Who should attend the yearlong series?

Site-based teams** of non-classroom teacher leaders, principals, assistant principals, central office leaders* (i.e., teaching and learning, equity, ELL, etc). We highly encourage teams of five or more attend each session together. *Central office leadership teams: ELA, T&L, SpEd, Multilingual, Office of Schools **Site-based leadership teams: K-8, 6-12 teams: 1 Admin, 1 Math, 1 ELA, 1 Literacy Across the Content Areas (e.g. Social Studies, Science), 1 EL and/or SpEd teacher = 4-5 people total K-5 teams: at least 1 admin, 1 teacher with strong Math background, 1 teacher with strong ELA background, 1 EL and/or SpEd teacher = 3 to 5 people total

What if my team cannot attend every single session?

Ideally, participants should plan to attend all institute sessions.  However, we recognize that the entire team may not be to attend all institute sessions; as such, there should be at least one person from each team as a common thread who is leading implementation or making decisions about professional development.  Participants can choose to attend single sessions, but we want to encourage TEAM attendance.  An ideal team should include central office leadership, principal leadership, and teacher leadership, and the common thread should be the teacher leader(s).

What is the general format of the sessions?

All sessions are interactive and designed to allow for metacognition as well as application in order to ensure transfer of learning to practice.

What are the type of work products I can expect my team produce over the course of the yearlong series?

Each team will identify a key district initiative to follow for the next 2-3 years related to changing practice in classrooms. We will not spell out what each district team has to do. Rather, here are some collective products we expect to see come out of the institute:

  • Yearlong curriculum guides that align to global and workforce readiness
  • Outline of priority standards for leverage and endurance* (see definitions below)
  • Framework or roadmap of authentic assessments
  • Instructional framework for accelerating achievement outcomes in the age of innovation

Three Work Products (Example):

  1. Prioritization of standards (guaranteed viable curriculum)
  2. Map of assessments that go along with this guaranteed viable curriculum (authentic, Quad D, embedded formative assessments as a part of regular practice)
  3. Instructional habits, practices, and structures that have to be in place throughout the instructional cycle to ensure the teacher is meeting the needs of diverse learners (i.e., technology-enhanced learning, flexible grouping).

*Leverage standards: Standards that focus on knowledge and skills used in multiple academic disciplines (such as writing grammatically and persuasively or interpreting and analyzing data) or that can be applied in a new and/or unknown context.*Endurance standards: Standards that focus on knowledge and skills that will be relevant throughout a student’s lifetime (such as learning how to read or how to interpret a map).

How is this professional learning series different from other PD opportunities?

WMEP uses research and evidence-based practices to lead school districts through a process of transformation. Progress is monitored through the use of embedded formative assessments that focus on effective transfer of professional learning into classroom practice for equitable student outcomes. The Future-Forward Leadership Redesign Institute is distinct from other professional development in that it:

  • embeds a lens of equity throughout the entire yearlong series, giving participants the opportunity to apply transformational strategies to create communities that achieve systemic equitable outcomes for 21st Century learners
  • integrates research on best practices from a variety of national experts with ongoing systems of support and collaboration
  • focuses on APPLICATION of learning rather than recall of information
  • engages participants in higher-level cognitive processes, including explaining/justifying thinking, responding to real-world scenarios, developing plans for applying new concepts, and providing evidence for reasoning or decisions
  • allows for ample participant interaction and authentic collaboration
  • embeds focus on BOTH student-level and adult-level data to accelerate outcomes
  • builds on and compliments Reimagine Minnesota work

What if I still have questions?

Please contact Kara Richardson at kara_richardson@wmep.k12.mn.us or by phone at 612-752-7204.