Curriculum Leadership Development Network (CLDN)
CLDN is a program designed to provide in-depth learning and networking opportunities that develop curriculum leadership. For nine years IL ASCD has offered CLDN to Illinois Educators. Frequently we have been asked, “Can I sign up for part of the program?” Now the answer is YES! CLDN sessions will be expanded to include educators and TEAMS OF EDUCATORS who wish to select from varying topics.
1. WHAT ARE YOUR NEEDS?
• Select one topic on one date, or select two or more.
• Come alone or as a team.
• Customize to your individual, your school or district needs, and your budget.
2. WHERE: CHSD 218 Academy, 10701 S. Kilpatrick, Oak Lawn, IL 60453
3. WHEN AND WHICH TOPICS:
INVITED PRESENTERS CLDN 2016-17
January 23, 2017 — Human Resources and Teacher Hiring Practices - Mark Friedman and Steven Greisbach, BPW Associates; 21st Century Learning Leadership - Josh Stumpenhorst, Teacher of the Year.
February 27, 2017 — Social Emotional Learning - Jason Ness and Antwan Babakhani
March 20, 2017 — It’s About the Learning! Observing and Evaluation the NGSS - Craig Gaska; C3 Social Studies Standards - Donna McCaw
April 24, 2017 — Vision, Values & Goals: Leading Change in a Professional Learning Community - Doug Lillydahl, Adlai Stevenson HS; PLC’s and Formative Design” Jason Ness and Antwan Babakhani
Are you new to Curricular Leadership or are you experienced and looking for current topics? Want to enhance your instructional leadership skills? Want to gain skills on implementing data analysis and it’s implications for curriculum development and instruction? Need more knowledge on Assessment, NGSS, or C3 SS Standards,? Wondering how to lead PLC’s? Looking for a cohort of professionals to share resources?
THEN CLDN IS FOR YOU!
WHO SHOULD PARTICIPATE?
Those responsible for curriculum leadership in a school or district setting: Principals, AP’s, Directors of Curriculum, Assistant Superintendents for Curriculum, Department Chairs, Teacher Leaders, Curriculum Coordinators, or any other given leadership position with curriculum responsibilities.
• Explore topics relevant to school improvement planning and its implementation.
• Receive a wealth of resources to get started in the responsibilities of a curriculum leader.
• Network with one another, with CLDN faculty, and with experienced mentors.
• Receive a variety of ASCD curriculum development and other leadership books.
CLDN is a program designed to provide in-depth learning and networking opportunities that develop curriculum leadership.
CLDN AREAS OF STUDY
Curriculum Strand: Standards Implementation; Social Emotional
Learning Assessment Strand: Data Analysis, Assessment: Formative/Summative
and Formative Design
Instruction Strand: 21st Century Learning, Visible Learning, SEL
Organizational Strand: School Culture & Climate, Home to School
Connection Managerial Tools Strand: Professional Learning Communities, Coaching of Administrators, Human Resources
Human Resources and Teacher Hiring Practices Mark Friedman and Steven Griesbach, BPW Associates;
The area of Human Resources has taken on a new importance in school districts today. Not only is the hiring process evolving but the overall responsibilities of the Human Resources official has changed dramatically. Today the HR department must focus on recruitment, certification, interviewing, PERA, compliance with mandates, counseling and developing staffing projections among other things. In addition, it’s not unusual for administrators in the HR role to offer guidance on retirement and career planning. This workshop will provide attendees with an opportunity to get an inside glimpse of the day to day functions of HR personnel. In addition the presenters, both experienced search consultants for BWP and Associates as well as former Superintendents, will share tips on how to market yourself for careers in education as well as how to prepare an application package. This workshop will be interactive and focused on the practitioner.
21st Century Learning Leadership Josh Stumpenhorst, Teacher of the Year.
Social Emotional Learning Jason Ness and Antwan Babakhani
When it comes to SEL, we picture a classroom setting of meaningful conversations about feelings or connections to content--this is especially true at the high school level. Some schools assess a student's ability to empathize or perspective take. Others believe that a "teaching moment" is the best time to establish a social and emotional connection in the classroom. With so many perspectives and renditions, it is hard to establish a common language or approach to SEL in the classroom. The purpose of this workshop is to review Yoder's (2014) research on teaching the whole child and develop a concrete understanding of SEL through 10 teaching practices. Rather than looking at how SEL is incorporated into the curriculum and instruction of a classroom, we will look at classroom practices that promote positive learning environments, social-emotional competencies and academic learning. The article will also provide salient cross-walks to different evaluation tools so that administrators can leverage conversations in pre and post conferences during evaluations to directly address teaching practices and its social-emotional efficacy within the classroom.
March 20, 2017:
It’s About the Learning! Observing and Evaluating the NGSS Craig Gaska
It’s about the learning! Observing and evaluating the Next Generation Science Standards (NGSS) requires a new set of eyes in order to effectively observe and evaluate the paradigm shift that occurs in the NGSS classroom. Administrators will explore the NGSS conceptual shifts, science and engineering practices, cross-cutting concepts, and disciplinary core ideas. Attendees will learn strategies to use observations and evaluation in supporting teachers who are changing the way they teach science. Administrators and curriculum coaches are encouraged to bring classroom teachers to this workshop.
C3 Social Studies Standards Donna McCaw
Vision, Values & Goals: Leading Change in a Professional Learning Community Doug Lillydahl, Adlai Stevenson HS
Implementing Professional Learning Communities can radically change the educational opportunity awaiting your students for the better. Yet it is not as easy as flipping a switch or making a pronouncement -- a PLC centered school relies on the buy-in and collaborative skill of its staff, and so you need to assess and support your teacher teams to success. This presentation walks through the factors, attitudes, and structures that lead to team engagement and productivity -- and student success. Come hear about how to manage the rough edges of PLC implementation or maintenance and how to keep high flying teams focused on the right stuff.
PLC’s and Formative Design Jason Ness and Antwan Babakhani
Professional Learning Communities (PLCs) have become increasingly popular in schools across the country. It is critical for teachers and administrators to have a regular forum built into their day to calibrate curriculum and support student learning. With the stage set, what do educators really discuss in PLCs? What does it look like? How is a protocol used? How does it impact student achievement? A required element of professional learning communities is common formative assessments. Schools need to have common formative assessments to gauge student performance and calibrate teaching practices within the instructional core. Common formative assessments set the stage to analyze unit designs, delivery of instruction and task analysis. This workshop will focus on the development of common formative assessments and its impact on improving PLC protocols.
- Five days of learning October - April
- Options for Graduate Credit
- Professional Development Hours
- Breakfast and Lunch each day
- IL ASCD is an ISBE Approved PD Provider
- IL ASCD is CPS Approved Provider # 24595
- Complimentary Parking
- Complimentary topical books
- Ability to request a curriculum mentor