Meeting the needs of diverse learners Subcategory
GCAE Professsional Development 2009-10
[A]
Description:
The GCAE Professional Development Course will discuss the SBE 21st Century goals and objectives. It will also provide assistance and support with the newly adopted McREL evaluations and National Board Certification. In addition, it will also provide information to members with licensure issues, State Board policy changes,School Improvement Teams, and Professional Learning Communities.
GCS-AL Monthly Meeting 2009-2010
[A]
Description:
Monthly meeting of Advanced Learning teachers to develop curriculum expertise and to establish consistent procedures for identifying and serving Advanced Learners.
GCS-AL: Building Thinking Skills Training
Description:
In this course, participants will develop essential understandings for teaching Building Thinking Skills Participants will receive a copy of the book Building Thinking Skills by Sandra Parks and Howard Black.
GCS-AL: Nurturing Gifted Characteristics in Grades 2 & 3
[A]
Description:
Participants will develop skills necessary to facilitate the workshop: "Nurturing Gifted Learners" at their schools.
GCS-CTE Early Childhood Education Teaching Strategies 2009-10
[A]
Description:
GUILFORD COUNTY SCHOOLS CTE Early Childhood Education (ECE) Teaching Strategies.
Participants will attend a variety of presentations related to various teaching strategies and curriculum topics to determine ways to enhance the curriculum and help students reach competency mastery.
GCS-CTE Medical Careers Teaching Strategies 2009-10
[A]
Description:
GUILFORD COUNTY SCHOOLS CTE Medical Careers Teaching Strategies.
Participants will attend a variety of presentations related to various teaching strategies and curriculum topics to determine ways to enhance the curriculum and help students reach competency mastery.
GCS-CTE Teaching Strategies for Carpentry 2009
[A]
Description:
GUILFORD COUNTY SCHOOLS CTE Carpentry Teaching Strategies.
Participants will attend a variety of presentations related to various teaching strategies to address different learning styles. In addition, participants will develop appropriate learning activities to enhance the curriculum and help students reach competency mastery.
GCS-CTE Teaching Strategies for Exploring Business Technologies 2009
[A]
Description:
GUILFORD COUNTY SCHOOLS CTE Exploring Business Technologies Teaching Strategies.
Participants will attend a variety of presentations related to various teaching strategies to address different learning styles. In addition, participants will develop appropriate learning activities to enhance the curriculum and help students reach competency mastery.
GCS-CTE Teaching Strategies for Exploring Life Skills 2009-10
[A]
Description:
GUILFORD COUNTY SCHOOLS CTE Exploring Life Skills Teaching Strategies.
Participants will attend a variety of presentations related to various teaching strategies to address different learning styles. In addition, participants will develop appropriate learning activities to enhance the curriculum and help students reach competency mastery.
GCS-CTE Teaching Strategies for Exploring Technology 2009
[A]
Description:
GUILFORD COUNTY SCHOOLS CTE Exploring Technology Teaching Strategies.
Participants will attend a variety of presentations related to various teaching strategies to address different learning styles. In addition, participants will develop appropriate learning activities to enhance the curriculum and help students reach competency mastery.
GCS-CUI: Chemistry/Physical Science Teaching and Learning
[A]
Description:
Participants will work Professional Learning Communities to plan science instruction that meets the objectives of the North Carolina Standard Course of Study for Chemistry and Physical Science.
GCS-CUI: High School Math: Odyssey
Description:
This course is desgined to assist teachers with using Odyssey as a tool for instruction.
GCS-CUI: High School Science Inquiry Training
[A]
Description:
This course is designed to help biology teachers mplement inquiry-based science into the classroom.
GCS-CUI: High School Science Professional Development 2009-2010
[A]
Description:
District-wide mandated professional development on best practices in High School Sciences.
GCS-CUI: High School Writing Lead Teacher Training 2009-2010
[A]
Description:
The theme for this session is collaborative planning and improvement of core instruction for writing, particularly in preparation for the North Carolina 10th grade writing test.
GCS-CUI: Improving Social Studies Teaching
[A]
Description:
This is designed to demonstrate ways to improve social studies teaching by looking at related subject areas such as reading, economics, math.
GCS-CUI: Introduction to GEMS 2.0
[A]
Description:
Training for GEMS version 2.0. This training will be held at the Washington St. Annex.
GCS-CUI: Mathematics K16 Math Community Meetings
[A]
Description:
Participants will seek to build connections among its members in order to provide support for, learn from,and appreciate each other´s efforts in mathematics education.
GCS-CUI: READ 180 Training
[A]
Description:
READ 180 Teachers will receive training in how to implement and manage a READ 180 classroom. Topics will include: Moving Through Rotations; Helping Students Choose the Right Book; Holding Student Conferences; The Instructional Software Rotation; Whole Group Instruction; Using the rBook in Small Groups; Implementing Appropriate Strategies; Teaching Vocabulary; Using the SRI and Other Data; and others as needed.
GCS-CUI: READ 180 Training: Veteran Teachers
[A]
Description:
READ 180 Teachers will receive training in how to implement and manage a READ 180 classroom. Topics will include: Moving Through Rotations; Helping Students Choose the Right Book; Holding Student Conferences; The Instructional Software Rotation; Whole Group Instruction; Using the rBook in Small Groups; Implementing Appropriate Strategies; Teaching Vocabulary; Using the SRI and Other Data; and others as needed.
GCS-CUI: Science Inquiry Training NC Science House SEED grant
[A]
Description:
This course is designed to help physical science and earth/environmental science implement inquiry-based science into the classroom.
GCS-CUI: Storytelling and Theater
Description:
Storytelling is a part of growing and learning to read. Many stories can be made into theatrical productions. This course will explore the connections between storytelling and theater.
GCS-CUI: Teaching American History: Building Bridges Year 2
[A]
Description:
This course is designed for teachers participating in the Building Bridges grant program. The course focuses on early American History including the colonial period, the Revolutionary War, and the US Constitution.
GCS-CUI: Teaching and Learning Sessions: High School Biology Fall 2009
[A]
Description:
Biology Teaching and Learing Sessions using a Professional Learning Community format.
GCS-CUI: Teaching and Learning Sessions: High School Biology Spring 2010
[A]
Description:
Biology Teaching and Learing Sessions using a Professional Learning Community format.
GCS-DIBELS Training: Administration
[A]
Description:
Participants will learn how to administer DIBELS using a PDA.
GCS-DIBELS Training: Administration & Application for CFs
Description:
Participants will learn how to administer DIBELS using a PDA, access data on the mCLASS website, and monitor student progress.
GCS-DIBELS Training: mCLASS Direct
[A]
Description:
Participants will learn how to access DIBELS data using mCLASS Direct reports.
GCS-DIBELS Training: Using DIBELS Data to Inform Instruction
[A]
Description:
This training will teach participants how to use the mCLASS website to create reports for DIBELS results.
GCS-DIBELS Training: Using DIBELS to Monitor Student Progress
[A]
Description:
Participants will learn how to use DIBELS to monitor student progress.
GCS-EC: Adapted PE Monthly Meetings 2009-2010
[A]
Description:
This year we are concentrating on methodology, looking at creative methods for providing quality services in the schools.
GCS-EC: Adaptive Literacy
[A]
Description:
Teachers of Students with Autism in a self- contained setting will develop literacy units based on extensions of the SCOS..
GCS-EC: Curriculum for EC Pre-schoolers 2009-10
[A]
Description
Participants will work on Creative Curriculum and other methodologies and proctices. They will learn to implement, adapt,and or modify the curriculum and how to embed the IEP objectives within the program.
GCS-EC: Foundations of Reading
Description:
Presenters will introduce teachers to the knowledge, skills and procedures needed to provide effective instruction for students with persistent reading difficulties. Using research, participants will have a better understanding of how children learn to read. Assignments must be completed and a pre and post test will be given.
GCS-EC: Gateway Literacy Workshop
[A]
Description:
Teacher(s) and therapist(s) will learn to construct and use adapted books and writing materials using using alternative pencils and various other strategies to make literacy more accessible for student(s) with special needs.
GCS-EC: High School Literacy/Structure of Language
[A]
Description:
This course is designed for designated high school teachers who will be teaching the elective course, Structure of Language. During the yearlong sessions teachers will be trained in Corrective Reading and High Performance Writing. They will also receive training in how to monitor student progress as well as data collection for the program.
GCS-EC: Home/Hospital Instruction
[A]
Description:
Interested teachers will be trained on how to implement home hospital services for students.
GCS-EC: Inclusive Practices- From Isolation to Collaboration
[A]
Description:
This course is for teachers that are new to co-teaching/collaborative classrooms. In this course co-teaching teams will be provided with an overview of the six models of co-teaching, as well as roles and responsibilities of both regular and special education teachers. They will also discuss the advantages and challenges involved when collaborating in the areas of lesson planning, scheduling, student grouping, assessment, and discipline in the inclusive classroom.
Guidance will be given on creating and implementing differentiated lessons and tiered assignments as well.
GCS-EC: Itinerant Pre- K Practices
[A]
Description:
Itinerant EC PK staff will participate in trainings designed to maintain skill levels with IEP writing, folder reviews, functional goals, compliance issues and to share thematic materials and assessment data.
GCS-EC: Monthly Meetings for Teachers of the Deaf and Hard of Hearing 09-10
[A]
Description:
Departmental meetings will be held for the teachers of the deaf or hard-of-hearing to discuss and establish formal procedures/ forms for working with signing deaf students and the auditory-oral/cued speech students.
GCS-EC: SRA Presents Corrective Reading Inservice
Description:
A representative provided by SRA will instruct participants on how to implement the Corrective Reading Program. Corrective Reading provides intensive intervention for students in Grades 4-12 who are reading one or more years below grade level. This program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students. Includes a point system based on realistic goals to motivate students who are often expected to fail.
GCS-EC: SRA/McGraw Hill-Initial Reading Mastery
Description:
Reading Mastery is a systematic intensive direct instruction program. It is researched based and aligns with NCLB recommendations. This course gives in depth training on specific teaching strategies and techniques to use in the direct instruction of reading. Participants will be involved in interactive practices. They will also gain information on how best practices in research are applied to daily instruction.
GCS-EC: Strategies to Use With Autistic Students
[A]
Description:
Presenters will provide strategies for working with autistic students in the areas of social skills and academics in order to help them in the general ed. classes.
GCS-EC: Teachers of Autistic Students Monthly Meetings 2009-2010
[A]
Description:
Teachers will come together in a supportive setting to plan, share and implement creative ways to work with their students. Each session will focus on strategies as well as curricular ideas. The sessions will be tailored to meet the needs of the group. Presenters will be brought in to share pertinent information.
GCS-EC: Vantage Training and Implementation
Description:
Teacher(s) and therapist(s) will learn to use a variety of Prentke Romich, augmentative communication systems, such as Vantage, Vanguard, ECHO and Springboard. This course will discuss use/care, programming and implementation of these devices.
GCS-Greater Greensboro Reading Council Meetings for 2009-2010
[A]
Description:
These are the meetings for the Greater Greensboro Reading Council. We are the local chapter of the North Carolina Reading Association. We will meet 6 times over the course of the school year to discuss issues surrounding reading instruction.
GCS-MPS: Differentiated Instruction
[A]
Description:
This workshop explores the facets of differentiated instruction. This workshop will assist both experienced and novice teachers with resources and useful tools to customize and meet the needs of their students.
GCS-MPS: Foundations of Cooperative Learning
[A]
Description:
Participants will investigate diverse strategies on team building methods and activities to allow their students to be successful.
GCS-MPS: Teacher Leader Program
Description:
The Teacher Leader Program is designed as a dual purpose program experience; that two-fold purpose is:
To provide a robust individual development experience focused on the role of teachers as critical partners in leading and transforming schools.
To provide an understanding of the work principals will experience in the GCS Leadership Development Initiative and to leverage teacher support for that work.
GCS-MPS: TESA
[A]
Description:
TESA seeks to increase student achievement by increasing teacher expectations. It is designed to intervene by both heightening the teacher´s awareness of his/her preceptions and how those perceptions affect expectations. Teachers are encouraged to give perceived low achievers more opportunities to perform in classes, to receive more feedback, and to establish personal relationships with every student.
GCS-Pre-K: Right Start Spotlight Sessions I-V
[A]
Description:
New and new to prekindergarten teaachers will focus on five major areas designed to support best practices in early learner classrooms. The spotlight sessions: Classroom Management, Informal Assessment, Conferences, Diverse Learners, Developmental Assessment Administration.
GCS-Pre-K: Tools of the Mind Tool Shed
Description:
Tools of the Mind Tool Sheds are professional learning community meetings where teachers using TOM curriculum share strategies that work and support each other in implementation.
GCS-PreK: Recognition and Response Cohort 2
Description:
Recognition and Response is a researched base program to identify and develop strategies for literacy interventions in prekindergarten children who have not responded to tier I interventions .This is a two year professional development strategy to address student achievement.
GCS-PreK: Recognition and Response Cohort I
Description:
Recognition and Response is a researched base program to identify and develop strategies for literacy interventions in prekindergarten children who have not responded to tier I interventions .This is a two year professional development strategy to address student achievement.
GCS-PROFDEV: Differentiated Instruction
[A]
Description:
This workshop explores the facets of differentiated instruction. This workshop will assist both experienced and novice teachers with resources and useful tools to customize and meet the needs of their students.
GCS-PROFDEV: Does Vocabulary Affect Academic Development
[A]
Description:
Participants will examine skills, procedures, and methods needed to provide direct and explicit vocabulary instruction. Using the research of Janet Allen and Robert Marzano, participants will develop a repertoire of effective strategies for teaching vocabulary in all core subject areas as a means to increase reading comprehension, to develop knowledge of new concepts, and to improve all areas of communication.
GCS-PROFDEV: Foundations of Cooperative Learning
[A]
Description:
Participants will investigate diverse strategies on team building methods and activities to allow their students to be successful.
GCS-PROFDEV: Reading Comprehension with Interactive Strategies
[A]
Description:
Participants will build on the foundation of reading strategies and best practices acquired in the course, READING IN THE CONTENT AREA, to improve the process of acquiring meaning from expository (non-fiction) text. These methods will focus on engaging readers Before, During, and After the actual reading process so as to increase comprehension and retention of content area materials.
GCS-PROFDEV: Reading in Math: No Longer a Problem
[A]
Description:
Participants will examine effective literacy strategies to support the processes of learning concepts, acquiring meaning, and making connections from math text to increase student involvement and achievement.
GCS-PROFDEV: Reading Strategies for Deepening Comprehension of Text
Description:
Participants will take an in-depth look at strategies to assist students in developing effective reading behaviors in the content area classes. Using Buehl’s Classroom Strategies for Interactive Learning and Beers´ When Kids Can´t Read, participants will develop a repertoire of interactive strategies to incorporate into their lesson plans.
GCS-PROFDEV: Reading to Learn Science
[A]
Description:
Participants will examine effective literacy strategies to support the processes of learning concepts, acquiring meaning, and making connections from science text to increase student involvement and achievement.
GCS-Psych Serv: Elementary Intervention Support Team Training 09-10
Description:
This workshop will provide training on the IST process, used to address academic, behavioral and/or speech/language concerns.There will be a heavy emphasis on the role of the case manager. There have also been revisions made to the forms needed for this process, which will be reviewed. .
GCS-Psych Serv: Secondary Intervention Support Team Training 09-10
Description:
This workshop will provide training on the IST process, used to address academic, behavioral and/or speech/language concerns.There will be a heavy emphasis on the role of the case manager. There have also been revisions made to the forms needed for this process, which will be reviewed. .
GCS-Right Start Mentoring Novice Teachers: The Ingredients for Success
[A]
Description:
Participants will be taught best practices for mentors who support novice teachers. Mentor roles (reflection, communication skills, observation, support, confidentiality) will be discussed and a coaching model will be used. This course will provide the NC 24 hour initial mentor training course requirement for first-time mentors.
GCS-Tech: Gaggle Administrator
Description:
This workshop will provide participants instructions for using the safe student email system, Gaggle.net, with special emphasis on the administrative features.
GCS-Tech: Gaggle Instructional
[A]
Description:
This workshop will provide participants instructions for using the safe student email system, Gaggle.net. Gaggle enables educators to become more accessible to students via electronic communication in the form of email, message boards and blogs. Communication and collaboration amongst students are also fostered by the implementation of this email system.
S/ALL-Brain Based Strategies
Description:
This course reveals the way the brain learns best. Using researched based strategies to enhance student success.
S/BES-Thinking Maps
[A]
Description:
Participants will learn the fundamental research that supports the use of Thinking Maps as an effective instructional strategy that supports critical thinking skills. The eight maps will be introduced and applied to content and grade level.Follow up sessions will be designed to meet the needs of the school as they gain an analytical understanding of each map. br>
S/BRI: Direct Instruction Meeting the Needs of our Struggling Students
Description:
This course will provide teachers with the tools to teach using Direct Instruction. Teachers will be given an overview of the program along with explict teaching techniques to successfully implement the program. Teachers will also receive instruction in Reading Mastery for level I and II students.
S/CON-MPS: Marzano: Classroom Instruction that Works
[A]
Description:
This course will introduce teachers to the nine classroom strategies that have been proven to increase student achievement. The main focus will be on summarizing/note taking, and identifying similarities and differences.
S/DHS: Thinking Maps: A Sure Way to Improve Student Achievement
[A]
Description:
Participants will learn the fundamental research that supports the use of Thinking Maps as an effective instructional strategy that supports critical thinking skills. The eight maps will be introduced and applied to content and grade level. Follow up sessions will be designed to meet the needs of the school as they gain an analytical understanding of each map.
S/EHS PBS (Positive Behavioral Support) Training, 2009 - 2010
Description:
Participants will identify PBS and CHAMPS applicable procedures and methods to provide effective motivations and behavioral support for students in EGHS´s professional learning community.
S/FAI-Marzano: Classroom Instruction That Works
[A]
Description:
This course will introduce teachers to the nine classroom strategies that have been proven to increase student achievement. The main focus will be on summarizing/notetaking, homework/practice, and setting goals/ providing feedback.
S/FAI-SRA: Corrective Reading
Description:
A representative provided by SRA will instruct participants on how to implement the Corrective Reading Program. Corrective reading provides intensive intervention for students in Grades 3-12 who are reading one or more years below grade level. This program delivers tighlty sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels of decoding plus four for comprehension address the varied reading deficits and skill levels found among older students. Includes a point system based on realistic goals to motivate students who are expected to fail.
S/FAI-SRA: Reading Mastery
Description:
Reading Mastery is a systematic intensive direct instruction program. It is researched based and aligns with NCLB recommendations. Reading Mastery gives in depth training on specific teaching strategies and techniques to use in the direct instruction of reading. Participants will be involved in interactive practices. They will gain information on how best practices in research are applied to daily instruction.
S/GIL-Booster Sessions for Corrective Reading
[A]
Description:
Teachers who are teaching SRA Corrective Reading will receive monthly coaching sessions with James Raynor after school for 2 hours.br>
S/GIL-THINKING MAPS
[A]
Description:
Participants will learn the fundamental research that supports the use of Thinking Maps as an effective instructional strategy that supports critical thinking skills. The eight maps will be introduced and applied to content and grade level.Follow up sessions will be designed to meet the needs of the school as they gain an analytical understanding of each map. br>
S/HAM-Teaching with the Brain in Mind
[A]
Description:
This course will give teachers ideas and strategies on how to improve student achievement and create a more effective classroom by applying brain research to teaching.
S/HPC-Best Practices: A Case Study of How to Meet the Needs of All Learners
[A]
Description:
This course is designed to build collaborative professional learning communities in order to meet the diverse needs in a teacher´s classroom. Students are required to meet mandates from the state in order to graduate, and teachers are expected to assist them in order for them to graduate in four years. Collaboration on best practices is necessary in order to graduate students with 21st Century Skills.
S/HPC-MPS: TESA Training
Description:
TESA seeks to increase student achievement by increasing teacher expectations. It is designed to intervene by both heightening the teacher´s awareness of his/her perceptions and how those perceptions affect expectations. Teachers are encouraged to give perceived low achievers more opportunities to perform in classes, to receive more feedback, and to establish personal relationships with every student.
S/HUN-Guided Reading with Non-Fiction Texts for Grades K-5
Description:
This course is designed to help teachers explore guided reading instruction using a variety of informational texts and examine reading assessments using non-fiction texts. The learner will tailor reading instruction to include the types of questions used on non-fiction assessments and to use non-fiction texts on a regular basis in guided reading.
S/JOY- Instructional Sharing Sessions
[A]
Description:
They will be on varying topics that will be based on teacher needs. Teachers will receive best practices and instructional strategies that are research based that can be implemented in their classroom to address student needs and improve student achievement.
S/JOY- Thinking Maps Training
[A]
Description:
This course is designed to provide an in depth understanding of the Thinking Maps and the critical thinking skills required for students to use them.
S/MCI Assessment and Instructional Methods for Students with Autism
[A]
Description:Teachers will learn to use the ABLLS and the PEP-R to assess students with autism, and will learn how to employ video modeling as a tool for instruction and behavior management.
S/McL--Instructional Strategies that Engage the Brain
[A]
Description:
The course will highlight the 20 Brain Compatible Strategies that Marcia Tate highlights in her books. Once strategies are presented teachers will be asked to implement strategies in their classrooms and then present to fellow staff members.
S/MON Balanced Literacy for Diverse Learners
[A]
Description:
STOP! This is a year long school initiative to implement Balanced Literacy through Guided REading Coaching with Education Resource Group.
S/MON Guided Math for 3-5 Teachers
Description:
This session will focus on strategies and best practices for small group differentiated math instruction.
S/MOR-Intervention/Prevention Tier 1 and 2
[A]
Description:
This training will equip Morehead Elementary staff with the skills and knowledge needed for the implementation of Tier 1 and Tier 2 in the IP process and will train the staff to utilize IE time for interventions.
S/NCM-SIOP (Sheltered Instruction Observation Protocol)
[A]
Description:
Text provides a training model for teachers in effective sheltered strategies for LEP students, English language development, and content knowledge. (Instruction identifies the methods for integrating language and content instruction to enhance comprehension and content material to ELLs.
S/NEHS - Balanced Student Assessment
[A]
Description:
This course is designed to use student assessments as a teaching and learning tool for all instructors and administrators. It will prepare members on how to effectively assess the skills necessary and evaluate how well we are in meeting set goals.
S/NMS-Streamlining Planning and Collaboration
[A]
Description:
This course will provide teachers with the knowledge to streamline their lesson planning and collaboration process by implementing strategies to transform state standards into cohesive units of study.
S/NMS-Using Vocabulary to Enhance Comprehension
[A]
Description:
The books, Creating Robust Vocabulary by Isabel L. Beck, Margaret G. McGeown and Linda Kucan and Words, Words, Words by Janet Allen, will provide the basis for discussing the purpose(s) for vocabulary instruction.
S/NWH Active Student Engagement
[A]
Description:
Teachers will work together with the curriculum facilitator to identify, plan for, implement, and evaluate active student engagement.
S/OKV: Marzano: Research-Based Strategies for Increasing Student Achievement 2009-2010
[A]
Description:
Description:
What works in education? How do we know? How can we apply it in our classrooms to individual students? Get the answers to these and other like questions that busy educators often ask. Find out what a big difference it can make when students know how to use specific interactive strategies that are proven to have positive effects on student achievement. Learn it today. Use it tomorrow!
S/PAR- Classroom Instruction That Works: Part 2
[A]
Description:
This course will focus on the nine classroom strategies that have been proven to increase student achievement. The main focus will be on: summarizing and note taking, Objectives and feedback and Generating and testing hypotheses.
S/PEA- Improving Reading
[A]
Description:
This course will strengthen our professional learning community to raise reading scores across the curriculum.Emphasis will be placed on teaching power objectives, guided reading practices, reaching all learners and word study.
S/PLE: Marzano: Classroom Instruction that Works
[A]
Description:
This course will introduce teachers to the nine classroom strategies that have been proven to increase student achievement. The main focus will be on summarizing/note taking, and identifying similarities and differences,reinforcing effort and providing recogntion and feedback.
S/RAG-Snippets For Success
Description:
This session will expose staff to the multiple resources available to promote student success in the classroom.
S/SED- Classroom Instruction That Works: Part II
[A]
Description:
An indepth study of McREL´s research pertaining to Classroom Instruction That Works (CITW)which emphasizes the nine strategies developed by Robert Marzano. During this part of the training, the focus will be on the strategies of summarizing and notetaking, homework and practice, and identifying similarities and differences.
S/SES- Marzano: Research-Based Strategies for Increasing Student Achievement
Description:
What works in education? How do we know? How can we apply it in our classrooms to individual students? Get the answers to these and other like questions that busy educators often ask. Find out what a big difference it can make when students know how to use specific interactive strategies that are proven to have positive effects on student achievement. Learn it today. Use it tomorrow!
S/SHA-Classroom Instruction that Works
[A]
Description:
This course will introduce teachers to the nine classroom strategies that have been proven to increase student achievement. The main focus will be on summarizing/note taking, generating hypothesis, and identifying similarities and differences.
S/SMA Teaching with the Brain in Mind
[A]
Description:
A hands-on, experiential training that explores how the brain learns and the specific and practical application of that knowledge.
S/SME-Guided Reading for 3rd-5th Grades
[A]
Description:
This course will help teachers to implement guided reading into their classrooms as part of a balanced literacy format.
S/SMI MPS Teaching With the Brain in Mind
[A]
Description:
As a year 4 Mission possible school, it was decided that the best use of inservice time would be to look at how our diverse population learns and devise strategies to meet the needs of all learners.
S/SMI MPS Year 4 Teaching With The Brain in Mind
Description:
This course is for Mission Possible Incentive paid teachers to meet the requirements for year 4 teachers.
S/STO-Classroom Instruction That Works
[A]
Description:
This course is based on the book Classroom Instruction that Works by Marzano. It is designed to empower teachers with the skills to use the best teaching strategis to help students acquire and integrate knowledge.
S/STO-Intervention/Prevention Tier 1 and 2
[A]
Description:
This training will equip Stokesdale Elementary staff with the implementation of Tier 1 and Tier 2 in the IP process.
S/TWI-Staff Training 2009-10
[A]
Description:
We will use the mandated workdays and early release days for professional development for our Twilight Staff. Topics will include: (1)GAGGLE, (2)Webmaster (completing teacher webpage for our school site), (3)Instructional Strategies for Difficult Students, (4) Positive Discipline.
S/WAS-Montessori Training for Co-Teachers
[A]
Description:
This course will review the role of the co-teacher in the Montessori environment. This course will teach co-teachers how to encourage the children to be independent and model for
them appropriate manners and behaviors. Co-teachers will be encouraged to instruct children in activities designed to promote social, physical, and intellectual growth following the philosophies of Maria Montessori.
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