Leading Faculty Through the Transition to Longer Periods (and Living to Tell About It)

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Status: RECORDED on FEB 05, 2014

$156 Non-Member

[$143.00 Gold Member]

Many independent schools are transitioning to schedules with longer periods based on the research showing that teaching for greater engagement, retention, and higher-order thinking requires more time than the traditional schedule allows. Strategically changing your schedule is one of the most powerful actions you can take to transform teaching and learning in your school. This Webinar is designed for administrators in schools that are considering such a schedule or that have already adopted one.

Transformed teaching and learning won’t necessarily occur simply because you’ve lengthened the periods. The new schedule will require an entirely new mindset, a new set of skills, and a new teaching paradigm on the part of your teachers. This is scary! For a schedule change to achieve its intended goals, the faculty must be involved in driving the initiative. As an academic administrator, your responsibility is to foster faculty ownership over the schedule change process and providing the necessary resources for teacher success. This Webinar provides concrete strategies for guiding faculty through the change as well as research-based responses to faculty’s most common concerns. As an administrator, you will be more prepared to address the fears and concerns in your community if you can anticipate them and are prepared to respond with data that puts students at the center of the conversation.

Topics that will be covered include:

  • Best (and worst) change leadership practices
  • Including faculty in the schedule review and reinvention process
  • What faculty need from you to continue to deliver the mission with excellence
  • Faculty’s primary concerns and how to address them
  • What to expect throughout the transition process

This Webinar is designed for all academic administrators.

Run Time: 60 minutes; 45 minutes of presentation and 15 minutes for Q&A.

staff photo barbara beachley

Barbara Beachley

ISM Director of Advisory Services | Consultant

Expertise

Barbara provides her expertise in the areas of student-centered and brain-based pedagogies, faculty growth and culture, faculty evaluation, academic leadership, mission identity, survey best practices, and data analysis.

Current Role

As Director of ISM Advisory Services, Barbara:

  • Oversees ISM’s Consulting, Publications, Research, and Professional Development divisions
  • Consults in strategic academic planning and school leadership
  • Writes for ISM’s publications, including Ideas & Perspectives
  • Facilitates some of ISM's scheduling workshops, empowering teachers to transition to and teach effectively in longer periods
  • Leads courses at ISM’s Summer Institute, including Transformative Academic Leadership: Inspire and Empower Excellence and Administration and Faculty Evaluation: Maximize Your Team's Capacity
  • Speaks at educational conferences, including CASE-NAIS, EMA, and AISAP
  • Facilitates Board and school leadership retreats

Prior Experience

Barbara joined ISM in 2011 after working in the field of education since 1996. She served as an ESL and adult literacy teacher at Boston University, MA; an upper school modern language teacher at the MacDuffie School, MA; and a language teacher and lead advisor at Collegiate School, VA. She also served as Academic Dean at Cape Henry Collegiate School, VA, where she oversaw curriculum and professional growth in grades PK−12.

While enrolled at Shady Side Academy in Pittsburgh, she attended a year of high school in France through School Year Abroad. She later lived in Spain and Brazil, where she learned Spanish and Portuguese.

Education

Barbara holds a bachelor’s degree in French and Spanish from Trinity College, CT; a master’s degree in applied linguistics from Boston University, MA; a master’s degree in educational administration from Harvard University, MA; and a master’s degree in independent school leadership from the Klingenstein Center at Teachers College, Columbia University, NY.

Personal Mission Statement

To cherish my work and to support and empower educators such that they cherish theirs.

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