ENVoY: Fostering and Managing a Safe, Positive Learning Environment (10 Hours) (Criterion 5), Instructor JoAnne Morrow

This interactive, two-day ENVoY workshop models the effectiveness of routine and systematic non-verbal communication that ensures the differentiation that is necessary for all students to become actively engaged in and responsible for their own learning in a safe environment. Learn to foster positive teacher-student and student-student relationships that make collaboration possible, and a learning community in which academic risk-taking is a safe, exciting component of learning and can provide documentable evidence of student growth.

Maximizing Learning AND Engagement through Effective Teaching Practices (4 hours) (Criterion 2), Instructor JoAnne Morrow

This interactive workshop models effective teaching practices for teachers to take back to their classroom for immediate implementation. Through intentional choice of diverse strategies, teachers will increase student engagement in learning, provide necessary differentiation for all learners in the classroom, and create viable evidence of learning aligned with their instructional framework. These strategies encourage student’s independence, hold them accountable for their own work, and allow them opportunities to take ownership of not only their own learning, but also the learning of others.

Centering Instruction in HIGH Expectations for Student Achievement (4 hours) (Criterion 1), Instructor Joanne Morrow

This training will model effective teaching practices as participants interact in-depth with current research regarding learning targets, establishing inquiry in the classroom, motivation, and effective lesson design techniques. Participants will actively engage with current educational research through a modeling of effective teaching practices that align and support Criterion 1: Centering Instruction on HIGH expectations for Student Achievement.

Differentiation: Meeting the Needs for a Broad Range of Students (4 hours) (Criterion 1-6 & 8), Instructor JoAnne Morrow

This workshop models interactive teaching strategies as participants actively engage with Carol Ann Tomlinson’s newest edition of How to Differentiate Instruction in Academically Diverse Classrooms that clarifies differentiation, provides rationale for proactive choices, and offers concrete examples for educators that will expand their professional skill set. Through collaborative, engaged targeted learning strategies, participants will cultivate relationships with colleagues. Through alignment of Principles of Effective Teaching to the State Frameworks, participants will increase their ability to demonstrate professional growth in New Teacher Evaluation and increase all their students’ abilities to produce viable evidence of learning.

Ensuring Success for Each Student – Classroom Management (4 hours) (Criterion 5), Instructor Carrie Foshee

This interactive classroom management workshop examines how to create a safe and positive learning environment for your students. Emphasis will be on creating routines and a healthy classroom culture allowing you to maximize instructional time. We will also address your current classroom challenges and plan for implementation of new management strategies. Participants can attend this class multiple times as the course is participant directed and adapts to the changing needs of participants. The course provides applications of multiple strategies including skills taught in: “ENVoy: Fostering and Managing a Safe, Positive Learning Environment, Criterion 5”.

Communicating with Families (3 hours) (Criterion 7), Instructor LeAnne Strickler

This course offers a wide view of how to create rich discourse with families and build connections. Participants will learn techniques around building rapport, moving through difficult conversations, establishing boundaries, and setting the foundation for positive relationships. This course would benefit those who would like to have meaningful and efficient parent-teacher conferences, keep families informed of classroom activities, and those who want to learn more about how to provide evidence for criterion 7.

Content-Based Instructional Strategies for English Language Learners (3 hours), Instructor Jeanne-Marie Wright

This class will focus on effective content-based instructional strategies for English language learners. Gain strategies to differentiate instruction and make the content comprehensible for all proficiency levels of ELLs. Learn how to support and develop academic language and vocabulary, and improve speaking, listening, reading, and writing across the curriculum. All the strategies and lessons presented will support the CCSS and the ELP Standards.

TPEP Evidence: A Practical Approach to Organizing a Meaningful Comprehensive Evaluation (3 hours), Instructor LeAnne Strickler

This interactive workshop will provide a practical approach to identifying solid pieces of evidence and how to organize them in a meaningful way for a comprehensive evaluation. The goal is to move beyond the basic knowledge of TPEP by providing strategies to analyze evidence, determine relevance with the 8 criteria, and feel more confident about the process. Participants will interact with their peers as well as the facilitator and have an opportunity to immediately implement their new learning. Teachers should bring their district adopted framework and some examples of artifacts they would like to examine.

Effective Strategies for Vocab Instruction (6 hours), Instructor Marilyn Melville-Irvine

This class will focus on one of the primary shifts necessary for implementing WSSL – emphasis on the acquisition and use of academic vocabulary. Participants will learn what the standards require, how to identify academic vocabulary, how to select which words to teach explicitly, and how to teach the words most effectively. Critera 1, 2, 3, 4, 5, 8

English Language Learners: Layers of Oral Language Development (3 hours), Instructor Effie Triol

In this session, participants will investigate how oral language development influences student learning for their English Language Learners. This will include learning about language acquisition stages, how figurative language impacts learning, and how to support learners with English language development.

Data Collection Strategies for TPEP (3 hours), Instructor Katherine Livick

Not sure when you’re going to have time to collect all that evidence? No fear, we are here to help! Come learn simple applications, tools and tricks to quickly collect student work, evidence of learning, and student voice. Investigate management solutions that will make this process seamless, enabling you to focus on the learning instead of the collection of data.

CCSS-ELA-Language Standards: Teaching Grammar/Conventions (6 hours), Instructor Marilyn Melville-Irvine

This class is designed for 3rd through 8th grade teachers and will feature use of the book “Common Core Grammar Toolkit” which teachers will use and take with them. (Cost of class includes book cost.) The first part of the class is devoted to building the background for implementing conventions expectations at each of the grade levels. The second part of the class will be devoted to teachers actually planning instruction using text materials they bring with them.

Formative Assessments that Engage (3 hours), Instructor Kristina Wambold

Replace “thumbs up” and “red cards” with highly motivating, interactive tech tools that will guide your instruction, as well as increase student engagement. Learn to use online survey tools, student work demonstration applications and screen sharing to gain insight into what students really understand. Participants will explore web-based and mobile device resources.

Designing Text-Dependent Questions, Performance Tasks, Text Sets (6 hours), Instructor Marilyn Melville-Irvine

The workshop of this class will allow participants time to create text-dependent questions and performance tasks (similar to SBA ELA assessments) using multiple resources which participants bring with them or acquire during online exploration during class. Teachers of grades 5-10 should consider coming in teams, although that is not necessary. Participants will create materials that they can have ready for fall implementation. Criteria 1, 2, 3, 4, 5, 6, 8

Criterion 3: Reach Each One (4 hours), Instructor JoAnne Morrow

Participants will actively engage with current educational research that addresses need for cultural awareness, personalized learning strategies, and the questioning strategies that increase the engagement of all students. Intentional modeling of effective strategies will provide participants with specific new protocols to take back into the classroom and is directly aligned with Criterion 3.

Learning Focused Supervision Conversations (12 hours), Instructor Nealane Riem

Participants will learn about effective communication strategies involving listening and speaking which encourage an open dialogue between peer to peer and supervisor to employee.

Introduction Workshop: Google Tools for Education (6 hours), Instructor Kristina Wambold

An overview of the core Google apps for Education Suite (Drive, Documents, Spreadsheets, Draw and Presentations.) This workshop will introduce Google for Education products to educators, and will outline ways to organize, create and share products within the educational setting.

Riding the Middle School Roller Coaster (4 hours), Instructor JoAnne Morrow

Participants will actively engage with current educational research on the unique challenges middle school adolescents are notorious for and provide participants with specific tools to take into the classroom. Through a focus on building relationships, providing a safe learning classroom, analysis of this specific student population, and discipline/management strategies, participants will find ways to harness middle school energy and inspire excellent work.

Ramping Up Writing in All Content Areas to Deepen Comprehension (6 hours), Instructor Marilyn Melville-Irvine

SBAC assesses reading and writing in the same assessment. Typically, teachers separate reading and writing during classroom instruction. Students need to learn to apply writing skills in all content areas. This training will teach teachers how to do this so that students understand the content better through their writing about it, which they will be expected to do on SBAC. Participants are encouraged to come in teams, but this is not necessary.

Better Learning Through Structured Teaching (12 hours), Instructor LeAnne Strickler

FUN book study group! This is a series of 4 classes centered on the Gradual Release of Responsibility for all classrooms K-12. We will discuss practical and “ready-to-implement” ideas around Focused Instruction, Guided Instruction, and Collaborative and Independent Learning. Our book, Better Learning through Structured Teaching by Douglas Fisher and Nancy Fry, is full of examples, templates, sentence frames, and many other resources. This will be a collaborative course with time to explore, set goals for ourselves to trial in our classrooms, and share with each other. I understand Saturdays are busy, but come with your coffee (and comfy attire), and enjoy dedicating time to your own learning!

Academic Conversations – Planning, Teaching, Implementing (6 hours), Instructor Marilyn Melville-Irvine

This class is designed for primary through 10th grade teachers who are engaged in the implementation of the Speaking & Listening standards. The class will focus on how to teach the standards in conjunction – from “Turn & Talk” to “Socratic Seminars.” Participants should bring samples of lessons and texts currently in use that could be enhanced to deliberate planning for speaking and listening opportunities. Also they should feel free to bring electronic devices to use in class.

Making Sense of Word Problems (3 hours), Instructor Molly Daley

We should expect students to make sense of word problems in the same ways we expect them to comprehend other types of text. This session will explore strategies for delaying problem solving and encouraging sense-making as students engage with word problems in mathematics.

The Progression of Fractions Understanding in Grades 1-5 (3 hours), Instructor Kristin Peters

How do classroom teachers support solid fractions learning in elementary grades? This course will support participants to understand how fraction concepts build across grades, beginning with 1st and 2nd grade learning standards. The importance of conceptual understanding, linking prior learning to new content, and awareness of common confusions will be emphasized. Instructional activities and assessment ideas to support the BIG ideas of fractions will be shared.

Leading Adult Learning in a School Setting (6 hours), Instructor Mark Gardner

Leading “PD” for teachers demands the same kind of mindful design that we expect of high quality classroom instruction. Too often, however, “meetings” and “trainings” and “workshops” would not cut it if examined through the TPEP lens. If you are an instructional coach, teacher leader, administrator, or in any other role that results in you standing in front of a captive audience of teachers, understanding quality learning designs is critical to the success and transference of whatever you intend to communicate. This one-day, six-hour experience will acquaint you with core principles of adult learning design and offer you the opportunity to plan for potentially applying your learning to the experiences you might lead in the coming school year.

Leveraging Instructional Routines in the Math Classroom (3 hours), Instructor Molly Daley

Instructional routines are a powerful way to build classroom culture and allow students opportunities to enact the standards for mathematical practice. Learn about routines you can incorporate into your classroom structure and consider how to implement these routines with intention.

Effective Practices in Co-Teaching Models for Educators who currently Co-Teach or Plan to Co-Teach as Part of Inclusion of Practice (3 hours), Instructor Dr. Heather Heap

This interactive workshop provides educators with a positive outlook on co-teaching practices while providing effective strategies and tools for the successful implementation in various inclusive classrooms. Participants will familiarize themselves with the definition and importance of co-teaching as a shared relationship, define the expectations of the roles of all stakeholders using co-teaching, engage in effective practices and implementations, and utilize resources and tools for co-teaching in order to better meet the needs of all students. Topics such as team teaching, class setup, student supports, and effective communication practices and tools will be discussed.

From Coding to Robotics: Cross-Curriculum STEM Applications (3 hours), Instructor Kristina Wambold

If you’ve wanted to incorporate coding into your classroom, but weren’t sure where to start, this class is for you! During this half-day workshop, you’ll get a simple introduction to coding for total beginners. Using a variety of free online tools, we’ll give you the basic coding background you need to understand the programming mindset – and the lesson frameworks to introduce coding to your students using a variety of devices.

Tech Tools for Differentiating Instruction (3 hours), Instructor Kristina Wambold

No matter what or where you teach, your students are diverse. Technology can help you meet different needs in all areas, whether you serve students with behavioral needs, physical or sensory disabilities, learning disabilities or autism spectrum disorders–and TPEP emphasizes use of differentiation strategies. Come and learn strategies for easily differentiating your instruction using free or low-cost online tools. Save time and effort while better serving your students!