NCUST LEADERSHIP CERTIFICATE PROGRAM

COURSE ONE

ADVANCING TEACHING PRACTICES IN PURSUIT OF EQUITY AND EXCELLENCE

SESSION ONE

  1. Establish the Why: NCUST History
  2. Establish the What: 8 Teaching Practices and 4 Leadership Challenges
  3. Establish the How: Designing your Equity and Excellence Project (EEP)
  • The Equity and Excellence Project is a comprehensive initiative aimed at addressing disparities.
  • NCUST’s mission is to help districts and their partners transform schools into places where all students achieve academic proficiency, evidence a love of learning, and graduate well prepared to succeed in post-secondary education, the workplace, and their communities.
  • NCUST found three tightly related characteristics in the high-performing urban schools studied: a positive transformational culture for all students and all adults at the school, access to challenging curricula for all students, and effective, engaging instruction that leads all students to understanding and mastery.
What learning and/or achievement gaps exist at your school?

SESSION TWO

Understanding Teaching Practices
  • Making Students Feel Valued and Capable
  • Focusing on Understanding and Mastery
  • Promoting Clarity
  • Ensuring Culturally, Socially, and Personally Responsive Teaching
  • The SMARTER framework underscores the importance of continuous assessment and adaptation, allowing for greater flexibility in the pursuit of goals.
  • The heart of effective teaching efforts in high-performing schools, NCUST saw practices that resulted in students feeling valued, capable, and loved. 
  • Without a positive transformational culture, other improvement efforts are built on quicksand.  If certain groups of students or teachers do not perceive that they are welcome, appreciated, respected, and valued, they will not engage in ways that are essential to the attainment of equitable and excellent learning results.
What specific goal, if accomplished, can eliminate the learning disparities at my school?

SESSION THREE

Understanding Teaching Practices 
  • Checking Understanding Providing Feedback, and Adapting
  • Building Fluency with Gatekeeper Vocabulary
  • Promoting Successful Practice
  • Leading Students to Love Learning
  • The most important lesson to be learned from NCUST’s studies of high-performing urban schools is that success is attainable. Typical schools, with significant challenges, can achieve substantial improvements in teaching that yield remarkable gains in learning.
  • Generating consistent school-wide change in teaching takes substantial time, effort, courage, and risk.  Success comes from practices that are implemented each day and systems that promote the refinement of those practices over time. 
  • Individuals may sincerely want to change their practices; however, systems are often not designed to support the desired changes.  In some cases, systems may work in ways that frustrate change efforts.
How do I develop the best teaching practices throughout a school?

COURSE TWO

Advancing Leadership Practices in Pursuit of Equity and Excellence

SESSION ONE

  • Establish a project.
  • Explain elements to sustain change.
  • Share the 4 Leadership Challenges

SESSION TWO

  • Explain and practice “Affirmative Feedback.”

COURSE THREE

Advancing School Culture in Pursuit of Equity and Excellence

SESSION ONE

  • Share participant’s EEP practices to build a culture of data as a means to develop student agency
  • Discuss EEP’s process to ensure students are valued and heard as we support their academic and social-emotional needs
  • What are the EEP’s strategies to dramatically increase teacher collaboration to improve the engagement and achievement of students within the classroom

SESSION TWO

  • How EEP’s are establishing shared values 
  • Methods of EEP fostering a culture of growth and improvement
  • How EEP is maintaining high expectations for students while developing meaningful relationships
Concourse Village Elementary School
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