Professional Development
We offer a wide variety of Professional Development for teachers and schools. Our team can customize content to best fit the needs of your staff and learners.
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Professional Development Catalog:
Browse our selection of available Professional Development programs below. Unsure about funding? Need something customized? Have other questions or ready to put us on your school or district schedule? Get in touch!
| Category | Title | Description |
|---|---|---|
| Curriculum Alignment | Aligning the Common Core State Standards (ELA focus) | In this workshop teachers will work collaboratively to build a strong foundational understanding of the English/Language Arts Common Core State Standards (CCSS). These standards reflect the knowledge and skills students need at each grade level to ensure college and career readiness in English Language Arts. Teachers in this session will learn to align their current English Language Arts curriculum to the CCSS and write benchmarks and learning targets to inform student learning.. This work will include identification of gaps in the curriculum, resources that best support the CCSS, and implications of CCSS for instruction and assessment. This work is important for teachers in all disciplines and/or content areas. |
| Curriculum Alignment | Aligning the Common Core State Standards (Math Emphasis) | In this workshop teachers will work collaboratively to build a strong foundational understanding of the Mathematics Common Core State Standards (CCSS). These standards reflect the knowledge and skills students need at each grade level to ensure college and career readiness in Math. Teachers in this session will learn to align their current math curriculum to the CCSS and write benchmarks and learning targets to inform student learning. This work will include identification of gaps in the curriculum, resources that best support the CCSS, and implications for CCSS for instruction and assessment. Math practices will also be discussed. |
| Curriculum Alignment | Aligning to the Next Generation Science Standards (NGSS) | The Next Generation of Science Standards (NGSS) defines the disciplinary core ideas that should be the focus of K-12 science curriculum. This includes core science knowledge, cross cutting concepts, and science practices. This workshop will introduce the NGSS document and assist teachers with local alignment to curriculum. There will be opportunities to connect a sample science lesson with each section of the standards to illustrate what they could look like in practice. educators will also review support materials developed by the NGSS writers and the Wisconsin NGSS leadership team to assist educators with the implementation of the NGSS in their classrooms. |
| Curriculum Alignment | Using the Understand by Design (UbD) Model | The Understanding by Design model is based on the research of Wiggins and McTighe. UbD is a planning process and structure to guide curriculum, assessment, and instruction. It is based on the premise that quality curriculum is planned backwards using a three-step process of desired results, evidence, and learning plan. This workshop will teach educators how to use the UbD model to assist them in designing quality classroom targets, assessments, and lessons. Teachers will have the opportunity for practical application of the model during the workshop. |
| Curriculum Alignment | College, Career, and Civic Life (C3) Framework (Social Studies) | The C3 Framework was developed for states to upgrade their social studies standards and for teachers to strengthen their social studies program. Its objectives are to: a) enhance the rigor of the social studies disciplines; b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies. In this workshop teachers of social studies will be introduced to the framework and have opportunities to discuss and develop activities that promote critical thinking, problem solving, and literacy in social studies classrooms. |
| Curriculum Alignment | Depth of Knowledge (DOK) Framework | The Common Core State Standards (CCSS) in math and reading were developed to facilitate critical learning experiences. The foundation for critical thinking strategies is the Depth of Knowledge framework that includes a study of recall and reproduction, basic skills and concepts, short term strategic thinking and extended thinking. This framework allows for teachers to increase instructional rigor in their classroom so that students are able to meet the cognitive demands of the Common Core standards. In this workshop teachers will be using the DOK framework to analyze and develop complex tasks for use in both instruction and assessment. In addition, they will learn to distinguish classroom learning based on the levels of DOK. Please note: Tasks on the State of WI FORWARD exam are distinguished by DOK levels. |
| Curriculum Alignment | Speaking & Listening Standards | Speaking and listening are critical skills that build the foundation for college and career readiness, so students must have ample opportunities to engage in a variety of rich, collaborative conversations - as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that all students contribute, responding to what others have said, making comparisons and contrasts, and analyzing and synthesizing a multitude of ideas in various domains. This workshop develops participant understanding of these CCSS standards and how to operationalize them in the classroom. |
| Curriculum Alignment | Strategic School Planning: Reviewing Where You’ve Been, Where You Are Now and Where You Want to Go to Maximize Student Success | The purpose of this training is to assist school leadership teams in the comprehensive planning process necessary to identify and address student learning needs in core curriculum areas. Leadership teams are introduced to a comprehensive planning tool and are coached to develop a focused strategic plan based on school and district data to address and plan for identified student learning needs in all core areas. The strategic plan developed will include clear goal(s), strategies, procedures and resources needed to reach the goal(s), timelines, evidence indicators, evaluation criteria and a schedule to monitor progress. Included in the writing of the strategic plan will be identification of key steps to effective professional development based on and inclusive of the latest research. Participants will leave with clear guidance on how to complete their professional development plan for the school year. |
| Reading | Effective Phonics Instruction and Assessments | Student mastery of reading is a complex process that requires teachers to be experts in teaching the five foundational reading skills of Phonemic awareness, Phonics, Fluency, Vocabulary, and Comprehension. Systematic phonics instruction is an essential understanding for young readers to understand how letters are linked to sound. This workshop is designed to provide educators with the knowledge and skills to provide effective phonics instruction and assessment. This will include all components to effective phonics instruction: phonemic awareness, alphabetic principles, accuracy & fluency with text, vocabulary and comprehension. |
| Reading | Teaching for Phonemic Awareness | Student mastery of reading is a complex process that requires teachers to be experts in teaching the five foundational reading skills of Phonemic awareness, Phonics, Fluency, Vocabulary, and Comprehension. This workshop is an introduction to these foundational skills with a special emphasis on phonemic awareness which research supports plays a key role in reading acquisition in young children. Plays an important awareness. Many examples and experiences for teachers will be provided to deepen their understanding of this core skill and its connection to student literacy. Follow up workshops that focus on each skill are also available and highly encouraged to build a strong reading program. |
| Reading | Developing Reading Fluency | Fluency is the ability to read quickly, accurately and with expression. Research indicates fluency is co-mingling decoding, automatic processing, and the use of metacognition for meaning making and building comprehension. In this offering teachers collaboratively learn and practice methods to increase reading fluency. They will develop engaging activities to better activate fluency in the reading classroom. In addition, educators will determine formative assessments that can be used to progress monitor fluency. |
| Reading | Academic Vocabulary for Common Core | Academic vocabulary provides essential background knowledge and is linked to academic achievement. This workshop is focused on direct vocabulary instruction based on the research of Bob Marzano. educators will learn a six step process for effective vocabulary instruction and have opportunities to practice and plan for implementation. Methods to assess and monitor student progress will also be included. |
| Reading | Reading Comprehension | Reading comprehension is an active process of constructing meaning from written text. In this workshop educators will study key comprehension strategies that promote reading comprehension. This includes activating background knowledge, generating and asking questions, making inferences, predicting, summarizing, and visualizing. In addition, educators will learn how to evaluate and monitor reading comprehension and how to provide scaffolded instruction for the struggling reader. |
| Reading | Early Interventions in Reading | Early identification and intervention for reading difficulties is important to ensuring a child will read at grade level. This workshop will introduce foundational reading skills and appropriate interventions to use when working with a struggling reader. Along with learning how to make an early identification, educators will also learn how to monitor the effectiveness of an intervention and make adjustments to ensure progress. Different types of reading interventions will be discussed. |
| Reading | Reading Intervention | This workshop will introduce educators to the Response to Instruction model and its use in providing responsive reading and English Language Arts. educators will examine components of an intervention system, learn how to use assessments to identify strengths and weaknesses of individual and groups of students, and how to scaffold instruction to intensify support for learners who are struggling in certain areas of reading or ELA. Teacher reflection and meaningful feedback will be included as strategies for supporting student learning. |
| Reading | Progress Monitoring in Reading/ELA/Math | This workshop is designed to help educators understand what types of reading data exists in a school and how to use that data to develop individualized learning goals and plans for each student in the areas of Reading, ELA and/or Math. educators will also learn how to use technology, formative assessment, and other measurement tools to monitor student progress toward goals. Teachers will also look a how to design lessons to respond to student needs based on data to include teacher reflection and use of meaningful feedback. |
| Reading | CCSS: Text Complexity | This workshop will provide educators with an understanding of how to teach, assess and evaluate text complexity. Educators will explore the purpose of text complexity, factors that influence, how text complexity measured and what resources exist to support educators in selecting complex text. This is a practical, hands on opportunity for teachers to explore text complexity. |
| Reading | CCSS: Close Reading | Close Reading is a skill that requires students to determine purpose and notice features and language used by the author so that they can think thoughtfully and methodically about the details in the text and why they were used. Educators in this session will focus on the meaning, purpose, and role of close reading in reading instruction and across disciplines. Participants will practice close reading and also explore text to demonstrate close reading in all disciplines. Strategies and tools will be shared. |
| Reading | Writers’ Workshop | This workshop will provide educators with the knowledge and skills necessary to begin implementation of a Writer's Workshop model that is inclusive of all learners. The core components that will be covered are: workshop overview, the architecture of a mini-lesson, conferring, strategy groups, anecdotal notes, mentor texts, anchor charts, assessment and much more. educators will leave with a beginning list of the tools, procedures, classroom management tips and lessons to get their own Writer’s Workshop up and running. |
| Reading | Readers’ Workshop | This institute will provide educators, grades K-8, with the knowledge and skills necessary to effectively implement a Reader’s Workshop model that is inclusive of all learners. The workshop introduces an overview of balanced literacy and spends time on each of the key components of the workshop model: mini-lessons, conferring, text complexity - mentor texts, creating a Reader’s toolkit, creating and using anchor charts, anecdotal notes, and strategy groups. This institute is a series of workshops that develop the skills of educators over the course of a school year to ensure effective implementation. |
| Reading | Digital Writer’s Workshop |
This offering provides teachers with the knowledge of how to enhance their use of the Writer’s Workshop through the use of technology. The program focus is on how to use genre studies, mentor-texts, and authentic writing from memoirs, to practical how-to-write, short stories of realistic fiction to slice-of-life, or writing reviews and how authors decide on titles. educators will explore the structure of the Writer’s Workshop, and discover best practices for integrating technology into each component. Tools and internet-based programs will be shared as well as student-tested activities, projects and assessments that can be used immediately in the classroom. |
| Math | CCSS Math Practices | This workshop is based on the National Council of Math Teachers landmark Principles to Action publication. Considering this work, the focus of this workshop will be on understanding the application of the eight math practices in the classroom. Strategies to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning will also be included. Teachers will develop lessons plans that use the practices and strategies to teach math content. |
| Math | Math Workshop Model | Implementing a math workshop model can be beneficial to both the teacher and student. In this workshop teachers will learn to personalize mathematics instruction in a classroom using a Math Workshop Model. educators will learn how to use this structure to differentiate and individualize to meet the needs of all students. educators will learn how to use whole group instruction, small guided groups, collaboration and a menu of workstations to build a math-rich learning environment with lessons and activities aligned to Common Core Standards that will engage students. |
| Math | Developing Number Sense | This workshop will provide a deep understanding of number sense in regard to what and how it should be taught. educators will analyze a child’s development of the concepts of quantity, counting, number relationships and operations. They will learn to conduct informal assessments to uncover what students know and understand about these concepts and then how to respond to student needs. Intervention tools, strategies, games, and activities will be introduced to assist teachers with providing remediation in the area of number sense. |
| Math | Mathematics Interventions | This workshop will provide an overview of the Response to Instruction model with a math emphasis. In the context of this model, math interventions, to include preteaching and reteaching, will be introduced along with other math interventions that can be accessed with little to no cost. In addition, educators will gain an understanding of how to flexibly group students based on formative assessment data to address student learning needs. |
| Math | Mathematical Mindsets | This session introduces best practices in math education based on the work of Jo Boaler, Stanford University math professor. Teachers will engage in thoughtful understanding and discourse around mathematical mindsets, math practices, authentic math experiences, and other instructional best practices. These sessions will be based on 8 on-line modules created by Boaler and her Stanford colleagues to challenge new thinking in how math is taught in the 21st Century. |
| Academic Behaviors | Social Emotional Learning | Social emotional learning has been shown to have a direct impact on student achievement, increase prosocial behaviors in students, improve student attitudes, and reduce depression and stress among students (Duriak, et.al., 2011). This workshop introduces the 5 key skills that students need to benefit from social emotional learning: self awareness, self-management, social awareness, relationship skills, and decision-making skills. Educators will discuss the meaning of these skills and how these skills can be explicitly taught and measured in their classrooms. This workshop will help teachers to proactively manage student behaviors that often times can disrupt the learning environment. |
| Academic Behaviors | Developing a Growth Mindset in Students | In this session, educators will learn how to promote the development of a growth mindset in self and others. When students and educators have a growth mindset, they understand that achievement in students can be developed with a focus on improvement instead of how smart they are. Based on research we know that students who learn this mindset show greater motivation in school, better grades, and higher test scores. Research has also shown that promoting a growth mindset narrows both gender and racial achievement gaps. Teachers and administrators say that after learning about and adopting a growth mindset in their classrooms and schools they find that their students are more enthusiastic, hardworking and persistent in their learning. Educators will learn procedures that will help their students develop a belief in effort, a love for challenge, and resilience in the face of adversity. The focus of this workshop will be on providing strategies to: - change students’ thinking about performance and success - build a growth mindset for academic success within each child in the classroom - develop students’ understanding of learning and the elasticity of the brain |
| Academic Behaviors | Culturally Responsive Classroom Management | This workshop teaches educators how to use a culturally responsive lens to examine classroom management and behavior systems. educators will then be encouraged to design a classroom matrix that represents your class expectations and includes explicit teaching of desired behaviors. To do this educators will proactively plan for student misbehavior by identifying key times in the day and/or triggers that elicit negative student responses. This plan is further developed with scaffolded interventions and support systems needed to prevent and diffuse negative behaviors. educators will also discuss volatile behavior situations and learn how to diffuse these situations. |
| Academic Behaviors | Restorative Practices Foundation | This workshop introduces Restorative Practice (RP) as a sustainable and effective approach to improving school and classroom environment and student misbehavior. RP is based on the premise that people change their behavior when we do things WITH them as opposed to them or FOR them. In a Restorative Practices community, every learner knows that they are seen, heard, and valued, facilitating better behaviors for all kids, especially those with a history of negative ones. It has been noted that RP is a promising practice for improving disproportionate behavior and discipline data. Research shows that classrooms with a high level of restorative practices implementation had fewer disciplinary referrals for defiance and misconduct compared to classrooms with a low level of implementation. Restorative Practices can make a difference in transforming teacher/student relationships and in addressing equity issues in schools and classrooms. |
| Academic Behaviors | Student Motivation and Engagement Literacy Emphasis |
In safe and responsive classrooms, teachers respond to adolescents' needs for choice and flexibility and offer clear expectations and support for higher achievement. In this workshop educators will learn how to structure classroom environments to promote engagement and how to facilitate discussion, create authentic learning experiences for students, choose engaging literature, structure assignments, and assessments to motivate students. educators will explore the social/emotional/behavioral causes for and effects of failure. Research on intrinsic motivation will be reviewed and discussed in regard to classroom application. |
| Academic Behaviors | Traumatic Stress Responses in Students | Research suggests that approximately 25% of American children will experience at least one traumatic event by the age of 16. A child's reactions to trauma can interfere considerably with learning and/or behavior at school. However, schools also serve as a critical system of support for children who have experienced trauma. By attending this interactive session, you will better understand the different types of trauma, how trauma can affect a student cognitively, emotionally, socially, physically, and spiritually, how trauma affects learning, strategize what you can do in your classroom and school and the importance of self-care. Please join us to explore the impact of trauma on children so that we can better understand and learn how to create a more trauma sensitive classroom and school. Topics Explored: - The different types of trauma - Traumatic Stress Response in students - Student’s cognitive, emotional, social, physical, and spiritual response to trauma - Trauma and learning - Develop plans to help students in your classroom and school deal with trauma - Differentiate what trauma looks like at different ages and grade levels |
| Academic Behaviors | Classroom Management through a Culturally Responsive Lens | Classroom behaviors can have a disrupting influence on learning. This session will focus on classroom management strategies that create conditions for learning. Through the session educators will engage in activities to create a framework to support appropriate behavior, including: - Designing a classroom matrix that represents your class expectations during key times in the day when misbehavior is most likely to occur - Looking at the use of specific positive feedback to build cultural among students and increase on task behavior - Using these building blocks, examine classroom consequence systems and how to correct for implicit bias - Practicing how to defuse volatile behavior situations - Creating culturally responsive protocols |
| Academic Behaviors | Mindfulness in Schools | WEI works in partnership with Reset-MindBody to bring Mindfulness to your school. The mission at Reset-MindBody is to support and serve the community by providing youth and adults with instruction that improves their overall sense of emotional and physical well-being. They introduce and facilitate the concepts of Social and Emotional Learning (SEL) and Mindfulness based strategies that can easily be integrated into daily life. Through intervention programs and specialized workshops, they empower individuals to become more self-aware, to better self-regulate, and ultimately feel capable of creating and nurturing personal resiliency to handle the challenges of today’s world. In this session you will be introduced to the following topics: - Mindfulness and its relevancy to social and emotional literacy - Understanding the “stress response” and how Mindfulness can decrease it - How Mindfulness enables us to self-regulate when faced with strong emotions - Being Mindful in school and classroom relationships - How Mindfulness nurtures resiliency Educators will learn many simple, yet powerful techniques designed to enhance focusing skills, management of emotions and conflict resolution. When the mindful awareness strategies are practiced often in low stress environments they can become a more intentional way of being in higher stress situations. Research has shown these practices help students in schools calm down when upset, avoid fights and arguments, fall asleep better at night, feel happier at school and home, and even improve grades. |
| Instruction | Differentiated Instruction | This workshop is an introduction to differentiated Instruction based on the work of Carol Ann Tomlinson. Educators will learn how to meet the needs of their learners through content, process, product, and environment considering a child’s learning profile. Effective instructional strategies will be also introduced and practiced throughout the workshop. |
| Instruction | Flexible Grouping | Flexible grouping is a range of temporary methods of grouping students so that instruction can be delivered to best meet students needs. Differentiated grouping may include the use of data, student interest, student needs, randomness, etc. This workshop is focused on the purpose, technique, structures, and outcomes of using flexible grouping in the classroom. |
| Instruction | Culturally Responsive Instruction |
Today’s students are increasingly more diverse in their cultures, languages, abilities, interests and learning styles. Culturally responsive (or relevant) teaching has been described as "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" (Ladson-Billings, 1994, p. 382). This workshop is designed to help educators become unbiased in their instruction by becoming knowledgeable about their own culture and the culture of their students. Educators will learn about culturally responsive resources and instructional strategies that will promote access to learning for all. |
| Instruction | Disciplinary Literacy | This session is designed to develop your students into purposeful thinkers and proficient readers, regardless of your grade level or content area. Teachers will be introduced to skill-building strategies that scaffold reading comprehension for students that then allows for a gradual release of responsibility, metacognition, and what happens, before, during, and after reading in your discipline. The strategies introduced are supported by the book, Classroom Strategies for Interactive Learning by Doug Buehl. |
| Instruction | Project Based Learning | Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. This workshop introduces teachers to the essential elements needed to design a high-quality experience for their students that is meaningful and relevant. Using the templates and elements of project-based learning from the Buck Institute teachers will leave this workshop with the necessary tools to design and implement this type of learning. Teachers will learn to identify and align standards to projects, help students write driving questions, how to facilitate and encourage student voice and choice, how to promote collaboration and teamwork amongst students, how to give meaningful feedback and revisions, and how to design projects that are authentic and result in public presentation. |
| Instruction | Writing Across the Curriculum | Learning to write well is a crucial life skill that extends beyond English Language Arts. While the Writing Across the Curriculum is a movement that began in the 1970s, it is making a resurgence in schools as all content area teachers are challenged by the common core to activate reading and writing strategies in their classrooms. Writing across the curriculum encompasses the research that demonstrates writing improves student achievement. This workshop will focus on how to incorporate writing across disciplines so that students are able to increase their depth of knowledge and develop critical and independent thinking skills. |
| Instruction | Universal Design for Learning (UDL) | Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences. In this workshop educators will be introduced to the three main principles of UDL. These principles will be studied in depth in regard to their application in the classroom to meet the needs of all learners. CAST resources and materials will be used to support the learning in this workshop. |
| Instruction | Doing What Works: Visible Learning Concepts | This session introduces the attributes of teaching and learning that are supported by research as being effective in schooling. It will introduce the 10 mindframes needed to create a positive learning experience for students. In addition it will look at high leverage teacher behaviors that produce student results. Critical components to lesson planning, classroom climate, understanding how students learn, giving meaningful feedback, and reflection. This is based on the book, Visible Learning for Teachers by John Hattie. |
| Instruction | Professional Learning Communities at Work | The core components of an effective Professional Learning Community will be discussed and practiced. Topics will be driven by the Four Essential PLC questions of: What do we want our students to learn? How will we know if students have mastered the learning? What will we do if students do not reach mastery? What will we do if students have mastered the learning? Potential topics are: team norms, goal setting, common formative and summative assessment, data analysis, and re-teaching and rigor. These sessions are based on the work of Rick DuFour. This is a series of workshops that can be customized to address each of the four essential questions. |
| Instruction | Grading for Learning | This workshop is based on the work of internationally renowned educational researchers, such as, Tom Guskey, Ken O'Connor, and Rick Wormeli. Teachers will take a critical look at the purpose of grading and its relationship to student learning. Traditional grading practices, such as, homework, zeros, averaging, and summative assessments will be discussed and analyzed. The concepts of grading to standards and proficiency-based grading will be presented. The role of grading for learning will also be discussed in regard to having classrooms that are equitable. Teachers will be challenged to reflect and adjust grading practices to best promote student learning. |
| Instruction | Focused Differentiation for English Language Learners (ELL) | Educators need to provide instruction that is differentiated to meet the needs of learners who are developing a second language while learning grade appropriate content. Using an asset-based approach, educators will probe the idea of differentiation of language recognizing who language learners are and realizing that language learners bring many contributions to the school environment. After reflecting on the ELL student and language proficiency levels, educators will personalize lesson planning for ELLs utilizing tools such as the WIDA Performance Definitions and Can Do Descriptors. While planning, educators will have opportunity to reflect on maintaining appropriate rigor while addressing the specific demands of language in an era of standards based instruction and assessment. |
| Instruction | Meaningful Feedback | Educational research strongly confirms that giving students meaningful feedback and allowing students to self-reflect engages students in their learning and improves student achievement. This workshop will help educators understand the different types of feedback, the characteristics of effective feedback, and what it looks like applied in the classroom. educators will be challenged to evaluate feedback instruments and analyze videos of classrooms to help establish clarity on effective feedback. The concepts of peer to peer feedback and student self-reflection will also be explored as strategies for improvement. | Instruction | What ELs CAN DO: Focused Differentiation for Linguistically Diverse Students | Educators need to provide instruction that is differentiated to meet the needs of learners who are developing a second language while learning grade-appropriate content. Using an asset-based approach, participants will probe the idea of differentiation of language, recognizing who language learners are and realizing that language learners bring many contributions to the school environment. After reflecting on the EL student and language proficiency levels, participants will personalize lesson planning for ELs utilizing tools such as the WIDA Performance Definitions and Can-Do Descriptors. While planning, participants will have the opportunity to reflect on maintaining appropriate rigor while addressing the specific demands of language in an era of standards-based instruction and assessment. |
| Equity and Social Justice | Equity & Social Justice Leadership | Equity has to do with everyone having access to fair and equal treatment under the law, regardless of race, social class or gender. Social justice refers to how wealth, opportunities, and privilege are distributed in society and/or organizations. As schools today serve an increasing diverse population of students, school leaders need to have a deep understanding of equity and social justice so that their schools are responsive to the educational needs of all students. This workshop is intended to introduce educators to terminology often associated with equity and social justice, such as, white privilege, race and ethnicity, racial identity, equal v. equitable, human and social capital. In addition, educators will understand the research based concept of stereotype threat and its implications for student achievement. educators will envision culturally responsive school environments and practices. |
| Equity and Social Justice | Equity and Social Justice Research Study | This workshop is an opportunity for educators to come together for a series of book studies on the topic of equity and social justice leadership. The first session, will be an introduction to key researchers in this area and essential readings. With the approval of the facilitator, the group will collectively agree on the readings for the workshop and set 5 dates to meet for 2 hours to discuss the assigned reading and its implications for school leadership practice. The main objective is to increase the educators understanding of key findings from educational research regarding issues of social justice. |
| Equity and Social Justice | Understanding Racial Identity for Educators | This workshop is intended to study the social construct of “whiteness” and its influence on the teaching and learning of students. This will be done by studying and discussing racial identity in a safe and learning environment for participants. Educators will understand the stages of racial identity development in relation to self and will be given tools and strategies to continue racial identity so that all students are best served in the classroom, regardless of race. |
| Equity and Social Justice | Inclusive Education | This session will give teachers an understanding of the importance of including all students in the general education setting. It will provide background knowledge on modifications and/or accommodations often found in the Individualized Educational Plan (IEP) of Students with Disabilities. Learning will include IEP goal setting, planning, clarifying expectations for child performance, communication with the special education partner, and the design and delivery of IEP goals designed to be inclusive. |
| Assessment & Data | Forward Exam (Wisconsin State Assessment) | Forward Exam assessments are assessments aligned to the Common Core State Standards (CCSS) that intend to measure student progress toward college and career readiness. This workshop is designed for educators to gain an understanding of how and what this exam is measuring. educators will analyze the questions and tasks found in the Forward exam and look for connections to the classroom. educators will also explore the Depth of Knowledge framework and its relationship to this exam and its application to the classroom. educators will also gain an understanding of how to interpret Forward exam results. |
| Assessment & Data | Evidence Based Decision-Making | Evidence Based Decision-Making is a process for making decisions about a program, practice, or policy that is grounded in the best available research evidence and informed by experiential evidence from the field and relevant contextual evidence. This workshop is designed to support school leaders or teacher leaders as they deliver services to students based on data, research, and evaluation. Scenarios will be used to demonstrate how leaders maintain alignment to the intended targets and make decisions in the best interest of students. educators will also look at four different types of data (perception, achievement, program, and demographic) to broaden the definition of data based decision-making. |
| Assessment & Data | Understanding and Using Data | This workshop is designed to assist educators in understanding and using the different types of data that exist in schools. Educators will learn how to set and measure goals using data. Connections will be made between teacher, collaboration, and student goals. Using authentic data, educators will do an analysis to deepen understanding of student needs through individualized and/or group plans. Educators will be exposed to tools that can assist in the analysis and monitoring process. |
| Assessment & Data | S.M.A.R.T. Goals: Goals that Work | S.M.A.R.T goals represent the criteria for quality goal setting that best can be accomplished: Specific , Measurable, Attainable, Realistic, and Timely. This workshop explores each of these characteristics in detail and then helps educators practice writing SMART goals using authentic data. An action plan for achieving SMART goals will also be discussed and created. |
| Assessment & Data | Balanced Assessment Model: Using Results to Improve Teaching and Learning |
Assessments are at the heart of strong instructional practice. Teachers will explore statewide summative assessments (and specific questions/items from these assessments). Teachers will also use backward design to look at the common core state standards that drive the statewide summative assessments and how to adjust their instructional practice and formative assessment development to best prepare their students for 21st century learning. |
| Assessment & Data | ACT ASPIRE | This workshop introduces educators to the ACT ASPIRE suite and its implications for teaching and learning at the middle and high school level. Educators will be exposed to the College and Career Readiness standards and analyze the knowledge and skills they imply students need. In addition, educators will review ASPIRE results and gain an understanding of how they can be useful to teaching and learning in the present and future. |
| Technology | Personalized Learning | With all of the challenges in education today, it is important to address how we create a 21st century student-centered classroom by incorporating best practices. Teachers will discover how integrating these applications & practices into classroom instruction will help build relationships with students, and help achieve academic goals; particularly for all learners. One-to-one options, such as Chromebooks, Netbooks and iPads will be reviewed and the advantages of 1:1 will be identified. Teachers will also focus on Internet based programs, such as Google Docs, Google Presentations, and Google Apps, as well as many other online resources. Student tested activities, projects and assessments that can be used immediately in your classroom will be shared. Finally, teachers will explore Personal Learning Networks (PLN’s) and discuss how you can create your own network of educators interested in technology and best practices in education today. |
| Technology | Google Apps in a Collaborative Reading/Language Arts/Math Classroom | This session will prepare educators to use the core suite of Google Apps for Education, which includes Google Drive (Docs, Sheets, Forms, and Slides), Sites, Groups, Calendar, Mail, and Chrome Apps in reading, language arts and math classrooms. These tools will allow educators to enhance their reading, language arts and math lessons and classroom activities to increase collaboration and student engagement. The course will encompass instructor led demonstrations of how the tools work, participant practice on the use of the tools for basic understanding, use of the tools to modify reading, language arts and math lessons and classroom practices, and the creation of an online portfolio of work created during the course. Some small group and online collaboration will also be included. |
| Technology | Google Docs Overview: Management & Sharing *Available to be offered on-line |
Learn how to generate gClassfolders and Doctopus Script for teacher/students to share, view and store Google Docs. gClassFolders is a Google Spreadsheet script that can help teachers manage the flow of Google Drive files that are shared. Written by an educator, Doctopus Script gives teachers the ability to auto generate, pre-share and manage grading & feedback on template Docs for group & individual projects. This session is an overview of Google Docs, Spreadsheets, Forms and Presentations, as well as gClassFolders and Doctopus Script. Teachers will choose a Google application to develop goals, an action plan and sample student work to implement in their teaching. Teachers will reflect how Google Apps will support teaching and learning for all learners. |
| Technology | Google Drive 1: Google Docs & Slides for the Reading/ELA/ Math Classroom *Available to be offered on-line |
The focus of this workshop will be on creating documents (Google Docs) and presentations (Google Slides). Your Instructor will provide examples and give you ample time to practice and ask questions so that you leave knowing how to apply what you learned in your own classroom. Educators will learn how to: use Google Drive to sync their Docs and Slides between computers use pre-made templates to simplify the process of making Docs and Slides share and co-create Docs and Slides with colleagues and students incorporate Google Docs and Slides into their reading, language arts and math lessons |
| Technology | Google Drive 2: Google Sheets, Forms & Drawings for the Reading/ELA/Math Classroom *Available to be offered on-line |
Google Drive is an incredible tool for use in reading, language arts and math classrooms. The focus of this workshop will be on creating spreadsheets (Google Sheets), surveys (Google Forms), and drawings (Google Drawings). Your instructor will provide examples and give you ample time to practice and ask questions so that you leave knowing how to apply what you learned in your own classroom. educators will learn how to: use Google Drive to sync their Sheets, Forms and Drawings between computers use pre-made templates to simplify the process of making Sheets, Forms, and Drawings share and/or co-create Sheets, Forms and Drawings with colleagues and students incorporate Google Sheets, Forms, and Drawings into their lessons. |
| Technology | Extending the Classroom Using Online Learning Tools | Are you interested in learning about ways to post things online for your students and their parents? This course will give you the opportunity to explore the options available (i.e. Moodle, Google Sites/Drive, Edmodo etc...), define your needs, and start building or refining your online presence so you are ready for the start of the school year and throughout the year. Online learning tools can support you in effectively meeting student individual learning needs, improving communication between you and your students and their parents and by engaging even the most challenging students. |
| Teacher Support | Teacher Evaluation Process (WI Educator Effectiveness) | How am I going to be held accountable for improving my professional practice? This workshop is an introduction and support for participating in the Wisconsin Educator Effectiveness (EE) System. Educators will learn the critical attributes of the system’s components and the research and best practice affiliated with the model. Educators will view videos and have discussions to calibrate their understanding of what the different levels of the system imply. Time will be provided in a collegial setting for educators to develop or improve Professional Practice Goals for their personal Effective Educator Plans. |
| Teacher Support | Developing a Growth Mindset in Students | Educators in this session will learn how to promote the development of a growth mindset in self and others. When students and educators have a growth mindset, they understand that achievement in students can be developed with a focus on improvement instead of how smart they are. Based on research we know that students who learn this mindset show greater motivation in school, better grades, and higher test scores. Research has also shown that promoting a growth mindset narrows both the gender and racial achievement gaps. Teachers and administrators say that after learning about and adopting a growth mindset in their classrooms and schools they find that their students are more enthusiastic, hardworking and persistent in their learning. Educators will learn procedures that will help their students develop a belief in effort, a love for challenge, and resilience in the face of adversity. The focus of this workshop will be on providing strategies to: change students’ thinking about performance and success build a growth mindset for academic success within each child in the classroom develop students’ understanding of learning and the elasticity of the brain |
| Coaching | Coaching Reading |
Experienced educators work alongside classroom teachers to improve the teaching and learning in a literacy classroom. Coaches will provide support and intervention strategies in Reading/Language Arts to help the struggling student succeed.This coaching has a specific emphasis on best practices in reading and writing curriculum, instruction, and assessment. Coaching may be achieved through observation, modeling, meaningful feedback, lesson planning, reviewing assessment results, and consultation. |
| Coaching | Coaching Math |
Experienced educators work alongside classroom teachers to improve the teaching and learning in a math classroom. Coaches will provide support and intervention strategies in Math to help the struggling student succeed.This coaching has a specific emphasis on best practices in math curriculum, instruction, and assessment. Coaching may be achieved through observation, modeling, meaningful feedback, lesson planning, reviewing assessment results, and consultation. |
| Coaching | Coaching Classroom Environment |
Experienced educators work alongside classroom teachers to improve the classroom environments and structures that promote safe and positive learning environments. This coaching has a specific emphasis on best practices in classroom management set up, monitoring, and student relationships. Coaching may be achieved through observation, modeling, meaningful feedback, lesson planning, reviewing assessment results, and consultation. |
| Coaching | Coaching STEM | Experienced educators work alongside classroom teachers to improve the teaching and learning in a STEM classroom. This coaching has a specific emphasis on best practices in STEM and/or project based learning experiences. Coaching may be achieved through observation, modeling, meaningful feedback, lesson planning, reviewing assessment results, and consultation. |
| Coaching | Coaching ELL Emphasis | Experienced educators work alongside classroom teachers to improve the teaching and learning for English Language learners. This coaching has a specific emphasis on best practices for ELL. Coaching may be achieved through observation, modeling, meaningful feedback, reviewing assessment results, and consultation. Coaching may also include lesson planning and strategy emphasis. |
| Coaching | Coaching in Data/Assessment | Experienced educators work alongside classroom teachers to improve the understanding of the different types of data that exist in their school. This coaching will assist teachers in how to set and measure goals using the data. Connections will be made between teacher, collaboration, and student goals. Using authentic data, teachers will do an analysis to deepen understanding of student needs through individualized and/or group plans. Coaching may be achieved through observation, modeling, meaningful feedback, lesson planning, reviewing assessment results, and consultation. |
| Coaching | Coaching in Technology | Coach will provide guidance and examples of how to incorporate Google Suite into daily classroom practice.Coaching may be achieved through observation, modeling, meaningful feedback, lesson planning, reviewing results, and consultation. |