New Teacher Center

2015 Symposium Call for Proposals

17th National New Teacher Center Symposium
2015 Call for Proposals Guidelines

Key Dates

Symposium Theme: Accelerating Excellence
Pre-Conference: Sunday, February 22, 2015
Symposium: Monday, February 23 – Tuesday, February 24, 2015
Venue: Hyatt Regency San Francisco Airport
Proposal Submission Deadline: August 22, 2014

Overview

New Teacher Center (NTC) invites practitioners, researchers, and education leaders to submit proposals for sessions that strongly relate to one of the seven key focus areas and to the participant learning outcomes listed below. We are looking for session proposals that will inspire mentors, coaches, principals and district leaders who are responsible for designing and implementing high-quality induction programs and improving the effectiveness of teachers. Submissions should exemplify best practices and present innovative approaches of incorporating instructional strategies related to the key focus areas into teacher development and teacher and/or principal induction programs. NTC is seeking to create a focused learning experience that represents the geographic and demographic diversity of schools, offers a range of perspectives, and inspires new standards of excellence. Full guidelines for proposal submissions are listed below.

Symposium Session Focus Areas

  1. Mentoring and Coaching
  2. Quality mentoring and instructional coaching is a complex process:

    • What constitutes a quality mentoring or instructional coaching program?
    • What do mentors or instructional coaches need to know and be able to do?
    • How do programs support excellence in mentoring or instructional coaching?
    • How do we promote ongoing mentoring or instructional coaching development?
    • How can programs support mentors or instructional coaches in further developing subject matter expertise and incorporate student content standards?
  3. Leadership Development
  4. Administrators, instructional coaches, mentors, and teacher leaders all play important roles in the success of teachers and students in a school or district. Helping to develop these important people to their full potential as leaders is essential to fostering excellence in our schools.

    • How can teacher education programs, induction programs, and schools/districts help teachers see themselves as leaders from the get go?
    • How are teacher education programs, induction programs, and schools/districts working to create a pipeline to leadership by identifying and developing people at all levels of the organization?
    • What does teacher leadership look like when it is well developed in a school, district, or program?
    • Where do mentoring and coaching roles fit in the leadership pipeline?
    • What makes leadership development programs successful? What is challenging? What do leadership coaches need to know and be able to do in order to successfully support new school and district leaders?
    • How can we promote the importance of leadership development at all levels of an educational organization?
  5. Equity and Access
  6. As our nation’s student population continues to diversify, teachers, mentors, instructional coaches, and school leaders need to consider how equity is promoted in schools. Equity and excellence go hand-in-hand.

    • How are schools effectively mentoring and coaching for the success of Special Education teachers and students?
    • In what ways are induction and instructional coaching programs addressing issues of diversity including race, ethnicity, socio-economic status, gender, sexual identity, and rural/urban settings?
    • What is culturally responsive pedagogy and how are programs promoting its use in teaching?
    • How are induction and instructional coaching programs addressing the needs of English Learners?
  7. Social and Emotional Learning (SEL)
  8. The best learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful for everyone. Further, those who are socially and emotionally strong are happier, persist and find more success in their pursuits, and have more to offer others in school, work, and life. Thus, it is imperative that teacher educators, schools and districts, mentors and instructional coaches, and teachers consider the transformative place of SEL in their work:

    • How is your program, school, or district supporting teachers, students, families, and others in cultivating knowledge and skills related to social and emotional wellbeing?
    • How can administrators, mentors and/or instructional coaches promote teacher practice that focuses on the social and emotional learning of their students and their mastery of subject areas?
    • What programmatic partnerships support the work of social and emotional learning?
  9. Common Core State Standards (CCSS)
  10. With wide adoption of CCSS across the country, how can mentoring programs and instructional coaching programs promote and advance the innovative approaches at the center of CCSS?

    • What do mentors, instructional coaches, and teachers need to know about these standards?
    • What does high quality mentoring or instructional mentoring with a Common Core focus look like when implemented well?
    • How can program support mentors or instructional coaches in further developing Common Core expertise and incorporating that into their work?
    • What resources exist to support mentors, instructional coaches, and new/veteran teachers?
  11. Innovation in the Field
  12. Education is changing rapidly, and teacher leaders are utilizing a wide array of innovative approaches to address these changes. Leveraging of technology to support personalized learning for students and teachers through blended learning, hybrid models, and online professional learning, is one example. What other innovations might be on the horizon? Whether focusing on technology or other innovations, it is important to consider:

    • How will the role of teacher, mentor, and instructional coach change in these new situations?
    • What new knowledge and skills do mentors and instructional coaches need to support colleagues in a world of innovative technology?
    • How can these models be applied to the design and implementation of high-quality teacher induction and instructional coaching programs?
  13. Programmatic Development and Sustainability
  14. Beginning and maintaining a high-quality mentoring, induction, or instructional coaching program is a complex and challenging task:

    • What should a new program know about what it takes to start strong?
    • What are some effective strategies for building capacity?
    • How can a program effectively measure program impact and growth?
    • How might current research help to shape programs?
    • What local, state, or national policy is in place or needs to be in place to improve programs and sustainability?
    • What strategies can programs use to better communicate the work they are doing and the needs they have with stakeholders at all levels?

Who Attends?

District and school leaders, induction leaders, beginning teachers, mentors, coaches teachers, university faculty/supervisors, professional developers, researchers, and induction coaches.

Participant Learning Outcomes

NTC seeks to create a Symposium program that contributes to the following outcomes.
Participants will:

  • Gain new ideas about what constitutes quality mentoring and about the components of high-quality teacher induction programs
  • Develop a deeper understanding of how the changing instructional landscape is influencing teacher and principal development and practice
  • Learn how induction programs and mentoring practices can support instructional innovation
  • Learn how equity is key to fostering excellence in education
  • Access  cutting edge professional development strategies that supports the implementation of CCSS, fosters social and emotional learning and helps realize the potential of blended learning
  • Renew the commitment to transform the profession through advancing the effectiveness of teachers to improve student learning learning
  • Build their educational leadership capacity by contributing to the symposium community of learning, strengthening relationships, and serving as a thought-partner and resource to other participants

Proposal Criteria

SESSION LENGTHS

  • 75 minutes
  • 90 minutes
  • 3 hours (two concurrent 90 minute sessions)

SESSION FOCUS

  • Clearly supports one or more of the seven focus areas
  • Relates to Symposium outcomes
  • Reveals depth

APPLICATION

  • Demonstrates a connection to teacher and/or principal induction
  • Includes useful information for mentors and coaches
  • Builds capacity and supports professional development of teacher leaders
  • Addresses standards—professional and/or student content

FORMAT

  • Uses strategies that model effective professional development principles
  • Allows time for reflection and participant engagement

CLARITY

  • Clearly defines outcomes
  • Fully articulates content and process
  • Flows smoothly with organized elements

Session Title

The session title (10 words or less) should concisely convey the session topic and content. NTC reserves the right to edit session titles.

Program Summary

The program summary (75 words maximum) should accurately reflect the content, activities, and anticipated outcomes of the session. This text will be used in the registration brochure and conference program. NTC reserves the right to edit titles and summaries.

Session Description

Please provide an extended description of the proposed session. The description should include the types of learning activities in which participants will be engaged, intended participant outcomes, and how the presentation relates to one particular focus area. NTC will not accept sessions that involve selling a specific program or approach.

Primary and Secondary Presenters

Each session must have one primary presenter (a.k.a. the session lead), and may have additional secondary presenters. The primary presenter will serve as the contact for all correspondence regarding session proposal acceptance, scheduling, changes, room notification, and audio visual requests. It is the responsibility of this person to communicate in a timely manner all information to all secondary presenters listed. As primary presenter, do not list individuals as secondary presenters on the proposal submission form unless there is a firm commitment.

Registration Discounts for Presenters

NTC will provide a reduced registration fee for a maximum of two presenters per session. The registration fee will be $315 each. Additional presenters will pay the regular registration fee of $440 for early registration or $500 for registrations received after December 22, 2014.

Proposal Submission Deadline

Proposals may only be submitted online, and must be submitted by August 22, 2014.

Proposal Selection and Notification

Upon acceptance of your proposal, NTC will contact you regarding various details of your presentation. Presenters must provide their own handouts and cover all travel and lodging expenses.

Questions?

If you have any questions please contact the NTC by phone at 831-600-2277 or via email at symposium@newteachercenter.org.

SUBMIT YOUR PROPOSAL HERE »