Q: What is the purpose of the learning team?
A: The purpose of a learning team is to:
• Provide the opportunity for differentiated professional learning
• Allow staff to drive their own professional learning
• Create ways for staff to stay connected
• Be job embedded and should enhance those skills and knowledge sets that are used in day-to-day practice
Q: Can the information and documents on my team’s Ning be used by my supervisor for evaluation?
A: No. A supervisor will not have access to a team’s Ning. A team’s Ning is to be used for sharing documents and information between and among team members.
Q: What are the expectations around Nings?
A: A facilitator may set up a Ning and share it with their team members or a team may use learning team time to use the tutorial to set up a Ning together. The facilitator is not expected to be the expert on Nings. The intent in setting up a Ning is to provide staff with the opportunity to explore technology. Teams may choose to use the Ning on an ongoing basis to share documents or they may choose to use another form of technology that meets their team’s needs. Please contact Wendy Robinson if you need additional support in setting up your Ning.
Q: I heard that we are going to have the opportunity to share in the spring. What will be shared and how will this happen?
A: As your team meets and learns together on a monthly basis, start collecting “evidence” that naturally is generated through your meetings, such as reflections or protocols used for processing learning. Save these documents on your Ning or your chosen method for sharing. Evidence of learning could be an end product of your learning, such as a checklist, a lesson plan or findings from your study.
The specific logistics for where sharing will occur have not been finalized. You determine how you will share. The process of sharing may be done through the use of technology, chart paper, hard copy of documents, pictures or whatever reflects progress toward your goal (may even include lessons learned along the way).
Q: Does the trained facilitator facilitate all the meetings for the learning team?
A: No, that should be a shared responsibility among all the team’s members. One person should not have to carry the full load. The facilitator role should be rotated.
Monday, November 2, 2009
Vote for Your Favorite Learning Team Name
Who has the best learning team name? You decide! Go to the link below and vote for the best learning team name. Winners by region and overall will be announced at the November office meetings. Place your vote by Monday, November 9!
http://tp2.aea11.k12.ia.us/019/learning_team_names.tp4
http://tp2.aea11.k12.ia.us/019/learning_team_names.tp4
Differentiation Workshop Featuring Rick Wormeli Coming in January
Date: January 7, 2010
Time: 8:30 a.m. – 4:00 p.m.
Location: Airport Holiday Inn, Des Moines
Cost: $60 (lunch will be provided)
Activity Number: AS004899991001
Join Rick Wormeli for a “how-to” and “why-we-do-it” workshop for those just getting their feet wet with differentiated instruction or for those already swimming who want more ideas. Wormeli was one of the first Nationally Board Certified teachers in the United States has has more than 25 years of teaching experience. This seminar will bust differentiation myths and provide dozens of practical, use-the-next-day tips for making differentiation work. Wormeli will provide sound instructional ideas on tiering, anchor activities, scaffolding, flexible grouping, attention moves, respectful tasks, compacting curriculum, practical cognitive science applications, classroom management, as well as suggestions for meeting the needs of all students. During the afternoon portion of the seminar, Wormeli will carefully move through each step in the process of creating a differentiated lesson from scratch.
Time: 8:30 a.m. – 4:00 p.m.
Location: Airport Holiday Inn, Des Moines
Cost: $60 (lunch will be provided)
Activity Number: AS004899991001
Join Rick Wormeli for a “how-to” and “why-we-do-it” workshop for those just getting their feet wet with differentiated instruction or for those already swimming who want more ideas. Wormeli was one of the first Nationally Board Certified teachers in the United States has has more than 25 years of teaching experience. This seminar will bust differentiation myths and provide dozens of practical, use-the-next-day tips for making differentiation work. Wormeli will provide sound instructional ideas on tiering, anchor activities, scaffolding, flexible grouping, attention moves, respectful tasks, compacting curriculum, practical cognitive science applications, classroom management, as well as suggestions for meeting the needs of all students. During the afternoon portion of the seminar, Wormeli will carefully move through each step in the process of creating a differentiated lesson from scratch.
Teaching Diverse Students Initiative Offers Learning Opportunity
The Teaching Diverse Students Initiative (TDSI) is a new resource for educators established by the Southern Poverty Law Center. This free resource is a great opportunity for anyone to explore and grow their cultural competence. Working through the assessments, articles and tools is a great professional growth opportunity. These resources can also help teachers, school leaders, school improvement teams or any group with an interest in maximizing students’ learning opportunities to identify needed policies and practices that support effective teaching and high levels of student learning.
The resources available through TDSI are embedded in tools and cases:
• The Understanding the Influence of Race tool helps educators learn more about the origins of “race” as we understand it, examine the continuing influence of race on their own beliefs and behavior and better comprehend how and why their students succeed or struggle.
• The Common Beliefs Survey identifies beliefs about instruction and learning that may have consequences for students of diverse races and ethnicities.
• Primer on Culturally Relevant Pedagogy is an introduction to teaching that facilitates student learning by taking into account race and ethnicity related values, dispositions and experiences.
• Case-Based Course Modules engage the learner in interactive problem-solving related to teaching literacy; many of the lessons to be learned apply to all subjects.
• The School Survey identifies conditions in schools that support effective teaching and learning of racially and ethnically diverse students.
TDSI places primary emphasis on practices within teachers’ immediate control — classroom strategies and pedagogical techniques. The research-based strategies promoted by TDSI, first and foremost, support students’ academic learning. Within that focus, it also emphasizes strategies that have the potential to reduce teacher and student prejudice.
While TDSI focuses on improving instruction, it recognizes that teaching and the learning opportunities experienced by students are influenced by school structures, processes and cultures that vary in the extent to which they are responsive to student diversity. Thus, the TDSI helps teachers, administrators and families identify the characteristics of schools that are particularly important in maximizing the social and cognitive development of racially and ethnically diverse students.
To access this free resource, go to http://tolerance.org/tdsi.
The resources available through TDSI are embedded in tools and cases:
• The Understanding the Influence of Race tool helps educators learn more about the origins of “race” as we understand it, examine the continuing influence of race on their own beliefs and behavior and better comprehend how and why their students succeed or struggle.
• The Common Beliefs Survey identifies beliefs about instruction and learning that may have consequences for students of diverse races and ethnicities.
• Primer on Culturally Relevant Pedagogy is an introduction to teaching that facilitates student learning by taking into account race and ethnicity related values, dispositions and experiences.
• Case-Based Course Modules engage the learner in interactive problem-solving related to teaching literacy; many of the lessons to be learned apply to all subjects.
• The School Survey identifies conditions in schools that support effective teaching and learning of racially and ethnically diverse students.
TDSI places primary emphasis on practices within teachers’ immediate control — classroom strategies and pedagogical techniques. The research-based strategies promoted by TDSI, first and foremost, support students’ academic learning. Within that focus, it also emphasizes strategies that have the potential to reduce teacher and student prejudice.
While TDSI focuses on improving instruction, it recognizes that teaching and the learning opportunities experienced by students are influenced by school structures, processes and cultures that vary in the extent to which they are responsive to student diversity. Thus, the TDSI helps teachers, administrators and families identify the characteristics of schools that are particularly important in maximizing the social and cognitive development of racially and ethnically diverse students.
To access this free resource, go to http://tolerance.org/tdsi.
November 2009 Department of Education School Leader Update
Click here to download the November 2009 issue of the School Leader Update from the Iowa Department of Education.
Reminder: Heartland Logo Clothing Available From Lands’ End
Just a reminder that Lands’ End is the official vendor for Heartland logo clothing items. Our Lands’ End e-store can be found at ces.landsend.com/heartlandaea. You can go to this site to purchase any clothing item in any color you like, and you can add the regular Heartland logo or the Heartland Cares logo. Lands’ End is currently offering free embroidery of logos (savings of $5.95) through November 4. If you’re interested in purchasing clothing, Lands’ End offers frequent sales and promotions, so check the site often.
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