Good evening on behalf of the American Federation of Teachers. I'd like to welcome everyone to today's webinar on mapping your landscape for success. My name is Carla del Aguila I will be your tech person for today's webinar. Before we begin I wanted to cover a couple few web and our housekeeping items, which is how to use this platform. We want the web and R to be interactive and engaging so if you click on the screen. You will notice at the bottom of your audience console door multiple buttons that. You can use throughout the web and R. UH-1 of 'em is the group chat. We everybody's kind of been introducing themselves so I feel like everybody knows how to use that? But that's where you can ask some questions if you want the questions to be asked to the presenters that will answer at the end. You can also use the Q&A Widget at the bottom that's kind of a more of a formal way to ask a question. And we will always get to those before the group chat group chat gets kind of crazy so sometimes. We can't get to all those questions there. Um. But if if you are using the group chat there is also some poll questions throughout the presentation, which will want to do. For PD credit. Uh I'll remind you at the end, but there will be an email sent out to everybody but where you can. If you've missed a poll question re answer those poll questions or you can send those to some colleagues. That have missed out on the presentation. So that is all if you have any questions go ahead and just ask it in the group chat. And I will try to help you out, most likely it's just refresh browser. So today's webinar I will present. I will introduce Roslyn Larocque and she can take it over from here. Thank you very much Carlo Good evening everyone. And this is the first in a series of webinars for local site coordinators. Or anyone who works in a capacity that mirrors the local site coordinator. With me, this evening, I have a few gifts. I have Susie Garrison and SSS Strainer. I have Rosemary Jenkins stated issues coordinator. And for those of us who may not have one I will invite her to tell you what she does when she comes on. I also have Jesse Zigler in at Rep for the AFT. Very often, we don't seem to put PD and organizing in the same basket, but tonight we want to show you how they can exist. Ancu exists and truly support each other as you map your landscape for success. So without further ado, I would like to ask my gift to introduce themselves Susie. Charleston WV? Rosemary. I need to rest Virginia and Jesse. Hey everybody, my name is Jesse Zigler, I'm currently in New York, but I live in Florida. I'm really happy to be on this call with you. OK, great, so as usual, we begin with the focus of our mission tonight. We are speaking about mapping our landscape. For our to create the successful PD program and we know that if she truly believes in supporting all its constituents. But our focus tonight is on professional development and they do talk about strengthening public schools. This evening we have a couple objectives. We want to determine the rule PD can play in your local. Build a local team. Utilize PD to strengthen the union and build local capacity. And describe the summer educatore experience to others. But before we begin it would be nice to know where everyone is from so if you could if you please. Fill out the poll indicating where you are from. OK. Good so. We have people from the Great Lakes, the Northeast. The southern region and the software's mountain welcome everyone. So what do we mean by mapping your landscape? If you had to describe the experiences of educators in your local what words would you use to describe board eliminate an you can put those? In the team chat what words would you use to describe the experiences that Edukators in your local are having as it relates to? Education teaching professional learning anything in the education world? What words would you use? In the group chat. Let's wait for people to. Fill that up. So we have some words like. Overwhelmed. Challenging interactive engage job embedded stressed. An educational battlefield. Focused on district initiatives. Devalued. A war zone. Micro managed overworked intense. Feeling harassed. All right, so all these words describe. The climate. That's Not just in the district. But I think it enters into the school. And you ask what does that have to do with mapping your landscape for a PT program. Well. If you're going to build a PD program. You first need to consider. The people that it will serve and what they're going through. Sometimes we can change what happens on the outside, but if we could just change and tweak what edukators have. Otonomy over which is their classrooms. Then we can make life better for the Edukators and so in so doing we would make life better for the children. That, they work with. So while we have these words describing the climate. The question to you as a side coordinator who may have input with your local president as too. Who you send the summary Decatur Academy? What causes you teach? How will you layout your your program? You may want to first of all think about. The relationship that you have with the district. Not how are they making you feel but the relationship that you local leader may be able to build? If the relationship is great. Then it means that you can approach them to be Co partners of your program. You may be able to collaborate with them on the offerings. Of for the things that are resulting in. The kinds of descriptions that we have coming up in the group chat. If the relationship is not great that does not. Negate the fact that your local can support teachers within the confines of its building or within the confines of its schools. It is at that moment that you may want to consider reaching out to the principals who would work with you. Identifying people in those schools who could become your trainers who could then support members right there at the school site. So there are many ways to take. The view of how do we plan for our PD program and how do we get the best bang for our Buck? Levels. Collaborate with the district. If you're working on that in the mean time. Strictly Union sponsored PD. Laying it out where? You can either do school support. Or. Where you can do it at your building or you can do both. To create high visibility for your union? Then when you decide on your subject on your content areas. Then the question becomes what is the data saying. And we know that sometimes. We need more data than just what we see in front of us. All we know that sometimes we make choices based on what we like or what the latest buzz word is. But we must look at it from all angles? What is the data saying. What the students need? And here's the here's the catch. If you are a building right. Where do the number of grievances lie? And how does that relate or not really eat? To the evaluation tool that is being used. Looking at this from an aerial view and looking at all of these possibilities. Then you ask yourself. What do I pick? Who am I looking for? What is my structure that I will use? And how will I build local capacity, not by sending someone every year to Summer Academy that's one way. And that we have to be done if you want to extend your portfolio of content. But besides that there is another way to build capacity and later on. We'll hear from Jessie what that means. And how that might look. So having looked at how we want to map this landscape. Let's hear from Rosemary, the West Virginia story about how they did just that Rosemary. I bring you greetings from ASCII president Fred Albert. Well, just say that we started awakening of the labor visit for educators in 2018 go red for ADD. I'm going to give you just a brief. Overview of how AF works for junior desert selection process to determine who we send to our summer Education Academy for trainers. Although our sea. The program is a state funded program for all of our locals. This model could also still be adapted for any single local too. So while we are pretty unique and we are run RPD. I most of our PD programs run through this. State Fair. Mainly because of the size of us, but this model could still be adapted if you have a large local. I'm just saying coordinated for PD and I'm also the director of Field services so the selection process is one of my many hats that I wear? So the very first thing that that I do is to disseminate to all the staff wraps the email. That I received from at T detailing all the information about the Summer Academy. It's a very long email Ann. Each Stafford's responsibility to make sure that it is sent to each of their local presidents. And then I asked him to meet. At their next scheduled union meeting so therefore, they can not only discuss it with the presidents. They can discuss it with union members. The staffers then informed the local presidents to contact me once possible trainers names an R. Selected and Uh with all their contact information, but that doesn't guarantee them that they're going to be selected. Uh. Information is also disseminated by our State President. He Fred Albert, he disseminated through the state executive board and his officers. So once I receive the names and the contact information from the local presidents and order state executive board. Sometimes I get in that way too. I personally contact the potential trainers in I schedule an interview. The interview is essential. Becaus most do not have a clue. About the program and its responsibilities, so part of the interview would be be explained it exactly. At asking then did they read. All the information in the email Ann asking them do. They understand exactly and usually they? Tell me they don't have a clue where they really don't understand it? So at least 15 minutes is me explaining. How the program works with the responsibilities are? I'll try to do at least an hour long interview with each one of the possible perspectives out applicants. The interview process includes an explanation of the Academy, the responsibilities. But they have upon completion. Of the summer Academy if their chosen. I also asked him why they want to be a trainer, and what experiences of any but they may have. I'm doing workshops or training either either in their school or in their district. Or maybe even just for an organization that they belong to that they've had experienced. During training for adult. And if one or more and I have a ranking sheet that I used to. If one or more uh. It more than 2 names from a local submitted. I rented from the interview and after all, the interviews are completed. I meet with our stake president to discuss my recommendations. So since it's a state K program. All the requirements in the paperwork that AST requires. Is that by me so there's not multiple? Uh applications coming in I have to Washington knows that. If somebody has been approved that it will come for me. And if they have to send me a name of somebody that may have been sent in that didn't go through the office. The interview process then that sent to me and I take care of that. This also helps aptiva cause then they don't have to contact the participants and schedule an individual. Interview with them because that's something that that was done last year and it helps it helps them becaus. They already know they've gone through if they're name is submitted by me that they're going through a pretty extensive by process. Or their name would be cemented. Is it the process that I explain we've been using this now for probably? Over 25 years and it's produced more opinions of excellent trainers, including. Several that were selected to be national trainers. Now so I want to talk just briefly if I've got time on the way is that we do. In turn them when they come back. Uh use our trainers. Ah organizing new members to grow or unions for PD is the primary reason for our program exactly why it is a state run program. They called in West Virginia are being non collective bargaining state. It is important to organize organize organize everyday. In the organizing mode, so this is an excellent opportunity for us to grow our union through professional development opportunities. So, we, we do uh. Local and district trainings and regional training, sometimes sometimes we bring in more than one district. Uh on a particular. Class is physically if we don't have a trainer in that particular counting. A conference trainings. Next month is the state math conference in West Virginia. The state lab conference. We we will have 7 workshops at this conference. At the state math conference that that will be conducted by our thinking Matt trainers. Something that we started we get this in the past several years ago, but we haven't done it until this. Here is a graduate credit classes currently Susie gears and kissing Chandler and Brandy Halsey tree of our demonstrators. And you're going to be hearing from Susie in a few minutes, 3 of our newest trainers when they got back. They talk to be about doing this not only for their district, but for graduate credit class in West Virginia, you have to. Yet it takes about almost 10 years to get your permanent certification license so. After 3 years and then 5 years, you have to you have to take graduate credit classes to renew. So besides the contract was West Virginia State University. To teach A3 uh for Susie Anne Kismet and ready to teach a 3 hour graduate credit class. And they are currently teaching strategies for Student Success. And uh. We also this at a very, very reasonable rate for a FT members and then charge. Just a small nominal extra fee for nonmembers with the hopes that did not that the non members will then. Join the FT an it looks like that, more than likely the numbers will be joining 'cause they were good. Really good feedback so far that. That they're all enjoying the content. Um. And so it's like I said everybody that's in that class, current graduate class needs hours to renew their ship certificate. Order taken into plus hours. Now the last thing I want to talk about so I turned back over to Ross is. Uh probably one of the most. One of my most throughout his accomplishments for me during my FT career, which is now spanning 29 years today at Key West Virginia. Was many, many years ago was convincing our former AFC President Judy Hill that we needed to do a week long? PD summer school and if we needed to showcase. This research base classes the FT has invested in so, so we are going on year #25 for AFC West Virginia Summer School. And we select our best trainers to teach the five day of it an very we have over 200 two 150. We have a waiting list every year. For our PD summer school and that is run through West Virginia University. So I'll be happy bras to take any questions. Or if you want to wait till the end, that would be fine, too, but I really appreciate you, giving me the. Opportunity to showcase West Virginia. And no problems and there's 1 question, though uh real quick one. What is the small charge for non members if you want to disclose that or we can send the individual an email? No what we Along the way we set that up and you know if people are just going to their mouth. They're gonna drop. At the deal that I was able to get to West Virginia State University. I get a 3 hour graduate credit class and they only have to pay. $75 for free. Hours of graduate credit. Now the non member had to pay $150 and then we the FT member actually. Paid $100 hundred dollars. I think it was $100 just because you know because if we had to have books printed in different materials and things like that, but To be able to get a graduate credit class for $100 for an AFP member it was phenomenal. Unheard of. Wonderful and thank you so much will take more questions at the end. So here you have it how West Virginia does it it's a blueprint but we always say customize. For your local. And at this point, let's do another poll. Indicate the level of development of your program so if you have a PD program already. Where does it fall? Among these levels. In the pool. And we'll wait a few minutes late people. Into their responses. OK, so happy to see that there is no one that has a non existent program. So they are quite a few people working in sustainability and that's important thriving in need of support. And just starting. So our next speaker. Will give us some idea of how we get that done? And In addition to that there is a resource that should be attached to this. Webinar that would help you read about how you build and sustain your PD program. Uh. Let's hear from. Jesse. Hey everybody, thanks for us. Hello I'm here. Can you hear me? Yes, go ahead. OK, good everybody. I'm Jesse Zigler, I'm a national representative with AFP. I started as a member way back graduate assistants, United at University of Florida. Element. Since then I've worked for a long time as an organizer and then as a national representative in a bunch of different places. I am very, very indebted to folks like you specifically to alright issues Department, but too. Um professional development, educational issues coordinators and Steven members at lots of locals. I've gone too. 'cause transitioning from higher education to K12. With a huge shock to me, so you know, starting to talk to charter school educators in Philadelphia and having people to go to to go. What the heck is an iep to start to learn some of the language I've relied on? Lots of folks like you for support so I'm grateful to be part of this. I think a way that I'd like to just get into this is by giving a sort of. Framework on 4 pillars. That we consider essential for internal organizing, although I would extend it to 2 external as well, but these are kind of. 40 areas that we that we want to build up to make robust in order to have a kind of comprehensive. Program for organizing and engagement. Those areas are data. That means everything from lists list at the building level listed contain good contact information and whatever else we know about. Our members and potential members and also how we use, and leverage that data so if we have a list of numbers. That's great, but do we have actually ways that we contact people? When we find out things like these are these people attended an information session on our professional development offerings. Are we able to sort that list and use? It next time we're doing something so always thinking about data? And how we're using it, which I know is a very familiar language, too. To you folks who do this work, but thinking about in terms of members in potential members an not. Evaluative data and not you know students performance data. Then we think about internal structure, so after work site level in the district level so that includes things like having building reps and having a representative structure within the building. Um. Ideally, when we talk about having a solid structure. We're talking about trying to get to a one to 10 ratio. Leaders the members and end or potential members that this really applies to anything. We're trying to do any kind of committee that we're trying to build that we have. The structure we have folks in the building that people look too. As leaders. And then on up to the district level so using that representative structure to increase our capacity and to make the work sustainable. The 3rd is a focus on new employee orientation than engagement, so really focusing on bringing new employees into the life of the union. Focusing on things like first friend best friend, which the idea is that there be someone or more than one person. In school buildings and at the district level and orientations to approach these new employees to say. Hey. I'm Jessie I'm with our union, so glad you're here. I'm invested in you being successful in the job and I'm going to be. A partner with you in that. Um so orientations ongoing engagement finding out what's important to new employees and figuring out ways to pull them into the work. Hum. Right away the last the 4th pillar is issue based organizing. And that means we don't organize around lofty concepts. It means that we don't just say we don't organize people around the idea. You should join the Union Becaus That's fair because it's the right thing to do. We organize effectively engage people by bringing us bringing people together to work together to solve concrete problems. And we want to look for things in issue based organizing that are unified that Unite people rather than divide that help to solve problems. It had solution I see professional development on the work of professional support itself as an issue that we can organize around. But when I look at the kind of things you guys are putting for to describe the way people. Feeling your district in your locals. It's amazing to me, it's not amazing to me because I've seen it. I'm an organizer but right there. We know we have. Like terrain to find out what issues really deeply mattered to people and then involving them in the local solving those problems. So with that I just want to talk briefly about ways that I work with lodging with that issues. Couple of specific examples. That might help illustrate you know how we lessons. We learned on these specific points in these pillars, so the first example was when I was organizing in Philadelphia. We were organizing unorganized charter school teachers so for those of you that are unfamiliar with that environment or that culture of external organizing. That means we were kind of blindly trying to find list of people at schools that had no human. Figure out a way to reach them. Again to hopefully get to talk to them in person and then segue into talking about how they organize a union at the school, which was a really difficult. Risky long-term process one of our major solutions in Philadelphia ended up being strategies for student success being professional development. So on the data piece just getting the contact information, we needed, which this may be applicable for some of you. Do you get list from the district sometimes those are late to come and there are potential members from whom we need to get cell Phone numbers because home number? Is whatever people use they may still be using parents addresses when we're talking about new employees. It's a good way to get updated contact information, but what we would do is we would put uhm. Raffle boxes. He in a lot of these charter schools and even though they sort of knew we were the Union. Whatever a lot of them were welcoming the professional development offerings that they weren't providing for their staff. So we put these raffle boxes in people put their contact information and we would give gift cards. As a reward for the raffles and we would notify people about our free professional development offerings and so the strategies modules there. You can use great draws. We organized chart with teachers who otherwise would just be knocking on their door or completely cold, calling but we were able to bring them in. With this really positive vision in branding about right from the get go the Union. Even with unorganized schools. Even when you're not paying dues to the Union. We're invested in the success is in your success. The success of your students in the success of all. Of all schools, the people that were serving. It was from those professional development workshops that we made the initial Contacts with pretty much everybody who ended up becoming an active leader in organizing unions at their schools. Hum. We also ran into a lot of new employees, which brings up the new employee engagement color. We were able to get to people. Hum. You know when they were starting out by offering and things that were pertinent to them. So. One other takeaways that I learned from working on that process with not just that it added, You know high value. We ended up discovering people who were not only going to be good organizing leaders, but also people who are invested in professional accident. We had, we were turning out a higher degree higher number of people. Who will disproportionately likely to be viewed by their colleagues? As leaders in the workplace. So you may have heard when we do leader training sore. Dreams of folks about how to recruit and identify good building. Representatives for a union is by asking questions like. Who did people respect most in new building if you had a problem or a question who would you turn to? No membership or leadership. So running things this way in getting to the heart of peoples professional through professional development allowed us to help identify those folks who could play both roles. And I really think that that's critical. For us developing vibrant representative structures at the building in the district level going forward that our union leaders are one in the same. With those respected professional leaders in the school and at the district level. The other thing we learn from those is with PD and with anything else no matter what you're offering for free and how good the product is. You gotta use old school turn out so getting data and leveraging that data so we would work to have it. At least 3 touches with everybody who registered for an hopefully ended up attending those workshop. That means we would register them. For the workshop through the raffles at the schools through just basically blasting out big emails, then that would be followed up with a Phone call to confirm their registration to have an initial conversation with them. And then there would be at least 1 reminder call or contact plus another email with directions and logistics for the training. Even then you get dropped off but but it's critical. To do that another lesson was that you can't get done. The organizing an engagement work by just letting the workshop speak for themselves. So you could do these offerings and have a really high value high quality product people could get a ton out of the workshop. But if you want to get the real bang. The real like member organizing engagement to like bring people to the next level in the life of the union. You gotta staff, it well. You gotta have enough people there to talk to him at lunch and on breaks. And after the workshop you need trainers who are really bought into how this ties into the bigger work of the union so whether that's just spending a few minutes. Lunch with the introduction to talk about some of the important work goals and vision of the broader union. In about how the professional development work that we do connect to that or whether it's just mingling with folks sitting down, saying what's going on at your workplace? How are people feeling you know what brought you here. Hum. What else do you know what else do you need or when people say things like we feel dis respected and overwhelmed? Having people there who could dig in a little bit deeper and go? What's that mean? Why, what's going on? Hum. So that's a big piece of Philadelphia was, I really got bought into what we can do using these tools. The other big lesson for me was when I was working in Pinellas County, Florida, which is also where I live. Are there we had a bigger problem? We had some really, really struggling schools. They were really a threat of being closed? And there, we had a really undertake a different strategy and that was building a deeper long-term relationship at the district level. One of them was really butting heads over contract issues at that time and part of it was that the district didn't believe that the union was invested. In the success of students and the success of schools and really highlighting as part of our campaign in our work there. Professional development that we were willing to come in that we were willing to put all of our chips on the table. All of our resources on the table to help provide excellent support high quality professional development and you know. Authentic genuine collaboration with management on improving pool in school strengthening instruction and supporting hopefully. Keep teacher staying in the job all that high turnover schools, so we were doing there, not the three hour sessions. Turn things like foundations for effective teaching. We were bringing in trainers. We were training. District staff because the union didn't have the capacity at the time. The district yet, but we were helping with the training to increase the district capacity to provide these. This work we also went halfsies with the district on a position that was intended to be a union. District liaison person to kind of go in identify needs of these schools and to work with new employees. So. There were a lot of lessons from those I don't want to take up too much time, but those are kind of two important. Examples some of which were already brought up so but the four pillars being data being creating structure at every level, seizing every opportunity. We can to create new rules for leaders to identify people who are respected by their peers to elevate within the union. New employees in new employee engagement always having a focus on. I'm reaching them early and then reaching them often, especially about investing in their professional success, making sure they survive. And then issue based organizing organizing around issues, both finding out about issues through peoples professional development needs and through the interaction we get through our programs. But also professional development as a solution. To the challenges and specific issues that people are facing in their buildings in the district, so I hope that that some. Outboard wasn't too much information. Not a door Jesse this was this was really, really great, so thank you for that we will take questions. Is one question for you JC because I know? Somebody once that answer? How did Jessie cultivate the relationship with charter schools so the extent that PD was? Advertised within those schools. The truth is mostly mostly we mind those they contact information for people without those schools in knowing from their own websites or through Freedom of Information requests. To be able to reach employees directly, but the truth is also in some of the schools, even the ones who are invested in keeping the union out. They knew that they had a bunch of new employees new teachers. Many of them uncertified who needed professional development offerings to get there. State required credits and the schools weren't all providing them nor did they have the resources to provide all the? The training and development that people needed so they kind of you know held their noses and turned away. To give us access to the employees at their own peril. Great OK, so as we digest all this information. We have another poll and Jesse are going to help us with when we see the results with this one. And sometimes we think one of the biggest obstacles, we have is apathy. And it's It sort of puts it down there when we have a great program. We are ready to go people register we have. 30 on the list. And then all of a sudden 2 days before and the day of we get all the excuses as to why folks can come. So if you would this put it choose one of those why do you think people would say they would not attend? EOPD program, one reason. Why people say they can't attend? And then give you a few minutes to fill out the bowl. Alright so there, you have it, we see that people are busy. The time when it is often. And it is not mandatory now we're going to add something else to that before I turn it over to Jesse. And this is apathy. How people view the union and sometimes the good PD we offer they don't see it as a way of their professional growth. So how do we get to? Working around the apathy. Jesse. I'm glad yes say I'm here. I'm I'm glad you asked me about this. I told rod that she wanted to address apathy. My answer was probably going to be pretty short. Because we as organizers don't believe there's such a thing as apathy we believe we. We just have not found someones issue. If we're trying to move someone to action and there are specific tools that we use to do that. You know, and and organizing conversation has a science to it. It's a really specific formula for how we identify which important. Peoples like deeply held beliefs values, something that they that they have a felt need to change your improve. We agitate on that. And then we give them a vision and a plan for how they can can address that to improve things. Always do collective action through collective bargaining through working together. So we only believe that there's undiscovered issues. So for main finding that people aren't attending something means that we weren't meeting a deeply felt need for them. Some people tell me that, like people don't have time to to participate in the Union. I say people. I've this funny. I've always used as an example like people make time for hot yoga if they feel like it improves their lives. We just have to be as important as hot yoga. And I this is funny now 'cause my wife just did hot yoga for the first time this week and was like. Oh my God, it's amazing, you have to do it. So maybe I need another example. Maybe it is that incredible that we're never going to Top it. But I believe that if we're doing the two way communication that we should be doing and that's not just surveying. But it's using our structure. So not just site coordinators at the district level, but at the building level, having liaisons who are having real conversations with people. And they feel that whatever PD were providing mentorship would providing will professional support we providing or providing. Is directly an answer? To the issue that they're raising the problem that they are trying to solve. That, they'll be connected to it, and then our job is just to remind them of it and remind them that without the solution. They were operating without the thing that they committed to do things will never change. They'll never get better at axe if they don't. Follow through on what they said they needed to do. Um. So, in that goes for you know building power for picking at reactions at the district level for pressuring management to provide the training that we want in the training that people need. And for the offerings that we're making ourselves so bringing people in giving them a role making sure that the. Answers were providing are 2 problems that they've posed problems that they've raised that we've discovered from the answer wasn't so short. But I believe if we truly listen, an create responsive programs and solutions that they feel a part of developing. That they will that they show up. So thank you, Jesse so basically you showed us. What's possible? And now I'll turn it over to Susie to tell us what the sea. Experiences like so. Hello guys this is Susie from AFC Canal and West Virginia and this sea 2019 was a unique opportunity. We had no idea that it would be so impactful and I say we because we had a couple. Actually, we have people from West Virginia, who came in. We ended up on the same flight some of us did and it was. Interesting because some of us had never met each other before we hit. Hit the ground running when we got to Baltimore. And for the next 8 days. We engaged with people we don't know each other. An we engaged with all kinds of people who didn't know each other. Various levels of educators from across the United States, Virgin Islands Saint Croix that alone in itself was amazing. But we also were given the opportunity to immerse ourselves into a unique experience where we acted we were students. We were facilitators, we were trainers and we did all that in one conference. And we didn't really we knew what we were doing, but we didn't know were doing until we got into it, it was amazing. The realization came to us about mid week that this gift that AST had given us was about to change up our entire edgecator style. In so many capacities. The trainers and Doctor Oz helped us learn how not to only receive and present research based material that was very impressive for me. Because understanding you know, having sat in the learner seat being bored or doubting sometimes you know will this work. Knowing that everything is researched base was a big factor for us. But. Also, how to really examine our own instructional styles how to deal with other brains that don't think the way ours do. Start kids but also other educators. How to not only be aware of other personalities but how to empathize and understand different perspective we had fun? We were stretched we grew we ate and ate and ate our union is made up of so many personalities in mindset. And we left there, having made fantastic lifelong collegial friendships, the opportunity helped us set the bar higher and really opened her eyes wider so all that are unique. Provide for us. And we're looking forward to continuing to stretch and grow return. Hopefully, for some more sessions or figure out how best we can serve our union and go forward. There. Um just very nothing but enthusiasm, we were tired but we were just ready to come back. A little overwhelming with all the information and then once we got our feet right back into it and put our minds together. You know the opportunity that kids Minton Randy and I've had. To share this now, with other people and now we're in that role were looking you know who is the leader. Just in our class this first round of classes is really neat and I just I can't say enough. Positive about it, you know, one of the things that we discussed. On the very first night that we worked with our teachers was. We're all inundated with responsibilities and duties and things that pull and drag out us. An we make this commitment because it's so very important, and it was interesting Jesse that you talked about. Um priorities and commitment because that's exactly. What everybody who's sitting in that class you know had some kind of comment about that, but it is? Valid and we're only a few weeks in. We've gone through one of our modules and we're on another one, and they are very engaged so just very excited. Can't say enough good about it and. And I think wrong was gonna take it back over to talk about the next one. Thank you Susie and um so you talked about the experience. You emphasize the need for commitment. You said what's possible not? What's impossible everything was. Possible and you had a plan when you got back so let's take a little break with another bowl. And what I want now we're getting into selecting people. Select 2 Top attributes an LLC should have. Really good nice so most people said in fact, everybody always said it respected by their peers. And that is truly important like Jesse said he would ask who here would people go to who he would people respect. Because this person is going to be the face of your local as it relates to PD they may not have to negotiate. That's probably done with by someone else. But they also need to have effective facilitation skills. However, everything on that list. Who is important because you need to have people skills and you need to be able to work with adults because that's who you're going to be working with. So it wasn't a trick pool. It is just to see where to where you where you would have chosen. If you had this as a as something on the resume or something, as a job description. So while it is important to be respected by their peers and have effective facilitation skills that is something they will learn. Because I think all Elysees do come to sea or do go to some FTPD. Either. Shortly after digging on the rule or prior to taking on the role. And that's why the DPD course. Is the precursor to all courses because we want to sort of give you a flavor of what it is to work. With with adults. So. In addition to that we need like Susie said. We need to have a sense of commitment. We need to have someone who's really organized because they're the ones who are going to be planning the PD program. Planning the PD program, they probably will have a group of trainers. That, they will be working with so they need to be able to facilitate. Groups set meeting agendas help the group helped them develop a vision for the for the PD program. It's not just. Let's offer PD. It's what role do you want the PD to play offering the PD is step one but there has to be a bigger vision? As to why you why you doing this so a lot of things and that skill sets that else is needed. And that comes with. Training that comes with practice and that is why we are launching a LSE community. We will send the link old leader once once it's complete. And on there, you will find things like resources that you will need articles you should read. There will be a bookshelf. They will even be a FAQ an you can populate some of those questions and get an answer. On any webinars that we have will be will be archived there. We do have some webinars coming up. We have one on April the 8th called getting to the how. Uh we also have one on April 22nd, which is called negotiating skills. Because at some point you may have to go to a principle and say can we do PD can, we use your building. Cool. Can I present during faculty meeting or can I have the faculty meeting time to do this session for my peers. Etc. August 5th we have something about overcoming barriers and September 3rd. We will talk about marketing EOPD. So. We have The sea we wanted to. We won't take a sea temperature. But again we want to go back to the landscape. We want to look at. Grievances data students needs evaluation rubrics? What makes best sense for you to start. So I was going to use an example, where I live is very short examples. If there's a policy coming down for reading. For example, just like in Florida than certainly the reading course. If you're having problems with using data to inform you instruction. Then there's a course that Don Krusemark coordinates. This year, the strategies causes looking at curriculums. We want because we know that drives everything. And we want to look at how we fit students of challenges or we teach kids to think and. How we engage kids the kind of work that we give them so we literally would like to look at these? Here is we have something else. If we think that students have a lot of trauma and we know stress kids can learn. And that's probably a major factor in your local you may want to look at that basically we are seeing. Choose your courses wisely. Uh it's a registration fee. An AFP puts in the rest and when you go back you need to find ways to make this work. For you so before I wrap up. Um. Susie or Rosemary do you have anything you would like to add? Really enjoyed this information, I hope it was as beneficial for everybody else is it was for Maine. I see that you've got a Excellent excellent list of course, is that it's going to attract a lot of a lot of people thank you. And thank you very much. I appreciate being included on this an again very you know it's nice because it it. Rebuild that intensity and that positive vibe that you know, I I need. We all as educators need that. Especially looking at all the comments that people had about the negativity so I appreciate it very much. Right and then saving the best for last for the first time this year, we're having a course for. Our professionals 2 courses actually we're going to have the interacting with children minimizing unintended consequences. And the manage in student behavior for support staff, so they're going to have 2 courses there as well. And they will be joining us at this summer, Educatore Academy. Well, it's been a pleasure is the friends most part at some point. This brings us to the end of our webinar on mapping your landscape for success. As Susie and Rosemary said. Hope you found the information useful. And hope to see you at more webinars as the rule out April 8th Mark your calendars. Also, before we go. One last thing for UM ellipses. When you do your local trainings. We're going to ask you to collect the data like how Jesse said with the names. And the emails, we will have a link that we will ask that the people who have come to the courses. Register with this does not negate your paper registrations or you're dumb. Raffle tickets and all of that it's just a way for us to be able to see that you know. We really touch in the field and engaging members, so with that I will turn it over to you Carlo. Thank you so much for helping us. Great, thanks to all the presenters. I just want to remind everybody that they'll be a brief survey at the end. I'm asking is this end as well as if you are looking for TD credit. Just and you've missed one of the poll questions. You could always go back an email will be sent out. Approximately an hour after this with the link. You can go back and you could take it. With that I just want to thank everybody and you have a great night. Thank you.
Mapping Your Landscape for Success
Whether you are a veteran local site coordinator or new to the role, this webinar is for you. On Wednesday, Feb. 5, from 6:30 p.m. to 7:30 p.m. EST, we will discuss the following topics:
Mapping your landscape to determine the role of AFT Professional Development.
Hear the West Virginia story. Then we will discuss how we have used AFT PD to build the union.
Get strategies on how to use PD to build local capacity.
Explore ways to use apathy to build capacity.
Learn about the Summer Educator Academy experience.
Summer Educator Academy 2020.
Have an opportunity to ask questions and interact with other attendees.