THE CENTER FOR STRENGTHENING THE TEACHING PROFESSION
“Teaching Quality IS the Answer”
from Mitchell 20, a film about teacher leaders and National Board Certification
“Teaching Quality IS the Answer”
from Mitchell 20, a film about teacher leaders and National Board Certification
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| Participants will be assigned to one strand to attend Wednesday afternoon and Thursday morning. Review the strands here, then insert the corresponding letter for your top three choices on the registration form. |
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Title
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Audience
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Descriptor
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A
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Mentors and coaches who are fairly new in their roles, or more experienced mentors and coaches who want to revisit the foundations of mentoring. | What is going on with my teachers?!? How do I support them and push them to keep growing at this point in the year given the contexts that we work in? Participants will explore these questions while deepening their understanding of the role of mentoring/coaching work, enhancing their mentoring conversation skills, and problem solving around challenges they face in their work. | ||
| B High Performance Mentoring: Experienced and Still Growing! |
Experienced mentors, principals, program administrators, and others who support early career teachers and the continuing growth of mentors | As with teaching, becoming a skillful mentor is a developmental process. What are the characteristics (knowledge, skills, and dispositions) of effective instructional mentors of early career teachers and how do we further develop these characteristics? What strategies and tools can help us identify the impact of our work and guide our continuing development? Using a variety of self-assessment tools and interactive processes, participants will reflect on their strengths and focus areas, explore ways to gather evidence of the impact of their work, and create plans for their continued growth. | ||
| C Supporting Teachers Along the Continuum: Pre-service to Pro-Cert and Beyond |
Mentors, coaches, cooperating teachers, program designers, and administrators who design and/or deliver professional development and other systems of support for teachers. | Induction is more than first-year teacher support. How can a district build better structures to support teachers along the career continuum? How do teachers’ needs change as they move from pre-service training through their first years and on to advanced certification? How can we use Professional Certification and National Board Standards to determine teacher needs and support teacher growth? Participants will examine examples of structures and partnerships that provide developmentally appropriate support and allow for continuity and growth. | ||
| E Facilitating Adult Learning in Groups |
Mentors and coaches who lead adults in small- and large-group settings. | One-on-one coaching skills don’t automatically transfer into facilitating learning in groups. In this session, participants will learn strategies to support adult learning in groups including strategic use of structures and protocols to address adult learning needs and to lead to effective group functioning. | ||
| H/I Is It Working? Evaluating Program Impact |
Administrators and teacher leaders who direct and/or provide district professional learning programs for mentors, coaches, or new teachers. | Professional development initiatives cost time and money, and we know that both are scarce commodities. How can we examine our mentoring and coaching programs to understand their implementation? How can we support effective professional learning for teacher leaders in job embedded roles? What research and standards can guide this work? What can we learn from other practitioners about evaluating program impact? |