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PROVIDING
THE ORGANIZATIONAL STRUCTURES TO SUPPORT CHANGE |
"To try to make the future is highly risky. It is less risky, however, than not to try to make it."
Peter Drucker
In times of change, when organizational structures are either not in place or are not clearly understood by all, chaos and confusion can get in the way of effective organizational development and change. As we have more to do and have a higher level of accountability with more paperwork as a result of the "Leave No Child Behind" Act, we need new organizational structures in place that will allow you and your staff to concentrate your efforts and time to impact your most important role…instructional leadership.
All members of the school community are expressing frustration at not having enough time to accomplish the job we all have to do…to increase student achievement in a time of greater accountability. Organizational structures that have worked in the past no longer work as our role changes from less of a manager to more of an instructional leader (25/75). Yet it is the manager's role (25% of the time) that gobbles up our time and our focus leaving us with a sense that we cannot do it all. Nor should we! Learn organizational structures and strategies that will support change and accountability for students, parents, teacher and administrators.
Examine the change forces that can support (or detract from) your leadership. Explore decision making styles, effective meeting structures, agendas that will ensure you stay focused and on task, committee structures, use of research to guide your practices and how roles, responsibilities, tasks and functions need to be clearly defined for committees and teams to maximize their time and efforts. Walk away with ideas and resources you can put to immediate use.
Learn to use a planning template that will assist you with:
- maximizing student learning time
- time management for adults
- committee structures
- meeting formulas
- structure of the school day and more.
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SO MANY STUDENTS, SO LITTLE TIME: EVERY CHILD A READER! |
"Don’t be afraid to take a big step! You can’t cross a chasm in two small jumps."
David Lloyd George
Former British Prime Minister
Explore what the research says about the teaching of reading and then look at what we are currently doing and what we should be doing to impact student achieving in reading. We must match what the research says to our daily practices to ensure that all students, regardless of age, are reading at grade level or above.
Do we:
- Teach vocabulary in context in all content areas with specificity so all students know the “smart” words?
- How do we build background knowledge that is missing?
- What pre-reading strategies do we intentionally teach students?
- What reading interventions do we structure and provide?
- How do we encourage students to show what they know?
- How do we actively increase student comprehension in multiple ways?
- What reading strategies do students learn and apply?
- Learn to encourage and stimulate student reading of fiction, non-fiction and technical materials.
- Teach students what to do if they don’t know the words, to monitor their reading and use self correcting strategies.
- Use before reading, during reading and after reading strategies and more.
Targeted for grade 3-12 teachers, you will walk away with multiple ideas and strategies so that every child, regardless of age, is a reader!
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STOP THE INSANITY:
LESS TIME GRADING PAPERS; MORE TIME FOR TEACHING AND LEARNING |
It is always a delicate balance to determine not only what we teach, but how we teach tied to national standards. Too often we get bogged down in grading piles of papers, which doesn't produce the results we expect! Closely examine the teaching - learning process tied to concept development; start from where the students are without allowing "the textbook" to drive your instructional decisions and move forward!
Learn how to use multiple forms of performance assessment so that when the students leave your classroom, you both have a clear understanding of their level of learning as well as feedback about your teaching. Never again will you need to ask the question…"did they clearly understand?" Learn to link teaching, learning and assessment to maximize student learning without spending half your life grading papers! Emphasize active learning that is performance based so there will be a balance in your teaching and your life!
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TEACHING STRATEGIES THAT WILL SIGNIFICANTLY IMPROVE STUDENT LEARNING |
Workshop currently under construction
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TEACHING WHAT WE EXPECT AND GETTING IT (STUDENT MANAGEMENT) |
Workshop currently under construction
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TEAM BUILDING ... FOR RESULTS THAT WORK |
Working as a team we can accomplish so much more together if we "go with our racehorses" and use peoples' talents and strengths to accomplish the challenging and difficult tasks we have ahead of us. Not all of us need to work in the same way at the same time, but we do need to move in the same direction. Explore how!
Ask and answer important organizational questions about how we all work together as a highly functioning team. Make a commitment to practice "purposeful abandonment" and share the message of how we can and will help districts increase student achievement in a "customer-first" service model. Explore strategies and processes you will commit to using as a team for results that matter!
Learn lessons in team building so you can intentionally focus on your vision to increase student achievement. Learn processes to resolve problems and conflicts and how to play to peoples' strengths. Explore the stages of team development and how effective teams operate for results that matter!
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TEXTBOOKS DON'T DRIVE INSTRUCTION: TEACHERS DO! |
Workshop currently under construction
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