Courses
This course shares explicit strategies for talent acquisition, development and retention and includes 4 modules:
-Recruitment Marketing - Strategies For Attracting Top CTE Talent
-Equitable, Rigorous, and Cultivating CTE Teacher Selection
-High Impact Induction for CTE Teachers
-Differentiated CTE Teacher Retention
In Module 1, participants will learn to leverage their school’s unique value proposition to develop strategies for recruiting top talent. They will also learn two specific recruitment marketing strategies: staff referrals and direct outreach.
In Module 2, participants will learn to design selection processes that are low-bias, highly rigorous but quick and cultivating. They will also learn to adapt resources that help make the hiring process rigorous, and low bias but also inviting and positive.
In Module 3, participants will learn strategies for all three phases of teacher induction (pre-boarding, orientation, and the first 90 days) that will enhance their onboarding program.
In Module 4, participants will understand the impact of losing irreplaceable teachers and learn practical strategies to ensure that they retain their best.
Participants will learn the basics of who does what, how is it done, and when it needs to be completed. The CLNA and Perkins writing process has been broken into smaller, manageable tasks with the use of a detailed work breakdown plan (WBP) for use by participants. The series will help you and your team to tackle the project, culminating with its use in the Perkins application. This course is NOT eligible for CTLE credit.
Instructional coaching can be a powerful tool to enhance the instruction in a CTE classroom. Through this course, participants will examine the importance of instructional coaching and explore ways to successfully implement instructional coaching in their schools. Participants will deepen their understanding of how to conduct meaningful classroom walkthroughs followed by targeted and impactful feedback in order to respectfully support educators as they strive to provide effective instruction to best meet the needs of their students.
This course is an introduction to the theory of Situational Leadership and how to use different leadership styles to fit your faculty. Throughout this course, you can expect to spend time on a variety of tasks focused on different aspects of leadership, including self-awareness and an understanding of how different factors determine how you should lead your team.
As a CTE administrator, assessment for learning takes as much precedence as assessment of learning. In this course, participants will find turnkey tasks and content that will help teachers of CTE courses determine the difference between the two types of assessment and then dig into methodologies for implementing assessment for learning at a greater depth in the classroom. Participants will gain strategies for helping teachers implement this type of assessment in the classroom in a meaningful way and use data from formative assessments to move students and their learning forward.
Objectives:
Understand the difference between summative and formative assessment.
Determine impact of formative assessment on classroom instruction.
Configure methods to collect and examine formative assessment work by students.
Identify components of effective feedback and practice scripting it for learning and growth in students.
About the Instructor:
Stacey Eger-Converse currently serves as the Assistant Superintendent for Instruction and Chief Diversity Officer at Watertown City School District. For the last five years, she has been in this position. Previous to that, she served as Elementary Principal at Brewerton Elementary for one year and a Professional Development Specialist and Supervisor at Jefferson-Lewis BOCES for four years. As a Professional Development Specialist at BOCES, she worked with component districts and CTE staff on instructional strategies, assessment design, data-driven instruction, and completed several curriculum audits. She also was a middle school English teacher at Lowville Academy for five years. Stacey has degrees from Fordham University (B.A.; M.S.Ed.), SUNY New Paltz (MAT); SUNY Oswego (CAS); and is starting her doctoral work in Educational Leadership (Ed.D.) at University of North Dakota. You can find her on Linked In at https://www.linkedin.com/in/stacey-eger-converse-0993565/
