Workshops

Below you will find descriptions for the workshops Jennifer currently offers. She is always open to customizing a workshop for your school, district or organization. The workshops are designed to be one day sessions, 8:30am-3:00pm, and can be modified to be half day sessions or afternoon sessions as well. Please peruse and see what might fit your organization’s needs. If you don’t see what you need, Jennifer can design a custom session for you. If you’d like to arrange a workshop, contact Jennifer.

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Having Hard Conversations

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As administrators, coaches or colleagues, we often come up against situations where difficult topics must be addressed. What do we know about the best strategies for those moments? What questions should we be asking ourselves before we speak, and what environments are best for when we do speak? Based on Jennifer’s book, Having Hard Conversations, and her work with conflict and interpersonal communication, this session will provide participants with action plans and scripting tools for having those necessary hard conversations.

Participants will learn how to:

  • Identify why they hesitate having hard conversations
  • Choose questions to ask themselves before they choose to speak up
  • Articulate in professional language the challenges they are facing
  • Determine the goals of the conversation and write an action plan of support
  • Script the conversation avoiding trigger words that put others on the defensive
  • Choose the best ‘wheres’ and ‘whens’ for a productive discussion

Hard Conversations Unpacked

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Continuing the learning in the first Having Hard Conversations workshop, Hard Conversations Unpacked is an extension and deepening of the work of becoming more comfortable with the energy of conflict. The workshop revisits the key elements of the book, Having Hard Conversations, such as the outcome mapping and scripting protocol, and goes deeper to provide additional strategies for being more confident and compassionate when faced with situations involving conflict. (Prerequisite: Having Hard Conversations)

Participants will learn how to:

  • Keep conflict at a cognitive level that is more psychologically safe
  • Analyze possible covert organizational influences at play during a hard conversation
  • Look at a hard conversation through the lenses of culture, generation and gender, cognitive style and belief system
  • Understand the differences between a problem to be solved and a polarity to be managed
  • Respond productively when conflict escalates both in one-on -one and in group situations

Being Generationally Savvy: Working Effectively With All Generations

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Have you noticed your newer employees feel and look and act differently than novice colleagues you remember? Are you hearing of communication challenges between colleagues of different ages? Are you becoming aware more employees want a life-work balance vs. a work-life balance? Generational factors might be coming into play. Who are these four generations in our workplaces? What are their strengths and needs? What structures and communication protocols should we design to work well with them all? And, what knowledge do we need to help every group thrive? Using Jennifer’s book, The Multigenerational Workplace: Communicate, Collaborate and Create Community, this workshop will provide tools, resources on this increasingly intriguing topic.

Participants will learn how to:

  • Formulate a better understanding of each generation’s motivations and needs in the workplace
  • Prepare tools and structures that will translate into better more effective collaboration for generationally diverse teams
  • Become more skilled at creating a climate of inclusion for all generations
  • Adapt one’s language skills to communicate effectively with different generations

Building Capacity in Aspiring Leaders

With Boomer administrators retiring in greater numbers over the next decade, supporting new leaders in our organizations is essential to successful succession planning. Experienced leaders need to articulate what legacy they wish to leave behind as well as well as learn and coach toward the skills and capacities aspiring leaders need to build and foster. Using work on generational savvy and leadership development, this session will provide rubrics and recommendations for supporting the growth of aspiring leaders.

Participants will learn how to:

  • Articulate the key characteristics of each of the four generations in the workplace today
  • Communicate their expectations for the organization and for those who will succeed them in their role
  • Utilize a variety of self-assessment tools for aspiring leaders to look at their own development and their learning goals
  • Access resources to assist in designing the parts of an effective succession plan strategy for one’s organization

Influence and Persuasion

Gone are the days when a leader’s positional power was sufficient to advance an agenda. Today’s successful leaders must gain commitment to ambitious goals not only from people who work for them, but also from peers and a diverse group of stakeholders who are beyond their command. See how the ability to influence and persuade others is now a critical differentiator of leaders who move people to support their goals from those who can’t.

Participants will:

  • Learn to recognize influencing behaviors in themselves and others.
  • Learn language skills that influential people use effectively on a daily basis.
  • Learn more about resistance and the triggers that threaten people and how to help people move past those triggers.
  • Have time to work on personal case studies and learn specific strategies to increase your influence in your own organization.

A Closer Look at Social and Psychological Leadership Practices: Emotional Intelligence, Resiliency, Optimism

This workshop can be customized for leaders in all fields. An educational leader’s work is emotionally and psychologically demanding. One’s ability to be both intra-personally and inter-personally intelligent is essential for meeting the challenges of the day-to-day work and achieving the academic and organizational outcomes of a school district. This workshop will assist leaders at all levels in developing their self-awareness and interpersonal skill set so they are even better able to deal with the complex needs of their district, department or school, and will provide workshop participants with strategies and resources to help those they manage and support to do the same.

Participants will learn how to:

  • Increase their awareness to perceive emotions, both their own and those of others and to name emotions in a professional and neutral way
  • Develop additional resources to better manage emotions in appropriate way, both their own emotions and those of others
  • Learn techniques for building a sense of increased optimism in one’s employees in a school/district
  • Learn strategies for building resiliency in themselves and others in the face of challenging situations

Powerful Presentation and Professional Learning Design: Successful Strategies that Work

This program is designed for educators, health care workers or professionals in any field interested in becoming more comfortable and confident presenting, facilitating or designing trainings or agendas. In our fast-paced work environments with new information coming at us at lightening speed, we need tools for designing efficient learning experiences that makes new information “stick.” Participants will leave this session with tools, resources, templates and strategies for powerful professional learning.

Participants will learn how to:

  • Develop a better understanding of adult learning theory “What motivates an adult learner?”
  • Increase awareness around what can one do to enhance one’s credibility with an group
  • Identify key elements of effective instructional design so information ‘sticks’
  • Become more skilled at facilitating an effective meeting
  • Enhance one’s ability to deal with challenging moments and difficult participants
  • Increase awareness around one’s non-verbals and one’s body language while presenting or facilitating

Using Discussion and Reflection Protocols to Support Professional Learning

The use of protocols for professional learning can be extremely helpful in optimizing professional development time. So much can be said and heard in a shorter time when parameters and structures are used to support powerful collaborative discussion. In this session, participants will learn at a variety of protocols, as well as methods for reviewing complex text and processes for looking at one’s work through a variety of lenses.

Participants will learn how to:

  • Frame the work of using protocols so others understand their purpose and meaning
  • Become more comfortable in their role as facilitator
  • Effectively set up the structure, process and norms for use of the protocol
  • Intervene when challenging moments arise during the use of a protocol
  • Work with a variety of protocols and processes for specific purposes

Collaboration and Leadership Skills for Team Leads, Department and Committee Chairs and Others

We know how to do our jobs well and then we are appointed ‘lead’ of a group of adults. We have a credential or license to do our educational and/or clinical work yet becoming a department chair, committee head or team lead requires different set of skills. In this session participants will discuss the role of “group leader” and the skill set that goes with this new role in building collaborative and professional culture within their workplaces.

Participants will learn how to:

  • Increase one’s credibility in the role as chair or team lead
  • Understand adult learning theory and how that plays out in meeting design
  • Use non-verbal language to create an approachable or credible stance depending on the needs of the situation
  • Listen and paraphrase effectively so others feel heard
  • Ask questions others want to answer
  • Provide effective feedback through praise, suggestions and requests

Building Relationships and Playing Well with Others: Communication Basics

This foundational program is designed for all professionals in any role interested in learning and reviewing basic communication skills that build more trust in relationships. The workshop will provide skills to change personal behaviors within one’s sphere of control that can increase trust in everyday interpersonal and group interactions.

Participants will learn how to:

  • Use effective non-verbal body language can increase or decrease how trustworthy others feel you are
  • Paraphrase and listen more skillfully so others truly feel heard
  • Ask questions that open other people’s thinking so they want to respond
  • Offer suggestions that others want to hear and will take into consideration
  • Praise so others will feel acknowledged
  • Apologize so others feel better
  • Respond more effectively to conflict and tension interpersonally and in group situations

Elements of Effective Instruction (for Educators)

How do we as teachers think about how we teach a lesson? What do we want students to know and be able to do as a result of our lesson? How might a teacher design instruction that truly facilitates deep learning? This workshop helps delineate six essential skills of effective instruction, and provides extensive time for personalizing the content to a given subject or grade level. It also emphasizes how to differentiate during lessons and provide culturally responsive teaching for a variety of populations, including strategies for meeting the needs of English Learners.

Participants will learn how to:

  • Formulate objectives
  • Teach effectively to specific objectives
  • Provide active engagement time during a lesson so all students have an opportunity to process
  • Monitor and adjust learning during the lesson
  • Incorporate engaging strategies to activate prior knowledge and close a lesson effectively

Creating Identity Safe Classrooms for All Students (for Educators)

Creating a sense of belonging for all students in a classroom and at a school is essential to learning. What can leaders do to make students feel safe and welcome? What can teachers do to create an environment in which students feel supported, capable and competent? Based on Steele and Cohn-Vargas’s book, Identity Safe Classrooms: Places to Belong and Learn, participants will study the concept of stereotype threat and then learn a set of behaviors that are within the teacher’s and leader’s spheres of influence and control in order increase identity safety for all students.

Participants will learn how to:

  • Apply the concept of stereotype threat to their context
  • Apply the key elements of the Identity Safe Classroom research to their context
  • Refine their understanding of Dweck’s growth mindset work and speak to how it connects to creating identity safe environments
  • Thoughtfully choose from a variety of strategies for creating a sense of belonging in one’s classroom, and also in one’s school, one’s department and/or grade level