Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2018-Course Full, waitlist available @ CVEDC Classroom
Jul 5 all-day
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2018-Course Full, waitlist available @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Annie O’Shaughnessy    Hybrid/Online course

Course Full, waitlist available

Start Date:  July 5    Face to Face Dates:   July 12, 13, 16, 17, 18, 2018    9:00 am – 3:30 pm  End Date: July 25, 2018

Online Work:7/5-7/11  and  7/19-7/25

Target Audience: Educators, therapists & helping professionals

In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing a vital 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 participant’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 collaborative reflective practice, looking closely at our teaching lives.

Participants will:
· Review research on the effect of mindful awareness activities and restorative practices (RP) on classroom learning, executive functioning & behavior and teacher/counselor wellness.
· Use mindful investigation and analysis to improve teaching practice
· Design & implement mindfulness activities that are developmentally appropriate and feel authentic to the teacher.
· Learn how RP works to improve classroom culture, decrease behavioral incidents and increase positive academic risk-taking.
· Explore how RP can be woven into content instruction

Includes book: Rechtschaffen, D. (2014). ​The Way of Mindful Education: ​Cultivating Well-Being in Teachers and Students and Riestenberg, N. (2012). Students & Circle in the Square: Building Community and Repairing Harm in School.

307.2 KiB
Summer 2018 Syllabus Mindfulness & Restorative
Summer 2018 Syllabus Mindfulness & Restorative
115.5 KiB

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

About the Presenter: Annie O’Shaughnessy

Universal Design for Learning Course/Course Full-Waitlist available @ Montpelier High School
Aug 6 @ 8:00 am – Aug 10 @ 4:00 pm
Universal Design for Learning Course/Course Full-Waitlist available @ Montpelier High School | Montpelier | Vermont | United States

Instructor: Michael Martin, Ed.D.

Dates: August 6 – 10, 2018   Time: 8:00 am – 4:00 pm

Target Audience: K- 12 Educators

Universal Design for Learning (UDL) has been nationally recognized as best first instruction for all learners. The basic precept of UDL is to first remove barriers in learning environments before resorting to curriculum modifications and accommodations. UDL is a framework to advance equity because its research-based, learner-centered approach emphasizes engagement, access, and expression for all learners.
But as a classroom teacher, where to begin? This course will provide teachers with a foundational understanding of UDL and actionable strategies for making their classrooms more inclusive. Course participants will deepen their understanding of UDL through course readings, professional dialogue, peer observations, and classroom practice.
The goals of this course are:
• Exhibit a general understanding of the Universal Design for Learning (UDL) framework
• Use UDL Guidelines to implement classroom strategies for inclusion
• Make meaningful connections between UDL and current school initiatives (e.g., proficiency-based learning, personalization, Multi-Tiered System of Supports, English Learner programs)
 Includes the book: Novak, K. (2016) UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms 

589.2 KiB
UDL Course Syllabus (Spring 2018)
UDL Course Syllabus (Spring 2018)
174.1 KiB

Michael Martin, Ed.D. is the Director of Curriculum & Technology for Montpelier Public Schools and a Senior Associate with the Rowland Foundation. read more
Jim Knight-Designing High Impact Professional Development for High Impact Instruction @ Hampton Inn Conference Center
Nov 7 @ 9:00 am – Nov 8 @ 3:30 pm

A 2-day institute tailored for Vermont

Dates: November 7 & 8, 2018; 8:30 registration 9:00-3:30

*Includes 2-day institute, meals, Jim Knight’s book & materials: The Impact Cycle bundle and Instructional Coaching to Increase Engagement workbook

Target Audience: Instructional Coaches, Principals, Professional Developers, Curriculum Directors and other educational leaders

This two-day institute will take your leadership skillset to the next level. The teachers and faculty in schools that make a difference have meaningful dialogue, exciting professional learning opportunities and leaders who are connected to the school community. How can your presentations or teacher workshops inspire and deliver a powerful message? How can your work with teachers show them how to increase student engagement so that you have a high impact school?

Day 1: How to Create High Impact Presentations and Workshops
• Use effective design to develop your presentation
• Designing slide decks (Jim worked with the woman who created Al Gore’s slide deck for a presentation that lead to the Nobel Peace Prize.)
• Apply the learning to real life
• Powerfully deliver your message
• Connect with and read your audience and adapt!
• Keep the energy high throughout.
• Telling stories to bring the learning home.

Day 2: Engagement: What is it? Why is it important? How can we foster it?
Research is quite clear that when students are not engaged, they are more likely to drop out. Engagement is an equity issue. Whether teaching students, adults or each other, engagement matters.
• Why engagement is important for healthy relationships, happiness, and success
• What engagement is, and the difference between behavioral engagement, cognitive engagement, and affective engagement
• How different approaches to engagement can be measured through time on task, experience sampling, and student qualitative responses
• How positive relationships, thinking prompts, effective questions, cooperative learning, quality assignments, stories, and experiential learning can be used to increase engagement
• How the impact cycle can be used to help teachers set goals and implement teaching strategies that increase engagement

600.2 KiB

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 blog.