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The MCL Skilled Leadership Learning Path series. 

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The MCL Skilled Leadership Learning Path series. 

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MCL's Skilled Leadership Series includes 6 different learning paths built around the work of Chuck Schwahn and Bill Spady's "Total Leaders 2.0 Leading in the Age of Empowerment" which is a quick guide to leadership and successful change.These authors studied several dozen leadership and change gurus and used their best thinking to build a leadership framework. They identified 5 domains and 15 performance roles that enable leaders to systematically address the challenges of organizational change in today's technologically-driven, dramatically changing world.

Bea McGarvey designed this series of learning paths in an asynchronous format, inserting reflective activities that work well with a group of leaders who wish to study this resource together.  What we would do is to come together periodically to discuss what we are learning from participating in this series and how it applies to our current responsibilities as leaders. The cost for a seat in these series of learning paths is $210.

Total Leaders 2.0 is the twenty-first-century's quick guide to leadership and successful change. It places the best thinking of several dozen, cutting-edge leadership and change gurus of the past two decades into an integrated, compelling, easily understood, and practical leadership framework: the Total Leader 2.0 Model. The model's five domains and fifteen performance roles enable leaders in any field of endeavor to systematically address the challenges of organizational change in today's technologically-driven, dramatically changing world-what the book's first two chapters vividly describe as the Age of Empowerment. This new edition of the widely read Total Leaders book: 1) significantly deepens the theoretical grounding and applicability of the original Total Leader Model, and 2) expands its connection to other significant dimensions of leadership, professionalism, personal empowerment, learning, life, and change. This book provides education leaders with a powerful 'outside the box' perspective on today's pressing educational issues and a systematic process-called strategic design-for moving their organizations from an Industrial Age grounding to an Age of Empowerment way of educating for the twenty-first century.

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Short but engaging book by Zoe Weil that might re-energize / refocus us even in these challenging times

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Connecting with Students Online Strategies for Remote Teaching & Learning By Jennifer Serravallo

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Connecting with Students Online Strategies for Remote Teaching & Learning By Jennifer Serravallo

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https://www.heinemann.com/products/e13229.aspx

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Strategies for Remote Teaching & Learning

The professional development for online teaching and learning that you've been asking for

An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Jennifer Serravallo's Connecting with Students Online gives you concise, doable suggestions based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic.

Watch Jen's webinar about the book!

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

The professional development for online teaching and learning that you've been asking for

An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Now that you're making the shift to online teaching, it's time to answer your biggest questions about remote, digitally based instruction:

How do I build and nurture relationships with students and their at-home adults from afar?

How do I adapt my best teaching to an online setting?

How do I keep a focus on students and their needs when they aren't in front of me?

Jennifer Serravallo's Connecting with Students Online gives you concise, doable answers based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic. Focusing on the vital importance of the teacher-student connection, Jen guides you to:

effectively prioritize what matters most during remote, online instruction

schedule your day and your students' to maximize teaching and learning (and avoid burnout)

streamline curricular units and roll them out digitally

record highly engaging short lessons that students will enjoy and learn from

confer, working with small groups, and drive learning through independent practice

partner with the adults in a student's home to support your work with their child.

Featuring simplified, commonsense suggestions, 55 step-by-step teaching strategies, and video examples of Jen conferring and working with small groups, Connecting with Students Online helps new teachers, teachers new to technology, or anyone who wants to better understand the essence of effective online instruction. Along the way Jen addresses crucial topics including assessment and progress monitoring, student engagement and accountability, using anchor charts and visuals, getting books into students' hands, teaching subject-area content, and avoiding teacher burnout.
During this pandemic crisis turn to one of education's most trusted teaching voices to help you restart or maintain students' progress. Jennifer Serravallo's Connecting with Students Online is of-the-moment, grounded in important research, informed by experience, and designed to get you teaching well-and confidently-as quickly as possible.

Jen will be donating a portion of the proceeds fromConnecting with Students Online to organizations that help children directly impacted by COVID-19.

(click any section below to continue reading)

Sneak Preview

Contents

Chapter 1: Holding True to Priorities as We Move Online

Connection and Relationships

Emotional Wellbeing

Engagement

Clear, Strategic, and Focused Direct Instruction

Guided Practice

Differentiated Instruction

Assessment

Balance

Chapter 2: Partnering with Adults at Home

Make a Video-or Host a Short Live Workshop-to Welcome Caregivers to Your Online Classroom

Survey Students and Families to Understand Needs

Share the Weekly Schedule

Share Notes on Students' Work and Progress

Record How-To Videos for Using Technology

Offer Advice About Setting up a Learning Space at Home

Encourage Caregivers to Develop a Schedule and Routines

Help Families Know What to Do When Things Get Frustrating

Chapter 3: Planning and Revising Curriculum Units for Online Instruction

Step 1: Identify Goals and Skill Progressions

Step 2: Find Anchor Texts

Step 3: Try Out What You'll Ask Students to Do

Step 4: Design Assessments

Step 5: Map Out Daily Reading Lessons with Goals and Strategies

Step 5: Map Out Daily Writing Lessons with Process and Strategies

Streamline and Simplify: Connect Goals Across Subject Areas

Choose Monthly and Unit Focuses: Genre, Content, Independent Projects, or a Mix

Organize Your Curriculum and Resources in a Learning Management System

Approach Your Teaching with Flexibility and Feedback

Chapter 4: Managing Your Time Across a Day, Across the Week
Chapter 5: Setting Up Students' Independent Practice at Home Chapter 6: Methods and Structures for Teaching Online

Understand the Pros and Cons of Synchronous and Asynchronous Teaching

Invite Your Students Online with You for Some Time Each Day

Plan and Record Short Whole Class Lessons

Host "Office Hours" For Student-Initiated Response Time and to Support Adults at Home Who Are Helping Children

Make a Schedule for Conferences and Small Groups

Preserve Space for Professional Learning and Collaboration

Map Out a Weekly Schedule and Set Boundaries

Virtual-Classroom Videos, Featuring Jen and Her Colleagues

Ask Students to Read Every Day

Give Students Access to Paper Books

Adapt Your Teaching to Support Students Who Are Reading E-Books

Adapt Your Teaching to Support Students Who Are Listening to Audiobooks

Create Short Text Packets for Shared Reading Experiences

Rethink What It Means to Match Readers with "Just Right" Texts

Ask Students to Write Every Day

Decide How Your Students Will Compose Their Writing

Give Students Access to Writing Materials and Tools

Set Up a System for Students to Share Some of Their Writing with You

Hold On (Tightly) to Writer's Notebooks

Ask Students to Do Math Every Day

Ask Students to Engage with Content Study Every Day

Develop Community Agreements and Norms for Participating Online

Set Yourself (And Your Students) Up for Videoconferencing

Convert Your Live Mini Lessons to Recorded Micro Lessons

Make Your Micro Lessons More Engaging

Monitor and Guide Independent Practice Time

Read Aloud (Live!) to Build Community

Record Read Aloud to Engage, Support Comprehension, and Collect Data

Study a Mentor Text Together for Writing Craft

Confer with Students Live

Confer with Students When Your Schedules Don't Align

Set Up and Support Reading and Writing Partnerships and Clubs

Engage Reading Partnerships and Clubs with Written "Conversation"

Engage Writing Partnerships and Clubs with Written Feedback

Engage Partnerships and Clubs with Asynchronous Video "Conversation"

Meet with a Small Group of Students with the Same Goal (Strategy Lessons)

Move Your Guided Reading Online

Apply the Tech Tools and Strategies You've Learned to Lead Any Type of Group Online

How to Join Google Meets: Raffaella orients students and their at-home adults to an online environment

How to Check Comments: Raffaella helps students and their at-home adults navigate comments in the online environment

Example Video Lesson: A three-minute writing minilesson video created by Barb on Loom

Example Video Lesson: A three-minute minilesson video about "Unpacking the Facts" created by Jen on Clips

Example Video Lesson: A two-minute minilesson video about setting created by Jen on Clips

Conferring Online with a Kindergartener: One-on-One Video Conference Utilizing Digital Texts and Screensharing

Conferring Online with a Sixth Grader: One-on-One Video Conference without Screensharing

Small Groups Online with Sixth Graders: Coming Up with Ideas

Small Groups Online with Eighth Graders: Mentor Text Study

Related PD Services

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The professional development for online teaching and learning that you've been asking for An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Jennifer Serravallo's Connecting with Students Online gives you concise, doable suggestions based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic.

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Fisher, D., Frey, N., & Hattie, J. (2020). DISTANCE LEARNING PLAYBOOK, GRADES K-12 : teaching for engagement and impact in any setting. (pp. 53–54). Sage Publications Inc.Review: https://www.weareteachers.com/what-can-research-tell-us-about-distance-learning/

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Fisher, D., Frey, N., & Hattie, J. (2020). DISTANCE LEARNING PLAYBOOK, GRADES K-12 : teaching for engagement and impact in any setting. (pp. 53–54). Sage Publications Inc.Review: https://www.weareteachers.com/what-can-research-tell-us-about-distance-learning/

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Brene Brown's new Daring Classrooms is great and all her work I think is super helpful in these times:  Here is the link to her daring classroom and the ted talk she did on this was great too:  https://brenebrown.com/daringclassrooms/

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Brene Brown's new Daring Classrooms is great and all her work I think is super helpful in these times:  Here is the link to her daring classroom and the ted talk she did on this was great too:  https://brenebrown.com/daringclassrooms/

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Lead with Grace: Leaning into the Soft Skills of Leadership

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Lead with Grace: Leaning into the Soft Skills of Leadership

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As a new administrator, this book was helpful to me.  It's an easy read.

https://www.amazon.com/Lead-Grace-Leaning-Leadership-Forward/dp/1948212161

(Dianne D'Souza)

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We have some time to just talk to each other about what is going on in our individual schools

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We have some time to just talk to each other about what is going on in our individual schools

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What instructional frameworks have been effective with learners and instructors? I believe continue to discuss how we are navigating the pandemic.

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I would like to talk about various ways of offering PD with teachers being so busy

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I would like to talk about various ways of offering PD with teachers being so busy

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How do we support teachers in improving their ability to design ideal learning experiences and do so in a way that is sustainable and approachable given the high stress levels of COVID

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Keeping a focus on school goals while addressing district demands and community demands
Providing proper support to new hires

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We are starting a new math program this year that focuses on conceptual learning of math. Many still teach math procedurally.

It is very hard for some teachers not to feel like they need to teach everything from the year before.

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Helping teachers incorporate complex reasoning and math talk in the design of math lessons.  We have a new resource we are using that emphasizes this, but many teachers are stretched to do this.

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I like the idea of discussing ways of offering PD that think outside the box as well. Perhaps even how to individualize PD.

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We also are starting a new math program this year as well as looking at the science of reading

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We also are starting a new math program this year as well as looking at the science of reading

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Keeping our eye on the vision and on learning even when COVID and other demands scream at us for their attention

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Encouraging the heart: Great book for looking at the way we engage with others

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Encouraging the heart: Great book for looking at the way we engage with others

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we starting piloting coaching cycles last year, which were very effective. How are others using their coaches as an effective tool to improve teacher quality and student outcomes

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we starting piloting coaching cycles last year, which were very effective. How are others using their coaches as an effective tool to improve teacher quality and student outcomes

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Deb: practice with both adults and young learners. Seeing kiddos engaged in a learning activity but not connections with what they will learn by completing the task. Seeing climate that is focused on the "doing" in some classrooms. In other classrooms they have visuals about the learning targets. Concerned that learners still do not know the "why". Seeing engaging learning experiences in the maker spaces and those learners can tell what they are learning but it still feels a little narrow. Learners may still not know "why".  Would love to hear adults asking what they would do if things did not work the first time. 

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Deb: practice with both adults and young learners. Seeing kiddos engaged in a learning activity but not connections with what they will learn by completing the task. Seeing climate that is focused on the "doing" in some classrooms. In other classrooms they have visuals about the learning targets. Concerned that learners still do not know the "why". Seeing engaging learning experiences in the maker spaces and those learners can tell what they are learning but it still feels a little narrow. Learners may still not know "why".  Would love to hear adults asking what they would do if things did not work the first time. 

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Christine: How do we support teachers to develop the evidence of learning that we do?

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Christine: How do we support teachers to develop the evidence of learning that we do?

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Stephanie: she might have the opportunity to ask learners those questions. In her walkthroughs she sees a lot of "I can" statements. 

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Stephanie: she might have the opportunity to ask learners those questions. In her walkthroughs she sees a lot of "I can" statements. 

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Are you seeing and hearing at the higher level of critical thinking? Have teachers had chances to do walkthrough to see what evidence leaders are seeing. 

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Are you seeing and hearing at the higher level of critical thinking? Have teachers had chances to do walkthrough to see what evidence leaders are seeing. 

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Are we modeling the deeper thinking  for teachers that we want to see with learners?

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Are we modeling the deeper thinking  for teachers that we want to see with learners?

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Christine and I are co-teaching a course on student engagement; teachers will earn 3 credits through Plymouth State University.
Our plan is to meet monthly in-person; engage in online discussions about selected texts; and form triads for teachers to plan together and observe each other implementing strategies to increase engagement (thinking).

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Working with our facilitators to look at our assessment practices.

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Working with our facilitators to look at our assessment practices.

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Creating opportunities for learners to connect with learning in authentic ways outside of their normal schedule/classroom. We are providing flexible times in their day by adjusting the schedule and using "studios" in their Baron Time.