Calendar

Jul
1
Mon
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2019 @ CVEDC Classroom
Jul 1 all-day
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2019 @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Annie O’Shaughnessy    Hybrid/Online course

Start Date:  July 1    Face to Face Dates: July 8 – 12    9:00 am – 3:30 pm

Online Work:  Intro/Prep 7/1 – 7/5 and 7/15 – 7/19

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.

MindfulnessRPcourseflyersummer19
MindfulnessRPcourseflyersummer19
MindfulnessRPcourseflyersummer19.pdf
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Mindfulness & Restorative Syllabus Summer 2019
Mindfulness & Restorative Syllabus Summer 2019
Mindfulness-Restorative-Syllabus.Summer-2019.pdf
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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

About the Presenter: Annie O’Shaughnessy

Aug
5
Mon
Proficiency-Based Learning: A Framework for Clarity & Equity @ South Burlington School District
Aug 5 – Aug 9 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 5 – 9, 2019   Time: 8:00 am – 3:00 pm

Includes the book: Understanding by Design (Wiggins & McTighe, 2005, 2nd Expanded Edition)

 

Target Audience: K- 12 Educators

Despite a great deal of innovation and hard work by Vermont educators, the current transition to proficiency-based learning (PBL) has raised a number of important questions about unit design, assessment, and grading. The purpose of this course is to provide structures and strategies that help clarify next steps for teachers and school leaders who are engaged in this work and are responsible for communicating this change to students, families and the wider community. The operating assumption is that proficiency-based learning will improve equitable student outcomes through greater precision, transparency, and relevance thanks to intentionally structured learning activities and assessment. The course will examine the importance of habits of learning, growth mindset, and how feedback practices can either help or hinder future growth. This course will incorporate a variety of resources, including Understanding by Design (Wiggins & McTighe, 2006) as a framework to help teachers create purposeful units driven by authentic assessment and inquiry. Participants will have time to learn through professional dialogue, examine their own assessment strategies, and apply PBL principles to their own work during the course meeting time.

Course participants will learn how to:
● explain the purpose of PBL in simple terms to students, families & community members
● assess transferable skills in concert with content-area proficiencies
● create a hierarchy of standards in order to simplify and clarify unit planning, assessment & reporting
● develop formative assessment strategies that are manageable for teachers

PBL Framework Summer19
PBL Framework Summer19
PBL-Framework.summer19.pdf
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Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more
Aug
12
Mon
Universal Design for Learning: A Framework for Inclusion @ South Burlington School District
Aug 12 – Aug 16 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 12 – 16, 2019   Time: 8:00 am – 3:00 pm

Includes the book: UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms (Novak, K. (2016)

 

Target Audience: K- 12 Educators

Many schools are now turning to Universal Design for Learning (UDL) as a powerful framework for inclusion that also unifies important initiatives including but not limited to proficiency-based learning (PBL), social emotional learning (SEL), and a multi-tiered system of support (MTSS). Universal Design for Learning has been nationally recognized as best first instruction for all learners with its basic precept being 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.

Course participants will learn how to:

  • make meaningful connections between various school initiatives and the UDL brain-based guidelines
  • exhibit an understanding of how UDL strategies can improve outcomes for all learners
  • reexamine classroom norms & routines through an equity lens with an eye to engaging all learners
  • develop specific UDL classroom strategies for inclusion
  • improve learner agency through intentional strategies to foster expert learners
UDLflyer Summer19
UDLflyer Summer19
UDLflyer.summer19.pdf
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Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more