Simulations are realistic, web-based scenarios that are highly engaging and interactive
Simulations allow your team members to explore decisions and choices they face to improve decision-making, build resiliency and reflect on culture.
Teachers21 partners with Ed Leadership SIMS to utilize these simulation experiences to support preK-12 educators evaluate those situations effectively, identify possible responses, and choose the most appropriate solution.
Demands of stakeholders are so distinct—and often in opposition to each other. Much of the learning with SIMS is in managing the aftermath that is certain to occur no matter what decision you eventually make.
A shared experience
Navigate and learn from each other. What decisions were made? Why? How did they impact what played out? Failure is part of the blend. Learning opportunities are embedded in the work.
Among topics available
- Disruptive teacher
- Difficult conversations around dress code
- New teacher evaluation
- Social Media response—integrity in community
- Student in Crisis
- Academic Goal Setting
What people are saying...
"Sessions are provocative, fast-paced and enjoyable."
"An opportunity to dig into realistic problems with colleagues and expand thinking about leadership."
"Shared reflection was as important as the actual simulation."
Contact us to learn more about Teachers21 facilitated SIMS sessions in your district and fee structure.
Leadership can be lonely, and teaming with peers can be an effective antidote to this isolation. Our role-alike institutes are designed to help you solve problems, foster improvement and apply best practices in a forum that is tailored to the unique demands of your job. Having the opportunity to work on specific challenges and needs with others who are experiencing similar circumstances is essential to job satisfaction, growth, and long term success.
- First Year Principals
- Principals' Roundtable
- Assistant Principals
- Communication Matters
- Curriculum Coordinators and Department Heads
- Teacher Leaders and Instructional Coaches
- Special Education Administrative Leadership
- Superintendent Roundtable
Our Leadership Institutes include training and coursework with recurring round table meetings. These Institutes provide a unique opportunity to meet and collaborate with peers, and to work through challenges with ongoing support and coaching.
Frequently Asked Questions
What makes these Institutes unique?
There are several strands that have emerged as key focal areas across all of our institutes:
|The idea of leadership as influence. For us this means learning to switch our mindset away from the traditional notion of leaders as authority figures. Leaders must strive to better understand and manage themselves and others in order to identify the levers they can pull to influence change.|
|The concept of using frameworks and protocols to address problems, rather than looking for quick fixes. Leaders must be disciplined in their approach to problem solving, and not succumb to 'solutionitis'. Effective leaders spend their energy strategizing instead of firefighting.|
|The need for balance—not just life balance, but striking the balance between technical and adaptive leadership. Leaders must learn to identify what type of issue they face. In particular, knowing whether they have the answers and are equipped to resolve a problem in a quick manner (technical), or whether they need a more studied approach (adaptive). Navigating all types of situations while staying consistently true to core values is the sign of a strong leader.|
|The challenge and opportunity of leading from the middle in a manner that is at once responsive to those one supervises and also those to whom one reports. Successful leaders understand the critical nature of building a culture that is founded in trust and strong relationships.|
What does the model consists of?
|Role Alike Cohorts
Institutes are role-alike, cohort-based and meet over an extended period of time. Each cohort provides a forum to reinforce each other; a place where individuals are safe to share their challenges. As a result, participants develop a strong professional network and synergy that lasts well beyond the institute.
|Expert Experienced Instructors
Institutes are led by co-instructors who have deep expertise and experience in these roles. The instructors are seasoned facilitators and coaches who can share their perspective while simultaneously developing the capacity and understanding of each individual.
|Skill and Knowledge Building
Institute training is designed to build the skills and knowledge-base that leaders need most, when they most need it. Participants learn to move beyond their title and newly donned mantle, to use frameworks and best practices to identify effective solutions.
|Roundtables for Problem Solving & Coaching
Every leader benefits from opportunities to experience authentic in-the-moment problem-solving protocols; to be challenged to consider issues from different perspectives; to be asked good questions that unearth new ideas; and to use core principles to guide their thinking and decision-making. During roundtable sessions, instructors affirm that the work is hard - and at times scary - then help participants think critically, sharpen their plans, and be accountable to intended actions. Arrive with "what is keeping you up at night", and walk away with practical, thoughtful and tested ideas.
Learn more about our Leadership Institutes
Learn more about our Institutes for Principals' Think Tank, Superintendents' Round Table and Women in Leadership
Learn more about our Institutes for Teacher Leadership and Curriculum Coordinators/Department Heads
Learn more about our Institutes for First Year Principals and Assistant Principals
LLPS Cohort 4 (2015-18) Program Materials
LLPS Cohort 4 Licensure Orientation and Documents (July 20, 2015)
Differentiated Instruction for Mathematics
Howard Gardner states “The biggest mistake of the past centuries in teaching has been to treat all children as if they were variants of the same individual and thus to feel justified in teaching them the same subjects in the same way.” In today’s educational settings, the student population is highly individualistic and widely diverse in its abilities, needs and backgrounds yet the mastery of the same learning standards are expected of all of these learners. Research tells us that not all children learn in the same manner or at the same pace. Every student has a profile of strengths and needs that affect his or her learning. Examining these strengths can guide teachers in designing flexible instructional strategies that can allow all students to access mathematical concepts. This course helps participants understand the diverse needs of learners in their classroom and provides strategies and techniques to provide students with multiple ways of representing mathematical concepts, engaging with the material, and expressing their levels of understanding.
- to develop an understanding of the nature and purpose of differentiated instruction;
- to review current brain research to more clearly understand how students learn best, areas of student strengths and needs;
- to identify students’ diverse learning strengths and needs, including ELL, and to provide effective math instruction, supports, and interventions that capitalize on those strengths as a way to address the needs;
- to utilize the backward design process as a model for creating differentiated curriculum;
- to design and implement multiple approaches to mathematics content, process and assessment to help all learners be successful;
- to explore the mechanics of flexible grouping, setting, space and time in a differentiated classroom;
- to develop and implement ongoing assessments that identify student understandings and misconceptions in math;
- to develop collegial habits those promote reflection and improve classroom instruction for all students.
B: Course Objectives
Teachers taking this course will:
- Understand the characteristics of teaching for differentiated learning, including the current research and literature
- Be able to differentiate content, activities, and assessment in mathematics at all levels;
- Design tiered activities with multiple representations of mathematical concepts, multiple ways of engaging with the material and expressing their levels of understanding,
- Develop skills in differentiating activities and adjusting questions,
- Map out learning contracts for diverse students,
- Expand their ability to set up a differentiated classroom,
- Expand their ability to assess students in a differentiated classroom.
Course description provided by Marcie Abramson.
Our partner educators offer specific programs tailored for community building, culturally proficiency, and social emotional learning.
Empathy to Action (coming soon)