ICAL Teacher Training (Leadership Levels)

The Leadership Levels are the third sequence of courses in the ICAL teaching Training sequence.

These courses are designed for public schools, charter schools, or school districts who wish to build long-term internal capacity.  Building capacity gives the organization a way to monitor four important functions to achieving long-term results:  Assessing, Coaching, Mentoring, and Designing.

The courses for the Leadership Level are designed for instructional specialists, course designers, and master teachers upon whom the organization wishes to build long-term internal capacity.  

The organization selects personnel who have a long-term interest in the success of the organization to attend these seminars, since these people will hold the knowledge of these skills for the school, district, or organization.

The five courses in the Leadership Level build the internal staff capacity to:

  • Assess results formally and informally
  • Coach lower-performing teachers to achieve higher results
  • Create mentor teachers within the system for new teachers to watch
  • Design units and courses that achieve the ending results desired by the district.


Assessing for Results

Assessing for Results is the first 30-hour course in the Leadership Level sequence.

This course begins the process of determining what results are required for each population of students served by the organization (upper and lower quartiles, gifted, ESOL, general population not at grade level, etc.)

Once the target populations and the target results are identified, the participants can design a specific plan to teach and assess each target population.  This course gives you both the theory and the practice with the tools so that you can begin assessing results immediately.

Outcomes to expect (just a few of many more that you will acquire):

  • Determine current skills and confidence level of target population
  • Research available measurement instruments and what they measure
  • Analyze appropriate curriculum standards for your target population
  • Determine cost effectiveness of designing internal measurement instrument 
  • Develop rubrics for formal and informal assessment of teachers and students
  • Discover how content delivery is affected by classroom setup and teacher attitudes
  • Conduct and present case studies on assessment instruments currently in use
  • Develop informal instruments for ongoing assessment in the classroom
  • Establish baseline performance for target population
  • Create a “Best Practices” rubric to assess teacher classroom performance 
  • Discover how environment affects performance
  • Observe samples of formal and informal assessment sessions
  • Assess presentation skills of participants presenting case studies



Coaching for Results

Coaching for Results is the second 30-hour course in the Leadership Level sequence.

Once performance results and best practice skills are determined in the previous course, the organization has the capability to determine which teachers are performing “below expectations”, “at expectations”, and “above expectations”.

Once the “below expectations” teachers are identified through the “best practices” rubric, then it is possible to design a coaching strategy to rapidly get those teachers up to targeted performance levels.

Participants complete this course with hands-on experience on how to identify coaching areas of improvement.  They also practice how to coach teachers so that they are given neutral, content-based feedback that empowers them to improve their overall best teaching practices score in the classroom. 

Outcomes to expect (just a few of many more that you will acquire):

  • Determine the ideal teacher for the populations your organization is assessing
  • Update the assessment instruments to include all targeted populations
  • Analyze ICAL’s 65-point “Best Practices” coaching form 
  • Determine classroom management criteria for coaching
  • Link student engagement and results to teacher “best practice” skills
  • Compare curriculum standards with best practice targets
  • Evaluate classroom setup with teacher best practice performance
  • Link content delivery with student results
  • Discover how “teacher persona” relates to content delivery and student performance
  • Evaluate how classroom materials and manipulatives affect student engagement
  • Assess how use of instructional time affects student results
  • Assess different coaching styles to determine your most effective style
  • Evaluate videotaped teachers using best practice rubric 
  • Create a rubric to assess student written and spoken output
  • Practice delivering content-based feedback that empowers teachers



Mentoring for Results   

Mentoring for Results is the third 30-hour course in the Leadership Level sequence.

Once assessment and coaching protocols are in place, your organization can achieve long-term performance goals among its teaching staff by building Mentors.  

Building Mentors within your staff is the final step to achieve successful student outcomes over time.  Organizations build internal Mentor teachers to provide a living example of what the organization considers “at or above level “teaching performance.  

Teachers new to the system can see a good example of excellent “Best Practice teaching” and model their teaching habits on an example of excellence.

Participants complete this course with a complete set of skills.  They will be able to identify or develop ideal mentor teachers, create a program to indoctrinate new teachers to the system through the use of Mentors, and build a network of Mentor teachers to service the entire district by placing mentors in every school in the system.


Outcomes to expect (just a few of many more that you will acquire):

  • Support Total Quality Education (TQE) standards for the organization
  • Create additional TQE standards for the organization to consider
  • Develop Vision, Mission, Goals and Action steps for the Mentor program
  • Discover the paradigm for excellence and how to create one for your organization
  • Evaluate the dynamics to adopt change within your organization
  • Create a bulletin board that displays all the elements of excellence
  • Design a communication matrix to disseminate excellence by word of mouth
  • Measure the four levels of performance for your organization
  • Develop a “first curve” and “second curve” plan of TQE implementation
  • Create rubrics and a rubric gallery for each curve
  • Connect assessing, coaching and mentoring functions for long term capacity
  • Develop the rubric for the ideal assessor, coach and mentor 
  • Leave with a clear plan of action for your school, district, or organization



Designing Units for Results

Designing Units for Results is the fourth 30-hour course in the Leadership Level sequence and the first of two seminars on how to design.  

This course is for instructional specialists, course designers, assessors, coaches, mentors, and teachers who are designing courses to meet the performance goals of the district or organization.

Textbooks accomplish the goals of the publisher producing the book.  If there is a challenge facing a school district or large educational organization, producing a customized course that directly addresses the need of the target population may be the most effective solution.

Participants will learn and practice how to create units using ICAL’s 11-step model of design.  They will leave the course with finished units that target particular content areas and issues.  

This is a very hands-on seminar, focused on actual creation and development of a unit including all the props and materials.  There is some time allotted in the course to work on overall design with our coaching staff present.  However, expect to invest some time outside the course to complete your unit in time to present it to the other participants of the seminar.

This is the prerequisite seminar to Designing Courses for Results, which addresses how to assemble individual units into a much larger course to address larger performance issues facing the organization.

Outcomes to expect (just a few of many more that you will acquire):

  • Apply 6 stage model of learning and 11-step model of design to unit development
  • Analyze scroll produced in earlier seminars
  • Discover the Fibonacci sequence and its relation to design of units 
  • Analyze the mathematical version of a five-day course
  • Discern the difference between curriculum design, instructional design, and lesson plans
  • Review the 13-step model for creating and piloting a new course
  • Decide on content and design for your new unit
  • Develop a scroll for a 5 to 8 lesson unit
  • Create a “T-Chart” of activities for your new unit
  • Build  a matrix of multiple intelligences and psychological objectives
  • Develop the outline for all material production for your new unit
  • Incorporate local and national standards into any design 


   
Designing Courses for Results 


Designing Courses for Results is the fifth 30-hour course in the Leadership Level sequence.

This course will be attended by the same people who attended Designing Units for Results.

Participants will use the skills they acquired in the previous seminar and expand them to include the construction of an entire course.  The course will consist of a global design of units assembled to create an engaging, mathematically designed course.

This is a very hands-on seminar, focused on actual creation and development of a course including the scroll, development checklists, props and materials, and a dress rehearsal.

There is some time allotted in the course to work on overall design with our coaching staff present.  However, expect to invest some time outside the course to complete your course outline in time to present it to the other participants of the seminar.

The combination of course development with coaches, assessors and mentors allows a school, district or organization to plan and execute long-term success for its students.

Outcomes to expect (just a few of many more that you will acquire):

  • Create a scroll for an entire course utilizing units you have previously designed
  • Develop activity sheets for every activity in every unit
  • Analyze course content necessary for your targeted population
  • Create student and teacher manuals for your course
  • Produce a material and prop list for your course
  • Design peripherals to highlight specific content
  • Create a course design checklist for your content
  • Align unit design with course design
  • Conduct a “dress rehearsal” for one unit of your course
  • Prepare a rubric for assessment of your course
  • Observe and analyze other participant’s courses
  • Provide peer coaching and feedback to all participants
  • Present your course outline to your peers


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