2010.

Intended Audience:

  • Teacher Leaders/Mentors/Team Leaders
  • School-Based Staff Developers/Instructional Coaches
  • Principals, Assistant Principals

Content Level:
Intermediate (for attendees of all experience levels)


 

Requested Time: 2 hours

Title of Presentation:
COMMON INSTRUCTIONAL CHECKS: EFFECTIVE FORMATIVE ASSESSMENT

Program Description/Abstract:
Focus on the development of a continuous growth model that facilitates immediate feedback and flexibility in instructional practices and in-depth learning utilizing the formative assessment process. See how keeping individual student graphing folders and displaying classroom and grade level data create an unwavering climate of continuous quality growth. Become immersed in a model that has employed common assessments that direct the focus of instruction in the classroom, empowers students to be leaders of their learning, and ensures that profound learning is sustained.

Participant Outcomes:
Participants will be able to:

  • Become familiar with assessment and instructional strategies of employing common assessments that direct the focus of instruction in the classroom, empowering students to be leaders of their learning, and ensuring that profound learning is sustained.
  • See overwhelming data that supports the methodology of this program. Through this assessment model students have achieved deep knowledge of the vital standards needed at a grade level by mid-year.
  • View how keeping individual student graphing folders and displaying classroom/grade level data has created an unwavering climate of continuous quality growth.
  • Become immersed into the development of CIC's (Common Instructional Checks). This program merged Lee Jenkins' assessment model along with Power Standards to enforce profound learning as well as its impact on the roles of the superintendent, district curriculum directors, building principals, teachers, students, and parents.

Session Alignment:
The session will align essential standards, formative assessments, and data analysis for the effective use of classroom curriculum guidance and maximizing student learning and teacher time throughout a school year. The data are gathered and utilized by individual students and teachers to allow for adjustments in areas of student deficiencies.

Conference Strand:
Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning.

Session Topics:

  • Assessment/Evaluation of Students
  • Data-Driven Decision Making

Session Process:
Research/background: Through several avenues, attendees will receive a comprehensive analysis of how the CIC process came to have such a profound effect in schools. We will discuss our relationship with the studies of Lee Jenkins and several other known researchers in the areas of formative assessment. (20 minutes)
Classroom application/management: Examples will be given and discussed regarding how the process is utilized on a weekly basis in all grades. We will show how students become responsible for their own learning and how the process creates an atmosphere of enthusiasm and support for all classrooms. (30 minutes)
District initiatives: Since the institution of the CIC process in selected classrooms, its effectiveness has allowed the program to become instituted throughout the district and used to analyze our overall success. (20 minutes)
Data analysis: We will present the overwhelming data that is available which allows for curriculum monitoring and adjustment. The process is increasing student self-esteem and impacting our district's standardized test scores. (20 minutes)
Individual training/closure: We will take time to wrap up our findings and program development and discuss pitfalls we have found through the development process. (20 minutes)

Research Base:
Ainsworth, L. (2003). Power standards.
Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: linking curriculum, assessment, and action planning.
Gibbs, G. (1999). Using assessment strategies to change the ways that students learn. S. Buckingham.
Haigh, M. (2007). Sustaining learning through assessment: an evaluation of the value of a weekly class quiz. Assessment & Evaluation in Higher Education.
Haigh, M. (2002). Using class quizzes for weekly review.
Jenkins, L. (2003). Improving student learning: applying quality principles in classrooms (2nd ed.).
Jenkins, L. (2005). Permission to forget. Milwaukee: ASQ Quality Press.
Mandernach, B. (2010). Formative assessment in the classroom.

Impact:
The chronological progression of the formative assessment process, including the successes and challenges of the journey and most importantly the incredible growth that is occurring in our classrooms will show how powerful this process can be at each grade level. The attendees will see the overwhelming data that supports the methodology of this program and witness the added benefit of the enthusiasm and engagement levels our students obtained through this program. This endeavor can assist any school district in increasing standardized test scores and can assist students in achieving deep and profound knowledge of foundational standards.

Intended Audience:

  • Teacher Leaders/Mentors/Team Leaders
  • School-Based Staff Developers/Instructional Coaches
  • Principals, Assistant Principals

Content Level:
Intermediate (for attendees of all experience levels)

 









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