2016 Symposium Call for Proposals Site
18th National New Teacher Center Symposium on Teacher Induction
Symposium Theme: Dream Together. Learn Together
Pre-Conference: Sunday, February 21, 2016
Symposium: Monday, February 22 – Tuesday, February 23, 2016
Venue: Hyatt Regency Bellevue, Eastside Seattle, Washington
Proposal Submission Deadline: August 25, 2015
Notification of Proposal Acceptance/Non-Acceptance: Week of September 21, 2015
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
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?
2. Leadership Development
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?
3. Equity and Access
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?
4. Social and Emotional Learning (SEL) and Learning Differences (LD)
Academic success occurs when educators know how to develop a positive community, cultivate resilience, and use strategies that honor the learning profiles of all students. Thus it is imperative that educators, as well as schools, and districts consider the transformative role of SEL and understanding LD in their work:
- Which specific social and emotional learning practices impact student achievement and/or school climate?
- What research-based strategies can all those working in a coaching role use to promote teacher practices that focus on the social and emotional learning and learning differences?
- How is your program, school, or district using instructional strategies and assessment techniques to address a variety of learning profiles in creating a climate that honors all learners, students, and adults?
- What programmatic partnerships are you leveraging to support the work of social and emotional learning and/or learning differences?
- In what ways are you supporting new teachers in understanding the role of social and emotional learning and learning differences in access to curriculum for all students?
5. College and Career Readiness State Standards
With the wide adoption of new College and Career Readiness State Standards across the country, how can those who work in a coaching role (i.e. mentors, instructional coaches, school administrators, university supervisors, cooperating teachers) promote and advance the innovative approaches at the center of these new standards?
- What do those who coach teachers at all levels need to know about these standards?
- What does high-quality coaching with a focus on these new College and Career Readiness Standards
- How can programs support those in coaching roles to further develop their expertise in these new standards and incorporate that into their work with teachers at all levels?
- What resources exist to support the transition to these new standards for those in a coaching role as well as new/veteran teachers
6. Innovation in the Field
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?
7. Programmatic Development and Sustainability
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?
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.
- 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 state standards, fosters social and emotional learning and learning differences, 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
- 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
All sessions are 90 minutes long.
- Clearly addresses one or more Symposium strands
- Reveals depth of content knowledge
- Demonstrates compelling thinking (new contributions to the field, deepening understanding of a concept, interesting use of tools, approaches, research, etc.)
- Connected to, supports, and/or informs the work of mentoring or instructional coaching
- Includes practical content
- Builds capacity of teacher leaders
- Addresses relevant issues/topics in the field (policy, standards, evaluation, SEL-LD, etc.)
FORMAT AND CLARITY
- Articulates a viable scope and sequence (logical flow, enough time for activities planned, appropriate amount of information for session length)
- Designed with effective professional development strategies
- Demonstrates understanding of adult learning principles and different learning styles
- Engages participants and allows time for reflection and participant engagement
- Addresses all aspects of the request for proposal
The session title (10 words or less) should concisely convey the session topic and content. NTC reserves the right to edit session titles for the Symposium registration brochure and program.
Detailed Session Summary
The detailed session summary should accurately list the session connector/introduction, specific learnings and participant engagement, and processing time. Session presentations must reflect the activities outlined in the submitted proposal.
View a sample proposal (PDF) here.
The session description (75-90 words maximum) should provide a succinct 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. Descriptions should be written in third person dialogue. View a sample proposal (PDF) here. NTC will not accept sessions that involve selling a specific program, product, or approach. NTC reserves the right to edit session descriptions for the Symposium registration brochure and program.
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 audiovisual 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, Symposium only (Pre-Conference registration is a separate fee). Additional presenters will pay the regular registration fee (Symposium only, Pre-Conference registration is a separate fee) of $440 for early registration or $500 for registrations received after January 8, 2016.
Proposal Submission Deadline
Proposals may only be submitted online, and must be submitted by August 25, 2015.
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.
If you have any questions, please contact the NTC by phone at 831.600-2277, or email at: firstname.lastname@example.org.