ISL Modules 4, 5, and 6 Onsite Brasilia

Co-sponsored by ISL and American School of Brasilia, Brazil

 

Module 4: Setting Goals and Expectations Using Data Informed Decision Making

Module 5: Leading Improvement in Classroom Instruction: Meeting the needs of all learners

Module 6: Instructional Leadership Project Plan

June 11, 12 and 13,  2016

                   at the                      

American School of Brasilia

 

Registration Deadline: February 15, 2016

ISL Confirms Delivery on January 2, 2016

Instructor: Bob Jackson

Brochure   ISL PROGRAM BRAZIL June 2016

Onsite Rating by Participants:

Overall experience: 4.8 out of 5

Overall instruction: 4.9 out of 5

100% Recommend the Module to Others

Testimonials:

• This is an excellent course from A to Z. Extremely engaging and relevant
• Amazing
• A life changing experience
• Wonderful, enriching interactions and strategies, tips, embedded in research/data

Program Detail:

Module 4: Setting Goals and Expectations Using Data Informed Decision Making

“On the road to improved student achievement – whether in the classroom, school or district – it makes intuitive sense that an accurate roadmap is an essential tool. We need to know where we are now, where we want to be, and what key barriers and opportunities lie between those two points. At the same time, and despite the fact that evidence-based decision making has become a familiar feature of the education landscape, the research confirming the connection between student achievement and data use is surprisingly thin. What this suggests is that, while we acknowledge the value of data, much remains to be done in building our capacity to gather, analyze, interpret and use it to support improvement.” Ontario Leadership Strategy Bulletin 5 Ideas Into Action Fall 2011

In this module participants will

• examine the characteristics of a collaborative school culture in which teachers share responsibility for student learning and school improvement based on student needs and school/ system priorities
• understand terms used in school improvement planning: data, objectives, results, indicators and results-based plans
• differentiate between a target and an indicator in a school improvement plan
• distinguish between developing a plan based only on objectives and one based on results
• understand the importance of collecting and analyzing student achievement data, demographic data, intercultural competency data, program data, perceptual data and system data, with teachers
• understand how to work with teachers using a variety of data to inform decision making, influence the direction in school improvement planning and lead ongoing monitoring and evaluation of school improvement plan
• explore qualitative and quantitative indicators of success and growth with teachers in terms of student achievement and intercultural competency
• examine structures to engage teachers in the cyclical review of school data and the school’s improvement plan

Module 5: Leading Improvement in Classroom Instruction: Meeting the needs of all learners 

“An instructional leader knows how to analyze student performance data and determine which areas of the curriculum need attention. Such a principal recognizes good classroom instruction in all core subjects (whether or not he or she is licensed in the content) and can assess the quality of instructional materials. The principal regularly coaches staff with a focus on student learning, rather than only occasionally “observing teaching” for purposes of an annual evaluation of the teacher. Finally, the principal regularly evaluates the entire instructional system—curriculum, instruction, standards, assessments, and safety nets—to assure that it is aligned with the school’s mission.” Switzer 2007

In this module participants will

• examine the school and classroom conditions that ensure high expectations for all students
• gain strategies for working with teachers to understand the relationship between self-regulation, learning skills and readiness for learning
• explore various learning styles and instructional strategies to meet the individual needs of all, including the Teaching-Learning Critical Pathways as a tool to organize actions for teaching and student learning
• examine teaching strategies to build intercultural competencies and global citizenship in the classroom
• identify the unique needs of learners such as English as a Second Language Learners, English Language Learners and students with special education needs
• understand backwards planning, the universal design for learning and differentiated instruction
• explore Marzano’s Nine Instructional Strategies for Effective Teaching and Learning
• utilize inquiry-based learning strategies to engage students in higher order thinking
• identify assessment “for, as and of” learning and how each informs teacher planning and instruction providing descriptive feedback to scaffold student learning
• understand how to monitor the quality of teaching through classroom walkthroughs and challenging conversations.

Module 6: Instructional Leadership Project Plan: The Application of Theory to Practice

“It is not that the research literature is unhelpful but rather it needs to be put into perspective so that individual change leaders can learn to become more effective in practical, meaningful ways. Our intent is to place the leader in the driver’s seat, in charge of their own learning while collaborating with others.” Fullan 2012

In this module participants will

• develop an Instructional Leadership Project Plan focused on a real instructional issue identified within their school by addressing these questions:

1. What specifically is the instructional leadership focus of the proposed practicum? How do you know this is an issue that needs to be addressed? What information has been analyzed?
2. What are the goals for the practicum? How does your practicum align with the school and system improvement plans? How is building the intercultural competencies of others embedded in the plan?
3. What is the context of your practicum? (school, staff, community, culture, length of tenure in current role, etc.)
4. How does the proposed project directly reflect the role of a school head, deputy, principal (head) or vice-principal (deputy)?
5. What concepts, theories, and ideas presented in earlier ISL modules will influence your actions? What school and system documents or guidelines will influence your actions? What additional readings have you identified to support your program?
6. How will this project provide opportunities to work with students, teachers, other leaders, parents, and members of the community?
7. What are your specific plans? (You may use an organizing chart with month, activity and hours.) Your project must reflect between 50 and 60 hours of work.
8. How will you assess the impact of your project?
9. How will you assess your leadership skills in executing the project?
10. Who will serve as your onsite mentor during the project?

• ensure the project will involve 60 hours of leadership activity
• engage in a mentoring/coaching relationship to develop a focus for the plan and assessment and approval of the plan
• with the execution of the plan, maintain a reflective journal and a time/activity log.

Online Modules:

During the fall of 2015 and winter of 2016, we will be offering ISL Modules 1, 2, 3, and 6 online.

Not sure about online courses? Register for our Free Tutorial and have a look! 

Hotel Suggestion:

We have negotiated a special rate for the participants.

Please see the hotel link  http://www.nobilehoteis.com.br/hoteis/nobile-suites-monumental/

Rate:

R$ 217,25 Luxo Single

R$ 239,75 Luxo Double

For reservations, please contact:

Natália Vargas

Email: reservas.nsm@nobilehoteis.com.br

Tel.: +55 (61) 3044-4066

Fax.: +55 (61) 3044-4020