Spring Workshops by Solution Tree

Hands-on team training

Workshops Close to home

Spring

2012

Solution tree

This spring,

Solution Tree is offering you

7 different workshop topics to explore. These workshops offer interactive activities, practical strategies, and informative content that help inform teams and create common objectives.

With 50 workshop dates in 22 cities, we’re offering you the choices you need to make important decisions for sustainable results.

A Solution Tree workshop will help you Facilitate and contribute to a culture of collaborative learning. Confidently lead difficult conversations and manage conflict with students and staff. Develop a common vocabulary for learning to take home to your school’s stakeholders. Put to use practical strategies for sustained student success. Engage students in their own learning process. Find genuine support from dedicated, like-minded professional development experts.

Table of Contents Common Core Standards & Assessment Building Common Assessments Assessments for State and Common Core Standards Formative Assessment and Standards-Based Grading Transition to Common Core Standards With Total Instructional Alignment

Technology & 21st Century Skills 3 4 4

Teaching and Assessing 21st Century Skills Teaching the iGeneration

The Highly Engaged Classroom The Art and Science of Teaching Becoming a Reflective Teacher Motivating Students

Response to Intervention Pyramid Response to Intervention Response to Intervention in Math

Meet Your Presenters

6 7 8, 9

English Learners Teaching Reading and Comprehension to K–5 ELs

Literacy Elementary Reading Intervention Strategies

11 11

Instruction 12 12 13 13

Leadership Teacher Supervision and Evaluation Using the Art and Science of Teaching Working With Difficult and Resistant Staff

14 14

Registration Form

Book pictured is included with your workshop registration.

Common Core Standards & Assessment Building Common Assessments Presenter: Cassandra Erkens, Janet Malone, or Nicole Vagle In a professional learning community (PLC), teachers work together to answer the following critical questions:

March 13–14 Nashville, tN March 19–20 las Vegas, NV april 3–4 orlando, fl april 4–5 San diego, Ca april 10–11 dallas, tX april 18–19 Minneapolis, MN april 23–24 Salt lake City, Ut

1. What do we want students to learn? 2. How will we know if they have learned? 3. How will we respond when they don’t learn? 4. How will we respond when they do learn?

Learning Outcomes • Learn the common formative assessment process from beginning to end. • Collect meaningful instructional data that informs interventions and enrichment planning. • Focus on the keys to accurate design and effective use of assessments.

One of the best ways to study and answer these questions is through the use of common formative assessments. By collaboratively developing these assessments, teams establish a consistent way to effectively monitor student learning, collectively respond to results, implement informed practice, and raise expectations.

• Gain supportive tools, such as planning templates and protocols. • Leave with a framework for working interdependently to create high-quality assessments.

Participants are encouraged to attend as a team, as time will be provided each day to support the collaborative planning process for a general common formative assessment framework. Bring hard copies of your standards, assessments, curriculum, and any other resources relevant to the design process. A team laptop will also be helpful to save your work.

May 3–4 Baltimore, Md May 9–10 denver, Co May 15–16 Seattle, Wa

“

engaging! the presentation was applicable and very easy to understand, thanks to the wealth of true experiences and stories used to illustrate points.

”

—Lynn Clark, director of pre-K/elementary curriculum, Colquitt County School System, Georgia

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Common Core Standards & Assessment Assessments for State and Common Core Standards Presenter: Kay Burke

april 2–3 orlando, fl april 10–11 atlanta, Ga May 1–2 St. louis, Mo

Understand why educators need to balance formative and summative assessments correlated to the “language of the standards.” Dr. Burke explores the essential efforts that will improve learning and prepare students for highstakes standardized tests. Learn how to create common assessments, including motivating performance tasks. Gain strategies for designing formative assessments like checklists, rubrics, and metacognitive strategies to improve learning by using feedback, scaffolding, and differentiation. Work in teams to develop a summative assessment process to evaluate student work and to prove students have met or exceeded standards at the end of a learning segment.

Learning Outcomes

Plan to attend as a team and bring hard copies of your state standards, curriculum resources, and any other resources relevant to the design process. This is a handson workshop and each participant will leave with a completed grade-level or content-area performance task unit targeted to common core standards and curriculum goals. A team laptop will be helpful to use the electronic templates provided.

• Discover how to create relevant performance tasks that integrate multiple standards, differentiate assessments, and motivate students.

• Target power standards by “repacking” them into teacher checklists to guide instruction. • Recognize the difference between a standardsreferenced classroom and a standards-embedded classroom. • Use the “language of the standards” to develop curriculum, instructional strategies, and assessments. • Understand the differences and similarities between formative and summative assessment.

• Learn how to create user-friendly student checklists to “chunk” standards and scaffold content. • Discover how to convert student checklists into analytical rubrics that specify indicators for quality work. • Learn how to use informal formative assessments, including logs, journals, and graphic organizers.

Formative Assessment and Standards-Based Grading Presenters: Robert J. Marzano, Mitzi Hoback, and Jan Hoegh

Presented by Marzano Research laboratory

March 27–28 New hartford, Ny

“Designing effective assessments is critical for any teacher. In order to make judgments about the status of a student or an entire class at any given point in time, teachers need as much accurate data as possible about an individual student’s progress, or the progress of the class as a whole, to determine their next instructions steps. As straightforward as this might sound, designing assessments, using them purposefully, and incorporating them into a system of overall grading take insight and practice.” —From Formative Assessment & Standards-Based Grading Teachers regularly make important evaluations about student achievement. How do you know if such decisions are based on sound assessment results? Learn researchbased practices for using quality formative classroom and district-level assessments aligned to solid grading practices.

Learning Outcomes • Discover the research regarding feedback, assessment, and grading. • Review and revise existing assessments for quality. • Collaborate to continuously improve assessments and instruction. • Explore variations among obtrusive, unobtrusive, and student-generated assessments. • Identify varied uses of assessment information to gain formative, summative, or instructional feedback. • Track student progress for a better overall picture of performance. • Align grading and reporting practices to formative assessment strategies on small and large scales.

Common Core Standards & Assessment Transition to Common Core Standards With Total Instructional Alignment Presenter: Lisa Carter

april 26–27 oklahoma City, oK May 1–2 Baltimore, Md May 16–17 San diego, Ca

Teachers are juggling local curriculum and state standards as well as the new national common core standards. Combining all of these components to ensure a concise, meaningful, and compelling curriculum is essential. Successful alignment of instruction must begin with teachers developing a clear and consistent understanding of what it is students are expected to learn and sound assessments to determine the effectiveness of instruction. Plan ahead to ensure a seamless transition from current state standards to the new national common core standards. This workshop is designed to help forwardthinking schools and districts prepare teachers and administrators to smoothly accomplish this transition. The first step is to implement an alignment process that has been field-tested for success. Total Instructional Alignment (TIA) is a proven process for creating highachieving classrooms, schools, and districts. As the architect of this process, Lisa Carter guides teachers and administrators in understanding the critical alignment of the common core through development of curriculum, assessment, and instruction.

Learning Outcomes • Learn tools and processes to successfully unpack and align the national common core standards through curriculum, assessment, and quality instruction. • Write clear learning goals that are specific, measurable, and aligned to higher-order thinking. • Create high-quality assessments designed to frequently measure individual student learning progress. • Explore vertical and horizontal teams that embed flexible grouping and differentiated instructional practices. • Align your school system as a culture in which time— not learning—is the variable and standards, curriculum, assessment, and instruction are connected. • Align and adjust instruction in the classroom and systemwide to meet the individual learning needs of all students.

It is up to educators to ensure that there is a tight alignment of standards, curriculum, instruction, and assessment so that every student has the opportunity to succeed. It is also important to align the entire system so that time—not learning—is the variable. In this workshop, Lisa walks through the alignment process outlined in her book Total Instructional Alignment: From Standards to Student Success. The workshop includes time to discuss questions, concerns, and common myths surrounding the alignment process. Participants should bring copies of their current standards in at least one grade level and one subject area and the new common core standards for the same grade level and subject area.

800.733.6786 solution-tree.com

Response to Intervention Pyramid Response to Intervention Presenter: Austin Buffum, Mike Mattos, or Geri Parscale

March 15–16 Nashville, tN March 21–22 las Vegas, NV March 22–23 Cerritos, Ca March 28–29 Boston, Ma april 2–3 San diego, Ca april 5–6 houston, tX

Response to intervention (RTI) is our nation’s best hope to ensure high levels of learning for all children. Federal law since the reauthorization of the Individuals with Disabilities Education Improvement Act in 2004, RTI’s underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate need. Understand why RTI is most effective when implemented on the foundation of a professional learning community (PLC). Learn how to create three tiers of interventions— from basic to intensive—to address student learning gaps and how to make RTI work in your school. Plan to attend as a team of administrators and teachers, and bring individual student and schoolwide achievement data.

Learning Outcomes • Identify students needing additional support, determine appropriate interventions, monitor progress, and revise a student’s program as needed. • Extend student learning and support students who have already mastered grade-level curriculum. • Create a more focused, doable Tier 1 core curriculum. • Utilize universal screening tools to identify students for extra help before they fail. • Determine when formal special education placement is appropriate. • Explore how the three big ideas of a PLC—focus on learning, build a collaborative culture, and results orientation—make PLC and RTI natural partners.

april 5–6 orlando, fl april 16–17 Chicago, Il april 16–17 Minneapolis, MN april 19–20 Columbus, oh april 25–26 Salt lake City, Ut May 3–4 St. louis, Mo

“

May 14–15 San diego, Ca

thank you for the excellent training— among the best I have attended in my 20 years in education.

”

—Jeff Schneekloth, associate principal, Taft Middle School, Iowa

Response to Intervention Response to Intervention in Math Presenters: William Bender and Darlene Crane

March 14–15 Seattle, Wa March 27–28 San José, Ca april 24–25 oklahoma City, oK

Focus on the tough issues that surround RTI in math. Your K–12 math leadership team will work out a comprehensive approach to important RTI decisions, determining where holes in learning exist and how to intervene. This intensive workshop helps elementary, middle, and high school educators see what response strategies need to be used when students have been moved up without mastering essential concepts and skills. This “backward” approach will be useful in designing intervention plans for all grade levels.

Learning Outcomes

The presenters will answer crucial questions, including:

• See how other schools in the nation handle implementation problems.

• What does an RTI in math look like?

• Learn how to use assessments for universal screening and benchmarking in math. • Gain strategies specific to middle and high schools for using RTI in math. • Understand how differentiated instruction strengthens Tier 1 instruction for all grade levels. • Examine how the new common core standards initiative impacts RTI.

• What assessments are available for universal screening and benchmarking in math? • How can elementary teachers and administrators make time for RTI in math? • What strategies are middle and high schools using for RTI in math? • How can differentiated instruction strengthen Tier1 instruction for all grade levels? • How will the common core standards initiative impact RTI? • How are other schools in the nation handling implementation problems similar to mine? Come with the issues, questions, and implementation problems you have faced in your district. Participate in brainstorming periods where you can exchange strategies, ideas, and resources with your team members and other participants. This will be an intensive, results-oriented experience. Time will be provided each day to support the collaborative planning process for RTI implementation. Teams are encouraged to bring current RTI implementation plans, educational standards, current assessments, and notes on various curricula in math that may be implemented for Tier 1, 2, or 3 interventions. A team laptop will also be helpful to save your work.

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Meet Your Presenters William Bender, Phd, is an accomplished

Carolyn Chapman, a consultant and an

author, who has written several books, including award-winning professional development texts and bestsellers. he receives accolades for his workshops from educators at every level.

author, has taught in classrooms at all levels, from kindergarten to college. She consults on many of the key components from her bestselling books.

Tina Boogren is a former classroom teacher, english department chair, instructional coach, digital educator, professional developer, and building-level leader. She is also a fellow with the denver Writing Project.

Austin Buffum, edd, has 38 years of experience in public schools. his many roles include serving as former senior deputy superintendent of the Capistrano Unified School district in California.

John F. Eller, Phd, is an executive coach and a conflict coach for mid-level executives, school principals, and superintendents. he consults nationally, and his clients include school districts, educational service centers, and national educational organizations.

Sheila A. Eller is an elementary principal in Mounds View Public Schools in Minnesota. a renowned author, consultant, and trainer, she works with educators to develop energized staff meetings, school-improvement initiatives, team-teaching strategies, and employee supervision plans.

Kay Burke, Phd, a consultant, has been a high school teacher, a department chair, a dean of students, a mentor, an administrator, a college instructor, and a member of the Southern Regional Council of the College Board.

Cassandra Erkens, a consultant, is an

Margarita CalderĂłn, Phd, is professor emerita and senior research scientist at the Johns hopkins University School of education. She has conducted research, training, and curriculum development for teaching Kâ&#x20AC;&#x201C;12 english language learners.

William Ferriter is a sixth-grade teacher in a professional learning community near Raleigh, North Carolina. a National Board Certified teacher, Bill has designed professional development courses for educators nationwide.

Lisa Carter is a nationally recognized

Tammy Heflebower, edd, is vice

presenter, keynote speaker, author, and consultant. She began her career as an elementary school teacher and has served as an administrator at the elementary and secondary levels.

president of Marzano Research laboratory. She is a consultant with experience in urban, rural, and suburban districts throughout North america.

adjunct faculty member at hamline University in Minnesota. She is a former high school english teacher, district-level director of staff development, and regional facilitator.

Mitzi Hoback is director of professional development at educational Service Unit 4 in Nebraska, where she has worked for 10 years in the areas of curriculum, assessment, instruction, leadership, and school improvement.

Jan Hoegh is assistant director of statewide assessment for the Nebraska department of education. She works with educators, school districts, service units, and colleges throughout the state.

Janet Malone is former director of professional development for the Poway Unified School district in California. She has experience as a teacher, principal, and central office administrator.

Geri Parscale is deputy superintendent of fort leavenworth Schools, USd 207. She has been in education for more than 20 years, and is a former classroom teacher, building principal, and central office administrator.

Nicole Vagle is a former high school reform specialist. She worked to support the implementation of small learning communities, and coached individuals and teams of secondary teachers in literacy and high expectations for all students.

Phil Warrick, edd, is associate vice president of Marzano Research laboratory. he was an award-winning administrator in Waverly, Nebraska, for nearly 12 years.

Robert J. Marzano, Phd, is cofounder

Kenneth Williams, a former teacher,

and Ceo of Marzano Research laboratory. a leading researcher in education, he is a speaker, trainer, and author of more than 30 books and 150 articles.

assistant principal, and principal, shares his experience and expertise as a recognized trainer, speaker, coach, and consultant in education and leadership.

Mike Mattos, an author and a consultant, is recognized throughout North america for his work in the areas of response to intervention and professional learning communities.

Elaine McEwan-Adkins, edd, is a consultant who has served as a teacher, a librarian, a principal, and an assistant superintendent for instruction in several suburban Chicago school districts.

800.733.6786 solution-tree.com

Speakers are subject to change. Visit solution-tree.com for details.

English Learners Teaching Reading and Comprehension to K–5 ELs Presenter: Margarita Calderón

april 12–13 atlanta, Ga

Close the learning gap for English learners by addressing their language, literacy, and content instructional needs. Dr. Calderón will demonstrate effective schooling structures for implementing response to intervention (RTI). New instructional strategies, including how to develop academic vocabulary, and student performance assessment processes will also be modeled. Lesson templates will be provided to help teachers integrate vocabulary, reading comprehension skills, and writing strategies into math, science, social studies, language arts, and sheltered content.

Learning Outcomes

Bring hard copies of your standards, lesson plans, curriculum, vocabulary, assessments, and any other resources you deem appropriate.

• Accelerate ELs’ language, literacy, and knowledge base while teaching social skills.

• Define RTI in relation to ELs. • Gain literacy strategies that are beneficial for ELs and struggling or reluctant readers. • Learn how to explicitly teach academic vocabulary to ELs. • Explore the use of cooperative learning to motivate and engage all students.

Literacy Elementary Reading Intervention Strategies Presenter: Elaine McEwan-Adkins

april 12–13 atlanta, Ga

Discover the most effective reading intervention strategies for struggling K–6 students. Acquire a toolkit for scaffolding instruction for all students, and learn how to design a customized intervention plan for your classroom, school, or district. Elaine McEwan-Adkins models strategies and shows you how to adapt them to your reading program. Bring your biggest reading obstacles and challenges and gain research-based solutions to ensure literacy for all.

Learning Outcomes • Learn the critical attributes of instruction for students at risk of reading failure. • Acquire reading intervention strategies for phonemic awareness, word identification, fluency, vocabulary, and comprehension. • Design an intervention lesson based on your core program. • Teach reluctant readers to read a lot. • Collaborate with colleagues to solve specific reading problems in your classroom or school. • Explore which specific reading indicators, outcomes, and standards students find most challenging. • Discuss the Literacy Look-Fors Observation Protocol from Dr. McEwan-Adkins’s new book Literacy Look-Fors.

Technology & 21st Century Skills Teaching and Assessing 21st Century Skills Presenters: Robert J. Marzano, Tammy Heflebower, and Phil Warrick

Presented by Marzano Research laboratory

January 31–february 1 little Rock, aR

The pace of change in the world is accelerating. And where is your school in all of it? Are you equipped to teach your students the crucial 21st century skills that nearly every career path will eventually require? In the midst of an information movement that’s perhaps as important and as massive as the industrial revolution, education in the United States risks getting left behind. At best, progress exists, but only in isolated pockets.

Learning Outcomes

Get ahead of the curve—and stay there—with meaningful and relevant learning opportunities that incorporate creative and critical 21st century thinking skills, projects, and real-world experiences. Developed with administrators, curriculum directors, classroom teachers, and support staff in mind, Dr. Marzano’s research-based strategies will support your school’s transformation and prepare you for your quest to enhance learning and student achievement.

• Acquire activities and strategies that can be immediately implemented in your classrooms and schools.

• Discover how major changes in the 21st century have already affected schools and student achievement. • Examine the five categories of skills essential for 21st century success. • Learn the distinctions of cognitive and conative skills, along with their impact on 21st century learning.

• Explore the ways assessment can help students set goals and monitor their progress toward these goals.

Teaching the iGeneration Presenter: William Ferriter

March 26–27 Boston, Ma april 4–5 orlando, fl april 12–13 dallas, tX

You know what the iGeneration looks like in your classroom: iGeners are plugged in, having inherited a world with almost universal access to the Internet. Earbuds hang from backpacks, and cell phones are stuffed in pockets. Text messaging has replaced telephone calls, streaming video has replaced waiting for television shows to start, Wii has replaced Atari, digital photography has replaced film, and cable Internet has replaced dial-up modems. But iGeners aren’t always the best students. Working quickly instead of carefully, they “info-snack” their way through class, flitting from instant experience to instant experience. Reading deeply, considering multiple perspectives, and interacting meaningfully with others are pushed aside in a race for instant gratification. Moving learning forward begins by introducing teachers to ways digital tools can be used to encourage higher-order thinking and innovative instruction across the curriculum. Today’s students can be inspired by technology to ponder, imagine, reflect, analyze, memorize, recite, and create—but only after we build a bridge between what they know about new tools and what we know about good teaching.

Learning Outcomes • Explore the characteristics of the iGeneration and 21st century classrooms. • Review the essential skills—information management, communication, collaboration, problem solving, persuasion—that are always successful. • Examine the way that new digital tools—social bookmarking, blogs, wikis, video editing applications, RSS feed readers—can make work with essential skills more effective and efficient. • Study sets of practical handouts and processes designed to structure digital learning projects in the 21st century classroom. • Master the basic steps necessary for using common web 2.0 applications to support responsible instruction. • Develop a plan for implementing new digital tools into the classroom.

Participants are encouraged to attend as a team because time will be provided each day to support the collaborative planning of projects that can be implemented across subject areas and grade levels. Bring hard copies of your standards, curriculum, current projects, and any other resources relevant to the design process. Laptop computers for each participant also are recommended in order to enable experimentation with new tools and services.

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Instruction The Highly Engaged Classroom Presenters: Robert J. Marzano, Phil Warrick, and Kenneth Williams

Presented by Marzano Research laboratory

february 28–29 hemet, Ca

Grab your students’ attention, and keep it. This workshop provides an in-depth understanding of how to generate high levels of attention and engagement through the use of careful planning and the execution of specific strategies. Based on the strongest research and theory available, these practical applications can be put to use in your classroom immediately.

Learning Outcomes

Explore the four emblematic questions students often ask themselves—the answers to which determine how involved they are in classroom activities:

• Understand how to nurture self-efficacy and learning.

• Gain instructional strategies for engaging students based on current research and theory. • Learn methods for engaging students based on the affective side of learning. • Connect classroom goals to students’ personal goals. • Build your capacity to increase student achievement.

1. How do I feel? (addresses the affective side of learning) 2. Am I interested? (deals with the extent to which classroom activities intrigue students) 3. Is this important? (addresses the extent to which students perceive classroom goals as related to their personal goals) 4. Can I do this? (deals with the extent to which students have or cultivate a sense of self-efficacy)

The Art and Science of Teaching Presenters: Robert J. Marzano, Tina Boogren, and Mitzi Hoback

Presented by Marzano Research laboratory

february 2–3 little Rock, aR

One factor that continually surfaces as the single most influential component of an effective school is the individual teachers within that school. Ensure effective teaching in every classroom. This workshop provides tools and resources for immediate use by educators—and those who support them. Specific attention will be paid to engagement strategies and a comprehensive framework of effective teaching that schools and districts can put into place immediately or use to generate their own models. This model is articulated in 10 design questions teachers ask themselves as they plan a unit of instruction. We now know that effective teachers are made, not born, and that even small increments in teacher effectiveness can have a positive effect on student achievement. This interactive, engaging workshop will provide tools and strategies to enhance teachers’ pedagogical skills.

Learning Outcomes • Learn a common language of instruction. • Learn important routines, including how to be clear about learning goals connected to proficiency scales. • Experience instructional strategies connected to delivering new content, and practice them to deepen understanding. • Discover the importance of applying knowledge by generating and testing hypotheses. • Learn important teacher behaviors for engagement and for building student-teacher relationships. • Ensure high expectations for all students.

Instruction Becoming a Reflective Teacher Presenters: Robert J. Marzano, Tina Boogren, and Tammy Heflebower

Presented by Marzano Research Laboratory

March 29–30 New Hartford, NY

As teachers are asked to become more accountable for their classroom practices and outcomes, it’s critical to embrace self-evaluation and self-reflection as paths toward improvement. At this workshop, you’ll learn what teachers can do by themselves, for themselves, right now. Uncover why classroom autonomy and collaboration go hand in hand, and what sort of framework must exist between teachers in order for success to manifest at every level of learning. After being introduced to a large range of instructional strategies, you’ll assess yourself based on those strategies, plan to design your own personal growth plan, and learn how to set and meet mutual teacher goals.

Learning Outcomes • Explore 41 self-reflection strategies suited to implement into any classroom environment. • Identify ways to integrate self-reflection into the foundation of your learning teams. • Discover your pedagogical strengths and weaknesses, and learn what to do with them. • Understand the powerful and positive influence technology can have on your learning objectives. • Contextualize the research that transforms educators into experts.

Motivating Students Presenter: Carolyn Chapman or Nicole Vagle

March 29–30 San José, CA April 17–18 Columbus, OH May 17–18 Seattle, WA

How do we motivate students who don’t care? What do we do when a student refuses to participate or forgets to hand in homework? The unmotivated learner is often daydreaming, doodling, running, staring blankly, furiously tapping or humming, and sometimes defiantly resisting. Sound familiar? Disengaged students, seemingly unmotivated, have the potential to zap the energy from teachers and throw a classroom into chaos. The focus of the classroom quickly shifts from igniting a love of learning to putting out the fires of misbehavior. Too many educators have lost the spark of believing in all students. Even more students have given up on themselves. A motivated faculty becomes a united front to make sure that all students have a successful learning experience that has a positive impact for a lifetime. Motivation is a complex issue because what motivates any individual depends on a host of factors. Participants will learn and explore practices designed to create conditions in the classroom and school that promote, support, and cultivate motivation and increased achievement. Receive tools and strategies to address some of the most common unmotivated behaviors that get in the way of learning for individuals and sometimes entire classrooms or schools.

800.733.6786 solution-tree.com

Learning Outcomes • Explore factors that influence motivation. • Gain tools and templates to inspire and help plan. • Consider relevant research in planning to motivate students. • Explore labels that need to be unwrapped for students to be motivated. • Learn strategies to break down the barriers to motivation. • Plan to address individual student motivational issues. • Use assessment tools to determine the cause(s) of the problem. • Learn strategies to create the conditions for optimal student engagement. • Leave with an implementation plan for creating motivation in individual students, in a classroom, or in a school or district.

Leadership Teacher Supervision and Evaluation Using the Art and Science of Teaching Presenters: Robert J. Marzano and Phil Warrick

Presented by Marzano Research laboratory

March 1–2 hemet, Ca

Supervising teaching has one primary purpose: the enhancement of teachers’ pedagogical skills, with the ultimate goal of enhancing student achievement. This central responsibility of principals, assistant principals, instructional coaches, and teacher-leaders is the focus of this workshop. The presenters will draw from the research on effective support and supervision as well as their experience as school leaders. This workshop will help you develop a common language of instruction, observational protocols, and a variety of approaches to teacher reflection and feedback. Learn how to implement the structures and tools you need to observe and discuss effective teaching, with a focus on instructional rounds. You will be empowered with strategies for leading change and for creating professional and collegial environments that foster student learning.

Learning Outcomes • Gain research-based instructional and supervision strategies that have a high probability of enhancing K–12 student achievement. • Contextualize your current school and district improvement initiatives within the 10 design questions in The Art and Science of Teaching. • Analyze video clips of effective instruction using Marzano Observational Protocols. • Practice adapting observational protocols to your school and district language of instruction. • Explore a variety of data types that inform teaching: self-perception data, self-observation data, and observational data from peers, instructional coaches, and supervisors. • Contrast and apply stages of teacher development to your current ways of providing teachers with feedback.

Working With Difficult and Resistant Staff Presenters: John F. Eller and Sheila A. Eller

March 12–13 Seattle, Wa

Most school-improvement authors advocate that school leaders need to transform their schools and do business differently; however, few provide real guidance on how to accomplish this. Dr. John Eller and Sheila Eller provide practical strategies to deal with the negativity and resistance that can derail the change effort. They have extensive experience working with faculties to transform schools and districts by implementing schoolimprovement and student achievement initiatives. Learn to identify the most common types of difficult and resistant people that negatively impact school improvement, and experience how to build a positive school culture and design initiatives to minimize conflict. These skills and strategies have been successfully implemented in conjunction with a variety of schoolimprovement programs, including response to intervention (RTI), special education program delivery transformation, adequate yearly progress (AYP), differentiated instruction, data-driven decision making, and professional learning communities.

Learning Outcomes • Assess your leadership style and attributes, and learn how to maximize your strengths. • Work through the gaps and transitions normally present in school-improvement projects. • Identify the potential root causes of difficult or resistant behavior. • Plan and conduct difficult conversations with staff sabotaging improvement. • Build a positive and productive school climate and culture. • Empower productive and positive staff to take on the issues related to resistant colleagues. • Use language tools to effectively disarm and engage difficult staff. • Identify your “frames of reference” and how these impact your perceptions of resistant staff. • Develop better listening and questioning skills. • Learn ways to prevent negative coalitions and groups from forming. • Develop effective norms that guide behaviors and interactions. • Practice techniques to break complicated processes into easy-to-implement parts to minimize anxiety.

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