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The Delaware Valley Region Pennsylvania Association for Supervision And Curriculum Development


President’s Letter – Page 2

The B-D-A Framework of Instructional Coaching- Pages 3-4

Reflection – The Socratic Circle– Page 5-6

Spotlight on: Brooke Mulartrick- Pages 7-9

Person of Promise Award Winner – Page 10

Commentary: Teacher Mentoring– Pages 11-12

Emerging Leader Program – PASCD –Page 13

Edcamp – My First Experience – Page 14

Sponsors – Pages 15-18

DVR - PASCD FALL EVENT TEACHING AND LEADING IN THE DIGITAL AGE – PART II Coming in October, 2014 – Look for details in the next newsletter

Delaware Valley Region PASCD Officers Colleen Lelli….…………….....President Linda Bluebello……......President-Elect Rina Vassallo ….……....Past President Dorie Martin…..………..Vice-President Helene Duckett ….…….…...Secretary Robert Magliano…………..…Treasurer

President’s Letter


To submit articles, information, or feedback, please contact: Meredith Denovan

President’s Letter May, 2014 Dear DVR-PASCD Members, The spring event entitled, Teaching and Leading in the Digital Age was held Tuesday April 29th at Cabrini College in Radnor, PA. It was a collaborative effort with the Sigma Rho Education Honor Society from Cabrini College and Pennsylvania Association for Educational Communications and Technology. Topics for this fabulous event included: • • • • •

Building Your Professional Learning Network (PLN) Online Creating a Connected, Transparent Learning Organization Flipped Learning for Instruction and Professional Development Amazing Apps: Exciting Educational Apps for Today's Classroom Cautious Communications: Personal and Professional

We are very busy planning our fall event and because of the positive feedback, we are considering an event very similar to our Spring event. Stay tuned for further details. I have other important news I would like to share with all of you as regional members. We are in the process of transitioning some of our board positions. I need to resign as board President. I am finishing my first year during my second two year term. During the upcoming school year, I will be focusing and preparing to stand for tenure at Cabrini College. Meredith Denovan has agreed to take over as President for the last year of my two year term. I can't thank Meredith enough for her support and really appreciate her willingness to serve as President. I plan to remain actively involved on the executive board and look forward to supporting DVR in other ways moving forward. Linda Bluebello has always asked to step down as President Elect for the next year. Linda has been a tremendous support at all board events. She has been a leader and planned multiple professional development events during her time on the board and as President Elect. She will remain on the board as well and will continue to support the professional development events. Dorie Martin has agreed to take over Linda's last year as President-Elect. I thank Dorie as well for her commitment and support of DVR and look forward to following her leadership in the future. I want to thank everyone for your support and your efforts to maintain and continue the wonderful work we do in the Delaware Valley Region. In the meantime, feel free to contact us for information, propose ideas for region events and/or to see how you can get involved in this fine organization. We look forward to hearing from you! Sincerely, Colleen Lelli

Delaware Valley Region-PASCD President or 2

The B-D-A Framework of Instructional Coaching is a Non-Evaluative Practice that Supports Growth By Dr. Dorie Martin, Vice-­‐President DVR-­‐PASCD A collaborative series of articles by Ellen Eisenberg, Executive Director of Pennsylvania Institute of Instructional Coaching (PIIC), Erin Saunders, Communications Coordinator for PIIC, and Dorie Martin, PIIC Mentor Coach, MCIU. The basis for teacher and student growth is non-evaluative formative feedback. The Pennsylvania Institute for instruction Coaching (PIIC) utilizes the Before-During-After framework to provide a process that lends itself to reflective, non-evaluative dialogue between teacher and coach. The Before conversation includes a coach providing a venue for teachers to share their needs, their concerns and their focus areas for growth. It is during this conversation that a coach will actively listen and be fully present to the teacher. Being "present" will send the nonevaluative message that the coach is truly trying to understand because while the teacher was speaking the coach isn't trying to figure out what needs to be "fixed" or identify what is wrong or misguided. Instead the coach is trying to understand the teacher’s perspective. The B-D-A framework provides a process that is not only non-evaluative in nature, but is a growth model. In the Before conversation a coach can achieve real communication and avoid any evaluative tendency when the coach listens with understanding. This means seeing the expressed idea and attitude from the other person’s point of view, sensing how it feels to the person, achieving his or her frame of reference about the subject being discussed. Research has shown that if that such empathic understanding—understanding with a person, not about her—is so effective that it can bring about significant changes in personality. (Barker, 2013). The goal is to bring effective change in practice. The Before component of the framework provides the one-on-one foundation of support for this type of evolution to begin. The dialogue presented in the Before conversation provides the "Look Fors" in the During component. The "Look Fors" are those areas of growth identified by the teacher. Through strategic questioning in the Before conversation the coach can provide a focus area with specific criteria to be utilized to create a data tool to be used in the During component of observation. The data tool is co-created and agreed upon by both teacher and coach. The data tool contains a non-evaluative criterion that is linked to state, district and school initiatives that will improve student achievement. The data tool keeps opinion and evaluative language out of the observation. It provides "evidence of learning" for the teacher and points of reflection for the After conversation. The data tool, which contains the coach's scripting, notation or tally marks, is left with the teacher. The data tool with feedback isn't saved or stored or a computer or laptop. The data provided from the data tool must be meaningful, providing the teacher with clear and actionable feedback. This feedback serves only to inform practice and does not contribute to formal evaluation results. It is important that in the Before conversation a date is established soon after for the During. Additionally, it is also essential that at the conclusion of the During a date be set for the After conversation within a couple of days. This provides just enough time for the teacher to digest the data provided and reflect upon their practice. It is also so that the feedback turns into action. The After component of this process begins with the coach asking the teacher his or her thoughts on the data. Similar to the Before conversation it is crucial for the coach to listen to 3

what the teacher shares about his or her own practice and analysis of the data. Don’t interrupt, disagree or “evaluate.� It is at this time that the coach may pose a question for clarity or paraphrase, which involves repeating back to the teacher what you heard her say. If there is a misconception this provides an opportunity for the teacher to provide more of his or her thinking. This will send the non-evaluative message that the coach is truly trying to understand because again the coach hasn't been trying to figure out why the teacher is wrong or misguided. The coach is again trying to understand the perspective, provide tailored guidance through questions for reflection and be a supportive resource. The data collected from the data tool will provide a continual point of reference for any further meaningful feedback. As with our instructional lessons the After component then leads to the next Before by discussing next steps for growth. PIIC's mission is to support instructional coaching which helps teachers strengthen instructional practice, increase student engagement, and improve student learning. The B-D-A non-evaluative framework provides the cyclical level of one-on-one professional development support necessary to improve teacher effectiveness and impact student effectiveness.


The Socratic Circle: A Reflection from a High School Literature Classroom By Monica Conlin, DVR-PASCD Board Member Springfield High School (Delco), Language Arts Honors, Public Speaking and Journalism Teacher, Spri-Hian Advisor Objectives and learning outcomes on the board, floor lamps fostering a gentle hue, post-it notes and chart paper on the easel surround my classroom as I await the entry of my twelfth grade Honors Literature class. It is the last semester of their senior year, and each upon arrival eagerly embraces a Literature text, pauses to read today’s learning goals and slides into a seat in our circle where we resume our Macbeth discussion. Notebooks open, annotations reread, and the quick write posts on the white screen. In harmony we begin, as 21 young minds craft a response to an insight made the prior day. The Socratic Circle, a place where each of my students finds a voice, makes a connection, defends an assertion, and builds a community, has afforded my students to explore texts and navigate shared reflection that leaves me, a teacher of 25 plus years, with new learning. When first introduced to this strategy several years ago, I was intrigued to integrate and enliven my learning community that had been grounded in classroom discussion but truly hungered for a new approach- a refueling to raise my students’ ability to create schemata, to support their thinking and to enhance analysis with textual evidence. Realizing that the approach broadened the integration of open-ended questions as responses to our shared reading, I found my students engaging in dialogue about character, conflict, and universal themes. Listening carefully to each other became a natural non-negotiable as students became comfortable responding to each other by name often paraphrasing a statement made by another and continuing the discourse through an extended thought or an alternative window of viewing. As I continued to employ the Socratic Circle, adaptations to my practice propelled my planning. I jotted notes in my writing journal and ideas, modifications and extensions followed. Most importantly, I desired for my students to share his or her voice and to take this learning experience and confidence in reflective dialogue with them to college. One example presented my students with a paired informational text offering an argument about Macbeth’s ambition and the nature of his ambition. Provided with a purpose to identify the author’s argument and a goal to provide a response to the argument made by a character from the drama encouraged each student to probe characterization, as well as, to discern author’s purpose in the paired text. Actively reading students prepared to share this conversation. As a student led discussion, I placed 3 tall stools in the middle of the circle and labeled them the “author” chairs. Surrounding the author chairs, the outer circle assumed the role of a Macbeth character and responded to the author’s defense of Macbeth’s blind ambition. Responses and exchanges between the inner and outer group enveloped our lesson with profound insight into character and deep regard for point of view, an essential tool to carry to college. Maintaining interest and enthusiasm for engaging in the unraveling of our texts remains a priority in my planning. Essential to this is pausing to monitor our comprehension. An example followed the independent reading of Macbeth. I walked the interior of our circle and placed a post-it on each student desk. The students paused to compose a question about the text –one that would provide clarity to a “muddy area”, one that questions the motivation of character, one that agrees with a paired information text we have read or one that is a wondering. One student offers his or her question and invites others to join the inner circle where they dialogue as the outer 5

circle responds and finds similarities and differences in thought. Students exchange roles and new questions and connected student wonderings bring clarity to the text. Submerged in collective discourse, responding by name to each other, listening, waiting, and connecting, students remain engaged and gain proficiency in collaboration, a life skill that encourages each individual to bring his or her voice. As my students look to graduation, I craft my self-reflections as they leave the circle, a gathering with no beginning and no end; a haven of discovery and critical analysis where students grasp a life-long skill through a Socratic dialogue


Spotlight On: Brooke Mulartrick Submitted by: Rina Vassallo, Ed.D., Past President, DVR-­‐PASCD

This month we profile one of our newest board members, but one who has certainly made a considerable impact in a relatively short amount of time. Brooke Mulartrick joined our board in the fall of 2013, but has quickly become widely regarded due to her exceptional enthusiasm and extraordinary expertise in the area of instructional technology. In fact, her day job is Technology Integration Specialist at Methacton School District. Brooke was invited to join by our board by veteran board member, Dr. Dorie Martin, a colleague in Montgomery County. Once ensconced as a board member, Brooke was then quickly recruited to be a member of the Professional Development Committee Member where she enhanced our programming with her innovative ideas and technology solutions. Dorie had this to say about her associate, “’Enthusiasm is contagious. It’s difficult to remain neutral or indifferent in the presence of a positive thinker’ (Dennis Waitley). Brooke has infused our executive board with a fresh new perspective and a positive, productive energy. Instead of admiring the problem, people are coming together to collaboratively discuss solutions. Brooke's technological expertise has expanded the market of mindsets, which our organization could access. Brooke has not only opened minds she has opened up the door to possibility”. Brooke has been an integral part of the planning for our spring event teaching us how to use the website Smore ( for our flyer which can be accessed as a URL and additionally, allows participants to register online, as well as track analytics. She has also very capably assisted us in advertising, joining forces with PAECT (PA Association for Educational Communications and Technology) and also, tweeting out our event. When asked why she chose to join the DVR board, Brooke stated, “Dorie and I are constantly seeking professional development opportunities to grow and reflect. In a conversation from the beginning of the school year, I found out that she was a part of DVRPASCD and she found out that I was a part of PAECT. We thought it would be a great idea for both organizations to join forces and co-host an event. This spring event is the brainchild of that conversation, and I'm excited for future partnerships since both organizations have a wealth of knowledge to provide to the education community.” Brooke received her Bachelor’s degree in Elementary Education from Shippensburg University and her Master’s in Instructional Technology from St. Joseph’s University. Additionally in 2012, she earned a certificate in Supervision and Instruction from Johns Hopkins University. Brooke has spent her career at Methacton School District first teaching in the primary grades and in 2009 as her position was being phased out the opportunity to become a Technology Integration Specialist presented itself. When asked about a typical day as a Technology Integration Specialist this is what Brooke had to say, “Yikes - a typical day. Since I rotate between five buildings, I'm in a 7

different building each day of the week. Elementary teachers have a 45 minute block between contracted arrival and student arrival, so during that time, I schedule planning meetings with teachers, rotate around the building to check-in with teachers, and sometimes provide morning Professional Development sessions. I report to both the Director of Technology and the Director of Curriculum, Instruction and Assessment, so I consider my job to be part technical and part instructional. This year, we started incorporating iPads at the elementary level (1 cart of 15 iPads per building), so I've been spending a substantial amount of time working on the iPad management workflow (app installation, account management, etc) for these shared devices. Teachers are very interested in learning how to use these devices to support their learners, so I meet with them to find out their instructional goals for an upcoming lesson. We then schedule a time to co-teach the lesson so the teacher can keep content as the focus and I can introduce the technology piece as a tool to support the learning process. My goal is to provide scaffolding for the teacher so he/she eventually feels confident enough to integrate the technology in a future lesson without my assistance.” Brooke added that most districts in Montgomery County have at least one technology integration specialist/coach and she is fortunate to be able to network with them the Montgomery County Technology Integrator Meetings, a group she founded and facilitates quarterly. Recently, she has become an instructor for Eduspire, an innovative provider of graduate level courses whose goal is to “transform teaching and learning through practical integration of contemporary technologies in K-12 classrooms.” More information be found on the Eduspire page: She has sought out other leadership opportunities serving on the Act 48 Committee at Methacton and as the Director of the Southeast Region of PAECT. Brooke has also presented numerous times. Here is a sampling of sessions she has facilitated: • • • •

ISTE 2012, San Diego - Empowering Staff, Students and Parents with 24/7 Technology Training PETE&C 2013, Hershey - A Shared Vision for Technology Integration PETE&C 2014, Hershey - Year 2, Applying Our Technology Standards Presentations/Workshops in her district have addressed the following topics: SMARTBoards, Blogging, iPad integration in the classroom, Digital Storytelling, and training on district products like Discovery Education, Everyday Math online component, Harcourt's ThinkCentral, etc

Brooke has been recognized with the Voices of Inspiration Award given by the Montgomery County Intermediate Unit to exceptional educators who impact the learning community and the Blue Jay Award given jointly by Johns Hopkins University and ISTE to a student with an optimistic attitude who contributes to a positive learning environment. In our organization, Brooke has worked closely with Dr. Linda Bluebello, Vice President of our board and the chair of our Professional Development Committee and Meredith Denovan, Co-chair of membership. When Linda was told that Brooke was being spotlighted this month she said, “Brooke’s leadership qualities in the Professional Development Committee have enabled us to think more creatively and better serve our members with regard to professional growth opportunities in teaching and learning. ‘Leaders who produce 8

exceptional results understand the value of challenging people and situations. They make it a habit to regularly question the status quo and to stimulate and motivate those people who can make a difference’ (James Rickabaugh, The Board, October 15, 2000). Brooke has certainly challenged this organization to think differently about how we go about our business. We are grateful for her expertise.” Meredith added, “Brooke’s expertise in the area of technology is a welcome addition to the Board and her enthusiasm and hard work on the conference was very much appreciated”. The organization has certainly benefitted from this talented young woman and we look forward to learning more from her as we work to serve our members. Click on the following links to connect with Brooke via Twitter or LinkedIn.



Each year the Delaware Valley chapter of PASCD bestows a “Person of Promise” award to a pre-service teaching candidate who in the view of members of the nominee’s education faculty is “a person who is likely to make a significant contribution to the teaching profession.” This year’s award winner is Shenile Miles, a senior at Temple University majoring in education and English Dr. Joseph Haviland, Associate Professor in Teaching and Learning at Temple University, in his nomination letter had this to say about Shenile: “ The university claims that one quality shared by skilled practitioners is a habit of reflecting upon craft—an insatiable thirst for improvement. Shenile fits that descriptor to a tee. She is committed to an ideal and works hard to approximate it. She seeks constructive criticism and works hard to apply it to her own practice. Shenile is coachable. For my money, she is a person of promise.” In her nomination letter, Dr. Jill Swavely, Associate Professor in Teaching and Learning, stated: “I met Shenile in September 2013, when she enrolled in my “Foundations of Language Teaching” course. It did not take me long to discover what an exceptional person she is. Throughout the semester, I was continually impressed by her intellect, integrity and dedication to the teaching profession. I rank Shenile among the top 1% of the undergraduates I have taught during my 13 years as a Temple faculty member. I am confident she will quickly become an asset to any district that hires her and will eventually become a respected leader among her colleagues.”


COMMENTARY Dr. Robert Magliano DVR-PASCD Treasurer

Just recently, I was having dinner with a colleague and we were talking about the state of education—major financial woes, curriculum issues and new programs, the expansion and future of technology, the importance of leadership and in particular, the school principal, etc., etc., etc. Then the statement that we made simultaneously…What really matters most is the teacher, that person in the classroom day in, day out affecting kids directly. Right…when all is said and done, there’s no substitute for a good teacher! But you knew that. Not that all the other things we talked about or that you can no doubt name aren’t important, but ultimately it’s the classroom teacher on the firing line that we concluded is key. Then we went on in our discussion to ask the important question—What are we doing for teachers, on an ongoing basis, to provide necessary support, encouragement, and inspiration? In an ASCD SmartBrief, which I read oddly enough two days after my dinner conversation, I believe middle-grade teacher Ariel Sacks summed it up quite well stating in essence that good teacher mentoring is essential for both new teachers and veterans as well. Sacks notes the importance of finding and maintaining contact with a mentor. She points out that mentors can reconnect educators to their core teaching values when competing pressures threaten to upend them. Quotes from some of her colleagues: “We have valuable influences, likely or unlikely as they may be, who shape us for the better as we grow in our role of educator.” “As a teacher about to complete my first year of teaching, I have to say that I am grateful for a wonderful mentor. My university did a good job in helping me to prepare for my role as a teacher, but I believe that you really do not know about being a teacher until you are out there in your very own classroom. The continuing learning curve of the first year is steep. It would have been easy to quit. Instead of that occurring, my mentor helped me keep my feet grounded in reality and to not judge myself too harshly; she helped me keep it real. Because of that, I am ready to finish out this year well and am eager to evaluate and change some approaches for next year.” “They say education is wasted on the young. And while mentoring is by no means wasted on new teachers, I wish there were more opportunities for veteran and accomplished teachers to be mentored too. I would love to sit down and get coaching from someone who saw me teach regularly.”


Sacks recalls her mentor, Madeline Ray, who advised her during and beyond her time as a graduate student at Bank Street College. She says, “Seeing her teach, and being reminded of her values and sensibilities, always feels a bit like going home.” “Try to find a true mentor, and keep in touch,” Sacks advises. She goes on to say that there will be many educators who will help you learn things, big and small, deliberately or unknowingly, about teaching. An eye for picking up on these lessons and techniques when they come your way is very important. But to find a mentor, you have to find someone whose teaching you deeply respect, whose methods help you fulfill the highest purpose you have for being an educator. A mentor inspires and equips you to be the educator you set out to be. Sacks believes that a mentor should be someone who understands why you teach and who helps you connect your teaching methods with this purpose. If you are lucky enough to find someone who helps you do this, Sacks suggests talking to this person as much as you can and keeping in touch. She says it’s okay to take the initiative and let someone know you want to learn from them. It’s a good skill. In addition to all of the opportunities you’ll have to learn from colleagues in the teaching field, Sacks points out that you’ll also have many pressures that come from outside your classroom and collegial networks. These pressures may or may not move you in the direction of your goals as a teacher; they may or may not be in line with your educational values. If you succumb to every pressure, you surely won’t meet your goals, because these pressures are almost always shifting and competing with one another, for reasons that have little to do with students, and everything to do with the adult world. Sacks concludes that when the pressure becomes at odds with your values and goals, as an educator who came to the profession to stay a while, to humble yourself and learn to make a difference for students and their communities—that is when you’ll appreciate the opportunity to talk with someone you consider a mentor. You’ll appreciate being in the presence of a teacher who has weathered the storms longer than you have, and who has stayed true. Then you can quote Isaac Newton and say, “If I have seen further, it is by standing on the shoulders of giants.”


Emerging Leader Program by Dr. Lori Stollar, PASCD President-elect Are you an educational leader? Do you possess a passion for teaching, learning, and leading? If so, take note. PASCD is launching an Emerging Leader Program geared toward educational leaders in the profession between five and fifteen years. The purpose of the program is to support emerging leaders in the education profession by offering them a chance to learn and grow with other leaders from across the state. Emerging leaders will be chosen through a competitive application process. The inaugural class will meet in conjunction with the 2014 PASCD Annual Conference to be held in Hershey, PA this November. Leading the program will be Pennsylvania's current ASCD Emerging Leaders: Krista Rundell, Brianna Crowley, Mary Beth Hertz, Rebecca Kelly, and Allison Rodman. The PASCD Emerging Leader application will be posted to the website in May, with an application deadline of July 1st. Emerging Leaders will be announced on August 15th. Consider applying to be part of the 2014 PASCD Emerging Leader Program! Click here to read more.


MY FIRST EXPERIENCE! By Dorie Martin, Ed. D My decision to attend Edcamp Philly came after working with a group of Instructional Technology Integrators who also were Pennsylvania Institute for Instructional Coaching members. It was through their lively discussions on utilizing technology for education that my interest was ignited. I was fortunate enough to be working with and among those who were part of Edcamp Philly from its beginning stages. Brooke Mulartrick, a DVR-PASCD member, was the springboard for motivating me to stretch my comfort zone and expand my literacy knowledge from the lens of digital learning. As soon as I entered the Science Leadership Academy in Philadelphia I could feel a surge of passion, and warm energy that felt as if the sun had just broken through a rain cloud. Immediately I was welcomed and provided an opportunity to engage in conversation. Glancing around the room I spotted a few familiar friendly faces. My first stop was to visit the circle of people who were gathered to hear about Edcamp Philly as a "first-timer". By the end of the first five minutes of conversation I had created a Twitter account. I realized that this "un-conference" was free flowing and all about relevance/choice of educational topics K-12. There weren't necessarily presenters but instead individuals who had a question and volunteered to get the conversation going. Others in the sessions would assist in facilitating the discussion by providing what they knew about the topic. I was converted within 15 minutes and already inquiring when was the next Edcamp. I am now a member of Pennsylvania Association for Educational Communications and Technology (PAECT) which also offers a learning community that shares the passion for innovative utilization of technology for educational purposes. By the end of the weekend I became an advocate for both Edcamp and PAECT. The connections to learning, and the various state and district initiatives are endless. The most powerful "take-away" for me was to know that a son of one of the participants attended a session to learn more about gamification and Minecraft and was soon leading the discussion. Who better to hear what works about learning and instruction than from those sitting in our classrooms? Truly looking forward to garnishing more nuggets of wisdom from my future Edcamp sessionscheck it out- For upcoming events- You are all invited to now follow me @dorie_martin so we can continue the conversation.


SPONSORS Delaware Valley Region PASCD receives generous support from the following organizations:

Temple University wants to partner with you to create a customized professional development program which addresses the needs of your organization. Possible topics may include • Developing Language and Literacy in the Early Childhood Classroom • Finding Deeper Meaning in Children's Drawings • Differentiated Literacy Instruction • Teaching Reading, Writing, and Literature to Exceed the Common Core State Standards • Adolescent Literature for Diverse Learners • Positive Behavior Support/RTI • Classroom Management • Functional Behavioral Assessment • Progress Monitoring/Curriculum-based Measurement • Transition and Collaboration • Developing Deep Understanding and Flexible Problem Solving in the Elementary and Secondary Mathematics Classroom • Inquiry-based Science Instruction • Teaching African American History • Support of ESL Learners in Mainstream Classes





June 2014 DVR-PASCD Newsletter  
June 2014 DVR-PASCD Newsletter