When school’s out, teachers become the student!
JUNE 21-24, 2022
In appreciation of your hard work, ESD 112 is offering courses to help you grow and reflect for next year!
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BEST Week is held annually at the end of the school year featuring a variety of Professional Developments sponsored by the BEST Program.
This year we are excited to offer a total of 23 unique professional developments during the week. As a BEST participant, you are able to access courses for free.
Location
All professional developments will be conducted entirely on Zoom. Access to the Zoom link will be posted on the attendee page, viewable after registration is complete. For more information about Zoom, visit https://zoom.us/
Icon Key
Equity Clock Hours
Educational Leadership Clock Hour
Equity and Educational Leadership Clock Hours
STEM Clock Hours
Tuesday, June 21st
Kati Casto | June 21st & 23rd | 8am-3pm
Mentor Academy 101 is a virtual event focused on the development of foundational mentor and coaching skills and knowledge. It exists to prepare educators as leaders to serve in mentoring and coaching roles. Mentor Academy is grounded in the pursuit of equitable outcomes for students in Washington state. Academy content invites participants to examine themselves (their identity and experience), their approach to building relationships with mentees, and the systems change advocacy essential to mentoring for equity. Academy content is grounded in the WA State Standards for Mentoring. These standards are centered in educational equity: the heart of mentoring. Ongoing reflection and practice will deepen and refine mentoring skills, leading to gains in mentees’ skill and more equitable student outcomes. Topics include: Understanding identity, relationship building, confidentiality, conversation skills, mentor roles, observation and feedback.
Keynote by Dr. Mordecai Paldiel | 9am-4pm
Attend one session or multiple! Sessions throughout the day include:
- Best practices for teaching the Holocaust and rescue and resistance presented by Paul Regelbrugge
- Defiant Requiem: Jewish Prisoners Who Used Music to Defy Their Oppressors presented by Amanda Greenbacker-Mitchell
- Choosing to Act – Female Jewish Resistance During the Holocaust presented by Sheri Rosenblum
- Resistance of the Heart (Lunch and Learn) presented by Dr. Mordecai Paldiel
- A Perspective of Rescuers presented by Ingrid Kanis Steppic
- Jewish Partisans: Fighting for Survival
Follow registration instructions to ensure you receive clock hours and the Zoom link.
Krista Detloff Grinder | 9am-4pm
School traditionally has been set up for certain types of learners to be more successful than others. We want to change that but first we need to understand learning styles. We will go over 3 main learning styles: Visual, Kinesthetic & Auditory. How each style learns best as well as how to identify your students’ learning styles. We will then dive into ways to increase all students’ visual capacity for learning. The strategies effective students use External signs of students who are visualizing How to change and store information into the visual form that is used on tests How to create more teacher energy, especially during challenging days.
Sandra Stroup | 9am-12pm
This three-hour course is based on the foundation of effective reading (e.g., the five essential components of reading) as outlined in the National Reading Panel’s recommendations. The components include: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This course explains how these areas as they relate to student skill level help/hinder pupils in their learning process. The course will also recommend strategies/methods for differentiation that focus on teacher explicit instruction, effective assessment, teacher collaboration, and student involvement.
Effie Triol | 1pm-4pm
This session will focus on classroom engagement and relationships. This includes teacher-to-student and student-to-student. Participants will examine ways to incorporate high-yield engagement strategies, build stronger relationships think about how formative assessment such as feedback can help students take more ownership of their learning.
Mirko Chardin | 9am-12pm
Every student deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, their religion, and whether or not they have a disability. If we truly want to be inclusive in our learning environments, we must proactively plan for student variability and begin to see culture and diversity as an asset. This starts with examining our implicit biases, power and privilege, and universally designing classrooms and schools so all students have equal opportunities to learn, share their voice, and work toward meaningful, authentic, and relevant goals. Join us for this session on how we can implement UDL to help us build more equitable learning environments.
Wednesday, June 22nd
Krista Detloff-Grinder | 9am-4pm
The number one factor with successful classrooms is Relationship! This is true for all grade levels. So, how do we create and maintain relationships with all of our students, even the hard to reach students? This class will provide tips, tricks and tools to do just this! I believe that Relationships & Classroom Culture go hand-in-hand….we need to be able to create and establish working relationships between teachers and students as well as student to student. Let’s explore ways to do this through routines and structures that are established throughout the school year.
JoAnne Morrow | 9am-12pm
This training will model effective teaching practices as participants actively interact in-depth with current research regarding the causes, symptoms, and solutions of professional stress. Analysis of classroom management strategies and current brain research will provide support for beginning teachers (and veteran educators) to learn to “reset” to avoid becoming stuck in a reactive mode. Participants will increase conversational competence skills to take back to the classroom.
Effie Triol | 1pm-4pm
How can understanding the foundational skills of reading build stronger readers in your classroom? We will review the k-5 foundational skills and look at application of some elements to 6-12. This will include application of how the foundational skills connect to the components of literacy.
Thursday, June 23rd
Krista Detloff-Grinder | 9am-12pm
There has been an increase in EL/Multilingual Learners joining our classrooms. This class will go through an awareness of Multilingual Learners and how to welcome them as well as how to acknowledge and embrace differences. Our state recently changed their annual state testing from the ELPA to the WIDA to gauge our Multilingual Learners proficiency levels in English. We will go over the assessment domains as well as an introduction on what to do with the information we gain from the assessment.
Sandra Stroup | 9am-12pm
This three-hour course is based on the foundation of effective reading (e.g., the five essential components of reading) as outlined in the National Reading Panel’s recommendations. The components include: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This course explains how these areas as they relate to student skill level help/hinder pupils in their learning process. The course will also recommend strategies/methods for differentiation that focus on teacher explicit instruction, effective assessment, teacher collaboration, and student involvement.
Krista Detloff-Grinder | 1pm-4pm
ACES, Resiliency, Zones & Restorative Practices. We will cover skills & tools that all educators can use to de-escalate escalated situations not only with ourselves but also with our students. Sometimes we need to know how to handle ourselves before we can help the students that become escalated. We will also talk about aspects of trauma that some of our students are either going through or have gone through in their past and how to create “empathy” for these students and yet still hold them accountable.
JoAnne Morrow | 1pm-4pm
This workshop models interactive teaching strategies as participants actively engage with current educational research to clarify what differentiation is and is not, provide rational for proactive choices, and offer concrete examples for educators that will expand their educational skill set to be able to provide all students an equitable opportunity to demonstrate their learning. Through collaborative, engaging targeted learning strategies, participants will cultivate relationships with colleagues as they share their own strengths and challenges to differentiate effectively. Participants will increase their ability to demonstrate growth in New Teacher Evaluation and increase all their students’ abilities to produce viable evidence of learning.
Mirko Chardin | 9am-12pm
Every student deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, their religion, and whether or not they have a disability. If we truly want to be inclusive in our learning environments, we must proactively plan for student variability and begin to see culture and diversity as an asset. This starts with examining our implicit biases, power and privilege, and universally designing classrooms and schools so all students have equal opportunities to learn, share their voice, and work toward meaningful, authentic, and relevant goals. Join us for this session on how we can implement UDL to help us build more equitable learning environments.
Friday, June 24th
Krista Detloff-Grinder | 9am-12pm
Teaching is a very giving profession….but sometimes we become off balance when we give too much. This class will go through the ‘seasons’ in the school year and help build tools to maintain a balance of giving as well as replenishing yourself.
Sandra Stroup | 9am-12pm
This three-hour course is based on the foundation of effective reading (e.g., the five essential components of reading) as outlined in the National Reading Panel’s recommendations. The components include: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This course explains how these areas as they relate to student skill level help/hinder pupils in their learning process. The course will also recommend strategies/methods for differentiation that focus on teacher explicit instruction, effective assessment, teacher collaboration, and student involvement.
Krista Detloff-Grinder | 1pm-4pm
Getting a jump start on the year! There are ways that we can set up a smooth-running classroom for the first day, week, month, and year! Using guiding principles from Harry Wong’s book, The First Days of School: How to be an Effective Teacher, with modern insight. We will also explore some ideas on how to set up systems not only within the classroom but also for how to keep you as the educator organized as well. Some ways can be done with the students, and other ways can be done before the students enter the classroom. Bring your own “System” ideas to share with the group, we all learn from one another. We will explore ideas on how to set up your classroom with some Feng shui ideas that will help create a warm, comfortable and inviting room that will make you happy to be in, even on those hard days!
JoAnne Morrow | 1pm-4pm
This training will model effective teaching practices as participants interact in-depth with current research. Focusing on equity and inclusivity for all students, participants will engage in reading and discussion around establishing a culture for learning, communicating with students, and engaging students in learning. Participants will take away specific, inclusive and equitable class starter strategies. Participants will develop a deeper understanding of necessary components in lesson design aligning with and supporting Criterion 1: Centering Instruction on HIGH Expectations for Student Achievement for all students.
Asynchronous
1 clock hour
This course is aligned to the Cultural Competency Standards found on the PESB CCDEI website for Component 2 and covers the following topics:
- Civil Rights Law
- Safe Schools (e.g. Bullying, Harassment)
2 clock hours
This course is aligned to the Cultural Competency Standards found on the PESB CCDEI website for Component 3 and covers the following topics:
- Societal Advantages
- Cosmology, Spirituality, Creed, and Religion
- Understanding Culture and Identity
6 clock hours
Differentiation; the teacher acquires and uses specific knowledge about students’ cultural, individual, intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning. Student growth data must be a substantial factor utilizing the OSPI approved student growth rubrics.
3 clock hours
Students with Learning Disabilities often lack confidence in their ability to understand mathematics. Instructional Routines in Mathematics keep the focus on developing thinking and understanding not just answer getting. Number Talks start students on a path toward making sense of mathematics for themselves.
“Something wonderful happens when students learn they can make sense of mathematics in their own ways, make mathematically convincing arguments, and critique and build on the ideas of their peers. As students sit on the edge of their seats, eager to share their ideas, digging deep into why mathematical procedures work, they come to like mathematics and know that they can understand it.” p. 5 Making Number Talks Matter by Cathy Humphreys and Ruth Parker
As you go through the modules you will learn how the Number Talk Routine supports Washington State Goals for Improving Outcomes for Students with Disabilities, what the routine looks like in a classroom setting, where to start with you students, and how to transition into grade level mathematics to meet the Standards for Mathematics and Mathematical Practices.
To complete the course, you must work through the four modules and complete the four self-reflection discussions.
3 clock hours
This is the first section of the STEM for All series. In this fully online Canvas course, you will have the opportunity to explore an introduction to STEM through a self-paced series of reflective activities. In this initial module, you will explore the concepts of STEM, STEM literacy, STEM Identity and ways that STEM can be reimagined and integrated to support whatever content you teach. You will also have the opportunity to reflect on ways that you might approach and include STEM topics in your work.
3 clock hours
This is a module of the Exploring STEM series. In this fully online Canvas course, you will have the concept of integrated STEM and the framework of Project-based Learning (PBL) through a self-paced series of reflective activities. In this module, you will explore the essential elements of a Project-based learning experience and the way that PBL can be used to create an engaging, rigorous, and relevant STEM learning. We will explore ways to integrate STEM with a variety of subject areas and will learn about the importance of an interesting anchoring phenomenon and driving question to guide student learning.
3 clock hours
This is a module of the Exploring STEM series. In this fully online Canvas course, we will explore the issue of inequities in STEM education through a self-paced series of reflective activities. We will explore the problem of opportunity gaps and inequities that prevent some of our students from experiencing high-quality STEM learning. We will look at strategies and tools to help create more engaging and inclusive STEM learning for students. We will share some concepts and resources that will help you to plan to create a more culturally responsive STEM classroom.
3 clock hours
This is a module of the Exploring STEM series. In this fully online Canvas course, we will explore a variety of activities that support students in developing a deeper understanding of STEM concepts. Some of the frameworks we will cover include the Engineering Design Process, Claims Evidence Reasoning (CER), scientific modeling, and the formative assessment cycle. You will have the opportunity to reflect on how you can use these practices in your classroom to increase rigor, promote scientific discussion, and help students to achieve mastery of content.
BEST Coupon Code Available for ESD 112 Consortium members BEST 22
Vancouver Public School members please contact your BEST Team.
Additional Opportunities
Kati Casto | June 27th & 28th | 8am-3pm
Mentor Academy 101 is a virtual event focused on the development of foundational mentor and coaching skills and knowledge. It exists to prepare educators as leaders to serve in mentoring and coaching roles. Mentor Academy is grounded in the pursuit of equitable outcomes for students in Washington state. Academy content invites participants to examine themselves (their identity and experience), their approach to building relationships with mentees, and the systems change advocacy essential to mentoring for equity. Academy content is grounded in the WA State Standards for Mentoring. These standards are centered in educational equity: the heart of mentoring. Ongoing reflection and practice will deepen and refine mentoring skills, leading to gains in mentees’ skill and more equitable student outcomes. Topics include: Understanding identity, relationship building, confidentiality, conversation skills, mentor roles, observation and feedback.