|Beware the Tiara Syndrome: Leadership Skills for Women in Education||"Women expect that if they keep doing their job well someone will notice them and put a tiara on their head." ~ Carol Frohlinger & Deborah Kolb|
Don’t wait for the tiara! In this interactive session, women will learn how to identify leadership skills they currently possess and how to develop new ones, including improved communication, collaboration strategies, and building credibility. There are many roles for teacher leaders! Participants will investigate existing, as well as potential roles they can assume in their schools, districts, and beyond. Session will include work from Sheryl Sandberg, Tara Mohr, Brene Brown, and Ruth Bader Ginsburg.
|Tammy Ranger||Session Materials and Resources||Elevating the Profession|
|Breaking Out of The Box: Cracking The Confidence Code||What could interactive work on deconstructing “the man box” look like with boys? Can we engage them in spotting society’s “crazy ideas” about the narrow definitions of masculinity and help them demand healthier alternatives? What could work with girls look like on deconstructing "the triple bind" - competing societal expectations of femininity? How do we build strong girls that aspire to take risks and be their true selves? I’ll share the progress of my high school’s Freshman advisory program, give participants a chance to try some of the activities, welcome feedback and questions, and offer time to begin developing or modifying activities for their own students.||Christi Goosman||Session Materials and Resources||Elevating ALL Students|
|Changing I Can't to I Can: Strategies for Supporting All Learners to Overcome Barriers||No matter what part of the state you are in, students are facing barriers which can impact their post-secondary success. In this session, we hope to shift the language from I can’t to I can. Facilitated by Maine DOE staff from Higher Education, Adult Education and Educator Effectiveness, the session is geared toward educators in grades 7-12. We will work collaboratively to address these barriers, brainstorm opportunities available through state and local supports, and provide next step strategies for accessing such resources. Areas of focus will include student engagement, credit recovery, access to college and career transitions and resources for families.||Emily Gribben, Amy Poland, Jason Libby||Session Materials & Resources||Elevating All Students|
|Connecting Policymakers to Practitioners: Building Relationships with Education Stakeholders||Did you know that January is Bring Your Legislator to School Month? Inspired by the work of Kevin Grover, 2010 Maine Teacher of the Year, and coordinated by the Maine State Teachers of the Year Association, this event gives legislators, and other community stakeholders, an opportunity to observe first hand all of the amazing things that are going on in Maine schools. During this session, we will share the history of the initiative, as well as provide resources and support in developing a plan to take back to your school to implement during the 2018-2019 school year.||Kaitlin Young, Shelly Moody||Session Materials and Resources||Elevating Our Profession|
|Culturally Responsive Pedagogy: A Framework for Empathy||Participants will learn about culture, investigate their own culture, learn about implicit biases, and gain strategies for helping students see things from multiple perspectives. We'll talk about how to have difficult conversations with students about topics like race, and participants will come away with resources that will help them foster empathy and implement a culturally responsive pedagogy for all of their classes and students.||Stephanie Hendrix||Session Materials & Resources||Elevating ALL Students|
|Data Literacy: A Framework That Demystifies How to Make Sense of Data||This session will be designed to give participants an understanding that making sense of data requires having a question in mind. The question drives the way data is visualized and made sense of. A framework for data literacy will be shared with time to practice with data sets and tools that are publicly available. This session is most appropriate for grades 6 – 12. Elements of this session have been presented throughout the state through the University of Maine and Maine Science Teachers Association and at the National Science Teachers Association conference in Atlanta. It is aligned with NGSS and CCSS standards related to date analysis and visualization.||Margo Murphy||Session Materials and Resources||Elevating ALL Students|
|Designing for Learning With Technology||Most of us can integrate technology when we design for surface level learning, and even to some extent, for deeper learning. However, we want students to be able to transfer their learning from one context to another. We will explore strategies for technology integration and learning design that can increase transfer of learning, and then practice transforming surface level learning experiences to ones that promote the transfer of learning. By the end of the session, participants should be able to use a few key strategies to leverage technology to design for learning that will transfer.||Amanda Nguyen||Session Materials and Resources||Elevating Our Practice|
|ECET2 101: Elevating Teachers in Your School or District||During ECET-2 101, you will discover the secrets to planning an ECET-2 style event in your own district! Participants will learn about the core components of an ECET-2 event while collaborating with teachers who recognize the value of elevating and celebrating teaching. Participants will leave this session with ideas and tools, including available grant opportunities, needed to get a homegrown ECET-2 off the ground and other options for elevating educators in your school or district.||Karen MacDonald, Jennifer Dorman, Marielle Edgecomb||Session Materials and Resources||Elevating Our Profession|
|Elevating Youth Voice In and Outside of the Classroom||Learn methods and tools that Portland Empowered’s Youth Engagement Partners use to lift up youth voice in Portland Public Schools, with a specific focus on emerging leaders and students whose voices have historically been underrepresented. Hear from other educators and reflect on ways to incorporate youth voice and leadership within and outside of the classroom. Reflect personally and in small groups on ways you encourage and build capacity around youth voice. Analyze how you combat some of the interpersonal or institutional constraints that may get in the way of centering youth voice and leadership.||Emily Theilmann and Youth Presenters||Session Materials and Resources||Elevating ALL Students|
|Inquiry Through Productive Talk||Participants will learn about the effectiveness of inquiry based discussions and will become familiar with a series of Productive Talk Moves. These strategic moves will enhance and deepen understanding for students and teachers. Be prepared for a hands on experience and to walk away with a lesson you can try with your class in science, as well as other content areas.||Karen Fream, Jennifer Wright-Gregg||Session Materials and Resources||Elevating Our Practice|
|Policy, Advocacy and Practice – From Concept to Law||Come learn how to increase your advocacy role to impact educational policy. This session will outline the process for introducing a bill and the steps that are followed as the bill becomes law. Teacher leaders can be powerful educational policy advocates that influence the outcome of bills throughout the legislative process. Learn how to effectively impact that process to improve educational outcomes for all students.||Sandra MacArthur, Dick Durost||Session Materials & Resources||Elevating Our Profession|
|Proficiency Through Academic Choice||When teachers' instructional practices include many opportunities for academic choice in elementary classrooms, students not only demonstrate proficiency of standards, but they also experience meaningful learning. Student engagement in meaningful or authentic learning experiences enables the development of dispositions such as curiosity, perseverance, and reflectiveness. These are the dispositions of self regulated learners. Come experience how academic choice can influence you as a learner, and leave with ideas and inspiration for integrating academic choice.||Selina Warren||Session Materials and Resources||Elevating ALL Students, Elevating Our Practice|
|Relationships First!||Building relationships and classroom community require effort, time, a desire to create a positive learning environment, and a willingness to make meaningful connections with all students each day. A classroom where students can feel safe, loved, and respected by all is a key to student success. How do we build these types of classrooms? I will introduce new strategies that have been successful in building a strong community with an emphasis on social-emotional learning.||Megan Marks||Session Materials & Resources||Elevating ALL Students|
|Rigorous Whimsey||How might we choreograph a short story, remix a political party, sketchnote an equation, costume a scientific phenomenon, or hashtag a nutrition plan? Intentional acts of creative expression enable deeper learning, turning the creative spirit into a force for authentic understanding. Learn how to apply critical creativity to formative and summative assessments for any learning environment. Expect to complete the session with a collection of activities and assessments ready to implement at a moment’s notice, as well as the mindset necessary to remix, mashup, and design your own rigorous whimsy experiences.||Dan Ryder||Session Materials and Resources||Elevating Our Practice|
|STEM Starts With Science and Your PreK-2 Students Can Do It!||Science is a process! Educators can help PreK-2 students learn the process while integrating ELA and Math to build a strong foundation for ALL learning. How? One solution is Go2Science, co-created by an award winning Maine kindergarten teacher. Meet the co-creator and some of the teachers who use Go2Science with their students to teach the scientific process as they explore real hypotheses for a real purpose. Along the way, their students virtually travel the world and investigate a wide range of phenomena. Come learn student-centered strategies to teach the PROCESS of science no matter what resources you use!||Beth Heidemann, Karen Fream, Roberta Hart, Kristen Tedesco||Session Materials & Resources||Elevating Our Practice, Elevating ALL Students|
|Student-Centered English Class: Passionate About Creating Lifelong Readers!||This session, geared towards teachers of middle and high school students, will be interactive and fun. Participants will learn strategies for how to keep the joy alive with reading, balanced with our own narrative about our collaboration and evolution as English teacher and librarian, plus possibilities for connecting writing with choice reading. Facilitators will present student-centered strategies to help build readers’ identities, and share tips for creating a reading culture in the classroom that purposefully develops relationships with other readers (peers, teachers, librarians). As educators, we must find out how to empower readers to find their individual connections with books and the craft of writing.||Iris EichenLaub, Patti Foster||Session Materials & Resources||Elevating ALL students, Elevating Our Practice|
|Taking Your PLGs to the Next Level||We know that self-reflection and peer feedback are two of the most powerful methods to improve our professional practice. However, simply forming teams and assigning teachers to facilitate professional learning is not enough; just like curriculum in our classrooms, purposeful planning and intentionality must be at the heart of our work as teacher leaders. In this interactive sessions, participants will explore a 'year in the life of a PLC' and practice protocols that will maximize learning and take their PLC's to the next level.||Kasie Giallombardo||Session Materials and Resources||Elevating Our Practice|
|The Great Need: Teachers leading from, not leaving the classroom||For too long now, the only way teachers have been listened to is by leaving the classroom and becoming administrators. Often administrators don’t have the classroom experience that we would hope or too quickly forget what is happening in the classroom|
In Malcolm Gladwell’s book “Outliers” he talks about the 10,000 hour rule, which refers to the number of hours of practice an individual needs to become an expert. Considering this idea, think about schools. What have we typically done? More experienced, quality teachers move into administration for higher pay or in hopes of making changes and are replaced with novice teachers. The current prevailing paradigm doesn’t consider allowing expert teachers to lead from the classroom.
How do we build our profession so we can keep our experts in the classroom while also contributing our voice and wisdom of practice to all aspects of the educational system, from districts to the legislature? Join us to to explore stories, research, and the need to lead without leaving the classroom. Let’s start a conversation that can help change the paradigm.
|Diana Allen, Angie McLaughlin, Margo Murphy||Session Materials and Resources||Elevating the Profession|
|Trauma Informed Instruction||What we know from ACEs is that a trauma informed approach is needed in schools. Without acknowledging and responding to the impact adversity has on developing brains and on social and emotional development, we will never close the achievement gap. This session seeks to share the very basic information of the ACEs study and what that means for educators, students, parents, and communities. If you have never heard of the ACEs study, this session is for you. If you have heard of the ACEs study but are not familiar with the specifics and how this impacts your classroom, this session is for you. This session is the starting point for all teachers and schools wishing to create more trauma informed school cultures.||Brittany Ray||Session Materials & Resources||Elevating ALL students, Elevating Our Practice, Elevating Our Profession|
|Using Flexible Grouping to Elevate All Your Students in Literacy and Math||Pam (grade 5) and Devan (grade 2) will be discussing the successes of using flexible grouping to meet the needs of ALL learners in our respective grade levels. We have noticed a trend-students are coming to school with more social/emotional and academic needs-which is directly impacting their ability to focus in the classroom. Today’s classroom contains a range of students that reach far below grade level to far above, with everything in between. Flexible grouping allows a teacher to narrow the scope of teaching, tailoring the lessons directly to the needs of the group, resulting in increased student engagement and achievement.||Pam Starkey, Devan Weber||Session Materials & Resources||Elevating ALL Students|
|Using Student-Centered Routines to Increase Depth or Problem-Solving||Ever teach material that you are excited about but flops with students? Learn how to analyze your process for introducing new material to determine where breakdowns are occurring in student engagement. In this interactive session you will map out your teaching process and have practice facilitating it with peers.||Julie McFarland, Ellen Payne||Session Materials and Resources||Elevating ALL students, Elevating Our Practice|
Get ready for ECET2 Maine 2018 with three slow Twitter Chats!
Q: What is a slow Twitter chat #slowchat?
A: A #slowchat takes place over the course of a week!
Q: How do I find it?
A: Just click here and you will find a new thought provoking question on July 23, July 30, and August 5!
Our goal was to share our new learning of childhood trauma and how the toxic stress damages children’s brains. Through various conversations with colleagues it became obvious that it was quickly becoming a focus in our school district. During the March 16, 2018 Augusta School Department In-Service Day one of the sessions was called “Adverse Childhood Experiences (ACEs) & Toxic Stress. The presentation was developed by the Maine Resilience building Network and presented by Sue Mackey Andrews. The majority of the teachers at Gilbert School attended this session and instantly saw the connection between childhood trauma and education. This was the perfect kickoff for our afterschool book study – Fostering Resilient Learners. We used the $500.00 grant money to purchase the books.
When planning our book study we divided it up according to the five key parts of the book. We are in the middle of our book study which is leading to the staff deepening their knowledge on childhood trauma and coming up with effective interventions to support our students. Staff members that complete the book study will receive contact hours. We have framed the book study so that if someone can’t attend due to a conflict in their schedule there is an option to do it as an independent book study with assignments and reflections. It should be noted that other educators in the district have heard that we are doing this book study at Gilbert School and want to do it in their building next school year. The $100.00 Staples gift card was a nice bonus. We having been using the gift card to buy additional supplies for the book study. Thank you for making this book study a reality through this generous grant.
The five teachers who teach fourth and fifth grade who attended the ECET 2 conference are involved with teaching PBE in the Math Classroom along with the 93 students at Academy Hill School. We meet weekly in an hour long PLC to discuss PBE in Math and informally most days. We work as a team to problem solve, place students, discuss strategies as well as activities to use with our students. Our principal and the District Coordinator have also been involved in our meetings.
We have had one parent meeting before we started PBE in Math to inform the parents of what math would like. We are having another parent meeting on Feb. 28 to see how PBE in Math is going for their child. We are trying to build a culture with the PLC community, our student community, and our parents that PBE is the way to go.
We have taken baby steps through December by mixing the fourth and fifth graders together through teaching Growth Mindset and Habits of Mind. We are also mixing our students in Math Club in preparation for the PBE in the Math Classroom which was started on January 3. Some benefits that we are seeing are that students are more engaged in their learning and are motivated to reach their Learning Target. Our hope is for students to be more invested in their learning.
We presented at the District Workshop on March 23. Our presentation was about our road map for implementing PBE in Math. We have also been making school visits to see about implementing PBE in other subject areas.
As a Title 1 school and tough economical budgets we decided to contribute the $500 towards Apple TV in each of our classrooms and our principal put and additional $250 towards Apple TV. This has allowed our students the ability to share their work through Apple TV which has increased student engagement and participation. By having a wireless connection teachers are allowed to work in small groups, but still display something. It has allowed the teachers and students to have multiple teaching methods in the Math PBE Classroom as we do math rotations.
2017 ECET2 Maine Grant
Focus: Becoming a Trauma Sensitive School
The 2017 ECET2 grant opportunity allowed our school to invest in books and supplies to support our focus of becoming a trauma sensitive school. The two books we have purchased for our staff reading groups are Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress and Hanging In: Strategies for Teaching the Students Who Challenge Us Most.
We were able to purchase 10 copies of each book. We are currently involved in book studies and sharing our learning through PLCs and staff meetings. Our principal, Sally Leighton, purchased 6 books from the recommended list she received at ECET2 during the workshop with Brittany Ray. She read and discussed them with ECET2 attendees and ultimate was able to choose two books to purchase for the staff.
We have also focused several staff meetings to develop a common understanding of what it means to be trauma sensitive. We are in the process of setting goals for our school that include understanding
our students needs and learning ways to promote a resilience-focused support system. We had the pleasure of working with Brittany Ray, Director of TREE (Transforming Rural Experience in Education), who met with our staff early in February during a special staff meeting that included refreshments and a packed house that included Michael Eastman, RSU 24 Superintendent of Schools. We hope to be able to bring Ms. Ray back at least once to help us deepen our understanding and continue to move our school forward with this critical work.
Our district is currently writing the “ed specs” document for our new high school building proposal. We were able to impact the final version of the document with our better understanding of the kinds of spaces and programming that might better support students who have experienced trauma. Our new building could be the first in the state that is trauma sensitive in structure and design.
We believed as a staff that we were very sensitive to our students’ needs. We are finding that there is, in fact, a lot more that we can do to support our students. Understanding what is actually in their control and what is not is our first step. Knowing how to respond and support them is ongoing work that we are committed to as a team.