Monday, November 12, 2018
9:00 AM – 12:00 PM
Workplace Education: Meeting Employer and Employee Needs
Kathleen O’Connell, Workplace Education Coordinator, World Education, Inc.
Luanne Teller, Director, SABES PD Coordination Center, World Education, Inc.
Presenters share their experience of using the Massachusetts model for workplace education highlighting one particular employer as a case study. They share project evaluation results, successes, and challenges, along with examples of how workplace education programs can show employers a return on investment. Learn how to design and carry out a workplace needs assessment and implement a contextualized workplace education program that meets both employee and employer needs. Learn the many benefits of strong employer partnerships and what it takes to develop and sustain these relationships. Discover new ideas for finding and using authentic workplace materials.
Leadership Fundamentals: Charting Your Own Development
Ellen Hewett, Senior Technical Advisor, National College Transition Network, World Education, Inc.
This session helps new or aspiring adult educational leaders gain clarity and direction of their own leadership potential. Leadership isn’t defined by one’s job title. It is about cultivating the perspective, skills and personal style needed to build the personal and organizational capacity needed to advance one’s organizational vision. Through hands-on exercises, shared resources, and dialogue participants: distinguish the difference between leadership and management, explore the characteristics of effective leadership, assess your leadership style, and develop a personal leadership action plan that addresses your strengths and blind-spots.
How a Cross-Discipline Focus on Reasoning and Finding Evidence Teaches to the Standards and Builds Stability
Cynthia Peters, Editor, Change Agent, World Education, Inc.
Sarah Longberg-Lew, Training and Curriculum Development Specialist, SABES Mathematics and Adult Numeracy Curriculum and Instruction PD Center
Did you know that certain math standards reinforce the standards for reading and writing and vice versa? For example, the math standard #3 — construct viable arguments and critique reasoning of others — is very similar to the reading and writing standards that push students to be able to say *why* they think what they think and to make arguments using evidence. Teachers who understand the connections across disciplines contribute to student persistence by addressing key persistence drivers: stability and competence. Students experience stability because they are learning fundamental concepts from a variety of angles and build competence because they have the chance to practice skills across domains. Participants try out activities from The Change Agent that teach to these standards and leave with ready to use materials, along with additional supports.