| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | |
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1 | G Suite - Google Slides | Google Slides | We’ll show you how to create engaging and visually appealing Google Slide presentations using text, images, animations, and links. We’ll also discuss how to share, collaborate, and publish your Slides. Finally, we’ll cover some best practices for presentation creation, and share ideas for using Google Slides across all grade levels! | 6/30/2020 | 12:00-1:30 | 1.5 hrs | 1. Sheilvina Knight 2. Jessica Crichlow | OTIS | ||||||||||||||||||||||
2 | Begin Again: James Baldwin's America and its Urgent Lessons for Our Own | https://www.eventbrite.com/e/begin-again-james-baldwins-america-and-its-urgent-lessons-for-our-own-tickets-109985064288?aff=ebdssbonlinebrowse | James Baldwin grew disillusioned by the failure of the civil rights movement to force America to confront its lies about race. In our own moment, when that confrontation feels more urgently needed than ever, what can we learn from his struggle? We live, according to Eddie S. Glaude Jr., in a moment when the struggles of Black Lives Matter and the attempt to achieve a new America have been challenged by the election of Donald Trump, a president whose victory represents yet another failure of America to face the lies it tells itself about race. From Charlottesville to the policies of child separation at the border, his administration turned its back on the promise of Obama's presidency and refused to embrace a vision of the country shorn of the insidious belief that white people matter more than others. | 07/01/2020 | 4:00pm-5:30pm | 1.5 | 1. Pierre Clark. 2. Laura Schook 3. Emma DeGuzman 4. Jessica Beeman. 5. Philip Brannan | |||||||||||||||||||||||
3 | Making Math Culturally Relevant through Experiential Learning (Grades 10–12) | https://nctm.zoom.us/webinar/register/WN_wx_jgehuTw6Na02RqQzpnQ | Culturally relevant teaching is important, but it can seem like an impossible task to do it well. Often the missing ingredient in the classroom is student choice. Allowing students to develop their own projects gives them a space that honors who they are as individuals, helping them to form and develop their mathematical identities. | 07/01/2020 | 4:00 - | 1.5 | NTCM | |||||||||||||||||||||||
4 | Supporting ELs through Mathematical Inquiry and the Discursive Assessment Protocol (Grades 6–8) | https://nctm.zoom.us/webinar/register/WN_XHuloNSZQaGZ17o-PvXBGw | A research-based protocol will be shared in this session that is specifically designed to support the mathematical learning of English Learners. The "Discursive Assessment Protocol" (DAP) supports equitable mathematical learning of ELs, while providing teachers with a useful tool aligned with best practices and the CCSS-M Mathematical Practices. | 07/07/2020 | 4:00 - | 1.5 | NTCM | |||||||||||||||||||||||
5 | California History and Social-Science Project, Local History of Racism, Session 1 | https://berkeley.zoom.us/meeting/register/tJwvdu6qqjMiE9XqHFCDCSEW9Zb8gP_0o_Xa | Registration required. Session 1 (7/8): How have other communities in California explored their past and determined steps of reparation? | 07/08/2020 | 1:00-2:30 | 1.5 hrs | Berkeley U | |||||||||||||||||||||||
6 | Supporting School Re-Entry with SEL | http://go.cfchildren.org/WBN-2020-07-08SSSummerResources_LP-Registration-Page.html | This webinar will provide the latest updates on Second Step® and other social-emotional learning (SEL) resources available from Committee for Children. These resources include materials educators can use with families and materials families can use directly. We encourage you to share your experiences and let us know what else we can do to support you as you support your students through this crisis. | 7/8/2020 | 11:00 - 12:00 | 1 hr | Committee for Children | |||||||||||||||||||||||
7 | Translanguaging to Persevere: Exploring Latinx Bilingual Students’ Collective Problem-solving (Grades 8–10) | https://nctm.zoom.us/meeting/register/tJwkc--ppzsvGtG3ZHlbGYze3gzmlRJL_gRj | This workshop explores the collaborative efforts of Latinx students drawing on their bilingualism to make meaning of mathematics. Through shared vignettes, student artifacts, and mathematical activity, we engage participants in analysis and discussion to inform ways of leveraging translanguaging to persevere in mathematics classrooms. | 07/08/2020 | 4:00 | 1.5 | 1. Jessica Beeman 2. Jessica Crichlow | NCTM | ||||||||||||||||||||||
8 | Humanizing Online Mathematics Teaching: Possibilities and Resistance (General Interest) | https://nctm.zoom.us/webinar/register/WN_oCsbZnOOSJavws2-EEakCg | This webinar explores building beloved classroom community, fostering equitable participation, engaging students in collaborative group work, connecting mathematics to students’ lives and the world we are in, and centering trauma-informed and healing-centered practices in the online classroom. We will also explore resisting oppressive and inequitable aspects of shifts to distance learning. | 07/09/2020 | 4:00 PM | 1.5 | 1. Jessica Beeman | NCTM | ||||||||||||||||||||||
9 | Trauma-Sensitive Practices During the COVID-19 Pandemic | http://go.cfchildren.org/WBN-2020-07-09Trauma-Sensitive_LP-Registration-Page.html | Every classroom has students who have experienced trauma from Adverse Childhood Experiences (ACEs). ACEs can shake students’ sense of safety. The COVID-19 threat has the possibility of intensifying a sense of distress for all students, but may particularly impact students who have experienced trauma. During school closures, how can schools provide the safety and support that students need to learn and thrive? How can teachers, while distanced from their students, create positive childhood experiences to mitigate the impact of the pandemic? This webinar addresses how teachers and schools can integrate foundational trauma-sensitive practices into their online teaching plan and their interactions with students. | 07/09/2020 | 11:00-12:00 | 1 hr | 1. Jessica Goldberg. 2. Ashante Smith 3. Alyssa Pappas 4. Emma DeGuzman 5. Jessica Beeman 6. Philip Brannan 7. Chloe McLeod | Committee for Children | ||||||||||||||||||||||
10 | California History and Social-Science Project, Local History of Racism, Session 2 | https://berkeley.zoom.us/meeting/register/tJwvdu6qqjMiE9XqHFCDCSEW9Zb8gP_0o_Xa | Registration required. Session 2 (7/10): How can Iearn about the history of race and racism in my community? | 07/10/2020 | 1:00-2:30 | 1.5 hrs | Berkeley U | |||||||||||||||||||||||
11 | California History and Social-Science Project, Intro to Ethnic Studies, Session 1 | https://berkeley.zoom.us/meeting/register/tJMlcOCrrD0pH9OsiVgzinmXpnvPRN_Nb98u | Registration required. This series of workshops will support K-12 teachers in bringing an Ethnic Studies course to their school communities. The ways in which Ethnic Studies can support a wide variety of classroom contexts will be analyzed and developing a course inquiry relevant to the school community will also be discussed. Session 1 (7/13) of this workshop will ask participants to consider different visions for bringing Ethnic Studies to K-12 classrooms. Educators will also be challenged to develop guiding principles for Ethnic Studies instruction at their school site, and to explore how intersecting forms of identity informs creating content for the course. The role that the larger school community plays in creating an Ethnic Studies course will also be discussed. | 07/13/2020 | 10:00 -11:30 | 1.5 hrs | 1. Emma DeGuzman | Berkeley U | ||||||||||||||||||||||
12 | Hands Down, Speak Out: Exploring the Crossover between Math and Literacy Talk (PK–Grade 2) | https://nctm.zoom.us/webinar/register/WN_h3wXUNGxTSymgGaB-TMVsA | Come learn about Hands-Down Conversations, a structure for dialogue in which students take the lead, building agency and understandings as mathematicians and readers. We'll dig into strategies for engaging in argumentation and explore the crossover between the content areas. | 07/13/2020 | 4:00 PM | 1.5 | 1. Kim MIller | NCTM | ||||||||||||||||||||||
13 | Online with Intention: Distance Learning Guided by Access to Action, Creative Expression, and Shared Experience SOLDOUT | https://summerlearningacademy.iste.org/sites/summerlearningacademy/files/pdfs/ISTE_SLA_Calendar_2020.pdf | 07/13/2020 | 3:00 PM | 1.5 | 1. Jessica Beeman 2. Philip Brannan | ISTE - Presenter: Jennifer Williams | |||||||||||||||||||||||
14 | RAZ Kids | Using RAZ Kids in K-5 Classroom | ***Please note that the password for this training is pd*** | 7/13/2020 | 7:00 am- 8:00 am | 1 hrs | 1. Sheilvina Knight 2. Leslie Epstein 3. Chloe McLeod | OTIS for Educators | ||||||||||||||||||||||
15 | California History and Social-Science Project, Intro to Ethnic Studies, Session 2 | https://berkeley.zoom.us/meeting/register/tJMlcOCrrD0pH9OsiVgzinmXpnvPRN_Nb98u | Registration required. This series of workshops will support K-12 teachers in bringing an Ethnic Studies course to their school communities. The ways in which Ethnic Studies can support a wide variety of classroom contexts will be analyzed and developing a course inquiry relevant to the school community will also be discussed. Session 1A (7/14) will provide support to K-12 teachers looking to incorporate Ethnic Studies concepts into existing social science courses. Ideas central to the discipline of Ethnic Studies will be named, and strategies for introducing those concepts into the framework of different courses will be discussed. Developing an approach to reconstructing an existing course around Ethnic Studies concepts will also be examined. | 7/14/2020 | 10:00 -11:30 | 1.5 hrs | 1. Emma DeGuzman 2. Ashante Smith | Berkeley U | ||||||||||||||||||||||
16 | California History and Social-Science Project, Intro to Ethnic Studies, Session 3 | https://berkeley.zoom.us/meeting/register/tJMlcOCrrD0pH9OsiVgzinmXpnvPRN_Nb98u | Registration required. This series of workshops will support K-12 teachers in bringing an Ethnic Studies course to their school communities. The ways in which Ethnic Studies can support a wide variety of classroom contexts will be analyzed and developing a course inquiry relevant to the school community will also be discussed. Session 2 (7/15) will begin the work of constructing an Ethnic Studies course by considering which concepts within the discipline are most relevant to individual school communities. The themes for this course will be developed through examination of those concepts, and the work of constructing a course inquiry question will begin. | 7/15/2020 | 10:00 -11:30 | 1.5 hrs | 1. Ashante Smith | Berkeley U | ||||||||||||||||||||||
17 | Closing the Chasm on the Digital Divide - for couselors REGISTRATION REQUIRED | https://pages2.act.org/digital-divide.html?cid=email:marketo:digital-divide-&-covid-19-k12-b2b:dc_1610-internal-organic-063020-mr016171-button&utm_medium=email&utm_source=marketo&utm_campaign=digital-divide-&-covid-19-k12-b2b&utm_content=dc_1610-internal-organic-063020-mr016171-button | The chasm of the Digital Divide has been magnified by the COVID-19 pandemic. Students, families, and educators continue to experience great needs in access to devices and connectivity. Join industry and education experts as we delve into the complexities of the Digital Divide to address inequalities while providing insights, opportunities, and emerging solutions and best practices that can be employed to address the critical digital access our students need to succeed in education and beyond. | 07/15/2020 | 1:00 - 2:00 | 1 hr | ACT | |||||||||||||||||||||||
18 | Synchronous and Asynchronous Learning Webinar | Synchronous and Asynchronous Learning | REGISTRATION REQUIRED! This school year, you’ll likely be called upon to employ both synchronous and asynchronous methods to continue education for students. With many teachers preparing for limited face-to-face time with students, we’ll discuss how to make the most of instructional time in a variety of settings--covering both remote and in-person scenarios. Please join us for an evening of learning, where we’ll discuss how to leverage synchronous and asynchronous time with your students and discover best practices in math for grades K - 12. | 7/15/2020 | 4:00 - 5:00 | 1 hr | 1. Ramon Perez | Achieve the Core | ||||||||||||||||||||||
19 | RTI in a Virtual Environment | To register click here. | Best practices for virtual screening and assessment
Using norm-referenced percentile rankings for tier placement Individualized interventions and instruction to support IEP goals Monitoring and accountability in a remote environment Progress Monitoring at home | 7/16/2020 | 11:30 | 1 hr | Classworks | |||||||||||||||||||||||
20 | Seesaw 101 for Teachers (TK-5) | https://zoom.us/webinar/register/WN_qKeXP30OQ3iBzCozDmzI6w | Review resources and experience the “Seesaw 101 for Teachers” PD as a participant How to get the most out of the webinar: - Make sure you have a Seesaw teacher account. - Come with the most up-to-date Seesaw Class app or access to a web browser. - If possible, bring two devices to the webinar. It can be tricky to click back and forth between two tabs or windows. We encourage you to join the training on one device and explore Seesaw on a second device. For example, you might join the training on the computer and explore Seesaw on an iPad. Print or make a copy of this (bit.ly/2YpXVTx) handout for the PD. | 7/16/2020 | 11:00-12:00 | 1hr | 1. Natalie Baird. 2. Jessica Goldberg 3. Alyssa Pappas 4.Kim Miller | Seesaw | ||||||||||||||||||||||
21 | The Perfect Blend: Shifting from Remote to Blended | https://summerlearningacademy.iste.org/sites/summerlearningacademy/files/pdfs/ISTE_SLA_Calendar_2020.pdf | 7/16/2020 | 3:00 PM | 1.5 | 1. Jessica Beeman. 2. Philip Brannan | ISTE - Presenter: Michele Eaton & Marcus Vu | |||||||||||||||||||||||
22 | California History and Social-Science Project, Intro to Ethnic Studies, Session 4 | https://berkeley.zoom.us/meeting/register/tJMlcOCrrD0pH9OsiVgzinmXpnvPRN_Nb98u | Registration required. This series of workshops will support K-12 teachers in bringing an Ethnic Studies course to their school communities. The ways in which Ethnic Studies can support a wide variety of classroom contexts will be analyzed and developing a course inquiry relevant to the school community will also be discussed. Session 3 (7/17) will provide participants with an opportunity to review and evaluate drafts of potential Ethnic Studies course inquiry questions. Educators will also discuss the time and scope limitations of the course at their school sites, and how this informs the construction of instructional units. Resources and strategies for developing a first unit will be provided. | 7/17/2020 | 10:00-11:30 | 1.5 hrs | 1. Emma DeGuzman | Berkeley U | ||||||||||||||||||||||
23 | Make Remote Learning Engaging for Students by Focusing on Equity and SEL --SOLD OUT | https://summerlearningacademy.iste.org/sites/summerlearningacademy/files/pdfs/ISTE_SLA_Calendar_2020.pdf | 7/21/2020 | 3:00 PM | 1.5 | 1. Jessica Goldberg. 2. Laura Schook. 3. Jessica Beeman 4. Philip Brannan 5. Derek Smith | ISTE - Presenter: Jorge Valenzuela | |||||||||||||||||||||||
24 | Blended Learning: Shifting the paradigm - SOLD OUT | https://summerlearningacademy.iste.org/sites/summerlearningacademy/files/pdfs/ISTE_SLA_Calendar_2020.pdf | 7/22/2020 | 3:00 PM | 1.5 | 1. Ramon Perez | ISTE - Presenter: Kimberly Lane Clark | |||||||||||||||||||||||
25 | California History and Social-Science Project, Local History of Racism, Session 3 | https://berkeley.zoom.us/meeting/register/tJwvdu6qqjMiE9XqHFCDCSEW9Zb8gP_0o_Xa | Registration required. 3 (7/22): How can I share what I found with students? | 07/22/2020 | 1:00-2:30 | 1.5 hrs | Berkeley U | |||||||||||||||||||||||
26 | Strengthening Resilence through the Power of Literacy Symposium, Day 1 for K-6 | Registration Link | REGISTRATION REQUIRED As educators prepare to reopen schools in uncertain times, the Yale Child Study Center and Scholastic Collaborative is offering a forum to inform and ground planning in the latest research. Learn why resilience and social emotional learning are critical to building your strategic plan. In this free virtual symposium for PreK-6 educators, participants will explore strategies and tools for: • planning for reopening schools in uncertain times • supporting social emotional wellness for the school community • sustaining family engagement during and beyond a crisis • planning for reopening schools in uncertain times • building resilience through literacy. | 7/22/2020 | 7:00-11:00 | 4 hrs | Yale Univeristy and Scholastic | |||||||||||||||||||||||
27 | Lessons Learned from Remote Teaching: Online Learning that Empowers All Students SOLD OUT | https://summerlearningacademy.iste.org/sites/summerlearningacademy/files/pdfs/ISTE_SLA_Calendar_2020.pdf | 7/23/2020 | 3:00 PM | 1.5hrs | 1. Pierre Clark 2. Emma DeGuzman 3. Derek Smith | ISTE -Presenter: Lynn Giralomo | |||||||||||||||||||||||
28 | Seesaw 201 for Teachers (TK-5) | https://zoom.us/webinar/register/WN_H_tUp4B3RVy5DP9jBS9JCg | Review resources and experience the “Seesaw 201 for Teachers” PD as a participant. How to get the most out of the webinar:
- Make sure you have a Seesaw teacher account. - Come with the most up-to-date Seesaw Class app or access to a web browser. - If possible, bring two devices to the webinar. It can be tricky to click back and forth between two tabs or windows. We encourage you to join the training on one device and explore Seesaw on a second device. For example, you might join the training on the computer and explore Seesaw on an iPad. Print or make a copy of this (bit.ly/2YpXVTx) handout for the PD. | 7/23/2020 | 11:00-12:00 | 1hr | 1. Sheilvina Knight. 2. Jessica Goldberg 3. Alyssa Pappas 4. Camille Pires | Seesaw | ||||||||||||||||||||||
29 | Strengthening Resilence through the Power of Literacy Symposium, Day 2 for K-6 | Registration Link | REGISTRATION REQUIRED As educators prepare to reopen schools in uncertain times, the Yale Child Study Center and Scholastic Collaborative is offering a forum to inform and ground planning in the latest research. Learn why resilience and social emotional learning are critical to building your strategic plan. In this free virtual symposium for PreK-6 educators, participants will explore strategies and tools for: • planning for reopening schools in uncertain times • supporting social emotional wellness for the school community • sustaining family engagement during and beyond a crisis • planning for reopening schools in uncertain times • building resilience through literacy. | 7/23/2020 | 7:00 - 11:00 | 4 HRS | Yale Univeristy and Scholastic | |||||||||||||||||||||||
30 | California History and Social-Science Project, Local History of Racism, Session 4 | https://berkeley.zoom.us/meeting/register/tJwvdu6qqjMiE9XqHFCDCSEW9Zb8gP_0o_Xa | Registration required. 4 (7/24): What might transitional justice look like in my community? | 07/24/2020 | 1:00-2:30 | 1.5 hrs | Berkeley U | |||||||||||||||||||||||
32 | Screencastify | 7/27/2020 | 1:00-3:00 | 2 hrs | 1. Ramon Perez | George Somers | ||||||||||||||||||||||||
33 | Distance Learning: Successful, Practical Strategies (Grades 3-5) LIVE Online One-Day Seminar | https://www.ber.org/seminars/CourseInfo.cfm?seid=ZD30M1-PAC&utm_campaign=EZD30M2&utm_source=email&utm_campaign=EZD30M2&utm_source=email | Specifically Designed for Educators Serving Grades 3-5: Classroom Teachers, Technology Integration Specialists, and Administrators
Understand how to more effectively use digital tools to complete collaborative distance learning lessons Gain insight on how to more effectively engage students in an online environment utilizing Google tools and more Learn new websites, apps and Google extensions to enhance lesson design New, more effective ways to engage students in learning using online resources Practically and successfully complete distance learning lessons with student engagement at the core | 7/28/2020 | 9:00-3:30 | 5 hours | 1. Sheilvina Knight. 2. Natalie Baird | |||||||||||||||||||||||
34 | Eureka Math for gr. 1-3 | Click here | During the first virtual PD session, participants will • deepen their understanding of the three key instructional shifts woven into the design of Eureka Math, • walk through a Module Overview, and • examine the Fluency and Application Problem lesson components. During the second virtual PD session, participants will • examine the following lesson components: Concept development, Student Debrief, Exit Tickets, and assessments and • synthesize the learning of the day | 7/28/2020 | 8:00am - 2:00pm | 4 hrs | Registration Required! Register Jessica Goldberg ( Gr.1) Natalie Baird (third grade) Derek Smith (third grade) Alyssa Pappas (first grade) Anne Phan (second grade) Chloe McCleod(second grade) | Great Minds | ||||||||||||||||||||||
35 | Zoom Summer Academy, Day 1 | Click here for Day 1. REGISTRATION REQUIRED | 8:30 - 9:00 AM PDT Intros & Opening Keynote w/Zoom’s Founder & CEO Eric Yuan 9:00 - 11:00 AM PDT Teach Anywhere Panel Whether teaching from your classroom, home, or school, hear from an expert panel on how to succeed in a blended learning environment for fall 2020 and beyond. Learn Anywhere Panel The location may have changed, but learning never stops. Our panel of experts will show you best practices for improving learning experiences and student engagement in blended environments. Connect Anywhere Panel Building quality connections is more important than ever before. In this panel, we’ll discuss how to better connect with students, families, and communities through a variety of sessions and events. 11:00 - 11:30 AM PDT Zoom’s Commitment to Education | 7/29/2020 | 8:30-11:50 | 3.5 hrs | Audrey Miles | Zoom.us | ||||||||||||||||||||||
36 | Zoom Summer Academy, Day 2 | Click here for Day 2 REGISTRATION REQUIRED | Teachers 8:00 AM PDT - 11:00 AM PDT Getting started on Zoom Setting up and managing your virtual classroom School Administration 8:00 AM PDT - 11:00 AM PDT Learn how to engage your students, staff, parents, and community with Zoom Find out best practices for managing your staff and conducting professional development training Tips for engaging students online Best practices for teaching over Zoom IT Staff 8:00 AM PDT - 11:00 AM PDT Building a secure learning and teaching environment for your school Best practices for user and recording management Deep dive into administrative controls, reporting, and managing integrations | 7/30/2020 | 3 hrs | Audrey Miles | ||||||||||||||||||||||||
37 | Reach for Reading! for K, Part 1 | https://cengage.zoom.us/meeting/register/tJ0qduGvpjIuE9Is0wV8iT3-uHeyuxb5spsw | PLEASE REGISTER WITH THE LINK NEW TEACHERS:
Join the INITIAL TRAINING for Reach for Reading. Please have your TE units 1 & 2 available for review during the presentation. | 8/3/2020 | 8:30-9:30 | 1hr | Cengage | |||||||||||||||||||||||
38 | Mathematical Discourse: Talk Is Only Part of the Equation (Grades 6–8) | https://nctm.zoom.us/webinar/register/WN_8PQGUoNNQl6MTdC49g-8JA | Participants will engage in mathematics activity (e.g., Numbers, Geometry) that highlights the role of the mathematics teaching practices in developing students' conceptual understanding through authentic mathematics discourse. | 08/04/2020 | 4:00 PM | 1.5 | NCTM | |||||||||||||||||||||||
39 | QTEL - Quality Teaching for English Learners - Exploring QTEL | https://zoom.us/j/9846845775?pwd=c0tvMlNLUVk0dVVtR09wYXg4NGlJdz09 | Objective: To develop educator expertise to design and implement high-challenge and high-support instruction for English Learners. Introduction to QTEL philosophy, lesson design and key learning tasks. We will go over the lesson in three moments and the importance of providing English learners access to complex text with appropriate scaffolding. Teachers will learn scaffolding techniques and access to tools that they can use for scaffolding in their classes. Applications for distance learning will be integrated into our session. Day 2: | 8/4/2020 | 10:30-12:00 | 1.5 hrs | 1. Ashante Smith 2. Jessica Beeman 3. Chloe McLeod | Anjali Kamat and Kim Miller | ||||||||||||||||||||||
40 | Reach for Reading! for Grades1-2 | https://cengage.zoom.us/meeting/register/tJYvceGtpjkjGNQdY15Od2jJnqtNxv7CJRVZ | PLEASE REGISTER WITH THE LINK * Please have your Teacher's Edition for Units 1 & 2 available for review during the presentationNEW TEACHERS: Join the INITIAL TRAINING for Reach for Reading. Please have your TE units 1 & 2 available for review during the presentation.. | 8/4/2020 | 9:30-1:30 | 1 hour | 1. Alyssa Pappas | Cengage | ||||||||||||||||||||||
41 | Accelerated Reader 360 - grades 6-12 | Register in advance for this webinar: https://renaissance.zoom.us/webinar/register/WN_mn7kiSdTRx-tjbDpGgYojQ | Getting Started with Reading Practice - Grades 6-12
In this session, participants learn about the basics of Accelerated Reader and how to get started with the program. This includes: Scheduling reading practice and why it's important, the student article and quiz experience with an emphasis on older students, Zone of Proximal Development, book level, interest level, and points. | 8/5/2020 | 10:00-11:00 | 1 hr | 1. Anjali Kamat 2. Kim Miller | Renaissance Learning | ||||||||||||||||||||||
42 | Accelerated Reader 360 (TK - 5) - Need a handout from Mila | Getting Started with Reading Practice - Grades TK-5 In this session, participants learn about the basics of Accelerated Reader and how to get started with the program. This includes: Scheduling reading practice and why it's important, the student article and quiz experience with an emphasis on younger students, Zone of Proximal Developement, book level, interest level, and points. | 8/5/2020 | 10:00-11:00 | 1 hr | 1. Jessica Goldberg | Renaissance Learning | |||||||||||||||||||||||
43 | Getting Started with Newsela log in with your @emeryusd.org email as your username, and Teqonline123 as the password | https://otis.teq.com/events/view/14751 | Are you looking for some grade-appropriate texts for your students? Newsela has you covered. Join us as we go over this great resource, which not only has a full library of educational texts, but also provides teachers the ability to assign, monitor, and assess content given to students. | 8/5/2020 | 7:00 AM-8:00 AM | 1 hrs | 1. Philip Brannan 2. Ramon Perez | OTIS for Educators | ||||||||||||||||||||||
44 | Leverage the Structure of College-and -Career Ready Math and ELA/Literacy Standards REGISTRATION REQUIRED | Click to register | Educators face a unique set of challenges and opportunities in the upcoming school year due to the disruptions to education caused by COVID-19 in the spring and the complexities of reopening schools. In this webinar, you will be introduced to the 2020-21 Priority Instructional Content in English Language Arts/Literacy and Mathematics, which leverages the structure and emphases of college- and career-ready standards to name content priorities and support focus on critical on-grade-level material.
Providing equitable instruction requires that we hold high expectations for all students while focusing on their social emotional and academic development. This guidance, intended for curriculum designers, coaches, and publishers, will help educators to meet the needs of all of their students as they navigate the 2020-21 school year. | 08/05/2020 | 4:00 - 5:00 | 1 hr | Achieve the Core | |||||||||||||||||||||||
45 | Padlet | Join Zoom Meeting
https://zoom.us/j/92297261237?pwd=dVdCV0hIelJnVzI1eFVkSCs5eHF1Zz09 Meeting ID: 922 9726 1237 Password: 4WnndS | This mini 30 minute session will cover the basics of how to use Padlet. Padlet is an interactive tool that can be used across grade levels and subjects to support student collaboration during distance learning. | 08/05/2020 | 1:30 - 2:00 | .5 hrs | Anjali Kamat | |||||||||||||||||||||||
46 | Reach for Reading! for Grades 3-5 - Initial | https://cengage.zoom.us/meeting/register/tJwpdOysqT4qHdaKggNGFCKRD7SnJfwb85Gs | PLEASE REGISTER WITH THE LINK Join the INITIAL TRAINING for Reach for Reading GRADES 3-6. Please have your Teacher's Edition for Units 1 & 2 available for review during the presentation. | 8/5/2020 | 9:00-10:00 | 1 hour | 1. Derek Smith 2. Natalie Baird | Cengage | ||||||||||||||||||||||
47 | Get Families Started on Seesaw (TK-5) | https://zoom.us/webinar/register/WN_fDxHtFBZTBCAfh_6bezaYA | Review resources and experience the “Get Families Started on Seesaw” PD as a participant: How to get the most out of the webinar: - Make sure you have a Seesaw teacher account. - Come with the most up-to-date Seesaw Class app or access to a web browser. - If possible, bring two devices to the webinar. It can be tricky to click back and forth between two tabs or windows. We encourage you to join the training on one device and explore Seesaw on a second device. For example, you might join the training on the computer and explore Seesaw on an iPad. - Print or make a copy of this (bit.ly/37xvZ3b) handout for the PD. ***Please note that the password for this training is pd*** | 8/6/2020 | 11:00-12:00 | 1hr | 1. Natalie Baird. 2. Jessica Goldberg 3. Laura Schook 3. Alyssa Pappas | Seesaw | ||||||||||||||||||||||
48 | QTEL - Quality Teaching for English Learners (Elementary Focus) - CANDELLED | Depending on your grade level focus, we will have two groups, elementary and secondary. In this session we will apply the QTEL approach to the design or enhancement of curriculum, instruction, and assessments, including considerations for distance learning. We will provide strategies for teaching English Learners in core content and support implementation based on teacher need. | 8/6/2020 | 10:30-12:00 | 1.5 hrs | Kim Miller | ||||||||||||||||||||||||
49 | QTEL - Quality Teaching for English Learners (Secondary Focus) | https://zoom.us/j/9846845775?pwd=c0tvMlNLUVk0dVVtR09wYXg4NGlJdz09 | Depending on your grade level focus, we will have two groups, elementary and secondary. In this session we will apply the QTEL approach to the design or enhancement of curriculum, instruction, and assessments, including considerations for distance learning. We will provide strategies for teaching English Learners in core content and support implementation based on teacher need. | 8/6/2020 | 10:30-12:00 | 1.5 hrs | 1. Ashante Smith 2. Ramon Perez | Anjali Kamat | ||||||||||||||||||||||
50 | Reach for Reading! for K, Part 2 | https://cengage.zoom.us/meeting/register/tJUqd-CppzIjEtdKSzk-08exCMTFA9JIKuR4 | PLEASE REGISTER WITH THE LINK NEW TEACHERS:
Join the INITIAL TRAINING for Reach for Reading. Please have your TE units 1 & 2 available for review during the presentation. | 8/6/2020 | 8:30-9:30 | 1 hour | Cengage | |||||||||||||||||||||||
51 | Weathering the Storm: A Trauma-Informed Approach to the Return to School | Click here to register | We live in unprecedented times and are bound to see a massive wave of stress and trauma this fall. This webinar will outline the increased levels of dysregulation that students, parents, and staff are likely to experience as schools reopen this fall – whether brick and mortar, distance learning, or a hybrid of both. You will also learn trauma-informed strategies and best practices that can help educators and staff prepare. | 08/06/2020 | 11:00-12:00 | 1hr | Ed. Week | |||||||||||||||||||||||
52 | Reach for Reading! 1-6 NEW & RETURNING TEACHERS: Digital Suite | https://cengage.zoom.us/meeting/register/tJYlfuugqjspE9KUhkyipnkv08Y5O9gKMZLN | PLEASE REGISTER WITH THE LINK Join us to learn more about using myNGconnect for Reach for Reading Grades 1-6. This session will provide a walkthrough of the platform as well as suggestions for use in distance learning. | 8/7/2020 | 9:00-10:00 | 1 hour | 1. Natalie Baird 2. Derek Smith 3.Alyssa Pappas | Cengage | ||||||||||||||||||||||
53 | Assessment in Google Forms | Creating a Google Form Question Types, Making a Self-grading quiz, Sharing a quiz/form Analyzing the data, Graphs of responses, Exporting to Google Sheets, Analyzing data in Google Sheets Intro. To making Graphs, Questions with Data Validation Making an Escape Room on Google Forms Exit Tickets Journals (reusing forms) Sharing your form, Collaborators Independent Practice Do the Exit Ticket for your certificate | 8/10/2020 | 9:00-12:00 | 3 hrs | 1. Natalie Baird 2. Ashante Smith 3. Pierre Clark. 4. Emma DeGuzman 5. Ramon Perez 6. Jessica Crichlow 7. Derek Smith | George Somers | |||||||||||||||||||||||
54 | Reach for Reading! for Grades 1-3 (New Teachers) | NO LONGER AVAILABLE! | 8/11/2020 | 9:00-12:00 | 3 hrs | 1. Natalie Baird (third grade) Derek Smith (third grade) Alyssa Pappas (first grade) Anne Phan (second grade) Chloe McCleod(second grade) | Cengage | |||||||||||||||||||||||
55 | Google Classroom for Beginners | Purpose of using Google Classroom, Exploring Google Classroom Stream, Classwork, People, Guardian Invites, GradesTeacher view vs. Student View, Creating assignments, Post types, Topics, Point Values Due dates, Scheduling assignments, Cross-posting assignments Ways to provide feedback (including keyboard shortcuts) How permissions work with assignments Ways for students to join your classroom: By code, By invite Security options Creating a Class Google Meet Ways to organize your class with topics Independent Practice Do the Exit Ticket for your certificate | 8/12/2020 | 9:00-12:00 | 3 hrs | 1. Laura Schook 2. Camille Pires | George Somers | |||||||||||||||||||||||
56 | Google Slides | Ways to use Google Slides Presentations (record with Screencastify) Collaboration, Eduprotocols (1-2 examples) Easy to assess and provide feedback Drawing Tools Textboxes (with and without bullets) Hyperlinks and Buttons Slide animation and transitions Make slides from a Roster Templates you can use immediately Add a shared folder to your Google Drive Independent Practice Do the Exit Ticket for your certificate | 8/13/2020 | 9:00-12:00 | 3 hrs | 1. Jessica Crichlow | George Somers | |||||||||||||||||||||||
57 | STEMScopes Gr. 7 | 8/14/2020 | 9:00-10:00 | 1 hr | acceleratelearning.com | |||||||||||||||||||||||||
58 | STEMScopes Gr. 8 | 8/14/2020 | 10:00-11:00 | 1 hr | acceleratelearning.com | |||||||||||||||||||||||||
59 | Google Classroom Intermediate | Class themes, Create your own theme (template provided) Re-assigning classwork order and topics with drag-and-drop Grades (with weighting), Grading with a rubric Creating a rubric Reusing assignments Independent Practice Do the Exit Ticket for your certificate | 8/17/2020 | 12:30 - 3:30 | 3 hrs | 1. Pierre Clark 2. Derek Smith 3. Natalie Baird | George Somers | |||||||||||||||||||||||
60 | Reach for Reading! RETURNING TEACHERS, Gr. 1-2 - Writing | https://cengage.zoom.us/meeting/register/tJEvc-iorTMoGNzgVdvT08T1Q8FUrVoLJcfv | PLEASE REGISTER WITH THE LINK Join us to learn more about WRITING in Reach for Reading. Please have your Unit 1 & 2 Teacher’s Edition available for review during the presentation. | 8/17/2020 | 8:30-9:30 | 1 hour | Cengage | |||||||||||||||||||||||
61 | Zoom for Grades 6-12 | 8/17/2020 | 10:00-11:30 | 1.5 | 1. Pierre Clark 2. Jessica Crichlow | EdTech | ||||||||||||||||||||||||
62 | Zoom for Grades TK-5 | To begin the Zoom meeting: Click on this link: Zoom for TK-5. Meeting Password, if prompted: 943126 | 8/17/2020 | 8:30 - 10:0 | 1.5 | 1. Natalie Baird 2. Kim MIller | EdTech | |||||||||||||||||||||||
63 | Reach for Reading! RETURNING TEACHERS, Gr. 1-2 - Intervention Resources | https://cengage.zoom.us/meeting/register/tJ0lcu-gqjsqGNDy-0sq3HBV6QTus4zjN6bs | PLEASE REGISTER WITH THE LINK - INTERVENTION RESOURCES: Join us to learn more about REACH INTO PHONICS FOUNDATIONS. Please have your Reach into Phonics Foundations Teacher’s Edition available for review during the presentation. | 8/18/2020 | 9:30-10:30 | 1 hour | 1. Natalie Baird 2. Derek Smith 3. Alyssa Pappas | Cengage | ||||||||||||||||||||||
64 | Reach for Reading! RETURNING TEACHERS, Gr.3-6 - Phonics Foundations | https://cengage.zoom.us/meeting/register/tJIrcuutqzguGtTdOKULvRVLshFnWr2NaONB | PLEASE REGISTER WITH THE LINK Join us to learn more about REACH INTO PHONICS FOUNDATIONS. Please have your Reach into Phonics Foundations Teacher’s Edition available for review during the presentation. | 8/18/2020 | 11:30 - 12:30 | 1 hour | Cengage | |||||||||||||||||||||||
65 | Train-the-Trainer - Enginuity | 8/18/2020 | ||||||||||||||||||||||||||||
66 | Reach for Reading! RETURNING TEACHERS, Gr. 3-6 Writing | https://cengage.zoom.us/meeting/register/tJAkdeigrj8qGNOvBWaDaS8Po8ZaRpFy3bkM | PLEASE REGISTER WITH THE LINK Join us to learn more about WRITING in Reach for Reading. Please have your Unit 1 & 2 Teacher’s Edition available for review during the presentation. | 8/19/2020 | 9:00-10:00 | 1 hour | 1. Natalie Baird 2. Derek Smith 3. Alyssa Pappas | Cengage | ||||||||||||||||||||||
67 | PD Topic | LInk | Content | Date(s) | Time | Hours | Approved Participants | PD Provider | Certificate of Attendance | |||||||||||||||||||||
68 | 21ST-CENTURY TEACHING & LEARNING (K-12) REGISTRATION REQUIRED | https://www.canvas.net/browse/stanford-university/courses/21st-century-teaching-and-learning | This course is designed to help anyone learn and teach with a 21st-century approach to knowledge and teaching. We hope the ideas will help you as a person and help you learn new teaching ideas to share with learners. The course includes a focus on data literacy, and shares content knowledge and teaching ideas for that area. If you are having thoughts of "I don’t know a lot about data" or "That sounds very maths-ey and I don’t like maths," don't worry -- this course is designed to be accessible to you. Whether you are a kindergarten teacher, a high school history or maths teacher, an administrator or parent, or someone just curious about data, there will be ideas for you. By taking this course, you are agreeing to participate in studies that we may conduct as part of our ongoing research into online learning. | On your own | On your own | 3.5 HRS | 1. Derek Smith | Stanford University | ||||||||||||||||||||||
69 | Analyzing Texts in Grades 3-5: The Development of Oral Language in a Distance Learning Environment | https://www.wested.org/resources/analyzing-texts-elementary-development-oral-language-distance-learning/ | Oral interactions promote the development of conceptual understandings and language proficiency. Ensuring English Learners have multiple opportunities to practice language and discuss grade-level content is essential. In this archived webinar, upper elementary teachers will learn how to support 3rd-5th grade students’ oral language development by asking questions that promote student analysis of a text’s key themes in distance learning environments.
The following topics are addressed in this session: Introduction to oral language development and its importance for English Learners Strategically designing questions to support text analysis and language development using grade-level texts Increasing opportunities for student talk in distance learning environments | On your own | On your own | 1 hr | WestEd | |||||||||||||||||||||||
70 | Blended Learning - Keeping Routines for Sp. Ed. Students | https://otis.teq.com/events/preview/14567 | As special educators, we know that schedules, sensory support, and close collaboration with parents and caregivers is crucial during home-based instruction situations. Join us as we share strategies for special education teachers to tailor instructional materials to meet each student’s needs and keep routines as consistent as possible in an alternate setting. We’ll share scheduling templates, suggestions for specialized coaching and instruction, and other digital resources to support behavioral and social needs to help keep students on task no matter the setting. | On your own | On your own | .5 hrs | 1. Jessica Goldberg. 2. Laura Schook 3. Leslie Epstein 4. Audrey Miles | OTIS for Educators | ||||||||||||||||||||||
71 | Building and Using Authentic Performance Tasks for Science and Math | Click here | Engaging educators in the development of authentic performance tasks in math and science can deepen understanding of the standards and build capacity to assess student learning more profoundly. By analyzing student work to revise and refine performance tasks, educators hone their ability to elicit and evaluate standards-aligned evidence of student learning. In this archived webinar, learn how teams in Los Angeles County are collaborating to build teacher capacity to create and use performance assessment as part of the teaching and learning process. | On your own | On your own | 1.5 hrs | WestEd | |||||||||||||||||||||||
72 | Communicating with Families of Newcomer English Learners During Distance Learning - SECONDARY | Click here | Communicating with families of newcomer English Learners in secondary grades has its own distinct challenges. Teens who are in the process of separating from their parents and establishing their own identities as adolescents in a new culture are particularly uncomfortable with the idea of parent engagement in schools.
Drawing from Chapter 5 of the U.S. Department of Education’s Newcomer Toolkit, the presenters in this archived webinar offer practitioners ideas for how to keep parents, guardians, and other family members engaged in supporting their students’ learning trajectory at home. The following topics are addressed in this webinar: The need for home-school connections during distance learning The specific needs of newcomer English Learners Ideas for engaging parents, guardians, and other family members to support students’ learning at home This is the fourth of a 13-part webinar series designed to support English Learners in distance learning settings. | On your own | On your own | 1.5 hrs | 1. Anjali Kamat 2. Pierre Clark | WestEd | ||||||||||||||||||||||
73 | Culturally Responsive Teaching and the Brain | https://www.youtube.com/watch?v=O2kzbH7ZWGg&feature=youtu.be | On your own | On your own | 1 hr | 1. Jessica Goldberg. 2. Laura Schook 3. Pierre Clark. 4. Emma DeGuzman. 5. Philip Brannan 6. Leslie Epstein 7. Anjali Kamat | Zaretta Hammond | |||||||||||||||||||||||
74 | Effective Questioning in Grades K-2: The Development of Oral Language in a Distance Learning Environment | https://www.wested.org/resources/effective-questioning-in-grades-k-2-distance-learning/ | Oral interactions promote the development of conceptual understandings and language proficiency. Ensuring young English Learners have multiple opportunities to practice language and discuss grade-level content is essential.
In this archived webinar, teachers will learn effective questioning techniques that can be used to design activities for distance learning environments that promote text-based discussions. The following topics are addressed in this webinar: Introduction to oral language development and its importance for English Learners Strategically designing questions to support language development using grade-level texts Increasing opportunities for student talk in distance learning environments This is the fifth of a 13-part webinar series designed to support English Learners in distance learning settings. Register for upcoming webinars and view additional archives. | On your own | On your own | 1.5 hrs | 1. Kim Miller 2.Chloe McLeod | WestEd | ||||||||||||||||||||||
75 | Grading for Equity | https://www.youtube.com/watch?v=xtYWdsT1O8k&feature=youtu.be | On your own | On your own | 1 hr | 1. Emma DeGuzman 2. Jessica Crichlow 3.Leslie Epstein 4. Anjali Kamat 5. Ramon Perez | Joe Feldman | |||||||||||||||||||||||
76 | How to Support Young English Learners at Home with Language and Literacy Development | https://www.wested.org/resources/support-young-english-learners-at-home/ | Language and literacy are critical for young students to develop in the first few years of school. Now that schools are operating in distance learning environments, it is essential to involve families in supporting language and literacy development at home. In this archived webinar, teachers, coaches, and administrators receive guidance, resources, and activities that can be shared with families and caregivers to strengthen language and literacy development with English Learners at home. The following topics are addressed in this webinar: The need for home-school connections during distance learning The importance of early language and literacy development Recommendations and activities for families and caregivers of young English Learners to develop language and literacy at home | On your own | On your own | .75 hrs | WestEd | |||||||||||||||||||||||
77 | Intro to Blended Learning | https://otis.teq.com/events/preview/13393 | Explore the various models of blended learning and the requirements for a successful implementation. Well discuss learning management systems (LMS), hardware and software needs, and the roles of the teacher, student, administrator, and parents in a blended learning environment. | On your own | On your own | .75 hrs | 1. Jessica Goldberg 2. Alyssa Pappas | OTIS for Educators | ||||||||||||||||||||||
78 | Intro to Seesaw (TK-5) | https://otis.teq.com/events/preview/14491 | In this course, we will review a common learning management system, Seesaw. Seesaw has a specialized system for student portfolios and parent communication that makes it one of the best software for sharing a student's work! Learn more with us about how to use these features to benefit your classroom communication and student learning. | On your own | On your own | .75 hrs | 1. Jessica Goldberg | OTIS for Educators | ||||||||||||||||||||||
79 | Kami Fundamentals Course | Click here | Teachers are everyday heroes who thrive in a supportive community with a goal to create an engaging and collaborative environment for all learners. Inspirational and advocates of educational technology, they create the change they want to see. At Kami, our mission is to reimagine the digital learning environment in classrooms, and Kami Educators all over the world are making this into reality each and every day. | On your own | On your own | 5 hrs | 1. George Somers | Kami | ||||||||||||||||||||||
80 | Language & Literacy Development in PreK-1st Grade: Words and More | Click here | This 90-minute archived webinar, hosted by REL West and the Leading with Learning program at WestEd, addresses how teachers can build language- and vocabulary-rich classroom environments to support the language development of young students, with an emphasis on supporting students who are dual language learners. Using the Teaching and Learning Cycle (TLC) framework – which weaves together content, language, and literacy for optimal learning – presenters will share practical strategies for explicit vocabulary instruction.
Who Will Benefit Teachers, instructional coaches, teacher educators, administrators, and applied researchers What You Will Learn Viewers will: Learn about how to boost young children’s academic language use, with a special focus on vocabulary and language-rich environments See an example of interactive academic vocabulary instruction Discuss ways to incorporate daily academic language learning in fun and engaging ways The TLC incorporates several evidence-based practices for teaching English learner students outlined by the What Works Clearinghouse Practice Guides and the National Academies’ “Promising Futures” report. | On your own | On your own | 1.5 hrs | WestEd | |||||||||||||||||||||||
81 | Lesson Planning for English Learners in Distance Learning Environments: Elementary Educators | Click here | Engaging elementary students in distance learning has particular challenges. Ensuring age-appropriate learning experiences that couple high challenges with high supports and promote language development requires teachers to shift how they design and plan instruction.
In this archived webinar, the presenters demonstrate how elementary educators can adapt and implement lessons in a distance learning environment to support English Learners and language development. The following topics are addressed in this webinar: Integrating activities that encourage students to discuss and interact with grade-level texts Grouping students to optimize instruction Providing options for synchronous and asynchronous learning This is the third of a 13-part webinar series designed to support English Learners in distance learning settings. Download our series flyer and register for upcoming webinars. | On your own | On your own | 1.5 hrs | 1. Derek Smith | WestEd | ||||||||||||||||||||||
82 | Lesson Planning for English Learners in Distance Learning Environments: Secondary Educators | https://www.wested.org/resources/secondary-lesson-planning-for-english-learners-in-distance-learning/ | Distance learning experiences that promote conceptual and linguistic development for English Learners require a shift in teacher expertise and instructional design.
In this archived webinar, the presenters demonstrate how secondary educators can adapt and implement lessons in a distance learning environment that promote rigor and high levels of support. Learn how to plan appropriate scaffolds for students engaging with subject-matter content in synchronous, asynchronous, and no-tech environments. The following topics are addressed in this webinar: Integrating activities that encourage students to discuss, argue, and analyze rigorous grade-level texts Grouping students to optimize instruction Providing options for synchronous and asynchronous learning This is the second of a 13-part webinar series designed to support English Learners in distance learning settings. | On your own | On your own | 1 hr | WestEd | |||||||||||||||||||||||
83 | Linking, Describing, and Critiquing in Secondary Mathematics: Supporting English Learners’ Oral Language Development | Click here | Language is at the center of students’ development of mathematical understanding and engagement in mathematical practices. Oral language development and disciplinary discourse are indispensable for the development of knowledge and growth in language proficiency.
In this archived webinar, learn how to design content-specific learning experiences that promote oral language development in distance learning environments. The following topics were addressed in this webinar: Introduction to oral language development and its importance for English Learners The importance of oracy in developing mathematical understanding Continua for quality interactions Activities and tools supporting student engagement in mathematical practices This is the sixth of a 13-part webinar series designed to support English Learners in distance learning settings. Register for upcoming webinars and view additional archives. | On your own | On your own | 1 hr | WestEd | |||||||||||||||||||||||
84 | Making Screencast Videos with Screencastify | https://otis.teq.com/events/preview/14396 | - If possible, bring two devices to the webinar. It can be tricky to click back and forth between two tabs or windows. We encourage you to join the training on one device and explore Seesaw on a second device. For example, you might join the training on the computer and explore Seesaw on an iPad. - Print or make a copy of this (bit.ly/37xvZ3b) handout for the PD. | On your own | On your own | .5 hrs | 1. Ramon Perez 2. Audrey Miles | OTIS for Educators | ||||||||||||||||||||||
85 | Making the Shift to Online Math Instruction: Supporting PreK-16 Educators in Online Pedagogy | https://nctm.wistia.com/medias/b0rdrsz3si | On your own | On your own | 1 hr | 1. Audrey Miles | NCTM - Michael Flynn | |||||||||||||||||||||||
86 | Newsela Certification | Newsela Certified Educator | Take this certification course to deepen your understanding of how Newsela works and how to use the instructional content platform for different instructional purposes. Walk away with 5 hours of professional learning credit and access to our community of educators. | On your own | On your own | 5 hrs | 1. Leslie Epstein 2. George Somers 3.Anjali Kamat | Newsela | ||||||||||||||||||||||
87 | Remote Learning: Social-Emotional Learning for Middle & High School | https://otis.teq.com/events/preview/14559 | As if a transition to complete remote teaching isn’t challenging enough, as a Middle or High School educator, you are also probably worrying about your students. Your students most likely have a full understanding of what is going on and are looking for support as they adjust to this new reality, although they might not say so outright! Join us as we share some lesson ideas for social-emotional learning that you can incorporate into your remote teaching to help your students develop strong coping skills to adjust to this new reality. | On your own | On your own | .5 hrs | 1. Derek Smith | OTIS for Educators | ||||||||||||||||||||||
88 | Remote Learning: Social-Emotional Learning for Primary Students | https://otis.teq.com/events/preview/14552 | As a primary level educator, you are most likely used to incorporating social-emotional learning (SEL) into your lessons on a daily basis, since you're aware that students at this age need social and emotional support constantly. That job just became a little more challenging now that you are tasked with fostering students’ social-emotional skills when you aren’t able to be in class together. Join us as we share some lesson ideas for social-emotional learning that you can incorporate into your remote teaching to help your students develop strong coping skills to adjust to this new reality. | On your own | On your own | .5 hrs | 1. Jessica Goldberg 2. Philip Brannan 3. Audrey Miles | OTIS for Educators | ||||||||||||||||||||||
89 | Remote Learning: Social-Emotional Learning for Upper Elementary | SEL for Upper Elem. | As if a transition to complete remote teaching isn’t challenging enough, as an Upper Elementary educator, you're also probably worrying about your students. There may be some disagreement as to whether students at this age understand what is going on right now, and what led to this major shift in teaching style. However, we can agree that students in this age group are looking to the adults closest to them -- parents and teachers -- for support. Join us as we share some lesson ideas for social-emotional learning (SEL) that you can incorporate into your remote teaching to help your students develop strong coping skills to adjust to this new reality. | On your own | On your own | .5 hrs | OTIS for Educators | |||||||||||||||||||||||
90 | Social-Emotional Learning and Literacy in Science - SECONDARY | Click here | How can teachers integrate and accelerate literacy and subject-area learning in science, history, and English language arts?
In today’s schools, every subject involves discipline-specific text, so all students need support to develop the critical literacy skills required to use and understand those texts. How can educators help diverse students participate successfully in the complex literacy practices required of the California State Standards and the Next Generation Science Standards? To help secondary educators examine these types of questions, the Strategic Literacy Initiative is showcasing educators using their evidence-based Reading Apprenticeship framework, which is based on more than twenty years of experience researching and learning how teachers incorporate disciplinary literacy strategies in their classrooms. In this webinar series, participants will learn how educators can build literacy skills within a collaborative classroom context that supports all students to engage with academically challenging text, take a problem-solving stance, persevere, and succeed. When effective and academic development are linked, deep changes in teachers’ practices and students’ engagement and achievement happen. This webinar will explore social-emotional learning and literacy in science. | On your own | On your own | 1.5 hrs | WestEd | |||||||||||||||||||||||
91 | Supporting Long Term English Learner Students in Mastering Academic English: A Framework for Success | Click here | Some English learner (EL) students take longer to achieve sufficient English proficiency to be reclassified as a fluent English speaker, or may never achieve reclassification. These long-term English learner students (LTELs) often lag behind their peers in academic achievement and college- and career-readiness.
In this webinar, hosted by the REL West English Learner Alliance, two EL education experts share promising strategies and practices to support LTEL students – and all EL students – in English writing and academic literacy. The presenters encourage participants to consider the coordination of practices with a framework for building LTEL students’ academic language development and success. | On your own | On your own | 1.5 hrs | 1. Anjali Kamat 2. Kim Miller | WestEd | ||||||||||||||||||||||
92 | Supporting Secondary English Learners in the Social Studies Classroom in a Distance Learning Environment | Click here | Structuring opportunities for students to participate in quality and sustained interactions, where they engage in rigorous back-and-forth discussions about a historical topic in a virtual environment, can present some challenges. One approach to help teachers make lessons more accessible to English Learners is integrating the use of carefully selected multimodal texts such as historical maps, photographs, and video into the design of lessons.
This archived webinar helps deepen teachers’ understanding of the development of oral language for English Learners and provides some strategies that can be applied to distance learning environments. The following topics were addressed in this session: Introduction to oral language development and its importance for English Learners. How to enable oral language development in a distance learning environment? What resources support quality interactions for English Learners? Using multimodal texts to invite interactions. This is the eighth of a 13-part webinar series designed to support English Learners in distance learning settings. | On your own | On your own | 1 hr | WestEd | |||||||||||||||||||||||
93 | Taking Your Online Math Instruction to the Next Level: Exploring How Effective Instructional Strategies Work in Online Environments - Mike Flynn | https://nctm.wistia.com/medias/w8ov2naxj9 | On your own | On your own | 1 hr | 1. Audrey Miles | NCTM - Michael Flynn | |||||||||||||||||||||||
94 | Using Google Classroom to Provide At-Home Activities for K-2 Parents | https://otis.teq.com/events/preview/14390 | Engaging learners in the primary grades is essential to keep new and developing skills strong. Help provide at-home activities for your K-2 parents to do with their children using Google Classroom. We'll share tips and tricks for getting Google Classroom started in primary grades, as well as engaging activities you can share with parents! | On your own | On your own | .6 hrs | 1. Camille Pires 2. Audrey Miles | OTIS for Educators | ||||||||||||||||||||||
95 | Using Zoom for Remote Instruction | Zoom for Beginners | In this course you'll learn some of the basic features within the Zoom video conferencing platform and how you can potentially use it as a tool for remote learning. | On your own | On your own | .5 hrs | 1. Pierre Clark 2. Laura Schook. 3. Ramon Perez 4. Jessica Crichlow | OTIS for Educators | ||||||||||||||||||||||
96 | When White Women Teach Black Boys | https://www.youtube.com/watch?v=-EuRCFENW7Y&feature=youtu.be | On your own | On your own | 1 hr | 1. Natalie Baird 2. Laura Schook. 3. Alyssa Pappas. 4. Camille Pires 5. Jessica Beeman | Eddie Moore, Jr., Ali Michael, and Marguerite Penick-Parks | |||||||||||||||||||||||
97 | Zoom Updates | Click here. | Check out this course to learn about the latest updates to Zoom’s video conferencing platform that enable you to have a much smoother experience with updated security measures. | On your own | On your own | .25 hrs | OTIS for Educators | |||||||||||||||||||||||
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