Instructional Leadership for Curriculum Coherence (ILCC)
About the Project
Teachers leaders such as department chairs, grade team leaders or instructional leads are often asked to lead meetings and professional development, without in-house support.
This year-long professional learning series will support teacher leaders such as department chairs, grade team leaders or instructional leads with developing the skills to effectively lead adult learning through meetings and professional development to enact their instructional vision.
The ILCC project will provide teacher leaders with planning support around year long meeting arcs, developing team or department best practices, launching literacy initiatives or creating instructional exemplars within the school that will help meet school wide goals.
Approach
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Culturally Responsive Pedagogy
This project will learn about the CR-SE needs of teacher leaders and support them on how to increase their integration of culturally responsive pedagogy in department/team meetings and professional development. Professional learning will connect to learners’ funds of knowledge by encouraging them to draw on their cultural capital, tools and strengths to apply new learning and demonstrate new skills.
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Literacy
This project will aim to learn about the most requested instructional and literacy needs of teacher leaders who run department-wide or grade team meetings, and what the several options are for how teams can increase their use of shared literacy practices. Participants will engage in internal and external metacognitive conversations to make sense of resources shared. Elements of explicit instruction such as modeling, practice, feedback, and reflection will be used at different times to make the steps of facilitating adult learning clear. Literacy will be integrated into the area of evaluation by assessing the number of teachers reporting the use of an instructional routine or implementing an instructional practice with students. Our goal is to collect qualitative data from coherent adult learning plans, agenda and observation notes of specific routines related to protocols and resources used.
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Adult Learning
Through participation in this project, teacher leaders will experience portions of the SIMPL model as well as share video to observe effective practices for team professional learning. We will utilize principles from Adult Learning Theory to inform our planning and to assess our participants’ experiences.
Project Team
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- Caroline Suh
- Rachelle Verdier
- Dora Kastel
Contact
For questions about the project please email us at csuh@newvisions.org