Calendar

Oct
23
Mon
Working with Math for Students on IEPs @ Hampton Inn and Conference Center
Oct 23 @ 8:30 am – Oct 24 @ 3:30 pm
Working with Math for Students on IEPs @ Hampton Inn and Conference Center | Colchester | Vermont | United States

A 2 Day Workshop with John Tapper, Ph.D. and Karen Reinhardt

Target Audience: Special Educators, Math Interventionists


Dates: October 23 & 24, 2017; 8:30 am registration; 9 – 3:30 pm

Using key components of his book Solving for Why and his work with the All Learners Project, John Tapper will present a sensible and effective approach for serving students who are on Individual Education Plans for Math (K-8). The approach outlined in this workshop includes:

· How to write IEPs using a trajectory of High Leverage Concepts to focus instruction
· Using High Leverage Concepts to target instruction on the most important math understanding
· Conducting Clinical Interviews to determine student thinking and design intervention that works
· Working with classroom teachers to design Menu activities for students below grade level
· Helping parents to understand the needs of their children in math
Participants will leave with new skills they can put into practice in the new school year for more successful work with students on IEPs who struggle with math.

Dr. John Tapper is an associate professor of elementary education at the University of Hartford and teaches courses in mathematics, mathematics education, and science education. His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author of this course’s text.

includes book: Solving for Why: Understanding, Assessing and Teaching Students Who Struggle with Mathematics K-8 by John Tapper  

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Dr. John Tapper is a professor at St. Michael’s College His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author the book Solving for Why.

Nov
6
Mon
Jim Knight: Focus on Teaching – Using Video to Improve Professional Learning @ Hampton Inn Conference Center
Nov 6 – Nov 7 all-day

A 2-day Institute with Jim Knight
November 6 & 7, 2017

Dates: November 6 & 7, 2017; 8:30 registration 9:00-3:30 light breakfast and lunch included)

Target Audience: Intensive professional development for teachers, coaches, teams, and administrators

What is the purpose of this institute?

Video is the single greatest technological advancement educators have experienced since the invention of computers. Video is an inexpensive, easy-to-use, power tool for learning, that helps educators get a clear picture of reality, set goals, and monitor progress until those goals are met. Many teachers, coaches, and administrators who use video as a central part of their professional learning report that after using video, they can’t imagine professional learning that doesn’t involve video recording of lessons.

As video has become more affordable and portable, school districts across North America have begun to explore how to use the technology for improving teaching effectiveness. They are discovering how powerful video can be for self-reflection, coaching and teamwork. However, some are also discovering that when video is not implemented effectively, its impact will be significantly decreased. 

This institute, based on Jim Knight’s book Focus on Teaching: Using Video for High-Impact Instruction (2014), offers an intensive two-day exploration of how video can be used by teachers, instructional coaches, teams, and administrators. Anyone interested in making video a part of professional development should find this institute useful.

What content is included in this institute?

This institute will provide intensive professional development for teachers, coaches, teams, and administrators on the following topics.

The Power of Video: Why video is such an important and necessary tool for professional learning.

Getting Started with Video: How to implement guidelines for success to create a psychologically safe environment and how to address practical concerns that inevitably arise when getting started with video.

Instructional Coaches: How instructional coaches can use video to assist teachers as they get a clear picture of reality, set goals, and monitor progress toward goals. This part of the presentation will include a review of the Impact Cycle that stands at the heart of instructional coaching.

Teachers: How teachers can use video to coach themselves. This part of the presentation will include an introduction to many free tools that educators can use to analyze what is happening in their classrooms.

Teams: How teams can make video a central part of their collaborative learning. This part of the presentation includes a discussion of how teams can be designed to be psychologically safe. Discussion will also include different ways in which video to be used by teams to learn a practice, discuss common themes, like student engagement, or to provide team feedback to individual team members.

Principals:  How principals can set up and implement video-enhanced teacher evaluation and also strategies principals can employ to foster implementation.

How will this institute work?

This institute is designed to provide participants with an intensive learning experience so that they are ready to support the use of video in a variety of forms of professional development. To accomplish this, participants will learn the institute content through a combination of explanation by the presenter, small and large group discussion, practice, and planning.

Participants will:

  • identify their own beliefs about watching themselves on video, and how to decrease the fears that others may have about video recording themselves.
  • learn principles and practices that honor the professionalism of teachers and that lead to meaningful improvements for children.
  • learn about strategies and principles of action that foster the creation of psychologically safe environments for meaningful use of video.
  • hear suggestions on how to address practical concerns such as what kind of camera to use, where to point the camera, and why everyone should have a choice about whether or not they will record themselves.
  • learn procedures teachers, coaches, teams, and administrators can employ to use video effectively.
  • leave the session with many free tools that can be used with video to foster deeper professional learning.

Who should attend this institute?

The institute is appropriate for anyone who wants to learn how video can improve professional learning.

*Includes 2 day institute, meals, Jim Knight’s book: Focus on Teaching: Using Video to Improve Professional Learning and a toolkit containing many resources educators can use to foster better teaching for better learning.

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knight2Jim Knight is a research associate at the University of Kansas Center for Research on Learning and the president of the Instructional Coaching Group. He has spent more than a decade studying instructional coaching and has written several books on the topic, including Instructional Coaching: A Partnership Approach to Improving Instruction published by
Corwin and Learning Forward (2007). Knight co-authored Coaching Classroom Management. He also edited Coaching: Approaches and Perspectives.
Knight has authored articles on instructional coaching and school improvement in publications such as The Journal of Staff Development, Principal Leadership, The School Administrator, Kappan, and Teachers Teaching Teachers.
Several research projects directed by Knight include an IES-funded qualitative and quantitative assessment of coaching and Pathways to Success, a comprehensive, districtwide school reform project for the Topeka Public School District in Kansas. Knight also leads the coaching institutes and the Annual Instructional Coaching Conference offered by the University of Kansas.
Frequently asked to guide professional learning for instructional coaches, Knight has presented and consulted in more than 35 states, most Canadian provinces, and in Japan. He has a PhD in Education and has won several university teaching, innovation, and service awards. He also writes the popular radicallearners.com blog.

Nov
14
Tue
All Learners Project Seminar Series @ CVEDC Classroom
Nov 14 @ 12:00 pm – 3:00 pm
All Learners Project Seminar Series @ CVEDC Classroom | Colchester | Vermont | United States

All Learners Program Descriptions – 2017


Initial Meetings:   

MS Cohort- Nov 14, 2017  Time: 12 – 3       

Elementary Coaches Cohort- Nov  , 2017  Time:     

Special Ed. Group (virtual only) starting November

All Remaining sessions will be decided at the meetings for a minimum of 5 sessions per group.

*Note:  October meetings for informational purposes are optional and include:  MS October 10 and Elem October 26

To Register,  please e-mail info@cvedcvt.org with the information below for each member of your full team. Please indicate the group or groups that each member will be attending.

Name

District/School

E-mail address

Group(s) Attending: Elementary Coaches Cohort, MS Group, Special Ed. Group

Purchase Order #: if this is not available yet please enter “pending”

Cost: To cover the cost of facilitators and facilities, we are asking districts who participate to contribute to the project based on the following payment schedule:

# of participants 1-3 4-6 More than 6
Cost $1,200 $1,500 $1,800

This is the total cost per district/school per year. If a district would like to participate but does not have funds available, please contact John john.r.tapper@gmail.com  to see if arrangements can be made.

Descriptions:
The All Learners Project (ALP) is a group of teachers, coaches, administrators and a person or two from higher education, who are dedicated to the proposition that all students can learn math. While we acknowledge the importance of cultivating a growth mindset to support students, we also feel that there is more pedagogical work to be done. We believe there is specialized instruction that makes math learning more available for children who have tended to be less successful with math. Included in our approach is a deep understanding of relevant math content, a consistent, informed use of formative assessment (such as CRAs and/or Formative Probes), the use of both inclusion and differentiation approaches (often using Math Menu or Math Workshop), and an emphasis on understanding student thinking (rather than making students understand teacher thinking) as the basis for learning.
Another key component of ALP is the use of design engineering to constantly improve instruction. Participants in ALP investigate a variety of instructional approaches to answer specific pedagogical questions related to the central ALP goal – success for all learners. Sometimes these investigations are about trying new settings or formats within the lesson. Sometimes they are about testing approaches to create deeper or more meaningful participation by everyone. There is always a question to investigate and the results are shared within our group.
The Elementary Coaches Cohort will include new schools or districts that wish to build an ALP program using materials/techniques such as Formative Probes, Math Menu, or Clinical Interviews. This cohort with be built from coaches at participating schools. The Middle School Group is a new group that will be made up of middle school math teachers from Vermont, Maine, and Maryland. This group will take the High Leverage Concepts approach – along with investigations around Math Menu – into the middle grades. Finally, The Special Education Subgroup is a group that will be made up of teams of educators (SpEd, classroom, paraprofessional). This group will investigate a variety of methods for creating greater equity and success for students on IEPs.
How you can participate
Schools or districts can decide to participate in one or more groups (see cost schedule below). There are requirements for membership in each of the groups. Participation means that teachers (or coaches) will be involved in group meetings once each month for three hours. In addition, all participants will investigate pedagogy and report their findings back to the group. An important component of the All Learners Project is a rapid cycle of continuous improvement. We attend to this through our monthly meetings. At the end of the year, teachers and coaches will be invited to share important findings at a yearly conference (more on this later).
ALP is a grassroots organization. It is not funded by any large federal grants and represents a true educational collective. We have organized the groups with specific requirements (see below). To participate, districts will provide appropriate group members (coaches, or middle school teachers or SpEd teams) to participate in monthly online meetings. These meetings will include professional development, work on pedagogy investigations, and sharing of findings in the field. The meetings will run about three hours each month and continue throughout the school year. We will set a date for each meeting, but we understand that schedules are difficult to coordinate. In the event that your group can’t make the scheduled meeting, we will arrange to meet with you at a more convenient time. While the benefits of having everyone together are important, we understand that this is not always possible.

Elementary Coaches Cohort (C1)
The Elementary Coaches Cohort (C1) is open to math coaches who will help organize and support math instruction for all learners at their schools. This group will learn how to organize and run weekly PLC meetings to support teacher use of formative assessment. They will deliver and interpret the High Leverage Assessments, learn to use Formative Probes, and help teachers implement Math Menu. Many coaches have already done some work with Math for Struggling Learners or with the Ongoing Assessment Project. For those who have not, information and coaching will be provided.
The goal for this group is to help coaches move their schools toward 100% of students demonstrating understanding of High Leverage Concepts – those concepts that are key learning at a grade level and predict success in the next grade. Schools/districts that complete C1 will be eligible to join the Continuing Cohort the following year.

Middle School Group
In response to requests from middle school teachers ALP is starting up a new Middle School Teachers group this fall. As most middle schools do not use instructional coaches, and as many MS teachers are content specialists, this group will be comprised of MS math teachers from all three states in the project. PD in this group will focus on remediation with fractions and proportional reasoning.
The goals for the Middle School Group are to investigate the implementation of Math Menu at the middle level. This group is also charged with creating a workable set of High Leverage Concepts for grades 6-8. The meetings will include some previous work done last year with new perspectives from members in Maryland and Maine.

Special Education Subgroup
The Special Education Subgroup is an offshoot of the original All Learners team that is digging into one of the core issues around math learning. We say (a lot) that “All means all” and teachers have put serious efforts into realizing the goal of access and high performance for every student, even in the first year.
During the first year of the project, teachers have learned how to differentiate mathematics practice and reflection during Math Menu (or “Menu Lesson” as our Maryland colleagues call it). Now we have begun to grapple with how to meaningfully include students with severe learning challenges in our full group main lesson. The Subgroup is tasked with exploring techniques for productive discourse and inclusion for students on IEPs. Several of us believe that the in-the-field research we do on this topic will have implications for the Main Lesson for all of us.
A second, and equally important, goal for the Subgroup is to explore the ways that Special Educators, Classroom teachers, and paraprofessionals can work together to support all learners. To do this, we’re asking school/districts that participate to send teams: Special educator – classroom teacher – paraprofessional, to monthly meetings.

Dr. John Tapper is a professor at St. Michael’s College His focus is on helping teaching candidates learn best practices for teaching math and science. His approach is active, inquiry-based, and centered on the learner. He is the highly-acclaimed author the book Solving for Why.

Nov
30
Thu
Math Menu for Teams-3 Day Workshop Series-NEW Starting Later! @ Hampton Inn and Conference Center
Nov 30 @ 9:00 am
Math Menu for Teams-3 Day Workshop Series-NEW Starting Later! @ Hampton Inn and Conference Center | Colchester | Vermont | United States

Facilitated by: Christian Courtemanche

Dates: NEW Starting Later! November 30, 2017, January 12 and February 13, 2018

8:30 registration, 9:00-3:00 (all), 3:00-4:00 (coaches) breakfast and lunch included

Target Audience: Grades K-6 educators & coaches and school/district-based teams (both those new and experienced with Math Menu) interested in adopting or fine-tuning a menu model of differentiation to meet the needs of all learners

Participants will be guided through how the math menu differentiation approach can connect with and augment the programs and practices already in place in classrooms. A portion of each session will be facilitated in a menu format and include an additional learning opportunity for coaches or lead-teachers at the end of each day.

Explorations will include:
· Reframing tier I math instruction in order to meet the ongoing range of instructional needs
· Orienting to a small group menu structure for a portion of your math block
· Mapping concepts to stations; managing a ‘centers’ approach
· Using formative assessment to plan for and facilitate guided math groups
· Supporting students who excel in math with targeted instruction; maximizing time and resources for students who struggle

COACHES CORNER: The last hour of each session will be reserved for coaches and administrators interested in bringing the menu approach to a more systematic implementation. Explorations will include: creating a vision and timeline for school-/district-wide implementation, supporting teachers who are just getting started, connecting menu to formative assessment and data-team PLC systems, and using observation templates and implementation rubrics.

Book: Guided Math in Action K5 by Dr. Nicki Newton 

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About our Facilitator: Christian Courtemanche is the Chittenden East District Math and Science Instructional Coach and has been teaching Math Menu for Differentiated Instruction since 2013 as a graduate course. One of CVEDC’s most popular courses, Christian will work on extending these strategies so that teams and leaders can work on fine-tuning a menu model throughout their schools, based on the success of current implementers.

Dec
6
Wed
The Restorative Classroom: Using Circles and Restorative Communication to Improve Learning @ Hampton Inn & Conference Center
Dec 6 @ 9:00 am – 3:30 pm
The Restorative Classroom: Using Circles and Restorative Communication to Improve Learning @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness


Date: Wednesday December 6, 2017    8:30 registration  9:00-3:30 light breakfast and lunch included

Teachers do not to have wait for their school to fully implement RP in order to experience the powerful benefits in their classroom. In fact, the most effective full school implementations begin with a single teacher experiencing and then sharing out how RP transformed his or her classroom. We invite you to be that teacher!

In this experiential and informative workshop, participants will learn the concepts, practices and techniques to begin building a stronger learning community right away. Participants will:

● Learn the theory and structure of how Tier 1 Restorative Practices work to create safe, collaborative and supportive learning environments (with special consideration of the challenges disruptive students present.)
● Explore and reflect on the basic assumptions and beliefs of Restorative Practices and how to make them more explicit in our classrooms.
● Practice restorative communication skills to prevent escalation and build collaborative relationships with students, parents and colleagues.
● Learn and practice ways to regulate their own and student’s energy throughout the day.
● Learn and practice ways to weave fun connection activities into daily routines.
● Experience a community building circle and design your own.
● Learn 7 things a teacher can do to make their Tier 1 circles more effective.

There are many reasons why we need schools to be implementing Restorative Practices, but this seminar is inspired by the great and urgent need for students to become active, engaged citizens who value community, know how to listen empathetically, and can communicate effectively with presence and heart. Please join other dedicated educators for an inspiring day of learning and fun!

*Includes a resource binder!

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About our Presenter: Annie O’Shaughnessy has an M.Ed in Mindfulness for Educators, Level I & II Training in Modern Mindfulness, Level 1 & 2 Restorative Justice, CircleWork Leadership Training and Restorative Justice Summer Institute and has taught Mindfulness, Restorative Practices and Rites of Passage to K12 Educators.

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Jan
10
Wed
Simplifying Fractions!-2018 @ CVEDC i-Classroom
Jan 10 @ 4:00 pm – 7:30 pm
Simplifying Fractions!-2018 @ CVEDC i-Classroom | Essex | Vermont | United States

Instructor: Betsy Allen. M.Ed., CAS


Dates: Wednesdays 4-7:30 pm : January – 10, 17, 24, 31  February -7, 14, 21  March 7, 14, 21 and 28

Target Audience: Teachers Grades 3 – 8,  Special Educators, and interventionists

This 3-graduate credit course will explore the learning progressions and the standards progression of the Vermont Common Core State Standards along with current research on how students develop a deep understanding of fractional concepts.  Each participant will analyze student work to identify where students are on a learning progression, identify the common misconceptions, and then develop and plan next instructional steps. They will collaborate with other grade level teachers to strengthen and/or develop their fraction unit, including formative assessments and instructional strategies and lessons, with integrated technology.

Learning Outcomes

1. Participants will deepen their own content knowledge of fractions.
2. Participants will know and understand fraction content of the CCSS across grade levels and the shifts of content.
3. Participants will know the cognitive research about how children develop fractional concepts that is the basis for the learning progressions.
4. Participants will learn how to identify where students are on a learning progression and identify student misconceptions.
5. Participants will develop a variety of instructional strategies to promote student learning.
6. Participants will develop and/or strengthen a fraction unit of study and incorporate the use of formative assessments as an instructional strategy.
7. Participants will learn technology applications and games during the course so that they might incorporate them in their instruction.

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About our Instructor: Betsy Allen is the District Math Coach in Essex Westford School District. Prior to this, she graduated from VMI and coached math at Hardwick Elementary. Betsy represented Vermont in several Smarter Balance Assessment projects.

Jan
15
Mon
Transforming Teaching & Learning Through Mindfulness and Restorative Practices @ CVEDC Classroom
Jan 15 @ 12:00 am
Transforming Teaching & Learning Through Mindfulness and Restorative Practices @ CVEDC Classroom | Colchester | Vermont | United States

HYBRID: Online with edu2.0 including 4 face to face meetings

Instructor: Annie O’Shaughnessy

Hybrid Online Course

Dates: January 15 – April 30, 2018

Face to Face Dates: 1/22, 2/19, 3/19 and 4/16, 2018   Time: 4:00 – 7:00 pm

Optional: April 30 – Final Circle  4:00-6:00pm

Target Audience: Educators, therapists & helping professionals

This course was developed based on the premise that most teachers and students want to be part of a learning community where students feel:

● focused and relaxed.
● connected, honored and respected.
● engaged, curious and excited to learn.
● safe to take risks and speak authentically.
● supported to begin again after failure.
● challenged and willing to stretch their abilities.
In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing this kind of learning community. While class meetings will be primarily experiential in order to develop an embodied understanding of mindful awareness and restorative work, online material and assignments will challenge participants to become fluent in the principles, science and research that support them. Emphasis is placed on each educator’s unique goals and teaching styles, providing structure, resources and support for the tricky, often challenging work of teaching content while building community and attending to the social and emotional needs of students. Finally, participants will experience the power of Mindfulness and Restorative Practices as tools within a reflective practice, looking closely together at our teaching life.
Restorative Practices and Mindfulness can be seen as interdependent. In a classroom where a teacher practices Mindfulness, an environment of compassionate curiosity arises. From this compassionate curiosity a different way of responding arises in the face of the challenging situations and unexpected behaviors from students and the challenging emotions and thoughts from within our own minds. This “different way” essentially expresses the basic principles of Restorative Practices: open and authentic communication with the goal of “righting wrongs,” building or re-building trust, and strengthening community. Further, the success of Restorative Practices depends on a teacher’s ability to remain a grounded, mindful, nonjudgmental presence while students develop the skills of relaxed, curious focus—both of which Mindfulness provides.
This course is for the educator or helping professional who is ready to commit to a full exploration of these principles and practices in a way that invites significant shifts in how he or she teaches, counsels or manages others.

Course Objectives Participants will:
– Learn about the science of mindfulness.
– Review research related to how mindful awareness activities and restorative practice (RP) affect classroom learning, executive functioning and behavior.
– Learn how to talk to students and colleagues about mindfulness and RP with intelligence and spirit.
– Develop a personal practice of mindfulness in and out of the classroom.
– Experience the Circle Process and have opportunities to lead.
– Use mindful investigation and analysis to improve teaching practice.
– Design and implement mindfulness activities that are developmentally appropriate and that feel authentic to the teacher.
– Learn how RP works to improve classroom culture, decrease behavioral incidents and increase positive academic risk-taking.
– Explore the many different ways RP can look in a classroom—from affective statements and compassionate inquiry to circle process and collaborative problem solving.
– Explore how RP can be woven into content instruction.
– Understand how Mindfulness and RP work interdependently.

includes book: Rechtschaffen, D. (2014). The Way of Mindful Education: Cultivating Well-Being in Teachers and Students

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GED 527 Syllabus Mindfulness Practices 2018
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Standards are for Teaching
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 8 : Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

For Leading:
Standard 2: An education leader promotes the success of every learner by advocating, nurturing, and sustaining a school culture and instructional program conducive to learning and staff professional growth.
Standard 5: An education leader promotes the success of every learner by acting with integrity, fairness, and in an ethical

Jan
24
Wed
Leading the Implementation of Proficiency-Based Learning: Creating the Conditions for Success @ Hampton Inn & Conference Center
Jan 24 @ 9:00 am – 3:30 pm
Leading the Implementation of Proficiency-Based Learning: Creating the Conditions for Success @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitated Facilitated by: Andrew Jones & Gabe Hamilton

Dates: January 24, 2018; 8:30 am registration; 9-3:30 pm

Target Audience: Instructional Coaches, Principals & District Leaders

Description: This one day workshop is meant to help school and district leaders support teachers with the implementation of proficiency-based learning practices. This session focuses on seven high leverage tools and strategies that can be utilized to facilitate the implementation of proficiency-based systems of teaching and learning.

Gradebooks, vision statements, professional development opportunities, instructional coaches, guiding documents, distributed leadership structures, and professional learning communities all provide a cohesive package of tools that can support the shift to a proficiency-based model of education.

Objectives:
● To gain a systems perspective of proficiency-based learning implementation
● To understand the challenges and barriers of implementation
● To be able to leverage certain tools and strategies to support the shift to PBL
● To share successes and challenges of implementation strategies

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Andrew Jones is the Director of Curriculum for Mill River Unified Union School District.  He is a doctoral candidate at UVM, focusing his research on the implementation of proficiency-based learning.  Andrew is a 2015 Rowland Fellow.

Gabe Hamilton is the Proficiency-Based Learning Coordinator at Mount Abraham UHS in Bristol, VT. He is also a 2015 Rowland Foundation Fellow. Both have provided quality professional learning on the PBL model.

Jan
30
Tue
CVEDC *Thought Partner Series 2017-18  Building Global Citizenship:  Schools that Make a Difference @ CVEDC Conference Room
Jan 30 @ 1:00 pm – 4:00 pm
CVEDC *Thought Partner Series 2017-18  Building Global Citizenship:  Schools that Make a Difference @ CVEDC Conference Room | Colchester | Vermont | United States

Facilitated by Mary Lynn Riggs

Dates:  Jan 30, Feb 21, Mar 20 and April 17, 2018 *plus 3 additional hours of collaborative time or online, along with brief readings/pre-writes that will be provided a week before seminar.          15 recertification hours               

Hours: 1:00 – 4:00 pm afternoon refreshments      

Target Audience:  District/SU teams of 3-5 instructional leaders who are committed to active participation and deep thinking about pervasive social, economic and environmental issues.

This is the first CVEDC Thought Partner seminar series for district teams to explore the definition of global citizenship as it pertains to Vermont schools and communities.  If we are to engage students in personalized and flexible learning opportunities, how do we structure learning so that we prepare students with the skills, competencies and knowledge to be responsible world citizens? How can students and teachers make a difference in the future of our communities and our world?  How do we engage our communities in this process?  Why does this matter, particularly in today’s world?

What are the steps your district can take toward integrating global citizenship learning opportunities in PreK-12 learning environments?  What local resources are available to support your efforts? How might you frame your work on the United Nations Goals for Sustainable Development?

This seminar will meet 4 times to engage teams in facilitated dialogue around global citizenship.  Readings, resources and guest(s) at each session will introduce teams to information and strategies to support districts in developing goals and strategies to think globally and act locally. Each seminar will include local K-12 school and community resources and models.   Individuals will have the option to earn micro-credentials around global citizenship, and teams will leave with a rationale, goals and actionable plan to present to their faculties and communities. Our guests will include educators (K-college) who are incorporating Global citizenship into their curricula, local student activists/educators and community supports.

 *A Thought Partner Series is a venue for collaborative work with regional partners.  Thought Partners:

  • Challenge your thinking.
  • Cause you to modify or change your paradigms, assumptions or actions.
  • Has information/a way of thinking that provokes you to innovate or otherwise leads to value creation in your business, career or life.
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 Dr. Mary Lynn Riggs served as a teacher, principal and curriculum director in Vermont schools. She is trained in Dialogue Education and intentionally facilitates groups to build collective understanding which moves them to action. see more…
Feb
20
Tue
Assessing the NGSS: A one-day workshop facilitated by Liz Mirra @ Hampton Inn & Conference Center
Feb 20 @ 9:00 am – 3:30 pm
Assessing the NGSS: A one-day workshop facilitated by Liz Mirra @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitated by Liz Mirra

 

Dates: February 20, 2018; 8:30 am registration; 9-3:30 pm

Target Audience: Vermont Educators involved in NGSS Instruction

Next Generation Science Standards – 3-Dimensional Learning
· Science & Engineering Practices
· Crosscutting Concepts
· Disciplinary Core Ideas

The Next Generation Science Standards call for teachers to design and administer assessments that allow students to demonstrate three-dimensional learning.  This is a significant shift from the way students have previously been assessed in science.

As the state of Vermont moves towards a new state science assessment aligned to the NGSS, educators need to become familiar with these shifts and develop a deeper understanding for what our students may be asked to do on the new state assessment.

In this workshop, we will explore:

· the vision for NGSS-aligned assessments
· the hallmarks of high-quality assessments aligned to the NGSS,
· analyze and explore resources and examples of classroom and state assessments aligned to the NGSS. 

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About our Facilitator: Liz Mirra is the Math and Science Coach at Springfield High School. She was involved in reviewing and providing feedback on the Next Generation Science Standards throughout their development.  Liz has worked with numerous school districts providing professional development on science best practices and assistance with aligning curriculum to the new standards. She is a national presenter facilitating workshops on the NGSS.  Liz was the 2011 recipient of the prestigious President’s Award for Excellence in Science Teaching.