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Activate! Student Engagement Through Movement, Games, and Activities

Time Frame
55 - 70 class periods
Learning Goal(s)
Participants will create a resource to link specific tools and strategies to support Marzano's Design Question Five components 25 and 27 of the TLE (Teacher and Leader Evaluation)
Participants will identify instructional strategies they can use in their classrooms to promote active engagement.
Participants will identify the benefits of actively engaging students.
Participants will participate in a lesson incorporating movement and academic games/activities. 

This session will model authentic, inquiry-based strategies and connect research to the benefits of student engagement. Teachers will also discuss strategies they use to engage their students and will create a document to house these strategies for future faculty reference and collaboration.

Authenticity, It's Not Just a Fairy Tale 

Time Frame
50 - 60 class periods
Learning Goal(s)
Participants will be able to identify instructional strategies modeled that support authentic instruction. 
Participants will be able to identify the four components of authenticity.

Participants will connect the components of authentic learning to the Rumpelstiltskin lesson and explore ways to make their own lessons more authentic through the use of the "Authenticity Learning and Teaching Rubric." This professional development is designed to have a minimum of eight participants during the session. 

Authenticity and the Marzano Framework of TLE

Time Frame
50 - 60 class periods
Learning Goal(s)
Participants will be able to articulate how authenticity can help them meet the requirements of the TLE.
Participants will be able to identify specific classroom strategies to fit both the authenticity and Marzano Frameworks.
Participants will be able to identify specific connections between the authenticity Framework and the content elements of Marzano Domain 1: Classroom Strategies and Behaviors.

Teachers find connections between the principles of authenticity and the Marzano elements of the Teacher Leader Effectiveness (TLE). This session does not address the other optional model known as the TULSA TLE Model. 

Career Café

Time Frame
20 - 45 class periods
Learning Goal(s)
Participants will begin to plan a Career Café for students at their site.
Participants will learn what a Career Café is and the significance as to why they are important.

This professional development is designed to promote a college going culture (life post-secondary school). College culture is typically thought of as a four year university, but it is really what comes after high school. As educators we must prepare our students to think of their future. Career Cafés help promote and provide an opportunity to inform students of the options after high school. This session is designed to train staff and stakeholders in the process and importance of implementing a Career Café. 

College Knowledge: Creating a Culture of High Expectations

Time Frame
50 - 60 class periods
Learning Goal(s)
Assess the current college-going culture baseline of the school site 
Create a list of strategies that signal a college-going culture
Understand the importance of creating a college-going culture 

Participants will gain an understanding of creating a college-going culture. Participants are asked to: a) analyze the significance of a college-going culture, b) assess the current college-going culture at their school site, and c) create a list of strategies that signal a college-going culture. Through this activity, participants will recognize the foundations of a college-going culture. This culture is inclusive to all students, is supported systemically and involves all stakeholders. In addition, this session will explore possible aspects of a college-going culture through the use of visual and auditory signals, practices/rituals, and structures.

Embedded Literacy Across the Disciplines

Time Frame
1 - 2 class periods
Learning Goal(s)
Apply instructional strategies to their own subject area to support disciplined focused literacy.
Develop an understanding of how instructional strategies can build a toolbox for embedded literacy in the classroom.
Identify and evaluate the significant components of literacy.

Participants will gain a deeper understanding of embedded literacy through the modeling of interdisciplinary instructional strategies. Participants are asked to: a) evaluate five components of literacy, b) explore various strategies for embedding literacy in various subject areas, and c) reflect upon how literacy can be embedded into their own discipline with the instructional strategies provided to them during the session. Through collaborative participation, participants will recognize some of the core characteristics of embedded literacy and its use in the classroom to deepen learning.

Formative Assessments

Time Frame
45 - 60 class periods
Learning Goal(s)
Participants will be able to identify the differences between formative and summative assessments.  
Participants will be able to select instructional strategies that support gathering student data in order adapt instruction.  

Formative Assessments are opportunities for teachers to evaluate student understanding and areas of need during the process of learning, rather than at the end of a unit. In this session, participants will identify formative assessment strategies for various grade levels or content areas. After exploring possible strategies for formative assessments, teachers will apply strategies to their own content areas and begin building formative assessments.

GAFE: Google Apps for Education

Time Frame
60 - 75 class periods
Learning Goal(s)
Participants will be able to identify how tools, such as Google Apps, use a component of authentic teaching. 
Participants will be able to identify ways to use Google Apps in the classroom to promote student learning and collaboration with technology. 
Participants will explore and learn to use Google Drive to create and share documents through the Google Apps Docs, Slides and Forms.

This session explores the use of Google Apps through Google Drive. Participants will learn how to create, share, edit and review different types of documents though Google Docs, Slides and Forms. Participants will develop skills and apply the use of Google Apps for Education in their classrooms.

Growing Student Achievement Through Teacher-Student Relationships

Time Frame
50 - 60 class periods
Learning Goal(s)
Participants will be able to classify meaningful components of perception data.
Participants will be able to identify ways to interact with perception data.
Participants will be able to understand the importance of using student perceptions data to inform practice.

Classroom climate has a strong impact on student learning. Not only does a positive environment impact students, it also positively impacts the teacher. In this session, teachers will explore resources to develop a positive learning environment and engage in collaboration to apply to their classroom.

Instructional Strategy Cafe

Time Frame
50 - 60 class periods
Learning Goal(s)
Participants will identify that the authentic instructional strategies presented can be used for engaging students, formatively assessing students and closure.
Participants will recognize authentic components within the instructional strategies.

Participants will choose from a menu of instructional strategies to taste-test. Each one of the these strategies are research based and support components of authenticity. Once strategies have been chosen, the session will be built around a 3 course meal of the participants chosen strategies. Each strategy option on the menu is accessible to any grade level and adaptable to any content area.  Teachers will leave with hands-on tools that they can implement immediately in any class. 

LEARN 5E Instructional Strategies

Time Frame
45 - 60 class periods
Learning Goal(s)
Participants will explore a component of the 5E Instructional Model and identify how specific instructional strategies support student learning within that component.
Participants will identify how instructional strategies from the K20 Center LEARN site might meet the criteria of the 5E components. 
Participants will identify how the implementation of instructional strategies in a 5E Instructional Model might be used to create an authentic student-centered learning environment. 
Participants will identify how the implementation of instructional strategies might be used within their content to design a 5E lesson.
Participants will identify the components of the 5E 

Participants will engage in the exploration of different instructional strategies to discover how certain strategies may be used as an authentic instructional tool to create and facilitate student-centered lessons using the 5E Instructional Model. Participants will individually choose a component of the 5E Instructional Model (Engage, Explore, Explain, Extend/Expand, or Evaluate) and work in groups to discover how specific strategies from the K20 Center LEARN site might support lesson design and implementation.

Math in Action

Time Frame
1 - 2 class periods
Learning Goal(s)
Participants will be introduced to math strategies that can reinforce math objectives in their subject areas.
Participants will identify parallels between problem solving and logical reasoning in math to other content areas.

Participants will use provided data to construct a viable argument using mathematical reasoning. Participants will also explore ways to incorporate math strategies in other content areas to support math achievement.

More Than Just a Score: Meaningful Test Prep

Time Frame
45 - 60 class periods
Learning Goal(s)
Participants will determine the effectiveness of traditional test prep strategies.
Participants will make connections between effective test preparation and authentic teaching practices.

Test prep often becomes a "one and done" technique for preparing students for standardized tests or college entrance exams. However, this technique has only a small impact on students. In this session, teachers will explore test prep strategies that can be embedded into the curriculum in a more meaningful way. Teachers will apply modeled strategies to their own content and reflect on the strengths and weaknesses of different approaches.

Parent Leadership Academy (PLA)

Time Frame
480 - 720 class periods
Learning Goal(s)
Participants will create an action plan based specifically on identified needs from the analyzed data. 
Participants will identify and analyze different sets of data to drive decision making.
Participants will identify different types of parental involvement and connect how they might support the implementation of the action plan.
Participants will identify other key individuals necessary to successfully implement the designed action plan.

The Parent Leadership Academy designs and engages a school team consisting of parents, community members, and school leaders to forge the commitment and involvement of parent-school-community partnerships. This event will lead and educate the parent leadership teams through a data driven decision-making model to develop a site-based action plan which supports district and individual site goals focused on supporting the growth, progress, and future achievement for all students. This training is designed to be a two day training, but may be reduced to one long day if time and activities are well managed and facilitated.

Question, Claim, Evidence, and Explanation (QC2E)

Time Frame
50 - 60 class periods
Learning Goal(s)
Participants will connect authentic teaching and learning principles with the QC2E instructional strategy. 
 Participants will identify how the QC2E strategy can be a useful tool to support argumentation and the use of text based evidence.

Participants will reinforce their understanding of authentic teaching and learning using the instructional strategy QC2E (question, claim, evidence, and explanation). They will also work in content areas to create meaningful questions related to their discipline.

RAFT

Time Frame
50 - 60 class periods
Learning Goal(s)
Participants will identify how the RAFT instructional strategy can be used as a tool to support literacy in all content areas. 
Participants will learn how to construct a RAFT.
 Participants will identify how using the RAFT instructional strategy supports the components of authenticity.

This professional development will showcase the use of the RAFT (role, audience, format, and topic) instructional strategy. The RAFT instructional strategy supports the components of authenticity, deepening content knowledge and construction of knowledge (higher-order thinking). 

Supporting Literacy with Bell Ringers

Time Frame
1 - 2 class periods
Learning Goal(s)
Apply instructional strategies that encourage authentic learning.
Explore bell ringers as a way to engage students at the beginning of class.
Identify levels of scaffolding to support higher levels of literacy.

Participants will gain a deeper understanding of meaningful bell ringers through the modeling of interdisciplinary instructional strategies. Participants are asked to a) address superficial uses of bell ringers and more meaningful uses of bell ringers b) actively engage in authentic instructional strategies that support bell ringers to increase the number of students using higher order thinking as defined by Bloom’s Taxonomy c) reflect on possible application of literacy based authentic bell ringers in their own classrooms.

Will You Write a Letter of Recommendation for Me, Please? - College Preparation

Time Frame
60 - 120 class periods
Learning Goal(s)
Students will be able to identify what is necessary for an individual to write an exemplary letter of recommendation that meets the requirements of college admission and scholarship applications.
Students will identify three people from whom they might request a written letter of recommendation for college admissions and scholarship applications.  

This lesson is to be used after students have reached the point in an application process that calls for a letter of recommendation. However, it can also be used to generate a generic recommendation letter that can later be revised for a specific purpose.

Writing College Essays - College Preparation

Time Frame
60 - 120 class periods
Learning Goal(s)
Students will identify good characteristics of college admission/scholarship essays.
Students will write a personal outline for a college admissions essay.

Students engage in activities that explore the characteristics of good college admission/scholarship essays. Then, using the list generated, they create a personal outline for a college admissions essay.