| Clip Title | ||
| Introduction to "21st Century Schools: How Digital Innovation is Transforming Teaching" | ||
| Three questions you need to ask before adopting school technology? | ||
| Essential skills needed in the "knowledge economy" | ||
| Using technology to connect students, teachers and parents | ||
| Discover how technology helps build teacher collegiality | ||
| Internet information literacy: an essential skill in the knowledge economy | ||
| Using technology to promote authentic communication and assessment | ||
| Staff development to help teachers integrate technology into their lesson | ||
| Can technology provide too much information to parents? | ||
| The number one barrier to technology integration | ||
| The future of online learning | ||
| Using technology to publish every teacher's best practices | ||
| Enterprise software to monitor student data | ||
| Should online college courses be available to high school students? | ||
| wow Shifting to a school culture of student centered learning | ||
| School in the New Knowledge Economy | ||
| Alan November discusses technology tasks in classrooms | ||
| Staff development design – Motorola University example | ||
| Staff development design essentials | ||
| Re-alignment of resources may be needed to achieve goals | ||
| Technology integration concerns of principals and teachers | ||
| Information literacy workshop suggestions | ||
| Observations to make while students are using a new technology | ||
| The importance of critical thinking | ||
| Teaching the Technology is Not the Goal | ||
| Ian Jukes discusses constant change in the 21st Century | ||
| The importance of being an “educational futurist” | ||
| Consider what learning will be like one generation out | ||
| The information and technology revolution | ||
| Going beyond memorization and linear thought | ||
| 21st Century skills and continuous learning | ||
| The 3 R’s and the 3 T’s | ||
| Challenge the way we’ve always done it (TTWWADI) | ||
| Critical communication and applied reasoning skills | ||
| The need for a changed and integrated curriculum | ||
| The “committed sardine” makes change | ||
| An Introduction to David Warlick — “a technology immigrant” | ||
| Students are different today | ||
| Our students’ futures are different and unpredictable | ||
| The 3 T’s — Tools | ||
| The 3 T’s — Teleconnection | ||
| The 3 T’s — Time | ||
| Teaching and Learning in the New Digital World | ||
| Introduction to the 21st Century Classroom | ||
| Introducing the lesson through class discussion | ||
| Making connections to modern times | ||
| Foreshadowing the project | ||
| Allowing the students to make connections | ||
| Introduction to the skills needed | ||
| Building research and fluency skills | ||
| Emphasizing the importance of positive group communications | ||
| Guiding a struggling group to communicate and collaborate more effectively | ||
| Wrapping up the lesson and demonstrating the robots | ||
| Introduction to the domains and components of the Danielson Framework | ||
| What is Domain 1 in the Danielson Framework? | ||
| Component 1A – Demonstrates Knowledge of Content & Pedagogy | ||
| Component 1B – Knowledge of Students; Part 1 | ||
| Component 1B – Knowledge of Students; Part 2 | ||
| Component 1C – Setting Instructional Outcomes | ||
| Component 1D – Demonstrates Knowledge of Resources | ||
| Component 1E – Designing Coherent Instruction; Part 1 | ||
| Component 1E – Designing Coherent Instruction; Part 2 | ||
| Component 1F – Designing Student Assessments | ||
| Assessment-Domain 1: Planning & Preparation | ||
| What is Domain 2 in the Danielson Framework? | ||
| Component 2A – Creating an Environment of Respect & Rapport | ||
| Component 2B – Establishing a Culture for Learning | ||
| Component 2C – Managing Classroom Procedures | ||
| Component 2D – Managing Student Behavior | ||
| Component 2E – Organizing Physical Space | ||
| Assessment-Domain 2: The Classroom Environment | ||
| What is Domain 3 in the Danielson Framework? | ||
| Component 3A – Communicating with Students | ||
| Component 3B – Using Questioning & Discussion Techniques; Part One | ||
| Component 3B – Using Questioning & Discussion Techniques; Part Two | ||
| Component 3C – Engaging Students in Learning | ||
| Component 3D – Using Assessment in Instruction | ||
| Component 3E – Demonstrating Flexibility & Responsiveness | ||
| Assessment-Domain 3: Instruction | ||
| What is Domain 4 in the Danielson Framework? | ||
| Component 4A – Reflecting on Teaching | ||
| Component 4B – Maintaining Accurate Records | ||
| Component 4C – Communicating with Parents; Part 1 | ||
| Component 4C – Communicating with Parents; Part 2 | ||
| Component 4D – Participating in a Professional Community | ||
| Component 4E – Growing & Developing Professionally | ||
| Component 4F – Showing Professionalism | ||
| Domain 4: Professional Responsibilities | ||
| Using the Framework improves the quality of teaching | ||
| How was the Framework designed? | ||
| How is the Framework structured? | ||
| Is the Framework a rubric? | ||
| How do schools use the Framework? | ||
| How has the Framework changed teacher practice? | ||
| What is the most important aspect of teacher evaluation? | ||
| A Teacher reflects on how the Framework improved her teaching | ||
| Introduction to the "Five Practices of Highly Effective Classrooms" | ||
| Five pillars that support student learning and classroom needs | ||
| Bob Marzano shares his research on effective schools | ||
| What do highly effective schools do? | ||
| Marzano's research on the standards based movement | ||
| Marzano's research on the impact of quality teachers | ||
| A Blueprint for Thoughtful Learning | ||
| What are the twelve essential skills for student success? | ||
| What do 94% of all state tests questions require? | ||
| Three essential reading skills | ||
| Three essential critical thinking skills | ||
| Three essential communication skills | ||
| Three essential reflective skills | ||
| Encourage student planning to enhance reflection skills | ||
| Why are the skills of academic literacy under taught? | ||
| What do student notes reveal? | ||
| Open a window to a student's mind by analyzing their notes | ||
| A powerful predictor of student achievement | ||
| Making sense of abstract academic vocabulary | ||
| Examining the five steps in planning a vocabulary lesson - overview | ||
| Step 1 - Identifying essential vocabulary | ||
| Step 2 - Help students connect to the vocabulary | ||
| Step 3 - Establish a method to help students organize new words | ||
| Step 4 - Activate deep processing of the words | ||
| Step 5 - Search for opportunities that allow students to exercise and practice | ||
| Detailed sample vocabulary lesson plans are provided in the handouts | ||
| The First Pillar: The Hidden Skills of Academic Literacy | ||
| An overview of the critical analysis strategy of compare & contrast | ||
| What are the goals of comparison in a school setting? | ||
| The goal of having students become independent users of compare & contrast | ||
| The four phases of a thorough comparison | ||
| How many times do students need to use thorough comparison during the school year? | ||
| Compare and contrast leads to cause and effect | ||
| A compare and contrast lesson from the perspective of a student | ||
| A classroom example of hooks and bridges to engage students | ||
| Sharing criteria to make compare & contrast decisions | ||
| Compare & Contrast: A Sample Lesson – Description Phase | ||
| Examine similarities and differences in a compare & contrast activity - Part 1 | ||
| Examine similarities and differences in a compare & contrast activity - Part 2 | ||
| THe application phase of compare and contrast | ||
| A student uses information from his compare and contrast lesson | ||
| Other resources for compare & contrast lessons | ||
| Robert Marzano's research on compare & contrast | ||
| Tools to promote critical thinking and student engagement | ||
| The Second Pillar: Research-Based Strategies | ||
| What are learning styles? | ||
| Four principles of thought | ||
| What is the relationship between learning style and attention? | ||
| Carl Jung's theories on sensing, intuition, thinking & feeling | ||
| Using the Wizard of Oz to illustrate the four personality types | ||
| The characteristics of the four personality types | ||
| The behavior patterns of the fours personality types | ||
| The uniqueness of the four learning styles | ||
| Learning style tempo | ||
| How does learning style impact understanding? | ||
| An introduction to task rotations | ||
| A classroom example of the initial steps required for task rotations | ||
| A classroom example of students establishing a work plan | ||
| A classroom example of a teacher working with students as they rotate between tasks | ||
| Detailed sample lesson plans for task rotation are included in the handouts | ||
| The Third Pillar: A Diversity That Works | ||
| The thoughtful classroom process for curriculum and unit design | ||
| A teacher planning conference to develop a unit of instruction | ||
| A teacher planning conference to build student skills needed to meet state standards | ||
| Successfully implementing a properly designed unit or lesson | ||
| Identifying attitudes that contribute to success | ||
| Using clues to identify attitudes | ||
| Competing for the attention of your students | ||
| Collecting evidence from a text - reading for meaning - Part 1 | ||
| Collecting evidence from a text - reading for meaning - Part 2 | ||
| Strategies to help students deepen their understanding of the text | ||
| Adjusting your own attitude | ||
| Images that represent the four primary learning styles | ||
| The Fourth Pillar: Classroom Curriculum Design | ||
| Discover the benefits of instructional learning teams and clubs | ||
| An instructional team becomes immersed in learning styles | ||
| An instructional team discusses using vocabulary terms across the curriculum | ||
| An instructional team collaborates to develop a web page for literacy | ||
| A learning club discusses strategies to develop "reading for meaning" | ||
| A learning club discusses reliable ways to determine a student's learning style | ||
| A middle school learning club examines student work | ||
| How do learning clubs work? | ||
| The Fifth Pillar: Instructional Learning Teams | ||
| Introduction to "A Guide to DIfferentiated Instruction" | ||
| Using a pre-assessment to determine student knowledge | ||
| Defining differentiated instruction | ||
| Flexible groupings and the need for ongoing changes | ||
| Differentiation by content, process or product | ||
| Differentiation by readiness, interest or learning profile | ||
| Differentiation is not assigning extra tasks | ||
| Principles of differentiated learning | ||
| Top 10 reasons to differentiate instruction | ||
| Selecting students for each tier | ||
| The criteria for assigning students to a tier | ||
| Tiered activities | ||
| Tiered lessons in subjects other than literacy | ||
| The difference between differentiation and ability based grouping | ||
| Can tiers be co-mingled during certain lessons? | ||
| Developing a student learning profile through pre-assessment | ||
| What should a pre-assessment quantify? | ||
| Using interest checklists | ||
| Differentiating by readiness | ||
| Carol Ann Tomlinson — Differentiation is like an stereo equalizer | ||
| Identifying foundational versus transformational students | ||
| Identifying students who think abstractly versus concretely | ||
| Identifying independent versus dependent student learning | ||
| Indentifying student pace | ||
| Connect teaching to reality | ||
| Differentiating by interest | ||
| Differentiating by learning profiles: Environment | ||
| Differentiating by learning profiles: Visual & auditory learners | ||
| Differentiating by learning profiles: Kinesthetic learners | ||
| Differentiating by learning profiles: Multiple intelligences | ||
| Differentiating by learning profiles: Culture | ||
| Differentiated lessons by content | ||
| Differentiated lessons by process | ||
| Differentiated lessons by product | ||
| How will you differentiate instruction? | ||
| Establish classroom culture | ||
| Developing learning profiles, Data collection templates | ||
| Compacting information, Independent study, Anchoring activities | ||
| Learning centers, Flexible grouping, Adjust questions, Learning contracts & Tiered activities | ||
| Question & answers-exit cards | ||
| Where can I find form pre-assessments? | ||
| Can differentiated instructional strategies be overused? | ||
| Differentiated Instruction seems overwhelming – where do I start? | ||
| Is there a progression for teachers to move to differentiated instruction? | ||
| How do I address fairness issues when DI affects results? | ||
| Does differentiation take up more classroom time? | ||
| Is there a specific example of an ongoing assessment? | ||
| What if all of my students are at the same level? | ||
| Group discussion on differentiation | ||
| Principles of Differentiated Instruction | ||
| A science lesson with examples of differentiated instruction - Part 1 | ||
| A science lesson with examples of differentiated instruction - Part 2 | ||
| A social studies lesson with examples of differentiated instruction | ||
| Teachers reflect on their differentiated lessons | ||
| Methods used to integrate differentiated instruction into the classroom | ||
| A mother's perspective — Part 1 | ||
| A mother's perspective — Part 2 | ||
| A mother's perspective — Part 3 | ||
| Introduction to Pre-K classroom example | ||
| Differentiating with elementary students | ||
| Small group pre-reading lesson | ||
| A Pre-K lesson: Using sounds to identify letters | ||
| Classroom Strategies for the Pre-K Classroom | ||
| The curriculum coordinator perspective on differentiation | ||
| Real Classroom Examples of Differentiated Instruction | ||
| Creating a climate that welcomes new students | ||
| Name Tag Activity: Getting acquainted with someone new — Part 1 | ||
| Name Tag Activity: Getting acquainted with someone new — Part 2 | ||
| Teaching students how to work with partners | ||
| Name Card Strategy: Discussion buddies | ||
| Using an A-Z Taxonomy activity to stimulate thinking | ||
| Setting the stage for differentiation | ||
| Replicating the “Jeopardy” game in class | ||
| Introduction to literature circles | ||
| Adapting literature circles to the different content areas | ||
| Selecting students for roles in the literature circle | ||
| How should I group students in different literature circles? | ||
| Using literature circles in places other than literature | ||
| Handouts that go with the literature circles presentation | ||
| Overview of RAFTs | ||
| Outlining the elements in a RAFT | ||
| RAFT example — Gum wrapper | ||
| RAFT example — The number zero | ||
| RAFT example — A drop of water | ||
| Using RAFTS to improve student writing | ||
| RAFTS — Assignments for each group | ||
| Sample Ideas that are initiated from a RAFT | ||
| Results from RAFTING groups | ||
| Why NOT to offer too many RAFT choices | ||
| What is a menu activity? | ||
| When and how menus should be used | ||
| Example: Tic-tac-toe & restaurant menus | ||
| Creating a menu activity | ||
| Using menus to promote student choice | ||
| Using menus for extension and independent study | ||
| Alternative ways to create a menu activity | ||
| Using menus as part of a contract | ||
| Providing students with direction on menu choices | ||
| Grading menus | ||
| Subjects that lend themselves to menus | ||
| Introduction to cubing | ||
| Using multi colored cubes | ||
| Using numbered cubes | ||
| What a sample cube might look like | ||
| Ways to differentiate cubing | ||
| Tips for designing your cubes | ||
| Powerful Teaching Strategies for All Classrooms | ||
| A differentiated assessment to start the lesson | ||
| Differentiating by allowing choices in projects | ||
| Differentiated instruction by groups and individuals | ||
| Progress monitoring in a differentiated lesson | ||
| Introduction to "Adolescent Literacy" | ||
| The essential components of a middle school literacy rich classroom | ||
| A classroom example of middle school linguistic instruction | ||
| Encouraging critical thinking through reading and visualization | ||
| Encouraging organization through the use of student planners | ||
| A sample group activity to promote adolescent reading and comprehension | ||
| Grouping adolescent readers | ||
| Multiple techniques to assess a student's reading proficiency | ||
| An example of a teacher / student reading interview | ||
| A reading strategy to develop higher level thinking skills | ||
| Observe the teacher continue to develop students' thinking | ||
| Assessing the word knowledge of an adolescent student | ||
| A middle level classroom example of group word study - Part 1 | ||
| A middle level classroom example of group word study - Part 2 | ||
| Five methods to keep middle school students interested in reading | ||
| Watch a middle school teacher review character traits from a novel | ||
| A classroom example of a teacher reviewing definitions from the text | ||
| Group activities that engage students in reading | ||
| An expert panel on struggling readers | ||
| Effectively identify struggling readers | ||
| Building a community of learners, readers and writers | ||
| Identifying struggling versus uninterested readers | ||
| What type of classroom environment inspires students to read? | ||
| Strategies for using fiction and non fiction | ||
| How struggling reading affects other academic areas | ||
| What makes a good reader? | ||
| Reading instruction beyond elementary school | ||
| Nurturing reading at school and at home | ||
| Supporting the Struggling Adolescent Reader | ||
| How do I integrate all of the reading strategies with my students? | ||
| Helping students look for patterns | ||
| Helping students gain meaning from their reading | ||
| Unlock student potential through self monitoring and correction | ||
| Strategies to process text | ||
| Model a reading strategy to encourage student engagement | ||
| Teaching students about context cues | ||
| Rating student word knowledge in advance of a reading assignment | ||
| The six basic text structures and text features | ||
| The difference between text structures and text features | ||
| Teaching students about text features | ||
| The profound impact prior knowledge has on reading | ||
| Helping students make reading more meaningful | ||
| Getting kids excited about reading | ||
| Introducing text to a guided reading group | ||
| Helping readers make connections with the text | ||
| An example of an interference from what text doesn't say | ||
| An example of developing a present parallel from the text | ||
| An example of a guided reading group discussing their interpretation of text | ||
| Reflecting on the importance of respectful listening in guided reading | ||
| Encouraging students to "add on" to other group member comments | ||
| Strategies to guide the conversation of the reading group | ||
| Reflecting on the deliberate guidance provided by the teacher | ||
| What type of notes should a teacher take during guided reading? | ||
| Organizing teacher notes from a guided reading lesson | ||
| Using guided reading and curriculum maps to meet your objectives | ||
| What is an ideal guided reading group? | ||
| Leveling and matching text to the appropriate students | ||
| Balancing guided & independent reading simultaneously | ||
| Can guided reading work in middle and high school? | ||
| A common lesson format for all guided reading | ||
| A poor book introduction can doom your guided reading lesson | ||
| Critical guidelines to focus your readers | ||
| Teaching students to "self monitor" during their reading | ||
| Encouraging guided reading discussions that reference the text | ||
| Reading extension: less is more | ||
| Teaching before, during and after reading | ||
| How assessment patterns provide input for meaningful mini lessons | ||
| Balancing fiction and non fiction for guided reading | ||
| Can substitute teachers lead guided or shared reading groups? | ||
| Key questions to consider when planning for guided reading | ||
| Creating a framework for guided reading | ||
| What is reciprocal teaching? | ||
| Estimated student reading times | ||
| Tracking forms to record student reading progress | ||
| Teaching science class students about schema & picture clues | ||
| A science class activity to promote reading, synthesizing and visualization | ||
| Developing awareness before reading the text | ||
| Students synthesize during their reading | ||
| Integrating science instruction with reading reflection | ||
| A classroom example of an integrated math / reading lesson - Part 1 | ||
| A classroom example of an integrated math / reading lesson - Part 2 | ||
| Using a picture book for a middle level read aloud | ||
| Reading to Learn | ||
| Introduction to Assessments for Learning | ||
| Site Tips | ||
| Matching the assessment method with the achievement target | ||
| Embracing a properly balanced assessment system | ||
| Does improved assessment practice increase student achievement? | ||
| Saving time through proper assessment practice | ||
| Involve students in the assessment process | ||
| Teachers share their experience in moving to skills based assessments | ||
| Using rubrics to establishing an end target | ||
| Introduction to Classroom Assessment Techniques (“CATS”) | ||
| Considerations for effectively using CATs | ||
| CATs for measuring baseline knowledge and progress | ||
| CATs to measure course related knowledge and skills | ||
| CATs to determine student opinions, study skills and teacher feedback | ||
| Using a “ticket out” CAT to evaluate the day’s lesson | ||
| Using a CAT to measure an out-of-class group assignment | ||
| When to use authentic assessment | ||
| An example of using a scrapbook assignment as an authentic assessment | ||
| An example of using a self-evaluation for a group assignment | ||
| A principal's perspective on using data to make instructional changes | ||
| Teachers provide their perspective on using multiple assessment types | ||
| An example of a quick-check assessment used to determine student enrichment | ||
| An example of a quick-check assessment used for student grouping | ||
| Understanding the difference between activities and assessments | ||
| Targeted assessments - six facets of student understanding — Part 1 | ||
| Targeted assessments - six facets of student understanding — Part 2 | ||
| Stiggins: Involving students in the assessment process | ||
| An example of a teacher using formative assessment — Part 1 | ||
| An example of a teacher using formative assessment — Part 2 | ||
| Making changes based on formative assessment results | ||
| Stiggins: Accurate record keeping necessary to track student progress | ||
| Using mind maps to check for understanding | ||
| When and how to use mind maps with your students | ||
| The importance of using a rubric to establish student expectations | ||
| Searle: Use rubrics to set and maintain clear expectations | ||
| Searle: Don't just use rubrics for scoring! | ||
| Searle: Rubrics help to scaffold instruction | ||
| Searle: An example of using a rubric to grade a descriptive paragraph — Part 1 | ||
| Searle: An example of using a rubric to grade a descriptive paragraph — Part 2 | ||
| A Pre-K rubric | ||
| Teacher perspectives on the use of rubrics | ||
| Rubrics are great tools to evaluate subjective assignments | ||
| Using rubrics to facilitate effective student communication | ||
| Selecting the Perfect Assessment for Every Circumstance | ||
| Introduction to assessment data | ||
| Using school data to answer five important questions | ||
| “Drilling Down” Data | ||
| Is your data reliable, feasible, actionable or harmful? | ||
| Powerful suggestions for using data | ||
| How can I use informal data? | ||
| How can I use formal data? | ||
| Meaningful methods for groups to use data | ||
| Using student work to determine commonalities & patterns | ||
| Additional resources in school data | ||
| STEPS: An example of using data to evaluate student progress | ||
| Using assessment data to close the achievement gap | ||
| Establishing bench marks for authentic assessments | ||
| Requiring students to monitor their own progress | ||
| Using data to make daily adjustments | ||
| Teaching students to aim at a specific goal | ||
| An example of a teacher implementing STEPS strategies in his class | ||
| The principal's role in establishing a culture of data driven instruction | ||
| The role of the special education teacher in the intervention process | ||
| Using data to periodically modify lessons and instruction | ||
| Introduction to Peer Assisted Learning Strategies (“PALS”) | ||
| An example of students using the PALS process — Part 1 | ||
| An example of students using the PALS process — Part 2 | ||
| An example of paragraph shrinking using the PALS process | ||
| An example of a “student prediction” activity using the PALS process | ||
| Why does PALS work? | ||
| Translating your professional learning into classroom practice | ||
| Formative vs. summative assessment | ||
| What is the greatest thing you have learned about assessment? | ||
| What is the role of self assessment? | ||
| What do you think your students think about your assessments? | ||
| Using Assessment Data to Modify Instruction | ||
| Balanced Literacy Overview | ||
| Site Tips | ||
| Why is guided reading important? | ||
| A guided reading example using non fiction | ||
| Determining what students already know | ||
| Engage students through guided questions | ||
| Guided reading: Developing student curiosity | ||
| Pull on prior knowledge | ||
| Use questioning to guide thinking | ||
| Encouraging post lesson independent reading | ||
| An ideal classroom set up for guided reading lessons | ||
| Grouping students by the appropriate reading level | ||
| Requiring students to keep a reading log | ||
| How to conduct a teacher-student reading conference | ||
| Organizing reading materials in the classroom | ||
| The critical planning that goes into guided reading | ||
| Model letter writing | ||
| An example of teaching the components of letter writing | ||
| An example of the teacher acting as a reading coach | ||
| An example of a teacher shaping text for students | ||
| A collection of ideas to encourage emergent student writers | ||
| An example of a teacher introducing the ”focus point” | ||
| An example of using illustrations to support text | ||
| An example of using student names to encourage writing | ||
| Using mini writing lessons based on student observations | ||
| Effectively using student writing folders | ||
| Powerful visual cues to reinforce writing types | ||
| An example of teaching text structure | ||
| Writing observations and setting student goals | ||
| An example of reviewing student writing with the class | ||
| Engaging students through writing workshop | ||
| Reading aloud to elementary children | ||
| Powerful Classroom Examples of Primary Reading and Writing Instruction (Grades K-3) | ||
| Benefits of reading aloud to children | ||
| An example of shared reading — Part 1 | ||
| An example of shared reading — Part 2 | ||
| The criteria for forming reading groups | ||
| Determining the proper reading level for each group | ||
| The powerful impact of using visualization with intermediate readers | ||
| Multiple strategies to maximize reading comprehension | ||
| Word study groups | ||
| An example of teaching the story elements in a book — Part 1 | ||
| An example of teaching the story elements in a book — Part 2 | ||
| A classroom example: discussing character traits | ||
| A classroom example: discussing inferencing | ||
| A classroom example: discussing the story setting | ||
| A classroom example: discussing the illustrations | ||
| A classroom example: students encouraged to draw inferences — Part 1 | ||
| A classroom example: students encouraged to draw inferences — Part 2 | ||
| The teacher's perspective on the classroom example | ||
| A teacher's daily emphasis on writing | ||
| An example of inspiring students to improve their writing | ||
| An example of teaching students to write a descriptive paragraph | ||
| Understanding the guided writing process | ||
| The profound impact of teaching ”writing dialog” | ||
| A classroom example of teaching writing dialog — Part 1 | ||
| A classroom example of teaching writing dialog — Part 2 | ||
| Independent writing overview | ||
| A classroom example — Emphasizing the rules of writing | ||
| Powerful Classroom Examples of Intermediate Reading and Writing Instruction (Grades 4-6) | ||
| Teach writing instruction | ||
| Strategies to introduce a writing lesson | ||
| Formative assessment for writing instruction | ||
| Teaching the language of description | ||
| Teaching comparison | ||
| Using "Contrast" in writing | ||
| Spelling is NOT writing | ||
| Encourage students to model good writing | ||
| Writing craft's effect on reading | ||
| Staff development for writing instruction | ||
| Summary: "Teaching the Craft of Writing" | ||
| The Profound Impact of Writing Instruction | ||
| The impact of standards on teaching | ||
| Are educational research studies overemphasized? | ||
| Changing from test preparation to thinking, reasoning and writing | ||
| The impact of spending more time on writing instruction | ||
| How writing impacts student thinking | ||
| How writing instruction impacts standardized test scores | ||
| The powerful research on integrating reading with writing | ||
| The shortcomings of using letter grades | ||
| Moving to power standards | ||
| Focusing on the right curriculum | ||
| Moving from variable expectations to high expectations | ||
| An innovative way to set high expectations | ||
| Effective ways to overcome opposition to change | ||
| The impact on abolishing the grade of “D” | ||
| Classroom Environment | ||
| Introduction to "Kindergarten Literacy Night" | ||
| An example of a kindergarten echo song | ||
| An example of reading a story using verbal repetition | ||
| An example of using props during singing | ||
| An example of a kindergarten class identifying song items | ||
| An example of a song to teach counting | ||
| An example of a song to identify animals | ||
| An example of a song to teach beat & expression | ||
| Repetition helps kindergarten children internalize & remember | ||
| Extend and Enhance your Literacy Program | ||
| Introduction to "Brain Based Instruction" | ||
| Teaching the way the brain learns | ||
| Learn to drive your brain | ||
| Metacognition is "thinking about your thinking" | ||
| A classroom lesson to help students understand metacognition | ||
| Helping students think, learn & communicate more effectively | ||
| Attentive listening and systematic search during the "input phase" | ||
| Making connections to existing knowledge during the "processing phase" | ||
| Examples of the "output phase" | ||
| Coaching students based on the "output phase" | ||
| The three phases to thinking, learning and communicating | ||
| A classroom lesson on how the brain systematically searches memory | ||
| A classroom lesson on systematic search - Part 2 | ||
| A classroom lesson on systematic search - Part 3 | ||
| A classroom lesson on systematic search - Part 4 | ||
| Systematic search during the input phase | ||
| Using the HEAR strategy to improve listening during the input phase | ||
| Increasing your listening capacity | ||
| Learning to replay key information from another person's dialogue | ||
| A classroom lesson that helps students learn to listen - Part 1 | ||
| A classroom lesson that helps students learn to listen - Part 2 | ||
| Listening strategies for different learning styles | ||
| Applying cognitive strategies: Group Discussion | ||
| Impact of cognitive assets | ||
| The relationship between teacher quality and student achievement | ||
| The relationship between parental involvement and student achievement | ||
| Neuroscience and current brain based research | ||
| Action research and accelerated learning | ||
| Classroom Practice | ||
| Dendrites and axons working together in the brain | ||
| Does learning change the brain's physical structure? | ||
| Strategies for right and left hemispheric learners | ||
| The relationship between physical activity and brain activity | ||
| Brain lobes: Predicting long term success | ||
| The profound impact of multi-sensory instruction | ||
| Nutrition, hydration and brain function | ||
| How many "chunks" of information can the brain process at one time? | ||
| 8-minute learning cycles to increase comprehension | ||
| The character traits of the nine intelligence types | ||
| How much potential storage capacity does the brain have? | ||
| How much does the brain retain from a typical lecture? | ||
| How much does the brain retain from a typical book? | ||
| Increase retention through modeling | ||
| Increase retention through dialogue | ||
| Increase retention through kinesthetic activities | ||
| Information retention: use it or lose it | ||
| Learning and memory summary | ||
| Three student learning styles | ||
| Cues to determine if a student is a visual learner | ||
| Cues to determine if a student is an auditory learner | ||
| Cues to determine if a student is a kinesthetic learner | ||
| Increase retention by seeing, associating, and vividly experiencing | ||
| Creating brain based lesson plans - Part 1 | ||
| Creating brain based lesson plans - part 2 | ||
| 10 foods to sustain health and increase brain activity - Part 1 | ||
| 10 foods to sustain health and increase brain activity - Part 2 | ||
| Using imagination, location and the save key to increase retention | ||
| Increase your energy to increase your attention level | ||
| An overview of "Brain Based Instruction" | ||
| Additional resources on brain based instruction | ||
| Raising Student Achievement | ||
| A historical review of school curriculum (audio only) | ||
| Curriculum change in the 21st century (audio only) | ||
| The research that drives curriculum change (audio only) | ||
| Seamless integration between curriculum, instruction & assessment (audio only) | ||
| A Review of the "Breaking Ranks" recommendations in Chapter 1 (audio only) | ||
| Marzano's commentary on the "Breaking Ranks" recommendations (audio only) | ||
| Common curriculum versus personalized curriculum (audio only) | ||
| The modern High School: working collaboratively or in isolation? (audio only) | ||
| What distinguishes and good school from a really good school? (audio only) | ||
| Should teachers establish contracts with each other? (audio only) | ||
| The process of establishing essential learnings (audio only) | ||
| Moving from essential learnings to essential tasks (audio only) | ||
| Identifying essential learnings provides focus (audio only) | ||
| Getting all teachers "on board" with essential tasks (audio only) | ||
| An example of a school WITHOUT established essential learnings (audio only) | ||
| Establishing a common image of a successful student (audio only) | ||
| Connecting curriculum to real life knowledge and skills (audio only) | ||
| What is the meaning of the term "curriculum?" (audio only) | ||
| Is there a movement to design a national curriculum? (audio only) | ||
| What are major changes that must occur in future curriculum? (audio only) | ||
| How can I find time to identify essential learnings? (audio only) | ||
| How do teachers find time for collaboration and PD? (audio only) | ||
| How do you know that the "Breaking Ranks" recommendations work? (audio only) | ||
| Chapter 1: School Curriculum | ||
| A historical review of the school reform movement (audio only) | ||
| Well researched and effective instructional models (audio only) | ||
| Four critical areas of instructional reform (audio only) | ||
| Developing pacing guides for coursework (audio only) | ||
| Teaching literacy skills in all content areas (audio only) | ||
| Using graphic organizers (audio only) | ||
| The components of reciprocal teaching strategies (audio only) | ||
| Implementing standards based instruction (audio only) | ||
| Designing multi-tasked performance (audio only) | ||
| Critical aspects of students' success (audio only) | ||
| Introduction to instructional strategies (audio only) | ||
| Teachers need to have a broad base of knowledge (audio only) | ||
| Using a variety of instructional strategies (audio only) | ||
| Teachers will serve as coaches and facilitators (audio only) | ||
| Teaching problem solving and critical thinking (audio only) | ||
| Caring about your students (audio only) | ||
| Utilizing technology to improve student learning (audio only) | ||
| Integrating assessment into instruction (audio only) | ||
| Instructional strategies that work (audio only) | ||
| High standards require new instructional strategies (audio only) | ||
| Giving the student a stake in determining instruction (audio only) | ||
| Why use new strategies when evaluation isn't changing? (audio only) | ||
| When assigning projects how do I avoid doing all of the work? (audio only) | ||
| What do I do with students who cannot read the course text? (audio only) | ||
| What if the standards don't align with the curriculum? (audio only) | ||
| Should standards affect grading and reporting? (audio only) | ||
| How do I move away from lecturing? (audio only) | ||
| How do I implement cooperative learning in my class? (audio only) | ||
| How do I get the administration to support instructional change? (audio only) | ||
| Chapter 2: Instructional Strategies | ||
| What values anchor the philosophy of your school? (audio only) | ||
| Teachers and students have different teaching & learning styles (audio only) | ||
| Students need adult advocates (audio only) | ||
| Shared decision making promotes a good school environment (audio only) | ||
| A zero tolerance policy for students with weapons and drugs (audio only) | ||
| Student considerations must be the center of all decisions (audio only) | ||
| A good school environment requires an adequate facility (audio only) | ||
| Action planning for a safe school environment (audio only) | ||
| How do we measure school environment? (audio only) | ||
| "Breaking Ranks" recommendations implemented at a PA High school (audio only) | ||
| A school cannot be value neutral (audio only) | ||
| Schools need to adapt to the individual needs of the modern student (audio only) | ||
| Assuring that each student has a personal adult advocate (audio only) | ||
| Students and parents must be viewed as partners in learning (audio only) | ||
| The right to safety supersedes the rights of individual students (audio only) | ||
| Requiring student impact statements (audio only) | ||
| The impact of a clean, attractive and well-equipped school building (audio only) | ||
| How do we create the ideal school climate? (audio only) | ||
| How do we know when we have the ideal school climate? (audio only) | ||
| How do we maintain the ideal school climate once we have it? (audio only) | ||
| What is the role of school environment in terms of school performance? (audio only) | ||
| How are we influenced by the school environments we create? (audio only) | ||
| Chapter 3: School Environment | ||
| Technology plans must produce results (audio only) | ||
| Intergrating technology into the curriculum (audio only) | ||
| What equipment is needed to integrate technology? (audio only) | ||
| Determining critical mass when budgeting for technology (audio only) | ||
| Staff development for effective technology integration (audio only) | ||
| Creating a single coordinator for information technology (audio only) | ||
| Developing a strategic technology plan (audio only) | ||
| Integrating Technology into the Curriculum (audio only) | ||
| Technology needs good software and networking (audio only) | ||
| Technology budgets need to account for ongoing costs (audio only) | ||
| Should technology integration be included in teacher evaluations? (audio only) | ||
| The critical skill necessary to be an effective technology coordinator (audio only) | ||
| Recommendations for purchasing technology solutions (audio only) | ||
| Case study on implementing a digital grade book (audio only) | ||
| How can we use technology to integrate essential knowledge? (audio only) | ||
| How can we engage students in their own learning? (audio only) | ||
| How can we use technology to enhance teaching & learning? (audio only) | ||
| How do I motivate teachers to use technology? (audio only) | ||
| How do I budget for school wide technology use? (audio only) | ||
| What is the ideal ratio of computers to students? (audio only) | ||
| Provide examples of how technology advances learning? (audio only) | ||
| Chapter 4: School Technology | ||
| History of high school organization: Part 1 (audio only) | ||
| History of high school organization: Part 2 (audio only) | ||
| High schools will create smaller units (audio only) | ||
| What number of students is too many for a teacher to handle? (audio only) | ||
| High schools need to develop flexible schedules: Part 1 (audio only) | ||
| High schools need to develop flexible schedules: Part 2 (audio only) | ||
| High schools need to develop flexible schedules: Part 3 (audio only) | ||
| High schools need to develop flexible schedules: Part 4 (audio only) | ||
| Moving away from equating seat time to learning (audio only) | ||
| Creating an integrated curriculum (audio only) | ||
| Are there viable alternatives to ability groupings? (audio only) | ||
| Extending the academic program beyond the high school campus (audio only) | ||
| Should schools operate on a 12-month basis? (audio only) | ||
| General conclusions: Part 1 (audio only) | ||
| General conclusions: Part 2 (audio only) | ||
| High schools will create smaller units (audio only) | ||
| What number of students are too many for a teacher to handle? (audio only) | ||
| High schools need to develop flexible schedules (audio only) | ||
| Moving away from equating seat time to learning (audio only) | ||
| Creating an integrated curriculum (audio only) | ||
| Are there viable alternatives to ability groupings? (audio only) | ||
| Extending the academic program beyond the high school campus (audio only) | ||
| Should schools operate on a 12 month basis? (audio only) | ||
| Is there evidence that Block scheduling increases student achievement? (audio only) | ||
| What type of scheduling provides the greatest instructional flexibility? (audio only) | ||
| How do we prepare teachers to succeed in the Block? (audio only) | ||
| What is the cost to move to Block scheduling? (audio only) | ||
| How do you use study periods within Block scheduling? (audio only) | ||
| How do Special Ed students handle 90 minute periods? (audio only) | ||
| Why would a high achieving school change to Block scheduling? (audio only) | ||
| What are the greatest strengths and weaknesses of Block scheduling? (audio only) | ||
| Why would you choose a four by four schedule? (audio only) | ||
| Is changing to Block scheduling a lot of work for teachers? (audio only) | ||
| What type of preparation is necessary to move to Block scheduling? (audio only) | ||
| Chapter 5: Organization and Time | ||
| Introduction of Rick Stiggins (audio only) | ||
| Assessing academic progress in a variety of ways (audio only) | ||
| Collaboratively Identifying high school achievement targets (audio only) | ||
| Can schools guarantee graduating students have job related competencies? (audio only) | ||
| Communicating high school achievement results to the community (audio only) | ||
| Should students regularly evaluate teachers? (audio only) | ||
| Administrators need to be competent instructional leaders (audio only) | ||
| Should teachers regularly evaluate administrators? (audio only) | ||
| The need for balance (audio only) | ||
| How do teachers set priorities? (audio only) | ||
| Defining terms in chapter six of "Breaking Ranks." (audio only) | ||
| Assessment through personal interactions with students (audio only) | ||
| Should EVERY student have an IEP? (audio only) | ||
| Graduating students need a good attitude and great communication skills (audio only) | ||
| School performance records need public scrutiny (audio only) | ||
| Be willing to act on the assessment results you receive (audio only) | ||
| Focusing teacher feedback on the learning process (audio only) | ||
| School supervisors need to be literate In assessment practices (audio only) | ||
| Teacher evaluation needs to be reformed (audio only) | ||
| The need for 360 degree feedback for school leaders (audio only) | ||
| Don't view curriculum, instruction or assessment in isolation (audio only) | ||
| How can I make assessment practices more meaningful? (audio only) | ||
| What if my students do not possess the ability to learn? (audio only) | ||
| How do I find time to provide every student with personal attention? (audio only) | ||
| How do I become more effective in assessment strategies? (audio only) | ||
| Do better classroom assessment practices lead to student achievement gains? (audio only) | ||
| Why isn't assessment training included in teacher preparation courses? (audio only) | ||
| What is the best way for me to get PD on assessment practices? (audio only) | ||
| How can I find the time for assessment PD? (audio only) | ||
| Why are legislators pushing for assessments to be used for accountability? (audio only) | ||
| Should we prepare our students for standardized tests like SATs? (audio only) | ||
| How do you determine which assessments are appropriate? (audio only) | ||
| How do I differentiate my instruction? (audio only) | ||
| Chapter 6: Assessment and Accountability | ||
| What is quality professional development? | ||
| A new vision for professional development | ||
| Making every high school a learning community | ||
| Three questions to guide your staff development | ||
| Providing adequate time for staff development | ||
| Suggestions to support staff PD | ||
| Staff development suggestions for non teachers | ||
| Introduction to professional development | ||
| Embracing professional learning communities | ||
| Establishing a personal learning plan for every teacher | ||
| Making PD a continuous and ongoing process | ||
| Professional development: lead by example | ||
| Professional development for the support staff | ||
| A principal needs to be the facilitator of staff PD | ||
| Is staff development the same as in-service? | ||
| Why do we need ongoing staff development | ||
| How do we select staff development with limited resources? | ||
| How do test results affect staff development? | ||
| How do I gain consensus for staff development? | ||
| How do I deal with teacher negativity? | ||
| Are there too many standardized tests? | ||
| How do you find time for staff development? | ||
| How do I obtain funding for staff development? | ||
| Chapter 7: Professional Development | ||
| Diversity recommendations in Breaking Ranks | ||
| Teaching from multiple perspectives | ||
| What does school diversity really mean? | ||
| Incorporating diversity into the curriculum | ||
| Suggestions to promote classroom diversity | ||
| Overcoming reluctance to discuss diversity | ||
| Fair is not always equal | ||
| Stereotyping discourages student involvement | ||
| Teaching students to overcome stereotyping | ||
| Teaching from a diverse perspective | ||
| School policies should not “single out” students | ||
| Teaching the history of civil rights | ||
| An inclusive environment to promote learning | ||
| Overcoming cultural diversity | ||
| Experiences that change racial bias | ||
| How do I allocate time to teach multiple perspectives? | ||
| How do we obtain funding for diversity training? | ||
| How do I handle student taunting due to racial differences? | ||
| How do I explain to parents, “fair is not always equal?” | ||
| How do I reach students who have strong bias? | ||
| How can I relate to students of other cultures? | ||
| How do I look for student similarities? | ||
| How can I reach students who believe I cannot relate to them? | ||
| How can I obtain resources for cultural diversity? | ||
| How do I handle student accusations of unfair treatment? | ||
| Chapter 8: Diversity | ||
| Factors that drive student achievement | ||
| Powerful results from block scheduling | ||
| A Harlem school establishes non-negotiable conditions | ||
| Involving community businesses in your school | ||
| Pre-assessments that dramatically increases achievement | ||
| Research on “benchmark” schools | ||
| School policies that don’t work | ||
| Powerful school restructuring that works | ||
| Focusing on academic standards | ||
| Setting annual achievement goals | ||
| School climate affects student achievement | ||
| Evaluating outcomes prior to starting a program | ||
| Critical factors in determining student retention | ||
| The profound impact of teacher induction | ||
| Where should school board members spend their time? | ||
| How can school boards insure their principals are effective? | ||
| How do school boards develop trust with school employees? | ||
| How can school boards develop incentives for change? | ||
| Who should determine the school curriculum? | ||
| How does the superintendent build community confidence? | ||
| What are the characteristics of a good school leaders? | ||
| What are effective ways to interview leader candidates? | ||
| How should school boards allocate resources between schools? | ||
| What are the most important experiences for the school board? | ||
| Chapter 9: School Governance | ||
| School funding is often driven by politics | ||
| National school goals established in 1989 - without resources | ||
| Sufficiency vs. flexibility of school funding | ||
| Matching school funding to national goals | ||
| History of school funding - 80's and 90's | ||
| Effective ways to seek supplemental school resources | ||
| Site based management and funding decisions | ||
| Is the role of an administrator too broad? | ||
| What is the proper role of the school Principal? | ||
| Funding and resources must allow for flexibility | ||
| Funding for national and state mandates | ||
| State agencies must be more service oriented | ||
| Most school leaders are struggling to enjoin the community | ||
| Site based school autonomy is at risk | ||
| What are the future of state agencies? | ||
| What is the future of the state agency? | ||
| What is going to happen to the charter school movement? | ||
| What is the role of business in education? | ||
| How to you balance school quality and fiscal issues? | ||
| How do you increase student engagement | ||
| Where can I obtain more resources for my school? | ||
| How do I better articulate with higher education? | ||
| How can we use our existing resources more effectively? | ||
| How can resources be used to increase exit exam success? | ||
| Chapter 10: School Resources | ||
| Higher education panel introduction | ||
| Unity of purpose between K-12 & higher education | ||
| Communication between high schools and higher education | ||
| Establishing academic standards for higher education | ||
| Building partnerships through teacher preparation | ||
| Hiring teachers who model best practices | ||
| Should higher education spend less time on research? | ||
| Forming alliances and relationships | ||
| Getting past the typical rhetoric of schooling | ||
| The steps in developing a higher education partnership | ||
| Ties to higher education is often neglected | ||
| Is there too much emphasis on college preparation? | ||
| Teacher preparation needs to be more practical | ||
| Higher education should continue to research best practices | ||
| Should teacher accreditation be tougher? | ||
| What does a positive higher education relationship look like? | ||
| Engaging families as partners in education | ||
| Agencies that improve teaching and learning | ||
| How do business leaders view schools and teachers? | ||
| A business leaders perspective on school partnerships | ||
| Promoting community service at school and work | ||
| Can K-12/Higher Education really have a unity of purpose? | ||
| How do I determine the real meaning of a mission statement? | ||
| How do I back map the strategic planning process? | ||
| How do I determine which partners are best for my school? | ||
| How do we begin the process of developing ties to higher Ed? | ||
| What changes should be made to teacher preparation programs? | ||
| What is higher education’s role in ongoing teacher PD? | ||
| How much should we really listen to the voice of business? | ||
| What can we do to connect with apathetic parents? | ||
| Chapter 11: Ties to Higher Education | ||
| Maintaining a vision and focus on student learning | ||
| The criteria for hiring and training school leaders | ||
| Can school leadership be learned? | ||
| A Principal is the leader of leaders | ||
| Values need to be centralized – operations need to be decentralized | ||
| Encouraging teacher leadership - a powerful paradigm shift | ||
| Creating a sense of community within your school | ||
| Creating opportunities to lead | ||
| The important initial step of gathering a guiding coalition | ||
| Leaders have an obligation to develop other leaders | ||
| Many view the American high school as a dinosaur | ||
| School leaders need to talk about beliefs | ||
| Do good school leaders need to be charismatic? | ||
| Principals need to encourage teachers risk taking | ||
| Systemic support is critical for school reform | ||
| Principals need to ask the right questions | ||
| Wise teachers build student leadership opportunities into their lessons | ||
| Principals should have lots of latitude when making decisions | ||
| What indicators should school leaders monitor? | ||
| Gathering data to make informed decisions | ||
| How do Principals communicate a vision? | ||
| How do Principals encourage student and teacher leadership? | ||
| How do I deal with people that resist change? | ||
| How do I create structures for shared leadership? | ||
| How do I deal with fears associated with high stakes testing? | ||
| Where can I see examples of model schools? | ||
| How do I deal with students that resist change? | ||
| What would a Breaking Ranks high school look like? | ||
| Chapters 12 & 13: School Leadership | ||
| Introduction to "Charlotte Danielson's Teaching Framework" | ||
| Teaching is Important, Difficult and Complex | ||
| How is Good Teaching Defined? | ||
| What Would You See and Hear in an Excellent Teacher's Classroom? | ||
| How the Danielson Framework for Teaching was Developed | ||
| Establishing a Culture for Learning | ||
| Reflect: Are All Components Equally Important? | ||
| Common Themes within the Danielson Framework for Teaching | ||
| Which Domain Will Be Remembered by Students? | ||
| How are the Danielson Framework for Teaching Components Organized? | ||
| What is an "Unsatisfactory" Level of Performance? | ||
| What is a "Basic" Level of Performance? | ||
| What is a "Proficient" or "Distinguished" Level of Performance? | ||
| Using the Danielson Framework to Promote Professional Conversations | ||
| Should Beginning Teachers Have a Different Evaluation Rubric? | ||
| Commonly Asked Questions about the Danielson Framework for Teaching | ||
| How is the Danielson Framework for Teaching Being Used? | ||
| Introduction to "Domain One: Planning and Preparation / Domain Two: the Classroom Environment" | ||
| Teachers’ Behind-the-Scenes Work | ||
| 4th Grade Language Arts Class: Editing Writing (Component 1F) | ||
| 4th Grade Language Arts Class: Editing Writing — Charlotte Danielson Commentary | ||
| Middle School English: Concept of Clear Standards & Criteria (component 1F) | ||
| Intermediate Math lesson: Hands-on Activity (component 1C) | ||
| Intermediate Math lesson: Hands-on Activity — Charlotte Danielson Commentary | ||
| Middle School Language Arts & Social Studies Lesson (component 1B) | ||
| Middle School Language Arts & Social Studies Lesson — Charlotte Danielson Commentary | ||
| High School Biology Lesson (component 1D) | ||
| High School Biology Lesson — Charlotte Danielson Commentary | ||
| Kindergarten Learning Centers, Part 1 (Components 2B, 2C, 2D) | ||
| Kindergarten Learning Centers, Part 2 (Components 2B, 2C, 2D) | ||
| Kindergarten Learning Centers — Charlotte Danielson Commentary | ||
| Kindergarten Discussion: Concept of Pattern (components 2C, 2E) | ||
| Kindergarten Discussion: Concept of Pattern — Charlotte Danielson Commentary | ||
| Primary Science Lesson: Part 1 (components 2A, 2B, 2E) | ||
| Primary Science Lesson — Part 2 (components 2A, 2B, 2E) | ||
| Primary Science Lesson — Charlotte Danielson Commentary | ||
| Intermediate Social Studies Lesson (components 2A, 2B, 2C, 2E) | ||
| Intermediate Social Studies Lesson — Charlotte Danielson Commentary | ||
| Primary Reading: Vocabulary Development (components 2C, 2D) | ||
| Primary Reading: Vocabulary Development — Charlotte Danielson Commentary | ||
| Language Arts: Use of Physical Space (components 2A, 2E) | ||
| 4th Grade Descriptive Paragraph (components 2A, 2B, 2E) | ||
| 4th Grade Descriptive Paragraph — Charlotte Danielson Commentary | ||
| Language Learners English (Components 2B, 2D, 2E) | ||
| Language Learners English: Sentence Writing — Charlotte Danielson Commentary | ||
| 9th Grade Language Arts: Discourse, Discussion, Debate — Part 1 (components 2D, 2E) | ||
| 9th Grade Language Arts: Discourse, Discussion, Debate — Part 2 (components 2D, 2E) | ||
| 9th Grade Language Arts: Discourse, Discussion, Debate — Charlotte Danielson Commentary | ||
| Intermediate Math: Hands-on Activity (components 2A, 2D, 2E) | ||
| Intermediate Math: Hands-on Activity — Charlotte Danielson Commentary | ||
| Reading: Small Group Discussion (component 2E) | ||
| Reading: Small Group Discussion — Charlotte Danielson Commentary | ||
| Vocabulary Game — Part 1 (components 2A, 2E) | ||
| Vocabulary Game — Part 2 (components 2A, 2E) | ||
| Vocabulary Game — Charlotte Danielson Commentary | ||
| Middle School Language Arts & Social Studies: Vocabulary Review (components 2A, 2C, 2E) | ||
| Middle School Language Arts & Social Studies: Vocabulary Review — Charlotte Danielson Commentary | ||
| Middle School English: Note-taking Techniques (components 2A, 2C, 2E) | ||
| Middle School English: Note-taking Techniques — Charlotte Danielson Commentary | ||
| Middle School Language Arts: Starting a Writing Assignment (components 2A, 2E) | ||
| Middle School Language Arts: Starting a Writing Assignment — Charlotte Danielson Commentary | ||
| Middle School Math: Use of Formative Assessment (components 2A, 2B, 2E) | ||
| Middle School Math: Use of Formative Assessment — Charlotte Danielson Commentary | ||
| ESL Class: Vocabulary Development (components 2A, 2B) | ||
| ESL Class: Vocabulary Development — Charlotte Danielson Commentary | ||
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion (components 2A, 2E) | ||
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion — Charlotte Danielson Commentary | ||
| High School Class: Editing Writing (components 2A, 2B) | ||
| High School Class: Editing Writing — Charlotte Danielson Commentary | ||
| High School Biology: Physical Learning Activity (components 2A, 2D, 2E) | ||
| High School Biology: Physical Learning Activity — Charlotte Danielson Commentary | ||
| High School Class: Importance of Good Writing (component 2B) | ||
| High School Class: Importance of Good Writing — Charlotte Danielson Commentary | ||
| Kindergarten: Characteristics of Good Writing (Component 3A) | ||
| Kindergarten: Characteristics of Good Writing — Charlotte Danielson Commentary | ||
| Primary Reading Lesson (components 3C, 3A) | ||
| Primary Reading Lesson — Charlotte Danielson Commentary | ||
| Primary Math Lesson (component 3C) | ||
| Primary ESL Class: Literal vs. Interpretive (component 3A) | ||
| Primary ESL Class: Literal vs. Interpretive Questions — Charlotte Danielson Commentary | ||
| Pre-K Discussion: Likes & Dislikes (component 3B) | ||
| Kindergarten Discussion: Concept of Pattern (components 3A, 3C, 3D, 3E) | ||
| Kindergarten Discussion: Concept of Pattern — Charlotte Danielson Commentary | ||
| Primary Science Lesson: Part 1 (component 3C) | ||
| Primary Science Lesson: Part 2 (component 3C) | ||
| Primary Science Lesson: Charlotte Danielson Commentary | ||
| Intermediate Social Studies Lesson (components 3B, 3C) | ||
| Intermediate Social Studies Lesson — Charlotte Danielson Commentary | ||
| 4th Grade Descriptive Paragraph (components 3A, 3C) | ||
| 4th Grade Descriptive Paragraph — Charlotte Danielson Commentary | ||
| Intermediate Language Arts Lesson — Writing & Editing (components 3A, 3D) | ||
| Intermediate Language Arts Lesson: Writing & Editing — Charlotte Danielson Commentary | ||
| Kindergarten Science Lesson (component 3C) | ||
| Kindergarten Science Lesson — Charlotte Danielson Commentary | ||
| Intermediate Class: Small Group Fiction/Nonfiction Book Classification (Components 3B, 3C, 3D) | ||
| Intermediate Class: Small Group Fiction/Nonfiction Book Classification — Charlotte Danielson Commentary | ||
| Intermediate Language Arts: Writing a Story Summary (components 3A, 3C) | ||
| Intermediate Language Arts: Writing a Story Summary — Charlotte Danielson Commentary | ||
| Middle School Math: Peer Test Review (component 3D) | ||
| Middle School Math: Peer Test Review — Charlotte Danielson Commentary | ||
| Intermediate Language Arts: Presentation Evaluation (components 3B, 3D) | ||
| Intermediate Language Arts: Presentation Evaluation — Charlotte Danielson Commentary | ||
| Intermediate Math Lesson: Number Conversions (components 3A, 3C) | ||
| Intermediate Math Lesson: Number Conversion — Charlotte Danielson Commentary | ||
| Intermediate Math Lesson: Hands-on Activity (component 3C) | ||
| Intermediate Math Lesson: Hands-on Activity — Charlotte Danielson Commentary | ||
| Intermediate Reading: Small Group Discussion (component 3B) | ||
| Intermediate Reading: Small Group Discussion — Charlotte Danielson Commentary | ||
| Intermediate Language Arts Lesson: Vocabulary Review (components 3A, 3C, 3D) | ||
| Intermediate Language Arts Lesson: Vocabulary Review — Charlotte Danielson Commentary | ||
| Middle School English: Note-taking Techniques (components 3C, 3D) | ||
| Middle School English: Note-taking Techniques — Charlotte Danielson Commentary | ||
| Intermediate Language Arts: Starting a Writing Assignment (component 3B) | ||
| Intermediate Language Arts: Starting a Writing Assignment — Charlotte Danielson Commentary | ||
| Language Learners English: Sentence Writing (components 3A, 3B, 3C) | ||
| Language Learners English: Sentence Writing — Charlotte Danielson Commentary | ||
| Middle School ESL Class: Vocabulary Development (components 3C, 3D, 3E) | ||
| Middle School ESL Class: Vocabulary Development — Charlotte Danielson Commentary | ||
| Middle School Math: Use of Formative Assessment (component 3D) | ||
| Middle School Math: Use of Formative Assessment — Charlotte Danielson Commentary | ||
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion (components 3B, 3C) | ||
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion — Charlotte Danielson Commentary | ||
| Intermediate Small Group Reading: Making Inference (components 3B, 3C) | ||
| Intermediate Small Group Reading: Making Inference — Charlotte Danielson Commentary | ||
| High School Class: Grammatical Sentence Editing (Components 3C, 3D) | ||
| High School Class: Grammatical Sentence Editing — Charlotte Danielson Commentary | ||
| High School English: Creative Group Writing Assignment (component 3C) | ||
| High School English: Creative Group Writing Assignment — Charlotte Danielson Commentary | ||
| High School English: Reading Text Closely (component 3C) | ||
| High School English: Reading Text Closely — Charlotte Danielson Commentary | ||
| High School English & Social Studies: Integration of Disciplines (component 3C) | ||
| High School English & Social Studies: Integration of Disciplines — Charlotte Danielson Commentary | ||
| High School Biology: Physical Learning Activity (components 3A, 3C) | ||
| High School Biology: Physical Learning Activity — Charlotte Danielson Commentary | ||
| High School French: Reflection on Learning (components 3A, 3C, 3D) | ||
| High School French: Reflections on Learning — Charlotte Danielson Commentary | ||
| High School English: Types of Verbal Interaction, Part 1 (component 3A) | ||
| High School English: Types of Verbal Interaction, Part 1 — Charlotte Danielson Commentary | ||
| High School English: Types of Verbal Interaction, Part 2 (component 3C) | ||
| High School English: Types of Verbal Interaction, Part 2 — Charlotte Danielson Commentary | ||
| Professional Responsibilities/Closing Comments | ||
| Whole Program Assessment - Modules 1-3 | ||
| Introduction to "Choosing the Right Schedule" | ||
| Site Tips | ||
| What is involved in the process of moving to block scheduling? | ||
| Block scheduling catalysts | ||
| Managing the change process – conducting a needs analysis | ||
| Reasons why schools fail | ||
| The three primary benefits of block scheduling | ||
| The variations of block scheduling | ||
| A national perspective on block scheduling | ||
| The pros and cons of the 4 by 4 semester schedule | ||
| The pros and cons of the alternating day schedule | ||
| Splitting a block into two year long periods | ||
| An example of a 4 by 4 plus 1 schedule | ||
| The pros and cons of the trimester schedule | ||
| Building the right schedule for your school | ||
| Solving problems when designing your 4 by 4 schedule | ||
| How does block scheduling affect retention? | ||
| Perceived problems with block scheduling – fact or fiction | ||
| Scheduling your band classes | ||
| FAQ #1 - Is block scheduling appropriate for both high school and middle school? | ||
| FAQ #2 -Should Advance Placement courses be scheduled differently? | ||
| FAQ #3 - Are all students impacted by scheduling enhancement? | ||
| FAQ #4 – Can I use block scheduling, while keeping interdisciplinary teams in place? | ||
| Teacher training necessary for block scheduling | ||
| Teacher resistance to change | ||
| Changing the role of the teacher and the student | ||
| Ongoing professional development for your staff | ||
| Topics that must be covered in the professional development for block-scheduling | ||
| Shifting to a student centered classroom | ||
| Keep track of best practices – track before and after performance | ||
| Teaching strategies for block scheduling | ||
| Results from schools who have moved to the “Block” | ||
| School scheduling – a historical perspective – part 1 | ||
| School scheduling – a historical perspective – part 2 | ||
| Creating “schools within a school” | ||
| Fewer students plus longer blocks of time | ||
| The alternate day schedule | ||
| The 4 by 4 schedule | ||
| The trimester schedule | ||
| Moving away from equating seat time with learning | ||
| Reorganizing the traditional department structure | ||
| Establishing alternatives to tracking and ability groupings | ||
| Extending the academic program beyond the school campus | ||
| Is a 12-month school year feasible? | ||
| Results: smaller class sizes and longer periods of time | ||
| Data from Block scheduling schools | ||
| All About the Block | ||
| Moving to a 4 by 4 schedule | ||
| The transition process | ||
| How does block scheduling affect retention? | ||
| Staff development needed to move to block scheduling | ||
| Peer coaching for block scheduling PD | ||
| Evaluating the success of the 4 by 4 block schedule | ||
| Establishing a faculty advisory committee | ||
| Teaching strategies needed for longer class times | ||
| Sending students off site to learn from business partners | ||
| Classroom management needed for block scheduling | ||
| Organizing classroom movement during class time | ||
| Incorporating new teaching strategies into your lessons | ||
| An example from a high school language arts class | ||
| Why “pray and spray” never works | ||
| Block scheduling revolutionized this high school teacher's class | ||
| A parents perspective on block scheduling | ||
| A 12th grade student’s perspective on block scheduling | ||
| A 9th grade student’s perspective on block scheduling | ||
| Moving to an A/B block schedule | ||
| Measuring the effectiveness of block scheduling | ||
| Various stakeholders provide feedback on block scheduling | ||
| Does block scheduling meet student needs? | ||
| Establishing a tutorial period within the block schedule | ||
| Are student discipline and attendance affected by block scheduling? | ||
| Student test scores after moving to block scheduling | ||
| Teachers that are reluctant to move to block scheduling | ||
| Teaching language arts classes in longer periods of time | ||
| Block scheduling and the transition to colleges classes | ||
| Students seeking extra help | ||
| Teaching math in longer periods of time | ||
| Engaging math activities used in longer time periods | ||
| Teaching Spanish classes in longer periods of time | ||
| The importance of student movement during Spanish class | ||
| Student retention – foreign language classes | ||
| Integrating technology into a block period | ||
| A parent's perspective on block scheduling | ||
| A students perspective on block scheduling – part 1 | ||
| A students perspective on block scheduling – part 2 | ||
| A students perspective on block scheduling – part 3 | ||
| Moving the Trimester schedule | ||
| Why the trimester schedule? | ||
| A 75 minute versus 90 minute period | ||
| The advantages of a trimester schedule | ||
| Gaining consensus | ||
| The planning process | ||
| Block scheduling is not a panacea | ||
| Unexpected results from block scheduling | ||
| How do teachers deal with the loss of total time? | ||
| Why use a trimester instead of accelerated block schedule? | ||
| Advise to teachers who are beginning to teach in a block period | ||
| Do we need special software to complete our school schedule? | ||
| What about the “gap”; between trimesters? | ||
| Proof that the trimester schedule works | ||
| A English teacher's perspective on the trimester schedule | ||
| A parent’s perspective on the trimester schedule | ||
| A students perspective on the trimester schedule | ||
| Block scheduling at the middle level | ||
| Reasons to move to a block schedule | ||
| The major components of the middle level hybrid schedule | ||
| Using a team teaching approach | ||
| Schedules differ by grade level | ||
| Establishing academic expectations | ||
| Staff development required for the hybrid schedule | ||
| Addressing the concerns of reluctant teachers – part 1 | ||
| Addressing the concerns of reluctant teachers – part 2 | ||
| Recommendations for schools that are transitioning to block scheduling | ||
| Daily planning suggestions for teachers | ||
| A list of concerns expressed by the faculty | ||
| Evaluating the results – gathering feedback | ||
| Frequently asked questions about block scheduling | ||
| A new Principals perspective on moving to block scheduling | ||
| Teaching science in a block period | ||
| A middle school parent’s perspective on block scheduling | ||
| A middle school student’s perspective on block scheduling | ||
| Case Studies from Schools that Adopted Block Scheduling | ||
| An early adopter reflects back on the his move to block scheduling | ||
| Establishing the goals and objectives for moving to block scheduling | ||
| What are the measurement criteria for quantifying results? | ||
| Establishing baseline data for measuring block scheduling results | ||
| The goals and measurable outcomes selected to quantify the results – part 1 | ||
| The goals and measurable outcomes selected to quantify the results – part 2 | ||
| Using the number of out of school suspensions as a measurable goal | ||
| Quantifying parent and community perceptions | ||
| Background information on the school case studies | ||
| Transition time is lost instructional time | ||
| Specific challenges of changing to block scheduling | ||
| Measuring the results of block scheduling | ||
| How does block scheduling affect special education classes? | ||
| What curriculum changes are needed for block scheduling? | ||
| How block scheduling impacted our student test scores | ||
| The impact on athletics, procedural learning, writing instruction, etc | ||
| Reflecting on how block scheduling affected student achievement over a five year period | ||
| Mistakes made after the initial year | ||
| Instructional strategies needed to be successful in a block period | ||
| Moving to a student centered classroom | ||
| Teaching A/P English in a block period | ||
| A parent’s perspective on the move to block scheduling | ||
| A student’s perspective on the move to block scheduling | ||
| Introduction | ||
| Jones Clip 1 | ||
| Jones Clip 2 | ||
| Kotajarvi - Drensky Clip 1 | ||
| Kotajarvi - Drensky Clip 2 | ||
| Kotajarvi - Drensky Clip 3 | ||
| Kotajarvi - Drensky Clip 4 | ||
| Kotajarvi - Drensky Post-Conference | ||
| Tiffani Clip 1 | ||
| Tiffani Clip 2 | ||
| Tiffani Clip 3 | ||
| Tiffani Clip 4 | ||
| Tiffani Clip 5 | ||
| Tiffani Clip 6 | ||
| Tiffani Clip 7 | ||
| Tiffani Clip 8 | ||
| Tiffani Clip 9 | ||
| Tiffani Clip 10 | ||
| Tiffani Clip 11 | ||
| Tiffani Clip 12 | ||
| Tiffani Clip 13 | ||
| Tiffani Clip 14 | ||
| Tiffani Clip 15 | ||
| Tiffani Clip 16 | ||
| Tiffani Clip 17 | ||
| Tiffani Post-Conference | ||
| Goehle Clip 1 | ||
| Goehle Clip 2 | ||
| Goehle Clip 3 | ||
| Goehle Clip 4 | ||
| Fagiani Clip 1 | ||
| Fagiani Clip 2 | ||
| Fagiani Clip 3 | ||
| Fagiani Clip 4 | ||
| Crawford Clip 1 | ||
| Crawford Clip 2 | ||
| Lewis Clip 1 | ||
| Lewis Clip 2 | ||
| Lewis Clip 3 | ||
| Lewis Clip 4 | ||
| Lewis Clip 5 | ||
| Lewis Clip 6 | ||
| Lewis: Pre-Conference 1 | ||
| Lewis: Post-Conference 1 | ||
| Lewis: Post-Conference 2 | ||
| Lewis: Post-Conference 3 | ||
| Dale Clip 1 | ||
| Dale Clip 2 | ||
| Dale Clip 3 | ||
| Dale Clip 4 | ||
| Chavez Clip 1 | ||
| Chavez Clip 2 | ||
| Chavez Clip 3 | ||
| Chavez Clip 4 | ||
| Chavez Clip 5 | ||
| Chavez Clip 6 | ||
| Chavez Clip 7 | ||
| Chavez Clip 8 | ||
| Chavez Clip 9 | ||
| Chavez Clip 10 | ||
| Chavez Clip 11 | ||
| Cross Clip 1 | ||
| Cross Clip 2 | ||
| Cross Clip 3 | ||
| Cross Clip 4 | ||
| Cross Clip 5 | ||
| Cross Clip 6 | ||
| Cross Clip 7 | ||
| Cross Clip 8 | ||
| Cross Clip 9 | ||
| Cross Clip 10 | ||
| Cross Clip 11 | ||
| Cross Clip 12 | ||
| Hite Science Class 1 Clip 1 | ||
| Hite Science Class 1 Clip 2 | ||
| Hite Science Class 1 Clip 3 | ||
| Hite Science Class 1 Clip 4 | ||
| Hite Science Class 1 Clip 5 | ||
| Hite Science Class 1 Clip 6 | ||
| Hite Science Class 1 Clip 7 | ||
| Hite Science Class 1 Clip 8 | ||
| Hite Science Class 1 Clip 9 | ||
| Hite Science Class 1 Clip 10 | ||
| Hite Science Class 1 Clip 11 | ||
| Hite Science Class 2 Clip 1 | ||
| Hite Science Class 2 Clip 2 | ||
| Hite Science Class 2 Clip 3 | ||
| Hite Science Class 2 Clip 4 | ||
| Hite Science Class 2 Clip 5 | ||
| Hite Science Class 2 Clip 6 | ||
| Hite Science Class 2 Clip 7 | ||
| Hite Science Class 2 Clip 8 | ||
| Hite Science Class 2 Clip 9 | ||
| Hite Science Class 2 Clip 10 | ||
| Hite Post Conference | ||
| Hite History Clip 1 | ||
| Hite History Clip 2 | ||
| Hite History Clip 3 | ||
| Hite History Clip 4 | ||
| Hite History Clip 5 | ||
| Hite History Clip 6 | ||
| Hite History Clip 7 | ||
| Hite History Clip 8 | ||
| Hite History Clip 9 | ||
| Hite History Clip 10 | ||
| Hite History Clip 11 | ||
| Hite History Clip 12 | ||
| Hite History Post-Conference | ||
| Mason Clip 1 | ||
| Mason Clip 2 | ||
| Inniss Clip 1 | ||
| Inniss Clip 2 | ||
| Inniss Clip 3 | ||
| Inniss Clip 4 | ||
| Inniss Clip 5 | ||
| Inniss Clip 6 | ||
| Inniss Clip 7 | ||
| Innis Pre-Conference 1 | ||
| Innis Pre-Conference 2 | ||
| Innis Post-Conference 1 | ||
| Innis Post-Conference 2 | ||
| Innis Post-Conference 3 | ||
| Innis Post-Conference 4 | ||
| Boyer-O'Dell Clip 1 | ||
| Boyer-O'Dell Clip 2 | ||
| Boyer-O'Dell Clip 3 | ||
| Boyer-O'Dell Clip 4 | ||
| Rose Clip 1 | ||
| Rose Clip 2 | ||
| Rose Clip 3 | ||
| Rose Clip 4 | ||
| Rose Clip 5 | ||
| Rose Pre-Conference | ||
| Rose Post-Conference Clip 1 | ||
| Rose Post-Conference Clip 2 | ||
| Shrock Clip 1 | ||
| Hillman Clip 1 | ||
| Hillman Clip 2 | ||
| Hillman Clip 3 | ||
| Hillman Clip 4 | ||
| Hillman Clip 5 | ||
| Hillman Clip 6 | ||
| Hillman Clip 7 | ||
| Hillman Clip 8 | ||
| Hillman Clip 9 | ||
| Hillman Clip 10 | ||
| Hillman Clip 11 | ||
| Hillman Clip 12 | ||
| Kirby Clip 1 | ||
| McInerney Algebra Clip 1 | ||
| McInerney Algebra Clip 2 | ||
| McInerney Algebra Clip 3 | ||
| McInerney Algebra Clip 4 | ||
| McInerney Algebra Clip 5 | ||
| McInerney Algebra Clip 6 | ||
| McInerney Algebra Post Conference 1 | ||
| McInerney Algebra Post Conference 2 | ||
| McInerney Algebra Post Conference 3 | ||
| Mulleny Calculus Clip 1 | ||
| Mulleny Calculus Clip 2 | ||
| Mulleny Calculus Clip 3 | ||
| Mulleny Calculus Clip 4 | ||
| Mulleny Calculus Clip 5 | ||
| Mulleny Calculus Clip 6 | ||
| Mulleny Calculus Clip 7 | ||
| Mulleny Calculus Clip 8 | ||
| Mulleny Calculus Clip 9 | ||
| Pistawka Day 1 Clip 1 | ||
| Pistawka Day 1 Clip 2 | ||
| Pistawka Day 1 Clip 3 | ||
| Pistawka Day 1 Clip 4 | ||
| Pistawka Day 1 Clip 5 | ||
| Pistawka Day 1 Clip 6 | ||
| Pistawka Day 1 Clip 7 | ||
| Pistawka Day 1 Clip 8 | ||
| Pistawka Day 1 Clip 9 | ||
| Pistawka Day 1 Conference | ||
| Pistawka Day 1 Discussion of Homework | ||
| Pistawka Day 2 Clip 1 | ||
| Pistawka Day 2 Clip 2 | ||
| Pistawka Day 2 Clip 3 | ||
| Pistawka Day 2 Clip 4 | ||
| Pistawka Day 2 Clip 5 | ||
| Pistawka Day 2 Clip 6 | ||
| Bryden Day 1 Clip 1 | ||
| Bryden Day 1 Clip 2 | ||
| Bryden Day 1 Clip 3 | ||
| Bryden Day 1 Clip 4 | ||
| Bryden Day 1 Clip 5 | ||
| Bryden Day 1 Clip 6 | ||
| Bryden Day 1 Clip 7 | ||
| Bryden Day 1 Post Conference Clip 1 | ||
| Bryden Day 1 Post Conference Clip 2 | ||
| Bryden Day 1 Post Conference Clip 3 | ||
| Bryden Day 2 Clip 1 | ||
| Bryden Day 2 Clip 2 | ||
| Bryden Day 2 Clip 3 | ||
| Bryden Day 2 Clip 4 | ||
| Bryden Day 2 Clip 5 | ||
| Bryden Day 2 Clip 6 | ||
| Bryden Day 2 Clip 7 | ||
| Bryden Day 2 Clip 8 | ||
| Bryden Day 2 Clip 9 | ||
| Bryden Day 2 Clip 10 | ||
| Mahler Clip 1 | ||
| Mahler Clip 2 | ||
| Mahler Clip 3 | ||
| Mahler Clip 4 | ||
| Mahler Clip 5 | ||
| Mahler Clip 6 | ||
| Mahler Clip 7 | ||
| Mahler Pre-Conference | ||
| Mahler Post-Conference 1 | ||
| Mahler Post-Conference 2 | ||
| Hertzog Clip 1 | ||
| Hertzog Clip 2 | ||
| Hertzog Clip 3 | ||
| Hertzog Clip 4 | ||
| Hertzog Clip 5 | ||
| Hertzog Clip 6 | ||
| Hertzog Clip 7 | ||
| Hertzog Pre-Conference | ||
| Hertzog Planning-Conference 1 | ||
| Hertzog Planning-Conference 2 | ||
| Hertzog Planning-Conference 3 | ||
| Hertzog Post-Conference | ||
| Bais Clip 1 | ||
| Bais Clip 2 | ||
| Bais Clip 3 | ||
| Bais Clip 4 | ||
| Bais Clip 5 | ||
| Bais Clip 6 | ||
| Bais Clip 7 | ||
| Bais Mentored Pre-Conference 1 | ||
| Bais Mentored Pre-Conference 2 | ||
| Bais Mentored Pre-Conference 3 | ||
| Bais Mentored Pre-Conference 4 | ||
| Bais Mentored Pre-Conference 5 | ||
| Bais Mentored Pre-Conference 6 | ||
| Bais Mentored Pre-Conference 7 | ||
| Bais Post-Conference 1 | ||
| Bais Post-Conference 2 | ||
| Bais Mentored Post-Conference 1 | ||
| Bais Mentored Post-Conference 2 | ||
| Bais Mentored Post-Conference 3 | ||
| Bais Mentored Post-Conference 4 | ||
| Bais Mentored Post-Conference 5 | ||
| Juergens Clip 1 | ||
| Juergens Clip 2 | ||
| Kook Clip 1 | ||
| Kook Clip 2 | ||
| Kook Clip 3 | ||
| Kook Clip 4 | ||
| Kook Pre-Conference 1 | ||
| Kook Pre-Conference 2 | ||
| Kook Pre-Conference 3 | ||
| Kook Post-Conference 1 | ||
| Kook Post-Conference 2 | ||
| Kook Post-Conference 3 | ||
| Kook Post-Conference 4 | ||
| Kook Post-Conference 5 | ||
| Brandfass Clip 1 | ||
| King Clip 1 | ||
| King Clip 2 | ||
| King Clip 3 | ||
| King Clip 4 | ||
| King Clip 5 | ||
| King Clip 6 | ||
| King Post-Conference 1 | ||
| King Post-Conference 2 | ||
| King Post-Conference 3 | ||
| Strebe Clip 1 | ||
| Bais Physical Science Clip 1 | ||
| Bais Physical Science Clip 2 | ||
| Bais Physical Science Clip 3 | ||
| Bais Physical Science Clip 4 | ||
| Bais Pre-Conference 1 | ||
| Bais Pre-Conference 2 | ||
| Bais Pre-Conference 3 | ||
| Bais Chemistry Clip 1 | ||
| Bais Chemistry Clip 2 | ||
| Bais Chemistry Clip 3 | ||
| Bais Chemistry Clip 4 | ||
| Bais Post-Conference 1 | ||
| Bais Post-Conference 2 | ||
| Harris Clip 1 | ||
| Harris Clip 2 | ||
| Harris Clip 3 | ||
| Rehl Clip 1 | ||
| Rehl Clip 2 | ||
| Rehl Clip 3 | ||
| King Frisbee Clip 1 | ||
| King Frisbee Clip 2 | ||
| King Frisbee Clip 3 | ||
| King Frisbee Clip 4 | ||
| King Pre-Conference 1 | ||
| King Pre-Conference 2 | ||
| King Pre-Conference 3 | ||
| King Pre-Conference 4 | ||
| King Post-Conference 1 | ||
| King Post-Conference 2 | ||
| King Making Decisions Clip 1 | ||
| King Making Decisions Clip 2 | ||
| King Making Decisions Clip 3 | ||
| King Making Decisions Clip 4 | ||
| King Pre-Conference 1 | ||
| King Pre-Conference 2 | ||
| Hurley Clip 1 | ||
| Hurley Clip 2 | ||
| Hurley Clip 3 | ||
| Hurley Clip 4 | ||
| Hurley Clip 5 | ||
| Hurley Clip 6 | ||
| Hurley Pre-Conference | ||
| Hurley Post-Conference Clip 1 | ||
| Hurley Post-Confernce Clip 2 | ||
| Hurley Post-Confernce Clip 3 | ||
| Bowman Clip 1 | ||
| Bowman Clip 2 | ||
| Bowman Clip 3 | ||
| Bowman Clip 4 | ||
| Lindblom Clip 1 | ||
| Lindblom Clip 2 | ||
| Lindblom Clip 3 | ||
| Lindblom Clip 4 | ||
| Lindblom Clip 5 | ||
| Williams Clip 1 | ||
| Williams Clip 2 | ||
| Williams Clip 3 | ||
| Williams Clip 4 | ||
| Williams Clip 5 | ||
| Williams Clip 6 | ||
| Morabito Traditional Clip 1 | ||
| Morabito Traditional Clip 2 | ||
| Morabito Traditional Clip 3 | ||
| Morabito Interactive Whiteboard Lesson Clip 1 | ||
| Morabito Interactive Whiteboard Lesson Clip 2 | ||
| Morabito Interactive Whiteboard Lesson Clip 3 | ||
| Morabito Interactive Whiteboard Revised Lesson Clip 1 | ||
| Morabito Interactive Whiteboard Revised Lesson Clip 2 | ||
| Morabito Interactive Whiteboard Revised Lesson Clip 3 | ||
| Morabito 1:1 Lesson Clip 1 | ||
| Morabito 1:1 Lesson Clip 2 | ||
| Morabito 1:1 Lesson Clip 3 | ||
| Morabito 1:1 Revised Lesson Clip 1 | ||
| Morabito 1:1 Revised Lesson Clip 2 | ||
| Morabito 1:1 Revised Lesson Clip 3 | ||
| Morabito Blended Clip 1 | ||
| Morabito Blended Clip 2 | ||
| Morabito Blended Clip 3 | ||
| Morabito Blended Classroom Pre-Conference | ||
| Morabito Blended Classroom Post-Conference | ||
| Morabito Online Clip 1 | ||
| Morabito Online Clip 2 | ||
| Morabito Online Clip 3 | ||
| Morabito Online Clip 4 | ||
| Bartholio Clip 2 | ||
| Bartholio Clip 1 | ||
| Rudibaugh Math Clip 1 | ||
| Rudibaugh Math Clip 2 | ||
| Swift Clip 1 | ||
| Swift Clip 2 | ||
| Swift Clip 3 | ||
| Swift Clip 4 | ||
| Swift Clip 5 | ||
| Swift Clip 6 | ||
| Swift Clip 7 | ||
| Swift Clip 8 | ||
| Swift Clip 9 | ||
| Swift Clip 10 | ||
| Adamson Clip 1 | ||
| Adamson Clip 2 | ||
| Adamson Clip 3 | ||
| Adamson Clip 4 | ||
| Adamson Clip 5 | ||
| Adamson Clip 6 | ||
| Adamson Clip 7 | ||
| Adamson Clip 8 | ||
| Adamson Clip 9 | ||
| Adamson Clip 10 | ||
| Adamson Clip 11 | ||
| Adamson Clip 12 | ||
| Neal Clip 1 | ||
| Neal Clip 2 | ||
| Zanjani Clip 1 | ||
| Zanjani Clip 2 | ||
| Boltz Clip 1 | ||
| Boltz Clip 2 | ||
| Boltz Clip 3 | ||
| Boltz Clip 4 | ||
| Frost Clip 1 | ||
| Frost Clip 2 | ||
| Busch Turtle Clip 1 | ||
| Bradshaw Clip 1 | ||
| Kladke Clip 1 | ||
| Kladke Clip 2 | ||
| Kladke Clip 3 | ||
| Haase Clip 1 | ||
| Haase Clip 2 | ||
| Haase Clip 3 | ||
| Haase Clip 4 | ||
| Haase Clip 5 | ||
| Haase Clip 6 | ||
| Haase Clip 7 | ||
| Haase Clip 8 | ||
| Haase Butterfly Pre-Conference | ||
| Haase Butterfly Post-Conference | ||
| Haase Fairy Tales Clip 1 | ||
| Haase Fairy Tales Clip 2 | ||
| Haase Fairy Tales Clip 3 | ||
| Haase Fairy Tales Clip 4 | ||
| Haase Fairy Tales Clip 5 | ||
| Haase Fairy Tales Clip 6 | ||
| Haase Fairy Tales Clip 7 | ||
| Haase Fairy Tales Clip 8 | ||
| Haase Fairy Tales Post-Conference | ||
| Haase Fairy Tales Pre-Conference | ||
| Cowger Clip 1 | ||
| Cowger Clip 2 | ||
| Cowger Clip 3 | ||
| Cowger Clip 4 | ||
| Cowger Clip 5 | ||
| Cowger Clip 6 | ||
| Robertson Clip 1 | ||
| Robertson Clip 2 | ||
| Robertson Clip 3 | ||
| Robertson Clip 4 | ||
| Robertson Clip 5 | ||
| Burch Clip1 | ||
| Burch Clip 2 | ||
| Busch Science Clip 1 | ||
| Carrol Clip 1 | ||
| Fuentes Clip 1 | ||
| Fuentes Clip 2 | ||
| Fuentes Clip 3 | ||
| Fuentes Clip 4 | ||
| Fuentes Clip 5 | ||
| Fuentes Post-Conference | ||
| Fuentes Pre-Conference | ||
| Haase Peacemaker Clip 1 | ||
| Haase Peacemaker Clip 2 | ||
| Haase Peacemaker Clip 3 | ||
| Toorman Bales Clip 1 | ||
| Toorman Bales Clip 2 | ||
| Toorman Bales Clip 3 | ||
| Iademarco Clip 1 | ||
| Iademarco Clip 2 | ||
| Iademarco Clip 3 | ||
| Iademarco Clip 4 | ||
| Iademarco Clip 5 | ||
| Iademarco Clip 6 | ||
| Iademarco Clip 7 | ||
| Iademarco Clip 8 | ||
| Iademarco Post-Conference | ||
| Dunagan Clip 1 | ||
| Dunagan Clip 2 | ||
| Dunagan Clip 3 | ||
| Dunagan Clip 4 | ||
| Dunagan Clip 5 | ||
| Dunagan Clip 6 | ||
| Dunagan Clip 7 | ||
| Dunagan Clip 8 | ||
| Dunagan Clip 9 | ||
| Dunagan Post-Conference | ||
| Sullivan, DiSalle, Courtney Clip 1 | ||
| Sullivan, DiSalle, Courtney Clip 2 | ||
| Sullivan, DiSalle, Courtney Clip 3 | ||
| Sullivan, DiSalle, Courtney Clip 4 | ||
| Tolhurst Clip 1 | ||
| Tolhurst Clip 2 | ||
| Tolhurst Clip 3 | ||
| Tolhurst Clip 4 | ||
| Tuttle Clip 1 | ||
| Tuttle Clip 2 | ||
| Tuttle Clip 3 | ||
| Tuttle Clip 4 | ||
| Tuttle Clip 5 | ||
| Tuttle Clip 6 | ||
| Tuttle Pre-Conference Clip 1 | ||
| Tuttle Pre-Conference Clip 2 | ||
| Tuttle Pre-Conference Clip 3 | ||
| Tuttle Post-Conference Clip 1 | ||
| Tuttle Post-Conference Clip 2 | ||
| Tuttle Post-Conference Clip 3 | ||
| Tuttle Post-Conference Clip 4 | ||
| Furman Clip 1 | ||
| Furman Clip 2 | ||
| Furman Clip 3 | ||
| Furman Clip 4 | ||
| Furman Clip 5 | ||
| Furman Pre-Conference 1 | ||
| Furman Pre-Conference 2 | ||
| Furman Post-Conference 1 | ||
| Furman Post-Conference 2 | ||
| Furman Post-Conference 3 | ||
| Furman Post-Conference 4 | ||
| Thurau Clip 1 | ||
| Thurau Clip 2 | ||
| Thurau Clip 3 | ||
| Thurau Clip 4 | ||
| O'Brien Clip 1 | ||
| O'Brien Clip 2 | ||
| O'Brien Clip 3 | ||
| O'Brien Clip 4 | ||
| O'Brien Clip 5 | ||
| Givens Clip 1 | ||
| Givens Clip 2 | ||
| Givens Clip 3 | ||
| Givens Clip 4 | ||
| Givens Clip 5 | ||
| Givens Clip 6 | ||
| Givens Clip 7 | ||
| Givens Clip 8 | ||
| Givens Clip 9 | ||
| Givens Clip 10 | ||
| Givens Clip 11 | ||
| Givens Clip 12 | ||
| 5. Givens Clip 5 | ||
| Tuttle Clip 1 | ||
| Tuttle Clip 2 | ||
| Tuttle Clip 3 | ||
| Tuttle Clip 4 | ||
| Tuttle Clip 5 | ||
| Tuttle Pre-Conference 1 | ||
| Tuttle Pre-Conference 2 | ||
| Tuttle Pre-Conference 3 | ||
| Tuttle Pre-Conference 4 | ||
| Tuttle Post-Conference 1 | ||
| Tuttle Post-Conference 2 | ||
| Tuttle Post-Conference 3 | ||
| Edwards Clip 1 | ||
| Edwards Clip 2 | ||
| Edwards Clip 3 | ||
| Kelly Clip 1 | ||
| Kelly Clip 2 | ||
| Kelly Clip 3 | ||
| Kelly Clip 4 | ||
| Kelly Clip 5 | ||
| Kelly Pre-Conference | ||
| Kelly Post-Conference | ||
| Callahan Clip 1 | ||
| Callahan Clip 2 | ||
| Madej-Warham Clip 1 | ||
| Madej-Warham Clip 2 | ||
| Madej-Warham Clip 3 | ||
| Razor Clip 1 | ||
| Razor Clip 2 | ||
| Compton Clip 1 | ||
| Compton Clip 2 | ||
| Bruney Clip 1 | ||
| Tocci-Edwards clip 1 | ||
| Tocci-Edwards clip 2 | ||
| Tocci-Edwards clip 3 | ||
| Tocci-Edwards clip 4 | ||
| Tocci-Edwards clip 5 | ||
| Tocci-Edwards clip 6 | ||
| Tocci-Edwards clip 7 | ||
| Tocci-Edwards clip 8 | ||
| Tocci-Edwards clip 9 | ||
| Rojas Clip 1 | ||
| Rojas Clip 2 | ||
| Rojas Clip 3 | ||
| Rojas Clip 4 | ||
| Rojas Clip 5 | ||
| Rojas Clip 6 | ||
| Rojas Clip 7 | ||
| Reynolds Clip 1 | ||
| Reynolds Clip 2 | ||
| Reynolds Clip 3 | ||
| Reynolds Clip 4 | ||
| Orbanosky Clip 1 | ||
| Orbanosky Clip 2 | ||
| Orbanosky Clip 3 | ||
| Orbanosky Clip 4 | ||
| Orbanosky Clip 5 | ||
| Orbanosky Clip 6 | ||
| Kim & Flynn Clip 1 | ||
| Kim & Flynn Clip 2 | ||
| Kim & Flynn Clip 3 | ||
| Kim & Flynn Clip 4 | ||
| Kim & Flynn Clip 5 | ||
| Kim & Flynn Clip 6 | ||
| Kim & Flynn Clip 7 | ||
| Kim & Flynn Clip 8 | ||
| Kim & Flynn Clip 9 | ||
| Kim & Flynn Clip 10 | ||
| Kim & Flynn Clip 11 | ||
| Kim & Flynn Clip 12 | ||
| Kim & Flynn Clip 13 | ||
| Kim & Flynn Clip 14 | ||
| Kim & Flynn Clip 15 | ||
| Kim & Flynn Clip 16 | ||
| Kim & Flynn Clip 17 | ||
| Kim & Flynn Clip 18 | ||
| Kim & Flynn Clip 19 | ||
| Kim & Flynn Clip 20 | ||
| Kim & Flynn Clip 21 | ||
| Kim & Flynn Clip 22 | ||
| White Clip 1 | ||
| White Clip 2 | ||
| White Clip 3 | ||
| White Clip 4 | ||
| White Clip 5 | ||
| White Clip 6 | ||
| White Clip 7 | ||
| White Clip 8 | ||
| White Clip 9 | ||
| White Clip 10 | ||
| White Clip 11 | ||
| Maull Clip 1 | ||
| Maull Clip 2 | ||
| Maull Clip 3 | ||
| Maull Clip 4 | ||
| Maull Clip 5 | ||
| Maull Clip 6 | ||
| Maull Clip 7 | ||
| Maull Clip 8 | ||
| Maull Post-Conference Clip 9 | ||
| Bautista Clip 1 | ||
| Bautista Clip 2 | ||
| Bautista Clip 3 | ||
| Bautista Clip 4 | ||
| Bautista Clip 5 | ||
| Smith Clip 1 | ||
| Smith Clip 2 | ||
| Smith Clip 3 | ||
| Courtney, Sullivan Clip 1 | ||
| Courtney, Sullivan Clip 2 | ||
| Courtney, Sullivan Clip 3 | ||
| Courtney, Sullivan Clip 4 | ||
| Schulz Clip 1 | ||
| Schulz Clip 2 | ||
| Schulz Clip 3 | ||
| Bluiett Clip 1 | ||
| Bluiett Clip 2 | ||
| Bluiett Clip 3 | ||
| Sullivan Clip 1 | ||
| Anderson Clip 1 | ||
| Anderson Clip 2 | ||
| Anderson Clip 3 | ||
| Anderson Clip 4 | ||
| Anderson Clip 5 | ||
| Anderson Clip 6 | ||
| Anderson Pre-Conference | ||
| Anderson Post-Conference 1 | ||
| Anderson Post-Conference 2 | ||
| Schwieterman Clip 1 | ||
| Schwieterman Clip 2 | ||
| Schwieterman Clip 3 | ||
| Schwieterman Clip 4 | ||
| Kennon Clip 1 | ||
| Kennon Clip 2 | ||
| Kennon Clip 3 | ||
| Clip 4 Kennon Post-Conference | ||
| VanCleve-Petteys clip 1 | ||
| VanCleve-Petteys clip 2 | ||
| VanCleve-Petteys clip 3 | ||
| VanCleve-Petteys clip 4 | ||
| VanCleve-Petteys clip 5 | ||
| VanCleve-Petteys clip 6 | ||
| VanCleve-Petteys clip 7 | ||
| Miliner Clip 1 | ||
| Miliner Clip 2 | ||
| Miliner Clip 3 | ||
| Miliner Clip 4 | ||
| Miliner Clip 5 | ||
| Miliner Clip 6 | ||
| Miliner Post-Conference | ||
| Hatch Clip 1 | ||
| Hatch Clip 2 | ||
| Hatch Clip 3 | ||
| Hatch Clip 4 | ||
| Hatch Clip 5 | ||
| Hatch Clip 6 | ||
| Hatch Clip 7 | ||
| Hatch Clip 8 | ||
| Hatch Clip 9 | ||
| Hatch Clip 10 | ||
| Hatch Clip 11 | ||
| Butler Clip 1 | ||
| Butler Clip 2 | ||
| Butler Clip 3 | ||
| Butler Clip 4 | ||
| Butler Clip 5 | ||
| Butler Clip 6 | ||
| McGee Clip 1 | ||
| McGee Clip 2 | ||
| McGee Clip 3 | ||
| McGee Clip 4 | ||
| McGee Clip 5 | ||
| McGee Clip 6 | ||
| McGee Clip 7 | ||
| McGee Clip 8 | ||
| McGee Clip 9 | ||
| McGee Clip 10 | ||
| McGee Clip 11 | ||
| McGee Clip 12 | ||
| McGee Clip 13 | ||
| McGee Clip 14 | ||
| McGee Clip 15 | ||
| McGee Clip 16 | ||
| McGee Clip 17 | ||
| McGee Pre-Conference | ||
| McGee Reflection | ||
| McGee Post-Conference 1 | ||
| McGee Post-Conference 2 | ||
| McGee Post-Conference 3 | ||
| McGee Post-Conference 4 | ||
| Anderson Clip 1 | ||
| Anderson Clip 2 | ||
| Anderson Clip 3 | ||
| Anderson Clip 4 | ||
| Anderson Clip 5 | ||
| Anderson Clip 6 | ||
| Anderson Post-Conference 1 | ||
| Anderson Post-Conference 2 | ||
| Anderson Post-Conference 3 | ||
| White -homework explained | ||
| White Math Clip 1 | ||
| White Math Clip 2 | ||
| White Math Clip 3 | ||
| White Math Clip 4 | ||
| White Math Clip 5 | ||
| White Math Clip 6 | ||
| White Math Clip 7 | ||
| White Math Clip 8 | ||
| White Math Clip 9 | ||
| White Math Clip 10 | ||
| White Pre-conference | ||
| White Post-conference | ||
| Brosious Math Clip 1 | ||
| Brosious Math Clip 2 | ||
| Brosious Math Clip 3 | ||
| Brosious Math Clip 4 | ||
| Brosious Math Clip 5 | ||
| Brosious Math Clip 6 | ||
| Brosious Math Clip 7 | ||
| Brosious Math Clip 8 | ||
| Brosious Math Clip 9 | ||
| Brosious Math Clip 10 | ||
| Brosious Math Clip 11 | ||
| Brosious Math Clip 12 | ||
| Brosious Math Pre-Conference | ||
| Brosious Math Post Conference | ||
| DeRosa Clip 1 | ||
| DeRosa Clip 2 | ||
| DeRosa Clip 3 | ||
| DeRosa Clip 4 | ||
| DeRosa Clip 5 | ||
| DeRosa Pre-Conference | ||
| DeRosa Post Conference | ||
| McCutcheon and Pajk Clip 1 | ||
| McCutcheon and Pajk Clip 2 | ||
| Lariccia Clip 1 | ||
| Lariccia Clip 2 | ||
| Lariccia Clip 3 | ||
| Lariccia Clip 4 | ||
| Matthews Clip 1 | ||
| McCloy Clip1 | ||
| Dries Clip 1 | ||
| Dries Clip 2 | ||
| Dries Clip 3 | ||
| Dries Clip 4 | ||
| Dries Pre-Conference 1 | ||
| Dries Pre-Conference 2 | ||
| Dries Pre-Conference 3 | ||
| Dries Post-Conference 1 | ||
| Dries Post-Conference 2 | ||
| Dries Post-Conference 3 | ||
| Richie Clip 1 | ||
| Richie Clip 2 | ||
| Richie Clip 3 | ||
| Richie Clip 4 | ||
| Salgado Clip 1 | ||
| Salgado Clip 2 | ||
| Salgado Clip 3 | ||
| Salgado Clip 4 | ||
| Salgado Clip 5 | ||
| Salgado Clip 6 | ||
| Salgado Clip 7 | ||
| Salgado Clip 8 | ||
| Salgado Pre-Conference | ||
| Salgado Post-Conference | ||
| Lee Clip 1 | ||
| Lee Clip 2 | ||
| Siebert Clip 1 | ||
| Siebert Clip 2 | ||
| Siebert Clip 3 | ||
| Siebert Clip 4 | ||
| Siebert Clip 5 | ||
| Siebert Clip 6 | ||
| Siebert Clip 7 | ||
| Siebert Pre-Conference | ||
| Siebert Post-Conference | ||
| Erf Clip 1 | ||
| Erf Clip 2 | ||
| Erf Clip 3 | ||
| Erf Clip 4 | ||
| Erf Clip 5 | ||
| Erf Clip 6 | ||
| Erf Clip 7 | ||
| Erf Pre-Conference | ||
| Erf Post-Conference | ||
| Maloney Clip 1 | ||
| Maloney Clip 2 | ||
| Maloney Clip 3 | ||
| Maloney Clip 4 | ||
| Maloney Clip 5 | ||
| Maloney Clip 6 | ||
| Maloney Clip 7 | ||
| Maloney Clip 8 | ||
| Erf Clip 1 | ||
| Erf Clip 2 | ||
| Erf Clip 3 | ||
| Erf Clip 4 | ||
| Erf Clip 5 | ||
| Erf Clip 6 | ||
| Erf Clip 7 | ||
| Erf Clip 8 | ||
| Brosious STEAM Clip 1 | ||
| Brosious STEAM Clip 2 | ||
| Brosious STEAM Clip 3 | ||
| Brosious STEAM Clip 4 | ||
| Brosious STEAM Clip 5 | ||
| Brosious STEAM Clip 6 | ||
| Brosious STEAM Clip 7 | ||
| Brosious STEAM Clip 8 | ||
| Brosious STEAM Clip 9 | ||
| Brosious STEAM Clip 10 | ||
| Brosious STEAM Clip 11 | ||
| Brosious STEAM Clip 12 | ||
| Brosious STEAM Clip 13 | ||
| Brosious STEAM Pre-Conference | ||
| Brosius STEAM Post-Conference | ||
| Knight Lower Level Clip 1 | ||
| Knight Lower Level Clip 2 | ||
| Knight Lower Level Clip 3 | ||
| Knight Lower Level Clip 4 | ||
| Knight Lower Level Clip 5 | ||
| Knight Lower Level Clip 6 | ||
| Knight Lower Level Clip 7 | ||
| Knight Lower Level Clip 8 | ||
| Knight Lower Level Clip 9 | ||
| Knight Upper Level Clip 10 | ||
| Knight Upper Level Clip 11 | ||
| Knight Upper Level Clip 12 | ||
| Knight Upper Level Clip 13 | ||
| Knight Upper Level Clip 14 | ||
| Knight Upper Level Clip 15 | ||
| Knight Upper Level Clip 16 | ||
| Knight Upper Level Clip 17 | ||
| Knight Upper Level Clip 18 | ||
| Phillips Clip 1 | ||
| Phillips Clip 2 | ||
| Phillips Clip 3 | ||
| Phillips Clip 4 | ||
| Phillips Clip 5 | ||
| Phillips Clip 6 | ||
| Phillips Post-Conference | ||
| Wright Clip 1 | ||
| Wright Clip 2 | ||
| Wright Clip 3 | ||
| Wright Clip 4 | ||
| Wright Clip 5 | ||
| Wright Clip 6 | ||
| Wright Post-Conference | ||
| Rosenfeld Clip 1 | ||
| Rosenfeld Clip 2 | ||
| Rosenfeld Clip 3 | ||
| Rosenfeld Clip 4 | ||
| Rosenfeld Clip 5 | ||
| Rosenfeld Clip 6 | ||
| Rosenfeld Clip 7 | ||
| Rosenfeld Post-Conference | ||
| Slemc Clip 1 | ||
| Slemc Clip 2 | ||
| Slemc Clip 3 | ||
| Slemc Clip 4 | ||
| Slemc Clip 5 | ||
| Slemc Clip 6 | ||
| Slemc Clip 7 | ||
| Slemc Clip 8 | ||
| Slemc Clip 9 | ||
| Slemc Post-Conference | ||
| Paul Clip 1 | ||
| Paul Clip 2 | ||
| Paul Clip 3 | ||
| Paul Clip 4 | ||
| Paul Post-Conference 1 | ||
| Paul Post-Conference 2 | ||
| Jasmyn Wright clip 1 | ||
| Jasmyn Wright clip 2 | ||
| Jasmyn Wright clip 3 | ||
| Jasmyn Wright clip 4 | ||
| Jasmyn Wright clip 5 | ||
| Jasmyn Wright clip 6 | ||
| Jasmyn Wright clip 7 | ||
| Clip 8 Jasmyn Wright Post-Conference | ||
| Tollafield Clip 1 | ||
| Tollafield Clip 2 | ||
| Tollafield Clip 3 | ||
| Tollafield Clip 4 | ||
| Tollafield Clip 5 | ||
| Bradeberry and Johnson Clip 1 | ||
| Bradeberry and Johnson Clip 2 | ||
| Bradeberry and Johnson Clip 3 | ||
| Yount Clip 1 | ||
| Yount Clip 2 | ||
| Yount Clip 3 | ||
| Yount Clip 4 | ||
| Sack Clip 1 | ||
| Sableski Clip 1 | ||
| Sableski Clip 2 | ||
| Sableski Clip 3 | ||
| Mark Clip 1 | ||
| Mark Clip 2 | ||
| Mark Clip 3 | ||
| Mark Clip 4 | ||
| Nolan-Agarwal Clip 1 | ||
| Nolan-Agarwal Clip 2 | ||
| Nolan-Agarwal Clip 3 | ||
| Siebert Problems & Solutions Clip 1 | ||
| Siebert Problems & Solutions Clip 2 | ||
| Benevides Vocabulary Clip 1 | ||
| Benevides Vocabulary Clip 2 | ||
| Pelanek Clip 1 | ||
| Pelanek Clip 2 | ||
| Pelanek Clip 3 | ||
| Pelanek Clip 4 | ||
| Pelanek Clip 5 | ||
| Pelanek Clip 6 | ||
| Pelanek Clip 7 | ||
| Pelanek Clip 8 | ||
| Pelanek Clip 9 | ||
| Pelanek Clip 10 | ||
| Pelanek Clip 11 | ||
| Abraham Clip 1 | ||
| Abraham Clip 2 | ||
| Abraham Clip 3 | ||
| Abraham Clip 4 | ||
| Abraham Clip 5 | ||
| Abraham Clip 6 | ||
| Abraham Clip 7 | ||
| Abraham Clip 8 | ||
| Abraham Clip 9 | ||
| Abraham Clip 10 | ||
| Abraham Clip 11 | ||
| Abraham Clip 12 | ||
| Abraham Clip 13 | ||
| Abraham Clip 14 | ||
| Abraham Post-Conference | ||
| Abraham Pre-Conference | ||
| Moran Freehill Day 1 Clip 1 | ||
| Moran Freehill Day 1 Clip 2 | ||
| Moran Freehill Day 1 Clip 3 | ||
| Moran Freehill Day 1 Clip 4 | ||
| Moran Freehill Day 2 Clip 1 | ||
| Moran Freehill Day 2 Clip 2 | ||
| Moran Freehill Day 2 Clip 3 | ||
| Moran Freehill Day 2 Clip 4 | ||
| Farrell Clip 1 | ||
| Farrell Clip 2 | ||
| Farrell Clip 3 | ||
| Farrell Clip 4 | ||
| Acklin Clip 1 | ||
| Acklin Clip 2 | ||
| Acklin Clip 3 | ||
| Acklin Clip 4 | ||
| Strunk Clip 1 | ||
| Strunk Clip 2 | ||
| Strunk Clip 3 | ||
| Strunk Clip 4 | ||
| Strunk Pre-Conference | ||
| Strunk Post-Conference 1 | ||
| Strunk Post-Conference 2 | ||
| Strunk Post-Conference 3 | ||
| Smith Clip 1 | ||
| Smith Clip 2 | ||
| Reigler Clip 1 | ||
| Reigler Clip 2 | ||
| Reigler Clip 3 | ||
| Reigler Clip 4 | ||
| Reigler Clip 5 | ||
| Reigler Clip 6 | ||
| Classroom180: A framework for creating, sustaining and assessing the trauma-informed classroom | ||
| The mission is to help children with trauma through school | ||
| Introducing Andy and Billy | ||
| Why a trauma-informed classroom framework is needed | ||
| Looking at the Classroom180 Rubric | ||
| Collaborative conferences after classroom observations are critical | ||
| Research-based approach to creating the Classroom180 rubric | ||
| Pre-Test: Classroom180 for Trauma-Informed Schools | ||
| Looking at discipline and empowerment | ||
| Discipline and empowerment in a whole new light | ||
| Regulatory-based discipline focuses on regulation rather than behavior | ||
| Consequences with relational support; it's not about rejection | ||
| Repair and healing is changing behavior from the inside | ||
| Helping to improve the developmental deficits | ||
| Softening the impact of grades on self-image and happiness | ||
| Social and emotional learning requires special attention | ||
| Self-image and identity development is core to healing | ||
| Reflection and on-going growth | ||
| Getting into the shoes of Billy - discipline and empowerment | ||
| Every child in the classroom benefits from learning about trauma | ||
| Primary SEL lesson with commentary | ||
| Ms. Wright: Looking at the rubric | ||
| Ms. Ramirez calm room conversation | ||
| Ms. Ramirez more calm room conversation | ||
| Ms. Ramirez: Looking at the rubric 2 | ||
| Coming Soon! | ||
| Mastering Domain 5 - Discipline and Empowerment | ||
| Looking at the various aspects of the language of trauma | ||
| Billy looks at the world through the lens of fear | ||
| Communication shift | ||
| Right-brain to right-brain de-escalation | ||
| Affect tolerance | ||
| Nonverbal communication | ||
| Positive language | ||
| Getting into the shoes of Billy - language of trauma | ||
| Ms. Kummar’s high school lesson with commentary | ||
| Ms. Kummar: Looking at the rubric | ||
| Ms. Arnold's elementary school lesson with commentary | ||
| Ms. Arnold: Looking at the rubric | ||
| Coming Soon! | ||
| Mastering Domain 3 - Language of Trauma | ||
| Looking at the various aspects of regulation | ||
| Behavior versus regulation and dysregulation | ||
| Using the physical environment to assist in student regulation | ||
| Creating universal proactive supports | ||
| The importance of transitional supports | ||
| Be ready to give individual supports | ||
| Tuning our awareness to assess our students’ state of regulation | ||
| Learning to work within the window of stress tolerance | ||
| Helping students to stay regulated requires teacher self-regulation | ||
| Getting into the shoes of Billy - regulation | ||
| Mr. Hillman’s high school lesson with commentary | ||
| Mr. Hillman: Looking at the rubric | ||
| The Room Scan | ||
| Getting ready to gather evidence of the physical environment | ||
| Room tour – A guided practice activity using the Room Scan | ||
| Compare your Room Scan notes with Heather | ||
| Mastering Domain 2 - Regulation | ||
| Looking at the various aspects of relationships and family culture | ||
| Why trauma starts with relationships and family culture | ||
| Family culture: When a classroom becomes a family, everybody wins | ||
| Teacher-student relationships | ||
| Student-student relationships | ||
| Teacher-parent relationships | ||
| Getting into the shoes of Billy | ||
| Mr. Hite’s middle school lesson with commentary | ||
| Mr. Hite’s middle school lesson with more commentary | ||
| Mr. Hite: Looking at the rubric | ||
| Coming Soon! | ||
| Mastering Domain 1 - Relationships and Family Culture- Assessment | ||
| Looking at the the various aspects of safety | ||
| Addressing safety head-on and being proactive | ||
| Discharging the trauma: The polar bear analogy | ||
| Discharging the trauma: The Mr. Slammie strategy | ||
| Universal Safety Practices: Proactive strategies | ||
| Universal Safety Practices: Using mantras | ||
| Universal Safety Practices: Discussing suicide | ||
| Identification of Individual Safety Issues: Proactive strategies | ||
| Identification of Individual Safety Issues: Progression to aggression | ||
| Responding in a Moment of Crisis: Safety first | ||
| Implementing a last-resort physical intervention plan | ||
| The critical nature of safety: A personal story | ||
| Getting in the shoes of Billy: Safety | ||
| Ms. Jamie’s elementary school lesson with commentary | ||
| Ms. Jamie’s elementary school lesson with more commentary | ||
| Ms. Jamie: Looking at the rubric | ||
| Coming Soon! | ||
| Mastering Domain 4 - Safety | ||
| The Six Shifts: What Are They and What Do They Mean? | ||
| What does the "Focus" shift mean? | ||
| Focus in the classroom- 7th grade algebra with Ms. Strunk | ||
| Focus in the classroom- 4th grade multiplication with Ms. Bautista | ||
| Focus in the classroom- Ms. Bautista small group work | ||
| Focus in the classroom- Ms. VanCleve 5th grade math manipulatives | ||
| Guided Practice- Focus in the classroom with Ms. Smith | ||
| Answer Key for Ms. Smith's guided practice | ||
| Wrap Up of Focus Shift | ||
| What does Coherence mean? | ||
| Focus in the classroom- 2nd grade Addition with Mrs. Cowager | ||
| Focus in the classroom- 5th grade Algorithms with Mrs. Sullivan | ||
| Focus in the classroom- 4th grade Profit with Ms. Smith | ||
| Guided Practice-How do you see coherence developing? | ||
| Answer Key for Ms. Strunk's guided practice | ||
| Planning instruction for coherence | ||
| What does Fluency mean? | ||
| Fluency in the classroom- 2nd grade Addition with Mrs. Cowager | ||
| Fluency in Action- 5th grade Algorithms with Mrs. Courtney | ||
| Fluency in the classroom- 2nd grade Addition with Mrs. Robertson | ||
| Guided practice- How do you see fluency developing? | ||
| Answer Key for Ms. Bautista's guided practice | ||
| Fluency Wrap Up | ||
| What does Deep Understanding mean? | ||
| Deep understanding in the classroom- 4th grade Multiplication with Mrs. Bautista | ||
| Deep understanding in the classroom- 4th grade Profit with Ms. Smith | ||
| Deep understanding in the classroom- 4th grade small group with Ms. Smith | ||
| Deep understanding in the classroom- 5th grade Algorithms with Mrs. Courtney | ||
| Deep understanding in the classroom- 5th grade column addition with Mrs. Courtney | ||
| Deep Understanding in the classroom- 2nd grade Addition with Mrs. Robertson | ||
| Guided Practice-How do you see deep understanding being demonstrated? | ||
| Answer Key- Deep understanding | ||
| Wrap Up Deep Understanding shift and Comments from Jane Robertson | ||
| What Does the Application Shift Mean? - Additional Comments from Jane Robertson | ||
| Application in the Classroom- 5th Grade Percentages with Mr. Anderson | ||
| Application in the Classroom- 4th Grade Circles with Ms. Shulz | ||
| Application in the Classroom- 7th Grade Geometry with Mr. Farrell | ||
| Application in the Classroom- 2nd grade Addition with Mrs. Robertson | ||
| Guided Practice- How Do You See Application Being Demonstrated? | ||
| Answer Key to Ms. Strunk's Guided Practice | ||
| Application Wrap Up | ||
| What Does Dual Intensity Mean? | ||
| Dual Intensity in the Classroom- Ms. Smith | ||
| Dual Intensity in the Classroom- Ms. Cowager | ||
| Dual Intensity in the Classroom- Ms. VanCleve and Ms. Petteys | ||
| How Do You See Dual Intensity Being Demonstrated? | ||
| Answer key to Ms. Strunk's Guided Practice | ||
| Dual Intensity Wrap Up | ||
| Implementing the Six Shifts- Additional Comments with Jane Robertson | ||
| Assessment: Whole Program Common Core Math Shifts | ||
| Math Shifts Assessment | ||
| Video Assessment | ||
| What is trauma-informed? Learn about it here. | ||
| Love put into action | ||
| What do children need at school to make learning better - Ask the experts | ||
| Dysregulation vs. Regulation and Hyper-arousal vs. Hypo-arousal | ||
| The window of tolerance: Andy vs. Billy | ||
| Trauma is natural and can be healed | ||
| How trauma impacts on the brain | ||
| Stop asking how to change behavior | ||
| An example of dysregulation and some suggestions | ||
| Power struggles and the survival mode | ||
| The breaking point: before, in the moment and after | ||
| Refuses assignment - Unproductive (Uncensored) | ||
| Refuses assignment - Productive Part 1 | ||
| Refuses assignment - Productive Part 2 | ||
| Student becomes aggressive - Unproductive (Uncensored) | ||
| Student becomes aggressive - Productive | ||
| Disrespects teacher - Unproductive (Uncensored) | ||
| Disrespects teacher - Productive | ||
| Struggles with transition - Unproductive (Uncensored) | ||
| Struggles with transition - Productive | ||
| Won't take off hoodie - Unproductive (Uncensored) | ||
| Won't take off hoodie - Productive | ||
| Refusal to put phone away - Unproductive (Uncensored) | ||
| Refusal to put phone away - Productive | ||
| Class clown - Unproductive (Uncensored) | ||
| Class clown - Productive | ||
| Out of class - Unproductive (Uncensored) | ||
| Out of class - Productive | ||
| Classroom Examples of Unproductive and Productive Student Interventions - High School- Assessment | ||
| Two students argue - Unproductive | ||
| Two students argue - Productive | ||
| Refuses to transition - Unproductive | ||
| Refuses to transition - Productive | ||
| Misbehaves for substitute - Unproductive | ||
| Misbehaves for substitute - Productive - Part 1 | ||
| Misbehaves for substitute - Productive - Part 2 | ||
| Student disrupts - Unproductive | ||
| Student disrupts - Productive | ||
| Classroom Examples of Unproductive and Productive Student Interventions - Elementary School- Assessment | ||
| What is trauma-informed? Learn about it here. | ||
| Love put into action | ||
| What do children need at school to make learning better - Ask the experts | ||
| Dysregulation vs. Regulation and Hyper-arousal vs. Hypo-arousal | ||
| The window of tolerance: Andy vs. Billy | ||
| Trauma is natural and can be healed | ||
| How trauma impacts on the brain | ||
| Stop asking how to change behavior | ||
| An example of dysregulation and some suggestions | ||
| Power struggles and the survival mode | ||
| The breaking point: before, in the moment and after | ||
| Refuses assignment - Unproductive (Bleeped) | ||
| Refuses assignment - Productive Part 1 | ||
| Refuses assignment - Productive Part 2 | ||
| Student becomes aggressive - Unproductive (Bleeped) | ||
| Student becomes aggressive - Productive | ||
| Disrespects teacher - Unproductive (Bleeped) | ||
| Disrespects teacher - Productive | ||
| Struggles with transition - Unproductive (Bleeped) | ||
| Struggles with transition - Productive | ||
| Won't take off hoodie - Unproductive (Bleeped) | ||
| Won't take off hoodie - Productive | ||
| Refusal to put phone away - Unproductive (Bleeped) | ||
| Refusal to put phone away - Productive | ||
| Class clown - Unproductive (Bleeped) | ||
| Class clown - Productive | ||
| Out of class - Unproductive (Bleeped) | ||
| Out of class - Productive | ||
| Classroom Examples of Unproductive and Productive Student Interventions - High School- Assessment | ||
| Two students argue - Unproductive | ||
| Two students argue - Productive | ||
| Refuses to transition - Unproductive | ||
| Refuses to transition - Productive | ||
| Misbehaves for substitute - Unproductive | ||
| Misbehaves for substitute - Productive - Part 1 | ||
| Misbehaves for substitute - Productive - Part 2 | ||
| Student disrupts - Unproductive | ||
| Student disrupts - Productive | ||
| Creating a Trauma Informed School- Module 3 Assessment | ||
| Dyslexia and other Reading Based Disabilities | ||
| Topic B: ENVIRONMENT 2: Managing Student Behavior | ||
| Environment (Physical) Assessment | ||
| Respectful Culture Assessment | ||
| Topic A: ENVIRONMENT 1: Expectations | ||
| Growing and Developing Professionally | ||
| Reflecting on Teaching | ||
| Community Involvement | ||
| Community Involvement Assessment | ||
| School Responsibilities Assessment | ||
| 5 Star Rating - Why Great Schools Need Great Customer Service | ||
| Communication Skills for School Leaders | ||
| Creating a School Culture of Continuous Improvement | ||
| Setting School Wide High Expectations | ||
| Assessment Literacy for Principals | ||
| School Management Tips for Principals | ||
| Collaborative School Leadership | ||
| Oral Language: The Key to a Strong Literacy Program Assessment | ||
| The Big 5: Essential Components of Reading Instruction Assessment | ||
| Questioning Strategies for Guided Reading Assessment | ||
| Understanding Literacy Stages and Assessment | ||
| Sexual Harassment Training Assessment | ||
| Assessment | ||
| Danielson Framework for Teaching – Domains 1-4 | ||
| Component 1A Assessment | ||
| Component 1D Assessment | ||
| Component 1F Assessment | ||
| Component 2A Assessment | ||
| Component 2E Assessment | ||
| Component 4A Assessment | ||
| Component 4C Assessment | ||
| Professional Teacher Competencies Assessment | ||
| A + Teaching Strategies that Work | ||
| Why Boys? Closing the Gender Gap Assessment | ||
| Competency-Based Learning Assessment | ||
| Tailored Instruction for Personalized Learning Assessment | ||
| First Steps to Learning Recovery Assessment | ||
| COVID-19's Impact on Students' Mental Health Assessment | ||
| What Student Behavior is Telling You Assessment | ||
| Ready, Set, Learn: Recovering from Learning Loss Assessment | ||
| Resetting School Culture and Relationships Post-COVID Assessment | ||
| Raise the Rigor with Higher Level Thinking Assessment | ||
| Part 1 | ||
| Part 2 | ||
| Part 3 | ||
| Part 4 | ||
| Part 5 | ||
| Assessment: EI-62 | ||
| Assessment: EI-nj2 | ||
| Assessment: EI-nj3 | ||
| Assessment: EI-nj4 | ||
| Assessment: EI-nj6 | ||
| Assessment: EI-58 | ||
| Assessment: EI-58.3 | ||
| Assessment: EI-124 | ||
| Assessment: EI-59 | ||
| Assessment: EI-188 | ||
| Assessment: EI-190.1 | ||
| Assessment: EI-190.2 | ||
| Assessment: EI-190.3 | ||
| Assessment: EI-190.4 | ||
| Assessment: EI-190.5 | ||
| Assessment: EI-190.6 | ||
| Assessment: EI-190.6 | ||
| Topic A: INSTRUCTION 1: Standards and Objectives | ||
| Topic B: INSTRUCTION 2: Igniting Student Motivation | ||
| Topic C: INSTRUCTION 3: Presenting Instructional Content | ||
| Topic D: INSTRUCTION 4: Lesson Structure and Pacing | ||
| Topic E: INSTRUCTION 5: Activities and Materials | ||
| Topic F: INSTRUCTION 6: Questioning | ||
| Topic G: INSTRUCTION 7: Academic Feedback | ||
| Topic H: INSTRUCTION 8: Grouping Students | ||
| Topic I: INSTRUCTION 9: Teacher Knowledge of Content | ||
| Topic J: INSTRUCTION 10: Teacher Knowledge of Students | ||
| Topic K: INSTRUCTION 11: Thinking | ||
| Elementary | ||
| Secondary | ||
| Topic A: PLANNING 1: Instructional Plans | ||
| Topic B: PLANNING 2: Student Work | ||
| Topic C: PLANNING 3: Planning for Assessment | ||
| Program Overview: Designing Lessons to Inspire Thinking and Learning | ||
| Site Tips | ||
| Step 1: Anticipatory Set and Objective | ||
| Step 2: Lesson Delivery and Guided Practice | ||
| Step 3: Check for Understanding | ||
| Step 4: Independent Practice and Assessment | ||
| Step 5: Closing | ||
| Is Madeline Hunter's lesson planning model still relevant today? | ||
| Three components of an effective lesson plan | ||
| The Briefing: See how to set clear expectations | ||
| The Briefing – See how to involve students in a discussion | ||
| The Briefing – See how to create clear procedures | ||
| The Teaching Activity – Use whole and small group instruction | ||
| The Debriefing – See how to involve students and review expectations | ||
| The Debriefing – See how to praise students and self assess behavior | ||
| How can an instructional frame improve your planning and teaching? | ||
| Lesson Planning Models | ||
| Myths about differentiation | ||
| Creating instruction that allows every child to excel | ||
| Increase retention with interactive activities | ||
| Create an activity bank and add variety to your lessons | ||
| A student's perspective on active learning | ||
| How to develop activity banks and performance activities | ||
| Observe a lesson differentiated by learning style | ||
| Observe a lesson differentiated by learning style cont'd | ||
| Introduction to grouping | ||
| A teacher's perspective on grouping | ||
| Why is it important to use different grouping strategies? | ||
| Groups need to be monitored closely | ||
| Partner Work – A High School Classroom Example | ||
| A Teacher's Perspective: Why is flexible grouping important? | ||
| Meeting the Needs of Diverse Learners | ||
| Develop deeper understandings with active learning | ||
| Active learning: Is there any other way to teach?! | ||
| Try this strategy: PAIR and SHARE | ||
| Try this Strategy: A 3 Step Interview | ||
| Try this Strategy: A Jigsaw | ||
| Try this Strategy: Structured Academic Controversy | ||
| Try this Strategy: Inside Outside Circles | ||
| Try this Strategy: Kinesthetic Learning | ||
| Unzip the DNA – A Classroom example of active learning | ||
| Basic guidelines for introducing new vocabulary | ||
| Margaret Searle: The importance of background knowledge | ||
| Margaret Searle: How to teach vocabulary that sticks | ||
| Creating definitions that are meaningful | ||
| Using Latin and Greek roots to make intelligent guesses | ||
| What does the research say about teaching vocabulary? | ||
| Word Walls and Vocabulary Rings – Classroom Example | ||
| Reviewing Terminology – Classroom Example | ||
| Are you teaching note-taking skills? | ||
| Try SQ3R in your classroom | ||
| How to use partial outlines & concept webs | ||
| Software for partial outlines & concept webs | ||
| Software for partial outlines & concept webs cont'd | ||
| Anticipation guides help students make predictions | ||
| Watch how to use a jigsaw activity to review note-taking styles | ||
| Journals are great for summarizing | ||
| Use a 3-2-1 chart for summarizing | ||
| A fun idea for using sticky notes to check for understanding | ||
| A creative way to use summary cards | ||
| Homework basics | ||
| Strategies to Inspire Thinking and Learning | ||
| Classroom example of analytical thinking - Ms. Tuttle | ||
| Classroom example of analytical thinking - Mr. Morabito | ||
| Classroom example of practical thinking - Ms. Hertzog | ||
| Classroom example of creative thinking - Mr. Bowman | ||
| Classroom example research-based thinking - Ms. Fuentes | ||
| Classroom example research-based thinking - Mr. Hite | ||
| Introduction to "Dynamic School Leadership" | ||
| Site Tips | ||
| Introduction to Michael Fullan & his presentation on school change | ||
| What is involved in the school change process? (Case Studies) | ||
| The requirements for large scale school reform | ||
| The challenges of change and the "Implementation Dip" | ||
| Establishing a vision & strategic plan | ||
| The profound impact of professional learning communities | ||
| What are the key drivers for successful school change? — Part 1 | ||
| What are the key drivers for successful school change? — Part 2 | ||
| Creating a district-wide culture that supports school reform from top down to bottom up | ||
| School leadership is the key to successful educational reform | ||
| Leading a Culture of Change | ||
| What is school culture | ||
| The components of good school culture | ||
| Cultivate, captivate and celebrate school culture | ||
| Assessing your school culture | ||
| A Principal panel discusses school culture | ||
| Transforming your school culture | ||
| Creating a culture that emphasizes teaching and learning | ||
| Dealing with pressure and stress | ||
| Changing expectations for school Principals | ||
| Maintaining self control | ||
| How have societal changes impacted the job of a school Principal? | ||
| The decision making process | ||
| Guidance for future Principals | ||
| Shaping School Culture | ||
| The importance of value and ethics in the principalship | ||
| School Administrators: character, competence, commitment & concern | ||
| Code of ethics for administrators: A Texas example – part 1 | ||
| Code of ethics for administrators: A Texas example – part 2 | ||
| Applying the ethics code to the day to day job of being a Principal | ||
| Guidelines for doing what is right | ||
| Leading by example: the Principal as the standard bearer | ||
| Considering ethics and values in all of your decisions | ||
| Ethics and Values in K-12 Education | ||
| A framework for establishing the school vision | ||
| School leadership - first understand your own values | ||
| What is a “learner leading” model? | ||
| The characteristics of a servant leader | ||
| What is a “learning community?” | ||
| Establishing a shared school vision | ||
| Translating a school vision into reality | ||
| Quantifying and measuring the results | ||
| Summarizing the process for establishing a school vision | ||
| Establishing a Vision for Your School | ||
| Being an ambassador for your school | ||
| What is a campus culture? | ||
| How to become an effective listener | ||
| Establishing trust/Dealing with tragedy | ||
| Proven strategies to improve your guidance counselor program | ||
| Embracing the change process | ||
| Communicating with community – establishing meaningful partnerships | ||
| Principal politics – communicating with the administration and school board | ||
| Communicating with parents | ||
| The role of the Principal in overseeing extracurricular activities | ||
| Being Principal – every day is different | ||
| Essential Communication Skills for Successful School Leaders | ||
| Understanding student expectations | ||
| The challenge of increasing student expectations | ||
| Promoting a learning environment | ||
| Utilizing student learning data to set goals and objectives | ||
| Reaching a common goal | ||
| Establishing High Expectations | ||
| The importance of campus culture | ||
| Empowering the PTA to help you establish school culture | ||
| Forming a campus advisory council | ||
| Teacher groups – empowerment and responsibility | ||
| Establishing professional learning communities | ||
| Developing standards for teacher department meetings | ||
| Encouraging teacher professional development | ||
| Establishing student advisory groups | ||
| Empowering student groups to lead your character education efforts | ||
| Embracing student diversity | ||
| Involving various community groups | ||
| The critical need to connect yourself to school community groups | ||
| Proven Strategies to Work Effectively with the Community Groups | ||
| Hiring teachers with the ability to connect | ||
| Retaining staff requires involvement | ||
| Creating a positive staff culture | ||
| Managing all of the hats | ||
| Time management: Creating The Big Three | ||
| Advice to aspiring administrators | ||
| The Fishbowl Professional Learning Community | ||
| Workshop introduction | ||
| Who Is Educational Impact? | ||
| Explore the Four | ||
| Navigate the Learner Dashboard | ||
| Access the Program Library | ||
| Build a Personal Learning Plan (PLP) | ||
| Create Accountability | ||
| Plan your Implementation | ||
| Q/A, True or False Review Quiz | ||
| Quick Start | ||
| Introduction and Agenda | ||
| What is the Danielson Series? | ||
| Introduce Charlotte Danielson to your staff | ||
| Master domains and components | ||
| Use Classroom examples to illustrate each component | ||
| Understand the Complete Evaluation Cycle – Modules 1-3 | ||
| Understand the Complete Evaluation Cycle – Modules 4-8 | ||
| Practice Practice Practice | ||
| Other Danielson tools: PLPs and Courses | ||
| Danielson 101 | ||
| What to know before you start | ||
| Observe a guided tour through the TEPC | ||
| Teacher Evaluation Practice Center | ||
| Introduction: EI and the Program Library | ||
| Explore the Four: Custom courses, PLPs and the 360 | ||
| Q & A: What is your favorite way to use EI? | ||
| Danielson 101: A suggested scope and sequence | ||
| TEPC: Tools for promoting inter-rater reliability | ||
| Closing Discussion: So what do you think? | ||
| Putting it all Together: A Principals' Meeting in Action | ||
| Introduction to "Effective Interventions Assistance Teams" (IAT) | ||
| A Student In Need of Intervention Assistance | ||
| A "Solutions Based" IAT Model | ||
| Eight Questions to Ask Students Before and After the Intervention | ||
| Breaking the Pattern of Failure Through Intervention Assistance Teams | ||
| Developing Specific Modifications for Struggling Students | ||
| Getting to the Root Cause of a Student's Problem | ||
| Using the "5 Reasons Deep" Process to Determine a Student's Problem | ||
| The Mistake Most Educators Make When Analyzing a Student's Problem | ||
| Echoing the Concern of Others on the IAT | ||
| Why Solving Symptoms Seldom Resolves the Real Problem | ||
| Establishing a Safe Environment for Intervention Assistance Teams | ||
| Powerful Questions for IAT Discussions | ||
| The Referral Process Starts a Student Toward an IAT | ||
| What Information Will the IAT Need From the Referring Teacher? | ||
| An Example of the First Teacher Meeting After the Initial Referral - Part 1 | ||
| An Example of the First Teacher Meeting After the Initial Referral - Part 2 | ||
| Important Items to Cover When First Contacting the Parent(s) | ||
| Preparing for the First Student / Intervention Specialist Meeting | ||
| An Example of Student / Intervention Specialist Meeting | ||
| An Example of the Specialist Discussing Goals with the Student | ||
| An Example of the Specialist Explaining the Meeting to the Student | ||
| List Possible Roles — Part 1 | ||
| List Possible Roles — Part 2 | ||
| Select Individual Goals | ||
| Transferring the Goals to the Concern | ||
| Teachers’ Perspectives on IAT Process | ||
| Introduction to an "IAT Follow Up Meeting" | ||
| An Example of a Follow Up IAT Meeting - Without Parent & Student | ||
| The IAT Reviews the Student's Progress at the Follow Up Meeting | ||
| The IAT Discusses Modifications Based On the Student's Test Scores | ||
| The IAT Discusses a Possible Tutor, Homework & Collecting Additional Data | ||
| The IAT Brainstorms About Future Modifications for the Student | ||
| An Education Team Empowered to Remove Barriers to Achievement | ||
| Logistics & Communications | ||
| Celebration of Learning | ||
| Meeting Student Needs | ||
| Roles & Responsibilities of Students, Parents & Teachers | ||
| Positive & Solution-Focused Problem-Solving Process — Part 1 | ||
| Positive & Solution-Focused Problem-Solving Process — Part 2 | ||
| Timing & Positive Feedback | ||
| Team Makeup | ||
| Establish Ground Rules for Meetings | ||
| Successes | ||
| Perspectives on the IAT Process | ||
| Assessment for Effective Intervention Assistance Teams | ||
| How resource rooms can function for various students | ||
| Demonstrating an understanding of how students learn differently | ||
| The Big Three - Learning how to focus on what is most important | ||
| Working closely with teachers to develop The Big Three | ||
| Focusing on teaching executive functioning | ||
| Executive function planning strategies | ||
| Organizing strategies | ||
| Developing self-advocacy skills | ||
| A flexible resource room is great for students with challenges | ||
| Introduction to "Effective Teaching in Diverse Classrooms" | ||
| NEA Welcomes You to the CREDE Program | ||
| CREDE Research & Development | ||
| Importance of CREDE to Illinois Education Association (IEA) | ||
| NEA & CEC Partnership — Part 1 | ||
| NEA & CEC Partnership — Part 2 | ||
| CREDE Research Instruments & Findings — Part 1 | ||
| CREDE Research Instruments & Findings — Part 2 | ||
| CREDE Research Instruments & Findings — Part 3 | ||
| Zone of Proximal Development ZPD | ||
| C.A.R.E. Strategies for Closing the Achievement Gaps — Program Overview | ||
| How CREDE Aligns with C.A.R.E. | ||
| Overview CREDE Pedagogy History and Research | ||
| Teaching is Responsive Assistance | ||
| Asking Questions & Giving Clues | ||
| Using Responsive Assistance to Develop Deeper Understanding | ||
| Reading to Understand Theme | ||
| Transforming Cemetery Model to CREDE Model | ||
| What is the CREDE Pedagogy? | ||
| CREDE Standards Overview | ||
| Idea of Phasing: Keeping the Goal in Mind “The Instructional Conversation” | ||
| Teachers’ Opinions about the CREDE Program | ||
| Creating a Professional Learning Community through Peer Coaching | ||
| An Introduction to Peer Coaching for NEA CREDE — Part 1 | ||
| An Introduction to Peer Coaching for NEA CREDE — Part 2 | ||
| Welcome to Phase One | ||
| Phasing in Activity Centers | ||
| Overview of Phase 1 Pedagogy Standards | ||
| Guidelines to Implement the First Three Standards | ||
| Classroom Community Work Agreement: Classroom Example | ||
| Classroom Community Work Agreement: Classroom Example cont'd | ||
| Classroom Agreement Highlights | ||
| Organizing the Classroom for Group Activity | ||
| Why We Develop Student Independence | ||
| Classroom Example: Students Working Independently | ||
| Classroom Example 2: Students Working Independently | ||
| Map Instructional Activities with a Frame | ||
| Briefing at the Beginning of Instruction | ||
| Involving the Students in the Briefing | ||
| Observe a High School Briefing | ||
| The Teaching Activity - Part of the Instructional Frame | ||
| Debriefing — The Final Section of the Frame | ||
| Observe a Debriefing | ||
| Final Thoughts on Using the Instructional Frame | ||
| Provide JPA that Requires an Outcome or Product | ||
| Overview of Guidelines | ||
| Modeling Language Development | ||
| Design Tasks to Promote Students' Language | ||
| Emphasize Word Meaning & Concept Development | ||
| Classroom Illustration using LLD Guidelines | ||
| Language Development Techniques | ||
| Teachers’ Experiences with Guidelines | ||
| Identifying Guidelines in Use | ||
| Defining Contextualization | ||
| Use a Familiar Early Content Theme (ECT) | ||
| Teacher & Coach Discuss Contextualization & Making Meaning | ||
| Instructional Activity | ||
| Early Content Theme in the Classroom — Part 1 | ||
| Early Content Theme in the Classroom — Part 2 | ||
| Teachers’ Perspectives on Contextualization | ||
| Build New Skills on Students’ Experiences & Knowledge | ||
| Instructional Activities | ||
| Questions & Reflection | ||
| Assessment Modules Two and Three - Phase One | ||
| Online Learning Hints | ||
| Introduction to "Phase 2 of the CREDE Pedagogy" | ||
| Review of CREDE Pedagogy Standards 1-3 | ||
| Phase 2 Overview | ||
| Produce a Classroom Agreement | ||
| Arrange Classrooms for Collaboration Activity | ||
| Develop Student Independence | ||
| Use an Instructional Frame | ||
| Joint Productive Activities | ||
| Standards Shape Activities | ||
| Classroom Example of Spanish Language Activity | ||
| Advanced Instructional Frames | ||
| Advanced Instructional Frame — Use in the Classroom: Briefing | ||
| Small Group with Teacher | ||
| Tasks for Understanding | ||
| Responsive Assistance | ||
| Teaching Activity | ||
| Group Students in a Variety of Ways | ||
| Group Students in a Variety of Ways — Use in the Classroom | ||
| Advanced Grouping | ||
| Teaching Activity: Group Student | ||
| Use Positive Classroom Management SCIIP | ||
| Classroom Examples of SCIIP Classroom Management | ||
| Model the Language of Instruction | ||
| Design Tasks to Promote Students' Language | ||
| Emphasize Word Meaning & Concept Development | ||
| Encourage Student Interaction & Mutual Assistance | ||
| More Student Interaction & Mutual Assistance — Use in the Classroom | ||
| Student Interaction & Mutual Assistance — Teacher Reflection | ||
| Another Use in the Classroom | ||
| Teaching Activity | ||
| Use a Familiar Early Content Theme | ||
| Build on Students' Experiences & Knowledge | ||
| Anchor Teaching in Students' Experiences | ||
| Advice for New Teachers on Use of CREDE Pedagogy Standards | ||
| Teaching Activity: Contextualization | ||
| Conclusion | ||
| Peer Coaching Discussion on Activities | ||
| Assessment Module 4 | ||
| Introduction to "Phase 3 of the CREDE Pedagogy" | ||
| Phase 3 Standards & Guidelines | ||
| A Guided Classroom Observation & Review | ||
| Practice Activity: Create the Instructional Frame | ||
| A Closer Look at Activities | ||
| A Guided Classroom Observation | ||
| Teaching Activity | ||
| Language development with joint productive activities | ||
| Language Development Models in Kindergarten | ||
| Teaching Activity | ||
| Contextualization | ||
| Phase 3 New Guidelines Overview | ||
| The Continuing Activity Centers | ||
| Find the Continuing Activity Centers in Ms. Selgado's Class | ||
| Task Cards | ||
| Comments from Teachers on Activity Centers | ||
| Teaching Activity: Create Continuing Activity Center | ||
| Rotating Students Through Activity Centers | ||
| Teaching Activity: Reflect on Language Development Techniques | ||
| Language Development Techniques | ||
| Teaching Activity | ||
| End of Phase Three | ||
| Phase 3 Pedagogy Standards — Peer Coaching Discussion | ||
| Assessment Module 5 | ||
| Introduction to "Phase 4 of the CREDE Pedagogy" | ||
| Instructional Frame, Advanced Grouping and Routing | ||
| Creating a Routing Plan | ||
| Kindergarten Briefing: A Classroom Example of Routing | ||
| Third Grade Routing and Grouping | ||
| Routing Adaptions and Fostering Classroom Community | ||
| Practice Language Development and Contextualization | ||
| Contextualization – Connecting Student Activities to Ideas and Themes | ||
| Questions to Elicit Student Thinking – Bloom’s Taxonomy | ||
| Move Beyond Recall | ||
| Increase Rigor in Activities | ||
| Organize Activity Centers for Content | ||
| Organize Activity Centers for Content - Use in the Classroom | ||
| Explore Students' Prior Knowledge for Accuracy | ||
| Explore Students' Prior Knowledge for Accuracy - Use in the Classroom | ||
| Request Facts, Feelings, Rationales, Judgments – Use in the Classroom, Part 1 | ||
| Challenging Questions - Use in the Classroom | ||
| Activity: Identify Challenging Thinking Strategies | ||
| Provide Corrective Feedback | ||
| Provide Corrective Feedback – Use in the Classroom | ||
| Offer Student Choice | ||
| Develop Activities That Allow Student Choice | ||
| Peer Coaching Discussion | ||
| Instructing all Students | ||
| Teaching ELL Students | ||
| Contextualization | ||
| Teaching Groups other than ELL Students | ||
| Teaching Before and After CREDE | ||
| Challenges and Successes of CREDE Pedagogy Standards Implementation | ||
| Advice for New Teachers | ||
| Assessment Mod 6-Phase Four | ||
| Instructional Conversation - Use in a Kindergarten Classroom | ||
| Effective Use of Standards in the IC Center | ||
| 5 Standards Phase-In Chart Review | ||
| Preparing Activity Centers for a Diverse Classroom | ||
| Activity: Fill in the Worksheet/Write Down the Centers | ||
| Activity: Word Study | ||
| Activity Center Briefing: Writing | ||
| Activity Center Briefing: Fluency | ||
| Activity Center Briefing: Reading Rules | ||
| Activity Center Briefing: Grouping & Routing | ||
| Teacher/Coach Interview: Designing & Using Activity Centers to Support Teaching & Learning | ||
| Established Pedagogy Support System | ||
| Instructional Conversation Overview | ||
| Features of an Instructional Conversation | ||
| The Instructional Goal of the Instructional Conversation | ||
| Listen to Mrs. Haase's Instructional Conversation on Cinderella | ||
| Mrs. Haase's Instructional Conversation- Part 2 | ||
| Mrs. Haase's Instructional Conversation - Part 3 | ||
| Mrs. Haase's Instructional Conversation - Part 4 | ||
| Look for the Strategies Used in this Instructional Conversation | ||
| Look for the Strategies Used - Part 2 | ||
| Look for the Strategies Used - Part 3 | ||
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk | ||
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk – Use in the Classroom, Part 1 | ||
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk – Use in the Classroom, Part 2 | ||
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk – Use in the Classroom, Part 3 | ||
| Listen Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 1 | ||
| Listen Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 2 | ||
| Listens Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 3 | ||
| Listens Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 4 | ||
| Listens Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 5 | ||
| Teacher/Coach Interview - Teacher's Reflection of the Lesson | ||
| Responsively Assist Students to More Complex Content Understanding – Use in the Classroom | ||
| Follow-up Center Using Joint Production Activity | ||
| Require an IC Product – Debriefing, Part 1 | ||
| Require an IC Product – Debriefing, Part 2 | ||
| Teacher/Coach Interview: Debriefing & Bringing all of the Standards Together in the IC | ||
| Teaching Activity | ||
| Teachers’ Reflections on CREDE Pedagogy Standards Implementation | ||
| Peer Coaching Discussion | ||
| Assessment-Phase Five-Instructional Conversation | ||
| Coming Soon! | ||
| Utilizing Joint Productive Activities Successfully | ||
| Creating a community of learners | ||
| Developing classroom agreements and rules for successful collaboration | ||
| Teacher guides peacemaker discussion to create classroom rules together | ||
| Proactively reviewing classroom rules | ||
| Developing student independence | ||
| Problem solving is taught to enable independence | ||
| Community building and independence allows for successful activity centers | ||
| Enhancing interactions through the arrangement of your classroom | ||
| Points to remember when arranging your classroom | ||
| Planning the activities in your centers | ||
| Using task cards to assist in understanding the directions | ||
| Five examples of engaging activities for a single session | ||
| This joint productive activity is a game created by HS students | ||
| Planning for the teacher activity center and a follow-up activity | ||
| Establishing continuing activity centers | ||
| An example of a kindergarten continuing activity center | ||
| Teachers comment on the benefits of joint productive activities | ||
| Elements of an instructional frame: briefing, instruction and debriefing | ||
| A briefing is an overview of expectations | ||
| Involving students in the briefing | ||
| Teaching activities is where students work on instruction in groups | ||
| An example of a simplified instructional frame | ||
| Moving into an advanced instructional frame | ||
| Critical elements of a debriefing | ||
| A Classroom example of a debriefing | ||
| Communicating your instructional frame to students | ||
| Grouping in centers for joint productive activity | ||
| 1. Coming Soon! | ||
| Classroom example of "choice" grouping | ||
| Grouping heterogeneously vs homogeneously | ||
| Advanced grouping techniques for centers | ||
| Rotating through the groups | ||
| Routing through complex mixed groupings | ||
| Planning your grouping in activity centers | ||
| Introduction to "Embracing Data: A Roadmap to School Improvement Gains" | ||
| Site Tips | ||
| Introduction to assessment data | ||
| What is Data? | ||
| Data Categories | ||
| Using school data to answer five important questions | ||
| "Drilling Down" into data | ||
| Is your data reliable, feasible, actionable or harmful? | ||
| Powerful suggestions for using data | ||
| How can I use informal data? | ||
| How can I use formal data? | ||
| Meaningful methods for groups to use data | ||
| Using student work to determine commonalities & patterns | ||
| Conclusion | ||
| What is Data Anyway? | ||
| Defining Data | ||
| Evolution of teamwork | ||
| Evolution of Data Analysis | ||
| Getting excited about Data | ||
| The human aspect of using Data | ||
| What to do with Collected Data | ||
| The widespread use of Data | ||
| School Departmentalization: A potential roadblock | ||
| The challenge of using disaggregated Data | ||
| Students are a great source of Data | ||
| The History and Evolution of Data | ||
| Introduction | ||
| The School Portfolio - Overview - Part 1 | ||
| The School Portfolio - Overview - Part 2 | ||
| The School Portfolio - Information & Analysis | ||
| The School Portfolio - Student Achievement | ||
| The School Portfolio - Quality Planning (Shared Vision) | ||
| The School Portfolio - Professional Development | ||
| The School Portfolio - Leadership | ||
| The School Portfolio - Partnership Development | ||
| The School Portfolio - Continuous Improvement & Evaluation | ||
| The School Portfolio - Concluding Comments | ||
| The School Portfolio - Books, Example Portfolios, Databases & Tool Kits | ||
| Data Analysis Observations | ||
| Developing a School Portfolio | ||
| Introduction | ||
| Data-Use Decisions | ||
| Principles of Data Analysis - In General | ||
| Principles of Data Analysis - Outcome Data | ||
| Principles of Data Analysis - Demographic Data | ||
| Principles of Data Analysis - Process Data | ||
| Principles of Data Analysis - Patterns | ||
| Principles of Data Analysis - Discussion | ||
| Principles of Data Analysis - Who’s Your Audience? | ||
| Principles of Data Analysis - What’s the Data’s Purpose? | ||
| Principles of Data Analysis - What’s the Forum? | ||
| Principles of Data Analysis - When Will the Data be Released? | ||
| Principles of Data Analysis - What’s the Content? | ||
| Summary | ||
| FAQ - How Can Data be Used to Develop School Improvement Plans? | ||
| FAQ - How do Administrators Encourage Use of Data? | ||
| FAQ - Will Use of Test Data Miss Important Information? | ||
| FAQ - What do Administrators do if They Lack Interest & Skills to Use Data? | ||
| FAQ - Does Publicizing Data Place Administrator’s Job at Risk? | ||
| Using Data to Steer Your School Improvement Plan | ||
| Introduction | ||
| Targeted Teamwork - Part 1 | ||
| Targeted Teamwork - Part 2 | ||
| Team Learning Log | ||
| Measurable Goals | ||
| Data Analysis - Part 1 | ||
| Data Analysis - Part 2 | ||
| Data-Driven Annual Improvement Goals | ||
| Ongoing Assessment to Drive Instruction | ||
| Conclusion | ||
| Identifying Problems — Making Changes — Measuring Results | ||
| Introduction | ||
| Identifying possible problem areas | ||
| Guidelines for creating a Problem/Goal statement | ||
| Uncovering the root cause of the problem | ||
| Developing potential solutions | ||
| The essential brainstorming process | ||
| Narrowing the possible solutions | ||
| Clustering and combining plausible solutions | ||
| Using criteria filters | ||
| Finalizing the action plan | ||
| FAQs | ||
| Creating a Data Driven Action Plan | ||
| Elements of a Professional Learning Community | ||
| Establishing a shared mission, vision, values and goals | ||
| Empowering PLCs through collective inquiry | ||
| Creating “readiness” for professional learning communities | ||
| Overcoming anxiety inherent in PLCs | ||
| The impact of collecting data | ||
| How collecting data affects the school community? | ||
| Avoiding data collection disincentives | ||
| The Impact of collecting data at the classroom level | ||
| Modifying instruction based on classroom data | ||
| Impact of Collecting Data at Individual Child’s Level | ||
| Creating a Safe Environment for Data Use - Part 1 | ||
| Creating a Safe Environment for Data Use - Part 2 | ||
| How data changes teacher practice | ||
| Conclusion | ||
| Using Data in a Professional Learning Community | ||
| Use/Misuse of Data | ||
| Motivation/Access | ||
| Protocols for Data Use - Part 1 | ||
| Protocols for Data Use - Part 2 | ||
| Standardized Tests | ||
| Salient Standards & Outcomes | ||
| School Resources/Priorities | ||
| Teacher Capacities | ||
| Embedded Assessment | ||
| Establishing objectives and expectations | ||
| Understanding the stages in the process | ||
| Stage 1 — Identifying state tests and student characteristics | ||
| Stage 2 — Matching assessment results with learning needs | ||
| Stage 3 — Reconciling needs to standards | ||
| Stage 4 — Participating in PLCs – refining strategies | ||
| Quantifying a multi-day lesson | ||
| Revising assignments and lesson plans | ||
| The profound impact of assessment literacy | ||
| A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | ||
| Good Teaching is Good No Matter What Rubric | ||
| Helping students interact with new knowledge (Marzano DQ #2: Elements 6, 7 & 8) | ||
| Effectively using instructional strategies (Stronge Standard 3.5) | ||
| Planning for a coherent lesson and successfully using assessment in instruction (Danielson Components 1e & 3d) | ||
| Reinforcing learning by having students record what they know (Marzano DQ #2: Element 12) | ||
| Promoting student inquiry through the use of meaningful questioning techniques (Danielson Component 3b) | ||
| Building on student's existing knowledge (Stronge Standard 3.2 / Danielson Component 3b) | ||
| Using effective questioning techniques to process new information (Danielson Component 3b / Marzano DQ #2: Element 10) | ||
| Involving students in setting learning goals and monitoring progress (Stronge Standard 4.2) | ||
| Empowering students to seek answers to their own questions (Danielson Component 3b) | ||
| Encouraging students to practice and deepen new knowledge (Marzano DQ #3: Element 15) | ||
| Thoughtfully reinforcing student learning goals (Stronge Standard 3.4 / Marzano DQ #3: Element 15) | ||
| Effectively connecting to prior knowledge (Marzano DQ #2: Element 8) | ||
| Using deliberate questions to encourage student participation (Danielson Component 3b) | ||
| Appropriately integrating student shoulder partners into the lesson (Stronge Standard 3.2) | ||
| Prompting students to explain and connect with content (Danielson Component 3a) | ||
| Helping students deepen their understanding of new content (Marzano DQ #3: Element 14) | ||
| Digging deeper and making personal connections (Danielson Components 2a & 3b) | ||
| Inspiring critical thinking through the use of inferences (Marzano DQ #4: Element 23) | ||
| Looking for opportunities to reinforce learning goals (Stronge Standard 3.4) | ||
| Resisting the urge to provide students with the correct answer (Stronge Standard 4.7) | ||
| Clearly communicating high expectations for all students (Marzano DQ #9: Element 39) | ||
| Encouraging students to work as a team (Danielson Component 2a & Stronge Standard 5.4) | ||
| Reviewing content and bringing closure to a lesson (Marzano DQ #3: Element 14) | ||
| Assessment for Zanjani, Tocci and Edwards (2 topics) | ||
| Starting a lesson by building upon student's existing knowledge (Stronge Standard 3.2) | ||
| A group activity to stimulate cognitive thinking (Marzano DQ #5: Element 31) | ||
| Using humor and prior knowledge to engage students (Stronge Standard 3.2) | ||
| Thoughtful guidance helps students gain new knowledge (Marzano DQ #4: Element 23) | ||
| Encouraging student debate (Danielson Component 3b) | ||
| Compelling evidence that students are actively engaged (Stronge Standard 3.1) | ||
| Cognitively demanding assignments foster student engagement (Danielson Component 3c) | ||
| Establishing meaningful classroom routines for independent learning (Marzano DQ #6: Element 4) | ||
| Start a lesson by establishing learning goals (Danielson Component 2b & 3b) | ||
| Using prompts to guide struggling students (Stronge Standard 5.8) | ||
| Using technology to enhance student learning (Marzano DQ #2) | ||
| Designing collaborative student activities that use the computer (Danielson Component 3c) | ||
| Students working together enthusiastically to deepen their understanding of new knowledge (Marzano DQ #3) | ||
| Engagement can be a powerful antidote for student discipline issues (Danielson Component 3c) | ||
| Reshaping your classroom to promote collaborative student learning (Stronge Standard 5.4) | ||
| Avoiding distraction…keep the focus on student learning (Danielson Component 2b) | ||
| Using academic games and friendly controversy to promote student engagement (Marzano DQ #5) | ||
| Transforming your classroom by turning ownership over to the students (Marzano DQ #2 & #4) | ||
| Reflecting on the learning is a great way to end a lesson (Stronge Standard 4.2) | ||
| Exceptional teachers have great rapport with their students (Danielson Component 2a) | ||
| Assessment for Siebert and Tuttle (2 topics) | ||
| Effectively introducing an interdisciplinary lesson (Marzano Element #42) | ||
| Organizing students for activities that require critical thinking (Marzano DQ #4) | ||
| A compelling use of provocative posters to promote cognitive thinking (Stronge Standard 3.7) | ||
| Do your students carry on their conversations after you intervene? (Marzano DQ #5) | ||
| Thoughtfully connecting tasks within an interdisciplinary lesson (Stronge Standard 3.2) | ||
| Effective scaffolding leads to meaningful student discussions (Danielson Component 3b) | ||
| Monitoring student discussions and redirecting where appropriate (Marzano DQ #3) | ||
| Are your probing questions effective? (Danielson Component 3D) | ||
| Does a student really understand what you are teaching? (Stronge Standard 3.5 & 3.7) | ||
| Probing with meaningful questions to check for student understanding (Danielson Component 3b) | ||
| A powerful example of examining errors in student reasoning (Marzano DQ #3) | ||
| Effectively differentiating instruction to meet students' needs (Stronge Standard 3.3) | ||
| Encouraging students to ask questions of each other (Danielson Component 3b & 3c) | ||
| Persuade your students to verbalize their thinking (Marzano DQ #2) | ||
| Assessment for Boyer/ O Dell and Cowger (2 topics) | ||
| Planning an interdisciplinary lesson that is student-driven (Stronge Standard 1.3) | ||
| Knowing students pays off in smooth classroom management (Danielson Component 1b) | ||
| Using assessment for learning to make adjustments and ensure student understanding (Stronge Standard 4.6) | ||
| Constructive feedback using probing questions (Marzano DQ#3) | ||
| Joking with the students to build rapport (Danielson Component 2a) | ||
| Going deeper using probing questions (Danielson 3b) | ||
| Listening and building on students' response (Stronge Standard 5.7) | ||
| How do we respond to mistakes? (Danielson Component 2b) | ||
| Checking in on students' decisions in a student-directed class (Danielson Component 3d) | ||
| Guiding student thinking for complex tasks (Marzano DQ#4) | ||
| Engaging and connecting with all students effectively (Marzano DQ#5) | ||
| Creating a culture for learning that is engaging (Danielson Component 3c) | ||
| Summarizing the goals before releasing students into groups (Stronge Standard 3.4) | ||
| Reviewing classroom routines for group work (Marzano DQ#6) | ||
| Caring and respect are the norm for Ms. Dale (Strong Standard 5.4) | ||
| Group work at stations shows excellent room arrangement (Strong Standard 5.1) | ||
| Assessing students' misconceptions and redirecting them to think again (Danielson Component 3d) | ||
| Giving feedback to individuals and groups (Stronge Standard 5.8) | ||
| Productively working when the teacher is not present (Danielson Component 3c) | ||
| Probing students to problem solve and test their thinking (Marzano DQ#4) | ||
| Intentional planning to utilize effective resources and strategies (Danielson Component 1d) | ||
| Using primary source documents to think like an historian (Stronge Standard 1.2) | ||
| Keeping students actively learning intentionally (Marzano DQ#5) | ||
| Maintaining focus on the essential question (Stronge Standard 1.2) | ||
| Think critically before discussion (Danielson Component 3b) | ||
| High-level cognitive work starts with complex questions (Marzano DQ#4) | ||
| Using pair and share so all students get the opportunity to talk (Stronge Standard 3.5) | ||
| Engaging students in forming conclusions (Danielson Component 3c) | ||
| Using historical facts to generate a hyphothesis and create consensus (Marzano DQ#4) | ||
| Monitoring conversations in small groups (Stronge Standard 4.7) | ||
| Discussion questions are thoughtfully composed (Danielson Component 3b-3c) | ||
| High-level conversations require thoughtful planning (Stronge Standard 1.2) | ||
| Controversy and interpretations keep talk lively (Marzano DQ#5) | ||
| A learning culture blooms with essential questions (Danielson Component 2b) | ||
| Assessment for Dale and Lindblom (2 topics) | ||
| Designing for Differentiation (Marzano Elements 48 & 49) | ||
| Scaffolding learning targets to achieve standards (Stronge Standard 1.1) | ||
| Planning for the extension of the lesson (Danielson Component 1c) | ||
| Using music to get students ready to learn (Stronge Standard 1.7) | ||
| Music is a fun way to practice math concepts (Marzano Elements DQ#3 and #5) | ||
| Activating prior knowledge to explain the concept of quarters (Danielson Component 3a) | ||
| Building on previous number work and making new connections (Marzano Elements DQ#2) | ||
| Randomly assigning partners purposefully (Stronge Standard 3.5) | ||
| Respectfully working in pairs (Danielson Component 2a) | ||
| Processing new information requires think time (Marzano Elements DQ#2) | ||
| Expecting the explanation because the answer is not enough (Danielson Component 2b) | ||
| Keeping it lively and fun (Marzano Elements DQ#5) | ||
| Different strategies for different students (Stronge Standard 3.3) | ||
| Introducing friendly numbers to expand their repertoire (Marzano Elements DQ#3) | ||
| Lots of ways to get the answer (Stronge Standard 3.3) | ||
| Throwing a little bit of grammar into the transition (Danielson Component 2c) | ||
| Modeling a real-world problem solving process (Stronge Standard 1.3) | ||
| Using a student's revelation to teach others (Danielson Component 2b) | ||
| Using constructive feedback in a timely manner (Stronge Standard 4.7) | ||
| A community that sings, cleans and dismisses on time (Marzano Elements DQ#8) | ||
| Using a wide variety of instructional strategies when planning (Stronge Standard 3.5) | ||
| Long-term planning links new learning to previous knowledge (Marzano Element 42) | ||
| Applying discussion techniques & facilitating productive group work (Danielson Component 3b) | ||
| Effectively introducing the lesson with clear objectives and connections (Stronge Standard 1.3) | ||
| Incorporating kinesthetic movement for better cognition (Marzano DQ#5: Element 27) | ||
| A culture for learning is created with clear and high expectations (Danielson Component 2b) | ||
| Offering autonomy and choices keep students engaged (Danielson Component 3c) | ||
| Providing clear instructions for a new task (Marzano DQ#2: Element 8) | ||
| Expending little time through practiced transitions (Danielson Component 2c) | ||
| Using dialog to extend comprehension (Stronge Standard 3.5) | ||
| Interacting students demonstrate collaboration (Danielson Component 2a) | ||
| Reinforcing learning goals so students understand the "why" (Stronge Standard 3.4) | ||
| Involving students in assessing and analyzing each other's work (Marzano DQ#4: Element 21) | ||
| Bouncy balls help some students learn better (Stronge Standard 1.7) | ||
| Scaffolding the lesson to allow high-level analysis (Danielson Component 1e) | ||
| Deepening student understanding with collaboration and discussion (Marzano DQ#3: Element 15) | ||
| Building student independence through peer assessments (Stronge Standard 4.2) | ||
| Eliciting judgments and defenses takes good questioning (Danielson Component 3b) | ||
| Using student responses to probe deeper and refine thinking (Marzano DQ#3: Element 20) | ||
| Making adjustments on the fly (Danielson Component 3e) | ||
| Encouraging reflection on what was learned (Element 13) | ||
| Laying the foundation for critical discussion (Stronge Standard 1.3) | ||
| Reflecting and adjusting lesson plans (Marzano Element 51) | ||
| Designing the lesson to be increasingly challenging (Danielson Component 1e) | ||
| Collaborating to become a better teacher (Stronge Standard 6.8) | ||
| Applying history to today's real world (Stronge Standard 1.3) | ||
| Communicating the directions carefully (Danielson Component 3a) | ||
| Applying new knowledge through challenging activities (Marzano DQ#4: Element 21) | ||
| Structuring activities for maximum participation (Danielson Component 3c) | ||
| Changing perspectives provokes varying students' analysis (Stronge Standard 3.1) | ||
| Encouraging students to generate their own hypothesis (Marzano DQ#4: Element 22) | ||
| Assessing understanding through written conclusion activity (Stronge Standard 4.6) | ||
| Assessment for Robertson and Maloney and Bowman (3 topics) | ||
| Using wait time so students can deepen their thinking (Marzano DQ#3) | ||
| Students are consistently aware of learning goals (Stronge Standard 3.4) | ||
| Making students the content experts (Danielson Component 3a) | ||
| Students are ready to learn (Danielson Component 2b) | ||
| Collaborating teams are given choices (Stronge Standard 3.1, 3.5) | ||
| Transitions are an important part of classroom management (Marzano DQ#6) | ||
| Designing sufficient complexity and assessment (Danielson Component 3c, 3d) | ||
| Offering constructive and timely feedback (Stronge Standard 4.7) | ||
| Monitoring allows for quick error analysis (Marzano DQ#3) | ||
| Assessing individual understanding (Danielson Component 3d) | ||
| Integration and collaboration with STEAM (Stronge Standard 1.3) | ||
| Explaining next generation STEAM goals (Danielson Component 3a) | ||
| Building on knowledge with new learning goals (Marzano DQ #1) | ||
| Embracing challenges in your classroom culture (Danielson Component 3a, 2b) | ||
| Complex tasks requiring multiple perspectives (Marzano DQ #4) | ||
| Strategic grouping for STEAM lesson (Danielson Component 3c) | ||
| Expectations of overcoming challenges (Danielson Component 2b, 2c) | ||
| Understanding your students to challenge them appropriately (Stronge Standard 1.7, 2.4, 3.1) | ||
| Applauding varying approaches (Danielson Component 3c, 2b) | ||
| Brosious-Miliner Assessment | ||
| Self-assessment goal setting for students (Stronge Standard 4.2, 4.6) | ||
| Using differentiated choice-making opportunities (Marzano DQ #4) | ||
| Partnering students for peer-tutoring and more (Stronge Standard 3.3, 3.5, 3.4, 4.7) | ||
| Engaged students want to do more (Danielson Component 3c) | ||
| Asking probing questions and pointing to resources (Strong Standard 3.3, 3.7) | ||
| Asking students to problem solve on their own (Marzano DQ #9) | ||
| Differentiated questioning philosophy (Stronge Standard 3.3, 3.7) | ||
| Keeping Students on-pace with expectation communication (Danielson Component 3a) | ||
| Students pushing their peers to think deeply (Marzano DQ #4) | ||
| Assessing students by talking to them (Danielson Component 3d) | ||
| Differentiated exit tickets (Stronge Standard 4.3, 4.6) | ||
| Relating today's task to the enduring understanding (Marzano DQ #2) | ||
| Explaining to students how knowledge will build upon itself (Stronge Standard 1.3, 3.2) | ||
| Developing language understanding through guessing and mistake analysis (Marzano DQ#3) | ||
| Becoming critical consumers of text (Danielson Component 3a) | ||
| Processing and deepening understanding of complex text (Marzano DQ #3) | ||
| Formatively assessing understanding using technology (Stronge Standard 4.6) | ||
| Modeling success prior to releasing students to practice (Marzano DQ #1) | ||
| Independence allows for differentiation and assistance (Stronge Standard 2.3, 3.3) | ||
| Reflecting on the skills we just learned (Danielson Component 3d, 2b) | ||
| Bryden-White Assessment | ||
| Ms. Zanjani organizes her reading lesson | ||
| Ms. Tuttle plans her lesson to engage students | ||
| Ms. Robertson searches for real world connections | ||
| Ms. Boyer and Ms. O'Dell plan to integrate interdisciplinary standards | ||
| Ms. Lindblom integrates primary resources | ||
| Ms. Maloney plans to harness her students' strengths | ||
| Ms. Dale integrates high expectations into her lesson | ||
| Ms. Miliner intentionally plans conceptual understanding | ||
| Reflecting on teaching | ||
| Mentoring other teachers | ||
| Professional learning | ||
| Collaborating with colleagues | ||
| Using technology to connect | ||
| Professional ethics | ||
| Communicating with families | ||
| Communicating with families - Part 2 | ||
| Orchestrating room arrangement and routines | ||
| Making students feel safe | ||
| Influencing student behavior | ||
| Instilling student responsibility and love for learning | ||
| Establishing student-teacher relationships | ||
| Escalating conflict by invalidating your child's ideas | ||
| Escalating conflict by invalidating your child's ideas (part 2) | ||
| Calming your child by expressing fear of a bad outcome | ||
| The harmful effects of an "us against you" mentality | ||
| Reducing your child's agitation by pinpointing the real dilemma | ||
| Allowing frustration to negatively affect your responses | ||
| Changing your voice tone and body language to achieve a positive outcome | ||
| Escalating conflict by attempting to abruptly end all discussion | ||
| Creating emotional space for a child to accept your decision | ||
| Failing to recognize a dysregulated child | ||
| Acknowledging your child's challenges becomes a pathway to acceptance | ||
| Making counterproductive suggestions | ||
| Avoiding escalation by exhibiting patience and calm | ||
| Intensifying conflict by failing to listen | ||
| Promoting constructive dialogue | ||
| Refusing to assist with the care of a younger sibling erupts into an explosive conflict | ||
| Creating constructive dialogue to de-escalate a confrontation | ||
| Failing to see the real issue behind bad behavior | ||
| Overcoming anger leads to a productive dialogue | ||
| A poor marital relationship prevents cooperative parenting | ||
| Successfully collaborating to develop an effective solution | ||
| Parent mistakes child's stress for willful disobedience | ||
| Parent sets boundary and shields child from stressful situation | ||
| Can demands & threats get results? | ||
| Accepting the situation… for now | ||
| Families in Conflict | ||
| Introduction | ||
| Andy and Billy: A developmental time-line | ||
| Early childhood trauma | ||
| Defining trauma and building relationships | ||
| Securing trust | ||
| Hopelessness and stress | ||
| Hierarchy of Learning: The four things Billy needs | ||
| Traditional view vs. Regulation and Dysregulation | ||
| Defining Regulation and Dysregulation | ||
| Dysregulation Spectrum and Behavior | ||
| Asking the right question, calming the brain | ||
| Strategies timeline (before, in the moment, after) | ||
| Understanding the Trauma-Impacted Child Assessment | ||
| Q & A - What to do in the moment | ||
| Q & A - Does restraining students re-traumatize them? | ||
| Build and Develop Relationships | ||
| Regulating Activities – Increase the Window of Stress Tolerance | ||
| Help with Transitioning | ||
| Create a Regulating Environment | ||
| Sensory Overload | ||
| Movement | ||
| Address Developmental Deficits | ||
| Create a Family Culture | ||
| Safety First | ||
| Make School Fun | ||
| What Should You Do In the Moment? | ||
| What is Empathy? | ||
| Ineffective vs. Effective Responses | ||
| An Example of an Ineffective Response | ||
| An Example of an Effective Response | ||
| Productive Responses to the Trauma-Impacted Student Assessment | ||
| Discharging the Trauma | ||
| Examining a Real Event- Part 1 | ||
| Examining a Real Event- Part 2 | ||
| Examining a Real Event- Part 3 | ||
| Role - Playing an Effective Response | ||
| Dealing with the After | ||
| Developmental Deficits | ||
| Teachers Can Be Empowered to Help the Student Assessment | ||
| Q & A - How to Make Time for Trauma Informed Practices? | ||
| Q & A - Should Traumatized Children Face Consequences? | ||
| Resources for Responding to Traumatized Students | ||
| Helping Students with the Language of Emotions | ||
| Resisting a Manipulative Student | ||
| Student's Belief System | ||
| Working to Regulate Ourselves | ||
| It Is Not About Me | ||
| Think Beyond the Traditional | ||
| Some Specifics to Give Teachers Even More Tools to Cope Assessment | ||
| Program overview: "Principal Mentorship" | ||
| Introduction to the "Principal Mentorship" conference presenters | ||
| The steep learning curve faced by all new Principals | ||
| The competencies of an accomplished principal mentor | ||
| Site Tips | ||
| What works in schools: Translating research into action | ||
| Helping your mentee gain a professional license | ||
| Helping your mentee document their leadership | ||
| Job-embedded continuous improvement | ||
| Ohio provides state wide training on mentorship | ||
| Wrapping Up | ||
| Assuring that your mentee gets off to a good start | ||
| What are the characteristics of a good mentor? | ||
| Eight common ingredients of good mentorship | ||
| Mentoring is NOT about creating someone in your own image | ||
| Where does the mentor start with the mentee? | ||
| What does my state or employer expect from a mentor? | ||
| Establishing mutual expectations | ||
| Building a quality relationship with your mentee | ||
| Maintaining your mentee relationship through action steps | ||
| Proven strategies to encourage your mentee to talk about a problem | ||
| Use reflective questions to avoid inappropriate comments | ||
| When Problems Arise | ||
| Offer your mentee a repertoire of ideas and alternatives | ||
| Scenario 1: mentor/ mentee discussion | ||
| Scenario 2: mentor/ mentee discussion | ||
| Scenario 3: mentor/ mentee discussion | ||
| A critical analysis of mentor/ mentee scenario 1 | ||
| A critical analysis of mentor/ mentee scenario 2 | ||
| A critical analysis of mentor/ mentee scenario 3 | ||
| Comparing and contrasting the mentee/ mentor scenarios | ||
| Questions to assess a new principal's situation | ||
| Do I need to be familiar with the content standards to be an effective mentor? | ||
| The six components of a successful school | ||
| Guidance to help your mentee implement standards based instruction | ||
| A common understanding that focuses instruction on student learning | ||
| Getting excited about mapping the standards and indicators | ||
| Helping your mentee communicate in meaningful ways | ||
| Strategies for "taking the temperature of a school facility" | ||
| The protocols for a successful walkthrough | ||
| Mentor/ mentee walkthroughs to confirm common understandings | ||
| The six ISLLC standards that define a principal's work | ||
| Moving from a theoretical to a practical understanding of the ISLLC standards | ||
| Promoting professional growth though ISLLC based scenarios | ||
| Standards based professional development for school leaders | ||
| How can a principal document evidence of performance around the standards? | ||
| Introduction to "Indoor Environmental Quality" | ||
| Welcome from NEA and NEA HIN | ||
| Course Overview | ||
| Course Website Navigation | ||
| Getting Started | ||
| Agenda and Learning Outcomes | ||
| Welcome from EPA | ||
| IAQ Tools for Schools | ||
| Definition of IEQ | ||
| Negative Consequences of Poor IEQ | ||
| Health Effects: Part 1 | ||
| Health Effects: Part 2 | ||
| Health Effects: Part 3 | ||
| Health Effects: Part 4 | ||
| Health Effects: Part 5 | ||
| Asthma: Part 1 | ||
| Asthma: Part 2 | ||
| Performance: Part 1 | ||
| Performance: Part 2 | ||
| Top 10 Ways to Lower Test Scores | ||
| Summary and Closing | ||
| Introduction to IEQ and Schools | ||
| Agenda and Learning Outcomes | ||
| Factors Responsible for Indoor Air Pollutant Increase | ||
| School Design, Construction, and Location, Part 1 | ||
| School Design, Construction, and Location, Part 2 | ||
| Green/High-Performance Schools: Part 1 | ||
| Green/High-Performance Schools: Part 2 | ||
| Learning Outcomes and Introduction to "Factors that Affect IEQ": Part 1 | ||
| Introduction to "Factors that Affect IEQ": Part 2 | ||
| Types of Ventilation Systems | ||
| Common Problems with Ventilation Systems | ||
| Natural Ventilation | ||
| Mechanical Ventilation | ||
| Ventilation Recommendations | ||
| Temperature and Relative Humidity | ||
| Pollutant Pathways and Driving Forces | ||
| Occupant Activities: Learning Outcomes | ||
| Occupant Activities | ||
| Pollutant Sources: Learning Outcomes | ||
| Pollutant Sources Overview | ||
| Control Strategies | ||
| Summary and Closing | ||
| Factors that Affect IEQ | ||
| Agenda and Learning Outcomes | ||
| Toxic Pollutants | ||
| Dust/Dirt and Renovation/Construction: Part 1 | ||
| Renovation/Construction: Part 2 | ||
| Renovation/Construction: Part 3 | ||
| Mobile Sources/Diesel Exhaust | ||
| Odors and Pests/Dumpsters | ||
| Pesticides | ||
| Portable Classrooms/Formaldehyde | ||
| Building Exhaust | ||
| Radon | ||
| Sewer Gas | ||
| Office Equipment/Ozone | ||
| Cleaning Supplies/Chemicals/VOCs: Part 1 | ||
| Cleaning Supplies/Chemicals/VOCs: Part 2 | ||
| Green Cleaning | ||
| Career/Technical Classroom Hazards | ||
| Floor Coverings: Part 1 | ||
| Floor Coverings: Part 2 | ||
| Floor Coverings: Part 3 | ||
| Carbon Monoxide | ||
| Asbestos | ||
| Infectious Disease | ||
| Metal Halide and Mercury Vapor Lights | ||
| Cockroaches and Products from Home/Fragrances | ||
| Mold | ||
| Pet Dander | ||
| Dust Mites | ||
| Temperature Extremes | ||
| Lead | ||
| Glass Fiber | ||
| Art Supplies | ||
| Mercury/Science Supplies | ||
| Carbon Dioxide | ||
| Summary and Closing | ||
| Understanding Common Pollutant Sources in Schools | ||
| Introduction, Agenda, and Learning Outcomes | ||
| Garnering Support for Collective Action | ||
| Health and Safety Committees | ||
| NJEA Worksite Safety and Health Committee | ||
| Becoming the Educated Advocate | ||
| Air Sampling | ||
| Walkthroughs and Surveys | ||
| Assess, Prioritize, Recommend Solutions/IAQ Tools for Schools | ||
| Organizing the Community | ||
| Contract Language/District Policy and Alternative Tactics | ||
| Summary and Closing | ||
| Effective Organizing Strategies | ||
| Classroom technology need not be intimidating | ||
| Common problems teachers encounter when using technology | ||
| Are students who stare at their phones all day turning into zombies? | ||
| Leveraging technology to make learning limitless | ||
| Student perspectives on learning through the use of technology | ||
| Using technology to offer students more choices and options | ||
| Developing teachers who are proficient in using and sharing technology | ||
| Assessment for Using Classroom Technology that Never Compromises | ||
| Is an interactive whiteboard nothing more than an enhanced overhead projector? | ||
| The Do's and Don'ts of using an interactive whiteboard | ||
| Columbus: Hero or Villain? Introducing the lesson | ||
| Brainstorming examples of heroes and villains | ||
| Small group assignments – collaboration and consensus | ||
| Sharing out ideas from the small groups | ||
| Building background knowledge using video | ||
| Focusing attention on the visual elements | ||
| Historical maps build knowledge | ||
| Learning style groups have varying assignments | ||
| Carefully selected resources stimulate conversations | ||
| Visual learners use the interactive whiteboard interactively | ||
| Sharing historical documents and observations upfront | ||
| Hero or villain: Everyone gets to vote | ||
| Assessment for Using a Smartboard to Enhance Student Engagement and Interaction | ||
| Exciting developments with the 1:1 initiatives | ||
| Creative freedom in both lesson planning and student work | ||
| Opening up the lines of communications | ||
| Assume the students will need extra guidance at first | ||
| Break out of the bubble: Using 1:1 to enhance teaching | ||
| Make-up work just got easier with 1:1 devices | ||
| Larry T. Luddite - Computers are killing real teaching – Not necessarily | ||
| Accessing the teacher's website - Columbus: Hero or Villain? | ||
| Collaboratively defining the characteristics of heroes and villains | ||
| Group discussions build consensus – refining our thinking | ||
| Sharing out characteristics of heroes and villains from the small groups | ||
| Reviewing historical facts regarding Columbus | ||
| Analyzing Columbus' legacy in light of historical documents | ||
| Teacher monitors group work using his device | ||
| Learning style groups analyzing and discussing Columbus' motives | ||
| Sharing the evidence from the various groups upfront | ||
| Final conclusions: Everyone gets to vote hero or villain? | ||
| Assessment for Integrating 1:1 Individual Devices | ||
| Flipped and blended lessons: the benefits, similarities and differences | ||
| Do students really not talk to each other anymore? | ||
| A look at the assignments completed before this face-to-face lesson | ||
| Connecting, collaborating and defining rolls for the court case | ||
| As the trial begins the students are palpably engaged | ||
| Exploring varying perspectives on history; putting everyone on trial | ||
| The students now get to act as jurors | ||
| Using historical evidence to determine responsibility | ||
| Using mobile devices to query the jury | ||
| The teacher makes students justify their positions | ||
| A reflection question is posed for their next asynchronous assignment | ||
| Students continue to chatter about the trial as they leave the classroom | ||
| A blended classroom allows for more in-depth activities when together | ||
| Assessment for Innovating with Blended Learning | ||
| The benefits of online classes | ||
| So you want to teach an online class… | ||
| A computer cannot replace a teacher | ||
| The online synchronous connect session begins | ||
| Sharing characteristics examples of heroes and villains | ||
| Looking at Columbus again in light of these characteristics | ||
| Examining and discussing the evidence together | ||
| Chat window allows for individual self-expression | ||
| Break out rooms encourages close collaboration | ||
| Teacher digitally roams from group to group checking for understanding | ||
| Whole group sharing from the breakout sessions | ||
| Polling the final analyses and the summative assignment | ||
| Assessment for Engaging Students in the Online Classroom | ||
| Looking at specific aspects of instruction | ||
| Communicating important ideas in a traditional classroom | ||
| Communicating important ideas with an interactive whiteboard | ||
| Communicating important ideas using 1:1 devices | ||
| Communicating important ideas in a blended course lesson | ||
| Communicating important ideas in an online classroom | ||
| Student interactions in an online classroom | ||
| Student interactions with an interactive whiteboard | ||
| Student interactions in a blended course lesson | ||
| Student engagement in a traditional classroom | ||
| Student engagement in a blended course lesson | ||
| Student engagement using 1:1 devices | ||
| Student engagement in an online classroom | ||
| Formative assessment in a traditional classroom | ||
| Formative assessment with an interactive whiteboard | ||
| Formative assessment using 1:1 devices | ||
| Formative assessment in a blended course lesson | ||
| Formative assessment in an online classroom | ||
| Instructional soundness in technology integration | ||
| Improving the use of technology | ||
| Collaborating to share the successes and challenges | ||
| Getting student feedback to make improvements | ||
| Teachers share their strategies and successes using technology | ||
| Assessment for Important Concepts in Good Teaching and Technology | ||
| Introduction | ||
| An unusual strategy to engage students in algebra | ||
| Collaborate to create an interdisciplinary project based curriculum | ||
| Overcoming the challenge of delivering video lessons in a flipped classroom | ||
| Barriers in creating an interdisciplinary class | ||
| Student-centered teaching produces measurable results | ||
| A student-centered approach to teaching math | ||
| Children of military connected families have special emotional & educational needs | ||
| Get to know your military connected families | ||
| Developing unique methods for teaching military connected students | ||
| Making a flipped classroom work | ||
| What it takes to support military connected students | ||
| Student teacher relationships are the core of good teaching | ||
| Make it interesting and fun for kids to learn | ||
| Students try harder when they know you care | ||
| The pros and cons of social media | ||
| Avoid even the appearance of ethical problems online | ||
| Student need to be at the center of learning | ||
| Embracing the change required to move to student-centered learning | ||
| Getting started with student-centered learning | ||
| The connection between relationships and student–centered learning | ||
| Using student-centered learning for a standards based lesson | ||
| Student-centered learning is here to stay | ||
| Behind every good teacher is a supporting administrator | ||
| Students are a terrific source of feedback for teachers | ||
| Great teachers are always seeking to improve their practice | ||
| Model the best practices of other successful teachers | ||
| Don't be afraid to expose your vulnerabilities | ||
| Building great student relationships | ||
| Maintaining a positive attitude helps strengthen student relationships | ||
| Building student relationships by focusing on the positive | ||
| The National Teacher of the Year is an advocate for students and the profession of teaching | ||
| Teacher leadership in practice | ||
| Teacher leadership yields results | ||
| Teaching and building relationships with the whole child | ||
| Teacher leadership can take many forms | ||
| Teaching is a form of public service | ||
| Retaining the best teachers | ||
| Teacher leaders can help administrators be instructional leaders | ||
| Creating a positive culture around teacher leadership | ||
| Teacher leadership programs improve retention of the best teachers | ||
| An innovative job structure to promote teacher leadership | ||
| Teacher leadership can improve the status of the teaching profession | ||
| We need more teacher leader training programs | ||
| Creating a great environment for your student teacher | ||
| Trusting your student teacher | ||
| All learners need to feel safe and cared for in order to learn | ||
| Student teachers need a no nonsense coach | ||
| Strategies to improve professional development for teachers | ||
| Sharing instructional leadership responsibilities | ||
| Promoting teacher collaboration | ||
| Creating a collegial environment within your school | ||
| Teacher leadership is sharing your expertise with other teachers | ||
| Teachers need a voice in educational policy | ||
| New teacher resilience | ||
| Balancing idealism with reality | ||
| Structures to encourage teachers to become instructional leaders | ||
| Making an impact on your students | ||
| Raising the status of teaching in our society | ||
| Teaching is solving puzzles | ||
| Getting students to care | ||
| Increasing student engagement through a 1:1 initiative | ||
| Building skills and encouraging collaboration through a 1:1 initiative | ||
| Student-centered classrooms | ||
| Creating student-centered classrooms can be tricky | ||
| Maintaining your passion for teaching | ||
| Lessons should be authentic and based on the real world | ||
| Get students out of the classroom to inspire learning | ||
| Global education in the knowledge economy | ||
| Making your lessons relevant | ||
| Striving for continuous improvement | ||
| Drawing inspiration through peer collaboration | ||
| Personally connecting with your students | ||
| Surrendering responsibility to your students | ||
| Letting go of the lecture | ||
| Offering your colleagues constructive suggestions | ||
| Delegating responsibility to teacher leaders | ||
| A new model for teacher leaders | ||
| Encouraging teacher collaboration | ||
| Teacher leadership requires support from administrators | ||
| Make your initial parent communication positive | ||
| The challenges of parental communication in secondary schools | ||
| Engaging secondary school parents | ||
| Don't forget about formative assessments | ||
| The quest for National Board Certification | ||
| Parent Communications and National Board Certification | ||
| Providing parents with the tools to help their children learn | ||
| The process of getting National Board Certification is its own reward | ||
| Inform parents with social media | ||
| Inviting parents to become involved in certain classroom activities | ||
| Making your lessons authentic | ||
| Teachers need more advanced training for special needs students | ||
| The importance of students' learning styles | ||
| Strategies: Video modeling, task analysis and student motivation | ||
| The rewards are the students' accomplishments | ||
| Focus on the students' learning | ||
| Student relationships are the foundation for learning | ||
| Bridging the gap between theory and the real world | ||
| Individualize instruction through diagnosis | ||
| Using multiple resources to improve learning | ||
| Attracting well qualified teachers | ||
| Teacher evaluation & student accountability | ||
| Three keys to student-centered learning | ||
| You are not the only teacher in the room | ||
| Promote critical thinking through open-ended questioning | ||
| Empower by letting the students do the thinking and talking | ||
| Igniting a passion in children | ||
| Build student engagement with theater | ||
| Student relationships are critical for engagement | ||
| Differentiation is vital for engagement | ||
| Teacher outreach | ||
| Contributing and correcting misinformation contained in education policy | ||
| Communicating education policy to your colleagues | ||
| Don't be afraid to speak out on education policy | ||
| Balancing your job and civic responsibilities | ||
| Students learn when they discover the answer for themselves | ||
| Our new standards improve the teaching of STEM/STEAM | ||
| Help other teachers discover the advantages of new pedagogy | ||
| Modeling the best practices of other teachers | ||
| Are implementing new standards worth the effort? | ||
| Promoting the profession of teaching | ||
| Technology puts every student in the front row | ||
| Using technology to connect students with knowledge | ||
| National Board Certification was the most valuable PD ever | ||
| Sharing knowledge with your colleagues | ||
| Universal design for learning vs. differentiated instruction | ||
| Centering your lessons around students' interests | ||
| Differentiated instruction and universal design give kids choices | ||
| The biggest barrier to successfully implementing universal design | ||
| Universal design requires synergy and takes time to develop | ||
| Investing in parent communication | ||
| Successful methods for communicating with parents | ||
| Special education teachers help parents find services for their kids | ||
| Making differentiated instruction a part of every lesson | ||
| Differentiating by using multiple fiction books | ||
| Insuring that differentiating instruction is cohesive | ||
| Know your students' learning styles to differentiate effectively | ||
| Encouraging STEM through a weekend girls club | ||
| Obstacles to teaching STEM effectively | ||
| Exploring Skype in the classroom | ||
| Integrating curriculum increases student engagement | ||
| Improving co-teaching opportunities | ||
| Teachers need training, support and time to make co-teaching work | ||
| Rigor, relevance and relationships | ||
| Why are some teachers more effective than others? | ||
| Strategies for supporting student teachers | ||
| Teaching students academic, social and emotional skills | ||
| Relationship building at the beginning of the year | ||
| Meeting the students “where they’re at” | ||
| Continuous formative assessments | ||
| Being State Teacher of the Year has been a journey | ||
| Why I teach | ||
| Teacher retention starts with great leadership | ||
| Professional growth in the content areas | ||
| Effective instruction requires collaboration | ||
| Everyday is new in teaching | ||
| Instructional rounds to improve teaching | ||
| Using math to solve real world problems | ||
| Powerful questioning techniques for math | ||
| Creating a culture of collaboration | ||
| Recruiting and retaining great teachers | ||
| A strategy that improves pass-rates for algebra one | ||
| Re-thinking the STEAM experience | ||
| Coping with changing student demographics | ||
| Project "Lead the Way" helps student prepare for the future | ||
| Assuming collective responsibility for student engagement | ||
| A master teacher fellowship program | ||
| A policy suggestion to help teachers increase collaboration | ||
| Teachers sharing content and lessons leads to iterative improvement | ||
| Adopting a career academy concept in a school | ||
| Deciding whether to use technology in a lesson | ||
| The need for data literacy | ||
| A case for making computer science a requirement | ||
| A real world example of the need for data literacy | ||
| Experiencing a National State Teacher of the Year Conference | ||
| The characteristics of a great principal | ||
| Great principals are visible | ||
| The virtue of illogical patience | ||
| Using life experiences to enhance your teaching | ||
| Kids like a challenge | ||
| Using real world examples and humor to increase student engagement | ||
| Teacher integrity | ||
| Using value added student achievement metrics to evaluate teachers | ||
| Common core, test scores and school ranking | ||
| Suggestions to improve teacher evaluation | ||
| Returning to the teaching profession | ||
| Fostering a healthy self-image | ||
| Inspiring students to reach their potential | ||
| Connect your curriculum to the real world | ||
| Non traditional ways to share successful teaching strategies | ||
| Suggestions for infusing global learning into your lesson plan | ||
| Promoting the school wide adoption of global learning initiatives | ||
| The future of global learning | ||
| Integrating science across the curriculum | ||
| Using field trips to expose students to the wonders of nature | ||
| Challenges of teaching STEM/STEAM | ||
| The misalignment of global citizenship and standards based testing | ||
| Using your classroom to pioneer the use of technology | ||
| Taking pride in the teaching profession | ||
| Engaging the entire community in public education | ||
| Common sense teacher ethics | ||
| Communicating with immigrant parents | ||
| Opportunities for teacher leadership within the community | ||
| The profound impact of community engagement | ||
| Celebrating success | ||
| Bringing your true self to the classroom | ||
| Using "shock & discovery" to engage your students | ||
| Become passionate about student writing | ||
| Using a variety of classroom technologies to enrich math instruction | ||
| Will technology improve the learning outcome? | ||
| Use student feedback to improve online content | ||
| Removing barriers on student's ability to use technology | ||
| Adding computer science and robotics to the school curriculum | ||
| "Bring your own device" is working in our school | ||
| Using technology to improve student and faculty collaboration | ||
| The "ripple effect" of successfully using technology for teaching and learning | ||
| A suggested first step for integrating technology into your lesson | ||
| Being comfortable being uncomfortable | ||
| Building student relationships through social media apps | ||
| Requiring high school English students to maintain a full year blog | ||
| Not all classes need to be flipped | ||
| Culturally responsive teaching | ||
| Leading teachers through the change process | ||
| Making differentiation less obvious to students | ||
| Defining de–tracking | ||
| Improve differentiation through curriculum sharing | ||
| Teacher voices in education policy discussions | ||
| Identifying teacher leaders | ||
| Shared decision making | ||
| Improving teacher leadership improves student outcomes | ||
| A collaborative culture fosters more teacher leadership | ||
| Wasting time and resources on student testing | ||
| Are teachers better prepared today? | ||
| What is global learning? | ||
| Getting started in global learning | ||
| Designing global learning projects | ||
| Creating students that are life long learners | ||
| Connecting teachers using technology | ||
| Building lessons with a long-term perspective | ||
| Teacher leadership through building networks | ||
| New teachers need to let students have more choices | ||
| Encouraging teachers to try new things | ||
| Teacher leadership's impact on student learning | ||
| Learning from experienced teachers | ||
| Advocating for social media in the classroom | ||
| The things I wish I knew when I first started teaching | ||
| The Model Code of Ethics for Educators (MCEE) | ||
| Responsibility to students is most important | ||
| The model code of ethics is a handy guide for new teachers | ||
| Introducing the model code of ethics to your staff | ||
| A model code of ethics developed by, and for practicing teachers | ||
| Teaching makes me a better person | ||
| The bad days are the ones you grow from | ||
| Teacher leadership: Seeing the classroom is bigger than four walls | ||
| Teach kids how to think; books are just a vehicle | ||
| Teaching kids how to curate information | ||
| Establishing classroom culture is paramount | ||
| A journey to teacher leadership | ||
| Teacher leadership is ultimately how it reaches the students | ||
| Teacher leader: sharing the pain | ||
| What do I want my students to do? Vs. What are my students going to learn? | ||
| Changing the world through increased educational opportunities | ||
| Encouraging students to problem solve | ||
| Making school fun | ||
| Technology brings the world into the classroom | ||
| Insuring new teachers receive the support and resources they need | ||
| Student routines that maximize engagement | ||
| Improve engagement with short lectures and time for individual exploration | ||
| Applying new skills to increase understanding and retention | ||
| Balancing the need to support struggling students and motivate overachievers | ||
| Three types of assessment to customize your teaching | ||
| Choosing the proper formative assessment for each student | ||
| Teacher leaders learn from failed assessments | ||
| Using data to modify and customize your instruction | ||
| An active body is an active mind | ||
| Extending physical activity beyond PE classes | ||
| Creating a culture of learning for at risk kids | ||
| At risk kids need special attention | ||
| Comprehension checks require attentive listening | ||
| Promoting critical thinking skills by asking "why" | ||
| Maintaining your passion for teaching | ||
| Meeting the challenges posed by "at risk" students | ||
| Student relationships are the basis of teaching | ||
| Creating a safe environment for teaching and learning | ||
| Educators need to know what their students are worried about | ||
| The dramatic impact of student praise | ||
| Above all…love your students | ||
| Develop good relationships with students' families | ||
| Relationships with families directly impacts student learning | ||
| Communicating with a resistant parent | ||
| Motivating parents | ||
| Even when parent relationships start out poorly, keep communicating | ||
| Diagnosing the problems students are having at home | ||
| Mentoring new teachers helps me improve my practice | ||
| Selecting a recipient for a University of Phoenix scholarship | ||
| Proven strategies for building meaningful student relationships | ||
| Building great student relationships can be learned | ||
| The importance of building student relationships | ||
| Suggestions to help motivate your students | ||
| Make learning relevant by connecting to the real world | ||
| Strategies to assess student engagement | ||
| Encouraging students to take ownership of their own learning | ||
| Why I continue to teach | ||
| Customize your teaching for the unique needs of every classneeds of every class | ||
| Instructional grouping strategies | ||
| Proven learning strategies based on brain science | ||
| Physical movement to improve student focus and learning | ||
| The importance of greeting kids at the door | ||
| Establishing efficient classroom procedures | ||
| Maintaining a dialogue between teacher leaders and education policy makers | ||
| The advantages of an interdisciplinary approach | ||
| The common core gives me freedom to teach what I want | ||
| The rewards of becoming a National Board Certified teacher | ||
| Becoming an advocate for education | ||
| Evolving as a teacher leader | ||
| The responsibilities of being an advocate for education | ||
| Re-discovering your passion for teaching | ||
| My number one teaching strategy: Use humor whenever possible | ||
| The economic realities of retaining great teachers | ||
| The benefits of using music | ||
| Keeping kids animated | ||
| Music, security and love make students want to come to school | ||
| Mentoring young teachers with a music collection | ||
| Connect a lesson to a story or a song | ||
| Teacher leadership comes from experience | ||
| Exciting changes – technology and common core | ||
| Common Core helps develop mathematical thinking | ||
| Make sure teaching is what you love | ||
| A reason for teaching | ||
| Get on your student's level | ||
| Start with building student relationships | ||
| Being a leader gives you confidence | ||
| Not just memorizing facts – teach kids to think | ||
| Humor in creating student relationships | ||
| Asking students to memorize makes them bored with school | ||
| A strategy for teaching vocabulary that really works | ||
| Using a learning goal and a scale to informally assess | ||
| Personality is part of being a good teacher | ||
| Helping struggling teachers by encouraging self-reflection | ||
| Teacher leaders become leaders because they want to say "yes" | ||
| The joy of teaching teachers | ||
| Teaching teachers to teach understanding not just facts | ||
| Keep a portfolio of "goodness" | ||
| Students like being engaged and being actively involved | ||
| The most important strategies have to do with active engagement | ||
| Use as many different questioning strategies as possible | ||
| Comparing different questioning strategies | ||
| Using Socratic seminars, debates and a spectrum to get students engaged | ||
| Watching different teaching strategies is the best professional development | ||
| Alternative ways to get to see other classrooms | ||
| When students are engaged there are no classroom management problems | ||
| Mentoring new teachers helps me improve my practice | ||
| Celebrating a collective achievement | ||
| Music education teaches cooperation | ||
| Ensuring the classroom is a safe place to take risks | ||
| The little things that transform you into a successful teacher leader | ||
| Defining your success by the impact you have on students | ||
| Teachers need a heart to serve their students | ||
| Celebrating educational achievement | ||
| Leading and learning at the National Network of State Teachers of the Year Conference | ||
| Transitioning from the business sector to the classroom | ||
| Preparing students for the realities of the job world | ||
| Advantages of student-centered learning | ||
| Incorporating student input into the lesson planning process | ||
| Teacher leaders and the team building process | ||
| Teachers need more collaboration | ||
| Self directed teacher professional development | ||
| Improving metacognition through learning logs | ||
| The need to reduce class sizes | ||
| Treating you students like clients | ||
| More teacher voices are needed in education policy | ||
| The pitfalls of connecting teacher evaluation to test scores | ||
| Should profits be derived from education? | ||
| Making time to advocate for good education policy | ||
| Using the internet to share curriculum | ||
| Joining with parent to advocate for student rights | ||
| Suggestions for positive behavior support | ||
| Extending the reach of special education using technology | ||
| Global learning through a 1:1 initiative | ||
| Using student devises to enhance interaction | ||
| Can student video production be successfully incorporated into a lesson? | ||
| Allowing students to teach us the technology | ||
| It's okay to say you don't know | ||
| Flipping a science classroom to increase engagement | ||
| Encouraging women to pursue careers in STEM | ||
| Making your classroom an adventure for students | ||
| An inspiring story from Oregon's state teacher of the year | ||
| Creating a school that works for kids | ||
| Teacher leadership is not about credentials; it's about actions | ||
| What does the culture of our school say to our kids? | ||
| Digital leadership: becoming more effective and efficient | ||
| Teachers affect the learning environment in their schools | ||
| Figuring out how to make systems work for your kids | ||
| New teachers should listen until they've earned some credibility | ||
| A story of a persistent teacher finding a way to bust out of the cage | ||
| Organizational barriers prevents constructive engagement with teachers | ||
| The cycle of distrust between educators and policy makers | ||
| Re-imagining professional development for teachers | ||
| Job embedded professional development shows a lot of promise | ||
| Schools are changing the way they use their time together | ||
| Teachers taking charge of their time collectively | ||
| The working conditions for teachers are the learning conditions for students | ||
| Tools techniques and tactics for teacher leader learners | ||
| Remaining a masterful learner not just a masterful teacher | ||
| Teachers becoming advocates for student learning and the profession | ||
| Bringing teachers' knowledge to all levels of administration | ||
| Professional development for Teacher Leader Model Standards | ||
| Colleagues helping new teachers develop their skills | ||
| Developing the first blue print for personalized learning | ||
| Defining personalized learning | ||
| Starting out with personalized learning | ||
| The "Teach To Lead" initiative | ||
| A "Teach To Lead" success story | ||
| If you don't get a seat at the table, make your own table | ||
| To improve teacher leadership consider how it is developed | ||
| Teacher leaders and administrative leaders need to work well together | ||
| Teacher leadership needs to play a bigger role in the future of systems of education | ||
| Adopting a "Coaching" orientation to our interactions with others | ||
| Asking "just the right question" can cause teachers to disconnect | ||
| Silence what's in our head to become a better listener | ||
| Fostering expertise in others | ||
| Teacher leadership is important because teachers shape their environment | ||
| Being a seeker of knowledge with your students can empower them | ||
| Message to students: use your voice | ||
| Iowa's Teacher Leadership & Compensation system | ||
| Sharing what Iowa is doing in education | ||
| What can we do to support teacher leaders? | ||
| Technological change is getting faster all the time | ||
| These amazing new technologies may affect teaching in the future | ||
| Microsoft Office Mix make creating interactive content as easy as making a PowerPoint | ||
| Teachers can contribute to the way technology gets developed | ||
| Introduction to "Instructional Leadership in Practice" | ||
| Site Tips | ||
| Management in support of Instruction | ||
| Time management strategies | ||
| Blocking out time for classroom evaluations | ||
| Making efficient use of teacher planning time | ||
| Deciding when to delegate | ||
| When is it appropriate to collaborate with the faculty? | ||
| Manager or leader? | ||
| Introduction to Time Management Simulation | ||
| Timedonitis simulation | ||
| Leadership response one | ||
| Leadership response two | ||
| Leadership response three | ||
| Managing Time to Support Instruction | ||
| How has school leadership been affected by standards? | ||
| The positive aspects of standards | ||
| Using standards to establish a vision | ||
| Using standards to establish expectations | ||
| Using standards to drive self improvement | ||
| Communication: Morning buzz, mission & vision | ||
| Building rapport with teachers and students | ||
| Communication: Actions speak louder than words | ||
| Challenging teachers to increase student achievement | ||
| Communication: Faculty meetings | ||
| Determining your leadership style | ||
| Establishing non-negotiable priorities | ||
| Improving as a school leader | ||
| Decision making based on data and evidence | ||
| Decision-making: Managing student discipline | ||
| Shared decision making | ||
| Making decisions that motivate your faculty and staff | ||
| Discovering & nurturing potential instructional leaders | ||
| Introduction to "Mixed Signals" simulation | ||
| Mixed signals simulation | ||
| Leadership response one | ||
| Leadership response two | ||
| Leadership response three | ||
| Leadership response four | ||
| Establishing School Priorities / Making Decisions | ||
| Establishing a culture based on student learning | ||
| Encouraging teacher study groups | ||
| Allocating the right amount of time for teacher PD | ||
| Should students be involved in looking at data? | ||
| Focusing on teacher content knowledge | ||
| Using classroom observations to guide instructional leadership | ||
| Emphasizing differentiated instruction | ||
| Determining the professional development needs of your staff | ||
| Using student feedback to guide your instructional leadership | ||
| Am I an effective instructional leader? | ||
| Maintaining credibility as an instructional leader | ||
| Building & sustaining instructional capacity | ||
| How to have meaningful professional conversations | ||
| Enhancing learning through family involvement | ||
| Introduction to "Observing and Critiquing a Lesson" | ||
| Presenting the problem | ||
| Solving the problem | ||
| Thought processes | ||
| The teacher's observations on how the lesson went | ||
| Conclusion | ||
| Creating a Culture that Promotes Student Learning and Achievement | ||
| Starting the school improvement process | ||
| Putting together a school improvement plan | ||
| Should I share my school’s results with others? | ||
| Becoming a data driven decision maker | ||
| Analyzing your school’s reading scores | ||
| Should a single student’s needs affect your overall plan? | ||
| Action research: Looping | ||
| How should action research be evaluated? | ||
| Establishing a culture of “No Excuses” | ||
| Action research: Intervention approaches | ||
| Final thoughts on school improvement | ||
| Welcome to the "Reflective Practitioner" simulation | ||
| The reflective practitioner: School improvement plans | ||
| Critical dimensions of the school improvement process | ||
| Developing & Implementing a School Improvement Plan | ||
| "Using Data to Make Decisions" panel | ||
| Leading data-informed decision making | ||
| Filtering the data and assessment results | ||
| Communicating state test results to the faculty | ||
| Supporting students during “test week” | ||
| Celebrating student success | ||
| Introduction to the "Sharing Data" simulation | ||
| Simulation: The issue | ||
| Simulation: Meet with the leader of the school improvement team | ||
| Simulation: Summary of classroom observations | ||
| Simulation: Share observations with school improvement team | ||
| Simulation: Report to the leader of the school improvement team | ||
| Debriefing following the "Sharing Data" simulation | ||
| Data Driven Decision Making | ||
| Leading a Professional Learning Community | ||
| Internal accountability | ||
| Using data to have a conversation with a marginal teacher | ||
| Establishing goals & objectives for a professional learning community | ||
| Using teacher retreats to drive instructional improvement | ||
| Narrowing the focus to a few clear instructional goals | ||
| Introduction to "Leadership Strategies" simulation | ||
| Simulation: The issue | ||
| Simulation: Strategy decision 1 | ||
| Simulation: Strategy decision 2 | ||
| Simulation: Strategy decision 3 | ||
| Simulation: Strategy decision 4 | ||
| Simulation: Strategy decision 5 | ||
| Debriefing following "Leadership Strategies" simulation | ||
| Leading a Professional Learning Community | ||
| Listening: The critical first step in the change process | ||
| Discovering the need for change | ||
| Changing instructional practice | ||
| Leading and facilitating second-order change | ||
| Introduction to "Declining Test Scores" simulation | ||
| Simulation: The issue | ||
| Simulation: Teacher leader meeting prep | ||
| Simulation: Principal/Teacher leader discussion | ||
| Simulation: Literacy coach input | ||
| Simulation: Student involvement — Part 1 | ||
| Simulation: Student involvement — Part 2 | ||
| Debriefing from "Declining Test Scores" simulation | ||
| The Change Process: Leading by Example | ||
| Leading your school’s quest to improve | ||
| The planning process — A collaborative effort | ||
| Aligning the district goals with your improvement plan | ||
| Maintaining momentum throughout the school year | ||
| Sharing your leadership responsibilities | ||
| Demonstrating that improvement is actually taking place | ||
| Sharing Leadership / Collaborative Decision Making | ||
| Practices to prevent the spread bloodborne pathogens in schools | ||
| Assessment | ||
| Diversity Awareness (Coming Soon) | ||
| Bullying prevention | ||
| Responding to bullying | ||
| Assessment | ||
| Bullying awareness, risk factors and impacts | ||
| Relationship and safety | ||
| Proactive safety practices | ||
| In the moment crisis intervention | ||
| Assessment | ||
| Test video | ||
| Standards for what Principals Should Know and Be Able To Do (NAESP Manual) | ||
| The Principal is the instructional leader of the school | ||
| Principals need to find balance between leadership and management | ||
| Quantifying the benefits of school reform initiative | ||
| Decoupling learning and punishment | ||
| Encouraging students to be life long learners | ||
| Encouraging teachers to be life long learners | ||
| Schools need to promote risk taking with a supportive structure | ||
| Educators can't lead where they won't go | ||
| Teachers need to label themselves as "Leading Learners" | ||
| Management and leadership at Toth Elementary school | ||
| Collaboration, commitment, caring, creativity and crazy at Toth Elem. | ||
| Managers do things right, but leaders do the right things | ||
| Looking for the strengths of each faculty and staff member | ||
| Creating and fostering a community of learners | ||
| Meaningful parental involvement | ||
| Promoting learner-centered leadership | ||
| Seeking leadership from multiple sources | ||
| School improvement that relies on data collection | ||
| Using Data to determine credentialing | ||
| Overcoming the challenge of a year long school construction project | ||
| Promoting and rewarding teacher imagination and passion | ||
| Toth Elementary Principal - final thoughts | ||
| Balance Management & Leadership Role | ||
| Establishing a clear vision around commonly shared goals & objectives | ||
| Overcoming the challenge of teacher isolation | ||
| How do I establish faculty and staff collegiality? | ||
| Providing time during the school day for teachers to work together | ||
| Effective schools internalize responsibility for student achievement | ||
| Effective schools look for external guidance | ||
| Summary of characteristics found in effective schools | ||
| Most student grouping practices have proven to be ineffective | ||
| Evidence of student learning is the single strongest teacher motivator | ||
| Are students who perform at a low level being taught at that level? | ||
| Do differentials in student performance becomes institutionalized through groupings? | ||
| Leaders need to model the best instructional practices | ||
| School culture change occurs only when specific problems are confronted | ||
| Setting timelines and targets for school culture change is essential | ||
| Desire, discipline and dedication at the KIPP Academy | ||
| School leaders cannot accept excuses | ||
| Kipp Academy mission: Help kids develop academic & character skills | ||
| Hiring great teachers - look for winners and people that have overcome difficulty | ||
| More school time is critical to student success at the KIPP Academy | ||
| Does smaller class size really work? | ||
| The profound impact of student extracurriculars | ||
| Motivate students through field trip rewards | ||
| Developing student character and academic skills at the appropriate age | ||
| Teachers as "Protectors" | ||
| Building staff commitment and dedication at the KIPP Academy | ||
| The pillars of success at the KIPP Academy | ||
| Set High Expectations and Standards | ||
| The principal as an instructional leader | ||
| Gain a deep understanding of good teaching | ||
| Distributive leadership that works | ||
| Make a strong commitment to improving teacher practice | ||
| The lion's share of Principal's time must be spent in classrooms | ||
| What should a Principal look for during a classroom observation? | ||
| Providing effective and constructive teacher feedback | ||
| Providing feedback focused on improving teacher practice | ||
| Using data to provide opportunities for change | ||
| Hire teachers with the right personal characteristics | ||
| Every teacher should have a personal professional development plan | ||
| Speaking with a voice that communicates values | ||
| Setting clear teacher expectations | ||
| A single form of teaching that integrates instruction and development | ||
| Technology is not a replacement for good teaching | ||
| A Principal must espouse and model adult learning | ||
| Principal and administrator professional development | ||
| Reciprocal accountability | ||
| Methods to observe Principal leadership in action | ||
| How do I gather evidence of student learning? | ||
| High quality leadership at the site level is critically important | ||
| A paradigm shift from school management to instructional leadership | ||
| Making teachers comfortable with classroom visits by the Principal | ||
| Clear expectations, accountable talk, organizing for effort & academic rigor | ||
| Instructional leadership - making a commitment to change | ||
| Improving the way students communicate in class | ||
| Accountable talk - embracing professional learning communities | ||
| Bringing other teachers along on an instructional walk-through | ||
| Eliciting teacher feedback after a classroom observation | ||
| Moving from individual teacher feedback to staff conversations | ||
| Setting expectations and focus prior to the classroom walk-through | ||
| Conducting a post observation conference with the teacher | ||
| Classroom observations are not about finding faults | ||
| Focusing on standards and practice | ||
| Looking at essential questions for each standard | ||
| Collegial conversations around accountable talk | ||
| Using a rubric to score student work | ||
| Is your school's organizational structure helping you meet your goals? | ||
| Periodic self reflection is essential when implementing school change | ||
| What does it take to be a true instructional leader? | ||
| Demand Content and Instruction that Ensure Student Achievement | ||
| Research on the characteristics of effective instructional leaders | ||
| Examining the beliefs of effective instructional leaders | ||
| What does shared governance really mean? | ||
| Twelve implications for comprehensive staff development | ||
| Foster teacher reflection through the use of these practical suggestions | ||
| Become a powerful instructional leader by following these guidelines | ||
| The six standards in the "Leading Learning Communities" publication | ||
| Introduction to instructional leadership at Miramar Elementary School | ||
| Moving away from "one size fits all" professional development | ||
| Participating in your staff's professional development | ||
| Providing opportunities for teachers to visit colleagues | ||
| Scheduling time for teachers to collaborate and reflect on their practice | ||
| Practical suggestions for observing other teachers | ||
| Opportunities for teachers to engage and reflect | ||
| Creating a professional learning community | ||
| Practical advice for meaningful walk-throughs | ||
| Staff conferences: A blueprint for success | ||
| Achieving the ideal balance between administrative and instructional tasks | ||
| Maximizing the value of teacher's time away from the classroom | ||
| Staff development needs to be differentiated | ||
| Cultivate teacher reflection through an ongoing principal/teacher dialogue | ||
| Select targeted professional development | ||
| An abundance of professional development opportunities for the Principal | ||
| Instructional leadership coaching - A model that works | ||
| A Principal mentor is an invaluable resource | ||
| Create a Culture of Adults Learning | ||
| Using data is challenging for new principals | ||
| Data can be used to meet all of the "Leading Learning Communities" standards | ||
| Use data to provide focus | ||
| Create a school environment that is comfortable using data | ||
| Connect a variety of data sources to measure performance | ||
| Consider a variety of data sources to measure performance | ||
| Use a wide range of perceptual data to assist in the planning process | ||
| What does the process of disaggregating data actually reveal? | ||
| Data to obtain information about specific skills and students | ||
| Use visual depictions to engage teachers in using data | ||
| School improvement needs are determined by data analysis? | ||
| The pros and cons of using data for school benchmarking | ||
| Using data to plan daily classroom instruction | ||
| Using data provides invaluable information for school administrators | ||
| Lancaster school system moves to data driven decision making | ||
| Creating a school wide culture of continuous improvement | ||
| Building an assessment system around a continuous flow of data | ||
| Using protocols to help teachers examine and make data useful | ||
| Tracking the progress and effectiveness of areas targeted for improvement | ||
| Use data to determine deficiencies in meeting academic standards | ||
| Why data is critical in developing school improvement plans | ||
| Use data to change student motivation and behavior | ||
| Gather lots of data and information to make informed decisions | ||
| Use data to make meaningful professional development decisions | ||
| An invitation to collaborate with Lancaster School System | ||
| Using data at Martin Luther King Elementary School | ||
| School district support for data driven decision making | ||
| Creating a powerful school improvement team that uses data | ||
| Disseminating data: "Where did we miss?" | ||
| What data should teachers review in their professional learning groups? | ||
| Mandating that every teacher maintain a data profile for each student | ||
| Motivating teachers to use data | ||
| Using data to establish expectations for students, teachers and parents | ||
| Data can be used to elicit parental support | ||
| Engage the public by encouraging feedback | ||
| Teachers display data on their classroom doors | ||
| Data analysis drives our staff to become better professionals | ||
| Use Multiple Sources of Data as Diagnostic Tools | ||
| The challenge of education reform | ||
| The evolution of the standards movement | ||
| How does the community support teaching and learning? | ||
| Community support comes from more than just parents | ||
| Principals are shifting from management to instructional leadership | ||
| What performance indicators will the community evaluate? | ||
| The power of school/community partnerships | ||
| How can school leaders support the public's understanding of equity? | ||
| Identifying the range of expertise available within the school & community | ||
| Are community members informed enough to participate in decision making? | ||
| Creating a productive school governance structure | ||
| Citizens organizing to replace the school leader | ||
| School / community partnerships to establish school priorities | ||
| Educators need to be actively engaged in learning supports | ||
| Reciprocal accountability between states and school districts | ||
| Community support and engagement in distressed communities | ||
| Introduction to the Prichard citizen advocacy group | ||
| What should parents expect from their school system? | ||
| A state law that establishes accountability and expectations | ||
| School councils promote shared decision making? | ||
| How does a school council participate in finding and hiring a new Principal? | ||
| What is the role of a school advocacy group? | ||
| What type of relationship should an advocacy group have with a school leader? | ||
| Establishing parent groups that understand reform and data | ||
| Parents respond if their input is taken seriously | ||
| A wide range of methods for communicating with parents and the community | ||
| Introduction to community involvement at St. Matthews Elementary School | ||
| Conveying the school vision and mission to parents | ||
| Communicating with parents and the community | ||
| Promoting parental involvement through committees & councils | ||
| Shared decision making fosters creativity | ||
| A wide range of strategies for developing community partnerships | ||
| Examples of family activities that promote parental involvement | ||
| Schools need to also give back to the community | ||
| Children excel when parents take an interest in the school | ||
| Learning to listen and share leadership | ||
| Be sure to be visible at all school events | ||
| Working with a family resource center to meet student needs | ||
| High school students tutor elementary school students | ||
| Effective site based decision making | ||
| Involving parents in all aspects of the school | ||
| Accepting feedback and advice from parents | ||
| Parent teacher conferences | ||
| An optional accelerated reading program at Mathews Elementary School | ||
| Actively Engage the Community | ||
| Introduction to "Managing the Defiant Child" | ||
| Site Tips | ||
| Why do kids misbehave? | ||
| The relationship between parental attitude and child behavior | ||
| If treated responsibly, kids will act responsibly | ||
| The number one psychological need of all children | ||
| What motivates highly defiant children? | ||
| Remaining calm is critical in any child confrontation | ||
| Body language that helps you gain instant rapport with a child | ||
| Proven strategies to deal with your child's negative body language | ||
| Saying "No" and making it stick | ||
| Parents need to model the behavior they desire from their children | ||
| Parental consistency and agreement is critical in establishing household rules | ||
| Good household rules and bad household rules | ||
| The primary reasons parents fail as disciplinarians | ||
| Discipline is NOT punishment | ||
| A child confrontation that escalates out of control | ||
| The "one word" you must use with all children | ||
| Asking children "Why" promotes unproductive rationalization | ||
| Does providing children with a choice really work? | ||
| When to use a "time out" | ||
| Practicing the correct behavior with a child | ||
| Guidelines for using positive behaviors generators | ||
| Are rewards or incentives effective in modifying a child's behavior? | ||
| A repertoire of incentives to use with different aged children | ||
| The last resort is the "hold down" | ||
| Strategies to deal with whining, procrastination, excuses, and threats | ||
| Does spanking work? | ||
| A child's personality type will determine how they respond to their parents | ||
| Understanding the four different personality types | ||
| Strategies to deal with child homework, fighting, peer pressure, chores, curfews, theft, drugs, and sex | ||
| Never give up on your child - tell them you love them | ||
| The Quick CLICK Personality Survey | ||
| Managing the Defiant Child | ||
| Questions disciplinarians ask | ||
| Gaining rapport with every student | ||
| Language is powerful | ||
| Changing student beliefs helps change behavior | ||
| Overcoming negativity | ||
| How body language impacts rapport | ||
| Good disciplinarians speak in positives | ||
| Mastering discipline through personality profiling | ||
| Exploring different personality types | ||
| Matching personality profile with learning style | ||
| Suggestions for disciplining specific personality types | ||
| Intervention strategies based on personality types | ||
| Instruction based on personality style | ||
| Why behavior modification does NOT work | ||
| How student self identify impacts behavior | ||
| How should teachers set classroom rules? | ||
| Connecting rules and consequences | ||
| What if a student breaks the rules? | ||
| Powerful strategies to deal with disruptive students | ||
| Effective methods to handle student confrontations | ||
| Five key communication patterns for all situations | ||
| Faculty meetings for chronic student misbehavior | ||
| Student misbehavior: Things that DON’T work | ||
| Student misbehavior: Things that DO work | ||
| The importance of the student / teacher relationship | ||
| Students come to school with defiant attitudes | ||
| What are the causes of aggressive student behavior? | ||
| The affects of parent disconnection | ||
| Hidden signs of aggressive student behavior | ||
| What motivates students to commit school violence? | ||
| Student murderers | ||
| Strategies to intervene with troubled students | ||
| School wide strategies to reduce school violence | ||
| Outside resources to reduce school violence | ||
| Reassuring students they are safe | ||
| 5 Step intervention for students who have negative beliefs | ||
| The disturbing facts and research on bullying | ||
| An example of a school-wide bullying prevention program | ||
| Watch a school nurse address a real bullying incident | ||
| A pediatrician’s perspective on bullying | ||
| The unreported warning signs of bullying | ||
| Watch a real bullying incident caught on video | ||
| How are children impacted by bullying? | ||
| Proactive strategies to prevent bullying | ||
| Recognizing the difference between conflict and bullying | ||
| Bullying legislation, policies and procedures | ||
| A high school campaign to prevent bullying | ||
| A national anti-bullying campaign | ||
| Managing the Defiant Child at School | ||
| Childhood trauma has a profound impact on student learning | ||
| Identifying students who have experienced childhood trauma | ||
| What is a dysregulated student? | ||
| Do traditional student rewards and punishment work? | ||
| When is positive student praise detrimental? | ||
| Evaluating a student's emotional and social skills | ||
| Teaching students about their behavior triggers | ||
| Transforming student behavior through empathy and relationship | ||
| Meaningful ways to build trust with challenging students | ||
| The wrong way to overcome a student's negative belief system | ||
| Are you a dyregulated teacher? | ||
| Avoiding teacher/student power struggles | ||
| Teaching students who have suffered from trauma can be counterintuitive | ||
| Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | ||
| Program overview: Unpacking the Common Core | ||
| Site Tips | ||
| Why was the Common Core created? | ||
| How will the Common Core State Standards change my teaching? | ||
| The instructional shifts required for the Common Core math and language arts standards | ||
| Resources to help organize & teach the Common Core State Standards | ||
| Create a pathway to success by deconstructing the Common Core State Standards | ||
| The Need for a Curriculum Map – A School's Perspective | ||
| Creating a Curriculum Map – How and Why? | ||
| Who's Involved in the Curriculum Mapping Process? | ||
| Workshop: Developing curriculum maps and learning progressions at the school level | ||
| Deconstructing the standards & identifying learning targets | ||
| Examining four types of learning targets within standards | ||
| Deconstructing standards into specific and measurable learning targets | ||
| Determining learning targets from math standards | ||
| Examining learning targets from math standards (Gr. 3-5) | ||
| Examining learning targets for primary math standards | ||
| Reviewing and revising learning targets | ||
| Reaching a consensus about the learning targets | ||
| Successfully Transitioning to the Common Core | ||
| Workshop: Organizing and clustering learning targets | ||
| Understanding by Design: Big ideas and essential understandings | ||
| Jay McTighe: Why should teaching be focused around big ideas? | ||
| Who should develop the big ideas and enduring understandings? | ||
| Differentiated Instruction & the Big Idea | ||
| Identifying & Developing Understandings | ||
| Challenges of creating big ideas when teaching a skill | ||
| Big ideas keep learning and teaching fresh and interesting | ||
| Research supports the use of big ideas | ||
| How should we assess students' understanding of big ideas? | ||
| A Lesson in Essential Understandings | ||
| Introducing The Big Idea - Classroom Example | ||
| Jay McTighe: Frame teaching around essential questions | ||
| What are the qualities of an essential question? | ||
| Should an essential question be differentiated? | ||
| Essential questions should be kid-friendly and open-ended | ||
| Margaret Searle: Examples of essential questions that engage students | ||
| Backwards design: Why is it important? | ||
| Jay McTighe - Should students be involved in the design of essential questions? | ||
| KWL - so what?! | ||
| Suggestions for delivering essential questions and enduring understandings | ||
| Available Resources - Understanding by Design | ||
| Curriculum Mapping Workshop: Using big ideas and essential questions to cover standards | ||
| Curriculum Mapping Workshop: Essential questions and final steps | ||
| Developing Units of Instruction | ||
| Customizing your curriculum with consensus & diary maps | ||
| Start with a pre-test | ||
| Introduce New Vocabulary: Observe the standards-based lesson | ||
| Consider which skills are advanced | ||
| Create a general 2 week plan | ||
| Connect new vocabulary to prior knowledge: Observe the standards-based lesson | ||
| Incorporate core vocabulary | ||
| Teach new vocabulary: Observe the standards-based lesson | ||
| Incorporate testing words like explain, compare and describe | ||
| Explain, describe and compare: Observe the standards-based lesson | ||
| Make connections and identify patterns | ||
| Connections and patterns: Observe the standards-based lesson | ||
| Explore a new relationship and introduce a new term | ||
| Introduce new terms: Observe the standards-based lesson | ||
| Add higher level skills like constructing, connecting and solving problems | ||
| Always check back with standards to see if anything was missed | ||
| Plan the post-assessment | ||
| Final check before designing lesson plans | ||
| Benefits and challenges of curriculum mapping | ||
| Real Teachers in Action: Planning and Teaching Common Core Lessons | ||
| Teachers' perspectives on mapping: Great benefits | ||
| Principal's perspective on connecting to standards | ||
| Meeting the needs of diverse learners | ||
| Margaret Searle: The power of effective schools | ||
| What is assessment mapping? | ||
| Teachers' Perspectives: How do curriculum maps help teachers cover the standards? | ||
| Curriculum maps create powerful vertical & horizontal conversations | ||
| Pacing: How many standards can be covered in a month, realistically? | ||
| How is an assessment map different than a course of study? | ||
| Should maps be shared with parents? | ||
| Take a close look at your materials | ||
| Across grade levels: How to avoid duplication in novel studies and fieldtrips | ||
| Design higher-level assessments | ||
| Integrate cross curricular connections | ||
| Use power standards to create cross curricular standards-based instruction | ||
| How is assessment impacted by cross curricular instruction? | ||
| Consider creating assessments for more than one standard | ||
| Standards-based map creation - an example | ||
| Why are essential understandings so important? | ||
| What is the impact of assessment mapping on special education? | ||
| Embedding Assessments into your Common Core Lessons | ||
| Introduction to RTI leadership | ||
| RTI: A systematic approach to help students return to the core program | ||
| Using RTI to reduce inappropriate referrals to special education | ||
| RTI is NOT a separate activity | ||
| Common initial steps to implement an RTI plan | ||
| Overcoming school wide challenges of implementing RTI | ||
| The role of state education agencies in implementing RTI | ||
| What district level leadership is needed to implement RTI? | ||
| The RTI responsibilities of the school building leader | ||
| Shared leadership and responsibility to ensure RTI success | ||
| A team approach to RTI leadership | ||
| How can a union contribute to RTI success? | ||
| Assessment-Leadership Assessment | ||
| RTI capacity, readiness and professional development | ||
| Building a school schedule conducive to RTI | ||
| Adopting curriculum with RTI tools already "built in" | ||
| A comprehensive guide to RTI professional development | ||
| Indiana: An example of a state professional development initiative | ||
| Avoiding staff workload increases associated with RTI | ||
| Assessment-Capacity for RTI | ||
| Family & community engagement to make RTI successful | ||
| Creating an RTI community communication plan | ||
| How can parents and families assist in the RTI process? | ||
| What funds can my school use to fund its RTI initiative? | ||
| Other sources of funds to support your school's RTI initiative | ||
| How can the school determine if RTI is succeeding? | ||
| How does a school measure "Fidelity of Implementation?" | ||
| Critical questions leaders must ask when evaluating RTI | ||
| Challenges of implementing RTI in an urban setting | ||
| Coordinating and allocating RTI resources in a large urban district | ||
| RTI administrative support in a large district? | ||
| Challenges of implementing RTI in a rural setting | ||
| "Universal Design for Learning" & RTI: Perfect compliments | ||
| Progress monitoring with Universal Design and RTI | ||
| How expensive is it to implement Universal Design? | ||
| What are the goals and objectives for Universal Design for Learning? | ||
| Various states adopt RTI | ||
| RTI and paraprofessionals, resources, training & public meetings | ||
| RTI and commercial programs, collecting data, software & fidelity | ||
| Parental involvement through an RTI "Open House" | ||
| Professional learning communities & job embedded training for RTI | ||
| A Connecticut case study where parents objected to RTI | ||
| Overcoming the misconception that RTI is a special education initiative | ||
| Which school leaders should review periodic RTI data? | ||
| Key components to make RTI successful district-wide | ||
| Final words on RTI | ||
| Assessment-Systems & Supports | ||
| Why was RTI created and developed? | ||
| RTI program overview | ||
| Helpful hints | ||
| Take the pre-test to access your current knowledge of RTI | ||
| RTI: Another fad or a real difference maker? | ||
| Take the RTI survey to log you initial impression or concerns | ||
| What is RTI? | ||
| What are the two major approaches used in the RTI process? | ||
| Is RTI a new concept in education? | ||
| RTI reflects a new paradigm shift | ||
| New guidelines to determine whether a student has a learning disability | ||
| Experienced educators provide insights based on their use of RTI | ||
| Common myths and realities about RTI | ||
| Introduction to the six key components of the RTI process | ||
| Frequently asked questions about RTI components | ||
| Understanding the three tiers of the RTI process | ||
| Why RTI is more than traditional differentiated instruction | ||
| Introduction to "Universal Screening" | ||
| A panel of experts on universal screening | ||
| What is universal screening and why is it conducted? | ||
| What are the fundamental considerations when using universal screening? | ||
| Click on the handouts for more resources on universal screening | ||
| Use the resources in the handouts section to complete the assignment | ||
| A classroom example of effective universal screening | ||
| Can universal screening be used with English Language Learners? | ||
| Getting parents involved in the universal screening process | ||
| The difference between curriculum based measurement and assessment | ||
| Other universal screening resources available to educators | ||
| An assignment requiring users to evaluate data from universal screening | ||
| Universal screening that measures student behavior | ||
| Universal screening that measures social and emotional well being | ||
| Summarizing universal screening | ||
| Introduction to "Monitoring Student Progress" | ||
| When should I use progress monitoring? | ||
| Can students self monitor? | ||
| Defining progress by goals and data points | ||
| Review the handouts for a glossary of terms related to progress monitoring | ||
| What is an appropriate tool to monitor progress | ||
| An activity to test your knowledge of progress monitoring | ||
| A summary of progress monitoring | ||
| Introduction to "Data Based Decision Making" for RTI | ||
| Gathering data from universal screenings & progress monitoring | ||
| Analyzing data from universal screenings & progress monitoring | ||
| An activity to help you analyze data from progress monitoring | ||
| Teaching teachers how to recognize & categorize various behaviors | ||
| What are scientifically based interventions? | ||
| IDEA & ESEA mandates that require scientifically based interventions | ||
| An IDEA glossary to help understand RTI terminology | ||
| A transformation from general education to scientifically based instruction | ||
| An activity to connect your curriculum to research based instruction | ||
| Choosing the ideal interventions for positive behavior support | ||
| A summary of scientifically based interventions | ||
| Ensuring that an RTI strategy is implemented as described | ||
| Summarizing the 6 components of a multi-tiered approach to RTI | ||
| Implementing an Effective RTI Process | ||
| Introduction to "Building and Maintaining an RTI Team" | ||
| Accessing handouts that accompany the video content | ||
| Critical checkpoints to access your team's readiness for RTI | ||
| Assignment: Complete a school readiness form for your team / school | ||
| Survey your team's knowledge of RTI | ||
| Key considerations for building an RTI team | ||
| Assignment: Generate a list of helpful RTI resources in your school | ||
| Assembling an RTI team with diverse skills and backgrounds | ||
| Establishing responsibilities for RTI team members | ||
| Suggestions for RTI team communication | ||
| The role of each member of the RTI team | ||
| What will typically be discussed at an RTI team meeting? | ||
| What follows the initial teacher referral? | ||
| An example of the first few minutes of an actual RTI team meeting | ||
| An example of the team soliciting input from the parent | ||
| Discussing student data at an actual RTI team meeting | ||
| Discussing the student's strengths & challenges at the RTI team meeting | ||
| An example of the RTI team discussing possible interventions | ||
| Discussing goals and progress monitoring at the RTI team meeting | ||
| The RTI team chooses the appropriate intervention for the student | ||
| The RTI team finalizes the frequency and duration of progress monitoring | ||
| The RTI team establishes a follow up meeting | ||
| An example of the "wrap up" that ends the RTI team meeting | ||
| Critical things to do... and to avoid when using RTI teams | ||
| The follow up meeting: Three weeks after the initial RTI team meeting | ||
| Finding time for the RTI process | ||
| Suggestions for implementing RTI at different grade levels | ||
| Specific considerations for implementing RTI in high school | ||
| Encouraging parents to be part of the RTI process | ||
| Overcoming a parent's reluctance due to lack of academic knowledge | ||
| Strategies to involve parents in behavior intervention | ||
| Should I expect parents to understand RTI terminology? | ||
| A parent reflects on being part of the RTI process | ||
| Should the student be in attendance at an RTI team meeting? | ||
| How do cultural differences impact RTI interventions? | ||
| Teacher and administrator professional development for RTI | ||
| A summary of "Teaming Concepts" for RTI | ||
| How to Build & Maintain an RTI Team | ||
| Introduction to "Identifying Students With Learning Disabilities" | ||
| When and how do I involve Special Ed in an RTI general education initiative? | ||
| What are the historical and legal foundations of RTI? | ||
| RTI data is a subset of multiple sets of school data | ||
| RTI implementation - different by state and district | ||
| RTI guidelines for interventions prior to a student referral | ||
| Insuring that the RTI team is flexible through the tiered process | ||
| An example of an RTI team reviewing specific student progress | ||
| An example of an RTI team considering additional student evaluations | ||
| What criteria should an RTI team use to recommend additional evaluations? | ||
| Using RTI data to assist in special education identification | ||
| An activity to help eliminate inappropriate special education referrals | ||
| Criteria for student eligibility for special education | ||
| "Rule Out" factors considered for special education eligibility | ||
| The benefits of using RTI data to justify special education referrals | ||
| Additional support & services available to special education students | ||
| Does the RTI process inappropriately slow down special education referrals? | ||
| A summary of "Identifying Students WIth Learning Disabilities" | ||
| SLD Identification & the RTI Process | ||
| Program overview: "Urban School Leadership 2" | ||
| Charlotte Danielson: Instructional leadership introduction | ||
| The most important factor in student learning | ||
| What is good teaching? | ||
| The difference between teacher observation and teacher evaluation | ||
| The primary question every teacher evaluation system must address | ||
| Defining standards of practice for teaching | ||
| How was the Danielson framework designed and structured? | ||
| An overview of each "level of performance" in the Danielson framework | ||
| The process of moving from evaluation to professional learning | ||
| What type of environment is most conducive to professional learning? | ||
| A school leader's best opportunity to promote professional learning | ||
| Gathering evidence to accurately access teacher performance | ||
| What is a school leader's most important function? | ||
| Leading Good Teaching | ||
| Introduction to a panel of successful NY school administrators | ||
| Setting a tone for instructional leadership | ||
| Establishing a vision and goals for each school building | ||
| How much of my day should be spent on instructional leadership? | ||
| The four critical components of instructional leadership | ||
| The Assistant Principal / Principal partnership | ||
| Connecting elementary instruction to middle & high school instruction | ||
| Rubrics and methods for determining student success | ||
| Embracing school change | ||
| Lead by example: A professional development plan for the principal | ||
| Earning the trust of the faculty and staff | ||
| Creating an improvement plan with your assistant principal | ||
| Should assistant principals also be instructional leaders? | ||
| Principal planning, preparation and time management | ||
| Managing your school with a limited budget | ||
| The Challenges of Urban School Instructional Leadership | ||
| Introduction to Hugo Newman Prep School in NYC | ||
| Articulating an instructional vision to your faculty, staff, students & parents | ||
| Developing a community of learners | ||
| What should I include in my school's short and long range plan? | ||
| Conducting surveys to help target professional development | ||
| A school improvement plan modeled on the research of educational experts | ||
| Using the NY school report card to make changes to the plan | ||
| The power of constant professional conversations | ||
| An instructional leadership team at Hugo Newman Prep School | ||
| The instructional team reviews various school needs | ||
| The instructional team review results from a professional development survey | ||
| The instructional team schedules teacher professional development | ||
| The instructional team discusses ways to increase student reading time | ||
| The instructional team plans the "Increase Reading" campaign | ||
| Case Study: The Hugo Newman College Preparatory School | ||
| Introduction to the Principal of NYACK middle school | ||
| Instructional leadership driven by passion | ||
| Developing a school leadership team with a common language | ||
| How does a middle school become developmentally responsive? | ||
| Daily walkthroughs to take the pulse of the school | ||
| What are middle school students doing in an instructionally focused classroom? | ||
| The critical elements of a short and long term instructional plan | ||
| Create a personal professional learning plan for every teacher | ||
| Using research based best practices to provide creditability for your PD plan | ||
| What does the faculty expect from an effective instructional leader? | ||
| Using the school report card to analyze data and look for patterns | ||
| Using instructional data to identify the need for specific resources | ||
| The passion and dreams of a successful instructional leader | ||
| A principal/ assistant principal meeting in action | ||
| The principal & assistant principal discuss the rollout of the Danielson Framework | ||
| Collaborating to discuss what was observed in a teacher observation | ||
| Supporting your assistant principal | ||
| A summary of the "Urban School Leadership 2" learning objectives | ||
| Case Study: Nyack Middle School | ||
| Overview - Mentoring and Coaching | ||
| Meet first year teacher Brian Bais: 9th grade science | ||
| Meet first year teacher Aleecia King: High school health and physical education | ||
| Meet first year teacher James Anderson: 5th grade math | ||
| Meet first year teacher Lisa Escobar Hertzog: Public safety & criminal justice | ||
| Filming the year long journey of the four new teachers featured in this program | ||
| How does my school system set up a successful mentoring program? | ||
| How are mentoring and coaching different? | ||
| The roller coaster ride of a first year teacher | ||
| How was the mentoring program for our four new teachers developed? | ||
| Watch one of our new teachers meet his mentor for the first time | ||
| Meet veteran mentor, Dr. Mary Ellen McGraw | ||
| Meet veteran mentor, Beth Ann Glucks | ||
| Our new teachers prepare for their first mentor meeting | ||
| Examining the personal characteristics of successful mentors | ||
| Practical suggestions for selecting effective mentors | ||
| The Journey begins | ||
| Encouraging new teachers to reflect on their current practice | ||
| Clarifying questions to promote problem solving | ||
| Translating self reflection into meaningful changes in practice | ||
| What should a mentor observe during a classroom observation? | ||
| The pre-observation conference: Dr. McGraw and Mr. Bais establish expectations | ||
| The pre-observation conference: Dr. McGraw and Mr. Bais review the lesson plan | ||
| The pre-observation conference: Dr. McGraw and Mr. Bais discuss classroom procedures | ||
| Mr. Bais organizes the class for an activity on atomic structure | ||
| Mr. Bais leads a class discussion on electrons, protons and neutrons | ||
| Mr. Bais creates a group activity requiring students to draw bohr models | ||
| The post-observation conference: Dr. McGraw and Mr. Bais reflect on classroom management | ||
| The post-observation conference: Dr. McGraw and Mr. Bais discuss transitions and classroom management | ||
| Has Mr. Bais improved in establishing student expectations? | ||
| The pre-observation conference: Dr. McGraw and Ms. King discuss potential challenges | ||
| The pre-observation conference: Dr. McGraw and Ms. King review the lesson plan | ||
| The pre-observation conference: Dr. McGraw and Ms. King discuss student procedures | ||
| Ms. King gathers students together in preparation for gym activities | ||
| Ms. King leads students in volleyball and other outdoor games | ||
| The post observation-conference: Dr. McGraw and Ms. King differ on successes and areas for improvement | ||
| Dr. McGraw's private observations prior to Ms. King's post conference | ||
| The post-observation conference: Dr. McGraw and Ms. King reflect on student behavior & class procedures | ||
| The post-observation conference: Dr. McGraw and Ms. King target new strategies for student misbehavior | ||
| Has Ms. King developed better classroom procedures? | ||
| Would Ms. King be better served by maintaining aesthetic distance from her students? | ||
| Dr. McGraw's private observations on aesthetic distance and teacher professionalism | ||
| Dr. McGraw's private observations on the risk of wanting to be liked by students | ||
| The First Half of the Year: Focus on Classroom Management & Enviornment | ||
| Laying the groundwork for instructional excellence | ||
| Increasing student engagement through thoughtful planning | ||
| Improve student learning by asking great questions | ||
| An excellent example of planning for student engagement | ||
| Mr. Bais uses competition to heighten student engagement | ||
| Empowering students through active learning | ||
| Ms. King reflects on her first year in the classroom | ||
| The pre-observation conference: Dr. McGraw and Ms. King discuss the need for evidence to demonstrate competency | ||
| The pre-observation conference: Dr. McGraw and Ms. King review the standards for the upcoming P.E. class | ||
| Ms. King starts her P.E. class by establishing student expectations | ||
| Ms. King reviews the rules for the student Frisbee game | ||
| The post-observation conference: Dr. McGraw and Ms. King reflect on the Frisbee class | ||
| The post-observation conference: Ms. King discusses suggested changes for next Frisbee lesson | ||
| Dr. McGraw's private observations about Ms. King's lack of progress | ||
| The pre-conference: Mr. Anderson discusses his instructional challenges | ||
| Mr. Anderson explains the learning objectives to his students | ||
| Mr. Anderson leads his math students in a discussion about using percentages | ||
| Mr. Anderson creates a student learning activity on percentages | ||
| The post-conference: Ms. Gluck & Mr. Anderson reflect on the math lesson on percentage | ||
| The post-conference: Ms. Gluck uses cognitive coaching to guide Mr. Anderson | ||
| Does Mr. Anderson improve student engagement by posing better questions? | ||
| Using questioning techniques that check for understanding and critical thinking | ||
| Group learning procedures, lesson pacing, classroom management and misc. teaching resources | ||
| Mrs. Hertzog faces difficult and unexpected classroom challenges | ||
| The pre-conference: Dr. McGraw and Mrs. Hertzog discuss a new teacher's need for support & guidance | ||
| Dr. McGraw's private observations prior to Mrs. Hertzog's lesson | ||
| Dr. McGraw and Mrs. Hertzog second pre-conference for co-planning the lesson | ||
| Dr. McGraw and Mrs. Hertzog second pre-conference: mapping the lesson and pacing | ||
| Dr. McGraw and Mrs. Hertzog second pre-conference: brainstorming to improve the lesson | ||
| Mrs. Hertzog and Dr. McGraw co-teach a lesson on handwriting analysis | ||
| Mrs. Hertzog and Dr. McGraw lead a student learning activity on handwriting analysis | ||
| Mrs. Hertzog concludes the lesson with a "ticket out" assessment | ||
| The post-conference: Dr. McGraw & Mrs. Hertzog reflect on the lesson structure | ||
| Dr. McGraw's private observations on the evidence of learning from Mrs. Hertzog's lesson | ||
| The Second Half of the Year: Focus on Planning Preparation & Instruction | ||
| Final thoughts from Mr. Bais on last day of school | ||
| Final thoughts from Mrs. Hertzog on last day of school | ||
| Final thoughts from Ms. King on last day of school | ||
| Scenes from the last day of school | ||
| Epilogue: Dr. McGraw explains why she recommended that Ms. King repeat the first year of the mentoring program | ||
| Epilogue: Was Ms. King's performance negatively affected by her other school responsibilities? | ||
| Dr. McGraw's final word | ||
| The Journey of Our First Year Teachers Concludes | ||
| New teachers don't know what they don't know | ||
| Creative ways to allocate time for mentoring | ||
| Does teacher mentoring improve student learning? | ||
| Mentor observations versus teacher evaluations | ||
| Connecting mentoring to sustainable teacher professional development | ||
| Teacher mentoring and the Common Core | ||
| Can new teachers be mentors and teacher leaders? | ||
| What should be included in a comprehensive one year mentoring program? | ||
| Discover the unique needs of adult learners | ||
| Adult learners want control of their time, topic, location and learning environment | ||
| Immediate utility: moving from theory to practice | ||
| Engage adult learners by relating to their needs | ||
| Mentees need to practice as they learn | ||
| Encourage mentees to envision their future lessons | ||
| Translating knowledge into improved classroom performance | ||
| Provide plentiful professional resources for future reference | ||
| Maintaining a collaborative, respectful, mutual and informal climate for adult learning | ||
| Adult learner pre-assessments | ||
| Prepare yourself for all types of adult learners | ||
| What should be included in the second or year of a mentoring program? | ||
| Dr. McGraw leads a year two mentoring workshop on assessment for learning | ||
| A group of second year teachers collaborate to develop assessment for learning suggestions | ||
| Dr. McGraw develops a meaningful planning activity for second year teachers | ||
| Transitioning from mentees to active professional learning community participants | ||
| Practical Insights Into Maintaining a Successful Coaching & Mentoring Program | ||
| Introduction to "Middle School Leadership that Works" | ||
| Site Tips | ||
| Introducing the experts on the roundtable | ||
| How can I manage a student’s stress related to the transition to and from middle school? | ||
| Why is there inadequate communication between my 8th and 9th grade teachers? | ||
| Who should be on the middle school transition team? | ||
| Do high performing middle schools have interdisciplinary teams? | ||
| What happens inside successful interdisciplinary teams? | ||
| Should my middle school adopt looping or multi-age groupings? | ||
| Should we have more discussion about student achievement? | ||
| How do middle schools make student achievement the first priority? | ||
| How do I encourage teachers NOT to work independently? | ||
| An example of student success in Oregon | ||
| A powerful case for covering a smaller number of topics | ||
| The number one concern of students entering middle school | ||
| The experts provide their top recommendations for school reform | ||
| Middle level teacher certification | ||
| Do middle level teachers value special preparation? | ||
| What are the characteristics of a good middle level school leader? | ||
| What are the processes for exemplary school leadership? | ||
| What are the six roles of successful middle school leaders? | ||
| What does good professional development look like? | ||
| What are the standards for professional development? | ||
| How to I create staff development that is job embedded? | ||
| What are the support structures needed for good professional development? | ||
| How do I meet the needs of my middle school teachers? | ||
| Does my support staff need professional development? | ||
| Professional development that includes idea sharing | ||
| Why should my middle school be interested in a transition program? | ||
| How should I evaluate my current transition program? | ||
| When should a transition program begin and end? | ||
| Do we really have to be concerned about what happens between 8th and 9th grade? | ||
| What do we do with resistant teachers? | ||
| How do teams plan for interdisciplinary thematic instruction? | ||
| Why should teams be smaller? | ||
| How do teams use a flexible block schedule? | ||
| What the factors that contribute to high levels of student achievement? | ||
| We believe we have a rigorous program, but parents don’t agree. What do we do? | ||
| How do we launch a conversation about student achievement? | ||
| Should we group students? | ||
| If you create middle level teacher certification programs, will anyone enter them? | ||
| What should we do if we cannot find enough certified middle level teachers? | ||
| Should teacher licensure be grade level specific? | ||
| Are there national standards for middle level teacher preparation? | ||
| What is the first step a leader should take in the school improvement process? | ||
| What the difference between deficit data an vision driven data? | ||
| Are their date collection instruments available specifically for middle schools? | ||
| Can you have effective systemic change with the involvement of the Principal? | ||
| How long does systemic school improvement take? | ||
| How can we motivate colleague to participate in professional development? | ||
| Can I obtain a needs assessment? | ||
| How can we find the time to participate in quality professional development? | ||
| How do I know staff development will produce the results I am after? | ||
| The three components of a high performing middle school | ||
| Laying the groundwork for academic excellence | ||
| What does academic excellence look like? | ||
| What does developmental responsiveness look like? | ||
| What does socially equitable mean? | ||
| Suggestions for implementing the vision statement in your school | ||
| Nationally Recognized Middle School Experts Answer FAQs | ||
| Helping middle school students find their niche | ||
| Creating thirty community partnerships that work | ||
| On demand information available to parents | ||
| Designing the school for inter-disciplinary instruction | ||
| Changing to Looping | ||
| Making academics the first priority | ||
| Starting the year with a drive-by shooting | ||
| Eight steps in revamp the instructional process | ||
| Addressing discipline referrals | ||
| Embracing block scheduling | ||
| Celebrating student accomplishment | ||
| Collaborating on the design of a new school building | ||
| History and background from Jefferson middle school | ||
| Rebuilding faith in the school as a safe place to learn | ||
| Encouraging meaningful parent involvement | ||
| Changing the organization and support structure | ||
| The changes made at Jefferson middle school | ||
| Identifying teachers who overused discipline referrals | ||
| Promoting and encouraging student engagement | ||
| Staff development through redefining faculty meetings | ||
| Making a fully inclusive school work | ||
| A diverse faculty for a diverse student body | ||
| History of Thurgood Marshall middle school | ||
| Forming smaller teacher teams | ||
| Seven discipline rules established by the teachers | ||
| Restructuring the teacher teams | ||
| Establishing community connections | ||
| Meeting the challenges faced by urban schools | ||
| A career day to expose students to job opportunities | ||
| Empowering teachers to make their own decisions | ||
| Case Studies of Successful Middle School Leaders | ||
| Are you overwhelmed by the challenges of raising your child? You're not alone! | ||
| Seeking a sustainable relationship with your child | ||
| Losing the joy of being a family | ||
| Loving your child DOES work! | ||
| Parental reactions spiraling out of control | ||
| Does demanding your child change their behavior work? | ||
| Changing paradigms: Looking through different lenses | ||
| The negative loop of trying to change behavior | ||
| Start by asking the right questions | ||
| Andy versus Billy | ||
| Children who suffer from trauma can be hopeless, helpless and powerless | ||
| Characteristics of children who have suffered from trauma | ||
| Giving your child the opportunity to heal | ||
| John Bowlby's groundbreaking research on the impact of the early parent/child relationship | ||
| Understanding your child's brain science | ||
| Role Play: A relationship driven approach to a mother/daughter conflict | ||
| Learning when to let it go | ||
| Are the same techniques used for autistic children? | ||
| What do I do about my 6 year old that is stealing and asking about her birth mother? | ||
| Role Play: A defiant 5 year old and her "type A" mother in crazy town | ||
| What do I do about my overwhelmed 7 year old child that "shuts down?" | ||
| Helping your child go from dysregulated to regulated | ||
| Using "acceptance" to enact a love based behavior model | ||
| Regaining the ability to listen | ||
| Apologizing to your children | ||
| Combining Mr. Rogers and General Patton? | ||
| Role Play: An insubordinate 8 year old wants Cheerios | ||
| Successfully juggling your work responsibilities | ||
| You don't have to "fix" your kids | ||
| What is your child's window of stress tolerance? | ||
| Reduce your child's stress by adjusting the environment | ||
| What should I do if my child regresses? | ||
| Are you at your breaking point? | ||
| Defeating the perception that you're a worthless and unsuccessful parent | ||
| Does your child's behavior trigger your own unfinished business? | ||
| Letting go of your own resentment, fear and anger | ||
| Respond…. don't react | ||
| Don't expect validation from your child | ||
| Adopting a Relationship Driven Approach to Child Misbehavior | ||
| What do I do when my adopted daughter physically attacks me? | ||
| How do I deal with an autistic son that acts out to seek attention? | ||
| How do I avoid neglecting my other children when my difficult child takes so much time? | ||
| What should I do with a 3 year old that has no understanding of consequences? | ||
| Am I rewarding bad behavior when I coddle my whining 4 year old? | ||
| Identifying your child's stress…both real and imagined | ||
| The powerful impact child stress has on communication and connection | ||
| Scaffolding and supporting your child | ||
| Is your child overwhelmed? | ||
| Characteristics of children with developmental deficit? | ||
| Correlating age and child development | ||
| Proactively reducing the size of your child's world | ||
| Use "titration" to return your child to a normality | ||
| Building a relationship with a child who does not want a relationship | ||
| Role Play: A daughter who resists | ||
| Unconditional Acceptance | ||
| The psyche of a child who has suffered from relationship trauma | ||
| Is medication and nutrition going to change my child's misbehavior? | ||
| Your child's needs may be manifested though their misbehavior | ||
| Keeping yourself in a good mindset | ||
| Recognizing a pattern before it results in a child's fight or flight response | ||
| A child's negative belief system results in a family explosion | ||
| Common negative belief: My parents won't love me anymore | ||
| Changing child behavior through repetitious conditioning | ||
| Role Play: Helping a defiant child with their homework | ||
| Role Play: De-escalating sibling conflict and rivalry | ||
| Breaking the chain of negativity | ||
| A summary and plan of action for your child | ||
| Parenting Without Power Struggles | ||
| Why Teach Behavior | ||
| Rules, Expectations & the Importance of Consistency | ||
| Emphasizing the Positive | ||
| Overlook Elementary School Case Study: Knowing the Expectations | ||
| Discipline is Both Punishment AND Reinforcement | ||
| Reinforcement Sets Kids up for Success — Part 1 | ||
| Reinforcement Sets Kids up for Success — Part 2 | ||
| Abington Junior High Case Study: Rules & Reinforcements — Part 1 | ||
| Celebrating Success: A Student Assembly Idea | ||
| Internalizing the Rules & an Example from Academics: Reading — Part 1 | ||
| Internalizing the Rules & an Example from Academics: Reading — Part 2 | ||
| Creating the Rules & Expectations | ||
| Keys to Positive Behavior Support | ||
| The Big Ideas of PBS — Part 1 | ||
| The Big Ideas of PBS — Part 2 | ||
| Overview of Positive Behavior Support | ||
| Understanding Why Behavior Problems Happen | ||
| The Pyramid: Red, Yellow & Green Zone Kids | ||
| The Importance of Early Detection & Action | ||
| Case Studies: From the Seeds of Discontent to the Team-driven Solution | ||
| Approaching Your School with the PBS Solution | ||
| Tools for Implementing PBS: How to Gather Information from Your School | ||
| Discussion | ||
| Research-based Solutions | ||
| Parent & Community Involvement | ||
| Student Participation | ||
| Punishments Come Last | ||
| Developing School-wide Rules | ||
| 3 Levels of Implementing PBS: School-wide, Classroom & Individual | ||
| Real School Experiences | ||
| Anticipating & Hurdling the Roadblocks | ||
| Discussion | ||
| Assignment | ||
| Staying Flexible & Using the Data to Adapt | ||
| Implementing a System of Three-Tiered Support | ||
| Ms. Tiffany's overarching strategies for success | ||
| Set up the environment with children in mind | ||
| Observe closely to understand children's interests and abilities | ||
| Use predictable schedules and routines | ||
| Use thoughtful transitions | ||
| Provide a wide variety of engaging materials | ||
| Using strategies for success | ||
| Ms. Tiffany's approaches to learning | ||
| Daily opportunities for free play | ||
| Environments with interesting and engaging materials | ||
| Interactions that encourage positive approached to learning | ||
| The many ways to support children's approaches to learning | ||
| Listening to and using language | ||
| Encouraging children to talk about what they are doing | ||
| Engaging materials that support language and literacy development | ||
| Interacting to encourage children to use language | ||
| Introduction to "Preventing Student Cheating and Plagiarism" | ||
| Site Tips | ||
| Can teachers foster an atmosphere of trust while dealing with academic dishonesty? | ||
| What percentage of high academic achievers admit cheating | ||
| Where do students learn how to cheat? | ||
| Common cheating techniques – part 1 | ||
| Common cheating techniques – part 2 | ||
| Common cheating techniques – part 3 | ||
| Positive maneuvers to prevent student cheating | ||
| Plagiarism and web based paper mills | ||
| Dealing with students who claim plausible deniability | ||
| Methods to deter student plagiarism | ||
| Tracing plagiarized papers on the web | ||
| Preserving the integrity of the learning process | ||
| Teaching student how to AVOID plagiarism | ||
| Teaching re-writes, paraphrasing, and transformation | ||
| Four basis transformations | ||
| Active / passive voice substitution | ||
| Transformation examples | ||
| Clause inversion, splitting sentences | ||
| Competent speakers can apply transformations | ||
| Does transformations encourage plagiarism? | ||
| Transforming text to avoid plagiarism | ||
| Purging Academic Dishonesty from Your Classroom | ||
| The challenge of maintaining academic integrity in higher education | ||
| What compels students to compromise their integrity? | ||
| Encouraging individual student responsibility through an honor code | ||
| Students are advocates for stricter honor codes and enforcement | ||
| Policies and procedures for dealing with student plagiarism | ||
| What is considered a student’s “Intellectual property?” | ||
| Academic integrity when working on a group project | ||
| What have the courts ruled in higher education academic integrity cases? | ||
| What is the institutions responsibility in maintaining academic integrity? | ||
| What is an instructor’s responsibility in maintaining academic integrity? | ||
| Possible legal counterclaims made by students charged with academic integrity violations | ||
| What should be the consequences for students caught cheating | ||
| Establishing and communicating academic integrity policies and procedures | ||
| What happens when a student becomes a defendant? | ||
| Possible student sanctions for academic dishonesty | ||
| Student recourse to academic dishonesty charges | ||
| What are the standards used to reach a determination | ||
| Remedies for academic integrity violations | ||
| Promoting Academic Integrity in Higher Education | ||
| What is project based learning? | ||
| Using project based learning to create meaningful instruction | ||
| Project based learning misconceptions | ||
| The first step: Establish essential questions for your project | ||
| Powerful project based learning suggestions for every classroom | ||
| What should I expect from my students once they complete their project? | ||
| Additional learning activities to reinforce your understanding of PBL | ||
| Learning is constructed in the mind of the student | ||
| Project based learning is "Curriculum Fuel" for your standards | ||
| Engage your students by connecting learning to real world situations | ||
| Backward designing your project around a driving question | ||
| Mapping your project / Managing the process | ||
| Watch an interdisciplinary team of teachers design a "Healthy Living" project | ||
| Laying the Groundwork for Successful Project Based Learning | ||
| Blending project based learning with traditional instruction | ||
| Using project based learning to foster the development of 21st century skills | ||
| Connecting project based learning to multiple intelligence theory | ||
| Differentiating your instruction using project based learning | ||
| Students share their thoughts on project based learning | ||
| Shifting from teaching to facilitating | ||
| An "out of control classroom" is a teacher's worst nightmare | ||
| Don't lose sight of your learning objectives | ||
| Watch project based learning in action in a real classroom | ||
| A classroom example of student collaboration required for project based learning | ||
| The students and teacher offer insights into the project they just completed | ||
| What type of assessments should I use for project based learning? | ||
| Authentic assessments, rubrics, and self assessments for project based learning | ||
| Promoting Engagement and Relevancy Through Project Based Learning | ||
| Outside experts offer a wealth of first hand experience | ||
| Outside experts share captivating stories and invaluable insight | ||
| Preparing students for the real world | ||
| How do I involve a student's family in a project? | ||
| How should school administrators support project based learning? | ||
| What criteria should an administrator use to evaluate teachers using PBL? | ||
| How should district administrators support project based learning? | ||
| Students proudly present their projects to the class | ||
| Reaching Outside of the Classroom for Project Based Learning | ||
| A compelling endorsement of online learning | ||
| What do today's students expect from their teachers? | ||
| What is the difference between synchronous & asynchronous online learning? | ||
| The pros and cons of synchronous & asynchronous online learning | ||
| What is a hybrid or blended model of learning? | ||
| What is a Flipped Classroom? | ||
| What is Tribrid Learning? | ||
| What is a Learning Management System...or LMS? | ||
| What is a Student Information System…or SIS? | ||
| What is a Virtual Platform? | ||
| The trend toward a School Interoperability Framework…. or SIF | ||
| What is a virtual classroom? | ||
| What is a mobile learning device? | ||
| What is a cyber-charter school? | ||
| Digital Immigrants versus Digital Natives | ||
| The movement to online learning, choice and access | ||
| The cost of cyber education | ||
| Retaining students who want virtual options | ||
| Embracing parent access by digitizing your school's curriculum | ||
| Using the Internet and technology to promote teacher & student creativity | ||
| Student collaboration in a knowledge-based economy | ||
| A paradigm change: Marketing your school to families in your community | ||
| How do I know my students are at their computers and engaged? | ||
| Pillar One: Teacher Affect | ||
| Pillar Two: Integrating Technology | ||
| Pillar Three: Lesson Planning | ||
| Ideas for teachers in a synchronous online environment | ||
| The Opportunities and Challenges of Online Learning | ||
| Who is ECOT? | ||
| The biggest misconceptions about virtual teachers & online learning | ||
| Why do students choose to enroll in a virtual school? | ||
| Powerful ways to offer synchronous & asynchronous flexibility for student learning. | ||
| Time management skills for the virtual student | ||
| Embracing student inquiry through the use of technology | ||
| What does an online school day look like? | ||
| The typical day of a virtual elementary school student | ||
| The typical day of a virtual middle school student | ||
| The typical day of a virtual high school student | ||
| Student attendance and participation in live teacher sessions | ||
| A middle school language arts teacher establishes targets for her virtual lesson | ||
| Make a meaningful personal connection with each virtual student in your class | ||
| Model the best practices of ECOT virtual teachers | ||
| Christy Smith's fifth grade virtual classroom | ||
| Nicole Schrock's virtual high school English class | ||
| Jennifer Cowx's virtual high school science class | ||
| Heather Tester's computer technology virtual classroom | ||
| Adam Regener uses multimedia to engage his virtual seventh grade language arts students | ||
| Short cycle assessments and student learning activities for the virtual classroom | ||
| A powerful example of a virtual vocabulary lesson | ||
| Avoiding the power point presentation rut | ||
| Using engaging videos to enhance virtual lessons | ||
| Online tools that encourage student participation | ||
| Practical suggestions for staying connected with your online students | ||
| Engaging the Online Student | ||
| Do traditional instructional strategies work in an online environment? | ||
| Observe an effective virtual lesson that incorporates student breakout rooms | ||
| Multiple ways to present information to virtual students | ||
| Common rookie mistakes made by virtual teachers | ||
| A wealth of strategies to encourage virtual student participation | ||
| Using an "Exit Ticket" and other interactive activities to heighten engagement | ||
| Graphic organizers, practice activities, and kinesthetic learning for online students | ||
| Improve student learning through virtual student collaboration | ||
| A rich example of student collaboration in a virtual middle school class | ||
| Organizing your virtual students into small learning groups | ||
| The pros and cons of individual instruction vs. group learning | ||
| Online project based learning | ||
| Interactive pens, white boards and other online tools | ||
| Technology skills that last a lifetime | ||
| What if a new virtual student does not own a computer? | ||
| Searching for the ideal video to support your virtual lesson | ||
| Simple ways to address virtual student misbehavior | ||
| Building virtual student rapport | ||
| Social media, and online student relationships | ||
| Strategies for Online Teaching | ||
| Selecting interactive and visually engaging online curriculum | ||
| Critical considerations for cyber schools implementing the Common Core | ||
| Proven strategies for implementing Special Education and RTI in a cyber school | ||
| Creating an effective professional learning community within a cyber school | ||
| The unique role of the online school principal / instructional leader | ||
| What role should I expect parents to take in their child's online education? | ||
| Supporting the technology needs of virtual students and teachers | ||
| What are the most common challenges faced by a new virtual teacher? | ||
| The frequently overlooked perks of being an online teacher | ||
| A round table of teachers reflect on their transformation from traditional to online teaching | ||
| Supports and Systems for the Online Teacher | ||
| A holistic approach for teaching each online student | ||
| Making each parent a cyber cheerleader | ||
| Multiple ways to provide positive student reinforcement in a virtual setting | ||
| Creating a customized learning approach for each virtual student | ||
| Do your students know how to learn in a virtual synchronous environment? | ||
| Open online resources, MOOCs, Game theory, and the Cloud | ||
| Implementing online education is a marathon…not a sprint | ||
| The Future Student and Online Learning | ||
| Designing SEL lessons with online interactivity | ||
| Using an individual greeting with students online | ||
| Building community: Ideas from the field | ||
| Adding visual prompts | ||
| Engaging everyone online using straws | ||
| Working one-on-one in a synchronous session | ||
| Introduction to "School Law 101" | ||
| Site Tips | ||
| Introduction to school law | ||
| How school law evolves | ||
| Governance of education | ||
| Religion in schools — Part 1 | ||
| Religion in schools — recent case law | ||
| Student rights — limitations and administrative discretion | ||
| Student rights — freedom of expression | ||
| Student rights — search and seizure | ||
| Student rights to due process and fairness | ||
| Legal requirements for “High Stakes Testing” | ||
| Teacher rights — limitations to free speech | ||
| Teacher rights — termination and dismissal | ||
| Legal requirements for desegregation | ||
| IDEA law | ||
| Legal considerations for school funding and finance | ||
| When can schools be held liable? | ||
| Defamation & student records | ||
| How to keep abreast of new school law | ||
| A School Law Primer for Busy Administrators | ||
| Introduction to managing school activity funds | ||
| Sources of activity funds | ||
| FAQs about activity funds | ||
| Safeguards for managing activity funds | ||
| Three guidelines for activity funds: planning, consistency & follow through | ||
| Legal requirements for activity funds — Part 1 | ||
| Legal requirements for activity funds — Part 2 | ||
| Centralized versus decentralized activity fund accounting | ||
| Types of student groups that require activity fund management | ||
| Managing monies from student fundraisers — Part 1 | ||
| Managing monies from student fundraisers — Part 2 | ||
| Requirements based on student activity fund classification | ||
| What should I do if there are unspent funds? | ||
| Guidelines for the day to day management of activity funds | ||
| Student activity funds — campus activity funds — booster clubs | ||
| Centralized v. decentralized day-to-day operations | ||
| Procedures for accepting cash and checks | ||
| Procedures for paying activity fund invoices | ||
| Procedures for reconciling bank accounts and statements | ||
| Procedures for payments made to employees | ||
| Procedures for accepting donated items | ||
| Budgeting for activity funds — Part 1 | ||
| Budgeting for activity funds — Part 2 | ||
| Sample student activity fund procedures | ||
| Activity fund sample forms | ||
| FAQs — student activity funds — Part 1 | ||
| FAQs — student activity funds — Part 2 | ||
| FAQs — student activity funds — Part 3 | ||
| Can a faith-based organization use your school facility? | ||
| Can your school use funds from a defunct organization? | ||
| School Activity Fund Law and Accounting | ||
| Special Education: 10% of the students…50% of the problems | ||
| Situations that call for a behavior intervention plan (BIP) | ||
| Case law - behavior intervention plans | ||
| When is a manifestation required? | ||
| What should be included in a manifestation determination | ||
| Case law - manifestation determinations | ||
| Dealing with a dangerous student - Part 1 | ||
| Dealing with a dangerous student - Part 2 | ||
| Dealing with drugs and weapons | ||
| Who is responsible for IEP Implementation | ||
| Proper ways to deal with student conflict | ||
| Complying with special education law | ||
| Special Education Compliance & Discipline (Texas law cited) | ||
| Introduction to family law and student custody issues | ||
| Statutory rights of parents | ||
| Which divorced parent can provide consent for a student? | ||
| Guidelines for student admissions | ||
| What if a student is not living with the parents? | ||
| Denying admission to a student | ||
| Who can enroll a student in school? | ||
| Picking up students after school | ||
| Information requests | ||
| Rights of separated parents that are NOT divorced | ||
| Dealing with disruptive parents – part 1 | ||
| Dealing with disruptive parents – part 2 | ||
| When to contact an attorney related to student custody issues | ||
| Family Law (Texas law cited) | ||
| Introduction to school law effecting student discipline procedures | ||
| Developing a student code of conduct | ||
| When can a teacher remove a student from a classroom? | ||
| When is a teacher mandated to remove a student from a classroom? | ||
| Student suspension | ||
| Due process required for student suspensions | ||
| Documenting student suspensions | ||
| Alternative education placement | ||
| Offenses that require alternative education placement – part 1 | ||
| Offenses that require alternative education placement – part 2 | ||
| What is student retaliation? | ||
| Off campus offenses | ||
| Administrative discretion when recommending alternative education placement | ||
| A student code of conduct and alternative education placement | ||
| Due process for a student alternative education placement | ||
| Alternative education placement and suspension of extracurricular activities | ||
| Case law – alternative education placement | ||
| Establishing the length of an alternative education placement | ||
| Common mistakes when completing an alternative education placement | ||
| Student expulsion for most serious offenses | ||
| Expulsion: Mandatory violations–Part 1 | ||
| Expulsion: Mandatory violations–Part 2 | ||
| Expulsion: Discretionary offenses | ||
| Expulsion: Emergency situations | ||
| Common mistakes made when recommending expulsion | ||
| Student corporal punishment | ||
| Extracurricular activities code of conduct | ||
| Common sense recommendations for student discipline | ||
| Unique considerations when disciplining special education students | ||
| Other discipline options for special education students | ||
| Student Discipline (Texas law cited) | ||
| Introduction to school law as it relates to drug and weapons searches | ||
| Searches in School Context - Overview | ||
| Case law – reasonable cause for a school search | ||
| Guiding principles for administrators conducting school searches | ||
| When to contact law enforcement? | ||
| Group Searches | ||
| Metal detectors and school law | ||
| Drug Testing: Overview | ||
| Case law – student drug testing | ||
| Group testing for drugs | ||
| Drug Testing: Breathalyzers | ||
| Guidelines for reasonable searches – procedures and suggestions | ||
| Training on when and how to conduct a school search | ||
| Drug & Weapons Searches (Texas Law cited) | ||
| Introduction to student records | ||
| Family education rights and privacy act (“FERPA”) | ||
| Student and parent rights to student records | ||
| Types of records that are subject to FERPA laws | ||
| When can student records be released to third parties? | ||
| Texas Public Information Act | ||
| Exceptions to student privacy rights | ||
| FERPA non compliance penalties – part 1 | ||
| FERPA non compliance penalties – part 2 | ||
| FERPA and the release of student videos | ||
| FERPA and student’s exchange of papers | ||
| FAQ-Access by Both Parents Absent Court Order | ||
| Balance between public information and rights to privacy | ||
| Student Records (Texas Law cited) | ||
| Introduction to school law and dress codes | ||
| Hair & gender-specific regulations | ||
| Student rights to free speech | ||
| Sending lewd, vulgar, or offensive messages | ||
| Religious exemptions | ||
| Vague or overly broad regulations | ||
| School uniforms | ||
| Legal liability summary – political speech | ||
| Dress Codes, Uniform & Hair Length (Texas Law cited) | ||
| Introduction to religion in public schools | ||
| Case law – religion in public schools | ||
| Basic principles to use when dealing with religious issues | ||
| Distribution of outside religious material | ||
| Prayer in public schools | ||
| Prayer at school activities | ||
| Team and club prayer | ||
| Prayer at graduation ceremonies | ||
| School employee prayer participation | ||
| Summary – separation of church and state | ||
| Religious Issues (Texas Law cited) | ||
| Introduction to school documentation | ||
| Purposes for documentation | ||
| Administrator notes | ||
| Summary conference memos | ||
| How detailed should my documentation be? | ||
| Suggestions for creating unambiguous documentation | ||
| Documentation required for teacher evaluation | ||
| Practical guidelines for school documentation | ||
| Documentation (Texas Law cited) | ||
| Introduction to human resource management | ||
| Suggestions for recruiting great teachers | ||
| Dos & Don'ts during the interview | ||
| Professional Development Appraisal System (PDAS) | ||
| Evaluation and documentation for At-will employees | ||
| Wage & hour requirements for non-certified employees | ||
| Effective ways for principals to use technology | ||
| Texas Association of school board policy | ||
| Student activity funds | ||
| Credit by exam/copyright laws | ||
| What is local policy versus legal policy | ||
| Human Resource Management (Texas Law cited) | ||
| Introduction to "School Terrorism and Contagious Diseases: Understanding the New Threat" | ||
| Site Tips | ||
| Why schools need to prepare for a terrorist attack | ||
| Around the clock media will cover any crisis that occurs | ||
| Three elements of all plans: consistency, consequences and responsibility | ||
| Are contagious diseases the greatest threat to today’s schools? | ||
| Reducing the possibility of an outbreak | ||
| The strategic national stockpile – what you need to know | ||
| Terrorism is not new | ||
| Learning from the history of biological terrorism | ||
| Chemical threats over the past two centuries | ||
| Preparing yourself for the unimaginable | ||
| The Increasing Threat of School Terrorism | ||
| Chemical, Biological, Radiological, and Nuclear Threats Summary | ||
| Chemical and biological availability and detection | ||
| How do chemical and biological materials enter your body? | ||
| What are toxic industrial chemicals | ||
| The various types of nerve agents | ||
| What are the symptoms and remediation for exposure to nerve agents? | ||
| What are blister agents? | ||
| What are the symptoms and remediation for exposure to blister agents? | ||
| Homeland Security Department’s recommendations if you suspect a chemical attack | ||
| The various types of biological threats | ||
| The anthrax threat | ||
| The various types of viruses | ||
| What are the symptoms and remediation for viruses | ||
| Evaluating the risk of a biological threat | ||
| Homeland Security Departments recommendations if you suspect a biological attack | ||
| How can I protect myself from radiation hazards? | ||
| Basic terminology related to radioactivity | ||
| What is radioactive decay? | ||
| Where does natural radioactivity exist? | ||
| The hazards of radioactivity | ||
| Detecting radioactivity | ||
| Manmade sources of radioactivity | ||
| Examples of radioactive accidents | ||
| What is a dirty bomb? How can it be harmful? | ||
| Homeland Security Department’s recommendations for those who suspect exposure to radiation | ||
| The history of nuclear weapons | ||
| Radioactive fallout from a nuclear explosion | ||
| Can a terrorist organization construct an nuclear bomb? | ||
| Protecting yourself from contamination from radioactivity | ||
| Homeland Security Departments recommendation in the event of a nuclear explosion | ||
| Suggestions for School Administrators in the event of a nuclear explosion | ||
| Identifying and Evaluating Threats | ||
| The chilling reaction to terrorist training films | ||
| Defining modern day terrorism | ||
| Types of terrorist organizations – home and abroad | ||
| Who is Al-Qaeda? | ||
| Who are the domestic terrorist organizations? | ||
| Activists versus terrorists | ||
| Terrorism does not always fit a mold | ||
| Hate groups in today’s schools | ||
| What are covert and overt cells? | ||
| What does a terrorist look like? | ||
| Troubling terrorist trends – just a matter of time | ||
| Practicing vigilance on your school grounds | ||
| Terrorism Awareness: The Reality of Today’s World | ||
| Why do we teach social emotional learning? | ||
| The SEL: Looking at Real Classrooms program | ||
| The need for SEL skills | ||
| Frameworks and Curricula for SEL | ||
| Using assessment to augment SEL skills | ||
| Mastering SEL skills is brilliantly powerful | ||
| Encouraging and supporting others | ||
| Treating others with kindness and respect | ||
| Acknowledging the feelings of others | ||
| Using the language of emotions | ||
| Teaching students about fair and inclusive behaviors | ||
| Students develop cognitive regulation skills through creation of classroom rules | ||
| Teaching students how to help one another appropriately | ||
| Discussing expectations for cooperative group work | ||
| Identifying problems and brainstorming solutions | ||
| Building conflict resolution strategies while teaching empathy | ||
| Working through conflict with cooperation and fairness | ||
| Using fictional characters to practice problem solving skills | ||
| Using literature to teach key SEL skills | ||
| Exploring language of emotions through a literary character's perspective | ||
| Collaborative groups learn about empathy and perspective using literature | ||
| Cooperative behavior skills are taught through team work | ||
| Why we need to teach about anxiety | ||
| Using literary characters to help identify emotions and feelings? | ||
| Modeling how to share emotions in a safe space? | ||
| Teaching students to share feelings in a safe environment? | ||
| Identifying and classifying worries based on ability to control a situation | ||
| Setting a positive tone by greeting students at the door | ||
| Starting the day by gauging students' emotional state in circle | ||
| Teaching ethical values using quotes from famous people | ||
| Modeling and problem solving a scenario | ||
| Practicing positive and negative responses to solve conflicts | ||
| Using a metaphor to teach SEL skills | ||
| Figuring out how our words and actions can impact others | ||
| Demonstrating the powerful impact of hurtful words | ||
| Modeling role-taking and perspective while reviewing empathy | ||
| Practicing empathy and perspective-taking with real-life scenarios | ||
| Giving every student the chance to apply SEL skills in context | ||
| Teaching students to self-regulate | ||
| Identifying emotions in self and others | ||
| Using analogies to teach mindfulness strategies | ||
| Equipping kids with critical life skills through mindfulness | ||
| Why we need to teach self-management skills to young students | ||
| Teaching appropriate responses to anger | ||
| Teaching it’s ok to feel your feelings | ||
| Believing in the importance of tolerance and acceptance | ||
| Understanding and avoiding stereotypes | ||
| Acting as a positive influence by being a rule follower | ||
| Teaching 21st century skills & SEL competencies | ||
| Building critical thinking and metacognition within a lunar space station | ||
| Evaluating information and reasoning to solve problems | ||
| Analyzing, identifying problems and evaluating ideas | ||
| The impact of positive climate on social-emotional learning | ||
| Self-knowledge through guided reflection | ||
| Interpersonal connections strengthen learning | ||
| Positive classroom climate driven by goal-directed behavior | ||
| Teaching students to be civically-minded | ||
| Understanding your connection to community and the world | ||
| Building understanding about the value of civic responsibility | ||
| Role plays to teach ethical values | ||
| Guiding students to evaluate choices and decisions | ||
| Various scenarios to practice decision making | ||
| Actively being inclusive of others who are different | ||
| Acceptance and inclusion at the prom | ||
| Acknowledging others’ experiences, viewpoints, and injustices | ||
| Awareness of unfairness and promoting social justice | ||
| How to create a classroom affirmation | ||
| Building relationships and creating a safe space | ||
| Teaching identity, growth and positive self-image | ||
| Counteracting a negative with a positive affirmation | ||
| Call and response using general affirmations | ||
| Creating a personalized affirmation | ||
| Some students need help believing affirmations | ||
| Introduction to Special Education Law: 12 Common Scenarios | ||
| Using the "scenario based" special education videos in this module | ||
| Scenario: A 504 plan for a student who no longer qualifies for special education | ||
| Continuing the support with a possible 504 plan | ||
| Scenario: Determining the least restrictive environment for a student | ||
| Important considerations for evaluating least restrictive environment | ||
| Scenario: An IEP meeting to finalize a disability designation | ||
| How do I choose the proper disability designations from the list of 14? | ||
| Scenario: Accurately presenting parental rights in an IEP meeting | ||
| When am I required to present parental rights to a student's family? | ||
| Scenario: Mandatory parental participation in an IEP meeting | ||
| IDEA law requirements regarding parental involvement | ||
| Scenario: Teacher participation in an IEP meeting | ||
| IDEA law requirements regarding teacher participation in an IEP meeting | ||
| Scenario: Having a student referred for special education services | ||
| Response to Intervention "RTI" is more than a model for struggling students | ||
| Scenario: Functional Behavior Assessments "FBA" and Behavior Intervention Plans "BIPs" | ||
| When, why and how to initiate a FBA and a BIP | ||
| Scenario: A teacher team develops recommendations for a problem student | ||
| Understanding and complying with the RTI and IEP problem solving process | ||
| Additional resources to help you properly facilitate an IEP meeting | ||
| Scenario: Implementing positive behavior supports and establishing classroom rules | ||
| Creating a safe and welcoming environment for all students | ||
| Scenario: Disciplining and/or suspending a student with an IEP | ||
| IDEA rules and regulations for student suspensions | ||
| Scenario: Expelling an IEP student for criminal activity | ||
| Special circumstances for the expulsion of an IEP students | ||
| Special Education law is designed to protect students and families | ||
| Special Education Law: 12 Common Scenarios | ||
| An overview of this program | ||
| Keep your edTPA® assessment handbook and rubrics handy | ||
| Let's look at the process for the edTPA® assessment | ||
| Why is the edTPA® assessment important? | ||
| Creating your portfolio | ||
| Additional resources for students | ||
| What is edTPA? | ||
| Why do I need edTPA? | ||
| What is edTPA based on? | ||
| What is involved in edTPA? | ||
| How will my edTPA portfolio be assessed? | ||
| What do the scores mean? | ||
| What score do I need to pass? | ||
| Where do I find edTPA research and theories? | ||
| Does edTPA take the place of faculty observation? | ||
| How does edTPA align with other teaching standards? | ||
| How will your planning skills be assessed? | ||
| A - Providing context information | ||
| B – Writing your lesson plan | ||
| C - Selecting key instructional materials | ||
| D - Submitting literacy assessments | ||
| E – The Literacy Planning Commentary: Describing the central focus and essential literacy strategy | ||
| E – The Literacy Planning Commentary: Showing your knowledge about your students | ||
| E – The Literacy Planning Commentary: Supporting ELA learning | ||
| E – The Literacy Planning Commentary: Developing academic language | ||
| E – The Literacy Planning Commentary: Monitoring student learning | ||
| How is Ms. Tuttle doing on Rubric 1? | ||
| Experts use Rubrics 2 and 3 to analyze Ms. Tuttle's planning skills | ||
| What does it take to do well on Rubric 4? | ||
| How are Ms Tuttle's assessments evaluated using Rubric 5? | ||
| Task 2: Showcasing your lesson | ||
| Task 2: Ms. Tuttle's lesson with commentary | ||
| Task 2: Ms Tuttle gives student feedback with commentary | ||
| Task 2: Ms. Tuttle's written commentary | ||
| Task 2: Tips for preparing your videos and written commentary | ||
| Task 3: Assessing Students' Lit. Learning (Rubrics 11-15) | ||
| Task 3: Student Literacy Work Samples | ||
| Task 3: Evidence of Feedback | ||
| Task 3: Literacy Assessment Commentary | ||
| Task 3: Summary | ||
| Understanding Rubrics 6 and 7 | ||
| Mr White engages his students and makes connections (Rubric 6-7) | ||
| Mr White continues to challenge and engage his students (Rubric 6-7) | ||
| Mr White develops mutual respect and rapport (Rubric 6) | ||
| Mr White deepens student learning, uses representations (Rubrics 8 and 9) | ||
| Mr. White uses formative assessment data to revise instruction and analyze teaching effectiveness (Rubric 10) | ||
| Understanding Rubric 6 and 7 | ||
| Observe Ms Strunk's learning environment and student engagement (Rubrics 6-7) | ||
| Ms Strunk deepens student learning (Rubric 8) | ||
| Understanding Rubrics 7-8 | ||
| Mr. Adamson engages students by activating prior knowledge and facilitating interactions (Rubric 7-8) | ||
| Understanding Rubric 6: Learning Environment | ||
| Mr. Adamson's students share varied perspectives on a challenging topic (Rubric 6) | ||
| Mr Adamson deepens student learning, uses representations (Rubrics 8 and 9) | ||
| An Introduction to the Teacher Evaluation Practice Center | ||
| 5 Steps to Completing a Practice Evaluation | ||
| Step One - Collecting Evidence | ||
| Pre-Conference Part 1 | ||
| Pre-Conference Part 2 | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Steps Two through Five – Assigning Levels of Performance | ||
| Step One - Collecting Evidence | ||
| Pre-Conference | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Classroom Observation Part 4 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Steps Two through Five – Assigning Levels of Performance | ||
| Step One - Collecting Evidence | ||
| Pre-Conference | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Classroom Observation Part 4 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Steps Two through Five – Assigning Levels of Performance | ||
| Step One - Collecting Evidence | ||
| Pre-Conference | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Classroom Observation Part 4 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Steps Two through Five – Assigning Levels of Performance | ||
| Step One - Collecting Evidence | ||
| Pre-Conference | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Classroom Observation Part 4 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Steps Two through Five – Assigning Levels of Performance | ||
| Step One - Collecting Evidence | ||
| Pre-Conference Part 1 | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Post Conference Part 3 | ||
| Steps Two through Five | ||
| Step One - Collecting Evidence | ||
| Pre-Conference | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Classroom Observation Part 4 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Steps Two through Five – Assigning Levels of Performance | ||
| Step One - Collecting Evidence | ||
| Pre-Conference Part 1 | ||
| Pre-Conference Part 2 | ||
| Classroom Observation Part 1 | ||
| Classroom Observation Part 2 | ||
| Classroom Observation Part 3 | ||
| Gathering Additional Evidence Through Artifacts | ||
| Post Conference Part 1 | ||
| Post Conference Part 2 | ||
| Steps Two through Five | ||
| The importance of inter-rater reliability | ||
| Discuss, debate & reflect on your findings | ||
| Compare your results with an expert's analysis | ||
| Develop a formal rating system | ||
| Use the Teacher Evaluation Practice Center to build confidence & reliability | ||
| What is good teaching? Program Overview | ||
| Why is it so important to have an evaluation system? | ||
| What are the key questions an evaluation system should address? | ||
| There is more to teacher evaluation than classroom observation | ||
| The importance of reflection, dialogue and inquiry | ||
| An Overview of the 3 Track Model | ||
| What qualifies as "evidence"? | ||
| Student work is a great source of evidence | ||
| What is not evidence? | ||
| Group Discussion: Do you have a bias? Are you sure?! | ||
| Assignment: Can you tell the difference between evidence and opinion? | ||
| Assignment Review: Charlotte reveals the answers | ||
| Guided Practice: Charlotte models how to collect evidence | ||
| Observe Charlotte collecting evidence from Mr. Rose's lesson | ||
| Observe Charlotte collecting evidence from Mr. Rose's lesson (cont'd) | ||
| Independent Practice: Collect evidence from Ms. Paul's lesson | ||
| Independent Practice: Collect evidence from Ms. Paul's lesson (cont'd) | ||
| Compare your evidence with Charlotte's | ||
| The Quest for Teacher Quality | ||
| A quick review of the Framework for Teaching - 4 domains & 22 components | ||
| Digging deeper into the framework for teaching | ||
| Is there anything missing from the Framework for Teaching? | ||
| Review: Five components of Domain 2 | ||
| Review: Five components of Domain 3 | ||
| Review: Five components of Domain 3 (cont'd) | ||
| What does student engagement really look like? | ||
| Guided Practice: Gather evidence from Ms.Hatch's lesson | ||
| Ms. Hatch - Part 1: Observe lesson and gather evidence | ||
| Danielson Group - Part 1: Listen to their analysis | ||
| Ms. Hatch - Part 2: Observe lesson and gather evidence | ||
| Danielson Group - Part 2: Listen to their analysis | ||
| Ms. Hatch - Part 3: Observe lesson and gather evidence | ||
| Danielson Group - Part 3: Listen to their analysis | ||
| Ms. Hatch - Part 4: Observe lesson and gather evidence | ||
| Danielson Group - Part 4: Listen to their analysis | ||
| Ms. Hatch - Part 5: Observe lesson and gather evidence | ||
| Danielson Group - Part 5: Listen to their analysis | ||
| What evidence is in the student work from Ms Hatch's class? | ||
| Independent Practice: Collect evidence from Ms Givens' lesson | ||
| Ms. Givens - Part 1: Observe lesson and gather evidence | ||
| Ms. Givens - Part 2: Observe lesson and gather evidence | ||
| Ms. Givens - Part 3: Observe lesson and gather evidence | ||
| Building Evaluation Skills: Gathering Evidence from a Classroom Observation | ||
| What are the different levels of performance? | ||
| What does "unsatisfactory" mean? | ||
| What is considered "basic"? | ||
| What does "proficient" teaching look like? | ||
| What is "distinguished" teaching? | ||
| How NOT to use levels of performance | ||
| Extra Practice: Generate your own classroom examples | ||
| How can this program help to develop inter-rater reliability? | ||
| Guided Practice: Interpret evidence from Ms Hatch's lesson | ||
| Listen to the analysis of Ms. Hatch's lesson: Domain 2 levels | ||
| Listen to the analysis of Ms. Hatch's lesson: Domain 3A, 3B, 3C levels | ||
| Listen to the analysis of Ms. Hatch's lesson: Domain 3D & 3E levels | ||
| Independent Practice: Interpret Evidence from Ms Given’s Classroom | ||
| Interpreting Evidence and Determining Levels of Performance | ||
| How NOT to conduct a pre and post-conference: A Dramatization | ||
| What conversation techniques are necessary for good conferences? | ||
| How to use conferences to elicit teacher thinking | ||
| Observe how to conduct a pre-conference | ||
| Observe how to conduct a post-conference | ||
| Observe how to conduct a post-conference (cont'd) | ||
| What does Charlotte think about the conference examples? | ||
| What would have made this conference better? | ||
| What are the benefits and challenges of conferencing? | ||
| Some final thoughts on the evaluation cycle | ||
| Effective Coaching Skills: Having Meaningful Professional Conversations with Your Teachers | ||
| What are the components of a complete observation? | ||
| Why is the planning conference so important? | ||
| Observe a real planning conference: Mr. Raney and Ms. McGee | ||
| Get ready to gather evidence as you watch Ms. McGee's lesson | ||
| Observe Ms. McGee's math lesson: Part 1 | ||
| Observe Ms. McGee's math lesson: Part 2 | ||
| Observe Ms. McGee's math lesson: Part 3 | ||
| Observe Ms. McGee's math lesson: Part 4 | ||
| Listen to Charlotte's analysis of Ms. McGee's lesson (2A, 2B, 2C) | ||
| Listen to Charlotte's analysis of Ms. McGee's lesson (2D, 2E, 3A) | ||
| Listen to Charlotte's analysis of Ms. McGee's lesson (3B, 3C:) | ||
| Listen to Charlotte's analysis of Ms. McGee's lesson (3D, 3E) | ||
| Getting ready for the reflection conference: Charlotte's advice | ||
| Are you still gathering evidence during the reflection conference? | ||
| Listen in on Ms. McGee's reflection after her lesson | ||
| Observe Mr. Raney and Ms. McGee in the reflection conference | ||
| Observe Mr. Raney and Ms. McGee in the reflection conference (2B, 2C, 2D, 2E, 3A, 3B) | ||
| Observe Mr. Raney and Ms. McGee in the reflection conference (3C, 3D) | ||
| Observe Mr. Raney and Ms. McGee in the reflection conference (Domain 4) | ||
| What did Charlotte think about the reflection conference? | ||
| Mr. Raney and Ms. McGee share the benefits of using the Framework for Teaching | ||
| A Complete Observation: Putting it All Together | ||
| What evidence can be collected for Domain 1 and Domain 4? | ||
| Portfolios can be used in teacher evaluation | ||
| Observe an artifact party in action | ||
| The benefits of sharing artifacts | ||
| Assignment: Practice Looking For Evidence in Artifacts | ||
| What about experienced and tenured teachers? | ||
| Tips for setting professional goals | ||
| Observe a school goal setting meeting about improving teacher reflections | ||
| What is the key element of a professional goal? | ||
| Is self-directed inquiry easy to implement? | ||
| Observe a teacher-mentor reflection and coaching session | ||
| Create a personal learning plan (PLP) aligned to the Danielson Framework | ||
| Assessment- Modules Six and Seven | ||
| What to do when teachers need intensive assistance | ||
| Three phases in a "Track Three Intervention" | ||
| Observe a Track Three Intervention between a teacher and principal | ||
| What does Charlotte think about using student data in teacher evaluations? | ||
| Teacher evaluation has really changed in Delaware! | ||
| How Delaware introduced their new evaluation system | ||
| How did they manage the paradigm shift and change process? | ||
| Implementation tips and best practices | ||
| What were the keys to a successful implementation? | ||
| Charlotte Danielson sums up the big ideas of teacher evaluation | ||
| Evaluating and Coaching the Underperforming Teacher | ||
| Introduction | ||
| Site Tips | ||
| Translating values into all aspects of the school experience | ||
| An historical perspective on values in education | ||
| Values are incorporated into our founding documents | ||
| An overview of character education at Upper Merion School | ||
| Suggested activities to jump start character education | ||
| Infusing “values education” into a language arts class | ||
| Infusing “respect education” into a middle level reading lesson | ||
| Infusing “stereotyping education” into a literature lesson | ||
| Character education for special needs students | ||
| A school wide “Stop and Think” program | ||
| A counselor's perspective on peer mediation | ||
| Ideas for community service projects | ||
| Establishing a school-business partnerships - part 1 | ||
| Establishing a school-business partnerships - part 2 | ||
| Get the school secretary involved in character education | ||
| Can Values be infused inside of any curriculum? | ||
| Examples of values incorporated into the curriculum – part 1 | ||
| Examples of values incorporated into the curriculum – part 2 | ||
| Using activities to build a sense of community | ||
| Using activities to build a sense of character | ||
| Using a student activity to introduce the concept of honesty and trust | ||
| Teaching truth and honesty at school and at home | ||
| Students responses to the lesson on truth and honesty | ||
| Teaching honesty through a student challenge of “No TV” | ||
| Infusing Values Into Your Curriculum | ||
| Developing a service learning project for your students | ||
| Integrating your curriculum with a service learning experience | ||
| Feedback from a service learning partner | ||
| Obtaining external funding for your school /community project | ||
| Establishing a year round service learning club | ||
| How do students benefit from service learning projects? | ||
| HOPE Club: A students perspective on service learning | ||
| HOPE Club: A second students perspective on service learning | ||
| Why service learning is really authentic assessment | ||
| The objective: Serve while learning | ||
| Service learning needs to be interdisciplinary | ||
| Using the National Corporation for Service for additional suggestions | ||
| Service project: creating a library project – part 1 | ||
| Service project: creating a library project – part 2 | ||
| Service project: Establishing a “reading buddies” program | ||
| Service project: Teaching geometry to younger students | ||
| Service project: Teaching problem solving to younger students | ||
| Service project: Basketball team develops “Hoops for Happiness” | ||
| Service project: Football team tutors younger students | ||
| Service project: Basketball team tutors younger students | ||
| Service project: Creating a wheel chair ramp | ||
| Service project: A paper recycling initiative | ||
| Service project: Suggestions for each month of the year | ||
| Learn by Serving: Community Service Projects for Every Grade Level | ||
| Establishing a forum of diverse students | ||
| Determining a topic for your student forum | ||
| Preparing for a student forum | ||
| Establishing ground rules for a student forum | ||
| Moderating a student forum | ||
| How to handle those who object to student forums | ||
| Breaking a student forum into small groups | ||
| Establishing a student facilitator for the forum | ||
| How you know your forum is successful | ||
| Including the community in your student forum | ||
| Summarizing the steps to establish a student forum | ||
| Including students on all school committees | ||
| Setting up a teen forum | ||
| Activities to help teens get to know each other | ||
| Activities to elicit student participation | ||
| Using teen forum panels | ||
| Feedback and follow up from your teen forum | ||
| Suggestions for different types of teen forums – part 1 | ||
| Suggestions for different types of teen forums – part 2 | ||
| Establishing expectations for student behavior | ||
| Using student forums to address behavior issues | ||
| Can teachers effectively facilitate student forums? | ||
| Organizing and facilitating student forums | ||
| From student forums to school-wide discussions | ||
| Incorporating feedback into student forums | ||
| Fostering Student communication | ||
| Creating a “Student Character Award” | ||
| Selecting Students for the award | ||
| Advancing Character Education Through Student Forums | ||
| Lessons to help you teach abstinence | ||
| Student activities to promote abstinence | ||
| Boys to Men program | ||
| Teaching Abstinence | ||
| Creating a tutoring program for incoming high school students | ||
| Creating a military drill team to reduce at risk behavior | ||
| Establishing a parents center at every school | ||
| Starting a successful community volunteer program | ||
| Identifying community members most in need | ||
| Promoting parent involvement | ||
| Grandparents day: The best activity we ever had | ||
| Developing a family fun night | ||
| Parent / Community Partnerships | ||
| Introduction to "Teaching Strategies to Supercharge Your College Classroom" | ||
| Creating Effective Learning Environments | ||
| Teaching from the Heart | ||
| Building Trust | ||
| Student Engagement, Part 1 | ||
| Student Engagement, Part 2 | ||
| Information Literacy | ||
| Visual Literacy | ||
| Extending the Learning Environment Virtually | ||
| Conclusion | ||
| Introduction to "Designing an Effective Learning Process" | ||
| Biology of Memory & Learning | ||
| Developing a Syllabus, Part 1 | ||
| Developing a Syllabus, Part 2 | ||
| Classroom Management — Course Design | ||
| Classroom Management — Fear in the Classroom | ||
| Classroom Management — Fear in the Classroom: The First Days of Class | ||
| Classroom Management — Review | ||
| Lesson Planning & Learning Outcomes, Part 1 | ||
| Lesson Planning & Learning Outcomes, Part 2 | ||
| Chunking Content, Part 1 | ||
| Chunking Content, Part 2 | ||
| Scaffolding | ||
| Bloom’s Taxonomy | ||
| Learning Objectives & Course Design | ||
| Six Steps for 60 Minutes of Instruction Template — Stages 1 & 2 | ||
| Six Steps for 60 Minutes of Instruction Template — Stages 3 & 4 | ||
| Six Steps for 60 Minutes of Instruction Template — Stages 5 & 6 | ||
| Six Steps for 60 Minutes of Instruction Model, Part 1 | ||
| Six Steps for 60 Minutes of Instruction Model, Part 2 | ||
| Six Steps for 60 Minutes of Instruction Model, Part 3 | ||
| Six Steps for 60 Minutes of Instruction Model, Part 4 | ||
| Conclusion | ||
| Designing an Effective Learning Process | ||
| What is Active Learning? | ||
| Changing Role of Faculty, Part 1 | ||
| Changing Role of Faculty, Part 2 | ||
| Changing Role of Faculty, Part 3 | ||
| Changing Role of Faculty, Part 4 | ||
| Value of Active Learning, Part 1 | ||
| Value of Active Learning, Part 2 | ||
| Building Community | ||
| PIGS & PIES | ||
| Active Learning Strategies — Introduction | ||
| Active Learning Strategies — Pairing & Sharing | ||
| Active Learning Strategies — 4-Step Problem-Solving, Part 1 | ||
| Active Learning Strategies — 4-Step Problem-Solving, Part 2 | ||
| Active Learning Strategies — Get Like Me | ||
| Active Learning Strategies — Responsibility of Students for their own Learning | ||
| Active Learning Strategies — 3-Step Interview | ||
| Active Learning Strategies — Jigsaw Activity | ||
| Active Learning Strategies — Structured Academic Controversy | ||
| Active Learning Strategies — Inside-Outside Circles | ||
| Active Learning Strategies — Kinesthetic Side of Learning | ||
| Active Learning Strategies — Chemistry Reactant/Product, Part 1 | ||
| Active Learning Strategies — Chemistry Reactant/Product, Part 2 | ||
| Active Learning Strategies — Positive Interdependence, Team Competition | ||
| Active Learning Strategies — Mini-Lesson | ||
| Conclusion — Staff | ||
| Conclusion — Students | ||
| Building Community Through Active Learning | ||
| Overview | ||
| Rubrics, Part 1 | ||
| Rubrics, Part 2 | ||
| Formative Assessment | ||
| Classroom Assessment Techniques 1, Part 1 | ||
| Classroom Assessment Techniques 1, Part 2 | ||
| Classroom Assessment Techniques 1, Part 3 | ||
| Classroom Assessment Techniques 1, Part 4 | ||
| Classroom Assessment Techniques 1, Part 5 | ||
| Classroom Assessment Techniques 2, Part 1 | ||
| Classroom Assessment Techniques 2, Part 2 | ||
| Authentic Assessment | ||
| Mind Mapping, Part 1 | ||
| Mind Mapping, Part 2 | ||
| Summative Assessment | ||
| Conclusion: Teachers: Wise Weavers of Knowledge | ||
| Using Assessment to Supercharge your College Classroom | ||
| Introduction to "Teaching the ADD/ADHD Student" | ||
| What causes ADD? | ||
| Site Tips | ||
| Ten questions that will be answers in this ADD program | ||
| What is ADD & ADHD? | ||
| Does medication help? | ||
| Is bad parenting responsible for ADD? | ||
| Are there alternative therapies? | ||
| What is it like to be someone with ADD or ADHD? | ||
| Are boys affected more than girls? | ||
| What can schools do to help children with ADD/ADHD? | ||
| What happens if ADD goes undetected? | ||
| Does behavior therapy work? | ||
| What are some other approaches in dealing with ADD? | ||
| Questions About ADD & ADHD | ||
| Can ADD students succeed in a standardized school setting? | ||
| The challenges confronted by an ADD student | ||
| Dysfunctional brainwave activity - the core of ADD | ||
| Multiple treatment strategies for ADD | ||
| An adult with ADD shares her first hand experience with neurofeedback | ||
| Quieting the over arousal of the nervous system | ||
| The unknowns associated with neurofeedback | ||
| Does neurofeedback fundamentally change the patient? | ||
| Neurofeedback and new brain frequency patterns | ||
| Strategies for Addressing ADD & ADHD | ||
| Rules and discipline for ADD children | ||
| When should I use timeout with my ADD child? | ||
| Controlling outbursts in a household with ADD children | ||
| Teaching ADD & ADHD Students | ||
| The six negative behaviors of ADD children | ||
| Shaping the behavior of an ADD student | ||
| Interrupting an ADD child's negative behavior & impulsivity | ||
| Teaching an ADD child very precise organization skills | ||
| Specific directions to reduce the procrastination tendencies of ADD students | ||
| What is going on in an ADD child's brain? | ||
| Using visual strategies to teach ADD students | ||
| Making ADD a behavior and not an identity | ||
| Teaching Students at Home | ||
| Using a holistic approach to treating ADD/ADHD | ||
| Program Overview: "Teaching the ESL Learner" | ||
| How was this ESL program developed and structured? | ||
| Student demographics in the ESL classroom examples | ||
| Site Tips | ||
| An example of an unsheltered lesson | ||
| An example of a sheltered lesson | ||
| Gestures, pictures and words in a sheltered lesson | ||
| Repetition, praise and teacher directions in a sheltered lesson | ||
| A sheltered activity for vocabulary recognition | ||
| A practice assessment in a sheltered lesson | ||
| The teacher workshop participants share their sheltered lesson observations | ||
| Unsheltered/Sheltered Language | ||
| Student achievement for your English Language Learning students | ||
| How the ELL specialist can help general ed teachers | ||
| Using school and class demographics to identify needs of ELL learners | ||
| Identifying specific student needs and ELL accommodations - Woodley | ||
| Planning for specific needs and ELL accommodations - Alexander | ||
| Connecting to a student's prior knowledge using formative assessments | ||
| Intervening when an ELL student does not understand | ||
| How to make accommodations and modifications for the ELL students | ||
| ELL Coordinator shares strategies for English Language Learners | ||
| A description of the ELL Levels | ||
| Pull-out classroom - Lower levels - Introduction to lesson | ||
| Pull-out classroom - Lower levels - Review vocabulary | ||
| Explanation of instructional strategies | ||
| Pull-out classroom - Upper levels - Introduction to lesson | ||
| Pull-out classroom - Upper levels - Review vocabulary | ||
| Pull-out classroom - Upper levels - Language Practice | ||
| Compare Lessons Summary and Writing Activities for Different ELL Levels | ||
| Summary of ELL Strategies | ||
| School-wide cultural responsiveness at Banneker Elementary | ||
| An invaluable resource: World Language Paraprofessionals | ||
| Making sure ELL families are invited and included | ||
| Involving ELLs in making morning announcements | ||
| Offering a multilingual lending library helps with literacy | ||
| Multicultural Family Night: A celebration of the world | ||
| The Olympics: A celebration of mutual understanding, friendship and fair play | ||
| Can I be effective with ESL students without speaking a second language myself? | ||
| The basic academic and social needs of an ESL student | ||
| Can a student master content and language simultaneously? | ||
| Do ESL strategies work with all students? | ||
| Six proven teaching strategies for ESL learners | ||
| What are extra-linguistic cues? | ||
| What are linguistic modifications? | ||
| A brief classroom example of linguistic modifications | ||
| ESL comprehension check strategies | ||
| A brief classroom example of a comprehension check | ||
| What are active learning structures? | ||
| A brief classroom example of an active learning structure | ||
| Focus your lessons on large concepts, not details | ||
| A brief classroom example of focusing on large concepts | ||
| Connecting ESL student instruction with something they already know | ||
| A brief classroom example of developing critical thinking skills | ||
| Methods of Sheltered English | ||
| Engage your students with extra-linguistic cues | ||
| Hand movements, facial expressions and cultural context | ||
| Using pictures and realia in a sheltered lesson | ||
| A classroom example of "Total Physical Response" | ||
| Extralinguistic Cues | ||
| Plan to repeat important vocabulary during lessons | ||
| What are the basic needs of most ESL students? | ||
| What should I expect during the "Silent Period"? | ||
| Will linguistic modifications slow down the lesson for other students? | ||
| How do I know my sheltered language strategies are working? | ||
| Clarification, wait time, patience, vocabulary and repetition | ||
| A brief classroom example of a teacher slowing her speech | ||
| Another brief example of a teacher slowing her speech | ||
| A brief example of a teacher using "wait time" | ||
| Another brief classroom example of a teacher using "wait time" | ||
| Simplifying vocabulary for an ESL student | ||
| A classroom example of a teacher discussing new vocabulary | ||
| A bried classroom example of a teacher simplifying vocabulary | ||
| Linguistic Modifications | ||
| Comprehension strategies for ESL learners | ||
| Culture, background and language norms affect comprehension | ||
| A classroom example of a comprehension check through a physical signal | ||
| A classroom example of a comprehension check to confirm completion | ||
| Should I use a student's native language to confirm comprehension? | ||
| A classroom example of a written comprehension check | ||
| Using graphic organizers and group discussion strategies with ESL students | ||
| Comprehension Checks | ||
| Why should I use active learning strategies with ESL students? | ||
| Other resources to deepen your understanding of active learning strategies | ||
| Discover the impact group learning can have with your ESL students | ||
| Practical strategies for grouping and pairing ESL students - Part 1 | ||
| Practical strategies for grouping and pairing ESL students - Part 2 | ||
| Does translation retard English acquisition? | ||
| Use cubing to promote critical thinking skills | ||
| Positive interdependence and individual accountability for ESL learners | ||
| How do I use carousel brainstorming with ESL students? | ||
| A teacher uses modeling with her ESL students | ||
| A classroom example of small group modeling with ESL students | ||
| Group learning means group accountability | ||
| Cooperative Learning | ||
| Creating lesson objectives for the ESL learner | ||
| How will my lessons change with an ESL learner in the class? | ||
| An example of a planning conference that accounts for the ESL students | ||
| Planning instruction that accounts for learner characteristics | ||
| Planning a lesson that provides for meaningful language connections | ||
| Learning Activities | ||
| Selecting project based learning resources for ESL students | ||
| Scaffolding support and learning objectives for ESL learners | ||
| Strategies to measure ESL student success | ||
| Creating opportunities for ESL students to practice their English | ||
| A professional development activity to help teachers understand ESL learners | ||
| What is the first day of class like for an ESL student? | ||
| Focused Instruction & Planning | ||
| Text Introduction | ||
| Using multiple strategies to assess, instruct and plan for ESL students | ||
| Creating predictability for ESL learner success | ||
| A classroom example of developing the thinking skills of ESL students | ||
| A brief classroom example of promoting higher level thinking | ||
| Strategies to Develop Thinking | ||
| How do I determine which ESL strategies to use in my classroom? | ||
| A comprehension classroom example illustrating multiple ESL strategies - Part 1 | ||
| A comprehension classroom example illustrating multiple ESL strategies - Part 2 | ||
| A comprehension classroom example illustrating multiple ESL strategies - Part 3 | ||
| A comprehension classroom example illustrating multiple ESL strategies - Part 4 | ||
| A comprehension classroom example illustrating multiple ESL strategies - Part 5 | ||
| What is the administrator's role in insuring ESL student success? | ||
| The top ten questions to ask when designing a lesson - Paula Rutherford | ||
| Books to deepen your understanding of strategies for ESL learners | ||
| Putting It All Together | ||
| The look and feel of engagement | ||
| What criteria should be used to evaluate student engagement? | ||
| Moving from "sage on the stage" to "guide on the side" | ||
| Planning for engagement | ||
| Providing clear instructions to students participating in group learning/centers | ||
| Observations of engagement: Instructions for centers | ||
| Using puzzles for problem solving and thinking | ||
| Observations of engagement: Students working on puzzles | ||
| Using art projects to increase student engagement | ||
| Observations of engagement: Student art projects | ||
| Using a board game to learn about text structures | ||
| Observations of engagement: Student board game | ||
| Using a Smart Board to problem solve | ||
| Observations of engagement: Student Smart Board activity | ||
| Using "compare and contrast" to keep students cognitively engaged | ||
| Observations of engagement: Compare and contrast activity | ||
| Closing a lesson by asking students to reflect on their learning | ||
| Observations of engagement: Closure and reflection | ||
| What Does Engagement Look Like? | ||
| A teacher panel discusses successful ways to nurture student engagement | ||
| Socratic questioning and high level student discussions | ||
| Planning for meaningful student discussions | ||
| What does "true discussion" look like in a real classroom lesson? | ||
| Observations of engagement: A "true" student discussion | ||
| A teacher panel discusses successful ways to facilitate a "true discussion" | ||
| Finding practical strategies to engage students | ||
| Active engagement — How to get everyone talking | ||
| Make learning relevant to the students individually | ||
| Integrated subjects makes learning more interesting | ||
| Group work engages students — Cautions and challenges | ||
| Using our understanding of the brain to increase engagement | ||
| Creating a culture for engagement and risk taking | ||
| Panel of teachers discuss various strategies that improve engagement | ||
| Planning for Engagement | ||
| Looking for evidence of engagement | ||
| Ways to see engagement in your classroom | ||
| The challenge of assessing engagement | ||
| Assignment: Look for the evidence and strategies | ||
| Mr. Bowman's "New Deal" lesson | ||
| Ms. Robertson's math lesson | ||
| Ms. Dehel's lesson on Dante's Inferno | ||
| Ms. Pikus's economic systems lesson | ||
| Ms. Burtelle's geometry lesson | ||
| Ms. Norman's idioms comment | ||
| Ms. Fitzpatrick's sculpture interpretations | ||
| Ms. Maloney's Constitution lesson | ||
| Ms. Dale's moon station lesson | ||
| Reflecting on what we've learned about engagement | ||
| Reflecting on Engagement | ||
| Introduction to "The History of Education" | ||
| Site Tips | ||
| The First 100 Years | ||
| The Industrial Revolution | ||
| “Model T” Students | ||
| Standardization, Centralization & Control | ||
| The Truth of Why We are Here | ||
| A Change in Mission: Civil Rights | ||
| A New Focus: Individual Rights | ||
| Mass Customization | ||
| The History of Education | ||
| Turn of the 20th Century | ||
| From WWI to the Depression | ||
| WWII and Beyond | ||
| The Creation of Middle Schools | ||
| Effectiveness of Middle Schools | ||
| Contemporary Challenges | ||
| High School and Middle School | ||
| “Junior” High School | ||
| Trickling Effect | ||
| The Middle School | ||
| What Happened to the Middle School? | ||
| Changing Attitudes | ||
| Why High School is Changing (1) | ||
| Why High School is Changing (2) | ||
| Changes | ||
| Secondary School | ||
| 21st Century | ||
| Various Levels | ||
| Importance of Writing | ||
| History of Writing Education — Part 1 | ||
| History of Writing Education — Part 2 | ||
| Writing Craft — Part 1 | ||
| Writing Craft — Part 2 | ||
| Current Writing Education — Part 1 | ||
| Current Writing Education — Part 2 | ||
| 1970s: Mainstreaming Legislation | ||
| 1990s: Classroom Inclusion | ||
| Journey to Standards-Based Instruction | ||
| Inclusion | ||
| Assessment & Strategies | ||
| Research | ||
| Labeling is Disabling | ||
| Adaptations & Equity | ||
| Create a Safe & Welcoming Environment | ||
| Master Teach | ||
| IQ | ||
| Touch the Future | ||
| Reflections on Education: How Did We Get Here? | ||
| Overview & Mainstreaming Legislation | ||
| 1990s: Classroom Inclusion | ||
| Journey to Standards-Based Instruction | ||
| Moving From Isolation to Inclusion | ||
| Performance & Authentic Assessments | ||
| A Strong Research Base for Inclusion | ||
| Labeling is Disabling | ||
| Is It Fair for a Child With a Disability to Get an "A"? | ||
| Create a Safe & Welcoming Environment | ||
| Accommodating a Student With a Disability | ||
| Can We Grow a Student's IQ? | ||
| Bringing At-RIsk Students Out of Isolation | ||
| Closing the Achievement Gap | ||
| Making Children Feel Safe and Welcome | ||
| What are "Teacher Expectation / Student Achievement" (TESA) Guidelines? | ||
| Involving All Students / Wait Time / Questioning Techniques | ||
| Praising Students / Listening to Students | ||
| Accepting Student Feelings / Being Courteous / Teacher Compliments | ||
| Inappropriately Touching a Student | ||
| Diversity in the Real World | ||
| Introduction to "Breaking the Culture of Isolation" | ||
| Facilitating the Change from Isolation to Teams | ||
| Sensitivity to Students with Disability & Overcoming Prejudice | ||
| Do General Teachers Have Enough Special Education Knowledge? | ||
| The Advantages of Teaching Teams | ||
| Overcoming the Scheduling Challenges of Team Teaching | ||
| Teachers Working as a Community | ||
| Laying the Groundwork for an Inclusive Environment | ||
| Collaboration Between the Regular & Special Education Teachers | ||
| What Should be Discussed at a Teacher Planning Session? | ||
| An Example of a Higher Order Assessment | ||
| Critiquing Your Co-Teacher's Plan - Don't be Defensive | ||
| What is the Role of the Intervention Specialist? | ||
| Prescribing Interventions for At-Risk Students | ||
| An Actual Teacher / At-Risk Specialist Reviews a Student's Progress - Part 1 | ||
| An Actual Teacher / At-Risk Specialist Reviews a Student's Progress - Part 2 | ||
| Professional Planning That is Flexible & Adaptable | ||
| Introduction to the Parallel Teaching Model | ||
| Planning, Teaching & Grouping for Parallel Teaching | ||
| View Handouts included in "Embracing a Two Teacher Solution" | ||
| The Correct Way for a Co-Teacher to "Walk the Room." | ||
| The Correct Way for a Co-Teacher to "Chart and Take Notes." | ||
| The Correct Way for a Co-Teacher to "Add to the Lesson." | ||
| The Correct Way for a Co-Teacher to "Play a Duel Role." | ||
| Hayes Intermediate School: Co-Teaching — Principal’s Perspective | ||
| Hayes Intermediate School: Co-Teaching — Math Teacher’s Perspective | ||
| Hayes Intermediate School: Co-Teaching — Intervention Specialist’s Perspective | ||
| Hayes Intermediate School: Co-Teaching — Students’ Perspectives | ||
| Hayes Intermediate School: Variations of Co-Teaching in a Language Arts Lesson | ||
| Hayes Intermediate School: Classroom Discussion | ||
| Hayes Intermediate School: Co-Teaching — Role Reversal | ||
| Hayes Intermediate School: Classroom Community | ||
| Hayes Intermediate School: Role & Involvement of Intervention Specialist | ||
| Hayes Intermediate School: Students Helping Students | ||
| Hayes Intermediate School: Team Lesson Planning | ||
| Hayes Intermediate School: Beginning the Co-Teaching Process — Moving from Suspicion to Trust | ||
| Hayes Intermediate School: Behavior Management Plan | ||
| Hayes Intermediate School: Co-Teaching — Changes, Improvements & Rewards | ||
| Hayes Intermediate School: Co-Teaching — Presenting the Team as One Unit | ||
| Hayes Intermediate School: Co-Teaching — Planning Future Lessons Together | ||
| Hayes Intermediate School: Co-Teaching — Communication & Conflict Resolution | ||
| Hayes Intermediate School: Final Comments — Principal, Teachers, Intervention Specialist & Students | ||
| Introduction to Integrated Curriculum Using an Inter-Disciplinary Approach | ||
| A Classroom Example of an Integrated Lesson | ||
| Inter-Disciplinary Lessons for Teaching In-Depth Concepts | ||
| Classroom Demo: Moving from History to Literature Lesson | ||
| Teachers' Perspectives on Cross-Disciplinary Teaming | ||
| What is the Job of a Paraprofessional? | ||
| Kindergarten Note-Taking Center | ||
| Learning Activities for Kindergarten Math | ||
| A Teacher & Paraprofessional Lead an Arts & Crafts Class | ||
| Should a Paraprofessional Collect Student Data? | ||
| Difference Between Teacher & Paraprofessional Should be Seamless to Children | ||
| Getting the Most From Your Paraprofessionals | ||
| Paraprofessional Collaboration & Cooperation | ||
| Relinquishing Control of the Paraprofessional | ||
| The Biggest Challenge of Being a Paraprofessional | ||
| A Comprehensive Professional Development Plan for Paraprofessionals | ||
| Feedback from Experienced Paraprofessionals | ||
| How do an Intervention Specialist and Paraprofessional Work Together? | ||
| Teacher’s Perspective on Teaming | ||
| Teacher Workshop: A Musical Chairs Activity | ||
| Teacher Workshop: Character Traits of the Musical Chairs Participants | ||
| A Comprehensive Versus Collaborative Classroom Environment | ||
| Common Characteristics of High-Performing Teachers (Ken Blanchard) | ||
| School Leadership That Prioritizes Inclusion & Team Teaching | ||
| Allocating Time for the Common Planning Necessary for Team Teaching | ||
| Getting the Most From Your Middle School Teacher Team | ||
| Teachers’ Perspectives on Leadership’s Support of Teams | ||
| Administrator’s Perspective on Teacher Leaders & Teams | ||
| Royalton High School Overview - Team Teaching and Full Inclusion | ||
| A Teacher Team from Royalton Provide Feedback on Teaming | ||
| The Royalton Team DIscusses Cooperative Lesson Planning | ||
| The Royalton Team Plans for Class Size | ||
| Scheduling Adjustments are Discussed at the Royalton Team Meeting | ||
| Should a Student With an IEP Be Part of a Cooperative Classroom? | ||
| The Royalton Team Critically Assesses the Benefits of Teacher Teaming | ||
| The Royalton Administrators Reflect on Their Teaming Initiative - Part 1 | ||
| The Royalton Team Administrators Reflect on Their Teaming Initiative - Part 2 | ||
| The Royalton Administrators Reflect on Their Teaming Initiative - Part 3 | ||
| Transforming Student Learning in the Inclusive Classroom | ||
| Looking in on an example of co-teaching | ||
| The vision for teaching together just clicked | ||
| The benefits of being in a co-teaching classroom | ||
| Taking co-instructor positions in a singular lesson | ||
| Operating as one unit led by two teachers | ||
| Instructions for small group collaboration using thinking maps | ||
| Extending the learning in small groups | ||
| Coming Soon | ||
| Digital tools: A changing model | ||
| Equity and technology | ||
| Finding the right balance: screens vs in-person | ||
| Using technology to enhance student autonomy | ||
| Student collaboration in the digital realm | ||
| Just-in-time student feedback online | ||
| Developing personalized learning | ||
| Teacher collaboration: Using tech to improve tech | ||
| Up next - Classroom examples | ||
| Levels of change using the SAMR model | ||
| Planning for change using technology | ||
| Why integrate technology in homework | ||
| How to use the data from the homework | ||
| Classroom work as an extension of homework | ||
| Enhancing the classroom experience with technology | ||
| Differentiating independent work using the data | ||
| The benefits of integrating manipulatives with technology | ||
| Laptops and interactive whiteboards working together | ||
| Partner work allows student-centered collaboration then using technology to share | ||
| Reflections on the moving parts of the lesson | ||
| Planning the use of technology as a simple catalyst to the learning | ||
| Different rungs of technology all functioning seamlessly together | ||
| Balancing technology with critical thinking and communication | ||
| Everyone’s work is shared using the laptops in conjunction with the whiteboard | ||
| Time-savings in feedback; monitoring understanding using the whiteboard | ||
| Quick check formative assessment using technology | ||
| Using fun games to collect data for assessing students' understanding | ||
| Using online tools to make the writing process visible | ||
| Benefits of technology; paperless, sharing synchronously and rich feedback | ||
| Student collaborative work using technology | ||
| Assessment | ||
| Introduction to "The School Leadership Toolbox" | ||
| Site Tips | ||
| Leadership makes the difference | ||
| The issues faced by today's school leaders | ||
| The characteristics of a successful school leader | ||
| The school leader as a politician | ||
| Balancing managerial versus instructional leadership | ||
| Should school leaders be risk adverse? | ||
| The value of leadership experience | ||
| The shortage of school leaders | ||
| Why teachers don’t seek leadership positions | ||
| Should school leaders be required to have previous teaching experience? | ||
| Can a private sector management company run a school? | ||
| The pros and cons of school choice | ||
| The legal requirements for becoming a school leader | ||
| The benefit of mentorship and job shadowing | ||
| Why become a school principal or superintendent? | ||
| Bifurcated leadership systems | ||
| Restructuring our educational entities | ||
| Is early retirement a good thing? | ||
| Putting leadership theory into practice | ||
| The challenge of recruiting successful school leaders | ||
| The need for relevant professional development for school leaders | ||
| Are colleges adequately preparing the next generation of school leaders? | ||
| Should mentors be required for new principals? | ||
| What is the appropriate salary for school leaders? | ||
| Ways to get businesses involved in our schools | ||
| Passion for the job of school leader | ||
| The four traits of an effective school leader | ||
| Dealing with “leadership potholes” | ||
| The heart of a successful school leader | ||
| Becoming a school leader that makes things happen | ||
| Lead, follow, or get out of the way | ||
| Ruling and controlling is not leading | ||
| Frequently asked questions about leadership passion | ||
| Mod 2 Assessment - Becoming an Inspirational School Leader | ||
| Taking on the job of facility planning | ||
| Resurrecting your planning skills | ||
| External changes that affect facility planning | ||
| The principal’s role in the facility planning process | ||
| A step by step approach to facility planning | ||
| Factors to consider when formulating your plan | ||
| The role of the architect | ||
| Exploring design options | ||
| Testing design assumptions and alternatives | ||
| Communication, collaboration, and being realistic | ||
| The importance of performing frequent reality tests | ||
| Articulating a vision and keeping the project on track | ||
| Obtaining support and additional information about facility planning | ||
| FAQ #1 - What does the “design down” process mean? | ||
| FAQ #2 – Why does vision have to drive the plan? | ||
| FAQ #3 - Why do we need to rethink school architecture? | ||
| FAQ #4 - What is the purpose of the educational specifications? | ||
| FAQ #5 - Why do I have to consult with the community and other stakeholders? | ||
| How increased access to information is affecting the role of the school leader | ||
| The importance of instructional leadership | ||
| Creating a common focus on student achievement | ||
| Guiding staff development principles: relevance, rigor and results driven | ||
| Guiding staff development principles: reflection and responsiveness | ||
| Designing and implementing a staff development program | ||
| Allocating the proper time for staff development | ||
| Creating a staff development plan – accepting the present realities | ||
| Creating a staff development plan – first consider your audience | ||
| Designing staff development activities | ||
| Using technology in staff development | ||
| Evaluating the effectiveness of your staff development | ||
| Developing a K-12 curriculum for the 21st Century | ||
| Educators' frustrations--Part 1 | ||
| Educators' frustrations--Part 2 | ||
| Six questions to guide curriculum planning | ||
| What do I include in the curriculum? | ||
| Establishing enduring goals | ||
| Focusing on student skills | ||
| Moving to power standards | ||
| Designing curriculum that has meaning | ||
| Curriculum integration | ||
| Curriculum in a changing society | ||
| Findings from National Curriculum Reports | ||
| Curriculum and accountability | ||
| Problems with traditional curriculum | ||
| Articulation difficulties | ||
| Laying the groundwork for literacy success | ||
| Assessing your school’s literacy practices | ||
| Integrating a school wide continuous improvement & literacy plan | ||
| Innovative ways to improve reading proficiency at a low performing school | ||
| What does the research tell us about effective literacy practices? | ||
| The five essential components of good reading instruction | ||
| Promote literacy by creating meaningful partnerships with the business community | ||
| Mod 3 Assessment - Effectively Managing Your School | ||
| The life of a middle school leader | ||
| Stay focused on middle school literacy | ||
| Interviewing for the job of middle school principal | ||
| My first day as a middle school principal | ||
| Facing my first controversial issue as middle school principal | ||
| The challenge of moving from the one school to another | ||
| Creating a school with a theme of “student respect” | ||
| Lessons learned from my years as a middle school principal | ||
| Leadership professional development through story telling | ||
| Maintaining a vision and focus on student learning | ||
| The criteria for hiring and training school leaders | ||
| Can school leadership be learned? | ||
| A Principal is the leader of leaders | ||
| Values need to be centralized – operations need to be decentralized | ||
| Encouraging teacher leadership - a powerful paradigm shift | ||
| Creating a sense of community within your school | ||
| Creating opportunities to lead | ||
| The important initial step of gathering a guiding coalition | ||
| Leaders have an obligation to develop other leaders | ||
| A research project that quantifies the practices of high performing schools | ||
| The profound impact of caring and setting high expectations | ||
| Creating a rigorous and integrated curriculum | ||
| The school as a learning community | ||
| The importance of monitoring student success | ||
| Emphasizing problem solving and higher order thinking skills | ||
| The compelling benefit of inquiry based learning | ||
| Teacher expertise makes a difference | ||
| Connecting professional development to student achievement | ||
| Measuring student achievement through multiple measures | ||
| Using assessment data to improve teaching practice and student programs | ||
| School transformation requires effective school leadership | ||
| Research project summary | ||
| Teachers teach children – not a particular subject | ||
| Teaching and learning is not all about data | ||
| Focus on each child – not all children | ||
| Mod 4 Assessment - Shaping the Culture of Your School | ||
| Dealing with grief and crises in schools | ||
| School violence and adolescent suicide | ||
| Should a school develop a crisis response team? | ||
| Developing a district wide crisis response plan | ||
| What should I do when a student or teacher is diagnosed with a terminal illness? | ||
| The essential elements that should be part of every school crisis plan | ||
| Notifying parents, safe rooms, and student memorials | ||
| What is the role of each member of the crisis team? | ||
| A repertoire of suggestions from an experienced crisis team leader | ||
| Mobilizing the faculty, staff and crisis team | ||
| An Oregon Elementary school student commits suicide before school | ||
| Communicating the news of the suicide to the student body | ||
| Communicating with the family of the student who committed suicide | ||
| How did the crisis team assist the school Principal? | ||
| Grieving is an essential part of the recovery process | ||
| The Principal reflects on what he learned from the suicide crisis | ||
| An Oregon high school faces the impending death of several popular teachers | ||
| Using the high school library as a safe room | ||
| Developing confidence in your crisis team | ||
| What other community members should to be part of your crisis team? | ||
| The Principal reflects on what was learned from the grieving process | ||
| A school memorial helps bring closure to the grieving process | ||
| What is the difference between crisis management and counseling? | ||
| Have a crisis plan - follow the plan | ||
| The first hours following a teacher suicide | ||
| Teachers and administrators in crisis often act illogically | ||
| A crisis model to increases the comfort level of teachers and administrators | ||
| Debriefing with the crisis team | ||
| Establishing crisis expectations | ||
| Should a school “look forward” when dealing with a terminal illness? | ||
| Answering the students question: “Is my school safe?” | ||
| Using your crisis plan to address other related issues | ||
| Debriefing with a student rape victim | ||
| Recognizing the difference between trauma and grief | ||
| School Crisis Survival Guide | ||
| Trauma-informed school seminars for all staff | ||
| Why should we be trauma-informed anyway? | ||
| Trauma is about loss, isolation and disconnection | ||
| Looking at the scope of the trauma problem | ||
| Behavior modification and the trauma impacted student: it's not working | ||
| Finding the trauma impacted students and getting them support | ||
| A sample community in New Haven: a community problem | ||
| Everyone in the school is responsible for addressing trauma | ||
| Community agency solutions to trauma in the schools | ||
| Multi-tiered levels of support and self-care | ||
| Engaging with families and the question of reporting | ||
| Coordinating care and meeting funding needs | ||
| Screening for trauma with consent | ||
| Monitoring the successes of treatment: we have improvement | ||
| Making schools trauma-informed, providing resources, modifying policies | ||
| What is a Trauma-informed Leadership Committee? (TLC) | ||
| TLC's support the teachers who are supporting the students | ||
| Creating safety is a win, win, win; for Billy, Andy and Teacher | ||
| Starting to assemble the TLC team | ||
| What does a committee meeting look like? | ||
| Non-negotiables about the TLC meetings | ||
| Getting out into the classrooms and working with the kids | ||
| TLC's can support teachers, parents, and the whole staff | ||
| How are students tracked and referred? | ||
| How does the committee remain on target? | ||
| Maintaining and sustaining your efforts | ||
| Being on the trauma team has made me more empathetic | ||
| The Scenario: Lincoln High is in Walla Walla Washington | ||
| The darker side of Walla Walla | ||
| Jim is cozy at the middle school | ||
| The report about Paine Alternative High School is bad | ||
| The school is neither safe for students nor teachers | ||
| Jim is motivated to make changes ASAP | ||
| Meeting all of the stakeholders: from student leaders to resource officers | ||
| Paine get a new name – Lincoln High School | ||
| Realizing the impacts of toxic stress | ||
| Offering support to manage the causes of behavior | ||
| Building relationships and building trust | ||
| Long lasting relationships have lifelong impacts | ||
| Effective School Resource Officers programs (SROs) | ||
| What is a School Resource Officer anyway? | ||
| Primary goal of an SRO is to build positive relationships | ||
| Changing the misconceptions about SROs | ||
| Proper selection and training of an SRO | ||
| Law enforcement, school safety and emergency operations | ||
| SROs can teach | ||
| The counselor and mentor SRO | ||
| It takes a team: the story of Wyatt | ||
| Not much law enforcement needed if we're doing it right | ||
| The adolescent brain and the effects of stress need strategies | ||
| Strategies used by SROs including heart | ||
| A few words from a School Resource Officer | ||
| Community based services and residential treatments from Crittenton | ||
| Looking at the ACEs data | ||
| Community agency looks at collaborating with schools in providing treatments | ||
| How many schools can we serve? | ||
| Trauma prevents parts of the brain from working in unison | ||
| Tying in treatment to also include the family | ||
| Emotional neglect has negative impact on the brain | ||
| Children getting stuck in their trauma | ||
| Building classroom strategies with teachers | ||
| Building relationships with teachers, staff and families | ||
| Expanding school's mental health supports | ||
| Using data to help determine therapy | ||
| Encompassing people of all sexual and gender identities | ||
| Hiding one's true feelings from others | ||
| The issues affecting the LGBTQ student | ||
| LGBTQ in schools: Looking at the impact | ||
| Strategies for inclusive practices | ||
| One in every crowd | ||
| LGBTQ cultural competence | ||
| Surrounding the students with support | ||
| The healing of the Rainbow Camp | ||
| LGBTQ students can build resilience | ||
| Questions and Answers | ||
| Trying to stop punitive discipline for trauma related behaviors | ||
| The stories about five real students at Compton | ||
| Using ADA/504 law to change punitive policies for trauma-impacted students | ||
| Disability definition fits the brain science of trauma | ||
| The correlation between trauma and behavioral problems | ||
| Seeking various remedies for the students at Compton | ||
| A federal case turns Compton SD into a trauma-informed school model | ||
| The secondary impacts of trauma on teachers and funding services | ||
| A loving video hearing from the students and lawyers in Compton case | ||
| Traditional approaches aren't working and teachers are stressed | ||
| Accountability is not the same thing as punishment | ||
| How students and teachers get dysregulated | ||
| The healthy brain versus the survival brain | ||
| Early interventions are more effective than waiting for misbehavior | ||
| Everybody needs to calm down before we problem solve | ||
| Learning to model self-regulation | ||
| Students and their triggers – it's not about you | ||
| Turning hopelessness into hope | ||
| Questions and Answers | ||
| An implementation guide for administrators and school personnel | ||
| Implementing a trauma approach starts with de-escalating students | ||
| Listening for what's really driving behaviors | ||
| Building relationships is mission critical | ||
| Students benefit from accountability mixed with positive intents | ||
| Developing a trauma leadership team | ||
| Training a trauma-informed staff | ||
| Talking about students of concern | ||
| Implementing the action plan strategies | ||
| More strategies for confronting dysregulation | ||
| Leadership working with school resource officers (SROs) | ||
| Including the families by offering supports | ||
| An implementation guide for administrators and school personnel | ||
| This principal's passion brought him to trauma through mental health | ||
| Building trauma-informed practices from the ground up | ||
| Ending emotionally punitive practices | ||
| Training needs to be on-going or old habits won't die | ||
| Bumps in the road of implementation | ||
| Relationship building is deeper and takes more effort | ||
| Don't overestimate your capabilities | ||
| Data is important for motivating reluctant adopters | ||
| Hiring with trauma-informed practices in mind | ||
| Recommendations for training for staff | ||
| Challenging the negative beliefs and processes | ||
| Openly discuss self-care and burnout | ||
| Co-regulation means being present, parallel, and patient | ||
| Transitioning from traditional to trauma-informed | ||
| The trauma-informed journey is like a marathon | ||
| Developing a strong school culture | ||
| Shifting from punishment to consequences | ||
| Treat your students the way you want to be treated | ||
| Modeling de-escalation | ||
| Reacting versus responding | ||
| Notice, name that feeling, validate, respond and calm that student | ||
| Compassionately firm: not too firm and not too soft | ||
| Supporting teachers to maintain their commitment | ||
| Getting buy-in from students, teachers and parents | ||
| Sustaining trauma-informed practices for the long-haul | ||
| Shane secretly goes back to high school as an adult | ||
| Hating his school changed when Shane made connections | ||
| A youth-led organization is conceived: Count Me In | ||
| Trying to understand today's teens | ||
| Getting to know other students by really listening: three real stories | ||
| Connecting with students: three keys | ||
| The secret power of mentorship | ||
| Three mentees all reaching for their personal best | ||
| The secret is revealed: giving and receiving gratitude | ||
| A new mentorship program is born | ||
| Focusing on self-care | ||
| Stressors and coping skills | ||
| The cost of caring is similar to post-traumatic stress | ||
| Emotional resiliency can be learned | ||
| The many components of self-care | ||
| Psychological self-care ideas | ||
| Personal self-care ideas | ||
| Professional self-care ideas | ||
| Create a plan for your coping strategies | ||
| Creating equitable opportunities for all students | ||
| Turning around a low achieving school | ||
| Starting with a Multi-Tiered Systems of Support (MTSS) program | ||
| Universal Design and Social Emotional Learning for all students | ||
| Tier one support teaches regulation to all students | ||
| Assessing when students need more than the tier one interventions | ||
| A calm room called the Peace and Love Zone (PALZone) | ||
| Students use the PALZone systematically to learn to self-regulate | ||
| Preparing a student to return from the PALZone to the classroom | ||
| Referrals and discipline issues are down as a result of interventions | ||
| How do we stop children from going to prison? | ||
| Challenged to write a book - imparting knowledge | ||
| Preventing the school-to-prison pipeline | ||
| Disengagement, delinquency, and dropouts | ||
| Clashes in culture between the street socialized and others | ||
| Teachers need non-punitive discipline options | ||
| School connectedness is the solution | ||
| Resources and Q&A | ||
| A posse from Illinois is there to help | ||
| An adopted boy and his expectations | ||
| Pooling resources to make a difference | ||
| Looking at the pilot schools | ||
| Studying all of the research | ||
| Understanding our students' world view | ||
| Hijacking the amygdala: Small triggers - huge responses | ||
| Year one: Building awareness | ||
| Emotional strategies for checking-in and self-regulation | ||
| More strategies for self-regulation | ||
| Tracking the initial results - good news | ||
| Case studies captured stories | ||
| Training and engaging everyone including parents | ||
| Q & A's from the audience about trauma informed implementation | ||
| First steps taken for this elementary school | ||
| A mindset shift is required to make the change | ||
| Looking at yourself and your state of regulation | ||
| Building relationships and making connections | ||
| Relationships, vulnerability, dignity and love | ||
| Teaching both academics and behavior | ||
| Triggers - Thinking about that kid who always gets to us | ||
| Turning negative interactions into positive interactions | ||
| Responding gets you further than reacting | ||
| Strategies for the power struggles and situation escalations | ||
| Giving students time they need to regulate | ||
| Mindfulness is a tool for self-regulation | ||
| Safe spots and peace corners and teaching about the brain | ||
| Teachers share stories of their journey | ||
| Nurtured heart approach: Planting seeds of positivity | ||
| Profound noticing: Kids feel seen, heard and valued | ||
| Learning inner restraints and growing in goodness | ||
| Diagnosis and its negative implications | ||
| Kids are trying to figure us out and push our buttons | ||
| Giving more energy to the good and less to the bad | ||
| Learning the incentives from video games | ||
| Kids are always reading our energy | ||
| Negative energy fuels bad behavior | ||
| Valuing the greatness in our kids | ||
| Clear limits, consequences and most importantly… reset | ||
| Setting rules with clarity | ||
| Nothing is gained from negativity | ||
| Trauma is often recognized first through behaviors | ||
| Dealing with reinforced neural pathways in the brain | ||
| Developmental trauma impacts the ability to interact with the world | ||
| States of the brain; from calm to terror | ||
| How novelty quickly progresses to fear and terror | ||
| Respond by regulating, relating and lastly reasoning | ||
| Restoring relationship is key | ||
| Balancing intimacy and abandonment | ||
| Taking a child from dysregulation through relationship to reasoning | ||
| Re-engaging the brain by reasoning and matching the payout | ||
| Mindfulness helps to pay attention to emotions in a non-judgmental way | ||
| Teaching kids to pay attention to their emotions | ||
| Shifting from trauma informed to trauma responsive | ||
| Understanding Sensory Processing Disorder (SPD) | ||
| The body accommodates for the stimulus that surrounds us | ||
| The basics of the nervous system | ||
| Hypersensitivity occurs when child registers stimuli too intensely | ||
| Using sensory input to calm the body | ||
| More ways to calm using proprioceptive input | ||
| More things to do to calm the body | ||
| Scents, tastes and chews | ||
| Visuals, noises and accommodations | ||
| Becoming a detective; looking for the why of behavior | ||
| Look for the signs of stress in your students and have a plan | ||
| Trauma impacted students an underdeveloped hippocampus | ||
| Give your students a sensory activity diet | ||
| Students' negative beliefs impact their reality | ||
| I don't deserve to succeed | ||
| Learning to believe positive things about oneself | ||
| The emotions and energy which we emit outside ourselves | ||
| Song: How could anyone think you are any less than? | ||
| Creating a family atmosphere of compassion and empathy | ||
| Showing students they can have joy | ||
| Confronting the negative attitudes with curiosity | ||
| Checking our own negative beliefs about Billy | ||
| Affirmations help reprogram the brain | ||
| Q&A - Changing the belief system of the educators | ||
| What is mindfulness? | ||
| An experience of mindfulness | ||
| The importance of active engagement strategies | ||
| You cannot mess up the practice of mindfulness | ||
| Belly breathing | ||
| A definition of trauma | ||
| How the brain works in perceived trauma | ||
| Mindfulness, trauma and the brain | ||
| The power of the breath; the Win Hof story | ||
| A breathing technique and ACEs | ||
| The consequences of ACEs | ||
| The stages of stress on the autonomic nervous system | ||
| Learning to notice the stress in your body | ||
| Treating trauma with mindfulness plus Q&A | ||
| Introducing the four Ms of the Art Break | ||
| Immersing oneself in art to heal trauma | ||
| Finding healthy releases for stress | ||
| Kids reclaiming their power through play | ||
| The power of play dough | ||
| All kinds of art strategies | ||
| Art Break: Tear yourself a tree | ||
| Sharing our thoughts and feelings about doing art | ||
| Research says participation in art improves quality of life | ||
| Materials and activities to bring to school to add more art | ||
| Movement helps with rewiring the brain | ||
| Stress inhibits the ability of both sides of the body working together | ||
| Learning the first four steps of the brain gym activities | ||
| Tools, like focused movement, gives students power to control their brain | ||
| This process allows students to evaluate their own stress | ||
| Reviewing the movements | ||
| More movements and their intended purpose | ||
| Movement activities and the brain | ||
| Teaching the movements to students | ||
| Questions & answers | ||
| Where to find more information | ||
| The roles and responsibilities of the members of the team | ||
| One of the foundational requirements is team communications | ||
| Moving from academic needs to the social emotional needs of students | ||
| Building community with a class meeting | ||
| The teacher in the classroom with the support of the team | ||
| Building two-way trust with parents | ||
| Imagine that… A personal story | ||
| Exploring the power of story | ||
| Faith imagines advocating for herself | ||
| Releasing stress and trauma to improve outcomes | ||
| The Imagine Project is a free and easy process | ||
| Working through the steps of the imagine writing project | ||
| Volunteers share their stories | ||
| EFT tapping to release negative feelings | ||
| Learning to imagine a future that we want | ||
| Troubled students struggle to imagine the possibilities | ||
| How to support the students through the process | ||
| More strategies to regulate emotions | ||
| Giving Super Brain Yoga a try | ||
| Considering human needs in the classroom | ||
| Allow students choices of where to sit | ||
| Sandpiper demonstrates resilience | ||
| Building community and connections | ||
| Embedding social emotional learning using choice of books | ||
| ELA and social emotional themes | ||
| Books for teaching social emotional learning | ||
| Books and ELA theme including inferencing and cause and effect | ||
| Teaching sequencing, self-talk, growth mindset and problem solving | ||
| Math suggestions, breathing techniques and more | ||
| Science, social studies and social emotional curriculum | ||
| Learning about mindfulness in everyday routines | ||
| Bedtime strategies set up students for success | ||
| Charlotte and the Quiet Place | ||
| Who is J Anderson, his school and his family? | ||
| Looking at Springfield MO: statistics and challenges | ||
| Personal connections overcome assumptions about trauma-impacted kids | ||
| Collecting data on trauma factors that impact students | ||
| Blessed live versus the at-risk life | ||
| Factors stacking the deck | ||
| Totaling the stacked decks: the qualities of life compared | ||
| What can teachers do to help with the disadvantaged students? | ||
| Strategies to improve connection | ||
| Will somebody else take care of that kid? | ||
| Trust needs to be earned | ||
| The connection between the heart and the head | ||
| Invite your students into a connected relationship | ||
| A cliff hanging story from the presenter | ||
| The family that informs the presenter | ||
| How to start the conversation with a tough parent | ||
| The story of Keegan and his quest for safely | ||
| Parents' perceptions sometimes differ from our own - be receptive | ||
| Shifting judgment to observations then make a connection | ||
| Kids with trauma backgrounds have a different home life | ||
| Empathize with the parent | ||
| Combating hopelessness and frustration together | ||
| Parents often feel ready to give up | ||
| Learning to detach from personal attacks | ||
| Making connections and honoring perceptions | ||
| Q & A - Suspend judgment, show compassion, use trusted colleagues | ||
| Dealing with aggressive parents | ||
| About Jill, the audience and an overview of topics | ||
| Emotional intelligence, self-regulation, and awareness of bodily sensations | ||
| How the brain makes sense of the world | ||
| Triggers return us to past experiences | ||
| Strategies to assist students to get regulated | ||
| Teaching children about their emotions | ||
| Physical feelings and the emotions | ||
| Share your experience of emotions with students | ||
| Naming our feelings | ||
| Coping skills | ||
| More coping skills | ||
| Breathing techniques, smiling, refocusing, and final thoughts | ||
| Restoring hope in schools | ||
| Trauma day-in and day-out | ||
| An adult who cared | ||
| Situations and circumstances beyond your control | ||
| A mentorship program aimed at rewiring brains | ||
| Developing community, demonstrate consistency and relatability | ||
| Healing through expressing pain and vulnerability | ||
| The next phase was a purging process | ||
| Creating a safe space to release the trauma | ||
| Learning to speak the language of trauma | ||
| I hate you | ||
| This assignment is stupid | ||
| You're really pissing me off | ||
| She gets on my nerves | ||
| You're not in charge of me | ||
| F-off | ||
| Arguments are a power-struggle; learn to dance instead | ||
| Joining students in their pain helps validate their struggle | ||
| The main problem is a lack of trust | ||
| Learn to see the situation through the lens of fear | ||
| Trauma-impacted students often misinterpret body language | ||
| Billies operate from a place of high anxiety | ||
| Rigidity helps Billy feel in control | ||
| Helping students out of trauma requires understanding their fear | ||
| The desire to produce positive outcomes for students | ||
| The scope of the problems with trauma-impacted students | ||
| An understanding of equity and social identities | ||
| The self-determination theory | ||
| Trauma-informed, character education and social emotional learning | ||
| Social emotional competencies | ||
| Understanding Restorative Practices | ||
| A personal story about lack of resources | ||
| Addressing cultural and historical trauma | ||
| Regulation comes before restorative practices | ||
| The gifts resilience | ||
| Regulation comes through relationships | ||
| Rolling out compassionate schools in the State of Delaware | ||
| Managing emotions and how students learn to self-regulate | ||
| Strategies that calm the brain | ||
| Teachers as thermostats know when to apply regulating strategies | ||
| Teach children strategies so they can be empowered to self-regulate | ||
| Drum circles foster a sense of community and belonging | ||
| Share information, strategies and create co-regulation plans | ||
| Background to starting Morning Meetings & Closing Circles | ||
| The lived history of leading a trauma impacted school | ||
| Responsive classrooms seemed the way to go | ||
| The four components of a morning meeting | ||
| Properly learning to greet each other | ||
| The knock-knock and picture greetings | ||
| Greeting activities result in positive tone, recognition, sense of belonging and builds social skills | ||
| Sharing activities builds connections, relationships and empathy | ||
| Sharing activity examples | ||
| Activities that team-build and increase risk-taking | ||
| More activities for building community | ||
| The morning message | ||
| Implementing Morning Meetings in the classroom | ||
| Closing Circles example to close the session | ||
| Introduction to Behaviors on Fire | ||
| Who are Andy and Billy? | ||
| Understanding the Impacts of COVID pandemic | ||
| Post-pandemic learning loss and deficits | ||
| Meeting students where they are, post-pandemic | ||
| Impact of the pandemic on kids and ourselves | ||
| Switching from a bottom-up to a top-down control | ||
| Minimize the pandemic impacts by addressing them | ||
| Focus on yourself to build back better | ||
| Topic A: Staff Morale and Self Care | ||
| Topic B: Movement and Creative Arts | ||
| Students’ belief systems are the missing piece | ||
| Childhood trauma is like heartbreak on steroids | ||
| When internal negativity conflicts with external messages | ||
| Introducing the five domains of Classroom180 | ||
| Creating a sense of family erases negativity | ||
| Shifting and reframing our words to empower students | ||
| Giving the power of positive thoughts to students | ||
| Reframe the negative brainwashing | ||
| Letting go of our negative inner voices | ||
| Positive belief systems improve creativity, problem solving, and communication | ||
| Powerful affirmation taught by Jasmyn Wright | ||
| The Push Through Crew and positive classroom connections | ||
| Push Through mantra changed the classroom culture | ||
| The affirmation that went viral | ||
| Flip the script on the negative affirmations from trauma | ||
| Power comes from a heightened sense of self awareness | ||
| Reshaping behavior and connections through affirmations | ||
| Personalize affirmations by learning about students | ||
| Connections before content | ||
| Teaching kids to hold themselves to a higher standard | ||
| Restorative justice: finding out the issue is most important thing | ||
| A restorative justice practice is “how can we fix it?” | ||
| Changing a culture from punitive to restorative | ||
| An overview of the restorative process | ||
| The restorative circle guidelines | ||
| Preparation is key to achieving buy-in | ||
| Facilitating the restorative conversation | ||
| Q & A on the restorative justice process | ||
| A vestibular warm-up | ||
| After all else fails, discovering a whole brain method to learn | ||
| The impacts of sensory preferences and movement | ||
| The easiest way to get 400 repetitions to create new synapses is games | ||
| Cognitive skills built with games | ||
| Let’s play some examples of brain games | ||
| Working memory games | ||
| Cognitive weaknesses improved by cognitive skills | ||
| Coming Soon! | ||
| Coming Soon! | ||
| Coming Soon! | ||
| Coming Soon! | ||
| Coming Soon! | ||
| Coming Soon! | ||
| Coming Soon! | ||
| Coming Soon! | ||
| How to begin a brave conversation starts with why | ||
| Honoring impact over intention | ||
| Mirko sharing his complicated background | ||
| Mirko’s complicated background continued | ||
| Sadly accepting the narrative written for Mirko | ||
| Reflecting on our own journey | ||
| Identity development and differences between us all | ||
| Audience discussion of circles of identity | ||
| Examining our own deficit thinking | ||
| Reflecting on impact over intent | ||
| UDL & Belonging: It’s a Two Way Street | ||
| Universal Design for Learning (UDL) is a framework | ||
| What is a microaggression? | ||
| Microaggressions are about impact, not intent | ||
| Understanding bias | ||
| Circles of identity strategy | ||
| Creating spaces where people are seen and heard | ||
| The Story of Self strategy | ||
| Student shares story of self | ||
| Universal Design for Learning (UDL) is an instrument for change | ||
| A visual example of equity and equality | ||
| Equity vs. equality group discussion | ||
| Hearing and meeting the needs of all students | ||
| Universal Design for Learning is a mindshift | ||
| A powerful analogy to demonstrate barriers | ||
| Variability is always in play | ||
| Moving beyond one size fits all | ||
| An analogy to demonstrate universal design for learning | ||
| Implementing UDL and all curriculum standards | ||
| Managing testing within the UDL framework | ||
| If you change the target, you change the trajectory | ||
| A call to action: remove barriers, hear voices, review policy, etc. | ||
| Program overview: "Urban School Leadership 1" | ||
| Urban school leaders need a repertoire of skills (Jill Levy) | ||
| The challenges of urban school leadership (Baxter Atkinson) | ||
| Without a school vision, you don't have a plan (Roc Girard) | ||
| An introduction to Aviation High School in NYC | ||
| Student programs available at Aviation H.S. | ||
| Teaching life skills at Aviation High School | ||
| School leadership by ability, interest and connections | ||
| What percentage of U.S. aircraft technicians have graduated from Aviation H.S.? | ||
| Using assistant principals to explore student needs | ||
| Parental involvement at Aviation H.S. | ||
| The powerful impact of having industry partners speak to incoming students | ||
| A panel of airline industry partners discuss Aviation H.S. | ||
| A high school / industry partnership like none other in the U.S. | ||
| Aviation H.S. opens a facility inside of a NYC airport | ||
| Industry advice for school leaders who want to imitate Aviation H.S. | ||
| Exploring the success of Pershing Middle School in NYC | ||
| Creating lasting partnerships with local business | ||
| Leadership and listening | ||
| A school that meets a student's intellectual, social, physical & psychological needs | ||
| A trio of community organizations assist Pershing Middle School | ||
| Initiating and sustaining a community support program | ||
| How do I work with outside community support organizations? | ||
| Passion and enthusiasm demonstrated by the school leader | ||
| A high school that bridges the gap between the law and education | ||
| A student internship model that works | ||
| Does establishing extremely high student expectations work? | ||
| A school partnership with News Corporation creates 60 student internships | ||
| Engage your students with guest speakers and real life exposure | ||
| Critical steps to assure community buy-in and support | ||
| Fostering community empowerment | ||
| Thoughtfully developing partnerships that bring resources into your school | ||
| Matching a need with a school partner's ability to deliver | ||
| Helping community organizations understand the school system | ||
| The profound impact of a passionate and committed principal | ||
| Developing a collaborative relationship with your community organization | ||
| Establishing the Vision for a Successful Urban School | ||
| A Harlem principal develops a unique community partnership | ||
| Connecting & integrating school programs with the community | ||
| How to prevent "leadership burn-out" | ||
| A veteran school leader provides advice for all new principals | ||
| The compelling results from an innovative school / church partnership | ||
| The characteristics of a "Natural Leader" | ||
| How much can a church do for public education? | ||
| Finding the perfect "School Ambassador" from the community | ||
| Proven strategies for conflict resolution | ||
| A vision for the Mott Hall Middle School in NYC | ||
| How do I encourage teacher leadership and a community of learners? | ||
| A middle school's ties to higher education and industry | ||
| Practical ways to demonstrate your determination, inspiration and relentlessness | ||
| Sharing a unique school vision with your faculty & staff | ||
| An experienced principal shares his words of wisdom for new school leaders | ||
| Empowering your assistant principal through shared leadership | ||
| Leadership consistency creates a connection with the staff | ||
| A parent coordinator to cultivate parental involvement | ||
| Engaging the PTA in meaningful dialogue | ||
| A principal that is personable, reachable and accessible | ||
| Developing School/Community Partnerships | ||
| The challenges faced by urban school leaders (Jill Levy remarks) | ||
| Vision | ||
| Vision: Setting Goals | ||
| Vision: Passion | ||
| Vision: Persistency | ||
| Vision: Flexibility | ||
| Sharing the Vision | ||
| Leadership: Philosophy | ||
| Leadership: Qualities | ||
| Leadership: Strategies | ||
| Leadership: Challenges | ||
| Leadership Takes Time & Hard Work | ||
| Leadership Takes Passion | ||
| Partnerships: Types of Partners | ||
| Partnerships: Internal Resources | ||
| Partnerships: Industry Partners | ||
| Partnerships: Parents | ||
| Partnerships: Values to Partners | ||
| Partnerships: Value to Students | ||
| Partnerships: Engaging in Partnerships | ||
| Partnerships: Managing Financial Resources | ||
| Partnerships: Collaboration | ||
| Partnerships: Strategies | ||
| Introduction to "Violence Prevention & Safe School Planning" | ||
| Site Tips | ||
| The media’s coverage of violent school crime | ||
| Is there a common profile for the juvenile killer? | ||
| Violent crime statistics | ||
| Violent crime and young adults | ||
| What are super predators? | ||
| Where is violent school crime taking place? | ||
| Does the media’s coverage of violent school crime actually encourage juvenile crime? | ||
| Preventing school violence through adult/student communication | ||
| Mediating student disputes | ||
| Do TV and movies desensitize students to violence? | ||
| Do students act out what they learn in video games? | ||
| Guns - the final ingredient | ||
| Firearm fatality statistics | ||
| Violence can be a social toxin | ||
| Developing solutions based on scientific research | ||
| Looking for warning signs | ||
| School violence and the FBI threat assessment report | ||
| School violence – what works and what does not | ||
| School shootings – don’t ignore reality | ||
| No quick fixes for school violence | ||
| A national survey on school violence | ||
| Successful school discipline | ||
| Relying on something more than consequences | ||
| Establishing a meaningful peer mediation process | ||
| Embracing classroom management to reduce school violence | ||
| Identifying early warning signs | ||
| Do school wide screening programs work? | ||
| The pros and cons of using school suspensions | ||
| The profound correlation between bullying and school violence | ||
| Proven strategies for responding to student threats | ||
| Improving safety – a step by step approach | ||
| Proven Strategies to Prevent School Violence | ||
| What is a school security assessment? | ||
| What is included in a school security assessment? | ||
| Why does every school need to do a school security assessment? | ||
| Who should conduct your school security assessment? | ||
| Using a third party to help you with your security assessment | ||
| Is a full school security assessment necessary? | ||
| Building and classroom security systems | ||
| Physical security: windows and doors – part 1 | ||
| Physical security: windows and doors – part 2 | ||
| Establishing a visitor policy | ||
| Electronic security: proximity cards and keyless entry | ||
| Can environmental design make security more difficult? | ||
| Designing traffic flow to enhance school security | ||
| Proper signage is an essential part of security | ||
| The pros and cons of fencing | ||
| Enhancing security through proper lighting and landscaping | ||
| Common traffic flow issues | ||
| Consider the “big picture” when evaluating options | ||
| Enforcing your policies and procedures | ||
| The time involved in completing a school security assessment | ||
| Implementing the recommendation from your security assessment | ||
| Thinking outside of the box | ||
| School Security overview | ||
| Bomb types | ||
| No bomb threats does not mean no threat | ||
| Planning and preparing for a bomb threat | ||
| How are bomb threats delivered? | ||
| Obtaining information from the person delivering the threat | ||
| Who should evaluate the bomb threat? | ||
| Making the critical decision – part 1 | ||
| Making the critical decision – part 2 | ||
| Considerations when ordering a search | ||
| Search teams and training | ||
| What does a suspicious device look like? | ||
| Can I bomb proof my school? | ||
| Denotations typically happen first – followed by a claim | ||
| Using a weapon dog to search your school | ||
| Pros and cons of using a weapon dog | ||
| An actual example of the pursuit of an armed student within a school | ||
| Frequently asked questions – threats and school security | ||
| Assessing Your School’s Vulnerability | ||
| Why create a district wide crisis management plan? | ||
| Establishing and selecting a crisis management team | ||
| The crisis plan synopsis – essential reading for all teachers | ||
| The elements that should be included on every campus map | ||
| Building entryways | ||
| Developing a unambiguous parental notification system | ||
| Considerations when planning for a school evacuation | ||
| Emergency communications: signals, phone numbers and special needs | ||
| Predetermined safe areas within a school or classroom | ||
| What is an emergency kit and when should it be used? | ||
| Reasons for using a “shelter in place” | ||
| Communicating the crisis plan to your faculty, students and parents | ||
| Preparing for an emergency situation | ||
| Expected reactions to an actual emergency | ||
| Periodically evaluating and amending your crisis plan | ||
| The heighted concern about school safety | ||
| School safety planning should be a collaborative effort | ||
| Safety is a continuous process | ||
| Is a campus security program right for my school? | ||
| Using technology and equipment to enhance school safety | ||
| Training the faculty on safety procedures | ||
| Involving the community in your school safety program | ||
| Peer mediation and conflict resolution programs | ||
| The power of information gathering | ||
| Putting together procedures manual for school safety | ||
| Cobb county school district’s school safety manual | ||
| Developing a district communication system | ||
| Victim witness programs | ||
| The critical role of the emergency response team | ||
| Avoiding chaos through an established family reunification procedure | ||
| Managing the media | ||
| Simulating a crisis - testing your plan | ||
| Every plan should include prevention, intervention and aftermath | ||
| School district background – Beach Grove, Indiana school system | ||
| Contents that should be included in every emergency kit – part 1 | ||
| Contents that should be included in every emergency kit – part 2 | ||
| Building level emergency tubs | ||
| Practice drills | ||
| Communication systems and student release procedures | ||
| The role of the fire department, police and county government | ||
| Developing your school crisis kit – a collaborative process | ||
| The Essential Elements of a Crisis Plan / School Safety Manual | ||
| The critical first step – control the perimeter | ||
| Immediate information you will need to provide law enforcement | ||
| Minimizing crisis chaos | ||
| The incident command center | ||
| Inter and Outer perimeters | ||
| Gathering information on what has occurred | ||
| Communicating with the suspect | ||
| Tactical SWAT teams: the second phase of an operation | ||
| Responsibilities established by the incident commander | ||
| Who are the on-site decision makers? | ||
| Cooperation and Communication | ||
| Handling the media | ||
| A summary of the things you can expect when law enforcement arrives | ||
| Terminology used when referring to a hostage situation | ||
| A history of crisis intervention | ||
| Why would a person hold hostages? | ||
| What is a crisis? | ||
| The four sources of a person in crisis | ||
| Who should NOT be the first responder to the crisis | ||
| Your role as a first responder | ||
| The initial communication | ||
| Never ask for the demands of a hostage taker | ||
| Be alert for the potential of suicide | ||
| Survival increases with rational and controlled thinking and action | ||
| If asked, should a hostage speak for the hostage taker? | ||
| Active and reflective listening | ||
| The proper way to speak with a hostage taker | ||
| Why hostage and crisis training is essential | ||
| Resolving a crisis: the first 5 to 15 minutes | ||
| How long will it take for a hostage situation to be resolved? | ||
| Initial action: stabilize and contain the situation | ||
| Resolving a crisis: listen and build rapport | ||
| How to communicate – how not to communicate | ||
| Honest communication is the key to resolving a crisis | ||
| Never say no to a demand | ||
| What to do if you believe a suspect is suicidal | ||
| When negotiation breaks down | ||
| New law enforcement procedures for handling a school crisis | ||
| The first 15 minutes of a crisis is the most critical time period | ||
| How should I project myself to the suspect? | ||
| Is a hostage situation a viable threat? | ||
| The Critical Role of Law Enforcement | ||
| Program Preview | ||
| Site Tips | ||
| The Need for Literacy Tools — Part 1 | ||
| The Need for Literacy Tools — Part 2 | ||
| Brain Research: The Visual Brain — Part 1 | ||
| Brain Research: The Visual Brain — Part 2 | ||
| The Mind, Constructivism and Cognitive Science Research | ||
| Putting Reading First: Research on Reading and Writing Using Visual Organizers | ||
| Information Literacy and Technology | ||
| Why Visual Tools for Literacy Now? Research and Results | ||
| Mapping in Everyday Life | ||
| Cartography and Cognition: Beyond the Limiting and Linear Mindset | ||
| Cartography and Cognition: A Social Studies Example | ||
| Cartography and Cognition: An Algebra Example | ||
| Facilitating Habits of Mind in Classroom Practice – Art Costa | ||
| Effective Instruction: Nine Research-Based Instructional Techniques – Robert Marzano | ||
| Assessing Student Performance Using Visual Tools | ||
| Introduction to Three Types of Visual Tools | ||
| Visual Tools in Practice | ||
| Three types of visual tools | ||
| Neural Networking and Brainstorming — Part 2 | ||
| Neural Networking and Brainstorming — Part 3 | ||
| Distinct Types: Clustering, Webbing, Mind Mapping — Part 1 | ||
| Distinct Types: Clustering, Webbing, Mind Mapping — Part 2 | ||
| Open-Ended Graphics Software Programs | ||
| Prewriting Processes and Brainstorming | ||
| Reading: From Impressions to Comprehensions | ||
| Mind Mapping - Buzan | ||
| Webs of Creativity | ||
| Graphic organizers help students get organized | ||
| Reading Comprehension and Text Structure | ||
| Graphic Organizers as Task-Specific Organizers | ||
| Scaffolding the Writing Process Using Graphic Organizers — Part 1 | ||
| Scaffolding the Writing Process Using Graphic Organizers — Part 2 | ||
| Evaluating Graphic Organizers | ||
| Information Literacy: Nonfiction Reading and Note Taking Across Disciplines | ||
| Graphic Organizers and the Special-Need Student | ||
| Troubleshooting: Seven Warning Signs that Graphic Organizers are NOT working | ||
| The Organized Mind Using Graphic Organizers | ||
| Defining the Purposes of Thinking Process Maps | ||
| Thinking Skills Instruction, Concept, Development and Literacy | ||
| Inductive Tower (Clark) and Concept Mapping (Novak) — Part 1 | ||
| Inductive Tower (Clark) and Concept Mapping (Novak) — Part 2 | ||
| Building a Tower of Understanding | ||
| Primary and Secondary Concepts | ||
| Systems Thinking - Senge | ||
| Surfacing Concepts and Misconceptions Across Mental Models | ||
| Conceptual Learning Using the Thinking Process Maps | ||
| Integrating Reading, Writing and Thinking | ||
| An Introduction to Thinking Maps® | ||
| Five Qualities of Thinking Maps® as a Language — Part 1 | ||
| Five Qualities of Thinking Maps® as a Language — Part 2 | ||
| Research and Results: From Phonemic Awareness, Language and Acquisition to College Applications | ||
| Research and Results — Part 2 | ||
| Examples from Around the World: New Zealand, Singapore, Canada, etc. | ||
| Thinking Maps® Software and the Mapping the Standards Database | ||
| A Common Visual Language for Learning | ||
| Whole School Implementation | ||
| Mt. Airy Elementary School: Whole School Literacy Development | ||
| Leadership in a New Language | ||
| Learning Literacy Through Whole School Change | ||