Conducting Effective Professional Conversations with Teachers - Revised 2015 (AAC #1250)

The focus of this course is on improving the participants' conferencing conversation skills and strategies with teachers. The goal of the conversations is to improve classroom teachers' abilities to reflect, learn, and apply insights to their own teaching lessons and instructional deliveries, all aimed at improvement of the teaching and learning in their classrooms. Participants will be able to identify the value of meaningful professional conversations about teaching and learning by helping teachers reflect on their teaching; expand their repertoire of questioning skills under the four phases of teacher's planning, teaching, reflecting, and analyzing of lessons resulting in reflective, self-directed learning; expand their repertoire of responding and empowering communication skills and strategies that promote reflective, self-directed learning as well as teacher choice; and learn how to create "conference lesson plans"-intent of content of messages, context of the messages, and speaking language to achieve the intended messages.  

Outcomes:

  • Participants will be able to identify the value of meaningful professional conversations about teaching and learning by helping teachers reflect on their teaching.
  • Participants will be able to expand their repertoire of questioning skills under the four phases of teacher’s planning, teaching, reflecting, and analyzing of lessons resulting in reflective, self-directed learning.
  • Participants will be able to expand their repertoire of responding and empowering communication skills and strategies that promote reflective, self-directed learning as well as teacher choice.
  • Participants will understand how to create “conference lesson plans”-intent of content of messages, context of the messages, and speaking language to achieve the intended messages.
  • Participants will be able to identify a specific skill (e.g., using silence and listening, asking open-ended questions, empowering teachers) and specific situation (e.g., post-observation conference, coaching conversation) to develop a plan to practice that skill, noting progress and reactions along the way.

(6 hours)

 
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