Presentations
Educators' Training
Instructional Leadership Academy
Providing instructional leadership is one of the most important roles of a school leader. This program is designed to increase student learning by enhancing the instructional process in a school or school district. Topics include:
- how brain research is tied to human learning theory and elements of effective instruction
- developmentally appropriate coaching and conferencing strategies to improve teacher effectiveness
- mentoring and collegial coaching
Instructional Leadership is offered in three phases over the course of a year and is appropriate for any educational leader who supervises the instructional process. A refresher course also is offered to help instructional leaders refine their skills.
The target audience is any school leaders who have responsibility for supervising the instructional process. The program consists of 45 hours of training (two 2 ½ -day sessions and one 1 ½ - day session) over the course of several months.
Brain Research and Effective Instructions
This course helps teachers and principals understanding how the latest brain research can be applied to improve instructional practices in the classroom. Participants begin by learning how the human brain processes sensory input and the implications of this new knowledge on the teaching and learning process. Next they learn to analyze classroom instruction as effective, less effective, or non-effective based on learning theory, which is supported by brain research. Finally, they learn to identify, label, and explain their own strengths and growth needs related to effective instruction and prepare appropriate professional growth plans. Participants are actively engaged in individual and small-group study and application exercises.
The target audience is classroom teachers and building level administrators. The program is flexible and may be delivered as a two-day seminar or in multiple segments over the course of several weeks or months.
LEADership Academy
This program aims to help school leaders increase their knowledge and skills to lead improvement efforts in their school or school district. Included are a rich variety of organizational and personal growth topics designed to support school leaders in their efforts to increase student achievement and academic results. Topics include:
- Growing the Administrative Team: current “best practices” for increasing administrative team effectiveness through supervising, coaching, and focused professional growth.
- Supervising Support Staff: Helping ensure that your support staff is as effective as it can be.
- Policies: Helping ensure policies reflect the best supervisory and evaluative practices.
- Instructional Leadership: Helping ensure that high quality instruction is taking place in every classroom every day. This module includes major principles from “The Instructional Leadership Academy” and “Brain Research”.
- Taking Care of You: The best of what works to help school leaders improve psychological, emotional, and physical wellness.
Data, Standards, and Learning
This program is designed to provide administrators and teachers with the knowledge and the skills to better understand and use data to become a data driven school and classroom. The aim is to positively impact the abilities of educators to make instructional decisions based on the wise use of data in order to increase achievement for all students. The course places the most emphasis on teaching to standards and how to understand, analyze, and interpret performance data at the school and classroom levels. Teachers and administrators learn to work collaboratively to promote key educational improvement concepts to proactively addressing the mandates of NCLB.
The target audience is school leadership teams ( e.g., administrators, counselors, teacher leaders) school superintendents, and other school leaders. The program is a two-day session.
Leading For Results Academy
Assume that you, as a school leader, have two years to increase student achievement in your school/district and close the achievement gap of your sub-group populations. How would you meet this challenge? The Leading for Results Academy aims to help participants increase their knowledge and skills in order to provide the necessary leadership to increase the achievement of all students. Particular emphasis is placed on closing the achievement gap between higher and lower performing students such as those with disabilities of those who are at risk. Participants assess the current status of their school’s performance and their own leadership abilities, they identify targets and set performance goals, and they design school and individual action plans.
The target audience is school superintendents, principals, and other school leaders. The program consists of five days of training (two two-day segments and one one-day segment) over the course of several months.
The target audience is school leadership teams ( e.g., administrators, counselors, teacher leaders) school superintendents, and other school leaders. The program is a two-day session.
Ed, thank you so much for the valuable workshop you presented. My staff was very well engaged for my staff meeting on Friday. They were ready to discuss school, teacher, classroom, and student goals. In fact we had a very productive meeting due to your impact. Many staff members commented that you were the best speaker we have ever had to kick off the school year. I definitely agree with that. I continue to be amazed at the positive impact you have had on a large group of people in such a short session. Thank you for giving us the opportunity to kick off the year with such gusto!"
-- female Principal
Teach Well, Lead Well
This in-depth program is designed for teachers who have a desire to become leaders in schools. The first phase of training begins with an overview of effective teaching to generate learning, along with up-to-date information on creating brain-compatible schools and learning environments. Next, the educators work on learning how to observe colleagues in classrooms by watching teaching vignettes; identifying, labeling, and explaining what was effective or less than effective in producing learning. In this process, they also practice generating questions designed to develop reflective practitioners.
The second phase of training centers on how to work with student teachers and beginning teachers, working with highly cooperative colleagues, and working with reluctant colleagues. In this phase we also learn to correctly use data to make solid educational decisions.
The final phase of training deals with legally sound practices of observing and working with colleagues, how to assist marginal teachers, knowing when to use feedback or praise, and how to assume leadership roles in the school.
Between each phase, teachers are back in their buildings practicing what they have learned.
The training for Phase One is two days. Phases Two and Three are one day each.
Ninth Grade Academy
The last and best place to prevent failures and drop-outs is the 9th grade. The most effective way is by creating a 9th Grade Academy. Our approach is based on a carefully selected staff, cohort trams of leaders, integrated subject areas, a goal achievement process, and a curriculum imbedded with sense and meaning.
We begin with team-building for the Academy Staff. In the process, we include the development of a “Common Code of Conduct”. We also develop a common mission and vision. This is followed with in-depth training on conducting and implementing a brain-compatible learning environment, early identification and intervention strategies, and creating a curriculum that has sense and meaning for learners.
A key component in the Academy is the “Cohort Teams” of learners. The 9th grade students are grouped into Cohort Teams of 8-10 learners which meet weekly. The primary goal: Every member of the Team graduates on time.
What America's Best Teachers Do…and Don't Do
What do the recipients of the Disney Awards, the All-USA Teacher Team, the Milliken Awards, and the National Education Association Teacher of the Year have in common?
This provocative presentation ask participants to examine what America’s finest classroom teachers do…and don’t do to produce high levels of learning for all students.
We examine the commonalities, characteristics, skills, and processes our most outstanding teachers have in common. Why? Because if these teachers are recognized as our best, we need to get more teachers doing the same things! These educators are the role models and exemplars of our profession! We also take a careful look at what these highly recognized teachers don’t do. Why? Because we need to remove non-productive behaviors and practices from our classrooms in order to increase student performance and productivity.
Finally, well look at how to protect and preserve high quality performers in our classrooms.
The Forgotten Force
Who’s “The Forgotten Force” in your school district? Chances are it’s the classified staff! These people are critical to the success of your district. They are community members who talk to other community members. This force interacts with hundreds of students and parents weekly. We can help them feel valued, important, and essential to the success of the school.
Our training has four components, done in a half-day session.
- Dealing Positively With Students and Parents.
This is a common sense, practical approach to get students and parents to work with you, not against you. We’ll talk about things like attitude, compliments, listening, pride in your work, and enjoying what you do.
- Being on the School Team.
We’ll look at what it means to be on a team, how teams operate, and how to be a team player. Most importantly, we’ll learn about how teams operate on different levels of effectiveness and how to get to higher levels.
- Communicating…With Style.
The biggest challenge for any school district is sending and receiving communication that is understood. This session shows you why. The fun, fast-paced program identifies the four basic communication styles and teaches you how to make certain your messages are correctly sent and received.
- Boats, Streams, and Dreams.
This powerful ending highlights six dimensions necessary for a successful life; using components of the children’s song, “Row, Row, Row Your Boat”. Each dimension can be put into practice immediately!
This may be the best investment you make this year!