*Training for school teams and individuals who want to learn the steps for launching WFSG.
** Support for school teams and individuals who are implementing WFSG. The Level II Institute in February is for teams and individuals from schools who are currently implementing WFSG but who cannot attend Annual Conference .
When registering for a Preconference
or Postconference Institute and The Conference, subtract $25.00
from the total of the two combined fees. Fees include instruction,
breakfast, break snacks, and materials. REGISTER via the internet
The Conference is designed to give teachers the opportunity to share their study group experiences and for teachers to learn from each other what works.
General Sessions: Keynote Speakers describing major WFSG work they have led.
Concurrent Sessions: Teacher Presenters sharing their WFSG experiences.
Study Group Meetings: Small groups practicing WFSG skills.
I. Level I Institute: Basic Training:
Know that the WFSG is a system that targets the instructional needs of students.
Be able to give others the basic information about WFSG, to include: definition, grounding questions, principles, guiding question, and functions.
Know how to explain the difference in WFSG and other types of collaborative groups and the differences in WFSG meetings and other types of meetings.
Understand how the 15 procedural or process guidelines provide a structure or vehicle for working on the work of teaching and learning.
Understand the importance of data-based decision making.
Be guided through the WFSG Decision-Making Cycle that identifies the student needs that will be the focus of WFSG and will determine how study groups are organized.
Know how to write a Study Group Action Plan.
Experience multiple uses of protocols.
Be introduced to the application of the Context, Process, Content framework to the WFSG System.
Begin developing a plan for introducing a faculty to WFSG and for leading the same faculty through the Decision-Making Cycle.
II. Continuing and Deepening the Work of WFSG and Focusing on Impact.
Focus on four questions related to continuing and deepening WFSG approach to schoolwide action research:
How can we design our work with faculties so teachers will transfer training in skills, content, and teaching strategies to their study-group work and use these new skills, content and strategies consistently and appropriately in their classrooms?
How do we use our tools (forms, procedures, processes) to support and direct or redirect study groups?
How well do we understand the complexities of the change process and what do we need to know and understand to be able to support others as they are experiencing the anxieties, frustrations, doubts, resistance, and excitement of new materials, processes, and relationships?
How can we help others understand that WFSG is a bundle of innovations that include different types of, or approaches to, staff development? When should we introduce the concept of the ‘bundle’ and, after introduction, highlight or underscore the components of the ‘bundle’, knowing that several of the components or approaches will need to be taught? For example, we have to teach groups how to conduct action research, how to do a lesson study, and how to coach colleagues.
Use looking at student work (LASW) protocols to collaboratively examine study- group action plans, logs, and feedback from their schools and frame recommendations for improving study-group work and their support for study groups.
Review WFSG Rubrics completed collaboratively by individual study groups or a whole school and develop plans for strengthening schoolwide action research.
Use the Descriptive Consultancy protocol to collaboratively understand, refine or resolve dilemmas that participants are experiencing in their work to deepen and continue the WFSG work in their schools or district.
This Institute is customized to meet the specific needs of participating school and district teams.
III. Looking at Student
Work. There will be two (2) all day sessions on Looking
at Student Work within the National WFSG Conference. The two sessions will not be the same. The content for each
session will be different. In the February Conference
sessions participants will learn how to examine
student work with colleagues to gain new insights into what and how
students are learning. WFSGs look at student work as part of a data
collection process that documents the current conditions related to
a study group's Essential Question. Teachers look at student work
to collaboratively identify students' strengths and weaknesses and
to plan instruction. . This will be a GREAT opportunity for teachers
at all grade levels and in all content areas to learn a technique
for collecting current data on student progress that can be done at
grade level, team, and department meetings.
**See Registration Form for fee reductions
when combining Pre-Conference Workshops with The