CURSO EN EEUU: INCREASING EFFECTIVENESS AS BILINGUAL SCHOOL LEADERS (B_0062)
A two-week course designed for Principals, Assistant Principals and Bilingual Coordinators in which each participant will develop educational leadership competencies as well as connect the course content to own leadership development and apply this content to the unique context of participants' schools and organizations.
Through this activity, participants will also have the possibility to build a professional learning network with fellow participants to promote continuous improvement and development of resources and, at the same time, deeply engage in daily practice of speaking, listening and writing in academic English.
Ficha de actividad
- Requisitos
- Cargos
- Director
- Jefe de Estudios
- Secretario
- Coordinador de Enseñanzas Bilingües
- Cuerpos
- Maestros
- Modalidad formativa
- Presencial
- Dirección Área Territorial
- Todas las DAT
- Líneas prioritarias
- Actualización e innovación metodológica
- Liderazgo educativo
- Actualización e innovación metodológica
- Centro organizador
- Subdirección General de Bilingüismo
- Departamento/Asesoría organizador
- Asesoría de la S. G. de Bilingüismo
- Duración del curso
- -
- Horas totales
- 60
- Horas presenciales
- 50
- Horas en línea
- 10
- Horario sesiones / Hitos
De 9:30 a 15:00 horas
- Nº plazas
- 20
- Lugar de desarrollo del curso
University of Washington, Seattle
- Créditos
- 6.0
- Asesor responsable
-
- Amparo Calvarro Acosta (amparo.calvarroacosta@educa.madrid.org)
- Ponentes
Jennifer Indo, is a strong believer in the power of community leadership. With over a decade of experience in student affairs, social justice education, student mentoring, and program management, she regularly challenges the top-down leadership approach and encourages her students to understand their impact and leadership from a community and anti-racist perspective. Jennifer’s educational background is grounded in developing and implementing culturally sustaining curriculum and school wide culture, as well as, community educational empowerment as a means to ensuring all students thrive in schools. She has helped to prepare over 100 equity-driven, learning focused, highly collaborative educational leaders. Jennifer currently co-teaches the Anti-racist Leadership Module for the Danforth Educational Leadership program.
Cathy Lendosky, Director of Teacher and Leadership Development, Kent School District. She has served as a K-12 teacher as well as a principal of 3 elementary schools (K-8 and PreK-6). She's a Washington State CEL5D Framework Specialist and has served as a principal mentor and Kent School District CEL5D/TPEP trainer. Over the last 5 years, she has worked in the central office of the Kent School District with a focus on inquiry, equity, and a strengths-based approach.
Beth Wallen, Education Consultant and Mentor. She completed 31 years of service as a Special Education Teacher, Assistant Principal and Principal, Arts and Assessment Coordinator and Interim Director of Special Education in the Kent School District. Since 2018, she has been working as a consultant for UW-CEL and as a CEL/TPEP Framework Specialist for OSPI where she works with many public and private districts and schools in Washington, and she has also worked with districts outside of Washington state. She mentors new Principals and Assistant Principals with the Association of Washington School Principals and is a Field Supervisor with UW-Tacoma’s Principal Certification Program. Her prior and current experience and accomplishments demonstrate a consistent theme and passion for developing and supporting the instructional and leadership capacity of all teaching/school staff and principals, that is grounded in equitable teaching practices and a commitment to eliminating educational inequities.
Dr. Kelly Camak Niccolls is an educator, facilitator and perpetual learner. She currently serves as Director, School Leadership and Outcomes for Cheney Public Schools. Kelly started her teaching career in Southern California, spending eight years in secondary ELA classrooms. Before settling into systems leadership, Kelly spent six years working for organizations supporting national education innovation work. Kelly has been honored to be part of the Deep Learning Equity Fellows as a fellow and facilitator and is a facilitator for the Center for Courage and Renewal. Kelly is driven by the relentless belief in the possibility of social justice in education systems. She focuses her education leadership to re-imagine structures for teaching and learning as tools for liberation. She advocates and facilitates collective voice and context for amplifying learning that seeks what can be for all participating in a learning community. Kelly is a graduate of the Danforth Educational Leadership Program at the University of Washington and has served as instructor for Shaping Culture and Leading Change.Dr. Ann O’Doherty, Director Danforth Educational Leadership Program, University of Washington. Through her eleven years of work at the University of Washington, and six at the University of Texas at Austin, she has helped to prepare over 300 equity-driven, learning focused, highly collaborative educational leaders. Prior to working in higher education, she served as a special education and general education teacher, and as an elementary, middle school and high school principal.
- Objetivos
By the end of the course, each participant will be able to:
-Understand and learn how to cultivate shared leadership and a shared vision at her/his school.
-Describe instructional leadership processes and be able to lead dialogue with colleagues about improving instructional practices.
-Develop, revise and implement an Action Plan tailored to her/his school's most salient issues.
-Utilize and practice academic English language through professional dialogue and written communication.
-Build and foster a learning community both within their school and among the Institute colleagues.
- Contenidos
1. Shaping culture and leading change: Articulates and uses a clear vision of equity and achievement to mobilize students, staff and community in support of a culture of learning for all.
- Nurtures a shared vision.
- Shapes a culture of learning.
- Creates opportiunities for shared leadership.2. Building instructional capacity: Improves instructional quality and supports teacher learning for equitable practice.
- Developing a shared vision for student learning and teaching practice.
- Observes and analyzes instruction.
- Creates collaborative structures for professional learning.3. Comitting to ethical practice: Adheres to core values and actions demonstrate congruence with achieving equity and excellence for each and every learner who engages in self reflection and personal growth.
- Metodología
Materials:
Electronic versions of major materials will be provided prior to the institute and participants will receive printed copies during the Seattle-based International Leadership Institute:
● Center for Educational Leadership (CEL) 5 Dimensions of Teaching and Learning Instructional Framework (English and Spanish).
● CEL 4 Dimensions of Instructional Leadership (English & Spanish).
● Articles and other readings associated with major topics.
English language immersion:
All classes will be conducted in English. English language proficiency of C1 preferred. Institute instructors will work with English Language Learning professionals to adapt class materials and experiences to maximize access.
Cultural and English Language Experiences:
To further develop and practice academic oral and written English language skills, participants will engage in several language activities combined with cultural experiences in the Seattle Area. These may include oral discussion and/or brief written reflections, engaging in conversations while exploring museums, taking an Indigenous walking tour of the University of Washington campus, and re-telling key experiences encountered during cultural events.- Evaluación
Participants will be asked to submit online:
-Personal introduction through a “Name Story” - In English, complete and submit online, a 2-3 minute video/audio recording of the story of any part of your name (either first, middle, last, preferred name, OR nickname “apodo”). This short video will be viewed by all participants and instructors as a way to get to know each other before our first web-based session.
-Language Biography - short essay outlining current English language proficiency; other languages with speaking, writing, listening, reading proficiencies; what has best supported you to learn English and other languages in the past.
-Leadership Development Interest - complete a brief essay OR audio/video reflection about what you most wish to learn through the institute and how you plan to apply this information in your current/future role in education.
Learning Checkpoints and Final Project
In addition to sharing in-class products, each week, participants will have an assignment due that will incorporate leadership learning, reflection and English language skills.
Week 1: Draft personal and school learning goals & action plans (supported in afternoon sessions).
Week 2: Learning Project: Refine personal learning and school action plans and present both in an oral presentation as though presenting to the participant's school site team.- Observaciones
Los participantes deberán estar prestando servicios en un centro bilingüe de la Comunidad de Madrid y acreditar estar en posesión de un certificado de nivel lingüístico B2 (MCER) en inglés. Los solicitantes deberán automatricularse y subir el certificado B2 en formato PDF al aula virtual habilitada para tal propósito. Es importante tener en cuenta que la presentación de la documentación no supone estar inscrito en la actividad de formación. Se exceptúan de este requisito aquellos docentes que estén en posesión de la habilitación lingüística en lengua inglesa para desempeñar puestos bilingües o que estén acreditados para impartir el currículo de Inglés avanzado.
Los participantes deberán llevar el siguiente material:
-Uno o más artículos acerca de educación, metodología, programa bilingüe (en castellano o inglés) que les gustaría analizar y compartir.
-Dispositivo electrónico con acceso a Internet (ordenador portátil o tablet)
-De 3 a 5 objetos personales y/o del centro para compartir (fotografías, etc.)Deberá obtenerse y llevar impresa el B1 Visa Waiver (ESTA - Electronic System for Travel Application), solicitándola previamente en el siguiente enlace.
El vuelo de ida se realizará dos días antes del comienzo del curso (15 de julio) y el de vuelta un día después de la finalización del mismo (29 de julio).