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CATALOG OF PROFESSIONAL LEARNING COMMUNITIES

2018-2019

Contents

FIRST YEAR TEACHERS        2

SCHOOL SPECIFIC        3

Academy of Aerospace and Engineering        3

Academy of Aerospace and Engineering Elementary School        7

Ana Grace Academy of the Arts        9

Greater Hartford Academy of the Arts Middle School        10

Glastonbury East Hartford Magnet School        10

International Magnet School for Global Citizenship        13

Reggio Magnet School of the Arts        14

Montessori Magnet School        15

Museum Academy        16

University of Hartford Magnet School        17

Discovery Academy        20

Greater Hartford Academy of the Arts High School        21

Two Rivers Magnet Middle School        21

ELEMENTARY        22

Preschool        22

Kindergarten – Grade 5        23

Grade Specific Kindergarten – Grade 5        27

SECONDARY        31

Math        31

Science        31

Social Studies        32

English Language Arts        33

Secondary – All Subjects/General        34

WORLD LANGUAGE        36

ART and MUSIC        37

SPECIAL EDUCATION and RELATED SERVICES        39

LIBRARY MEDIA SPECIALISTS        41

BILINGUAL and ELL TEACHERS and TUTORS        42

HEALTH and PHYSICAL EDUCATION        43

GENERAL SESSIONS        44

FIRST YEAR TEACHERS                                                                                


PLC: 000 - Beginning Teacher Cohort

Audience: First Year Teachers (required), Experienced Teachers who are new to CREC        

Coordinator: Sara Slogesky (sslogesky@crec.org)

Session Location: To be determined

Professional Learning Focus: Instruction - H

Teachers will work collaboratively to…

problem solve about things that come up in the classroom. Research shows that new teachers struggle with classroom management, motivation of students, dealing with the individual differences among students, assessing student work, and relationships with families. Therefore, these are some of the topics that will be discussed in the workshops as they relate to CREC students and families.

As a result of this learning, teachers will be able to…

ensure that someone experienced is there during the critical moments of the beginning teacher's first year. This is the ideal way to make sure beginning teachers don't just survive but also become competent and effective—and stay in the profession. Teachers, especially those just entering the profession, are generally collaboratively oriented people, therefore, they will enjoy the process

Expected outcomes for students include:

Students will be taught by someone that is confident and competent. Critical self-reflection by the new teacher will lead directly to improved student learning.

SCHOOL SPECIFIC                                                                                


Academy of Aerospace and Engineering


PLC: 001 - 9-10 Interdisciplinary PLC

Audience: 9th and 10th grade teachers at AAE, any content, who are interested in continued development of interdisciplinary curriculum and projects therein        

Coordinator: Jessica Sosnicki (jsosnicki@crec.org)

Session Location: (AAE) 1101 Kennedy Road, Windsor

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Discuss student needs, find areas for increased opportunities to design interdisciplinary lessons, projects, and/or curricula that meet the needs of our students, and work together to research and design these activities/curricula.

Also, the professional learning focus will also include Equity sections c, f, and g potentially, in addition to the instructional goal of J, above.

As a result of this learning, teachers will be able to…

engage in discussions with/about alternate perspectives, share and receive ideas and knowledge pertaining to specific content pedagogy and material, work with peers to create increased interdisciplinary opportunities to better meet the needs of more students and to encourage learning beyond classroom walls. Through our research and design we hope to make more opportunities for students to demonstrate their knowledge about a wide variety of topics.

Expected outcomes for students include:

Interdisciplinary projects, shared teaching/ reciprocal (As well as scaffolded) teaching of concepts that are applicable to college, career, and life after high school, and an increased opportunity to connect with more teachers over topics that students feel are applicable to them personally. Have more equitable  opportunities for students to demonstrate their knowledge about a wide variety of topics.


PLC: 002 - AAE Biology Curriculum and Assessment

Audience: AAE Biology Teachers, 10th grade        

Coordinator: Lili Aramli (laramli@crec.org)

Session Location: AAE, 1101 Kennedy Road, Windsor,  CT room 128

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

to implement and modify NGSS curriculum to include related school themes as well as assessment building.

As a result of this learning, teachers will be able to…

implement new curriculum and three-dimensional assessments.

Expected outcomes for students include:

improved learning, skill building, problem solving


PLC: 003 - AAE Grade 6 Academy STEM Project-Based Learning Collaborative Planning

Audience: AAE Grade 6 Teachers        

Coordinator: Elizabeth Sweet (esweet@crec.org)

Session Location: AAE Middle School Room 316

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

create an interdisciplinary unit that supports the STEM theme.  Teachers will collaboratively exam the project-based learning format to create a unit of study.  Hacking Project Based Learning by Ross Cooper and Erin Murphy and Project-Based Learning Starter Kit: To-the-Point Advice, Tools and Tips for Your First Project in Middle or High School by John Larmer will guide the process.

As a result of this learning, teachers will be able to…

implement a project-based learning unit.

Expected outcomes for students include:

Students will be able to identify and solve a complex task based on challenging questions that require students to engage with peers and their community while exploring a wide variety of materials.


PLC: 004 - AAE Support Services Case collaboration

Audience: AAE staff who work with students with both mandated and non-mandated counseling and support services.        

Coordinator: Jennifer Roke (jroke@crec.org)

Session Location: AAE MS/HS

Professional Learning Focus: Relationships - O

Teachers will work collaboratively to…

Discuss student's needs, group curriculum and planning, counseling interventions, and other ways to work collaborative as support services in order to meet the student's need.

As a result of this learning, teachers will be able to…

Have a better understanding of the student's needs, curriculum and interventions to use when working with student's to address their social/emotional needs.

Expected outcomes for students include:

Consistent and effective interventions including counseling groups, individual and crisis services to improve their social/emotional health.


PLC: 005 - AAE Learner Needs Workshop

Audience: AAE Teachers        

Coordinator: Heather Prokup, Josh Madore (hprokup@crec.org, jmadore@crec.org)

Session Location: AAE

Professional Learning Focus: Instruction - I

Teachers will work collaboratively to…

develop and differentiate rigorous lessons that meet a variety of student needs.

As a result of this learning, teachers will be able to…

confidently identify and apply differentiation strategies in order to write lessons that will engage students with a variety of learning needs.

Expected outcomes for students include:

increased student engagement and increased ability of students to show content knowledge and skills.


PLC: 006 - Special Education Collaboration/Support

Audience: AAE teachers        

Coordinator: Gricel Bodden (gbodden@crec.org)

Session Location: AAE room 225

Professional Learning Focus: Equity - F

Teachers will work collaboratively to…

Use instructional techniques which promote inclusion and take into account cultural competencies when planning activities.

Demonstrating Flexibility and Responsiveness including incorporating student interests into the lesson, adjusting the lesson in response to the level of student understanding and capitalizing on the teachable moment.

As a result of this learning, teachers will be able to…

develop lessons that are culturally responsive and differentiated so that all students can feel included and learn to their maximum potential.

Expected outcomes for students include:

all students will feel welcome and safe to learn to their maximum potential.


PLC: 008 - Cultivating mutual respect in the sixth grade classroom

Audience: AAMS Grade 6        

Coordinator: Anastazia Scapellati (ascapellati@crec.org)

Session Location: Arts Middle - Room 2018

Professional Learning Focus: Relationships - P

Teachers will work collaboratively to…

create a culture of respect not only between students and teachers, but students and their peers.

As a result of this learning, teachers will be able to…

Implement lessons and activities during designated college prep hours to teach students essential skills for mutual respect, how to engage in dialogue about fixing a relationship and reflect on their own levels of respect.

Expected outcomes for students include:

increased respectful communication with peers and teachers, problem solving strategies when respect is diluted and resources for moving on from conflict.


Academy of Aerospace and Engineering Elementary School


PLC: 007 - Developing Engaging Instruction

Audience: AAEE 5th grade & STEM coach        

Coordinator: Meredith Nash (mnash@crec.org)

Session Location: AAEE Rm. 209

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

develop engaging instruction within the current curriculum to motivate and challenge students of all different levels and learning styles.

As a result of this learning, teachers will be able to…

implement engaging activities to motivate and challenge students during learning.

Expected outcomes for students include:

increased motivation and focus during classroom instruction, as well as higher quality work production.


PLC: 009 - Building Relationships with Parents/Caregivers of Children Who Have Specific Learning Needs

Audience: Aero Elementary Sped Team        

Coordinator: Andrea Olivieri (aolivieri@crec.org)

Session Location: Aerospace Elementary Rm 128

Professional Learning Focus: Relationships - M

Teachers will work collaboratively to…

develop a presentation and resources to provide to staff and parents of students with specific learning needs.

As a result of this learning, teachers will be able to…

improve our our relationship with parents and increase our efficacy in explaining the special education process to staff and parents.

Expected outcomes for students include:

Increased engagement of students in the general education setting through provision of education of strategies to promote inclusion and differentiated instruction to parents and regular education teachers.


PLC: 010 - Equity and  Comprehension Tool Kit Strategies for Elementary ELs

Audience: Aerospace Elementary EL and Bilingual Teacher only        

Coordinator: Patrick Jones (pjones@crec.org)

Session Location: Aerospace Elementary Room 214

Professional Learning Focus: Equity - G

Teachers will work collaboratively to…

use of instructional techniques, which promote inclusion and take into account cultural competencies when planning activities, the teachers will collaborate to design equity-based coherent literacy instruction lesson maps to be used with National Geographic Reach curriculum and the Comprehension Toolkit.

As a result of this learning, teachers will be able to…

develop child-centered lessons that focus on racial, ethnic and socio-economic equity within the EL and Comprehension Toolkit

Expected outcomes for students include:

The students will be able to transfer the specialized skills: Activate and Connect, Ask Questions, Infer and Visualize, in to Tier I classroom learning along with the use of instructional techniques, which promote inclusion and take into account cultural competencies, to promote a use of broader cultural perspectives on the world


PLC: 021 - Using Nearpod in Instruction

Audience: Kindergarten Aerospace Elementary        

Coordinator: Jennifer Dorlini (jdorlini@crec.org)

Session Location: AAEE Kindergarten room

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

learn how to use Nearpod lessons and how to devise engaging Nearpod lessons.

As a result of this learning, teachers will be able to…

incorporate Nearpod into literacy and numeracy blocks.

Expected outcomes for students include:

Students will be engaged in lessons and educational outcomes with improve.


Ana Grace Academy of the Arts

PLC: 011 - Using Equity, instruction and relationships to program for students with specific learning needs and their families

Audience: Ana Grace Special Education Team        

Coordinator: Jessica Quintero (jquintero@crec.org)

Session Location: Ana Grace Special Education room

Professional Learning Focus: Instruction - H

Teachers will work collaboratively to…

create differentiated lessons based on specific learning needs, program for students to be successful in general education sessions, enrich relationships with families to help them to understand and carry over supports at home, develop and provide list of outside resources to share with families and caregivers outside of school.

As a result of this learning, teachers will be able to…

work together as a team to plan and develop programs for students (instruction), reach out and bridge relationship gaps with families (relationships), and develop and provide resources in and out of the school setting for student successes (equity).

Expected outcomes for students include:

developing a strong relationship with families so they understand they have a support team in place, create a safe and encouraging educational environment where students are supported, challenged, and feel their voice is heard, and to help them make gains in their academic, social/emotional, personal, language and physicals goals based on their IEP.


PLC: 033 - Ana Grace Grade 3-5 Teachers Equity and Instruction

Audience: This session is designed for the third. fourth, and fifth grade teachers at Ana Grace.        

Coordinator: Jennifer Riccio (jriccio@crec.org)

Session Location: Room 215 (Jen Riccio's room)

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Teachers will work collaboratively to plan lessons for the new science standards and social studies standards that involve higher order thinking, productive talk, and student engagement.

As a result of this learning, teachers will be able to…

As a result of this learning, teachers will be able to have lessons designed that will include engaging students with higher order thinking and productive talk.

Expected outcomes for students include:

Students will be able to think critically of the material, engage in productive talk, and be excited for the lessons that they are being exposed to.


Greater Hartford Academy of the Arts Middle School


PLC: 012 - Promoting The Arts: Social Media & Beyond

Audience: Arts Middle School Arts Team Teachers        

Coordinator: Greg Scalzo (gscalzo@crec.org)

Session Location: Arts Middle School Room G

Professional Learning Focus: Relationships - N

Teachers will work collaboratively to…

showcase and highlight artistic practices and present student work to families and to the community. Teachers will study the book: 'Your School Rocks... So Tell People!' By Ryan McLane and Eric Lowe in alignment with our School Improvement Plan.

As a result of this learning, teachers will be able to…

utilize multiple forms of presentation to celebrate  student performance and visual art.

Expected outcomes for students include:

increased confidence in their artistic abilities as the results of their efforts are shared and celebrated. Another outcome would be further opportunities for student  works and performances to be shared with the school community.


Glastonbury East Hartford Magnet School

PLC: 013 - Differentiating Math to Meet all Learners

Audience: First Grade at GEHMS        

Coordinator: Christine Peach (cpeach@crec.org)

Session Location: GEHMS Room 110

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

develop, implement and share differentiated lessons and learning tasks to meet the needs of the students in our grade 1 classes.

As a result of this learning, teachers will be able to…

implement differentiated lessons and learning tasks designed to meet the needs of the individual learners in our classes.

Expected outcomes for students include:

Students will be able to meet their highest potential in math because we will be meeting individual students based on their mathematical and learning needs with the use of our knowledge of the curriculum as well as by finding additional resources and creating differentiated tasks/ lessons that are challenging and higher level thinking.


PLC: 014 - Connecting with Families

Audience: GEHMS PK teachers        

Coordinator: Jaime Jinks (jjinks@crec.org)

Session Location: GEHMS

Professional Learning Focus: Relationships - O

Teachers will work collaboratively to…

create a preschool home-school connection that are an extension of our classroom learning.

As a result of this learning, teachers will be able to…

communicate with families with individualized take home lessons reinforced throughout the classroom.

Expected outcomes for students include:

sharing and practicing their learning at home with members of their family. Parents will be encouraged to discuss and use questioning techniques with their preschooler for each activity provided.


PLC: 015 - GEHMS Communication Supports to Promote Equity

Audience: GEHMS Sped and Related Services Team        

Coordinator: Liz Grohs (egrohs@crec.org)

Session Location: GEHMS (room tbd)

Professional Learning Focus: Equity - F

Teachers will work collaboratively to…

design communication materials and visual supports for students that need additional support to access the curriculum and achieve success in the classroom.

As a result of this learning, teachers will be able to…

better support students with significant communication (and other) impairments and assist those students in achieving success.

Expected outcomes for students include:

being able to communicate their wants and needs appropriately and successfully, as well as transition to different activities and sites throughout the school day.


PLC: 016 - Literacy Planning using the Fountas and Pinnell Literacy Continuum

Audience: GEHMS Teachers        

Coordinator: Diane Marques (Dmarques@crec.org)

Session Location: GEHMS Room 208B

Professional Learning Focus: Instruction - I

Teachers will work collaboratively to…

use the Fountas and Pinnell Literacy Continuum to design differentiated lessons focusing on higher level questioning and opportunities for student discussion during interactive read aloud, shared reading and guided reading.

As a result of this learning, teachers will be able to…

design, implement and reflect on model literacy lessons collaboratively.

Expected outcomes for students include:

increased opportunities for student participation in discussions across the literacy block.


PLC: 017 - Differentiated instruction

Audience: Grade 2 math and literacy for GEHMS        

Coordinator: Jill Ryan (jiryan@crec.org)

Session Location: GEHMS room 210

Professional Learning Focus: Instruction - L

Teachers will work collaboratively to…

adjust current second grade units of study to adapt to students' needs and to make them more accessible to all of the students in the class.

As a result of this learning, teachers will be able to…

provide appropriate instruction to be able to meet the students where they are and build on prior knowledge while helping to foster confidence.

Expected outcomes for students include:

improved confidence and skill sets, improved behaviors in class, the fostering of independent work habits, improvement in fluency and comprehension as well as number sense.


PLC: 018 - Grade 4 interdisciplinary project based learning

Audience: Grade 4 GEHMS Teachers  and content specialists        

Coordinator: Michelle Garbart (mgarbart@crec.org)

Session Location: GEHMS room 203

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

design interdisciplinary projects that will tie in what we have been learning in reading, writing, math, social studies, and science.  Students will have the opportunity to engage in real world problem solving.

As a result of this learning, teachers will be able to…

implement interdisciplinary projects.

Expected outcomes for students include:

connecting learning across content areas through the vehicles of problem solving and critical thinking.  Students will work collaboratively in the completion of a project.


International Magnet School for Global Citizenship


PLC: 019 - Transdisciplinary Learning

Audience: IMS teachers PK-5; Essentialists        

Coordinator: Katy Twyman (ktwyman@crec.org)

Session Location: To Be Determined

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

plan engaging inquiry lessons that encourage transdisciplinary teaching and learning.

As a result of this learning, teachers will be able to…

1. Create high quality, thoughtful essential questions

2. Plan engaging inquiry tasks

3. Design authentic assessments

Expected outcomes for students include:

Units of inquiry and lessons plans that show transdisciplinary teaching and learning. This will be seen in the classroom environment and language of the teachers.


Reggio Magnet School of the Arts

PLC: 020 - small group instruction with focus on structured literacy

Audience: K-5, literacy, Reggio Magnet School teachers only        

Coordinator: mcarini@crec.org (mcarini@crec.org)

Session Location: Rm. 213, Reggio school

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

create small groups based on assessments from F&P, literacy profile cards and other assessments.

As a result of this learning, teachers will be able to…

create differentiated groups to guide student instruction.

Expected outcomes for students include:

increased academic performance on assessments and increased literacy levels.


PLC: 026 - Fundations, Second Step and Family Involvement

Audience: PK Teachers at Reggio        

Coordinator: Kristen Fruchtenicht (kfruchtenicht@crec.org)

Session Location: Room 164 at Reggio

Professional Learning Focus: Relationships - O

Teachers will work collaboratively to…

have a better understanding of Fundations and Second Step and work together to create family involvement using the curriculum stated above.

As a result of this learning, teachers will be able to…

implement Fundations and Second Step effectively.

Expected outcomes for students include:

letter/sound recognition and letter writing successfully though fundations; learn social emotional skills through implementation of Second Step


Montessori Magnet School


PLC: 022 - Special Education Instruction

Audience: Montessori special education teachers        

Coordinator: Lisa Bzowyckyj (lbzowyckyj@crec.org)

Session Location: MMS room 231

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

share student case studies in order to design coherent, effective instruction targeting students' goals and objectives using available resources.

As a result of this learning, teachers will be able to…

become familiar with specific resources to more effectively engage special education students and provide targeted instruction.

Expected outcomes for students include:

improving student achievement and engagement.


PLC: 023 - Aligning NGSS 4th grade Science with Montessori Instruction

Audience: Montessori Upper Elementary Teachers        

Coordinator: Nancy Rawn (nrawn@crec.org)

Session Location: Room 232, Montessori Magnest School,

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Strategically unpack the grade 4 NGSS lessons and work together to align them to our Montessori curriculum.

As a result of this learning, teachers will be able to…

Navigate the Google doc/online resources necessary to engage students in this learning and enhance the Montessori lessons that focus on similar concepts.

Expected outcomes for students include:

High level of engagement in NGSS lessons throughout the year and clearly documented steps to align NGSS lessons to Montessori


PLC: 027 - Montessori Language Materials

Audience: Primary & ELL Montessori teachers (and assistants) looking to create language materials that fit the needs and interests of the children in our classrooms.        

Coordinator: Lyndsey Russell (lrussell@crec.org)

Session Location: Montessori Magnet School room 162

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Design engaging and meaningful language lessons, to meet the needs and interests of our students.

As a result of this learning, teachers will be able to…

Implement new language and vocabulary lessons, and design new lessons as interests arise.

Expected outcomes for students include:

Increased vocabulary and reading comprehension.


Museum Academy


PLC: 025 - Designing Multidisciplinary Units

Audience: Museum Academy Teachers        

Coordinator: Rachel Khan (rkhan@crec.org)

Session Location: Museum Academy Room 266

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Design multidisciplinary unit plans to implement in the classroom.

As a result of this learning, teachers will be able to…

Implement the units they design in the classroom to provide students with an integrated and authentic approach to the curriculum.

Expected outcomes for students include:

Students will have a better understanding of the CCSS, NGSS, and social studies standards, and be able to make meaningful connections across subject areas.


University of Hartford Magnet School


PLC: 028 - Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them

Audience: Special and General Education Teachers at UHMS        

Coordinator: Melinda Dore Asensio (masensio@crec.org)

Session Location: UHMS, room to be determined

Professional Learning Focus: Equity - C

Teachers will work collaboratively to…

use a book study to better meet the needs of our students for whom challenging behavior impacts their learning.

As a result of this learning, teachers will be able to…

better understand and manage student behavior in a way that maximizes learning for all students in the classroom.

Expected outcomes for students include:

teachers and staff who manage behaviors in a way that keeps students with the peers and feel membership in the whole school community.


PLC: 031 - Science and Social Studies Integration

Audience: This is specific to kindergarten teachers at the University of Hartford Magnet School        

Coordinator: Stacey McCorison (smccorison@crec.org)

Session Location: UHMS Room 104

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Design lessons that will integrate both science and social studies into our new schedule. We will assess current materials and determine which ones will be used toward meeting lesson objectives in both science and social studies. Research and plan applicable field trips as well as family involvement.

As a result of this learning, teachers will be able to…

Teachers will have the tools necessary to meet current social studies and science curriculum objectives.

Expected outcomes for students include:

Students will be actively engaged in meaningful social studies and science activities and lessons.


PLC: 032 - Building Equity Audit at UHMS

Audience: This PLC is intended for staff at UHMS.        

Coordinator: Courtney Johnson (cojohnson@crec.org)

Session Location: UHMS- room TBD

Professional Learning Focus: Equity - A

Teachers will work collaboratively to…

Assess the current state of equity in our school according to the framework presented in Building Equity (Smith, Frey, Pumpian, & Fisher, 2017). We will examine and reflect on physical integration, social-emotional engagement, and evidence of / supports for students’ learning. PLC participants will present the results of the equity audit to the school equity committee.

As a result of this learning, teachers will be able to…

Modify instruction and professional practice to promote a more equitable school environment.

Expected outcomes for students include:

Students will be able to voice their perceptions of equity in our school through a student equity audit and, as a result of PLC data collection, analysis, and reflection, students should experience an improved school climate.


PLC: 036 - Speech and Language Skills in Multicultural Populations

Audience: UHMS Speech and Language Pathologists        

Coordinator: Julie Phillips (jphillips@crec.org)

Session Location: UHMS Speech Room

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

identify language differences vs language disorders in multicultural populations

As a result of this learning, teachers will be able to…

Speech Language Pathologist will be able to provide strategies to teachers and families when a language difference is present  as well as have greater awareness of the language differences in multicultural populations

Expected outcomes for students include:

an increase in receptive and expressive language skills


PLC: 037 - Professional Book Study-For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy)

Audience: UHMS Teachers        

Coordinator: Michele Johnson (mjohnson@crec.org)

Session Location: UHMS- Room 203

Professional Learning Focus: Equity - C

Teachers will work collaboratively to…

engage in professional discourse around embracing and respecting  each student’s culture.

As a result of this learning, teachers will be able to…

understand and use culturally relevant strategies to engage their students.

Expected outcomes for students include:

Students’ culture will not influence or limit their access to an academically challenging curriculum.  All students will be engaged in their learning  through use of culturally relevant  strategies.


Discovery Academy


PLC: 029 - Curriculum Modifications

Audience: Special Services Staff at Discovery Academy        

Coordinator: Maureen Jarry (mjarry@crec.org)

Session Location: Discovery Academy

Professional Learning Focus: Equity - C

Teachers will work collaboratively to…

develop plans and gather resources for highly impacted special education students across grade levels

As a result of this learning, teachers will be able to…

utilize students’ individualized education plans to create a scope and sequence that will help specific students to become more independent in the classroom and in the school wide setting

Expected outcomes for students include:

a set of individualized research and materials to create a differentiated curriculum appropriate to their unique learning styles / needs and also tailored to their grade level curriculum objectives


Greater Hartford Academy of the Arts High School


PLC: 030 - Arts throughout the Curriculum

Audience: This is designed to work within the GHAA math department, and other departments if desired, to create a better understanding of the curriculum through the use of different art platforms for students.        

Coordinator: Catherine Lee (clee@crec.org)

Session Location: Arts High A1087

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

create projects that infuse core content with different art platforms that are used throughout the afternoon classes (dance, visual arts, theater, musical theater, creative writing, music, and theater design and production)to create a deeper understanding of topics taught throughout the curriculum.

As a result of this learning, teachers will be able to…

have multiple projects to have students show understanding and mastery of topics learned throughout the curriculum as well as working with other teachers to collaborate across the curriculum.

Expected outcomes for students include:

having a better understanding of curriculum (i.e. math, science, Spanish, etc.) through their art.


Two Rivers Magnet Middle School


PLC: 034 - Using art in your classroom

Audience: TRMMS Staff        

Coordinator: Brittany Plummer (bplummer@crec.org)

Session Location: Two Rivers Middle, Art Room (204)

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

understand how to use art in the classroom as a way to engage students in learning, and as a way to get students to perform at a higher level of thinking.

As a result of this learning, teachers will be able to…

use art as a tool to create enthusiasm and tap into students thinking.

Expected outcomes for students include:

Students will be able to use art to connect with the lessons they are learning in their classrooms in an engaging way.


PLC: 035 - Creating Mindful Learners with Special Education Students

Audience: Two Rivers Middle School Sped Teachers        

Coordinator: Sarah Seals (sseals@crec.org)

Session Location: Two Rivers Middle

Professional Learning Focus: Equity - D

Teachers will work collaboratively to…

create learning modules for students to understand how they learn best.

As a result of this learning, teachers will be able to…

implement mindset lessons to their students..

Expected outcomes for students include:

understand how they learn best and applying the skills in the school and work setting.


ELEMENTARY                                                                                        


Preschool


PLC: 038 - DOTS Assessment for PK

Audience: PK Teachers        

Coordinator: Courtney Sugarman (csugarman@crec.org)

Session Location: To Be Determined

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

Learn about the DOTS method for collecting data.

As a result of this learning, teachers will be able to…

Implement this method of data collection in their classroom.

Expected outcomes for students include:

Enhanced student understanding of PK content across all domains as a result of more comprehensive teacher assessment, reflection, and planning.


PLC: 039 - Spotlight on Young Children: Social and Emotional Development

Audience: Pre-K Teachers        

Coordinator: Kelly Cleary (kcleary@crec.org)

Session Location: Museum Academy Room Number 163

Professional Learning Focus: Equity - B

Teachers will work collaboratively to…

Engage in a book study on the social and emotional development of young children.

As a result of this learning, teachers will be able to…

Better assess their students' social and emotional development.

Expected outcomes for students include:

recognizing social and emotional delays, planning activities to engage students and meet individual needs of all students in your classroom.


Kindergarten – Grade 5


PLC: 040 - NGSS Nearpod

Audience: Anyone who is switching over to the NGSS this year and would like to integrate technology and engage student learning through NEARPOD.        

Coordinator: Miranda Barilla (mbarilla@crec.org)

Session Location: Discovery Academy - Room 304

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Design engaging NEARPOD lessons through unpacking the new NGSS units.

As a result of this learning, teachers will be able to…

Engaging students in learning by creating tasks that require high level thinking through NEARPOD.

Expected outcomes for students include:

Student engaging in challenging tasks,  actively working on higher level questioning and collaborating with peers.


PLC: 042 - Computer Science in Elementary School

Audience: Computer Science/Technology Teachers; Library Media Specialists; K-5 classroom teachers        

Coordinator: Marjorie Bruch (mbruch@crec.org)

Session Location: TBD

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

design cohesive and consistent instructional practices for delivering computer science education to elementary school students.  Teachers will share their current practices and brainstorm new ideas for designing lessons and activities in computer science.  Additionally, teachers will evaluate resources, robots, and tools to provide students with hands-on experiences to develop computer science skills.  Finally, teachers will explore recent developments on state legislation about computer science, such as the adoption of CS standards in Connecticut.

This session is ideal for elementary computer science, technology, and makerspace teachers, along with Library Media Specialists, and classroom teachers who are interested in including computer science education in their classrooms.

As a result of this learning, teachers will be able to…

develop a solid understanding of the importance of computer science education in elementary school and provide opportunities for students to develop computer science skills.

Expected outcomes for students include:

increased opportunities and experiences in exploring computer science concepts at an early age.  Students will develop skills in critical thinking, problem solving, and computer programming.


PLC: 043 - NGSS Rollout

Audience: Elementary Teachers        

Coordinator: Mary Jean Yencho (myencho@crec.org)

Session Location: GEHMS 204

Professional Learning Focus: Instruction - H

Teachers will work collaboratively to…

gain a thorough understanding of the new NGSS curriculum and customize the lessons for our specific school and students.

As a result of this learning, teachers will be able to…

prepare to explicitly and competently teach each science unit.

Expected outcomes for students include:

participating and learning the NGSS units.


PLC: 044 - Innovation in the Elementary School Classroom: What School Could Be

Audience: K-5        

Coordinator: Nicholas Federici (nfederici@crec.org)

Session Location: Reggio Room 221

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Bring innovation into the classroom in real time through the use of the Innovation Playlist and the book "What School Could Be".  Teachers will discuss innovative classrooms and through the use of the Innovative Playlist, take small steps towards changing our classrooms. We will learn about an "aspiring vision of what teachers can accomplish ...in a world of dizzying technological change."

As a result of this learning, teachers will be able to…

Bring innovative teaching strategies and lessons into the classroom, and teach to the generation of students that are in front of them. Learn how to work side by side with students of the digital age, making sure these students are engaged and active participants in their learning.

Expected outcomes for students include:

Students will be engaged in learning through a new, innovative way of teaching. Students will feel more in control of their learning, a learning environment that is more familiar and interesting to them.


PLC: 045 - Intervention and Progress Monitoring

Audience: Reading        

Coordinator: Jaime Knowles (jknowles@crec.org)

Session Location: Discovery Academy Room 301

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

research, gather, and create materials for reading intervention groups and progress monitoring probes.

As a result of this learning, teachers will be able to…

align skills identified as a focus for intervention to the reading continuum.

Expected outcomes for students include:

an increase in timely student growth and reduction in the achievement gap.


PLC: 046 - Choose Love-Social Emotional Learning

Audience: The intended audience is for anyone PREK- to grade 5 who would like to enhance their Second step curriculum by integrating the Choose love program.  The lessons are scripted and are delivered in a sequential format that builds on the character pillars of        

Coordinator: Noelle Garneau

Jill Dunn (ngarneau@crec.org

jdunn@crec.org)

Session Location: Discovery Academy-TBD

Professional Learning Focus: Relationships - O

Teachers will work collaboratively to…

Enhance their understanding of grade level Choose Love lessons. Teachers will also work collaboratively to design materials and resources that can support students in this new learning.

As a result of this learning, teachers will be able to…

Effectively utilize the Choose Love program within their classroom.

Expected outcomes for students include:

As a result of integrating the Choose Love program, children will learn personal responsibility and the understanding that they always have a choice in how they respond. They realize they can choose to love themselves, and others, while regulating their emotions.


Grade Specific Kindergarten – Grade 5


PLC: 047 - Improving student engagement across content areas

Audience: Departmentalized content areas 4-5        

Coordinator: Melissa Miller (mmiller@crec.org)

Session Location: Reggio Magnet School Avon

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

improve student engagement in higher level thinking lessons and tasks. Teachers will discuss and research strategies that can be used in the classroom to increase student engagement.

As a result of this learning, teachers will be able to…

increase student engagement and motivation to participate in higher level thinking lessons and task in the classroom. Teachers will also be able to expand upon questioning techniques in order to improve student discourse.

Expected outcomes for students include:

increased participation, motivation, and confidence in order to foster independence and ultimately improve student performance in the classroom.


PLC: 048 - Integrating equity into reading instruction

Audience: Elementary Teachers (Grade 4)        

Coordinator: Shannon Hokans (shokans@crec.org)

Session Location: Aerospace Elementary

Professional Learning Focus: Equity - F

Teachers will work collaboratively to…

build a toolkit of culturally diverse materials that will allow for students to feel connected to the core curriculum.

As a result of this learning, teachers will be able to…

incorporate their learning toolkit into meaningful reading instruction.

Expected outcomes for students include:

feeling connected to their peers and building an understanding for cultures and becoming more worldly citizens.


PLC: 049 - Teaching Grand Conversations with use of Multicultural Literature

Audience: Grade One        

Coordinator: Aline Vincenzo (avincenzo@crec.org)

Session Location: Room 108 UHMS

Professional Learning Focus: Equity - G

Teachers will work collaboratively to…

use a variety of curricular materials and diverse children's literature which promote a use of broader cultural perspectives on the world.

As a result of this learning, teachers will be able to…

develop questioning and facilitate Grand Conversations with their students to celebrate topics of diversity and discuss universal issues of tolerance, acceptance, and living in harmony.

Expected outcomes for students include:

greater sense of community, respect toward others' differences, and understanding of what commonalities we all share.


PLC: 050 - Embedding NGSS objectives in reading, writing and Math

Audience: Kindergarten Classroom Teachers        

Coordinator: Lisa Cordova (lcordova@crec.org)

Session Location: GEHMS

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

create and implement lessons and learning tasks across the curriculum  which support the NGSS standards. Teachers will identify  texts to support NGSS standard, as well as ,reading and writing workshop objectives.

As a result of this learning, teachers will be able to…

integrate the kindergarten NGSS standards in reading, writing and math lessons. They will also be able to create challenging problem solving tasks to use in the kindergarten classroom to explore NGSS topics.

Expected outcomes for students include:

ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

 use tools and materials  provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.

plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.


PLC: 051 - Next Generation Science Standards

Audience: Lower Elementary Teachers Gr.1,2 & 3        

Coordinator: Foday Dumbuya (fdumbuya@crec.org)

Session Location: CREC Montessori Magnet School

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

The next generation science standards focus on three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard thereby helping students build a cohesive understanding of science over time. In support of these standards, we, the lower elementary teachers at CREC Montessori Magnet School want to use our Teachers’ Choice Time to align our Montessori Science Albums to the Next Generation Science Standards through discussions within our team.

As a result of this learning, teachers will be able to…

apply the knowledge and skills necessary to carry out their daily practice

Expected outcomes for students include:

Being able to apply what is learnt in a variety of content areas.


PLC: 052 - Phonological and Phonemic Awareness for the Early Childhood Classroom

Audience: Pre-k and Kindergarten teachers        

Coordinator: Jamie Vincenti (jvincenti@crec.org)

Session Location: Ana Grace

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

create whole and small group lessons as well as transitions and center activities to implement into the early childhood classroom. Teachers will use a variety of phonological and phonemic awareness resources to create materials to take back to their classrooms meeting the needs of their students.

As a result of this learning, teachers will be able to…

implement phonological and phonemic awareness into daily lessons and activities to help students become readers.

Expected outcomes for students include:

increased phonological and phonemic awareness skills such as rhyming, segmenting and blending, and sound isolation to prepare them to read in kindergarten and beyond.


SECONDARY                                                                                        


Math


PLC: 053 - Rich Mathematical Tasks

Audience: Secondary Math        

Coordinator: Michael Robbins & Deonta Jones (Wade) (mrobbins@crec.org)

Session Location: Arts Middle 2062

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

build rich mathematical tasks specific to their grade level curriculum based on criteria established in Jo Boaler's Mathematical Mindsets.

As a result of this learning, teachers will be able to…

implement more task-based learning in their classrooms using specific design strategies that are research-proven to enrich students' conceptual understanding and problem-solving abilities.

Expected outcomes for students include:

greater engagement and perseverance in academic tasks, greater resourcefulness and problem-solving ability, and increased conceptual understanding of grade-level concepts.


Science


PLC: 054 - Diving into the new NGSS Curriculum

Audience: 6-8 Science Teachers        

Coordinator: Anja Pennell (apennell@crec.org)

Session Location: Will vary between the schools

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Examine the new NGSS units and work on the learning sequences to better understand how to administer strong, coherent science instruction.  Teachers who have been trained in NGSX and have been a part of the CREC Consortium to write some of the units will also have the opportunity to work with teachers who are less familiar with the new curriculum, the learning sequences, and the instructional strategies.

As a result of this learning, teachers will be able to…

Fully understand the new science units and how to successfully implement them into their daily lessons.  Teachers will be able to walk away feeling confident that they are providing the best science instruction to their students and understanding how to deliver the lessons using the 5E instructional model.

Expected outcomes for students include:

Students will be exposed to a three dimensional level of instruction which includes real science and engineering practices built around science phenomena meant to explain the science content.  Students will also be provided with multiple learning opportunities and instructional strategies that allow them to demonstrate their understanding in multiple ways,


Social Studies


PLC: 055 - AAE AP Humanities

Audience: Humanities Teacher        

Coordinator: Elizabeth Sinesi (esinesi@crec.org)

Session Location: AAE High School Rm 342

Professional Learning Focus: Equity - C

Teachers will work collaboratively to…

Develop strategies designed to promote and provide access to AP-level curriculum for learners across ability levels.

As a result of this learning, teachers will be able to…

Plan instruction specific to desired outcomes. Share resources and successful strategies. Examine data to support student instruction.

Expected outcomes for students include:

Students with diverse abilities will be better able to access AP-level curriculum and make adequate progress towards success in AP-level classes.


English Language Arts


PLC: 057 - Blending Learning - Back to Basics

Audience: Middle School - Writing/Reading        

Coordinator: John Stinchon (jstinchon@crec.org)

Session Location: TRMMS Room 240

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

examine different approaches to blended learning to impacting teaching and learning to increase not only student achievement, but also student engagement.  The teachers that attend this session will examine their current practices and then through the lens of the Kish model, impact their own approach to teaching and learning.  

This session will also have a Mastery Connect approach so that teachers will have a better understanding on how to properly assess students, to use the Mastery Connect grading/assessment approach, and the blended learning philosophy to impact instruction to teach all students within the classroom.

As a result of this learning, teachers will be able to…

have a better understanding of the Kish approach to instruction.  This will help teachers use the four tiered system to increase engagement and properly use assessment to impact the instruction with an individual approach, while using strategy groupings to meet the needs of all students in the classroom.

Expected outcomes for students include:

that students will have a better grasp on subject based concepts; additionally, students will be more engaged and properly challenged using the four tiered approach.


Secondary – All Subjects/General


PLC: 058 - Visual Literacy:  Expanding Literacies, Extending Classrooms

Audience: 7-12 all subjects        

Coordinator: James Shivers (jshivers@crec.org)

Session Location: Arts High School

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Understand how to use visual literary skills to foster creative and critical growth for themselves and for students in their academic subjects. We will use multiple resources from The Yale Center of British Art's Summer Institute on Visual Literacy.

As a result of this learning, teachers will be able to…

Use Visual Literacy skills on a macro and micro level in the academic classroom for students at all levels.  Teachers will able to use visual literacy concepts as a source for planning lessons, designing units, and creating an engaging classroom atmosphere. Teachers will be able to show  how visual literacy is a practice that can be used to build confidence, critical awareness, reasoning, and language fluency (reading, writing, speaking) in students of all levels in all academic subjects.

Expected outcomes for students include:

Stronger observational skills, more engagement with subject matter, greater visual, linguistic, and emotional fluency and the ability to code and decode multimodal discourse inside and outside the classroom.


PLC: 059 - Enhancing Literacy Skills in the secondary classroom through Technology

Audience: All Literacy Teachers- Social Studies, Reading, Writing, Science        

Coordinator: Andria DeAngelis (adeangelis@crec.org)

Session Location: TBD

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Enhance student literacy skills through the use of technology across disciplines/literacy classrooms.

As a result of this learning, teachers will be able to…

Improve our ability to engage and differentiate for the wide range of student abilities in the literacy classroom. Teachers will additionally become familiar with new forms of technology and resources to use to improve instruction.

Expected outcomes for students include:

An increased used of technology on a regular basis in the literacy classroom

Differentiated literacy instruction using technology

Introduction to a variety of resources to enhance their learning


WORLD LANGUAGE                                                                                


PLC: 061 - A natural approach to language

Audience: Language teachers        

Coordinator: Elke Hernandez (ehernandez@crec.org)

Session Location: GHAA Bio Lab

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Identify new ways to increase communication in the target language in the classroom using total physical response, comprehensible input, stories, and student creativity.

As a result of this learning, teachers will be able to…

Conduct collaborative learning sessions with students in the target language where students create language and meaning in different forms

Expected outcomes for students include:

Increased communication, engagement and confidence.


PLC: 062 - Comprehensible Input: Collective Storytelling in the World Language Classroom

Audience: World Language        

Coordinator: Antillana del Valle (adelvalle@crec.org)

Session Location: AAE, Windsor, 241

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

read excerpts from books, articles, and blogs published by researchers and teachers that use comprehensible input and storytelling in the World Language classroom. This study builds upon Stephen Krashen’s theory of acquisition in which students can effectively use a language that they have acquired naturally within a given context of situated meaning. Teachers will explore different activities that can be used in the classroom, especially collective storytelling.

As a result of this learning, teachers will be able to…

understand how comprehensible input and storytelling work to engage more students and create a more inclusive environment. Teachers will be able to create, adjust, and/ or apply new activities, following these CI methods, that can be brought to their classroom this school year.

Expected outcomes for students include:

students to become more engaged and take on a central role in what they are learning in class. Students will also have a greater sense of community.


ART and MUSIC                                                                


PLC: 063 - Art/Music Teacher Collaborative

Audience: CREC Art and Music Teachers        

Coordinator: Wallis Johnson (wjohnson@crec.org)

Session Location: To Be Determined

Professional Learning Focus: Equity - A

Teachers will work collaboratively to…

Investigate the existence of institutional bias, privilege and racism as they impact the larger society, the CREC Magnet Schools district, specific CREC schools and individual classrooms. Teachers will reflect on their own classroom practices and district wide events including the two CREC music festivals.

As a result of this learning, teachers will be able to…

provide the necessary "building blocks" to ensure that all students are able to "reach" successful learning outcomes in their classroom and participate in the two music festivals.

Expected outcomes for students include:

more equitable learning environments that demonstrate teacher awareness of student interests and levels of understanding.


PLC: 066 - Teaching for Artistic Behavior (TAB)

Audience: Visual Arts Teachers        

Coordinator: Tara Harrison (tharrison@crec.org)

Session Location: Ana Grace Room 116

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

design choice-based lessons and assessments using the TAB approach. Teaching for Artistic Behavior (TAB) is a nationally recognized choice-based art education approach to teaching art developed at the Massachusetts College of Art and Design. Students are expected to do the work of artists, directing their own learning.

As a result of this learning, teachers will be able to…

implement the key components of a TAB classroom:  studio centers, teacher demonstrations and conferencing, peer coaching, student and teacher reflection.

Expected outcomes for students include:

coming up their own art problems to solve, designing their own projects, discussing and sharing ideas, reflecting and evaluating their work. Students will scaffold their own learning, sometimes going deeply into specific subjects or media. They’ll work at their own pace, following their own lines of inquiry, and develop skills as they need them.This will foster the 21st century skills of critical thinking, innovation and collaboration. This will also build our students’ confidence, focus, and perseverance. TAB supports multiple learning styles.


SPECIAL EDUCATION and RELATED SERVICES                                                        


PLC: 067 - Physical and Occupational therapy interventions, assessments, and best practice relevant to school access and participation.

Audience: District wide Occupational therapists and Physical therapists        

Coordinator: Molly Grabowski (mgrabowski@crec.org)

Session Location: To Be Determined

Professional Learning Focus: Instruction

Teachers will work collaboratively to…

review current evidence and practice for effective intervention within the school setting.

As a result of this learning, teachers will be able to…

demonstrate increased awareness and knowledge of current physical and occupational therapy assessments, interventions, and techniques as they apply to school based services.

Expected outcomes for students include:

increased carryover for improved outcomes, greater access within the school setting, improved participation for learning activities.


PLC: 068 - Elementary Social Work Book Study: Helping Behaviorally Challenging Students

Audience: Elementary School Social Workers        

Coordinator: Jill Soucy (jsoucy@crec.org)

Session Location: TBD

Professional Learning Focus: Relationships - Q

Teachers will work collaboratively to…

Conduct a book study using Ross Greene’s book, Lost and Found: Helping Behaviorally Challenging Students (and, While You’re At, All the Others).  As a group we will read through the book to gain insight into children who present with behavioral challenges.  In addition, we will learn about strategies to help all students learn in environments with behaviorally challenged students.  We will also explore any PD opportunities around behavioral difficulties.  Using the information from the book study, along with any PD opportunities, we will compile a powerpoint that can be presented to staff as part of professional development.

As a result of this learning, teachers will be able to…

Utilize effective techniques to address behavioral concerns in the classroom.

Expected outcomes for students include:

Stronger relationships with staff members.


PLC: 069 - Meeting the Needs of SPED students using Evidence Based Programs

Audience: Elementary Special Ed Teachers        

Coordinator: Julie Shive (jshive@crec.org)

Session Location: IMS Special Ed Office

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

Develop a deeper understanding of research-based intervention for students with special needs

As a result of this learning, teachers will be able to…

implement research-based programs with fidelity

Expected outcomes for students include:

progress towards IEP goals and objectives


PLC: 070 - After the PPT: Using assessment results to support all learners in the classroom

Audience: School Psychologists/Special Education Teachers        

Coordinator: Jerilyn Salvia-Santiago (jsalvia@crec.org)

Session Location: Discovery Academy

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

utilize assessment results to support teachers in designing coherent, appropriate instruction for all and meet the needs of students within the classroom

As a result of this learning, teachers will be able to…

Utilize assessment results to develop and design equitable supports to meet all needs in the classroom

Expected outcomes for students include:

Fair and equitable access to the classroom curriculum


PLC: 071 - Understanding Dyslexia Book Club

Audience: Special Education teachers/general education teachers/literacy teachers        

Coordinator: Amber McSparren (amcsparren@crec.org)

Session Location: Reggio - Room 215

Professional Learning Focus: Instruction - K

Teachers will work collaboratively to…

better understand SLD/Dyslexia and how to identify the disability in all learners through a book study while investigating screening tools, as well as possible instruction resources.

As a result of this learning, teachers will be able to…

better understand how to identify dyslexia, design progress monitoring tools and lessons to meet the needs of all students with reading problems.

Expected outcomes for students include:

the ability to be better able to access rich and rigorous text within their instructional level using strategies to overcome their challenges and understand their own strengths and weaknesses.


PLC: 079 - Collaborating to respond to the impact of stress and mental health needs in the classroom

Audience: Social Workers, Psychologists, Counselors        

Coordinator: Jen Capalbo (jcapalbo@crec.org)

Session Location: Reggio

Professional Learning Focus: Relationships - Q

Teachers will work collaboratively to…

explore the intersection of mental health, stress and the learning environment, with the goal of furthering our own professional understandings of the mental health needs of students and their families in order to provide appropriate interventions and referrals.  The group may also consider developing resources to share with their school teams to prepare for and respond to the effect of mental health needs in the school environment.  

As a result of this learning, teachers will be able to…

recognize and respond to the various mental health needs of students and families by taking initial steps to explore common resources to make available to the school community.

Expected outcomes for students include:

Students and their families may be provided with more consistent information regarding a variety of needs.


LIBRARY MEDIA SPECIALISTS                                                


PLC: 072 - Unpacking and Understanding the new National School Library Standards

Audience: CREC Library Media Specialists        

Coordinator: Cheryl Dowling (cdowling@crec.org)

Session Location: To Be Determined

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

understand and apply components of AASL's new national School Library Standards

As a result of this learning, teachers will be able to…

develop Library Media curriculum that is a) aligned to national standards and b) applicable and appropriate within the context of each individual school so that all students are given the tools to become creative, innovative thinkers and problem solvers.

Expected outcomes for students include:

1) increased student engagement in learning how to be thinkers and problem solvers.

2) emboldening students to inquire, explore and create throughout their school experiences.


BILINGUAL and ELL TEACHERS and TUTORS                                                


PLC: 073 - Equitable Access to Curriculum for Bilingual Education Students

Audience: Bilingual Education Teachers        

Coordinator: Marilyn (mtucker@crec.org.org)

Session Location: To Be Determined

Professional Learning Focus: Equity - C

Teachers will work collaboratively to…

identify, research and find solutions to challenges bilingual students encounter in the mainstream classroom.

As a result of this learning, teachers will be able to…

learn new strategies and develop a bank of resources to help bilingual students access the district's curriculum and to support classroom teachers.

Expected outcomes for students include:

Through the use of necessary supports and resources, bilingual students will be able to gain equity in accessing the district's curriculum and the opportunity to perform as their peers.


HEALTH and PHYSICAL EDUCATION                                                                


PLC: 075 - Physical Education and Health Instructional Strategies

Audience: All Physical Education and Health Education Teachers        

Coordinator: Karen Stowe (kstowe@crec.org)

Session Location: To Be Determined

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

research and share various instructional strategies to engage students in higher level thinking and in learning skills to increase fitness levels.

As a result of this learning, teachers will be able to…

engage students in thinking critically and differentiate for students with varying interests and degrees of fitness.

Expected outcomes for students include:

increased opportunities for higher level thinking and engagement among students.


GENERAL SESSIONS                                                                


PLC: 076 - Relationship bridge building with LGBTQ students and families

Audience: All educators and administrators        

Coordinator: Justin Bank (jbank@crec.org)

Session Location: TBD

Professional Learning Focus: Relationships - R

Teachers will work collaboratively to…

Read and discuss LGBT Youth in America's Schools by Sean Cahill and create workable solutions for our students and families.

As a result of this learning, teachers will be able to…

Formulate some action strategies for inclusion and equity for LGBTQ students and families in our CREC schools.

Expected outcomes for students include:

A more comprehensive understanding of LGBTQ students and families.  Formulation of a group strategy and suggestions to present to the CREC equity committee.


PLC: 077 - Survey Your School for Field Study/Citizen Scientist Possibilities

Audience: Designed for any teacher at any school that would like a team of naturalists to join them in surveying their campus habitats for possible field studies and citizen science opportunities.        

Coordinator: Edmund Smith (esmith@crec.org)

Session Location: To Be Determined via Teacher Requests

Professional Learning Focus: Instruction - J

Teachers will work collaboratively to…

Survey their school habitats to identify plant and animal communities, the geology and  hydrology parameters of their campus - in an effort to create field study lesson and citizen science opportunities for CREC students whether they be in a rural, suburban or urban community.

As a result of this learning, teachers will be able to…

Begin to formulate lesson plans that will highly engage students by investigating biotic and abiotic aspects of their outdoors campus.

Expected outcomes for students include:

More knowledge of their neighborhood school ecosystems and engagement in various citizen science projects.


PLC: 078 - Professional Book Study: Culturally Responsive Teaching and the Brain

Audience: K-12 teachers        

Coordinator: Casey Schneider (cschneider@crec.org)

Session Location: 1st session - TRMMS; Subsequent session - TBD

Professional Learning Focus: Equity - B

Teachers will work collaboratively to…

engage in a professional discussion around culturally responsive teaching and its impact on the brain.

As a result of this learning, teachers will be able to…

incorporate culturally responsive teaching techniques into their classroom practices in order to improve the learning capacity of diverse students.

Expected outcomes for students include:

moving students toward more independent learning by building their educational resilience and academic mindset.