Educational Leadership Brown Bag | 11 a.m.-1 p.m. Learning Leaders | 1-3 p.m.

Location: ESC of Central Ohio 2080 Citygate Drive Columbus, OH 43219

Each meeting facilitator intertwines readings from ASCD’s professional journal Educational Leadership along with local districts sharing examples of implementation in practice. See session descriptions on back.

This series is designed for any educational leader that desires a collegial forum to discuss the most relevant education topics in the field today. Bring your lunch and your monthly ASCD issue of Education Leadership. Free study guides are available at the ASCD website. Predetermined monthly themes are as follows:

Educational Leadership Brown Bag

Date: Session:

1. Sept. 26, 2014 Motivation Matters

2. Oct. 31, 2014 Instruction that Sticks

3. Dec. 5, 2014 Talking & Listening in Class

4. Jan. 23, 2015 STEM for All

5. Feb. 20, 2015 Improving Schools

6. March 20, 2015 Culturally Diverse Classrooms

7. April 17, 2015 Communications Skills for Leaders

8. May 15, 2015 Teaching with Mobile Tech

Learning Leaders is a network designed toinform educational leaders on local and state complianceissues relative to curriculum, instruction and assessment.Ohio Department of Education (ODE) officials andother invited experts answer questions and provide critical technical assistance on topics thatsignificantly impact the work of instructional leaders intheir school or district. Meetings conveniently coincide with the Educational Leadership Brown Bag dates. Due to an evolving compliance climate, specific agenda items are finalized a week prior to the meeting and sent to registeredparticipants in advance. Requested topics of interestcan be sent to Dr. Teresa Dempsey at Teresa.Dempsey@escco.org. Topics will or likely include:

• PARCC Educator Leader Cadre Update (confirmed for all 2014-15 meeting dates)

• Ohio’s New Learning Standards (confirmed for all 2014-15 meeting dates)

• Other agenda items on request

Learning Leaders

No charge but registration is kindly requested. Go to www.escco.org. Click “View Upcoming Professional Development.” Click “View and Register for ESC Workshops.”

For further assistance with registration, please contact Sandy Denney at 614.542.4111 or sandy.denney@escco.org.

Registration

Learning Leaders Educational Leadership Brown Bag

Credit OptionA one-hour Ashland University graduate credit option for $249, is available for each series. To earn graduate credit, you must attend at least seven of the eight sessions.

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Motivated students learn at high levels, even when they start with knowledge or skill gaps. We know, for instance, that when teachers create an engaging curriculum, students will persist in the most challenging courses. Yet many students are unmotivated. Perhaps they feel that the work is too hard or too easy, that their own skills or styles aren’t valued, that what they’re studying isn’t connected to their life goals or passions. This issue will consider how teachers can spark inner motivation in all students—from near drop-outs to high fliers to those sliding by in the middle. How can we change curriculum, instructional approaches, grading, and classroom culture to engage more students in learning?

Motivation Matters - Sept. 26, 2014

Good teachers know the importance of effective teaching strategies. But how do you know when a strategy is working, when it’s not, and how to make adjustments? What do research and professional experience say about which strategies are most effective in raising student achievement? This issue will explore these questions and will include articles examining a variety of classroom instructional strategies, such as project-based learning, reciprocal teaching, inquiry-driven learning, group learning, direct instruction, backward planning, mastery learning, differentiated instruction, and timely feedback. How can teachers implement these strategies in ways that produce the richest learning for their students?

Instruction that Sticks - Oct. 31, 2014

The typical school day is abuzz with student and teacher talk—whole-class discussions, small-group and paired interactions, student presentations, teacher lectures, question-and-answer sessions, student-led debates—and of course, countless social conversations. How can we use all this talk productively to promote rich content-area learning and to develop the speaking and listening skills that are vital to students’ future success? Topics in this issue will include teaching students to be active listeners, encouraging respectful debate, leading whole-class discussions that promote higher-order thinking and encourage all students to participate, teaching to the Common Core speaking and listening standards, and designing instruction so that students talk more and teachers talk less.

Talking & Listening in Class - Dec. 5, 2014

A STEM education is becoming increasingly vital, and not just in terms of a shortage of workers in these areas. Our technology-dependent society demands citizens with sophisticated science, technology, engineering, and mathematics skills who can apply their knowledge to solve real-world problems. How can schools foster student interest in STEM, especially among underrepresented groups? What effect will the Common Core State Standards and the Next Generation Science Standards have on the STEM curriculum? And what supports will teachers need to promote deeper understanding in these areas?

STEM for All - Jan. 23, 2015

Many schools have implemented successful improvement efforts—yet others are struggling to lift their students to acceptable achievement levels. Articles in this issue will examine important components of school improvement, such as education policy, leadership, curriculum, school climate, and community support. We will look at obstacles to school improvement and how they can be overcome. What can we learn from the research on various turnaround models, including turning management over to a charter organization, replacing most of the staff, or even shutting down “failing” schools? We welcome profiles of schools that have gone from low-performing to high-performing, as well as those that have gone from good to better to great.

Improving Schools - Feb. 20, 2015

Children everywhere are coming to school with an array of cultural and linguistic strengths and challenges. How do students’ cultural backgrounds influence their interactions with both teachers and classmates, and how can schools improve the academic achievement of their fastest-growing group of students—English language learners? Articles will tackle how schools can personalize learning, promote acquisition of academic English, increase students’ access to challenging coursework, and close achievement gaps. What kinds of professional development do all teachers need to serve their culturally diverse students? We welcome articles that address the benefits of classrooms that have a vibrant mix of cultures as well as the challenges associated with poverty, mobility, and interrupted formal education.

Culturally Diverse Classrooms - March 20, 2015

From teachers to principals, formal and informal leaders must communicate well to forge a strong school climate and enhance learning. This issue will examine how school leaders can keep communication transparent and supportive. How can teachers, coaches, resource specialists, and other professionals communicate with one another constructively? How can leaders build strong connections with students, families, and business partners; use social media effectively; talk with teachers in ways that promote their professional growth; hold the inevitable tough conversations; communicate clearly in school crises; and shape their school’s image?

Communications Skills for Leaders - April 17, 2015

The digital generation expects to be able to access learning anytime, anywhere. As mobile technologies emerge at breathtaking speed and become a ubiquitous part of students’ lives, how are schools evolving? How are teachers using tablets, smartphones, netbooks, and e-readers to engage students as active learners? This issue will explore innovative ways to create more relevant and challenging learning experiences. We welcome stories about educators’ experiences with 1:1 tablet and BYOD (bring-your-own-device) programs and about how schools are meeting such challenges as equity issues, security concerns, professional development needs, and school infrastructure supports.

Teaching with Mobile Tech - May 15, 2015