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Printer Friendly| Facilitator: | Kelly Gibbs |
|---|---|
| Date: | March 25, 2021 |
| Time: | 4:00 pm to 5:30 pm MTN |
| Cost: |
$20.00 |
| Location: |
Virtual |
| Session Code: | 21-LI-348 |
| Type: | Webinar |
| Focus: | Assessment Inclusive Education Curriculum Implementation and Pedagogy Leadership English Language Arts & Literacy |
Target Audience
Grades K-12 Teachers; School-based Administrators; Instructional Coaches; Learning Coaches; Inclusive Learning Teachers; District Leaders/Consultants; Educational/Instructional Assistants; Specialists who work directly with students
About this Learning Opportunity
Hollis Scarborough’s Reading Rope is an excellent tool for visualizing all that needs to happen for students as they learn to read. The Writing Rope was recently developed by Joan Sedita and outlines the strands students require to become skilled writers. (This session is a good introduction and compliments the following individual sessions: The Reading Rope-How to Stop the Strands from Fraying (April 7, 2021) and The Writing Rope-How to Stop the Strands from Fraying (April 8, 2021)).
This session addresses the LQS competencies
- 1. Fostering Effective Relationships
- 2. Modeling Commitment to Professional Learning
- 3. Embodying Visionary Leadership
- 4. Leading a Learning Community
- 6. Providing Instructional Leadership
- 7. Developing Leadership Capacity
This session addresses the TQS competencies
- 2. Engaging in Career-Long Learning
- 3. Demonstrating a Professional Body of Knowledge
- 4. Establishing Inclusive Learning Environments
This learning opportunity is being subsidized through funding from Alberta Education.
About the Facilitator
Kelly has spent her educational career supporting students with a variety of needs and supporting staff building instructional strategies. She wanted to know more about how students learn and why they had difficulty learning...so back to school she went! As a teacher and a Reading Specialist, Kelly holds a Masters degree from the University of Alberta in the area of language and literacy development and specialized assessment. She built her knowledge of UDL through her work at the University of Manitoba. Her work as a Consultant supported teachers in building inclusive practice in all divisions. She has in-depth experience doing professional development, with a focus on instructional strategies and implementation of such strategies. She has taught pre-service teachers at the University of Alberta for the past year. Kelly's joy has been found in supporting staff in the use of research-based strategies that make teaching and learning intentional and meaningful.