Developing Sustainable Campus Climate and Culture Practices - A virtual workshop

Developing Sustainable Campus Climate and Culture Practices - A virtual workshop

Sunday, October 20, 2024

8:00 AM - 4:00 PM

30 minute lunch break

$30 Support Staff (non-licensed)

$50 NASA Members

$75 Non-NASA Members

Marquita Hobson

English Language Arts and Reading Teacher

Cheyenne High School

Marquita Hobson is a Chicago, Illinois native who has served in various roles in the public K-12 landscape for twenty-four years in four of the top-ten largest school districts across the United States. She now serves the community of North Las Vegas as a member of the English Language Arts and Reading department at Cheyenne High School.

Taking the experiences garnered, Marquita serves fellow educators as a mentor. Historically, her experiences have included grade-level lead, department chairperson, and instructional coach, providing new to service and transitioning educators with support that makes student participation in all populations a growth experience, and one that prepares students for entry into their post-secondary education, professional and military endeavors.

Participants in her workshop and training experiences are empowered with resources, and reflections that spur a rejuvenation and restoration of purpose, practice, and participation as leaders, advocates, and professionals who are experts in their fields and roles for the betterment of children, families, communities and campuses.

WORKSHOP DESCRIPTION

Climate and Culture is one of the continual challenges that impacts student participation, engagement, and contribution. Attempting to move from the reactive model to a sustainable model is integral to achieving the centralized pillar of student, parent, campus, and community thriving for generations to come.

Module 1: Where Have All the Students Gone

Deliberate action and communication in developing students' positive self-schema in the role of learner and participant. The urgency is most palpable in igniting a humanized vision of students as capable and having the predisposition to be an academic contributor and powerhouse. How do we as a school community contribute to students' visualization of themselves in our interactions, communications, instructional development and delivery, and our connections with the households that must partner with us to achieve the possible; thereby, forming outstanding relationships and optimizing students' learning and academic growth?

Module 2: Developing and Promoting Capacity and Leadership Campuswide

The focus on campus climate and culture depends on activating and valuing the capacity, the voice, and the practices of the staff. Teachers are in constant and continual interaction with students. When educators are provided direct connection and opportunity to expand the mission and vision in palpable ways, there is a seismic shift in the day-to-day experience of all campus community members and participants. How many campuses would see positive gains if they would define, promote, and connect educators through the input and outcome of actionable mission and vision practices? What would you, as an educator, need to become the embodiment of a sustainable campus climate and culture system?

Module 3: Cultivating Leadership as a Campus Administrator

Leadership does not exist in a vacuum nor is it limited to roles with a designation. Often, the demands of the campus can create blindspots in the capacity of the entirety of a campus, particularly when it comes to supporting the proliferation of the positive campus climate and culture. Executing a S.W.O.T analysis of current climate and culture practices with actionable empowerment of entire staff to see themselves as drivers on campus and in the greater community.

OUTCOMES

• Comprehensive understanding of how educators can positively contribute to students identifying themselves as learners who “can” at every phase of academic interaction and exposure.
• Activities that are included in instructional delivery and integrate into Professional Learning Community practices for campus proliferation.
• Professional and Community action plans that can be modified to fit localized areas and function as a “jump-start” for enhancing climate and culture.
• Strategies and practices for developing agency and campus leadership within communities.

ALL are welcome, including anyone in a non-administrative position!

NASA IS NOT A UNION. NASA is Nevada's PreK-12 Professional Development Organization for ALL Nevada Educators!

Participants will earn .5 credit (7.5 hours) toward license renewal!

This workshop ALSO counts for step advancement in Clark and most Nevada School Districts!

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In CCSD, those in non-administrative licensed positions may count this workshop for license renewal AND ALSO 2.5 CUs - THOSE IN NON-ADMINISTRATIVE POSITIONS EARN BOTH!

In CCSD, administrators and professional-technical administrators may count this workshop for license renewal OR 2.5 hours toward step-advancement - not both for administrators.

All participants earn license renewal credit by taking this event!

Washoe County participants may receive salary advancement- please look in MyPGS 1-2 weeks after NASA posts this offering to see if inservice credits are offered.

If so, Washoe County School District (WCSD) participants are required to register in MyPGS and submit an artifact (which will be specified) on how they will implement this professional learning to increase student achievement before a certificate is issued.