Faculty: Lastinger Center Teacher Leadership Conference

February 27, 2017

Each year, faculty present at conferences across the state and around the nation to share the work they are doing in classrooms with their students.

Below are descriptions of presentations that P.K. Yonge faculty and administrators will be giving at the UF Lastinger Center’s International Teacher Leadership Conference in Miami from March 1-3, 2017 (http://lastingercenter.com/tlconference/conference-information/)

 

From the Program:

Teacher Observation as Professional Learning: From ‘Catching’ to ‘Collaborative Coaching’

Workshop Session
Catherine Atria, P.K. Yonge Developmental School – University of Florida
Carrie Geiger, P.K. Yonge Developmental School – University of Florida

In this age of accountability, teacher observation and evaluation systems have become the conduit by which instructional practice is measured and teacher efficacy is determined. Often, these systems are designed to ‘catch’ teachers doing or not doing things well and, generally, will not improve practice or increase students’ academic achievement. This presentation will highlight a targeted feedback cycle observation and evaluation system based on objective data, reflection, collaborative conversation, and focused coaching. The teacher and observer collaboratively engage in a strengths-based approach to identify a small shift in a focused area of instruction that will yield significant gains in student achievement. The professional learning becomes specific to the individual educator and occurs in the day-to-day interactions with students within the classroom. Keywords: Coaching, Peer Collaboration/ Mentorship.

Science Teacher Leaders: Promoting Equity in Learning and Science Practices

Panel Presentation
Lynda Hayes, P.K. Yonge Developmental Research School, University of Florida
Rose Pringle, University of Florida
Karen Kilgore, University of Florida
Mayra Cordero, P.K. Yonge Developmental Research School, University of Florida
Jennifer Hamilton, Palm Beach School District
Sean Streed, Palm Beach School District

Our nation’s science-based workforce does not reflect the potential and diversity of the population (Suresh, 2011) putting our future health, productivity, and security at risk (Jackson, 2004). Looming risks create a pressing need for K-12 educators to engage and support diverse populations in science. This case study addresses the following questions: How do STLs define reform-based science teaching? How do STLs define their work with colleagues? What insights emerge as STLs grapple with the intersection of teaching practices, curriculum, and collegial/school/district contexts? Keywords: STEM, Social Justice, Action Research/Inquiry

Teacher Leadership in the Digital Age

Panel Presentation
Jon Mundorf, Florida Teacher Leader Fellow – P.K. Yonge Developmental Research School
Jacqui Zahralban, Florida Teacher Leader Fellow – St. Johns County Schools
Charlie Cummings, Florida Teacher Leader Fellow – Florida Virtual School
Adrienne Reeder, Florida Teacher Leader Fellow – Miami-Dade County Public Schools

Technology initiatives abound in Florida schools and school districts. This presentation features four teacher researchers engaged in job-embedded practitioner inquiry projects exploring the opportunities and challenges of technology integration in Florida schools. Rather than accepting instructional technology as the panacea for all educational challenges, these projects take a critical look at accessibility, student-centered instruction, student perceptions, and academic agency. The teacher researchers will explore topics such as blogging, Internet Reciprocal Teaching, non-tech tools in virtual learning environments, and a 1:1 Chromebook initiative through a UDL lens. Keywords: Action Research/Inquiry, Classroom Technology, Student Social/Emotional/Academic Success

Special Education Teacher as Teacher Leader Embedded Within Learning Communities

Workshop Session
Erin Cooke, P.K. Yonge Developmental Research School – University of Florida
Jill Ozog, P.K. Yonge Developmental Research School – University of Florida
Angela Flavin, P.K. Yonge Developmental Research School – University of Florida
Ashley Pennypacker Hill, P.K. Yonge Developmental Research School – University of Florida

Traditionally, special education teacher roles are positioned on the outskirts of the communities of practice. These teachers are typically separated from the traditional classrooms and teachers, resulting in few opportunities to collaborate with their peers. This creates a separation for colleagues and provides a fractured educational experience for students. In our K-12 diverse school, we are organized in learning communities with six general education teachers and one special education teacher. The special education teacher is embedded within the learning community, holding the title of Learning Community Leader. Listen to our school’s journey to build teacher leadership that directly supports the students as well as teachers. Keywords: Teacher Voice/Agency, Peer Collaboration/ Mentorship, Special Education

Teacher, Leader, and Researcher: Three Roles in One Profession

Panel Presentation
Jon Mundorf, P.K. Yonge Developmental Research School, University of Florida
Cody Miller, P.K. Yonge Developmental Research School, University of Florida
Jen Cheveallier, P.K. Yonge Developmental Research School, University of Florida

What is the relationship between teaching, leading, and researching in the age of standardization? How can teachers use their research to nurture change in broader educational trends? The panel, consisting of three teacher researchers and a university assistant professor, explore how they’ve navigated the space between practice, theory, and policy. They will address how they’ve overcome obstacles and implemented what they’ve learned from their research in order to become successful teacher leaders at their respective institutions. Keywords: Teacher Voice/
Agency, Peer Collaboration/ Mentorship, Action Research/Inquiry

Becoming Science Teacher Leaders: Challenges and Opportunities

Paper Session
Rose Pringle, University of Florida
Linda Hayes, P.K. Yonge Developmental Research School, University of Florida
Jennifer Bray, Levy County School District
Britni Rayman, Palm Beach County School District

Through a partnership with 11 school districts, the University of Florida science education program prepared 35 school/district Science Teacher Leaders (STL) to lead a transformation in science education through the study and enactment of a reform-based science curriculum in their classrooms. Bounded by the parameters of a particular program, this case study reveals how the STLs enacted their training experiences within their school and district contexts, and their strategies for working as leaders among their peers. Keywords: STEM, University/School Partnership, Professional Development

Evolution of Teacher Leadership through Continuous Cycles of Practitioner Research

Workshop Session
Michelina MacDonald, P.K. Yonge Developmental Research School, University of Florida
Christy Gabbard, P.K. Yonge Developmental Research School, University of Florida
Kristin Weller, P.K. Yonge Developmental Research School, University of Florida
Cody Miller, P.K. Yonge Developmental Research School, University of Florida

Follow the journey of three, high school teacher inquirers as they use continuous cycles of practitioner research to explore standards-based education in an effort to increase equity within a diverse K-12 school. The work of three teacher leaders, beginning within one grade level team across three disciplines (ELA, Science, and Mathematics) has led to a school-wide collaborative inquiry designed to reexamine approaches to assessment and ultimately what grades communicate to students, parents, and other educators.

 

 

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