SOE Teachers Academy
2008 Summer Symposium
Symposium Schedule June 23 - June 27, 2008
Registration is Closed!
If you have questions or concerns contact Christina K. O'Connor at ckoconno@uncg.edu
Full Symposium Schedule in PDF format.
Short Symposia Schedule in PDF format.
Full Symposium ($240)
Full conference participants will choose one of the following three options:
- 1 three-day institute (FULL 1)
or - 1 two-day institute and 1 one-day institute (FULL 2)
or - 3 one-day institutes (FULL 3)
Full Symposium participants should select from the following choices:
Three Day Institutes (Tuesday, Wednesday, Thursday)
Institute I Critical Friends Group Coaches Training (Focus on Equity)
This institute is designed to train participants as Critical Friends Coaches. A Critical Friends Group (CFG) generally consists of six to ten teachers and/or administrators who commit to working together on a long-term basis with a focus on improving practice and increasing student learning. CFG coaches help participants deepen their skills in two areas: classroom practice and whole-school reform. Participants will learn and practice new techniques while building a reflective, mutually supportive culture that is itself a professional learning community. Note: This is the first part of a five day training experience. Participants in this session must commit to an additional 2 day session to be scheduled at a mutually agreed upon later date.
Two Day Institutes (Tuesday and Wednesday)
Institute II Analyzing Student Work (Presented by the New Teacher Center, University of California Santa Cruz)
This institute is designed to provide mentors with strategies and tools for helping beginning teachers identify student needs, plan for differentiated instruction, and ensure equitable learning outcomes.
• Explore the rationale and purpose for analyzing student work to guide instruction
• Become familiar with a process and protocol for looking at student data
• Practice a mentoring conversation for the examination of student work
• Learn a scaffold for differentiating instruction
• Apply the process to other contexts
Institute III Designing and Presenting Professional Development for Beginning Teachers (Presented by the New Teacher Center, University of California Santa Cruz)
This institute is designed to help mentors bring new teachers together for meaningful and responsive learning experiences.
• Understand assumptions about adult learners
• Use a conceptual framework for designing staff development
• Know your audience
• Develop outcomes
• Plan for content
• Build a repertoire of strategies
• Extend and refine personal presentation skills
One Day Institutes
Tuesday
Institute IV Institute on 21st Century School Leadership
This institute is designed for practicing and aspiring school leaders. Participants should choose from the following topics:
Session 1 (9:00 – 10:30)
A Northern Guilford Professional Development High School
Dr. Jewell Cooper, Mr. Joe Yeager, Ms. Chris Ricci, Dr. Carl Lashley
This session will report on the Northern Guilford Partnership High School, a joint venture of UNCG and Guilford County Schools. This project intends to bring university teacher preparation faculty and high school faculty and staff together to create a professional learning community that focuses on teacher pre-service preparation, practitioner professional development, inquiry to enhance practice, and collaboration on improved student learning. Faculty from the Schools of Education, Music, and Health and Human Performance as well as the College of Arts and Sciences have been active in working with high school faculty, staff, and administrators.
B 21st Century Leadership Professional Development
This session is full
Dr. Carl Lashley and Dr. Misti Williams
This session will explore issues in leadership professional development, including choices of topics, modes of delivery, action research, professional mentoring, and models of collaborative professional development. Because of the time and resource restrictions that influence leadership practice, professional development often slips to the bottom of leaders’ priority lists. New approaches to professional development are necessary to provide the knowledge, skills, and dispositions that leaders need to be successful in 21st Century schools. This session will utilize Web 2.0 technologies to illustrate the arguments the presenters will offer.
C Mentoring Principal Interns: A Collaborative Learning Experience
Dr. Joanne Chesley
Principals who serve as mentors and recent interns whom they have mentored, will share best mentoring practices. The principals will tell how they approach this work, amidst the primary responsibilities connected to the role as school leader. The interns will express the strategies they use to optimize the experience for themselves and still assist the principal in meeting the goals for that school.
Session 2 (10:30 – 12:00)
A Northern Guilford Partnership High School
Dr. Jewell Cooper, Mr. Joe Yeager, Ms. Chris Ricci, Dr. Carl Lashley
This session will report on the Northern Guilford Partnership High School, a joint venture of UNCG and Guilford County Schools. This project intends to bring university teacher preparation faculty and high school faculty and staff together to create a professional learning community that focuses on teacher pre-service preparation, practitioner professional development, inquiry to enhance practice, and collaboration on improved student learning. Faculty from the Schools of Education, Music, and Health and Human Performance as well as the College of Arts and Sciences have been active in working with high school faculty, staff, and administrators.
B 21st Century Leadership Professional Development
Dr. Carl Lashley and Dr. Misti Williams
This session will explore issues in leadership professional development, including choices of topics, modes of delivery, action research, professional mentoring, and models of collaborative professional development. Because of the time and resource restrictions that influence leadership practice, professional development often slips to the bottom of leaders’ priority lists. New approaches to professional development are necessary to provide the knowledge, skills, and dispositions that leaders need to be successful in 21st Century schools. This session will utilize Web 2.0 technologies to illustrate the arguments the presenters will offer.
E Exploring the Principal/Mentor Relationship: Considering the Role of the
Mentor and Providing Effective Leadership to Promote Mentoring Best Practice
Representatives from the Durham Mentor Program
Maintaining a high functioning relationship with a mentor is essential to the support of new teachers in your building. This session will explore what is needed to maintain a healthy relationship with the mentor. It will also bring an awareness of some of the challenges mentors and principals face when working within a confidentiality agreement. The session will also discuss some strategies to consider when faced with having a ‘fierce conversation’ with a mentor.
Session 3 (1:00 – 2:30)
E Exploring the Principal/Mentor Relationship: Considering the Role of the Mentor and Providing Effective Leadership to Promote Mentoring Best Practice
Representatives from the Durham Mentor Program
Maintaining a high functioning relationship with a mentor is essential to the support of new teachers in your building. This session will explore what is needed to maintain a healthy relationship with the mentor. It will also bring an awareness of some of the challenges mentors and principals face when working within a confidentiality agreement. The session will also discuss some strategies to consider when faced with having a ‘fierce conversation’ with a mentor.
F What Works in Principal Preparation
Dr. Craig Peck
An information and inquiry session that explores current best practices in the field of principal preparation. Describes and analyzes successful programs and notable initiatives. Attendees will engage in discussion and brainstorming activities.
G Increasing Resilience in Youth: A 21st Century Leadership Imperative
Dr. Joanne Chesley
This session will look at research on resilience and its role in the academic and social development of youth. Discussion will occur around what we commonly call ‘at-risk behavior’ and what alternative responses educators and parents can employ, that serve to increase the child’s locus of control. The presenter will share ideas for incorporating resilience education into the curriculum.
Session 4 (2:30 – 4:00)
D Democratically Accountable Leadership on the Frontlines of Future Ready
Schools
Dr. Carol A. Mullen
This session is full
This session presents a study of leadership on the frontlines with respect to practicing leaders’ perceptions of democratically accountable leadership. Educational leaders who understand the importance of democratic principles within the accountability environment can function effectively as change agents.Questions guiding this completed survey research are (1) what ideas do education practitioners have about democracy, accountability, and democratic accountability? (2) What are some implications of democratic accountability for leadership? The students in educational leadership who were the participants articulated that leaders must be able to exercise a dual capacity in their work as democratically accountable leaders committed to social justice.
F What Works in Principal Preparation
Dr. Craig Peck
An information and inquiry session that explores current best practices in the field of principal preparation. Describes and analyzes successful programs and notable initiatives. Attendees will engage in discussion and brainstorming activities.
G Increasing Resilience in Youth: A 21st Century Leadership Imperative
Dr. Joanne Chesley
This session will look at research on resilience and its role in the academic and social development of youth. Discussion will occur around what we commonly call ‘at-risk behavior’ and what alternative responses educators and parents can employ, that serve to increase the child’s locus of control. The presenter will share ideas for incorporating resilience education into the curriculum.
Institute V Ethical and Professional Issues in Mentoring
Mary Bolt, Laine Hindley and Laura Will
Durham Public Schools Mentors
Mentoring fosters unique relationships with beginning teachers, administrators and other school personnel. Within these relationships a mentor must respect confidentiality and honor the highest levels of professionalism. Learn how mentors establish trust and confidentiality, collaborate with a school’s administrative team, utilize the support of personnel inside and outside of the school, and how to differentiate the support provided. Through case studies, participants will identify ethical and professional challenges that confront mentors and construct protocols to guide responses to these challenges.
The Principal/Mentor Relationship: Communicating Effectively and Still Respecting Confidentiality
Emmitt Tilley, Principal at Sherwood Githens Middle School
Andrew Sioberg, Mentor at Sherwood Githens Middle School
Developing and maintaining the relationship between a mentor and their principal is essential for effective support of new teachers. This session will explore the optimal conditions and inherent challenges for creating an effective relationship. It will discuss the challenges and strategies to maintaining confidentiality, and provide opportunity to consider and practice the often intimidating ‘fierce conversations’ that can occur between the two roles.
Wednesday
Institute VI Project CREATE: Differentiating Instruction for21st Century Inclusive Classrooms
Brooke Blanks, Nicole Dobbins, Noel Keener, and Stephanie Kurtts, Department of Specialized Education Services, UNCG
- Use differentiated instruction to develop tiered learning activities for all students
- Effectively create lesson plans that specifically indicate how students with IEPs have individual goals met in the general classroom
- The role of universal design for learning in the inclusive general education classroom-an accessible curriculum for all learners
Hands on activities for all grade levels with many instructional activities to take back to the classrooms
Institute X Service-Learning Institute -- Engaged Epistemology: Changing Visions, Changing Lives through Service-Learning
Dr. Marilynne Boyle-Baise, Professor of Curriculum Studies in Social Studies Education at Indiana University and author of Multicultural Service Learning: Educating Teachers in Diverse Communities.
The Service-Learning sessions are intended for classroom teachers, administrators, teacher education faculty, and prospective teachers interested in Engaged Epistemology and teaching for change. There will be a morning keynote speaker and panel discussions/presentations in both the morning and afternoon addressing: 1) Successful strategies by local school administrators who have made powerful differences at their school through their own engaged epistemology; 2) The impact of service-learning on the development of teacher vision (UNCG faculty and undergraduate students researching this topic); 3) Office of Leadership and Service Learning representatives providing information and insights for developing service learning curricula.
Thursday
Institute VII TESOL for ALL: Partnering for Future Ready Schools
Morning Keynote Speaker: Dr. Joy McLaughlin
Title: Everything I Know about ESL I Learned from My Students
Afternoon Keynote Speaker: Dr. Micheline Chalhoub-Deville
Title: Research on SIOP and Language Testing
TESOL for ALL sessions are intended for classroom teachers, ESL specialists, administrators, teacher education faculty, and prospective teachers interested in learning more about teaching ELLs, including teaching strategies and other aspects of supporting ELLs and their families in NC. There will be a morning and an afternoon keynote speaker plus a total of 8 break-out sessions during the day. Breakout sessions will be designated as being more appropriate for those who are (a) novices or experienced with ESL, (b) focused on Elementary, Middle/High school, or K-12, and (c) focused on instructional strategies or other ESL-related issues.
Institute VIII Coaching in Complex Situations (Presented by the New Teacher Center, University of California Santa Cruz)
This institute is designed to support the mentor in coaching strategically and finding solutions to challenging situations.
• Develop an understanding of the human dynamics involved in complex coaching situations
• Diagnose and identify key issues using professional teaching standards
• Expand one’s repertoire of coaching techniques
• Become familiar with a schema for selecting appropriate strategies
Institute IX Creating and Facilitating Meetings That Promote Mentor Development (Presented by the New Teacher Center, University of California Santa Cruz)
This institute is designed to share a model that creates a collaborative learning environment in which mentors can develop skills, gain knowledge, and problem-solve issues of mentoring.
• Learn a conceptual framework for meeting design
• Create a scope and sequence for the curriculum of mentoring
• Experience a meeting design that promotes professional development
• Develop skills and strategies that build collaborative cultures
• Build personal capacity as an educational leader
• Understand the mentor’s role in the professionalization of teaching
One Day Symposium (Community Leader Strand) ($70)
Monday, June 23, 2008
Two Day Symposium (School Leadership Strand) ($75)
Monday and Tuesday, June 23 & 24, 2008
This institute is designed for practicing and aspiring school leaders. Participants should choose from the following topics for Tuesday, June 24:
Session 1 (9:00 – 10:30)
A Northern Guilford Partnership High School
Dr. Jewell Cooper, Mr. Joe Yeager, Ms. Chris Ricci, Dr. Carl Lashley
This session will report on the Northern Guilford Partnership High School, a joint venture of UNCG and Guilford County Schools. This project intends to bring university teacher preparation faculty and high school faculty and staff together to create a professional learning community that focuses on teacher pre-service preparation, practitioner professional development, inquiry to enhance practice, and collaboration on improved student learning. Faculty from the Schools of Education, Music, and Health and Human Performance as well as the College of Arts and Sciences have been active in working with high school faculty, staff, and administrators.
B 21st Century Leadership Professional Development
This session is full
Dr. Carl Lashley and Dr. Misti Williams
This session will explore issues in leadership professional development, including choices of topics, modes of delivery, action research, professional mentoring, and models of collaborative professional development. Because of the time and resource restrictions that influence leadership practice, professional development often slips to the bottom of leaders’ priority lists. New approaches to professional development are necessary to provide the knowledge, skills, and dispositions that leaders need to be successful in 21st Century schools. This session will utilize Web 2.0 technologies to illustrate the arguments the presenters will offer.
C Mentoring Principal Interns: A Collaborative Learning Experience
Dr. Joanne Chesley
Principals who serve as mentors and recent interns whom they have mentored, will share best mentoring practices. The principals will tell how they approach this work, amidst the primary responsibilities connected to the role as school leader. The interns will express the strategies they use to optimize the experience for themselves and still assist the principal in meeting the goals for that school.
Session 2 (10:30 – 12:00)
A Northern Guilford Partnership High School
Dr. Jewell Cooper, Mr. Joe Yeager, Ms. Chris Ricci, Dr. Carl Lashley
This session will report on the Northern Guilford Partnership High School, a joint venture of UNCG and Guilford County Schools. This project intends to bring university teacher preparation faculty and high school faculty and staff together to create a professional learning community that focuses on teacher pre-service preparation, practitioner professional development, inquiry to enhance practice, and collaboration on improved student learning. Faculty from the Schools of Education, Music, and Health and Human Performance as well as the College of Arts and Sciences have been active in working with high school faculty, staff, and administrators.
B 21st Century Leadership Professional Development
Dr. Carl Lashley and Dr. Misti Williams
This session will explore issues in leadership professional development, including choices of topics, modes of delivery, action research, professional mentoring, and models of collaborative professional development. Because of the time and resource restrictions that influence leadership practice, professional development often slips to the bottom of leaders’ priority lists. New approaches to professional development are necessary to provide the knowledge, skills, and dispositions that leaders need to be successful in 21st Century schools. This session will utilize Web 2.0 technologies to illustrate the arguments the presenters will offer.
E Exploring the Principal/Mentor Relationship: Considering the Role of the Mentor and Providing Effective Leadership to Promote Mentoring Best Practice
Representatives from the Durham Mentor Program
Maintaining a high functioning relationship with a mentor is essential to the support of new teachers in your building. This session will explore what is needed to maintain a healthy relationship with the mentor. It will also bring an awareness of some of the challenges mentors and principals face when working within a confidentiality agreement. The session will also discuss some strategies to consider when faced with having a ‘fierce conversation’ with a mentor.
Session 3 (1:00 – 2:30)
E Exploring the Principal/Mentor Relationship: Considering the Role of the
Mentor and Providing Effective Leadership to Promote Mentoring Best Practice
Representatives from the Durham Mentor Program
Maintaining a high functioning relationship with a mentor is essential to the support of new teachers in your building. This session will explore what is needed to maintain a healthy relationship with the mentor. It will also bring an awareness of some of the challenges mentors and principals face when working within a confidentiality agreement. The session will also discuss some strategies to consider when faced with having a ‘fierce conversation’ with a mentor.
F What Works in Principal Preparation
Dr. Craig Peck
An information and inquiry session that explores current best practices in the field of principal preparation. Describes and analyzes successful programs and notable initiatives. Attendees will engage in discussion and brainstorming activities.
G Increasing Resilience in Youth: A 21st Century Leadership Imperative
Dr. Joanne Chesley
This session will look at research on resilience and its role in the academic and social development of youth. Discussion will occur around what we commonly call ‘at-risk behavior’ and what alternative responses educators and parents can employ, that serve to increase the child’s locus of control. The presenter will share ideas for incorporating resilience education into the curriculum.
Session 4 (2:30 – 4:00)
D Democratically Accountable Leadership on the Frontlines of Future Ready
Schools
Dr. Carol A. Mullen
This session presents a study of leadership on the frontlines with respect to practicing leaders’ perceptions of democratically accountable leadership. Educational leaders who understand the importance of democratic principles within the accountability environment can function effectively as change agents.Questions guiding this completed survey research are (1) what ideas do education practitioners have about democracy, accountability, and democratic accountability? (2) What are some implications of democratic accountability for leadership? The students in educational leadership who were the participants articulated that leaders must be able to exercise a dual capacity in their work as democratically accountable leaders committed to social justice.
F What Works in Principal Preparation
Dr. Craig Peck
An information and inquiry session that explores current best practices in the field of principal preparation. Describes and analyzes successful programs and notable initiatives. Attendees will engage in discussion and brainstorming activities.
G Increasing Resilience in Youth: A 21st Century Leadership Imperative
Dr. Joanne Chesley
This session will look at research on resilience and its role in the academic and social development of youth. Discussion will occur around what we commonly call ‘at-risk behavior’ and what alternative responses educators and parents can employ, that serve to increase the child’s locus of control. The presenter will share ideas for incorporating resilience education into the curriculum.
One Day Symposium (Differentiating Instruction for 21st Century Inclusive Classrooms Strand) ($35)
Wednesday, June 25, 2008
Institute VI Project CREATE: Differentiating Instruction for 21st Century Inclusive Classrooms
- Use differentiated instruction to develop tiered learning activities for all students
- Effectively create lesson plans that specifically indicate how students with IEPs have individual goals met in the general classroom
- The role of universal design for learning in the inclusive general education classroom-an accessible curriculum for all learners
Hands on activities for all grade levels with many instructional activities to take back to the classrooms
One Day Symposium (Service Learning Strand) ($35)
Wednesday, June 25, 2008
Institute X Service-Learning Institute -- Engaged Epistemology: Changing Visions, Changing Lives through Service-Learning
Dr. Marilynne Boyle-Baise, Professor of Curriculum Studies in Social Studies Education at Indiana University and author of Multicultural Service Learning: Educating Teachers in Diverse Communities.
The Service-Learning sessions are intended for classroom teachers, administrators, teacher education faculty, and prospective teachers interested in Engaged Epistemology and teaching for change. There will be a morning keynote speaker and panel discussions/presentations in both the morning and afternoon addressing: 1) Successful strategies by local school administrators who have made powerful differences at their school through their own engaged epistemology; 2) The impact of service-learning on the development of teacher vision (UNCG faculty and undergraduate students researching this topic); 3) Office of Leadership and Service Learning representatives providing information and insights for developing service learning curricula.
One Day Symposium (English Language Learners Strand) ($45)
Thursday, June 26, 2008
Institute VII TESOL for ALL: Partnering for Future Ready Schools
TESOL for ALL sessions are intended for classroom teachers, ESL specialists, administrators, teacher education faculty, and prospective teachers interested in learning more about teaching ELLs, including teaching strategies and other aspects of supporting ELLs and their families in NC. There will be a morning and an afternoon keynote speaker plus a total of 8 break-out sessions during the day. Breakout sessions will be designated as being more appropriate for those who are (a) novices or experienced with ESL, (b) focused on Elementary, Middle/High school, or K-12, and (c) focused on instructional strategies or other ESL-related issues.
Symposium for Future Ready Schools
Schedule-at-a-Glance
Monday, June 23, 2008
8:00-9:00 Registration
9:00-3:00 Keynote addresses, facilitated discussion, poster session and luncheon
Tuesday, June 24, 2008
8:00-9:00 Registration
9:00-12:00 Symposium Institutes I, II, III, IV & V
12:00-1:00 Lunch
1:00-4:00 Symposium Institutes I, II, III, IV & V
Wednesday, June 25, 2008
8:00-9:00 Registration
9:00-12:00 Symposium Institutes I, II, III, VI & X
12:00-1:00 Lunch
1:00-4:00 Symposium Institutes I, II, III, VI & X
Thursday, June 26, 2008
8:00-9:00 Registration
9:00-12:00 Symposium Institutes I, VII, VIII & IX
12:00-1:00 Lunch
1:00-4:00 Symposium Institutes I, VII, VIII, & IX
Friday, June 27, 2008
8:00-9:00 Registration
9:00-12:00 Roundtable: Best Practices in Mentoring and Induction
12:00-1:00 Lunch