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Cultivating the Cultural Pearl: Layering Excellence in Instructional Practices

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HBGCC - 007B

Innovator Talk
ASCD Annual Content
Streaming Session
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Session description

Aldine Young Women's Leadership Academy's strong instructional culture, like a pearl, is built on persistent effort, transforming challenges into growth opportunities. Attendees will learn how rigorous learning, strong support, and high expectations nurture confident young women leaders ready for STEM and beyond.

Outline

Time allocation for content and engagement:
-Introduction: 5 minutes
-The Pearl Analogy: 7 minutes
-Key Components: 15 minutes
-Case Study: 10 minutes
-Action Planning: 10-15 minutes (adjust based on audience engagement)
-Conclusion: 3-5 minutes
-Total: 50-60 minutes

Process
-Frequency of Engagement: Aim for at least one engagement activity every 10-15 minutes to maintain audience attention and participation.
-Tactics: Use a variety of engagement tactics throughout the presentation, including:
---Peer-to-peer interaction: Small group discussions, partner activities, and think-pair-share.
---Device-based activities: Polls, online collaboration tools, and interactive quizzes.
---Visual aids: Images, videos, and infographics to enhance understanding and engagement.
---Storytelling: Personal anecdotes and case studies to make the content relatable and memorable.
Q&A sessions: Provide opportunities for participants to ask questions and clarify their understanding.

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Supporting research

Baker, D. (1988). Research Matters - To the Science Teacher: Teaching for Gender Difference. Retrieved September 14, 2024, from NARST: https://narst.org/research-matters/teaching-for-gender-difference
Bryk, A.S., Bender Sebring, P., Allensworth, E., Luppescu, S., Easton, J.Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
Chatterji,R., Campbell,N., & Quirk,A. (2021). Closing advanced coursework equity gaps for all students. Center for American Progress, 1-48. Retrieved from https://files.eric.ed.gov/fulltext/ED617048.pdf
Darling-Hammond,L. & Cook-Harvey,C.M. (2018). Educating the whole child: improving school climate to support student success. Learning Policy Institute, 1-69. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Educating_Whole_Child_REPORT.pdf
Datnow,A., Park,V., Wohlstetter,P. (2007). Achieving with data: How high-performing school systems use data to improve. Center on Educational Governance Rosier School of Education University of Southern California. Retrieved from https://people.uncw.edu/kozloffm/AchievingWithData.pdf
Gage, N.A., MacSuga-Gage, A.S. (2017). Salient classroom management skills: Finding the most effective skills to increase student engagement and decrease disruptions. Rep Emot Behav Disord Youth, 17(1), 13-18. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345407/pdf/nihms982089.pdf
Gerrard, H. (2021, December 14). Four strategies that increase student opportunity in advanced courses. School Leadership. Retrieved from National Association of Secondary School Principals: https://www.nassp.org/2021/12/14/four-strategies-that-increase-student-opportunity-in-advanced-courses/
Henderson, A.T. and Geller, J. (n.d.). Family and community engagement. Retrieved from New York University Steinhardt: Metropolitan Center for Research on Equity and The Transformation of Schools: https://steinhardt.nyu.edu/sites/default/files/2020-05/01222020_FamilyCommunityEngagement.pdf
Lee, M, & Louis, K. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84-96.
Riggers-Piehl,T., Lim,G. & King,K. (2018). Fostering academic and social engagement: An investigation into the effects of all-girls education in the transition to university. Retrieved from Higher Education Research Institute (HERI): file:///C:/Users/jtjackson/Downloads/NCGS-ResearchReport_final.pdf
Slavin, R.E., Cheung, A., Holmes, G., Madden, N.A., and Chamberlain, A. (2013). Effects of a data-driven district reform model on state assessments. American Educational Research Journal, 50(2), 371-396. Retrieved from https://doi.org/10.3102/0002831212466909
Snipes, J., Doolittle, F., Herlihy, C. (2002). Foundations for success: Case studies of how urban school systems improve student achievement. Retrieved from Council of the Great City Schools: https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/35/Publication%20Docs/Foundations.pdf
Standards: Curriculum Assessment and Instruction. (2024). Retrieved from Learning Forward: https://standards.learningforward.org/standards-for-professional-learning/rigorous-content-for-each-learner/curriculum-assessment-and-instruction/#:~:text=Educators%20assess%20student%20learning%20to%20advance%20progress.&text=Educators%20use%20assessment
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms: 2nd edition. Alexandria: Association for Supervision and Curriculum Development. Retrieved from https://rutamaestra.santillana.com.co/wp-content/uploads/2020/01/Classrooms-2nd-Edition-By-Carol-Ann-Tomlinson.pdf
What is the CASEL Framework? (n.d.). Retrieved from Collaborative for Academic, Social, and Emotional Learning (CASEL): https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

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Presenters

Photo
Principal
Aldine Young Women's Leadership Academy

Session specifications

Topic:

Instructional Leadership

Grade level:

6-12

Audience:

School Level Leadership

Attendee devices:

Devices not needed

Subject area:

Other: Please specify, Interdisciplinary (STEM/STEAM)

TLPs:

Cultivate Belonging

Influencer Disclosure:

This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.