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Academy > 21st Century > News > June Training Materials Available
The Role of the Administrator in Face-to-Face Sync Point Discussion Meetings
Introduction
In the eMBEDDED LEARNING ACADEMY's blended study group model, face-to-face sync point discussion meetings held at the end of each unit are guided by the facilitator. Administrators can play an important role in these discussions. While the facilitator has the overall responsibility of guiding the course of the meeting, principal participation in these meetings enables the principal to model collaborative inquiry as an instructional leader.
The Role of the Administrator
At course sync point discussion meetings, administrators can work collaboratively with the facilitator to:
- Help the group develop an overall vision of where they want to go with respect to their professional development.
- Tie professional development to district initiatives.
- Help the group set goals for professional growth.
- Maintain focus on the effect of professional development on student achievement. Improved student achievement is always the bottom line of any professional development program.
- Support the work of the group by supplying any necessary data.
- Empower teachers to grow professionally and to become leaders in spreading new ideas and strategies among all the staff at the school.
- Let staff members know that you support them as they learn and grow. (Lindstrom, 2004)
- Provide time and resources when possible.
- Act to help in situations in which problem-solving is needed.
- Show your staff that you are listening actively to what they are saying.
- Clarify what your staff is saying by asking questions.
- Encourage teachers to further explain a comment or a point of view.
- Present your own ideas or thoughts on the topic or problem, but not as the "final" word.
- Work with the facilitator to lead the group in brainstorming all possible solutions to a problem that may have arisen.
- Help the group move from "possible" solutions to a problem to "probable" solutions by realistically looking at the consequences and implications of the solutions. (Glickman, 2002)
Preparing for the Meetings
The following chart shows the sync point discussion topic and key articles from the course you may want to read to help you prepare for these discussions. The facilitator can provide you with copies of the articles for your review.
| 1 |
Introduction |
Discuss the characteristics of the 21st Century student. How would authentic instruction appeal to your students? |
- "Course Objectives"
- "Classroom Look-fors"
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| 2 |
Authentic Teaching |
Research findings as well as the teacher and student experience illustrate the transforming power of authentic intellectual work. As you reflect upon the course activities from Unit 2, identify the challenges and benefits you and your students might face by teaching authentically. Please also describe where technology fits into authentic instruction. |
- "Authentic Intellectual Work"
- "4 Standards of Authentic Instruction"
- "Schools of Authentic and Inclusive Learning"
- "Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?"
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| 3 |
Developing Authentic Instruction |
As you reflect upon the four standards of authentic intellectual work which standard will be the hardest to implement? Discuss why it will be a challenge and solutions or techniques that will help master meeting all four standards. How will technology help you keep your instruction authentic? |
- "Promoting Higher Order Thinking in the (Content) Classroom"
- "Promoting Substantive Conversation on the (Content) Classroom
- "Creating Connections to the World Beyond the (Content) Classroom"
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| 4 |
Teacher Action Research |
This discussion should focus on student work generated during the action research and what can be learned about instruction from it. However, the following topics may come into play as well:
Action research is an empowering experience that is enriched through out the process by collaborating with peers. How do the individual steps of the process fit into your daily regimen? Please also discuss the importance of collaborating with peers and the benefits, as well as how technology might enhance action research. |
- "Effective Use of Assessment Data in Action Research"
- "Instructional Implications of Student Data Assessment"
- "How Do I Determine Instructional Implications?"
- "Study Group Protocols for Sharing Action Research"
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References:
Glickman, C. (2002) Leadership for Learning: How to Help Teachers Succeed. Thousand Oaks, CA: Corwin Press
Lindstrom, P. & Speck, M. (2004) The Principal As Professional Development Leader. Thousand Oaks, CA: Corwin Press
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