This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...NortheasternSAIL
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
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www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
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Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net.
Module 13: School Leadership : Concepts and ApplicationNISHTHA_NCERT123
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
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Transformative organization and governanceSam Luke
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Figueiredo, A. D. (2009). Everything you always wanted to know about the student/advisor relationship (but were afraid to ask). [PDF slides] (Research Methods, Part III – The Praxis of Science).
Seminar 1: “Teaching the Digital Generation with Impact: Teachers as Agents of Character Formation”, June 14, Thursday, 8:30 a.m. to 12:00 noon
Seminar 2: “Tried-and-Tested Strategies That Form Students’ Character: Empathy, Resilience and Grit”, June 14, Thursday, 1:00 p.m. to 5:00 p.m.
Seminar 3: “Better Classroom Management: Once and For All, You Can Solve That Discipline Problem”, June 15, Friday, 8:30 a.m. to 12:00 noon
Seminar 4: “Transforming Your School Through the Power of Effective Class Advisory: Systems and Strategies”, June 15, Friday, 1:00 a.m. to 5:00 p.m.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Transformative organization and governanceSam Luke
The transformative perspective fundamentally involves a transition in the forming process, from one focused on incremental change to that catalyst oriented towards quantum change.
Figueiredo, A. D. (2009). Everything you always wanted to know about the student/advisor relationship (but were afraid to ask). [PDF slides] (Research Methods, Part III – The Praxis of Science).
Seminar 1: “Teaching the Digital Generation with Impact: Teachers as Agents of Character Formation”, June 14, Thursday, 8:30 a.m. to 12:00 noon
Seminar 2: “Tried-and-Tested Strategies That Form Students’ Character: Empathy, Resilience and Grit”, June 14, Thursday, 1:00 p.m. to 5:00 p.m.
Seminar 3: “Better Classroom Management: Once and For All, You Can Solve That Discipline Problem”, June 15, Friday, 8:30 a.m. to 12:00 noon
Seminar 4: “Transforming Your School Through the Power of Effective Class Advisory: Systems and Strategies”, June 15, Friday, 1:00 a.m. to 5:00 p.m.
Nothing about them without them: Authentically engaging students in UDL growthFrederic Fovet
Presentation at the 1st International Universal Design for Learning Symposium Learning Together.
Maynooth University, June 8th, 2023
There has been a growing interest for Universal Design for Learning (UDL) as a framework for inclusion in both the K-12 and post-secondary sectors over the last decade, and this momentum has been noticeable globally. The body of literature which evidences the pedagogical benefits of UDL implementation for the inclusion of diverse learners is now broad and diversified. There is also growing interest in examining UDL implementation from a leadership and administrative perspective, examining it as a management of change process.
Throughout this growth in scholarship and field initiatives, the concepts of student voice and student advocacy have frequently been used and showcased. The literature regarding the learner role in the process of UDL implementation is, however, still limited. Placing learners in the driving seat when it comes to UDL adoption is therefore purely conceptual and abstract at this stage. It will be challenging to genuinely scale-up UDL as a framework, in both the K-12 sector and the post-secondary landscape, until students have considered with care and offered an active leadership role. Students’ perception of UDL and its objectives are key in the success of initiatives that seek to integrate it across organizations.
This fully interactive session will examine the various facets of the notion of learner involvement in the process of UDL adoption. First, the session will consider the way UDL must be explicitly discussed with learners within the class, while UDL initiatives are attempted. Failure to explain this process to students, and to actively engage them in it, significantly limits the scope of such efforts. The second part of the session will consider learner voice beyond the class itself, and will discuss ways to involve students as co-advocates for UDL growth, across institutions. This is a rich and complex process of critical empowerment which has unfortunately been so far rushed or ignored. The third part of the session will consider how UDL professional development should be addressed not just to educators but to student groups and student representatives. This section of the presentation will explore how the UDL principles must bee woven into such resources and PD for students and student groups, and how they must inform the design of such initiatives.
Dr. Edgar Blevins, Professor at Southern University and A&M College, presents on "Choosing Faculty Mentors & Finding 'Mentoring Communities' for Academic Success. For more information, please visit https://matc.unl.edu.
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
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Grounded in personal goals, practices, and motivations as educators, this session introduces participants to the SAIL initiative and its origins, vision, and framework for supporting holistic, lifelong, and experiential learning. Participants from across Northeastern will explore ways to engage in Northeastern’s evolving ecosystem, leverage the shared language of the SAIL framework, collaborate across units, and consider the transformative potential of our learners acting as educators (while recognizing our own growth as learners).
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Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere" Conference
1. Finding the Intersections Between
Your Domain and the SAIL Framework
sail.northeastern.edu
sail@northeastern.edu
Becca Berkey, PhD
Service-Learning
Mary English, PhD
CATLR
Michael Sweet, PhD
CATLR
WELCOME!
As you get comfortable, please introduce yourself to those around you!
(We’ll be working in groups of four) J
#LearningEverywhere
#SAILatNU
2. “Problems cannot be solved with
the same mindset that created
them.” - Albert Einstein
3. Educators improve the world by equipping
learners to tackle big problems.
How, specifically, does your domain do this?
It does, otherwise it wouldn’t exist.
How can SAIL help you make that more explicit?
“Problems cannot be solved with
the same mindset that created
them.” - Albert Einstein
4. How We’ll Spend Today
We will work through a process of…
• Reflecting on the work you are equipping your learners to do
• Identifying SAIL intersections within this work
• Making these intersections explicit to your learners
This will involve…
• Individual work
• Group sharing
5. Key Considerations on the Work You’re Equipping
Learners to do - Overview
1. Who are the learners?
2. When you are in the role of educator, what is the work you are equipping learners to
do?
3. What broad issues or important decisions are debated by people while they are
doing the work you are equipping learners to do?
4. What moral and ethical issues are core for people while they are doing the work you
are equipping learners to do?
5. What personal and professional struggles are common for people while they are
doing the work you are equipping learners to do?
6. 1. Who are the learners?
In this example, disciplinary academic faculty
Example: Instructional Development
Key Considerations
7. 2. When you are in the role of educator, what is the work
you are equipping learners to do?
helping college students learn an academic discipline by designing,
developing, facilitating, and evaluating learning.
They are:
Example: Instructional Development
Key Considerations
8. 3. What broad issues or important decisions are debated by people
while they are doing the work you are equipping learners to do?
• Content decisions—what and how much
• Accommodating differences among learners
• Role of coach vs. role of judge
• How to spend time in and out of class
They have to consider:
Example: Instructional Development
Key Considerations
9. 4. What moral and ethical issues are core for people while they are
doing the work you are equipping learners to do?
• Student Academic integrity – Boundaries and consequences
• Inclusivity – In sources/perspectives and teaching practices
• Grading – Student effort vs. objective criteria vs. participation
Core for them are:
Example: Instructional Development
Key Considerations
10. 5. What personal and professional struggles are common for
people while they are doing the work you are equipping
learners to do?
Many struggle with:
Example: Instructional Development
Key Considerations
• Work/life balance
• Politics – Disciplinary, institutional, personal
• Limited resources
• Changing expectations
• Keeping up with technology
11. 1. Who are the learners?
In this example, Service-Learning Teaching Assistants
Key Considerations
Example: Service-Learning
12. 2. When you are in the role of educator, what is the work
you are equipping learners to do?
They are:
Key Considerations
Example: Service-Learning
• Coordinating among faculty member, community partner
organization(s), students, and our program.
• Leading reflections, facilitating discussions, etc.
• Engaging through the lenses of social justice and university-
community engagement.
13. 3. What broad issues or important decisions are debated by people
while they are doing the work you are equipping learners to do?
They have to consider:
Key Considerations
Example: Service-Learning
• Goals/needs of each of the stakeholder groups
• How to advocate for stakeholders in relation to one another
• The larger role they/their students are playing in the
community/ies surrounding Northeastern and beyond
• How to support faculty in project management as well as
meaning-making, facilitation, and reflection
14. 4. What moral and ethical issues are core for people while they are
doing the work you are equipping learners to do?
Core for them are:
Key Considerations
Example: Service-Learning
• Whose needs take precedence?
• What are the real vs. perceived safety issues?
• How to frame language in ways that are empowering for the
community(ies) where students are serving/partnering
• The relationship of the university to the community more broadly
15. 5. What personal and professional struggles are common for
people while they are doing the work you are equipping
learners to do?
They can struggle with:
Key Considerations
Example: Service-Learning
• How to communicate effectively in multiple formats
• How to balance everyone’s needs/goals
• How to balance their own workload with supporting others in a
timely manner and fulfilling program responsibilities
• Whether they feel the work is ethical and just
16. SECTION A – Identifying Key Considerations
1. Who are the learners?
2. When you are in the role of educator, what is the work you are equipping learners to do?
3. What broad issues or important decisions are debated by people while they are doing the
work you are equipping learners to do?
4. What moral and ethical issues are core for people while they are doing the work you are
equipping learners to do?
5. What personal and professional struggles are common for people while they are doing the
work you are equipping learners to do?
Complete SECTION A only.
17. INTELLECTUAL AGILITY
Learners develop the ability to use knowledge,
behaviors, skills, and experiences flexibly in new
and unique situations to innovatively contribute
to their field.
GLOBAL MINDSET
Learners develop knowledge, skills and behaviors to
live, work and communicate with people whose
background, experience and perspectives are
different from their own as well as to consider the
global impact of their decisions.
SOCIAL CONSCIOUSNESS &
COMMITMENT
Learners develop the confidence, skills and
values to effectively recognize the needs of
individuals, communities, and societies and
make a commitment to constructively engage in
social action.
PROFESSIONAL & PERSONAL EFFECTIVENESS
Learners develop the confidence, skills, behaviors and values to effectively
discern life goals, form relationships and shape their personal and
professional identities to achieve fulfillment.
WELL-BEING
Learners develop knowledge, skills and
behaviors necessary to live balanced and
fulfilling lives.
SAIL Framework (Five Dimensions)
18. Identifying the Intersections
Example: Service-Learning
In this example, service-learning teaching assistants are supporting their faculty,
students, and community partners.
• Navigating the goals/needs of each of the stakeholder groups (whose needs take
precedence?)
• How to advocate for stakeholders in relation to one another
• How to support faculty in project management as well as meaning-making,
facilitation, and reflection
• The larger role they/their students are playing in the community(ies) surrounding
Northeastern and beyond
• How to frame language in ways that are empowering for the community(ies) where
students are serving/partnering
• The relationship of the university to the community more broadly
19. Identifying the Intersections
In this example, disciplinary faculty help college students learn an
academic discipline.
• Content decisions—what and how much
• Accommodating differences among learners
• Role of coach vs. role of judge
• Inclusivity – In sources/perspectives and teaching practices
• Grading – Student effort vs. objective criteria vs. participation
• How to spend time in and out of class
• Work/Life balance
Example: Instructional Development
20. SECTION B – Identify the Intersections
1. Review the definitions and characteristics of each SAIL
dimension.
2. Review your responses on the reflection worksheet.
3. For each response, using the boxes in SECTION B, write
which dimension (if any) seems to most closely align with the
content of the response.
Complete SECTION B only.
21. Importance of the Intersections
This dimension is important to disciplinary faculty because…
…they need to apply learning theory, subject matter expertise, and flexible and strategic thinking to design
impactful learning experiences.
…they need to accommodate differences among learners and pursue inclusivity in their
sources/perspectives and practices so that all have equal access to education and so that diverse
perspectives are included.
…they need to equip learners to apply disciplinary knowledge in socially responsible ways to continually
work toward a more fair and just society.
…”we teach who we are;” therefore, our identities inevitably, and publicly, shape what we teach and how we
teach it, impacting our students.
…with all of the many demands of being a faculty member, longevity and effectiveness depend on physical
and emotional health, strong relationships, and a sense of meaning and purpose.
Example: Instructional Development
22. Importance of the Intersections
This dimension is important to Service-Learning Teaching Assistants because…
…they need to be able to solve problems and think on their feet to not only manage all stakeholder
group’s expectations, but do so in a way that is alignment with program philosophy.
…they will be working with a wide variety of people with sometimes overlapping but sometimes
competing interests, goals, needs and timelines. Additionally, many of these people differ from the S-
LTA him/herself.
….they are advocating and assisting their faculty, students, and partners in ways to best work with
one another with the broader goal of building a better world through their pursuits, while
acknowledging and navigating university/community relationships.
…they will rely on a number of professional and personal skills regarding communication and
relationship-formation to effectively do their work.
…they will need to balance everyone’s expectations with their own other commitments, and doing
their work effectively relies upon their own physical and mental well-being.
Example: Service-Learning
23. “Problems cannot be solved with
the same mindset that created
them.” - Albert Einstein
SECTION C – Importance of the Intersections
Based on your responses in SECTION B, write a brief statement to explain why
each dimension is important to the work you are preparing your learners to do.
Complete SECTION C only.
24. SECTION D – Learning Experience
What learning experience would make one of the
intersections you identified explicit to learners?
• What will the learners do?
• What is the prompt/framing?
• What will the learners express when they “get it”?
Examples: Reflection, discussion, exercise,
inquiry, case study, scenario, self-assessment.
25. SECTION D – Learning Experience
Example: Instructional Development
…they need to accommodate differences among learners and pursue
inclusivity in their sources/perspectives and practices so that all have equal
access to education and so that diverse perspectives are included.
…they need to equip learners to apply disciplinary knowledge in
socially responsible ways to continually work toward a more fair and
just society.
…”we teach who we are;” therefore, our identities inevitably, and publicly,
shape what we teach and how we teach it, impacting our students.
Read chapter on inclusive
activity design; rework sample
lesson to apply principles.
Write a reflection
on what social
responsibility looks
like in your
discipline; discuss
in groups.
Complete teaching values
inventory, then write a
teaching philosophy
statement that reflects
findings.
26. SECTION D – Learning Experience
Example: Service-Learning
…they need to be able to solve problems and think on their feet to not only
manage all stakeholder group’s expectations, but do so in a way that is
alignment with program philosophy.
...they are assisting their faculty, students, and partners in ways to
best work with one another with the broader goal of building a
better world through their pursuits, while acknowledging and
navigating university/community relationships.
…they will need to balance everyone’s expectations with their own
other commitments, and doing their work effectively relies upon
their own physical and mental well-being.
Role play by giving the student
leaders scenarios that have
happened in the past.
Students go on a
guided asset-based
walking tour of the
surrounding
neighborhoods.
Carve out time at a small
group weekly meeting to
focus and reflect on self-
care through an activity
and share-out.
27. Educators improve the world by equipping learners
to tackle big problems.
How, specifically, does your domain do this?
It does, otherwise it wouldn’t exist.
How can SAIL help you make that more explicit?
“Problems cannot be solved with
the same mindset that created
them.” - Albert Einstein
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