Instructional coaching has risen to new heights with the cry for increased accountability and teacher effectiveness. Peer coaching in triad teams yields powerful professional learning and improved teacher practice.
This webinar will provide you with tools for creating, calibrating, and guiding peer triad teams and transforming teacher-to-teacher interactions in your school or system.
How can teachers use “quality questioning” to stimulate student thinking and support classroom dialogue? Why is dialogue essential to meaningful formative feedback?
- Learn about three sets of expectations designed to transform students from passive observers to active participants in class dialogue and in assessment of their own learning
- Engage in strategies that engage all students in making meaning of content, while also providing teachers with information they can use to move learning forward.
- Discover opportunities for partnering with students to co-create a classroom community that celebrates learning for all, not right answers by a few.
Jackie Walsh and Beth Sattes, authors of the new 2nd edition of Quality Questioning: Research-Based Practice to Engage Every Learner.
“Too much to do and too little time” is a common lament for many school leaders, who face piles of paperwork and often one initiative and reform du jour being added on top of another. Yet we’ve known for a long time that when schools succeed, they do so by focusing on doing just a handful of things better: a strong curriculum, effective teaching, supports for learners, and a culture of high expectations. Of course, knowing isn’t the same thing as doing; simply appreciating great music doesn’t mean we’ll find ourselves on stage at Carnegie Hall.
What often gets lost in research on effective schools is how schools become better—the predictable steps they take on the way to greatness. Learn about clear pathways and concrete, focused steps for continuous improvement for all schools, wherever they are on their journey to success.
In schools, change is constant. New programs, policies, and procedures are brought forward with regularity, most—if not all—with the admirable intention of improving conditions for effective teaching and learning. However, it often seems like the harder that leaders push to effect these changes in their schools, the harder staff push back. If your staff doesn’t support the changes that your school needs to make, and if you can’t manage the change process effectively from start to finish, then the greatest plan in the world won’t matter—your efforts will derail.
Get an overview of the research on managing change and insights and ideas on how to help your school team more productively process, and take ownership of, change.
Dr. Matt Seebaum