Sixteenth National New Teacher Center Symposium
2014 Call for Proposals Guidelines
New Teacher Center’s 2014 Symposium will be ‘Focusing on Great Teaching and Learning.’ This year, the event will be strategically designed around three key areas that have the potential to drive classroom innovation and meaningful instructional change: Common Core State Standards, Social and Emotional Learning and Blended Learning.
We are inviting practitioners, researchers, policymakers, and education leaders to submit proposals for sessions that will address the opportunities and challenges these three areas of classroom practice offer and the implications for teachers, mentors, principals, and district leaders involved in promoting and implementing high quality induction programs. Concurrent sessions will be scheduled on either February 10 or February 11, 2014, and are 75 or 90 minutes in length.
New Teacher Center is excited to have the upcoming 2014 symposium program hone in on these cutting-edge opportunities to shape the next generation of instructional practice. Submissions should exemplify best practices and present innovative approaches of incorporating these elements into teacher development and teacher and/or principal induction programs. We are seeking to create a focused learning experience that represents the geographic and demographic diversity of our schools, offers a range of perspectives, and inspires all of us to new standards of excellence. We encourage teams of presenters and welcome ones that include new teachers.
Session Proposal Guidelines
The following sections provide guidelines for creating and submitting session proposals.
New Teacher Center’s 2014 Symposium, entitled ‘Focusing on Great Teaching and Learning,’ is being designed as a coherent learning experience targeting three exciting opportunities for growth and innovation:
- Common Core State Standards
- Social and Emotional Learning
- Blended Learning
We are looking for proposals that strongly relate to one of these Symposium focus areas and highlight meaningful strategies for advancing the practice of new teachers and principals, as well as their mentors and program leaders. Linkages to student learning are also sought.
I. COMMON CORE STATE STANDARDS
The Common Core State Standards offer the opportunity for educators to transform teaching and learning. CCSS challenge our students to show evidence of learning in new ways and position students in more active roles as learners. Instructional shifts are required.
With wide adoption of common core state standards across the country, how can mentoring and induction programs promote and advance the innovative approaches that are at the heart of the CCSS? What resources exist to support mentors and new teachers? How can programs support mentors to further develop their expertise of these new standards and their associated assessments? How do mentors incorporate common core standards into their mentoring? How do induction programs differentiate support in response to the introduction of these new standards?
What do mentors and teachers need to know to take on these standards? What does it mean, for example, for students to persevere through new and challenging problems, and/or critique the reasoning of other students, and how can their teachers best support them? And how can mentors support their teachers?
II. SOCIAL AND EMOTIONAL LEARNING
Classrooms and schools that create socially and emotionally sound learning environments help students and staff develop greater social and emotional competence. Not only do these environments help ensure positive short- and long-term academic and personal outcomes for students, but also higher levels of teaching and work satisfaction for staff.
What role can mentoring play in the creation of strong social and emotional teaching and learning environments? How can mentors promote beginning teacher practice that focuses on the social and emotional learning of their students as well as their mastery of subject areas? How does the induction program model such practices at all levels of implementation? What programmatic linkages and partnerships support the work of social and emotional learning?
III. BLENDED LEARNING
Blended learning is the approach to instruction and learning in which a student learns, at least in part, through online delivery of content and instruction with some element of student control over time, place, path, and/or pace. As a form of education that combines face-to-face classroom methods with computer-mediated activities, it is a strategy that can create a more integrated approach for both instructors and students and support differentiated instruction.
As the role of the teacher changes in a blended learning classroom, how will the role of the mentor need to change too? What new knowledge and skills do mentors need to support colleagues in the rapidly changing age of innovative technology? What might a ‘flipped classroom’ mentoring relationship look like? How could blended learning be applied to the design and implementation of high-quality teacher induction programs?
Symposium Participant Outcomes
The New Teacher Center seeks to create a Symposium program that contributes to the following outcomes.
- 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 be at the cutting edge of professional development that supports the implementation of CCSS, fosters social and emotional learning and helps realize the potential of blended learning strategies
- Renew the commitment to transform the profession through early adoption of promising strategies for advancing teaching practice and student 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
- Develop a deeper understanding of the type of effective teacher education and professional development that will be needed to support implementation of CCSS, foster social and emotional learning and help realize the potential of blended learning strategies
- Become more knowledgeable about how induction programs and mentoring practices to remain high-quality and relevant will need to shift focus as tools and techniques to supplement the teacher are introduced
- Renew a commitment to transform the profession through early adoption of promising strategies for advancing teaching practice and student learning
- Build educational leadership capacity
Session proposals should contain participant outcomes that align with the above Symposium outcomes.
Criteria for Selection
A committee consisting of New Teacher Center staff will use the criteria below to review and select proposals. Session proposals should provide specific strategies and practical connections for participants, and must address all the criteria listed below to be considered for acceptance.
- Clearly supports one or more of the Symposium’s three focus areas
- Relates to Symposium outcomes
- Reveals depth of content knowledge and/or is research-based
- Demonstrates a connection to teacher induction and/or principal induction
- Includes useful information for mentors
- Builds capacity of teacher leaders
- Addresses standardsprofessional and/or student content
- Uses strategies that model effective professional development principles
- Allows time for reflection and/or participant engagement
- Clearly defines outcomes
- Fully articulates content and process
- Flows smoothly with organized elements
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 you have a firm commitment from them.
Registration Discounts for Presenters
We 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 $475 for early registration or $550 for registrations received after December 15, 2013.
Your session title (15 words or less) should concisely convey your session topic and content. We reserve the right to edit session titles.
Your program summary (50 - 75 words) should accurately reflect the content, activities, and anticipated outcomes of your session. This text will be used in the registration brochure and conference program. We reserve the right to edit titles and summaries.
Please provide an extended description of your proposed session. Your description should include the types of learning activities in which participants will be engaged, your intended participant outcomes, and how your presentation relates to one particular Symposium theme. We ask that you refrain from submitting sessions that involve selling a specific program or approach.
Proposal Submission Deadline
Proposals may only be submitted online, and must be submitted by August 8, 2013.
Proposal Selection and Notification
Upon acceptance of your proposal, we will contact you regarding various details of your presentation. Presenters must provide their own handouts and cover all travel and lodging expenses.
If you have any questions please contact the New Teacher Center by phone at 831-600-2277 or via email at email@example.com.