South Orangetown Central School District�Professional Development Catalog
Summer/Fall
2019
Table of Contents
�District Leadership Teams (Extended Leadership, ELA, Math, SS, Science, Technology, RTI, PPS
Professional Development and Curriculum Council Committees
New Teacher Workshop
InstructionaL Technology
Professional Development Policy / Contract Information
Leadership Team Meetings 2019-2020
Extended Leadership | ELA | Math | Science | Social Studies | RTI | Technology |
October 10 3:45 pm SOMS Library | October 25 | September 25 Full Day Instructional Rounds | November 7 Full Day Instructional Rounds | October 11 | November 13 | November 22 TZHS Room 317 |
January 16 3:45 pm TZHS Library | January 7 Full Day Instructional Rounds | February 5 | February 13 | December 3 Full Day Instructional Rounds | February 25 | January 31 TZHS Room 317 |
April 23 3:45 pm SOMS Library | March 12 | April 29 | April 23 | March 5 | March 11 | April 3 TZHS Room 317 |
| | | | | | |
Meetings will be held in SOMS, Room 309 from 8:30 - 11:30 unless otherwise specified on the invitation/email. Teachers will have the option of working in content area teams or teaching for the afternoons.
Professional Development and Curriculum Council Meetings (2019-2020)
Professional Development Committee Meetings | November 19, 2019 January 28, 2020 April 28, 2020 |
Curriculum Council Meetings | December 4, 2019 March 4, 2020 May 13, 2020 |
All meetings will be held from 4:00 - 5:00 p.m. - Room 309 | |
ELA and Math Workshop Methodology for New Teachers
Date: July 23rd
Time: 9:00-3:00 PM
Sessions will be held in SOMS at the Curriculum and Instruction Office
In this session the Math and ELA instructional coaches will provide an overview of the workshop model, online supports, standards, timelines, and grade specific strategies for teachers new to the district.
New Elementary Teacher Workshop: ELA and Math
We Got This. by Cornelius Minor
8 weeks
Dates: October: 15, 22 and 29
November: 12, 19, and 26
December: 3 and 10
Tuesdays from 4:00 to 5:00
Sessions will rotate from WOS to CLE weekly
Description:
In We Got This Cornelius Minor describes how this conversation moved him toward realizing that listening to children is one of the most powerful things a teacher can do. By listening carefully, Cornelius discovered something that kids find themselves having to communicate far too often. That “my lessons were not, at all, linked to that student’s reality.”
While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. What we hear can spark action that allows us to make powerful moves toward equity by broadening access to learning for all children. A lone teacher can’t eliminate inequity, but Cornelius demonstrates that a lone teacher can confront the scholastic manifestations of racism, sexism, ableism and classism by showing:
“We cannot guarantee outcomes, but we can guarantee access” Cornelius writes. “We can ensure that everyone gets a shot. In this book we get to do that. Together. Consider this book a manual for how to begin that brilliantly messy work. We got this.”
The book will be provided.
ELA Book Club (Elementary)
ELA 3-6
Up The Ladder: Accessing Grades 3-6 Units of Study
Date: October 24th
Time: 4-5:45 PM
Cottage Lane Conference Room
We will explore different ways to implement Up The Ladder within
writing workshop through videos, reviewing the kits, and creating small group lesson ideas.
These units offer great lessons to:
· give less experienced writers intense writing practice within a short time frame
· teach foundation primary-grade strategies through content, topics, and mentor texts that are appropriate for grades 3–6
· includes concise, accessible student checklists and guidelines for daily assessment
· introduce the workshop framework and writing process
· tips and strategies for classroom management
· engage young people in work that is demanding yet attainable ensure that students make rapid and dramatic progress toward grade-level writing work
The books will be provided.
English Sessions (Secondary)
Incorporating Choice and Project-Based Learning Opportunities in New/Existing Curriculum
10:30 - 11:30 a.m.
Location: TZHS Coaches Office
Dates: Fridays in mid November through December
Come learn how to incorporate choice and project-based learning opportunities into new and/or existing curriculum. Whether you want total immersion into PBLs or are just beginning to explore choice in the classroom, these sessions will be tailored to each participant’s needs.
Science Sessions (Elementary K-2)
Grades K-2
Implementing Science Centers in your classroom
3:45-4:45 PM
Location: WOS Library
Date: September 25th
Come and learn how to take the strategies we’ve worked on in the science lab into your very own classroom.
Science Sessions (Elementary 3-5)
Fourth Grade
New “Processes that Shape the Earth” Unit Preview
3:45-4:45 PM
Location: CLE Teachers Room
Date: November 20th
Come preview 4th Grade’s new unit. Participate in the activities before having to teach them. Learn new strategies to allow students to stretch their thinking.
Fifth Grade
Preview the new Matter unit
3:45-4:45 PM
Location: CLE Teachers Room
Date: February 12th
Come preview 5th Grade’s new unit. Participate in the activities before having to teach them. Learn new strategies to allow students to stretch their thinking.
Science Sessions (Secondary)
Argument Driven Inquiry
3:10-4:10 PM
Location: SOMS Coaches Office
Date: October 16th
Come learn how to implement Argument Driven Inquiry lessons into your current curriculum. There will be examples of lessons for each grade level (6-8).
Argument Driven Engineering
3:10-4:10 PM
Location: SOMS Coaches Office
Date: November 13th
Come learn how to implement Argument Driven Engineering lessons into your current curriculum. There will be examples of lessons for each grade level (6-8).
Science Sessions (Secondary)
Putting the Practices and Cross Cutting Concepts to Work: Creating Lessons and Activities Aligned with the New York State Science Learning Standards (NYSSLS)
Time: 3:10-4:10 pm
Location: TZHS, C-8
Facilitator: Brian Newburger
Social Studies (Elementary)
Second Grade
Unpacking the Next Generation Standards: Next Steps
3:45-4:45 PM
Location: WOS Room 61
Wednesday, October 2nd
Explore ways to design and implement PBL’s for new units.
Fourth Grade
Unpacking the Next Generation Standards: Next Steps
3:45-4:45 PM
Location: CLE Teachers Room
Tuesday October 8th
Explore ways to design and implement PBL’s for new units.
Fifth Grade
Unpacking the Next Generation Standards: Next Steps
3:45-4:45 PM
Location: CLE Teachers Room
Thursday, October 10th
Explore ways to implement the three new PBL’s for the 2019-2020 school year..
Math (Secondary)
TI-Nspire CX for Beginners/Intermediate
Explore math and mathematics instruction with the TI-Nspire CX. Participants will experience the TI-Nspire and will also work on incorporating the handheld technology into their math lessons. If time permits, participants will learn how explore the teacher software and the handheld adapters to integrate online resources for notes, homework, assessments, and end of year review for the Regents exams.
SOMS Math Teachers
TIme: Common Planning/Team Meetings
Location: Teacher Classroom
Facilitator: Marisa Premus
Dates: November 13, 19, 21
TZHS Math Teachers
TIme: Common Planning/Team Meetings
Location: Teacher Classroom
Facilitator: Marisa Premus
Dates: November 15, 20, 22
Instructional Technology Sessions
New Teachers: Setting up your Web Presence with Word Press (Elementary, WOS/CLE)
Grades K-5
Times:
Session 1: July 2, 2019 9:00AM - 12:00PM
Session 2: July 9, 2019 9:00AM - 12:00PM
Description:
Welcome to the district! Come learn about setting up your web presence and start the year off with strong communication to with your students and parents!
Mini-Grants
Purpose: Provide teachers with the opportunity to develop instructional programs and to initiate creative and innovative ways to enhance current curriculum and instructional practices. Mini-grants are not designed to provide ordering classroom supplies or classroom libraries. Mini-grant are for “out of the box” innovation.
Mini-Grant Proposal Process:
Awards:
Submit Applications by: | PDC Approval by: | Submit Typed Requisition for Supplies by: | Complete Grant & Submit Summary Form by: | Submit Time Sheets by: |
10/18/19 | 11/15/19 | 11/29/29 | 2/14/20 | 2/14/20
|
Mini-grants continued
Criteria for selecting winning mini grants:
· Each segment of the application form should be completed in full.
· The proposed project should have the potential for replication by other staff at the same and other grade levels.
· The proposal must include a plan for how the grant will be shared with other staff. The person who receives the grant must
setup a communication plan with their building administrator.
· The applicant(s) must be willing to present the project to the Board and share information to District-wide staff at appropriate
levels, pre-K through 12.
· Applications will describe monitoring measurements and/or evaluation procedures, which will be used to document the
outcomes.
· Each application must be for a new grant.
· Collaboration grants across building or grades are a priority.
· Only one grant per year will be awarded to the same teacher unless mini-grant money is still available within a fiscal year and
the PDC approves.
We look forward to the receipt of many innovative projects and encourage all to use this program, which the Board has established as a way to foster innovation, creativity, and to support the excellent work of our staff.
You can apply for a grant in MLP by clicking the link below:
https://www.mylearningplan.com/Forms.Asp?F=63942&I=0&M=E
Teachers College
June Writing Institute
Monday, June 17 - Friday, June 21, 2019
The Writing Institute is designed for educators, classroom teachers, school administrators, and curriculum specialists who are committed to turning classrooms into richly literate reading and writing workshops.
During this five-day institute, small and large group sections will tackle, headfirst, the following topics and much more: the central role of curriculum development and planning in the teaching of writing, units of study in writing workshop, helping students write well about reading, genre studies in reading and writing memoir, poetry and short fiction, the importance of assessment-based instruction, methods of holding our students accountable for doing their best work, using literature to help students craft their writing, and classroom structures that support inquiry and collaboration.
June Reading Institute
Monday, June 24 - Friday, June 28, 2019
The Reading Institute is designed for educators, classroom teachers, school administrators, and curriculum specialists who are committed to turning classrooms into richly literate reading and writing workshops.
During this five-day institute, small and large group sections will tackle, headfirst, the following topics and much more: the central role of curriculum development and planning in the teaching of reading, units of study in reading workshop, comprehension strategy instruction, the importance of assessment-based instruction, the role of the read-aloud book, methods of holding our students accountable for doing their best work, helping students grow ideas about literature, and classroom structures that support inquiry and collaboration.
Teachers College
August Writing Institute
Monday, August 5 - Friday, August 9, 2019
The Writing Institute is designed for educators, classroom teachers, school administrators, and curriculum specialists who are committed to turning classrooms into richly literate reading and writing workshops.
During this five-day institute, small and large group sections will tackle, headfirst, the following topics and much more: the central role of curriculum development and planning in the teaching of writing, units of study in writing workshop, helping students write well about reading, genre studies in reading and writing memoir, poetry and short fiction, the importance of assessment-based instruction, methods of holding our students accountable for doing their best work, using literature to help students craft their writing, and classroom structures that support inquiry and collaboration.
August Reading Institute
Monday, August 12 - Friday, August 16, 2019
The Reading Institute is designed for educators, classroom teachers, school administrators, and curriculum specialists who are committed to turning classrooms into richly literate reading and writing workshops.
During this five-day institute, small and large group sections will tackle, headfirst, the following topics and much more: the central role of curriculum development and planning in the teaching of reading, units of study in reading workshop, comprehension strategy instruction, the importance of assessment-based instruction, the role of the read-aloud book, methods of holding our students accountable for doing their best work, helping students grow ideas about literature, and classroom structures that support inquiry and collaboration.
IDE Summer Workshop
Dates: July 1, July 2, July 3, July 8, July 9, July 10.
Time: 8:30 - 3:00 p.m.
Location: TZHS Library
This six-day workshop is designed to support you in designing or improving your Learner-Active, Technology-Infused Classrooms (LATIC). This workshop series will be designed for teachers with experience with IDE and for teachers interested in learning about the basic principles of the LATI classroom and problem-based learning. Our goal is to increase student responsibility for learning, connect content to students solving real-world problems, and to ensure that all our students are developing a growth mindset to achieve at their highest potential.
EdQuiddity VLC Courses
September 17-October 21ll-day
EdQuiddity VLC - Designing Problem Based Authentic Learning Units
Explore the power of problem-based learning in the classroom. Design a problem-based task, a rubric to drive instruction, and a scaffold of rich and diverse learning activities to implement with your students.
Syllabus:
1. Understanding how “Raising Academic Rigor,” “Engaging Students in Learning,” and “Building Student Responsibility for Learning” go hand-in-hand
2. Developing authentic, open-ended, problem-based tasks that create a felt-need to learn (expectations adjusted if the participant has taken the introductory course)
3. Designing analytic rubrics to offer clearly articulated expectations, a roadmap for all learners, and challenges for gifted learners
4. Designing a scaffold for learning to develop differentiated learning and practice activities
5. Developing one or more other structures to support the unit, e.g.:
o Formative Assessments to drive instructional planning
o Facilitation Questions to probe students’ thinking at higher cognitive levels
o Facilitation Grid to manage your ongoing student facilitation
EdQuiddity VLC Courses
September 17-October 21all
EdQuiddity VLC - New Teacher Seminar - Key Topic in Creating a Student Driven Classroom
Creating a learner-centered classroom requires teachers to design opportunities for students to actively engage in their learning and maximize their potential. Designing differentiated learning activities, facilitating those learning activities with meaningful questioning, using a variety of formative assessment strategies and student reflections, and leveraging strategies to build students’ executive function skills all lead to putting students at the center of their educational process. Craft a plan for positioning your students to be active participants in the learning process as you design a classroom learning environment that engages and empowers students, building a greater sense of efficacy for them and for you as their teacher.
Syllabus
1. Exploring opportunities to know and understand your students
2. Designing differentiated learning activities for engaging different types of learners
3. Developing meaningful questions to promote learning through teacher facilitation
4. Designing formative assessments for teacher use and for student self-assessment
5. Exploring basic strategies for building executive function in your students
EdQuiddity VLC Courses
September 17-October 21all-day
EdQuiddity VLC - Social and Emotional Learning in the Student-Driven Classroom
Social and emotional learning (SEL) plays a major role in one’s success in life and career. Being in touch with emotions, controlling them, setting and achieving goals, engaging with others in socially appropriate ways, demonstrating empathy toward others, establishing positive relationships, and taking responsibility in life are critical skills that are not necessarily included in school curricula. They are skills that are fostered every day in student-driven learning environments like the Learner-Active, Technology-Infused Classroom. Develop structures and strategies you can employ to build SEL in your classroom or school.
Syllabus
1. Developing an understanding of the core competencies of SEL as defined by CASEL.
2. Developing an understanding of the interplay among problem-based learning, structures, and teacher facilitation in a student-driven classroom.
3. Exploring how each of the core competencies of SEL are addressed through the goals of engagement, empowerment, and efficacy in a student-driven classroom.
4. Developing a set of structures for building SEL in a student-driven classroom.
5. Developing a repertoire of teacher facilitation strategies for building SEL in a student-driven classroom.
6. Developing learning activities that promote SEL in a student-driven classroom.
EdQuiddity VLC Courses
October 8 - November 11
EdQuiddity VLC Course - Getting Started with Executive Function in Your Classroom
Description
Executive function is critical to all students’ academic achievement; and we now know it can be developed and accelerated. Enhance your academic lesson plans by fostering the six key aspects of executive function, intentionally building critical achievement prerequisites in students.
Syllabus
EdQuiddity VLC Courses
October 8 - November 11
EdQuiddity VLC Course - Building Student Responsibility for Learning
Description
Explore a variety of classroom structures and strategies you can employ to help students take greater responsibility for their own learning, including self-assessment, goal-setting, self-regulation, learning choices, and reporting. Design a student responsibility plan that will work in your classroom.
Syllabus
Understanding how student responsibility impacts student achievement
Designing structures and strategies to build student responsibility in the classroom
Using a Great Student Rubric
Teaching students to self assess, set goals, and monitor progress
Building executive function skills that promote responsibility
Exploring the Learner-Active, Technology-Infused Classroom
EdQuiddity VLC Courses
October 8 - November 11
EdQuiddity VLC Course - Building Student Responsibility for Learning
Description
Explore a variety of classroom structures and strategies you can employ to help students take greater responsibility for their own learning, including self-assessment, goal-setting, self-regulation, learning choices, and reporting. Design a student responsibility plan that will work in your classroom.
Syllabus
Understanding how student responsibility impacts student achievement
Designing structures and strategies to build student responsibility in the classroom
Using a Great Student Rubric
Teaching students to self assess, set goals, and monitor progress
Building executive function skills that promote responsibility
Exploring the Learner-Active, Technology-Infused Classroom
SOCSD Professional Development Policy
Upon completion of a district in-service course, attendance will be verified by the Curriculum office and sent to the Office of Human Resources.
The Office of Human Resources will verify participants’ hours and verify if teacher requested salary credit or a stipend.
The Office of Human Resources HR will send stipend info to payroll upon verification of payment options.
Procedure to Process For Stipend or Salary Credit
In-Service Completion Requirements and Timeline
According to the collective bargaining agreement between the South Orangetown Central School District and the Educational Association of South Orangetown (EASO), Article XIX, C. states:
“The Board will offer a minimum of two (2) in-service courses during each of the years covered by this Agreement. One course is to be offered each semester.”
Article XIX, D, 6, states:
“In-service credit will be granted as follows:
.25 credit for four hours of attendance
.50 credit for 8 hours of attendance
1.0 full credit for fifteen (15) hours of
attendance
2.0 full credits for thirty (30) hours of
attendance
Proportionate credit will be granted for hours of attendance not specified above.”
Face Time and On-Line Courses may be completed in a hybrid format. All work must be submitted and approved by the instructor for hours, credit, or payment.