Synchronous Virtual PD

We use video conferencing for PLC-Impact Team coaching. Our coaching experts do grade level or course-alike coaching sessions aligned to your school wide goals. Our sessions are interactive, practical and meet educators at their point of need with a goal of quality implementation.

Clarity for Virtual

Teaching and Learning

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Belonging Through a Culture of Dignity

 

Clarity for Virtual Teaching and Learning

 

The TCC Clarity for Virtual Teaching & Learning Framework leverages the research around teacher clarity, learner agency and evidence based feedback to create a practical approach for remote teaching and learning. Our framework infuses a social and emotional learning component to ensure learners have the skills to build quality relationships with a mission of teaching our students how to practice self-care.

Belonging Through a Culture of Dignity Series

 
Authors: Dr. Floyd Cobb & John Krownapple
Time: 2.5 Virtual, Interactive Sessions
Audience: Teachers, Teacher Leaders, School Leaders, Instructional Coaches, Department Leaders, District Leaders

Avoiding the Dysfunctional Cycle of Equity Work

Racial inequality and injustice have captured the world’s attention, however most schools and districts seeking to “do something” are poised to fail (again) with equity implementation. Big time. Why? Because there exists a predictable cycle of failure, which includes experiencing a catalyst, committing to equity, fumbling around with implementation, and upholding the inequitable status quo until the next catalyst occurs. Learn what you can do to break this dysfunctional cycle once and for all.
Outcomes:
  • Define the phases and stages of the Dysfunctional Cycle of Equity Work.
  • Develop knowledge of the concepts foundational to equity and essential to successful implementation.
  • Acquire a proven theory of action for equity implementation.

Equity • Beyond Diversity and Anti-Bias Trainings

For years, “diversity” has been the best-known slogan, key word, or common way people describe anything resembling equity work. Additionally, anti-bias training is commonplace. However, as a goal, diversity will lead us in the wrong direction Furthermore, anti-bias training has been proven to fall short of their intended purpose. This session helps participants develop clarity of educational equity and the type of learning required to actually achieve it.
Outcomes:
  • Define commonly used terms: participants develop clarity with commonly used terms: diversity, inclusion, equity.
  • Develop a vision for educational equity.
  • Gain knowledge of the type of learning and development required to actualize educational equity.

Belonging • Beyond Access

To redress inequity and create a socially just system of education, ensuring access is not enough. For educational equity, access and belonging are both vital. In this session, participants will explore why aspirations to eliminate so-called achievement gaps must first prioritize eliminating gaps in belonging.
Outcomes:
  • Identify how structures and traditions of schooling require students to achieve in order to belong, reversing the order of these human needs.
  • Develop knowledge how belonging uncertainty hinders academic performance and correlates with numerous unhealthy outcomes.
  • Commit to prioritizing belonging for every student.

Equity through an Inclusive Environment

An inclusive environment provides access and ensures belonging for every person and, thus, offers a vision for equity in education. In this session, participants will explore classroom and school culture by examining various ways that belonging and access intersect to create four unique experiences for individuals and social groups. Leave with specific indicators of Inclusive Excellence, an example of equity based on the concept of social inclusion.
Outcomes:
  • Define the components of classroom or school environment: climate and culture.
  • Explore the ways that belonging and access intersect to create experiences of exclusion, segregation/separation, integration, and inclusion.
  • Develop knowledge of academic tracking and ability grouping as a racialized system of exclusion.
  • Acquire sample indicators of Inclusive Excellence.

Self-Care through Dignity

 
Self-care is important at all times, but the unique situation we find ourselves in during times of virtual learning and social isolation have made the need for inner understanding, strength, and peace more obvious than ever. In this session, participants explore self-care through the lease of dignity.
Outcomes:
  • Identify the dangers of social isolation, loneliness, and a lack of belonging.
  • Explore the four dispositions for dignity.
  • Commit to self-care by treating oneself with dignity

Dignity Across Differences

 
In order for educators to honor the dignity of every student, they must be able to affirm differences and uniqueness. The term “cultural competence” represents this ability and “cultural proficiency” offers tools to develop it.  In this session, participants will explore cultural proficiency and use a specific tool to understand the nuances of policy, practices, and behaviors in honoring dignity across students’ various dimensions of difference.
Outcomes:
  • Define cultural competency and proficiency.
  • Acquire tools to develop one’s own cultural competence.
  • Practice assessing the healthiness of policies, practices, and behaviors by using the Cultural Proficiency Continuum.

High Expectations through Presuming Competence

 
In order for educators to honor the dignity of every student, they must be able to presume competence and, thus, communicate a belief in the worthiness and ability of every student. In the absence of this belief, educators will all too easily fuel (or even create) a reflexive cycle of student underperformance. In this session, participants deepen understanding of the power of high expectations and practice presuming competence.
Outcomes:
  • Describe the power of high and low expectations.
  • Identify structures such as ability grouping (and practices such as labeling) that communicate low expectations and fuel underperformance.
  • Identify various ways of communicating high expectations and fueling high performance.
  • Practice shifting beliefs and reframing expectations about groups and people through presuming competence.

Assessing Climate for Equity

 
At the root of educational inequity are unhealthy school and classroom climates that are historically un-welcoming for certain identity and demographic groups. A positive school climate is the antidote to practically all of the troublesome issues that dominate our attention in public education. In this session, participants will explore how to assess their classroom (or school) culture in order to create equity for all.
 
Outcomes:
  • Describe healthy classroom and school climates that are at the root of educational equity.
  • Develop knowledge of the significance of gaps in belonging.
  • Explore ways of gathering, disaggregating, and using belonging data to improve the educational experience for every student.

Connectedness and Dignity

 
In order for educators to nurture belonging for every student, they must be able to build partnerships and community. Fostering “connectedness” is critical, especially during times of virtual learning and social isolation. In this session, participants will leave with specific ways of promoting connectedness and supporting belonging for all students.
Outcomes:
  • Identify the dangers of social isolation in a distance learning environment.
  • Explore the dignity standard of “building partnerships and community.”
  • Commit to specific actions to foster connectedness for all students.

Dignity through Listening

 
The most important thing someone can do to foster healthy relationships is to learn how to listen. Through effective listening, people feel heard, seen, and accepted. In other words, listening humanizes people and helps them experience belonging. This is critical during times of virtual learning and social isolation. In this session, participants will develop capabilities to engage in effective listening.
Outcomes:
  • Describe research-based benefits of effective listening.
  • Develop strategies for effective listening.
  • Practice effective listening.
 

IncludED Series

 
Authors: Marisol Rerucha, Lisa Cebelek (she/her/hers)

IncludED Restorative Practices • Mindset and Heartset

Author: Marisol Rerucha

Intended Audience: teachers, site & district leaders, counselors 

 

Restorative practices (RP) provides a space for us to connect with the way of our ancestors to embrace a more connected way of being and responding to others in our community. RP is more than just a way of approaching discipline. They are a human centered approach to life and work.

Outcomes:
  • Build a basic understanding of restorative practices 
  • Get acquainted with  tangible resources to guide circles
  • Explore resources and strategies for systemic, quality implementation  
  • Strengthen loving, respectful quality implementation 

IncludED Women in Leadership

Author: Lisa Cebelak (she/her/hers)

Intended Audience: Women in education at any level  

 

While there is a much higher percentage of women as teachers, males make up the majority of educational administrators.  Why the disparity?  Women have had many experiences with gender-based inequity and are able to notice the subtle signs more than ever.  What can women do when they find themselves in gender bias situations?  First we have to be able to recognize it.

Outcomes:
  • Understand second-generation gender bias.
  • Examine why the path to leadership is more difficult for women than men. 
  • Distinguish  leadership purpose vs perception.
  • Determine how to move forward and create a different path to leadership

IncludED Women in Education

 

Author: Lisa Cebelak (she/her/hers)

Intended Audience: Women in education at any level

  

What does it mean to be a successful woman in education?  How are we defining success?  Women are dealing with too much stress and not enough self-care and thus are prone to leaving the educational world. This session will discuss what and how women make decisions and explore the why behind it.

Outcomes:
  • Learn to redefine success (four pillars)
  • Acknowledge (to apply) that self-care is key to avoiding burn out
  • Analyze how women make decisions and learn strategies to help if needed
  • Explore the need for women to support other women in the work environment

IncludED Embracing LGBTQ Inclusive Schools

Author: Lisa Cebelak (she/her/hers)

Intended Audience: Women in education at any level  

When we embrace the inclusion LGBTQ  students, educators, and community, we are supporting the inclusion of ALL students.  Belonging precedes achievement and more often than not, LBGTQ people are left out of the educational conversation and professional development.  This session is focused on AWARENESS and building an empathetic mindset.  It is a safe space for learning basic terminology, understanding gender stereotyping and discussing disrespectful language.

Outcomes:
  • Learn to build an empathetic mindset.
  • Define and apply LGBTQ appropriate terminology.
  • Explore gender stereotypes and simple actions to take.
  • Explore ways to counter disrespectful language.

IncludED Embracing LGBTQ Inclusive Schools

 

Author: Lisa Cebelak (she/her/hers)

Intended Audience: Elementary Educators  (K-5), Secondary Educators  (6-12)

 

When we embrace the inclusion LGBTQ  students, educators, and community, we are supporting the inclusion of ALL students.  Belonging precedes achievement and more often than not, LBGTQ people are left out of the educational conversation and professional development.  This session is focused on AWARENESS and building an empathetic mindset.  It is a safe space for learning basic terminology, understanding gender stereotyping and discussing disrespectful language.

Outcomes:
  • Learn to build an empathetic mindset.
  • Define and apply LGBTQ appropriate terminology.
  • Explore gender stereotypes and simple actions to take.
  • Explore ways to counter disrespectful language.

IncludED Supporting Transgender & Nonbinary Students

 

Author: Lisa Cebelak (she/her/hers)

Intended Audience: Elementary Educators  (K-5), Secondary Educators  (6-12)

Prerequisite: Embracing LGBTQ Inclusive Schools

 

When we embrace the inclusion of transgender and nonbinary   students, educators, and community, we are supporting the inclusion of ALL students.  Belonging precedes achievement and transgender and nonbinary students need our support to feel a sense of belonging.This session is focused on awareness. It is a safe space for learning basic terminology, understanding the basics of gender, how to honor the dignity of trans and nonbinary students and what to do if you make a mistake.

Outcomes:
  • Define and apply appropriate terminology including gender.
  • Learn and honor concepts: gender expression, pronouns, and transitioning
  • Understand mistakes happen and what to do about them.

IncludED Supporting LGBTQ Students During Covid-19

 

Author: Lisa Cebelak (she/her/hers)

Intended Audience: Teachers at any level, school counselors, administrators, support personnel

Many LGBTQ students lack support at home, feel added anxiety, and could be missing out on face-to-face school support systems due to Covid-19.  Taking an intersectional approach, students might hold multiple marginalized identities and need more support than ever before during these trying times. This session will focus on working to create an affirming/safe virtual space for students for a sense of belonging.  We will discuss online safety, self-care, and online resources for LGBTQ students, but also for ALL students.

Outcomes:
  • Learn to build an empathic mindset.
  • Discuss barriers to “staying at home” and online/remote learning for LGBTQ students. 
  • Learn to create an affirming virtual space for ALL students.
  • Discuss online safety, self-care, and share resources for student support.
 

Virtual EngagED Pathway

 
Author: Connie Hamilton
Time: 2.5 hour virtual interactive experience
Audience: Teachers, Leaders, Instructional Coaches,

EngagED Questioning in a Remote Environment

 
Maintaining engagement in remote learning brings a new set of challenges. This foundation session provides educators a questioning mindset through a virtual learning lens. Author of Hacking Questions, Connie Hamilton will model the use of engagement tools during this interactive learning session to maintain active learning when going digital.
Outcomes:
  • Examine strategies to provide equitable learning.
  • Experience engagement tools to support learning of all students.
  • Identify approaches to reduce “IDK” responses as final answers to questions
 

Intended Audience: Teachers, Leaders, Instructional Coaches

 

Engagement Tools and Resources: Nearpod (Specific interactive activities), Jamboard, Google Meet (or Zoom), Meeting Rooms, Instead of IDK Answers, ABC Responses

EngagED Questioning • Blastoff

 
Maintaining engagement in remote learning brings a new set of challenges. This foundation session provides educators a questioning mindset through a virtual learning lens. Author of Hacking Questions, Connie Hamilton will model the use of engagement tools during this interactive learning session to maintain active learning when going digital.
Outcomes:
  • Examine strategies to provide equitable learning. 
  • Experience engagement tools to support learning of all students.
  • Identify approaches to reduce “IDK” responses as final answers to questions.
 

Intended Audience: Teachers, Leaders, Instructional Coaches

 

Engagement Tools and Resources: Nearpod (Specific interactive activities), Jamboard, Google Meet (or Zoom), Meeting Rooms, Instead of IDK Answers, ABC Responses

EngagED Questioning • Perfect Landing

 
Allocation of time within a lesson is often a variable that can make or break a lesson. This session builds on the Blastoff session and focuses on how to bring solid closure to a lesson. Realizing that lessons can run short or go long, we will explore options for maintaining a meta summary of the learning whether the lesson is ended, still needs more time, or requires strategic intervention.
Outcomes:
  • Plan strong closure to lessons
  • Develop questions based on learning intention
  • Embed formative assessment throughout lesson
 

Intended Audience: Teachers, Leaders, Instructional Coaches

 

Engagement Tools and Resources: Nearpod (with new interactive activities), Flippity, JamBoard, Flipgrid, Exit Tickets

EngagED Questioning • The Learning Crew

 
The questions we plan and the protocols we use have a major influence on the quality of collaboration and level of thinking done by students. This session will highlight structures to facilitate collaborative learning with students. We will also investigate different types of questions and how they trigger student cognition. Distance learning offers some barriers to students working collaboratively, so we need to identify them so they can be removed to support students learning together.
Outcomes:
  • Critique the quality and effectiveness of collaboration structures
  • Vary the categories of questions used and understand the thinking processes they initiate. 
  • Highlight ways to overcome barriers to student collaboration in an online setting.
 

Intended Audience: Teachers, Leaders, Instructional Coaches

 

Engagement Tools and Resources: Nearpod, Flipgrid, Backpocket Questions, Reciprocal Teaching, Advanced use of Google Docs

EngagED Questioning • Scaffolding as a Safety Net

 
Every teacher has been faced with the moment a student is struggling to get to an answer. In an effort to support his/her thinking, the teacher begins to offer help. While scaffolding is a critical part of the learning process, it should be used as a safety net with the intention of removing it over time. This session will clearly articulate a sequence of questioning to scaffold students facing productive struggle. Participants will engage in activities that apply to K-12 classrooms to practice a scaffolding sequence and identify the benefits of prompting before cueing.
Outcomes:
  • Sequence questions to support scaffolding. 
  • Distinguish the difference between a prompt and a cue. 
  • Determine how to frame questions to offer more/less scaffolding

Intended Audience: Teachers, Leaders, Instructional Coaches

 

Engagement Tools and Resources: Nearpod, Poll Everywhere, Flippity, Google Forms, Advanced Use of Google Doc

EngagED Questioning • Students as Pilots of Learning

 
Although teachers asking quality questions is key to successful learning in the classroom, flipping the format to assist students to become effective questioners is the ultimate goal. This session will explore how a classroom’s culture encourages or limits risk taking when it comes to questions. When the environment is supportive of inquiry, strategies for students to author high level questions are more productive.
Outcomes:
  • Identify factors that increase risk taking for question engagement
  • Use three states of mind to support students with anxiety
  • Highlight questions more than answers in learning spaces

Intended Audience: Teachers, Leaders, Instructional Coaches

 

Engagement Tools and Resources: Nearpod, Canva, Poll Everywhere, Advanced Use of Google Doc

EngagED: Lifting Engagement with Online Learning Tools

 
Audience: Grade Level Clusters 
Levels: Beginner and Intermediate Sessions are Available 
Example: 2-3 Beginning Group, 3-5 Intermediate 
Time: 1.5-2.5 Hour Session Requirement
 
Shifting to distance learning means new tools in teachers’ toolboxes. The EngagED series has developed a selection of virtual make and take workshops that introduce teachers to useful tools that support teaching and learning. 

Each session models a tool or set of tools and includes how and why it is beneficial for online learning. Then, it provides time for teachers to use the tool in real time to begin merging their content with the strategy or tool.
School Personalization:
We encourage customization of your school’s Virtual EngagED workshop. We are able to support educators who are new to distance learning and offer advanced ways to help those with more online comfort and experience make their online lessons more interactive and successful. Contact The Core Collaborative to set up your planning session to develop a series that will be immediately useful for your educators.
  • Screencastify - Record your screen, voice, and face in a video to offer mini lessons with visual support. 
  • Google Classroom - Platform to organize lessons, activities, announcements, etc. for students. 
  • FlipGrid for students - Use short videos to encourage students to use speaking and listening skills as they engage in learning. 
  • FlipGrid for teacher - Record short videos that allow whiteboard, annotation, and captions during your video
  • Google Meet - Google's version of Zoom for classroom live meetings. Within this program, teachers can share their screen with students and record sessions for later viewing. 
  • Google Forms - Use this tool to gather information from students, easily assess, or collect data. See how charts and spreadsheets are automatically created with the information from the forms. 
  • Google Meet Extensions - Use grid view, collect a transcript of your entire Google Meet session, take attendance and more. Add extensions to Chrome that expand your options within Google Meet
  • Interactive Smart Learning Suite - Use Smart Board lessons to offer interactive sessions with students using your computer as the smart board. 
  • Nearpod - PowerPoint meets Kahoot and More! Nearpod allows teachers to embed interactive activities for students to engage in during a lesson. Fill in the blank, matching, drawing, polls, and more. 
  • Jamboard - A Google Suite online whiteboard where students can draw, input images, and type on a whiteboard and see other students’ boards as well. 
  • Flippity - Predesigned activities using excel (no worries, we’re not creating formulas) that transform a spreadsheet into interactive tools. Examples include sorting cards, random name picking, Bingo, board games, and more! 
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The Core Collaborative

Tel: 619-432-CORE (2673)