Leadership and Professional Learning Communities

Accountable Professional Learning Communities

Participants in this e-course will learn the nuts and bolts behind successful professional learning communities. The teacher and administrative roles within them will be studied as they work toward on-going maintenance and the data analysis that leads to improved student achievement. From vision to PLC mission, each participant will build an action plan specific to grade-level and subject-area PLC needs. Course objectives:

Understand and apply the rationale behind the successful formation of a school PLC.
Plan and practice with several models of cross-curricular, grade and departmental PLCs.
Apply the Dufour & Dufour PLC model to PLC teams using assigned protocols, and then reflect on the experiences.

Theories of Teacher Evaluation - No. TL-101

Based on the Marzano Teacher Evaluation Model and the Danielson domains of the framework for teaching, this theme and content of this course are an outgrowth of a strong body of research correlated to student achievement. The use of a 5-point Likert scale will be used as a measure and evaluation tool for teacher effectiveness across the components within the four domains of the Danielson framework, proven to be effective measures for teaching and learning. The Marzano framework will be analyzed for solutions in moving up teacher effectiveness, and improving academic performance among students. Theory of the strategies and practices for effectively evaluating classroom behavior, behavior management, planning, preparation, and teacher professionalism will occupy the majority of this course. Course Objectives:

Develop working knowledge of the Marzano and Danielson framework domains and how they apply to teacher professional growth.
Identify specific teacher strengths and gaps in order to help develop and support job-embedded growth plans.
Understand and use the fundamental theories behind teacher evaluation and support for professional and pedagogical growth.
Apply a 5-point Likert scale to measure and evaluate teacher effectiveness across several Danielson and Marzano framework domains.

The Teacher Professional: Growth and Achievement - No. TL-102

Supported by the Marzano Teacher Evaluation Model and the Danielson domains of the framework for teaching, a strong body of research correlated to student achievement will drive this course. The use of a 5-point Likert scale will be used as a tool to demonstrate how to measure and evaluate teacher effectiveness across the components within the four domains of the Danielson framework, proven to be effective measures for teaching and learning. The Marzano framework will be offered as a solution with strategies and methods for teacher effectiveness and student academic achievement. Coaching strategies and methods to help teachers effectively address classroom behavior, behavior management, planning, preparation, and teacher professionalism will occupy the majority of this course. Course Objectives:

Apply the Marzano and Danielson framework domains and how they apply to teacher professional growth.
Identify specific teacher strengths and gaps in order to help develop and support job-embedded growth plans.
Apply strategies and methods that effectively address classroom behavior, management, planning, and professionalism. Apply a 5-point Likert scale to measure and evaluate teacher effectiveness across several Danielson and Marzano framework domains.

Developing Teacher Leaders - No. TL-103

Leading teacher professional development effort requires the building of their capacity to both teach and lead. This course will offer the tools and resources with which to aid teachers in movement toward the highest professional development they can achieve. Examples of successful approaches, research-based methods, and job-embedded process and tools will combine with systems for implementation that work leaders through a job-embedded process of effective teacher support and development. This train-the-trainer model will offer long term sustainable methods for identifying, nurturing, and cultivating leadership among teaching staff. Course Objectives:

Cultivate and nurture the role of teacher leader.
Apply strategies and methods that identify, cultivate, and nurture teacher leaders.
Cultivate and sustain teacher professional growth using effective models and through job-embedded application.

Teacher Evaluation: Tools and Methods - No. TL-104

This practical course offers a variety of strategies, methods, resources, and field-tested implementation tools with which to evaluate teachers effectively. Based on the Marzano Teacher Evaluation Model, and the Danielson domains of the framework for teaching, this course is an outgrowth of a strong body of research correlated to student achievement. Participants will be introduced to, and practice with, a 5-point Likert scale used to measure and evaluation teacher effectiveness across the components within the four domains of the Danielson framework. Strategies and approaches within the Marzano framework will be analyzed for what they offer in individualized solutions for moving up teacher effectiveness that works into higher student achievement. Job-embedded practice will inform a lively set of discussion types, along with reflection that aids in ease of implementation for immediate district-wide application. Course Objectives:

Understand how to identify and apply effective classroom behaviors among teachers and students to analyze for strengths and gaps.
Identify specific teacher strengths and gaps in order to help develop and support job-embedded growth plans.
Apply a 5-point Likert scale to measure and evaluate teacher effectiveness across several Danielson and Marzano framework domains.

Coaching Teachers - No. TL-105

This course is appropriate for instructional coaches, department chairs, team leaders, curriculum specialists, and teacher mentors. Instructional coaching is an innovative and effective method for supporting teachers, especially successful when focused on student achievement. Using the Sweeney (2011) student-centered approach, participants will be taken through the steps and processes for effective coaching in both teaching and leadership. Through job-embedded projects, practice with and use of feedback protocols along with other strategies, participants will learn how to intentionally apply a host of coaching strategies as they work within their respective roles. All approaches taught and practiced with have a record of success in building self-esteem, moving up teacher effectiveness, and most important: improving student achievement. Course Outcomes:

Cultivate and support teacher effectiveness.
Identify specific teacher strengths and gaps in order to help develop and support an intervention plan.
Through job-embedded application, cultivate and sustain teacher professional growth using effective coaching models.

Teachers Leaders as Coaches - No. TL-106

This course is appropriate for teacher leader roles to include instructional coaches, reading coaches, PLC team leaders, and teacher mentors. Teacher leaders will learn how to apply coaching models to build teaching capacity while supporting efforts toward the achievement of specific classroom objectives. Using protocols for student-centered coaching (Sweeney, 2011), and around the Danielson and Marzano framework domains, participants will be taken through the processes that work into effective support through the use of feedback and pro-actions. Practice with the use of feedback protocols will culminate multiple entry-points used to teach strategies and behaviors that support and reward teachers. Participants will learn how to intentionally apply a host of coaching strategies as they work appropriately within their respective roles. Course Outcomes:

Cultivate and support teacher effectiveness.
Identify specific teacher strengths and gaps in order to help develop and support an intervention plan.
Through job-embedded application, cultivate and sustain teacher professional growth using effective coaching models.

Developing Teacher Mentors - TL-107

Listening, observing, coaching, and offering a combination of warm and cool high quality feedback are just some of the keys to effective teacher mentoring. This course is all about learning how to build fundamental teacher capacity through use and practice with the essential qualities that constitute effective mentoring. Good mentors are committed; they take on challenges, embrace formal training, maintain timely and accurate reflection logs, and are commitment to on-going professional growth. Moving teachers from good to great is the utmost objective in good mentoring, despite the challenges, achievement gaps, and socio-economic indicators many district mentors are faced with. The belief is that all students can succeed with equal opportunities for success, and mentor teachers are where these seeds for this growth may begin. This e-course is one important step in this continued growth process. Course Objectives:

Design, plan for, and use high quality feedback as a method of intervention and support. Apply the keys to effective mentoring.
Maintain reflective logs for on-going professional growth.
Align best practices through action research and next-steps for turnkey teacher and mentor training.

Accountable Professional Learning Communities: An Online PLC Model for Teachers, Grades K-12 - SP-135

Understand and apply the rationale behind the successful formation of a school PLC.
Plan and practice with several models of cross-curricular, grade and departmental PLCs.
Apply the Dufour & Dufour PLC model to PLC teams using assigned protocols, and then reflect on the experiences.

Co-teaching and Professional Collaboration - No. TL-273

Strong co-teaching relationships are the underpinnings for a seamless and manageable instructional environment. Planned and orchestrated instruction, the result of team effort, combined with a sound learning environment leverages students as equal partners in a winning educational pact. This course will prepare teachers to work collaboratively on mutual goals and student learning objectives in a team effort. The benefits of such effort are numerous and include: positive and scholarly collegial exchanges focused on student-centered goals and objectives, planned and orchestrated communication among each other and with students, analysis and use of data to plan effective instruction with. Course Outcomes:

Plan collaboratively using protocols specific to effective communication that results in higher understanding and action steps.
Collaboratively analyze student data to identify learning gaps and develop action steps.
Set mutual student learning objectives and plan around those objectives with strategy.

Clinical Educator Training: Teacher Support Specialist

Standards-Based Instructional Activities that Differentiate and Engage, Grades K-12

10 hours Participants will be introduced to, and have opportunities to practice with design and evaluation, differentiated instructional strategies that engage students in rigorous and relevant curriculum. Such strategies, all research-based, will align with state and local educational standards, goals and initiatives. Participants will learn how to align and screen lesson plans for such activities, as well as observe the follow-through to the full spectrum of successful implementation. Course Outcomes:

Practice with design and evaluation of instructional activities that engage and differentiate.
Understand how to screen lessons for standards-based activities that differentiate and engage.
Observe a range of application methods to decipher various degrees of implementation to offer useful feedback.
Design a model and plan of follow-through to observe and evaluate successful implementation.

Developing and Nurturing Meaningful Relationships Among Teachers, Students, and Parents, Grades K-12

10 hours The most meaningful relationships among teachers, students, and parents begin with communication. Participants in this course will learn how to initiate and follow-through with communication geared toward engaging and nurturing parental participation, and strong teacher-student relationships that support academic achievement. Setting collaborative goals, outcomes, and designing projects that invoke active participation are beginning points. A range of models and exemplars will be presented, with opportunities to critique and modify for specific professional environments such as Title I workshops, parent-teacher conferences, and teacher-student conferences. Before school, after school, and lunch time events will also be explored. Course Outcomes:

Evaluate and screen for appropriate application to personal professional K-12 environments.
Explore examples and design plans for parent engagement and communication.
Explore models and design plans for better teacher-student communications.
Become familiar with a range of successful communication methods for nurturing meaningful relationships among parents, teachers, and students in K-12 settings.

Intervention Techniques for Educational Professionals in Need of Support, Grades K-12

10 hours Offering consistent and on-going, and ample access to resources are the systemic basics to intervention that is scalable, and sustainable versus punitive. Participants will become familiar with intervention geared to improving knowledge, skills and performance among teachers in need of support by learning how to communicate effectively, offer support that is widely embraced, and cultivate specific resources differentiated for the individual intervention needs of teachers. This on-going support and provision of resources is key to positive intervention that works into long-term relationships and skillful teaching. Course Outcomes:

Access a wide range of resources differentiated for the individual needs of teachers.
Intervene appropriately after analyzing data to determine areas in need of growth or support.
Align intervention strategies with specific needs of teachers.

Analysis of Student Achievement Data: Next Steps

10 hours By looking at multiple forms of reliable student achievement data, district and building leaders can actively and systematically use it to understand student performance and thus leverage it with customized professional development “next steps.” Participants will be introduced to multiple formative and summative assessments that feed instructional and administrative decisions. Participants will learn how to turnkey this use to teachers in order to in turn make their own informed and differentiated instructional decisions with. Course Outcomes:

Analyze multiple sources of student and teacher data.
Become familiar with a range of options as a proactive response to data analysis.
Design follow-up plans in response to data, anticipating teacher needs, expectations, and student performance.

Designing and Evaluating Responsive Classroom Management Plans

10 hours Participants in this course will become familiar with a range of strategic approaches for design and evaluation of classroom management that responds to the needs of students. By looking at various settings and scenarios to include co-teaching and collaboration, participants will draw conclusions, practice with feedback, and make recommendations. The use of various teaching methods will also include co-teaching, interactive teaching, and parallel teaching. After reviewing various and multiple forms of data, participants will design their own responsive management plans. Course Outcomes:

Understand how to evaluate, plan and apply research-based strategies for classroom management practices in inclusive classroom settings.
Respond to various teaching methods and models through the lens of classroom management.
Screen for best classroom management practices.
Align management strategy with teacher goals and student outcomes based on best practices for all K-12 settings.

Setting Up School Safety Plans

10 hours Planning for emergencies, drills, and extraordinary emergency situations associated with hazards, biological disasters, natural disasters, technological emergencies and the like. It is all about effective preparation, putting systems in place, safety, and consistent pre-emergency operations. Facilitating coordination with local first responders to effectively mobilize all available resources are the high priority think-throughs for setting up school safety. Participants will brainstorm, look at a variety of examples, vet resources, and develop plans. Course Outcomes:

Develop working knowledge of procedures.
Evaluate needs for training gaps.
Design systems that align to necessary procedures and needed training to close identified training gaps.
Give and receive feedback on plans to refine them into final products for a finished School Safety Plan, or a plan ready to bring to the School Safety Committee for final revisions.

Cultivating Parental Involvement

10 hours Despite that we have them in our care for the majority of the week and of a day, parental involvement is crucial to student classroom success. After establishing outcomes for work with students and their parents, participants will explore a number of examples of how high parental involvement is cultivated. Other ideas will be brainstormed as a group, with peers, and individually as they intersect with needs for, and degrees of, parental involvement. Once participants have garnered and leveraged a wealth of information, they will select appropriate action steps and outline them into a working plan to begin immediately engaging parents in the education of their child. Course Outcomes:

Examine multiple models of successful parental involvement in K-12 settings.
Leverage examples with individual needs to design plans.
Brainstorm with peers, in groups, and as a whole learning community.
Give and receive feedback to work ideas into a final working document.

In-Service Activities for Instructional Personnel, Grades K-12 - 112 copy 1

In-service can take many forms, but there is one necessary ingredient that cannot be waivered from: Transfer. Teachers need to transfer new learning to the classrooms, and the sooner it is the more likely it will be followed through upon. Whether it is live, online, through peer networking, conferences, or through blended learning, the key is to design in-service that has a high likelihood of transfer to the classroom. Participants in this course will be introduced to a number of in-service activities to include online, peer networking, peer exchanges, conferencing, presenting, and much more. All will leave with an individual repertoire of activities to return to their districts with. Course Outcomes:

Become familiar with a range of in-service types and formats.
Vet resources and approaches to leverage them with individual needs and budgetary needs for in-service
Brainstorm and strategize ideas.
Take away a plan for in-service for immediate turnkey to the school district.

Designing and Evaluating Technology-Based PD

10 hours This Marzano and Guskey-designed course will take participants through a range of design options for technology-based professional development. A number of strategies and application models for evaluating them will be proposed, from which participants will select as they apply to individual district needs. Technologies will include blended learning, Internet-based, application-based (for tablets and pads), Smartboards, open source, and third-party resources from which to design and draw upon for turnkey pedagogical practices. Participants will modify strategies as needed to be most effective for their staff. After reviewing a range of levels of PD implementation, participants will apply rubric criteria to evaluate, and then propose changes to revise or modify accordingly. Course Outcomes:

Vet a range of instructional design models.
Familiarize with a range of instructional design evaluation models to include Guskey and Marzano.
Select design and modify for specific district in-service needs.

Implementing In-Service Activities: From Theory to Practice

10 hours In the in-service world, it is all about implementation. You can put the best curriculum in the hands of any teacher, and the success behind it is all about implementation and transfer. Participants will look at several models of in-service application, and what makes the difference in immediate classroom transfer, or “sitting on the shelf” for the year. Live, online, peer networking, conferences, and through blended learning will demonstrate the keys to immediate transfer, and how by design theory moves to high likelihood of application. All participants will leave with an individual repertoire of in-service implementation design approaches to return to their districts with. Course Outcomes:

Become familiar with a range of in-service types and designs that lead to immediate classroom transfer.
Vet resources and approaches to leverage them with individual needs and budgetary needs for in-service.
Brainstorm and strategize ideas.
Take away a plan for in-service implementation to turnkey to the school district.

Evaluating Professional Development Programs in K-12 Schools

10 hours This Marzano and Guskey-designed course will take participants through a number of strategies and application models for evaluating effective professional development programs. Participants will also vet a number of approaches to leverage with individual district needs, and come up with modification strategies for needed adjustments. After reviewing a range of levels of PD implementation, participants will apply rubric criteria to evaluate, and then propose changes to revise or modify accordingly. Course Outcomes:

Familiarize with a range of instructional design evaluation models to include Guskey and Marzano.
Vet and evaluate range of instructional design models.
Practice with evaluative feedback appropriate for, and pertinent to, adjustments in professional development programs.
Make modification recommendations to a selected program to align with immediate in-service professional development needs.