For Intentional Learning Communities
Educators routinely engage in collaborative learning in various settings. Often, these groups do not have the knowledge and skill to be as highly effective, efficient, and successful as they could be. Examples of such groups are: grade-level teams and content area teams; book and study groups; action research and data analysis teams; administrative or leadership teams, school and district committees, and many others.
This course is designed for professional educators who have experience in collaborative practices and want to deepen their understanding of responsive facilitation. The course will provide participants with the background information, skills, practice and tools necessary to effectively lead any kind of collaborative, collegial group, including groups of students. Facilitative leaders might be principals, department chairs, teacher leaders, instructional coaches, or others within a school or supervisory union. The knowledge and skills gained through SRI’s Facilitative Leadership work translate into every setting where adults strive to work collaboratively. We encourage participants to attend in teams of 2 or more so that you may provide each other with support and feedback back in your home context, as you apply your course learnings.
Facilitative Leadership for Intentional Learning Communities
Monday, June 27th, 9pm
48 Deerfield Lane
Dates: June 27, 28, 29, 30; and July 1 from 8:30 - 3:30; October 27, from 4:00 - 7:30
Cost: $976.00 (includes 3 graduate credits from Castleton State College) payable by check, credit card, or purchase order to “Rutland Region Workforce Investment Board (RRWIB). See registration and contact info below.
Register by visiting: (Castleton link here)
During the week you will:
learn how to build and sustain a learning community among colleagues;
assemble a resource kit of protocols designed to make effective use of collaboration time - grade level, department, school and district committees and work groups, etc.;
practice giving authentic feedback on student work, instruction and assessment design, and educator dilemmas;
learn techniques for facilitating text-based conversations and reflective dialogues;
engage in conversations about how issues of equity affect the ways principals lead, teachers teach, and students learn;
explore how to reflect on and document teacher and student growth; and
plan ways that you will apply your new learning in your school context.