1. UDL-LPLC #2: October 26, 2017
Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
—CAST, 2015

2. Search Groups:
UDL THSLE

3. Why?
What?
How?

4. Formative Assessment Executive Function Literacy Implicit Bias
Focus topics ’17-‘18
Formative Assessment
Executive Function
Literacy
Implicit Bias

6. Schedules/Walk teams: handout (Bensch)

8. Supporting adult learners: Themes in your feedback!
Building a Team/Developing trust 
Having difficult conversations 
Providing Feedback with a Coaching Lens
Reframing/revitalizing the work
Happiness in the Workplace
Coaching for responsive instruction

9. Today’s topic-Reframing/revitalizing the work:
Job Crafting: Re-kindling A Love for Leading

10. Job Crafting: Re-kindling A Love for Leading
Sean McComb
@Mr_McComb

11. What is “Leadership?”
“A real leader is somebody who, because of his own particular power and charisma and example, is able to inspire people, with “inspire” being used here in a serious and non-cliché way. A real leader can somehow get us to do certain things that deep down we think are good and want to be able to do, but usually can’t get ourselves to do on our own. […]
A leader’s real “authority” is a power you voluntarily give him [or her], and you grant him [or her] this authority not with resentment or resignation but happily; it feels right. Deep down, you almost always like how a real leader makes you feel, the way you find yourself working harder and pushing yourself and thinking in ways you couldn’t ever get to on your own.” -David Foster Wallace, Consider the Lobster

12. Outcomes
Participants can identify their passion profile and avenues to promote passions at work 
Participants can evaluate strategies for shaping their work to be more satisfying and fulfilling 

13. Seasonal Partners
Goal: Find 4 partners, one for each season, for collaboration throughout the session
Guidelines:
Seek partners new to you
10 second intro (name, teaching assignment)
Only partner when seasons align

14. Why “Job Crafting?” job crafting: shifting the boundaries of your work
Only 3 in 10 American teachers are “engaged” in their work ☹ (Gallup, 2014)
Involved in, enthusiastic about, and committed to their work
Know the scope of their jobs and constantly look for better ways to achieve outcomes
3 Steps to Job Crafting:
Rethink the way you think about work (cognition)
Rethink the things you do at work (task)
Rethink the people at your work (relationships)
Research shows this leads to significant increases in well-being and job satisfaction.

15. 1. Reflecting on Why You Work
Answer the following on your capture sheet:
What brought you to education?
What do you hope to leave as your legacy?
Dyads

16. 2. Re-thinking Tasks: What You Do at Work
Explore the Passion Profiles, identifying the 3 that most give you energy.
Then, identify ways you can bring that passion through your work, perhaps…
Ways that are routine—daily, weekly
Ways that you can use to “break a funk”

17. Dyads an exercise in constructivist listening
The Speaker
Will have two minutes to reflect on who they are as an educator
You may say as much or as little as you like
Share what you are comfortable sharing
The Listener
Does NOT interpret, paraphrase, analyze, advise, interrupt
Maintains the speaker’s confidentiality
Sits facing the speaker, knee to knee, empty hands

18. 3. Re-consider Relationships: “It’s often these relationships… that are the sources of the greatest joys and greatest frustration.”
Visit the padlet and select an article that appeals to you
Take 10 minutes to read and skim, moving to additional articles as you are ready
On your capture sheet, record a takeaway(s) that you can share with a partner about how to re-consider relationships

19. Barnyard Babble
1. when prompted, make noise of the animal designated for your category 2. get into 2 groups with at least 3 different animals represented in each
Working with Difficult People
Improving School Culture
Building Coaching Relationships
More than One Category

20. 4. Reinforce and Recharge with Intention Develop habits and strategies to buffer against breakdowns
Take a strategy card
Read the strategy and consider how it might be applied in a school-setting
Find your winter partner and share the strategy and application

21. Speed Dating
Find your summer partner. Identify one partner as “a” and one as “b”
“a” partners form an inner circle. “b” partners form an outer circle. Face your partner
With each partner you face…
Share brief summary of the strategy/habit on your card
Hear from partner about their strategy
If time remains, engage in conversation about application

22. Final Thoughts
Return to your table and capture ideas shared through “speed dating.”
Instructional Strategies:
Seasonal Partners
Dyads
Barnyard Babble
Speed Dating

23. Looking ahead Evaluation: http://tinyurl.com/thsleeval
Next UDL LPLC and TPLC #3 (times TBD) : Nov 3, 2017
Next Saturday Session PD DAY: Saturday Dec 9, 2017
Please read: Design and Deliver Chapter 3: Engagement
Evaluation:
Chart paper and markers, note sheets with questions, small laminated copies of expert learner charts, copies of the UDL guidelines