Dear Winston Families, Colleagues, and Friends,
A key element of the Winston Innovation Lab’s mission is to support WPS faculty members’ deep understanding of our students so that they can continuously provide purposeful, individualized, skill-based instruction. As such, we devote significant time to faculty training, and we prioritize professional learning opportunities aimed at furthering the development and clinical understanding of staff at all levels. We are particularly proud of the Winston 101 program, which began in 2018 and engages first-year teachers in a series of workshops.
Winston 101 is designed and facilitated by leaders of the Winston Innovation Lab, and its goal is to strengthen first-year teachers’ knowledge of learning disorders and the body of research that surrounds them, while also providing them with evidence-based tools to approach remediation and programming thoughtfully, strategically, and with our students’ specific needs in mind. The program supplements campus-specific, fall orientation workshops, and it begins with an intensive look at the Neuropsychological Paradigm of Learning and Learning Disorders and how it guides our clinical understanding of our students’ cognitive profiles. We build upon this foundational knowledge by exploring case studies and giving participants the opportunity to share their experiences working with students, while consistently focusing on the connection between science and practice, as well as how the Continuous Feedback System drives program development. After completing a two-day, comprehensive summer session and seven topic-based workshops throughout the year, new teachers have gained invaluable insight into the WPS philosophy and the ways in which we foster our students’ development of the Qualities of a Sustainable and Independent Learner.
First-year WPS teacher, Emily Tully, shares her experience in Winston 101 with WIL Special Projects Coordinator, Jaclyn Baharestani, below:
What key concepts have you learned from Winston 101?
The Winston 101 program has shed light on how the mission of WPS is infused in teacher planning of not only an engaging content lesson but more importantly, in how to create a trajectory of success for each and every student based on individual cognitive profiles. This was discussed and modeled through various modes of professional development learning, all purposely chosen by the Winston 101 facilitators to further embed a bridge to practice for all teacher attendees.
As a first-year WPS teacher, how has the Winston 101 program helped to support your transition to WPS?
Personally, as a former teacher, then professional development facilitator, Winston 101 has also helped my transition to WPS, as I view training new employees in an ongoing workshop format as an integral pillar of any organization, one that you rarely see in education. This embodies unity, alignment, and interconnectedness surrounding the mission of WPS across all campuses, which serves as a driving force to empower each student in becoming a sustainable and independent lifelong learner.
How has Winston 101 strengthened your knowledge of learning disorders and your understanding of our students?
Winston 101 has strengthened my knowledge and awareness of both what learning disorders are and what they are not. More importantly, unpacking each disorder and then relating that knowledge to the classroom setting has proven to be a tool that has fostered my lesson planning and interactions with my students. I have also furthered my practice of both differentiating and tiering tasks for the individual learner.
A special thanks to Emily for sharing her time and insight with us!
Director of Winston Innovation Lab
Chief Operating Officer