Tag Archives: HGSE

The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress Day 2

Rhonda Mitchell (@rgmteach) and I are attending The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress at The Saul Zaentz Professional Learning Academy.

How can early education leaders support the design and implementation of strong early learning environments—those that buffer stress, reduce challenging behaviors, and promote development?

Day 2 Agenda (with my notes)

Classroom Strategies to Decrease
and Respond to Disruptive Behaviors
Amanda Williford
Research Associate Professor, University of Virginia, Curry School of Education, Center for Advanced Study of Teaching and Learning (CASTL)

Reflection and Application
Amanda Williford and the Zaentz Team

Strategic Planning Session
Nonie Lesaux and Robin Kane

Universal Design for Equity and Strong Early Learning
Thomas Hehir
Silvana and Christopher Pascucci Professor of Practice in Learning Differences, Harvard Graduate School of Education

My list to think about, reflect on, and grapple with from today includes:

  • How might we meet the needs of diverse learners?
  • How might we develop and strengthen strong positive bonds and relationships?
  • How can we shift the dialog to “what does this learner need from me?” How can we embrace the power of positivity to make change?
  • Can we grow into a  5:1 ratio to make change and leverage the power of positivity?
  • Can we strength our norm of no labels so that we describe what a learner can do and the next step?
  • Can we embrace the Theory of Change to gain clarity?
    structures vs. processes; outputs vs. outcomes, etc.
  • How might we improve learning for all and deepen our understanding of differentiation?

The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress Day 1

Rhonda Mitchell (@rgmteach) and I are attending The Science of Early Learning and Adversity: Daily Leadership to Promote Development and Buffer Stress at The Saul Zaentz Professional Learning Academy. This professional development features keynote speaker Walter Gilliam (@WalterGilliam).

How can early education leaders support the design and implementation of strong early learning environments—those that buffer stress, reduce challenging behaviors, and promote development?

Agenda (with my notes)

Today’s Early Education Landscape
with Nonie Lesaux and Stephanie Jones

Understanding Stress and Behavior
in the Early Education Environment
with Walter Gilliam
Director of The Edward Zigler Center in Child Development and Social Policy and Associate Professor of Child Psychiatry and Psychology, Yale University Child Study Center

Reflection and Application
with Walter Gilliam and the Zaentz Team
facilitated by Robin Kane

Strategic Planning Session
facilitated by Robin Kane and Emily Bautista

My list to think about, reflect on, and grapple with  from today includes:

  • Micro-stresses pile up.
  • How might we pay attention to and recognize stress?
    (Student stress, teacher stress, family stress, leadership stress.)
  • Empathy: Who is it given to? From whom is it withheld?
  • What are we looking for and who are we looking at?
  • How might we anticipate expected “unexpected” events?
  • What structures can be put in place to support learners, teachers, families, leaders?
  • When sharing information about a learner, check intent. Are we sharing knowledge and understanding to support the learner?
    • Can we offer evidence to show what we know and understand?
    • Can we share information without adding judgement and labels?
  • How do I and who helps me check my bias?

Teaming: Deepen Understanding to Strengthen Academic Foundation

How might we learn and grow together? How do we connect ideas and engage in productive, purposeful professional development (aka learning experiences) around common mission, vision, and goals? What if we model what we want to see and experience in our classrooms?

Influenced, inspired, and challenged by our work at Harvard Graduate School of Education’s 2016 session on the Transformative Power of Teacher TeamsMaryellen BerryRhonda MitchellMarsha Harris, and I set common goals for faculty-learners.

We can design and implement a differentiated action plan across our grade to meet all learners where they are.

But, how do we get there?

For a while, we will narrow to a micro-goal.

We can focus on the instructional core, i.e. the relationship between the content, teacher, and learner.

For today’s Pre-Planning session, a specific goal. At the end of this session, every faculty-learner should be able to say

We can engage in purposeful instructional talk concerning reading, writing, and math to focus on the instructional core.

Here’s our learning plan:

8:00 Intro to Purpose
Instructional Core: Relationship between content, teacher, student

Explain Content Groups tasks

8:30 Movement to Content Groups
8:35 Content Groups Develop Mini-Lesson

9:05 Movement back to Grade-Level Teams in the Community Room
9:10 Share Readers’ Workshop Instructional Core ideation
9:20 Q&A and transition
9:25 Share Writers’ Workshop  Instructional Core ideation
9:35 Q&A and transition
9:40 Share Number Talk  Instructional Core ideation
9:50 Q&A and transition
9:55 Closure:  Planning, Reflection, Accountability

We also shared our learning progressions with faculty so they might self-assess and grow together.

Today’s goal:
screen-shot-2016-09-10-at-10-09-44-am
Year-long goal:
Screen Shot 2016-08-13 at 8.04.56 PM
When  we focus on the instructional core and make our thinking visible, we open up new opportunities to learn and to impact learning with others.

How might we deepen understanding to strengthen learning?

HGSE Teaming: Sketch notes for learning

Our team (Maryellen Berry, Rhonda Mitchell, Marsha Harris, and I) attend the Harvard Graduate School of Education’s 2016 session on the Transformative Power of Teacher Teams taught by Katherine Boyles and Vivian Troen.

Below are my notes from each session and a few of the lasting takeaways.

01-HGSETeaming

Teams that lack open conflict are dying entities.

Boyles and Troen challenge us to level up from a “culture of nice” to a collaboration.

02-HGSETeaming-City

Elizabeth City joined us to make the case for teacher teams and introduce intentional talk around the instructional core.  How might be build collective efficacy?

03-HGSETeaming-BolesTroen

Boyles and Troen then facilitated a session to help teams set norms and change the sense of what is possible.  The instruction core was again emphasized as well as task focus.

04-HGSETeaming-Wilson

Daniel Wilson started our second day with a session on cultivating collaboration.  How might we have communication, coordination, cooperation, and collaboration.  His definition of collaboration, coming together to create something new, inspired our team to co-labor and set new goals?

05-HGSETeaming-Higgins

Monica Higgins used the Mount Everest case study as a catalyst for discussion around leadership, responsibility trust, and teaming.

Changing your mind can be a show of strength.

06-HGSETeaming-SchlerPinnolis

Aviya Schler and Jacob Pinnolis discussed implementing faculty rounds at their school.  How might we build a culture of inquiry where we are curious about each other’s practice? What if we share our questions and help each other “see” what happens during class?

07-HGSETeaming-Doyle

Jodi Doyle and her team creating and sustaining collaborative, committed teaching teams.  How might we grow together to serve all learners in our care? What if we structure team meetings to embrace the power of positivity, have serious task focus around students learning, and be product oriented?

08-HGSETeaming-Blythe

Tina Blythe began our last day with using protocols to learn from student and teacher work.  How might we support deep learning and thinking?

Many eyes looking helps us learn and notice more.

How will we team? norm? collaborate? support? become more curious?