Is your team making magic happen when it comes to meeting expected outcomes? Does your team utilize highly effective practices to reach team goals? Do you need to build leadership capacity in your school or district? In this session you will learn how to implement conditions that catapult your co-acting group into a high performing team and build the capacity of team members to lead and implement best practices. Participants will be introduced to research-based team conditions, a metric for diagnosing the strengths and weaknesses of a team and how team coaching through LSI’s Instructional Leadership Institute will support your team in continuous improvement.
| Practice Area | School Improvement |
|---|---|
| Role | School Leader, District Leader |
| Session Topics | Culture & Climate, Leadership Practices, Professional Learning Communities (PLCs), School Improvement, Teacher Leadership Practices |
| Speaker Name | Peggy Voigt, Penny Sell |
| Date | Day 1 – Wed., June 23, 2021 |
| Time | 2:00PM – 3:00PM |
Focusing on the Social Part of SEL Participants will have the opportunity to identify the seven Conative Skills and explore the benefits of teaching them as part of the Condition for Learning, Organizing Students to Interact with Content. Join this session to get great ideas for implementing Conative Skills such as Cultivating a Growth Mindset, Avoiding Negative Thinking, Developing Resiliency, and Taking Various Perspectives on an Issue into your daily lessons. These skills are easily taught through Academic Teaming lessons as well. If you are looking for great ideas to incorporate the Social aspect of Social and Emotional Learning into your lessons as you Organize Students to Interact with Content, this is the session for you!
Learn to make your classroom truly student-centered. This means giving students the authority, capacity, and responsibility to own their learning. Developing student ownership builds academic motivation that, in turn, leads to increased student achievement. Walk away with a variety of methods to implement the most effective and efficient, research-based strategic learning practices in curriculum, instruction, assessment, and climate that foster this ownership.
One of the most frequently asked questions of 2020 was, “How do we see virtual student evidence?” One of the distinguishing factors of the Marzano Focused Teacher Evaluation Model is the recognition of students demonstrating the desired effect of an element. Virtual instruction required educators to look at student evidence through a new lens. What were the takeaways from this? How do observers re-frame student evidence to truly capture desired effects, regardless of where instruction takes place?
Watch Ken O’Connor’s promo video for BE2021
