The Art of Facilitation: Creating a Learner-Centered Environment
This course challenges participants to re-examine what leadership can and should look like in the twenty-first century. Our post-modern, information-rich culture has generated constantly evolving paradigms of leadership. The traditional, hierarchical pyramid-shaped organizational chart has been replaced by egalitarian, collaborative circles of shared leadership. At the heart of these changes is a shift in the relationships that develop between the members of organizations. These relationships require a new set of perspectives, attitudes, and skills that enable people to engage in dialogue, to work collaboratively, and to reflect together to assess and plan for new projects.
Organizations that have transformed along these lines have been called “learning organizations,” after the groundbreaking work of Peter Senge and his colleagues. In education and nonprofits, such organizations are often referred to as “learning communities.” In learning communities, leadership is less about directing and more about facilitating. This course, a series of learning experiences in the art of facilitation, is designed to support teachers, teacher-leaders, and school leaders as they are reshaping their roles in their organizations and their relationships with colleagues and with students. Course participants will learn how to transform one’s teaching and/or leadership practices to make them more facilitative and less directive, thereby shifting the focus of the learning environment from what the teacher or leader does to what the learner does.
As a result of taking this course, teachers will know and be able to do the following:
Build learning communities that are attuned to the stages of group development, meet the basic needs of learners, address different learning styles, are premised on experiential learning, and are conducted with language that affirms the self-direction of the learner.
- Attend 12 two-hour in-person sessions
- Complete a midterm exam paper that demonstrates key ideas of the course
- Complete reflections and a cumulative reflective essay by course end
- Design a multi-day facilitation for students and/or colleagues
- Provide and receive peer feedback on assignments with enthusiasm and an open mind
- Attend all sessions and participate as an engaged, active listener in class discussions
This class will be taught by
Michael is a Senior Program Officer for the Talent Development Department at New Visions. Michael is responsible for supporting the continued implementation of New Visions’ leadership and team development programs, particularly the Collaborative Leadership Advancing School Success (CLASS) and the Teacher and Leader Effectiveness Team (TALENT). Michael has over 20 years of experience in education, as a teacher, staff developer and administrator. Most recently, he was the senior director at the Center for Supportive Schools, formerly known as the Princeton Center for Leadership Training. Michael holds an A.B. in history from Princeton, earned his leadership certification at Rutgers and holds a doctorate in educational leadership from Fordham University.
“This was hands down the best course I have taken in my career as an educator thus far (8 years and counting). Not only did Michael teach the strategies but he also modeled them each week in class. I took away so much from this course and have already begun using them in my instruction!” Course Participant, Spring 2016
New Visions for Public Schools
205 E. 42nd Street, 4th FL
New York, NY 10017
Course Fees and Registration
*New Visions is covering the course fees for educators who work in a New Visions school (charter or district). If you do not have the registration code, please email email@example.com. See our terms & conditions page for further information regarding registering with the DOE for P-credit and other details such as our refund policy.