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.
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.
|Date:||October 13, 2017|
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.
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
|Date:||September 20, 2017|
|Date:||September 20, 2017|
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.
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
Instructors: Ellen A. Thompson, Ed.D. with June Golato, M.S., CCC-SLP
Dates: January 24 – May 9, 2018 Face-to-Face Dates: 1/31, 3/7 and 5/2 Time: 4:00 – 7:00pm
Target Audience: Teachers of Grades 2-8
This hybrid course will allow participants to understand more completely what the expectations are for the teaching of how to get readers really thinking about their reading within the context English-Language Arts Common Core State Standards (ELA CCSS). All participants will use NEO, a cloud-hosted Learning Management System to gain new content information, contribute to large group and strand discussions, hand in and share assignments, and discuss readings, etc.
For teachers to encourage and produce readers who really love reading, we have to nurture them into deep understanding of their reading and help them understand that how and what they think matters. In an age of fake news and more, the importance of supporting readers to be critical thinkers and readers is of the utmost importance.
Some of the main goals of this class include:
1. Examine the ELA CCSS standards for content and teaching shifts
2. Explore deep reading instruction for elem/middle level students in depth
3. Reflect and discuss in ways that disrupt our own thinking as well as the thinking of our students
4. Consider the implications this work has on classroom practice to map out a strategic plan for classroom-based applications
5. Develop an understanding of the use of EDU20.org (NEO) to support learning of the CCSS and to support the learning of other class participants
6. Use the ELA CCSS to create a meaningful unit of study and/or research best practice to promote deeper student understandings for reading that matters
7. Collaborate with colleagues to develop a community of learners to support this new learning
*includes 3 grad credits from St. Michael’s College & texts: Disrupting Thinking: Why how we read matters, Kylene Beers & Robert E. Probst and Falling in Love with Close Reading: Lessons for analyzing texts – and life, Chris Lehman & Kate Roberts
Ellen A. Thompson, Ed.D. a National Board Certified Early Childhood Generalist, has taught as a classroom teacher in Vermont for over twenty years. She was named the Vermont State Teacher of the Year in 1993. Her previous experience includes teaching and research faculty at the University of Vermont, Essex Town District Staff Development provider in literacy and assessment practices and now Director of Instruction & Information Services there.
June E. Golato has been a practicing Speech Language Pathologist in Vermont schools and in private practice for 30 year’s Prek-12. In 2014, June earned a Certificate of Advanced Graduate Study in Reading from St. Michael’s College and holds a Literacy Specialist endorsement as well as a Speech Language Pathologist license. June currently is a Speech Language Pathologist at Essex Elementary School in Essex Town.