Christian Courtemanche, Instructor
Dates: June 21 – 24, 2021 Plus 2 follow-up classes Oct. 5 & Nov. 4 – 3:30-6:30 pm
**The 1st day of this course will be taped for those who may have a conflict with the date.
Daily: 8:30-12:00 synchronous w/break Additional reading & asynchronous work
Location: ONLINE – Zoom platform
Cost: CVEDC Members: $825 w/out credit $1215 w/grad credit*
Non-Members: $925/$1315*
*includes 3 grad credits from St. Michael’s and two texts: Jorgensen, J. and M. Murray (2007). The Differentiated Math Classroom: A guide for teachers, K-8 and Hoffer, Wendy Ward (2012). Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8
This 3 credit graduate course explores a menu model for differentiation, reframing Tier I math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘centers’ approach to your teaching and restructuring your math block to allow for small group and individualized lessons. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction in any environment (face-to-face, distance, blended).
Explorations include:
• How can I keep up with my curriculum map AND make accommodations in time for students struggling with math concepts?
• What do I do with students who consistently finish their math assignments early?
• How do I maintain a pace that matches different students’ needs?
• How can I maximize integrating technology with limited resources?
• When do I use a Tier II intervention and when do I support students in the classroom?
• How can I find time to incorporate the great games and resources that are part of my math program?
• How can I use a menu approach to support differentiated needs of learners in a distance learning or blended environment?
• How can I use menu to provide intervention in a distance learning or blended environment?
Christian Courtemanche, M.Ed is the District K4 Instructional Coach in Mount Mansfield Unified Union School District. He has been in elementary and middle school education for over 10 years as both a classroom teacher and a curriculum specialist. Christian was recognized for his integration of music into
curriculum and instruction.
Andrew Jones, Ed.D.
Stand-alone Asynchronous Workshop
Cost: $100 – for 2 taped sessions and accompanying slides for a 3 month period of your choosing ending June 30, 2022
Contact CVEDC for more information: info@cvedcvt.org
Target Audience: Grades K-12 Educators, Principals, Curriculum Leaders, Instructional Coaches
Earlier in 20-21 this series was attended and videotaped. It is now available for access with 2 taped sessions and accompanying slides. There is simply too much to teach within any given academic year. The constraints of the current pandemic are also making it a challenge to fit in everything we once could. Attempting to “cover the content” and rushing through units is just not sustainable. A breadth over depth approach does not benefit students and ultimately is futile. This workshop (two half-day sessions) focuses on the concept of a “guaranteed and viable curriculum” and how to prioritize what we teach, with the recognition that we have to let go of some of our content. By going deeper with certain concepts and providing students the time to meet proficiency, we can promote higher levels of achievement.
Participants will:
• Be able to recognize the shortcomings of a “breadth over depth” curricular mentality
• Understand the importance of a guaranteed and viable curriculum
• Become familiar with a process for prioritizing performance indicators and learning targets to “shrink” the curriculum
Andrew Jones is the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont. He is also the current president of the Vermont Curriculum Leaders Association (VTCLA). Prior to being a district administrator, Andrew taught high school earth science at Mt. Abraham UHS in Bristol, where he was awarded a Rowland Fellowship in 2015. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging some of the dominant conceptualizations about teaching and learning.
Facilitated by Jackie Ramsay-Tolman, EWSD Director of Learning and Instructional Impact with guest:
Jack Baldermann, Illinois Principal & leader of multiple award-winning schools
Date: Postponed until August-new date coming soon Time: 3:00 – 4:15 pm Location: Zoom Cost: $50
Note: In addition, they will introduce the CVEDC workshop series offered 2021-2022 with Jackie and Jack facilitating teams throughout next year – Registration is separate for series
Target Audience: Leaders and Improvement Teams
“When a school or district functions as a PLC, educators within the organization embrace high levels of learning for ALL students as both the reason the organization exists and the fundamental responsibility of those who work within it.” Dufour, Dufour and Eaker
Professional Learning Communities (PLCs) have been at the forefront of reform efforts as a viable means of transforming schools to improve student achievement. Today’s educational leaders face complex challenges, and Professional Learning Communities have been at the forefront of reform efforts as a viable and researched based means of transforming schools to close achievement gaps for all students. Our work integrates the PLC model with the RTI at Work Model to support systemic change that has a positive impact on student achievement.
In this 75-minute session, Jackie Ramsay – Tolman and Jack Baldermann will share information about:
• the integration of these models,
• the work-to-date in EWSD and at Jack’s school,
• how this work can support your system
• how it is aligned to VT MTSS and
• introduce a workshop series that will be offered during the 2021 – 2022 school year. (October 1, December 3, March 18)
• discuss what team to bring for the series
Instructor: Deb Boerner, RRTL
Dates and Time
Observation Survey August 9 -13, 2021 Time: 9:00am – 4:00 pm
Weekly Classes: August 24, 31 September 7, 14, 21, 28 October 5, 12, 19, 26 November 2, 16, 30, and December 7, 14, 2021, January 4, 11, 18, 25 February 1, 8, 15 March 1, 15, 29 April 5, 19, and May 3, 17, 31, 2022
Time: 4:00-7:00 pm Location: TBD
Cost: $7000 w/out books or $10,000 w/books Includes:
- 8 grad credits from St. Michael’s College
- Instructional materials
- Professional texts
- IDEC teacher data entry fees
- RRCNA membership
For questions contact: dboerner@cvsdvt.org
Reading Recovery for Aspiring Reading Recovery Teachers
Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
Reading Recovery includes a strong professional development component, implementation standards and guidelines, and data collection.
https://readingrecovery.org/reading-recovery/implementation/standards-guidelines/
Literacy Lessons for Aspiring Literacy Lessons Teachers:
Literacy Lessons™ is an intervention designed to reach young children (generally Grades 1-4) in special education or ESL settings who are struggling with beginning reading and writing but are not eligible for Reading Recovery. Specialist teachers in these two settings are trained to use Reading Recovery instructional procedures to design individual lessons for their students with the goal of accelerating their literacy learning. Literacy Lessons intervention specialists are educators who enter the Literacy Lessons professional development course as teachers certified/licensed in special education or ESL or bilingual education with experience and expertise in working with the population of their specialty. These specialists are seeking additional skill in helping students overcome literacy difficulties and develop effective early reading and writing systems.
Like Reading Recovery, Literacy Lessons includes a strong professional development component, implementation standards and guidelines, and data
*Literacy Lessons may only be implemented in schools that include Reading Recovery as an early literacy intervention.
Includes:
· 8 grad credits from St. Michael’s College
· Instructional materials
· Professional texts
· IDEC teacher data entry fees
· RRCNA membership
Deb Boerner is a Vermont Reading Recovery teacher leader—trained as a Reading Recover teacher in 1997-98 and as a teacher leader in 2007-08. I have worked as a Reading Recovery teacher leader in South Dakota, New Zealand, Arkansas and Vermont. As a Reading Recovery teacher, I continue to work with children on a daily basis. Worked as a reading specialist for the Arkansas Department of Education providing professional development (Early Literacy Learning) to classroom teachers.
Course Full/Waitlist available
Instructor/Facilitator: Ellen Dorsey, WCUUSD Instructional Coach
(August 2021 – May 2022) 3 Graduate St. Michael’s Credits
Target Audience: New and experienced instructional coaches, administrators interested in developing a coach approach.
Dates: August 13 and November 11, 2021, January 12, March 16, and May 5, 2022
Hours: 9 -3:30 pm (includes light breakfast & Lunch when not virtual)
*Location: Hampton Inn Conference Center or CVEDC Offices
Texts: Jim Knight’s Corwin books: Better Conversations: Coaching Ourselves and Each Other to be more Credible, Caring and Connected and The Impact Cycle: What Instructional Coaches Should do to Foster Powerful Improvements in Teaching
NEW! We are offering the opportunity to invite an administrator to attend all or part of that first session to allow them to get on the same page. Please indicate on the registration if you will bring a guest and write their name in the comment box or send an email at a later date if unknown at this time.
**Note: This course will be taught in either an in-person classroom with COVID protocols in place or virtually, as needed. It is equipped with a ZoomRoom Classroom Camera for remote access for participants.
This course is designed to meet the learning needs of coaches with v
arying levels of experience. The learning opportunities are designed to fit within Jim Knight’s framework for Instructional Coaching and the Instructional Coaching Practice Standards developed by the New Teacher Center.
Throughout the course, participants engage in coaching cycles both as a coach and as a coachee as they dig deeper into their own coaching practice and goals. The individual sessions are structured to provide participants with opportunities to reflect, address problems of practice (or “coaching conundrums”) and share resources and materials that will improve their effectiveness as a coach. Using a cohort approach, participants will connect with one another and other skilled practitioners who can speak to meeting the varied expectations of those in a coaching role.
Through this course, participants will:
· Deepen their understanding of the processes and protocols involved in facilitating an instructional coaching cycle;
· Explore ways to engage teachers in collaborative, instructionally focused, problem-solving conversations and reflective analysis to promote teacher agency.
· Design a professional learning plan (PLP) outlining goals for coaching.
· Understand, reflect on, and strategically respond to problems of practice associated with instructional coaching.
· Contribute to the development of a collaborative Instructional Playbook that can be used during coaching cycles.
About the Instructor: Ellen Dorsey is an instructional coach in Washington Central Supervisory Union where she partners with teachers in grades K through 12 to meet their student-centered goals read more…
Instructor/Facilitator: Jay Nichols, Executive Director VPA
Note: This course will be taught in either an in-person classroom with COVID protocols in place or virtually, as needed. It is equipped with a Zoom Room Classroom Camera for remote access for participants.
Dates: Yearlong September 2021 – June 2022
September 15, Oct. 12, Nov. 18, and Dec.17, 2021 Jan. 13, Feb. 15, Mar. 24 Apr. 15, May 12 and June 8, 2022
Time: 9:00-3:30 (includes light breakfast and lunch when not virtual)
Leading Vermont Schools Cohort #8
This Principal cohort will meet once a month to explore how effective principals deal with the multiple roles and responsibilities of a Vermont building leader, balancing the practical daily issues while impacting student learning. Vermont’s leading experts, from Dan French, Secretary of Education, to Brad James, Education Finance Manager present to this cohort, giving these principals a personal connection to leaders in Vermont education.
Target Audience: Principals, particularly those in their first years in Vermont schools
Whether you are new to supervision and evaluation, new to Vermont education legislation, or need a clearer understanding of practical and important facets of building leadership, each session brings Vermont experts that will give you guidance and knowledge in:
• supervision & evaluation of teachers and support staff
• legal issues
• systems management
• fiscal management & budget development
• student management
• instructional leadership and curriculum and assessment
• effective procedural development
• community involvement
• student voice
• communication
• school safety
Books (included): The Prinicpal: Three Keys to Maximizing Impact by Michael Fullan and Leaders of Learning by Rick DuFour and Robert Marzano
Jay is a previous member of the Champlain Valley Educator Development Center Board and Executive Committee. Jay was on the Board and a member of the hiring committee that appointed Lauren Wooden to be the organizations second Executive Director. Jay has taught several graduate classes through CVEDC and Saint Michael’s College. Annually, he facilitates the Leading Vermont Schools: Understanding the Principalship Cohort group that provides year-long training in a course structure designed specifically to support new and relatively new Vermont Principals.
Facilitated by Annie O’Shaughnessy
9 monthly sessions – 90 minutes after school Thursdays
Thursdays
Sept 23, 2021, Oct 21, 2021, Nov 18, 2021, Dec 16, 2021, Jan 20, 2022, Feb 17, 2022, Mar 17, 2022, April 28, 2022, May 19, 2022
Time: 3:15 – 4:45 pm **15-hour recertification cert**
Location: ZOOM
Target Audience: Educators K-12
Using restorative practices to build a brave space, we will meet to apply mindfulness principles and practices to our journeys as anti-racist educators with the goal of developing discomfort resilience surfacing:
• implicit bias
• fears of “getting” it wrong,
• gaps in our knowledge,
• and racial identity development awareness.
Meeting monthly, we will seek to cultivate the courage, discernment, and vulnerability needed to “dare greatly”, as Brené Brown says; to use our power and privilege to speak out, educate, and lead in this country’s journey towards racial justice and equity.
As part of this cohort, you will be asked to read one article or book excerpt per month.
Annie O’Shaughnessy developed True Nature Teaching, after extensive training and research in Mindfulness, Restorative and Trauma Informed Practices and their impact on education. After decades as a classroom teacher, Annie has been running workshops and courses in Vermont and nationally since 2017 that are lauded as critical learning for every educator. A “wonderful, passionate, supportive teacher” her goal always, is to create brave spaces for educators to learn and grow.
Her dedication to anti-racism began after a multi-day training with Paul Gorski and strengthened during her year-long experience in the Transformative Educational Leadership program. Equally important to her expertise in mindfulness and restorative practices, Annie brings vulnerability and authentic partnership to the cohort journey.
When she is not busy developing the Holistic Restorative Education Certificate Program at Saint Michael’s and serving schools, she is enjoying time with her husband and dog Molly in Underhill, Vermont.
A 2-year hybrid series Facilitated by Loui Lord Nelson, Ph.D.
Year 1: 20 hrs. Prof. Learning This is a 2-year series. The dates and pricing are for year 1 only.
• Sept. 24, 2021 Time: 9 – 3:30 Location: Delta Hotel, S. Burlington, VT
• Nov-Jan: 4 asynchronous hour-long sessions and 45 min. team meeting scheduled with Loui
• May 10, 2022 Time:9 – 3:30 Location: Delta Hotel, S. Burlington, VT
Plus: Book Study (optional) Choose from one of three hour-long sessions in August, October and February
Cost: 5 person team price $3000 Individual price $700 *includes meals when in person and her books Design & Deliver and A Tree for All: Your Coloring Book of UDL Principals & Practice
Year 2 Dates TBD-similar framework Theme: Using UDL to Reach All Learners Book: Culturally Responsive Design: The UDL Approach
Target Audience: Teacher Teams and Building-Based Teams including special educators, paraprofessionals, coaches, etc.
This UDL series will span 2021-2023 and is an opportunity for educators to gain information about the UDL framework design and intent and create and implement a team plan for implementation.
In addition to 2 full day in-person sessions each year, there will be asynchronous, virtual sessions as well as 45-minute consults with each team mid-year. The design is to help teams gain a deeper understanding of the framework, including what it means to be an expert learner and what rigor looks like. Teams will have the opportunity to work where they are in the framework.
Book Study with Loui: Design & Deliver: Planning & Teaching Using Universal Design for Learning: Choose from one of three hour-long sessions in August, October and February.
Year 1 will focus on:
• Understanding and applying from the roots of UDL
• Taking initial or continued steps with the three principles, and
• The forces that support or inhibit UDL implementation
Year 2 will focus on: Using UDL to Reach All Learners and teachers will see the framework as a tool to design culturally responsive environments and applying what we know about the brain to the design of your environments.
Loui Lord Nelson, Educational Consultant and owner of the UDL Approach, is an international leader in universal design for learning (UDL) implementation. She is the author of three books and a card game about UDL and hosts the popular podcasts UDL in 15 minutes and UDL Research in 15 minutes.
Andrew Jones, Ed.D.
Stand-alone Asynchronous Workshop
Cost: $100 – for 2 taped sessions and accompanying slides for a 3 month period of your choosing ending June 30, 2022
Contact CVEDC for more information: info@cvedcvt.org
Target Audience: Grades K-12 Educators, Principals, Curriculum Leaders, Instructional Coaches
Earlier in 20-21 this series was attended and videotaped. It is now available for access with 2 taped sessions and accompanying slides. There is simply too much to teach within any given academic year. The constraints of the current pandemic are also making it a challenge to fit in everything we once could. Attempting to “cover the content” and rushing through units is just not sustainable. A breadth over depth approach does not benefit students and ultimately is futile. This workshop (two half-day sessions) focuses on the concept of a “guaranteed and viable curriculum” and how to prioritize what we teach, with the recognition that we have to let go of some of our content. By going deeper with certain concepts and providing students the time to meet proficiency, we can promote higher levels of achievement.
Participants will:
• Be able to recognize the shortcomings of a “breadth over depth” curricular mentality
• Understand the importance of a guaranteed and viable curriculum
• Become familiar with a process for prioritizing performance indicators and learning targets to “shrink” the curriculum
Andrew Jones is the director of curriculum for Mill River Unified Union School District in Clarendon, Vermont. He is also the current president of the Vermont Curriculum Leaders Association (VTCLA). Prior to being a district administrator, Andrew taught high school earth science at Mt. Abraham UHS in Bristol, where he was awarded a Rowland Fellowship in 2015. Andrew is passionate about improving education systems to better meet the needs of ALL students, which means challenging some of the dominant conceptualizations about teaching and learning.
Introduction to the Theory & Model/A virtual 90 minute presentation with book!
Date: Sept 30, 2021 *Time: 1:30 – 3:00 pm *Time adjustment Location: Virtual: Zoom
Cost: $125 CVEDC member $150 non-member
Includes the book (shipped to your address): Gholdy Muhammed: Cultivating Genius
Target Audience: Educators K-12
In this foundational session, the facilitator will clearly define culture, equity, anti-racism and culturally & historically responsive education. Together, culture will be explored and revisited in deep, multifaceted ways. We will consider our own cultural identities and approaches to learning the cultures/identities of students. By the end of this session, participants will understand culture and will be charged to engage in self-identity work. The facilitator will also introduce participants to the model of culturally and historically responsive education. Participants will learn a brief history of CHRE and the power of education among communities of color in the United States. In addition, educators will be introduced to a five-layered equity model for teaching and learning (1) identity, (2) skills, (3) intellectualism (4) criticality and (5) joy. Exemplar CHRE lesson and unit plans across the contents and grade levels will be shown and discussed. The session will end with practical considerations for writing equitable lesson and unit plans.
Outcomes:
1. Educators will gain an understanding of culture, equity, anti-racism and culturally & historically responsive instruction (CHRE);
2. Educators will learn why youth and teachers need CHRE to advance equity and excellence;
3. Educators will learn how CHRE can be used to improve and advance pedagogical practices;
4. Educators will learn the difference between “good teaching” and CHRE; and
5. Educators will observe exemplar CHRE lesson and unit plans across the contents and grade levels.