Page 41 - WinterCatalog2021

Professional Learning Series and Certificate Programs

New Jersey NJLA Series 7: LEADing for Session 1: The Equity Imperative: Session 2: Climate and Culture: Session 3: Culturally Responsive
Nurturing Strong, Resilient
Embracing the Change Equity Inspires
Teaching: Leading Instruction That
Leadership An Equity Revolution: Learning (PSEL 3, 10 and Teacher Leader Domain I, II) Relationships for Adults and Students Empowers Deep Student Learning
CAR Culture and Climate: Climate for Shared
(PSEL 3, 7, 8 and Teacher Leader Domain I,II, VI) (PSEL 3, 4, 10 and Teacher Leader Domain II, IV)
Leadership
CAR Culture: Communication of Connections
and High Expectations CAR Culture: Climate for Learning

Academy From Our New Realities Jan. 21, 2021; 9 am - 1 pm (VIRTUAL) Feb. 4, 2021; 12:30 pm - 4:30 pm (VIRTUAL)
Feb. 18, 2021; 9 am - 1 pm (VIRTUAL)
Mar. 1, 2021; 12:30 pm - 4:30 pm (VIRTUAL) Feb. 9, 2021; 9 am - 1 pm (VIRTUAL) Mar. 5, 2021; 9 am - 1 pm (VIRTUAL)
Feb. 23, 2021; 12:30 pm - 4:30 pm (VIRTUAL)
Mar. 16, 2021; 12:30 pm - 4:30 pm (VIRTUAL)
Sponsored by NJPSA/FEA and NJASA Apr. 26, 2021; 9 am - 1 pm (VIRTUAL) Mar. 3, 2021; 9 am - 1 pm (VIRTUAL) Mar. 25, 2021; 9 am - 1 pm (VIRTUAL)
May 17, 2021; 9 am - 1 pm (VIRTUAL) Jun. 7, 2021; 9 am - 1 pm (VIRTUAL)
Fee: $450 Change is imperative! Change with a lens toward equity
is essential! Our educational community deserves a Deep learning can only occur when leaders create the The time is now! Leading the implementation of a culturally
Target Audience: K-12 Administrators and Teacher-Leaders; Teams Encouraged system of learning that engages learners differently conditions to foster relationships that create safety, responsive teaching curriculum begins with engaging staff
— less from a linear or hierarchical process and more
from the involvement of students and parents as active trust, emotional stability, belonging, and respect. in honest conversations to surface and act on personal and
Strong relationships are at the core of a healthy climate
institutional biases that create barriers to impact instruction.
It is a time of hope, of transformation and of innovation in • How will we maximize new learning structures to meet partners in the change process. Participants will engage in and culture in our classrooms, schools, districts, and Leaders must support staff in developing and implementing
education. In the span of three short months our NJ educational individual student needs, with a focus on students who have activities and develop strategies to answer the following communities. Participants will be connected to strategies instructional practices that are both reflective of students’
questions:=
system has been disrupted, put into chaos and shock from the been (traditionally) marginalized? • What is our vision for learning in the future - what and conversations that will allow them to adapt and diverse backgrounds and identities while celebrating and
design a strong climate and culture by addressing the
acknowledging the wealth of experiences they bring to the
normal routines of brick and mortar schools to learning routines • How do we create partnerships, outreach and resources to does the system look like, how will it operate, and following questions: classroom and the content they are learning. Participants
and structures in a virtual environment. Inequities in the system empower the voices of the learning community to solve what outcomes would we see? • What is a healthy climate and culture in a school? will come together to address and plan actions for the
have been uncovered. The lessons learned in that short period problems that prevent us from serving all students? • What are unexpected learnings from our recent move What would we see and feel? development of a strength- based mindset for instruction
to emergent virtual learning and how do we leverage
by answering the following questions:
of time, however, have the potential power to strengthen and • How do we continue to prepare for the future and be those experiences to build capacity to institute • How would adults and students respond in a positive • How is culturally responsive teaching defined?
climate and culture?
create a catalyst to change our systems of learning in ways that flexible, despite the many uncertainties we still face? change? • What is the climate and culture of the community? • What assumptions and/or biases must be challenged
will grant all students the door to personalized and purposeful • How willing are we to learn from our experiences and How has that changed because of the pandemic? to support inclusive learning environments?
the voices of our community to embrace the needed
learning. The three sessions of the New Jersey Leadership changes? • How do school leaders create inclusive and equitable • What are the essential dispositions that leaders need
Academy 7 will challenge leaders to develop strategies and As you register for the New Leadership Academy 3-day learning • How do we keep equity at the center of our school cultures? in order to strengthen culturally responsive teaching
practices in all classrooms?
actions to answer the following questions: experience, please select one date for each of the 3 sessions. conversations? • What actions can leaders take to create the • How are we leading staff to support them in assisting
conditions that invite staff and students to be
• How do we leverage what we have learned to build All participants must begin by taking Session 1, as it provides • What shifts in mindset must we have to work empowered to engage in connected and trusting students to flex their “learning muscles” (Zaretta
the Academy focus and overview. Sessions 2 and 3 may then be
towards ensuring that all learning opportunities are
sustainable and equitable learning structures across all taken in either order on the dates of your choice. equitable for all? relationships that result in high levels of learning? Hammond) to engage in deep learning?
schools? • How do we create resiliency in our educational • How do we create interdependence for “team think • How can we incorporate social and emotional
learning to improve student’s confidence?
and action” within the schools or across schools that
• What challenges should we prepare for and how can those community to promote and sustain the needed builds strong relationships and creates a pathway to • What are teaching practices and student strategies
changes
making responsible and practical decisions?
that will strengthen student competence?
challenges be addressed? #NJLA7 • How do we use Social and Emotional Learning • How do we use a data driven feedback process to
competencies to build and sustain resilient cultures? enhance learning for all students?