Symposium Strands

On Wednesday afternoon and Thursday morning, participants followed one pre-selected strand from the list below. 

Strand 1

Data Driven Team Meetings: A Model for Developing Collaborative, Student Focused Action Plans

Description

Research supports the use of data to drive educational decision making that can result in changes in teacher practice, school culture and student achievement.  This session will focus on developing professional learning communities focused on reviewing and interpreting data for the purpose of improving student achievement in literacy.  Participants increased their knowledge of how to

• Draw meaning from data
• Use data as the basis for instructional action planning
• Plan for data analysis meetings
• Develop the Habits of Mind dispositions to help when confronted with difficult situations.

Note:  This session focused specifically on the use of DIBELS data as an example of literacy data in the elementary grades.

 

Audience

Literacy coaches, administrators, team leaders, others responsible for planning and leading data-focused work sessions

Presenters

Shelby Skaanes, SJS Educational Consulting

Lisa Thompson, Education Consultant

 

Strand 1 Slides

 

Images from Strand 1:

Picture 1

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Strand 2

Effective Coaching: How Do We Know?

Description

Educators examined questions such as these:

• What does research tell us about effective instructional coaching?
• What evidence describes coaching that leads to building trusting relationships and improved student learning?
• What does that look like in practice?

Through evidence from emails, phone calls, video, transcripts, coach notes and even Wordle, we used efficient, easy-to-collect data and a 5-step process to reflect on our practice as teacher leaders.  Participants left with tools to examine and reflect on their practice and feel more confident in answering, "How do we know?"

 

Audience

Novice and experienced instructional coaches and mentors, administrators

Presenters

Heather Rader, 2010 Regional Teacher of the Year, Elementary Instructional Specialist, North Thurston Public Schools

Megan Conklin, NBCT, Secondary Instructional Specialist, North Thurston Public Schools

 

Strand 2 Handout

 

Images from Strand 2:

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Strand 3

Effective Strategies for Supporting the Beginning Special Education Teacher

Description

Participants identified the unique needs of the beginning special education teacher and gained strategies to effectively mentor and support these teachers.  Participants also practiced learning focused conversations incorporating key components of Habits of Mind.  We particularly addressed issues unique to beginning special education teachers such as student needs, data collection, IEP writing, team building and parent relationships.

 

Audience

Those who support special education teachers: mentors, coaches, specialists, department heads, administrators, staff developers

Presenters

Karen Mataya, Special Education Facilitator, Renton School District

Nora Starosky, Full-time release Mentor, New Teacher Support Program, Lake Washington School District

 

Image from Strand 3

 

Strand 4

Habits of Mind and Science College Readiness Standards: Critical tools in the Kit for Effective Mentoring and Coaching of Teachers of Science

Description

This strand provided novice to expert science coaches and mentors effective coaching strategies to help their peers improve science instruction and student learning.  Specifically we addressed the role of Habits of Mind and the College Readiness Standards in guiding effective coaching and mentoring.  Participants increased their knowledge and skills in

• Working with adult learners
• Applying learning research in the classroom
• Supporting effective professional learning communities
• Using data to inform instruction.

 

Audience

Novice and experienced science coaches; mentors of beginning and future teachers of science

Presenters

Dr. George Nelson, Director, Science Mathematics and Technology Education, Western Washington University

Dr. Daniel Hanley, Director, Center for Educational Research and Evaluation Services, Western Washington University

 

Strand 4 Handout 

 

Images from Strand 4:

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Strand 5

Leading with Courage and Composure

Description

Courageous leaders operate from a clear sense of values and priorities which require their willing engagement in difficult situations.  When conflicts arise with individuals or groups, a leader must be able to maintain composure and stay cognitive.  At those times, a leader relies not only on self-knowledge and understanding of others, but also on a repertoire of specific skills and language choices that defuse negative emotions, lead people back into thinking, and lay the foundation for mutual problem solving.  The strand balanced research and practice, and was conducted with processes and protocols that participants then could use in their own leadership roles.

 

Audience

Novice and experienced mentors, instructional coaches, teacher leaders, administrators

Presenters

Margaret Nugent, Mentor Trainer and Coordinator, OSPI Leadership Roundtable Facilitators' Network

Francine Oishi, Beginning Teacher Assistance Program Mentor and Coordinator, Federal Way Public Schools

 

Strand 5 Handout 

 

Image from Strand 5

 

Strand 6

Mathematics Coach: Leading for Learning

Description:  Coaching teachers of mathematics requires thorough knowledge of working with adult learners, the mathematics standards, best instructional practices and formative assessment expertise.  Coaches left this session with strategies ready to use with coaching clients including

• Tips for building a coaching relationship
• A plan for goal setting and evaluation
• Current information on state and national math standards and assessment
• A protocol for classroom observation and feedback
• An opportunity to practice learning focused conversations.

 

Audience

Instructional coaches and mentors who work with teachers of mathematics

Presenter

Kristine Lindeblad, Math Director, Riverpoint Math Project, WSU, Spokane

 

Strand 6 Handout

 

Images from Strand 6:

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Strand 7

Using Peer Learning Labs for Teacher Collaboration and Professional Development

Description

Peer Learning Labs are frameworks for professional development that encourage collaboration, feedback, implementation of new instructional strategies and action research.  Teachers are guided by specifically designed protocols which support participants' learning goals. In this interactive session instructional coaches 

• Learned the basic structure of a Peer Learning Lab (PLL)
• Participated in a mini-video PLL in order to experience the layers of professional learning
• Explored various contexts of professional learning that fit into a PLL format
• Practiced coaching and meta-coaching roles
• Planned for PLL opportunities in their own schools.

 

Audience

Instructional coaches, mentors, administrators

Presenters

Jennifer Chase, NBCT, Science Instructional Coach, Shaw Middle School, Spokane Public Schools

Sue Rees, NBCT, Math Instructional Coach, Shaw Middle School, Spokane Public Schools

 

Strand 7 Handout

 

Image from Strand 7

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Strand6Handouts.pdf	243.02 KB
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Strand7Handouts.pdf	267.74 KB
Strand2Handouts.pdf	619.62 KB
Strand4Handouts.pdf	1.8 MB
Strand5Handouts.pdf	226.89 KB
Strand_1_Slides.pdf	1.94 MB