“It is change, continuing change, inevitable change, that is the dominant factor in society today. No sensible decision can be made any longer without taking into account not only the world as it is, but the world as it will be. “ -- Isaac Asimov
Early Release Professional Learning Strands for 2018-19
Developed by Learning Coaches and the Teaching and Learning Leadership, the purpose of the Professional Development Strands is to create personalized and relevant professional learning during dedicated time. The Strands were created as a partnership with AISC Leadership and Learning Coaches for teaching faculty to have time for deep understanding of an educational topic with a consistent group of colleagues.
2018-2019 Strands
AISC Culture: Autonomy, Mastery, Purpose
SBAR
Inquiry Through UbD
Making Data Useful for You
Sheltered Instruction
Enhancing Instructional Strategies (for teacher assistants)
Project Based Learning
cNet: WLD
cNet: PE/Health
cNet: Early Years 3 and 4
September 5: Strand Rollout Early Release Professional Learning Day
October 10: Strand Session 1
November 14: Strand Session 2
February 6: Strand Session 3
March 20: Strand Session 4
April 3: Strand Session 5
May 15: Strand Session 6 w/ Internal Strand Celebration / Culminating Project
Updates: Wednesday Professional Learning Early Release Days
As discussed on March 8 during the Friday Forum, next year, 2019-2020, we will continue to have fourteen early release days. The target will be to move to weekly early release Wednesdays for the 2020-2021 school year. We will use next year to create a schedule that will balance stakeholder interest while maintaining instructional time.
March 20 & April 3 Early Release Days
March 20
2:00 Early Release
2:30-5:00 Strand Session #4 (Coffee, Tea, and Refreshments Served in meeting location)
April 3
2:00 Early Release
2:00-2:30 Coffee, Tea, and Refreshments Served in FAC Cafeteria
2:30-2:45 FAC Cafeteria for Q12 -- All Faculty
2:45-3:00 Passing Time
3:00-5:00 Strand Session #5
Agendas will come from Strand Leaders. Meeting locations LINKED HERE
Feedback on this year’s Strands and comments for next year, please fill out the Strand Survey LINK HERE by April 5
Dates to Remember
Erma Anderson Math Specialist in International Schools Training--March 19-21---Institute #3
NESA Spring Educators Conference, March 29-31, 2019 | Bangkok
Dr. Ochan Kusuma-Powell, Cognitive Coaching Foundations Part 1 (Days 1-4)--April 13-16
Professional Growth and Evaluation Deadlines
Professional Growth Plan Paperwork and Meeting---completed between September 15-30
SAP-X Quad Blogging Meeting---September 27
SAP-S Summative Paperwork---completed by September 28
Professional Growth New Teacher Plan--completed by September 28
Professional Learning Opportunities
Chapters International Workshops
Workshops on: Reading Workshop & Inquiry; Early Years Pedagogy; Enhancing Learners Agency; New Insights for Readers Workshop. LINK HERE for dates and details
Knowledge Source Upcoming Workshops
Workshops on: Inquiry, Project Based Learning and Socratic Seminars for Classroom Teachers. Many more options. LINK HERE
Performance towards Proficiency – Assessing Authenticity of Oral Communication UNIS Hanoi, October 20, 21 2018 LINK HERE for more information.
Project Based Learning Workshop with Suzie Boss, Amsterdam Oct 4-5, 2019
Marker Educator Certificate, multiple dates and locations
Design Thinking Immersive Workshop, Luxembourg, May 24-25, 2019
EAL Shout-out!
I am pretty sure that in the past week, you have broken your students up into small groups to work on an activity. If you follow the 20/60/20 lesson design, class starts with an overview of what’s to take place (20%), students then do the work (60%), and we finish with an all-class regroup to reflect and share what’s taken place (20%). This week, I’d like to bring some attention to the middle 60% of the time. I think you might agree… this is the perfect place to really focus on student needs. In order to make the most effective use of this time, we need to pre-plan and construct the perfect, strategic peer-partnerships. Here’s how these groups might look
Groups not needing teacher support:
- Small group: This group is probably working on a project together. They know exactly what’s going on and will naturally pick up where they left off.
- Students pairs: Student pairs are usually able to assist each other in being successful. You might pair students based on topics being discussed, language proficiency, or friendship.
- Individual work: This student just needs some time to reflect on what’s just been taught, make connections to what is already knowns, and make a plan on how to move forward.
Groups needing teacher support:
- Small group: This group might need a bit of review on a past teaching point to make sure this new teaching point sinks in. You may need to teach some foundational skills in order for this group to be successful.
- Individual work: For the most part, these are your one-on-one conferencing sessions. Make sure you are giving the students the tools needed to produce the behaviors you are looking for.
If you’ve grouped students correctly, you’ll have all of these partnership types in your class at any given time. Most importantly, make sure to rotate your groups in such a way that you are meeting with each student at least once every fortnight. And, when you do meet with specific students, make sure you have the necessary activities and talking points needed to make the time as authentic as possible.
Peace-
Sarah
Room 1209
Wellness at AISC
Do you have places worth sharing with new faculty? A favorite restaurant? A great spot on the beach? A family dentist? List them here LINK HERE
Interested to read more about wellness activities at AISC and in Chennai? If so, click HERE for AISC WELLNESS MATTERS BLOG to stay updated. We have lots of exciting events planned so be sure to check in!
Worthwhile Reading
Need to think about it more, here is a strategy for reflective thinking, LINK HERE from Cognitive Coaching by Arthur Costa & Bob Garmston
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