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Closing General Session
January
- 29
- 2021
At 07:30
Tending to the SEL Needs of Adults
January
- 29
- 2021
At 06:40
Crisis leadership tests our competencies as well as our compassion. As schools explicitly create programs and practices for student's SEL needs, adults need the same care and consideration. This session offers a conceptual base as well as multiple transferable strategies, some to be used the next day! The learners will: 1. consider a crisis framework (Carter & White, 2017) 2. try some people-first and work-first practices as educators adjust to changing times 3. assess resilience toward the goal of self-care
Teacher, Heal Thyself! You Can’t Take Care of Them Until You Take Care of You
January
- 29
- 2021
At 06:40
Are you consumed with creating engaging lesson plans that will capture the attention of your students? Are you completely swamped with grading projects, papers, homework, etc.? Are you spending an ungodly amount of time scheduling phone and video conferencing calls with administrators, peers, students, parents, and/or caregivers so that you establish clear lines of communication with everyone involved in your students’ education? Are you juggling the demands of your own family’s needs? With all of this, it is understandable that you may feel overwhelmed, scattered, and downright frazzled. Educators are really good at considering the well-being of others, but they are NOT always as good when it comes to considering their own well-being - until it’s too late and they become either sick or burnt out. Self-care involves taking responsibility for yourself and carving time to ensure you enjoy a healthy work/life balance. You may not think that you have time for self-care, but you do. And it is critical that you take care of you so that you are ready and able to take care of all of the other constant demands in your life. Objectives: *Attendees will be able to identify stressors in both their personal and their work lives. *Attendees will be able to identify the strategies they typically engage to cope with life stressors. *Attendees will be able to craft a healthy and balanced personal self-care plan.
SEL Deserves an "F": Supporting Social and Emotional Learning Through Self-Leadership, Self-Awareness, Self-Management, and Self-Care
January
- 29
- 2021
At 06:40
School is not just about the kids! As school leaders today, when we think about social and emotional learning, we typically begin thinking of processes, procedures, and practices we can establish to provide direct support to students. We think about their adverse childhood experiences (ACE's) and how we can balance our approach to teaching and learning to include both qualitative and quantitative means. However, it is rare that we consider the ACE's of the adults serving the students; we rarely think about the lingering impact of the personal childhood traumas on the teachers, leaders, support personnel...or even our own traumatic experiences. During this session, leaders will explore the connection between who they are, their experiences, and the impact on student learning, school climate and culture, teacher efficacy, and the benefit of focusing the whole person. As a result of attending this session, school leaders will: -Gain insight regarding self-awareness, awareness of others, and awareness of their impact on student learning, teacher learning, school culture and climate, and the efficacy of the entire educational program and school organization demonstrated through qualitative and quantitative measures. -Learn how to establish comprehensive structures and systems to support the social and emotional capacity of leaders, teachers, and support personnel -Become knowledgeable of effective holistic leadership strategies and gain a greater understanding of how to learn, live, and lead beyond the metric
Lean on Me: A Collaboration Story
January
- 29
- 2021
At 06:40
Educators in leadership roles, including coaches and administrators, need a support system to process stress, replenish energy, and cope with the demands of the job. Everyone needs a “battle buddy” who will help you through difficult times and celebrate success with you. Developing a collaborative partnership is one way to fulfill this need. This session focuses on how to build your own collaborative partnership as the presenters share their story. The presenters will share their experience in developing and maintaining a collaborative partnership over five years. Participants will leave with a planning tool, a list of tangible and intangible benefits, and key actions for positive outcomes. Participants will… Understand the concept of a “battle buddy” in terms of a collaborative partnership as a method for promoting educator wellness. Utilitze a tool for identifying potential partners and planning partnership steps to take action in developing a support system. Internalize and value the role of a support system to prevent burnout and compassion fatigue.
Keep Your Teachers: Six Powerful Strategies for Teacher Retention and Growth
January
- 29
- 2021
At 06:40
When teachers quit, students lose. Teachers have a greater impact on student achievement than any other school level factor, but they are leaving the profession in higher numbers than ever. Teacher turnover negatively impacts students' academic, social and emotional outcomes. Students with the greatest needs may be taught by a series of teachers who have not yet developed effective teaching skills. High teacher turnover also costs schools and districts valuable resources. In this interactive session, leaders will gain strategies and tools to support their teachers and to encourage them to stay longer and be stronger for their students. This session will include participant discussion of current needs and practices, discussion of suggested strategies, and the sharing of action plans. Short video clips of teachers' stories will also be included for additional inspiration and information. The use of digital polling as well as time for questions will also be included in this interactive session. Objective 1: School Leaders will understand the primary factors associated with teacher turnover. Objective 2: School leaders will be able to immediately implement specific research based strategies for increasing teacher retention, including strengthening relationships, increasing autonomy, boosting efficacy, supporting collaboration, acknowledging effort, and inspiring purpose. Objective 3: School leaders will assess the current needs regarding teacher retention in their schools and districts and develop a concrete plan with action steps to address those needs.
Everybody needs a little T.L.C. (Teaching, Learning, and Culture)
January
- 29
- 2021
At 06:40
The purpose of the presentation is to focus on changing a turnaround campus with a focus on TLC, Teaching, Learning, and Culture. Attendees will learn of a five-point system emphasizing the needs for any campus to address and demonstrate growth in the first year of implementation. There will be discussion regarding developing a plan for their school to implement. The goal is for attendees to comprehend the five-point system and utilize the components as strategies for turning any school campus.
Do You Have a Student or People-Centered Culture?
January
- 29
- 2021
At 06:40
Per Gallup: 31% of teachers are highly engaged inside the traditional student-centered school. In contrast, 65%-70% of employees are highly engaged inside today’s people-centric workplace. One is built for compliance and the other for continued growth or “thinking that consistently exceeds the average.” In this session, you will be introduced to the common elements behind the workplace shift from compliance to a growth (people-centric) culture including how to: 1) facilitate the creation of a purpose statement of shared significance, 2) assess the alignment of the current culture with the purpose, 3) use the Assessment and the Purpose to collectively map out the desired culture, and finally, 4) how to use the resulting framework to systematically communicate and make decisions specific to hiring/promoting, recognition, and performance management. Presenters: One is a career educator and school turnaround specialist and the other is behind some of the most trusted brands in the world. Please read the following article before the session. “Why Great Employees Leave ‘Great Cultures’” https://hbr.org/2018/05/why-great-employees-leave-great-cultures To learn more about Gallup’s measure of Employee Engagement, go to https://q12.gallup.com/public/en-us/Features Objectives: a) An increased understanding of how/why a growth (people-centric) culture works and considering, b) a better awareness of how aligned is "my" or "our" current system of getting things done.
The Zen Teacher: Creating Focus, Simplicity, and Tranquility in the Classroom
January
- 29
- 2021
At 05:40
Teacher stress is at an all-time high. This leads to teachers melting down, burning out, and leaving the profession. But, there is a solution. Teachers are the primary creators of a calm classroom climate, and relaxed teachers inspire calm and relaxed students, which ultimately leads to increased learning. In this session, the presenter will share a five-step blueprint from his Zen Teacher workshop, and participants will learn how to use Zen-inspired techniques like mindfulness, meditation, compassion, gratitude, silence, stillness, subtraction, space, pamper triggers, nonjudgment, and self-care to achieve a greater sense of peace both inside and outside the classroom.
The Extraordinary Power of a Safe and Supportive Culture
January
- 29
- 2021
At 05:40
A high skill facilitative school leader is the "Carl Elsener" for education. Investigate Carl Elsener's story by reading the book Infinite Games, written by author Simon Sinek. A leader that is a highly skilled facilitator realizes education is an infinite game: an infinite game that cultivates not only content knowledge but also character. I contend that while a senior leader cannot be an expert in every arena, an extraordinary leader remains an expert in coaching and facilitation. An extraordinary leader utilizes their facilitative skills to construct a collaborative culture of well-being and academic achievement. We recognize that staff and student thrive instructionally and academically in safe and supportive school culture, The session examines facilitation skills and coaching competencies as highly skilled facilitators can lead collaborative conversations that increase their schools' and districts' health and academic status. The participants of the session can count on the following: • Define a supportive and safe culture desired by staff and students. • Examine the research on how to change or improve the culture of an organization. • Recognize the importance of communication and clear expectations when realizing the health and safety of an organization. Clarity is kind. • Study high-probable facilitative skills and protocols necessary to operationalize collaborative structures that substantially improve academic abilities and cultivate well-being
The BOND Project: Male Educators of Color Creating Spaces for Wellness, Leadership and Equity
January
- 29
- 2021
At 05:40
The BOND (Building Our Network of Diversity) Project is an affinity group that seeks to recruit, develop, retain, and empower male educators of color. With male educators of color being less than 2% of the teaching force nationwide, it is important to highlight the work of initiatives that improve recruitment and retention efforts, developing teacher efficacy, and building self care and inclusionary spaces for educators. Presenting at this ASCD conference aligns with our mission as we elevate the need to create spaces for wellness, leadership and equity. In this session, participants will: 1) Learn the story and mission of the BOND Project, 2) Examine the challenges of male educators of color and the benefits of affinity groups for workforce diversity, and 3) Reflect on wellness, leadership, and equity as vital to successful educators, schools, and student outcomes.
Leading and Learning Through Conflict
January
- 29
- 2021
At 05:40
There’s a universal agreement that conflict is inevitable. This means the question isn’t about whether or not conflict will exist, but rather what we’ll do to get out of conflict when it does occur. How we choose to respond can result in something good or bad, constructive or destructive, invigorating or debilitating. Walk away from this session with (1) an understanding of the ‘why’ behind conflict, (2) research-based strategies for leading through conflict, and (3) tangible supports you can use right away to address conflict in a manageable and meaningful way. Leadership through conflict supports the Whole Educator and, in turn, the Whole Child.
Empathetic Leadership: It's All About Your Staff & Students
January
- 29
- 2021
At 05:40
Navigating leading schools and districts during the recent global pandemic has spotlighted the importance of empathetic leadership. Empathetic leaders are able to experience a situation the way another person experiences it. They are able to effectively deal with difficult issues and create solutions that many people can support. Empathetic leaders more readily focus on building trust that leads to deeper understanding of the staff and students they serve. But demonstrating empathy is an often overlooked component of leadership in our schools. In this session, participants will explore the traits of highly effective empathetic leaders, identify empathetic leadership practices, and assess their own traits in this area. Participants will leave this session with an action plan for integrating empathetic leadership components into their personal leadership development as well as the leadership development programs in their districts and schools.
Effect of Implementing a Comprehensive Teacher Induction Program on Teacher Retention and Effectiveness at High-Needs Schools
January
- 29
- 2021
At 05:40
Participants will learn about school-related factors contributing to low teacher retention and low student academic achievement at high-needs schools. Participants will learn about comprehensive induction programs, which include the provision of trained, highly effective, instructional mentors who have dedicated time to support new teachers. Instructional mentors play an instrumental role in satisfying a variety of individual needs new teachers may have, from welcoming them to the profession and organization, to helping them access resources, develop rigorous lessons, and analyze student data. Instructional mentors fulfill professional and social needs new teachers may have, preventing isolation, frustration, and disengagement, which can lead to early teacher burnout. Comprehensive induction programs provide targeted professional development for new teachers and instructional mentors and are dependent on effective and supportive leadership from principals, who promote a collaborative culture. Participants will learn how high-functioning Professional Learning Communities and a Situational Leadership approach can support and promote new teacher effectiveness and retention. Results from a quantitative study conducted at Osceola County will be shared, to make a case for comprehensive teacher induction practices as a means to increase teacher retention and student achievement at high-needs schools. Participants will reflect on and assess current induction practices in their own schools and districts and determine how adequately and consistently these practices prepare new teachers to become effective instructors. Participants will reflect on incentives to promote retention of effective teachers at high needs schools.
Do Less to Be More: Strategies to Decrease Stress, Increase Productivity, and Avoid Burnout
January
- 29
- 2021
At 05:40
Half of all teachers leave the profession within their first five years. Of those that remain, a sizeable chunk are simply burned out: they lose the fire that drew them to the profession. In this session, learn the most important steps educators can take to help them teach, passionately and effectively, in the most sustainable way. Discover the common characteristics that drive those teachers who change lives, year after year, for decades. Learn how to successfully employ work-life balance strategies to ensure you are working a reasonable amount of hours each week, while still teaching with your full heart and soul. Leave with an action plan to help you decrease stress, increase productivity, and invest in yourself.
Bold Humility: Encouraging Risk-taking for Staff and Students
January
- 29
- 2021
At 05:40
In this session, participants will leave with strategies designed to empower others and better engage students. Strategies will focus on: Relationships, Risk Taking, Celebrations, Leadership, and Growth. Participants will develop plans of action as a result of the strategies presented. In addition, there are multiple opportunities for participants to share and learn collaboratively with teams and table partners. In an age of accountability, we often stifle creativity, innovation, and risk-taking by our subtle and often unintended actions. This session will help remind us of how to better engage and empower those we work with.
Opening General Session
January
- 29
- 2021
At 04:30
How to Achieve Perfection Without Being Perfect: A Session on Learning from Our Mistakes
January
- 29
- 2021
At 06:40
Given the unavoidable nature of mistake-making right now, the issue is not whether mistakes will be made, but whether mistakes can serve as an instrument to enable learning. More than ever before, school leaders need to support teachers to grow comfortable and confident in mistake-making by helping them develop the skills and competencies to recognize, react to, and repair them. This ability to learn from mistakes rather than be deterred by them is what is called “Mistake Literacy.” In this session, you will learn: What the research says about how to optimize learning from mistakes How to cultivate a school culture that produces a mistake-literate faculty. The foundational learning, teaching, and community values that nurture learning from mistakes.
Closing General Session
January
- 28
- 2021
At 09:45
Perspectives From The Classroom: How To Support Teachers Following COVID-19 Related School Closures
January
- 28
- 2021
At 08:50
The unprecedented COVID-19 related school closures will require district and building leaders to address several newfound challenges. One challenge of great importance is how to best support teachers in re-acclimating to the school and classroom environment following extended time away. Using qualitative survey data from five Midwestern school districts, this session explores teachers' perspectives on how district and school leaders can best support teachers re-entry into the classroom. Forms of support will include developing structures to support extended loss of instructional time, adapting curriculum and resources, and supporting teacher grief and trauma related to COVID-19. Learning Objectives: 1. This session will identify four challenges district and building leaders might need to address following extended school closures; 2. This session will discuss five forms of support district and building leaders can provide to support teachers re-acclimation to the classroom environment.
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KINGSTOWNE COMMUNITY LIBRARY
6500 LANDSDOWNE CENTRE
ALEXANDRIA
VA
Zip: 22315
Ph: 7033394610
SPECIAL COLLECTIONS/LOCAL HISTORY
717 QUEEN STREET
ALEXANDRIA
VA
Zip: 22314
Ph: 7037461706
JOHN MARSHALL COMMUNITY LIBRARY
6209 ROSE HILL DR.
ALEXANDRIA
VA
Zip: 22310
Ph: 7039710010
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Practice Resources
ASCD Conference on Education Leadership
1703 North Beauregard St., Alexandria, VA 22311
Ph: 1-800-933
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