This course is designed for Secondary Education Mathematics Teachers and meets the professional development criteria for academic content studies for Mathematics, reading comprehension, and teaching skills. This course will present an overview of topics through high school Algebra II.

Applicants will be required to work outside of class using assignments related to the objectives from the previous sessions. Applicants will be able to assess their progress through short assessments at the start of each session. A problem set will be passed out toward the end of each class. The students will start work as a group with the understanding that the problems are to be completed before the next class.

Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. Participants will also complete a lesson plan that includes new learning.

This course is for regular and special educators working with mathematics students in grades K - 6 and coaches. It meets the following professional development criteria: Professional Development Criteria, Content knowledge, Teaching skills, Analyze and use data.

Participants will complete written projects and performance assessments Participants will be assessed via coursework, assignments, and reflection papers. Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their work.

The purpose of this course is to facilitate participants to:
• Examine the Regional K-12 Mathematics Curriculum Framework to focus on how the big ideas of mathematics can be organized coherently.
• Think through the major ideas of the base ten system, including addition, subtraction, multiplication and division.
• Examine children’s thinking to learn how they develop the major ideas of mathematics.
• Learn about instructional strategies that will support students’ learning, including what questions probe students’ deep understanding of a concept.
• Share and discuss the work of students to gain insight into their solution strategies.
• Plan, conduct, and analyze mathematics interviews of students to focus on their thinking about concepts.
• View and discuss videotapes of mathematics classrooms.
• Read overviews of related research.
• Explore what student work looks like when students demonstrate deep conceptual understanding of mathematics.
• Utilize the Mathematics Curriculum Framework, Developing Mathematical Ideas, the Mathematics Task Framework, and other tools to facilitate seminars with colleagues.
• Identify some strategies a facilitator might employ to make sense of participant productions and their role in helping participants make sense of each other’s ideas.

This course is for regular and special educators working with mathematics students in grades K - 6 and coaches and meets the following professional development criteria: Professional Development Criteria, Content knowledge, Teaching skills, Analyze and use data.

Prerequisite:
Participants who take the Elementary Mathematics Leadership Academy at the Governor’s Institute for Data Driven Instruction July 13-18, 2008 and those who took the Elementary Mathematics Teacher Leadership Academy may take this course.

Participants will complete written projects and performance assessments. Participants will be assessed via coursework, assignments, and reflection papers. An implementation plan will be completed by participants indicating how new learning will be integrated into their work.

The purpose of this course is to facilitate participants to:
• Think through the major ideas of the base ten system, including addition, subtraction, multiplication and division.
• Think about fractions and how they fit into the base-ten system.
• Examine children’s thinking to learn how they develop the major ideas of mathematics.
• Learn about instructional strategies that will support students’ learning, including what questions probe students’ deep understanding of a concept.
• Share and discuss the work of students to gain insight into their solution strategies, misconceptions and how to question to assess and advance their learning.
• Plan, conduct, and analyze mathematics interviews of students to focus on their thinking about concepts.
• View and discuss videotapes of mathematics classrooms.
• Read overviews of related research.
• Explore what student work looks like when students demonstrate deep conceptual understanding of mathematics.
• Utilize the Developing Mathematical Ideas-Making Meaning for Operations, the Thinking through a Lesson Protocol, and other tools to facilitate seminars with colleagues.
• Identify some strategies a facilitator might employ to make sense of participant productions and his/her role in helping participants make sense of each other’s ideas. 

This course is designed for Secondary Education Mathematics Teachers and meets the professional development criteria for academic content studies for Mathematics, reading comprehension, and teaching skills. This course will present an overview of topics through high school geometry and trigonometry.

Applicants will be required to work outside of class using assignments related to the objectives from the previous sessions. Applicants will be able to assess their progress through short assessments at the start of each session. A problem set will be passed out toward the end of each class. The students will start work as a group with the understanding that the problems are to be completed before the next class.

Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%. Participants will also complete a lesson plan that includes new learning.

This course is for all teachers and administrators in grades PreK-12 that want to develop teaching techniques and strategies to enhance reading, writing, listening and speaking in any curriculum. This course provides professional development in PreK-12 reading skill development, analysis and use of data to promote literacy, and teaching techniques and strategies to develop and enhance literacy in PreK-12 Science, Social Studies, Math, Reading, and Writing.

This course will provide an introduction to the development of phonemic awareness, phonics, fluency, vocabulary knowledge, and comprehension. Hands-on activities will demonstrate instructional and remediation strategies that can be applied to any text at various grade levels. Participants will focus on developing an action plan that includes locating and/or developing literacy activities/strategies and then describing how and when these activities can be implemented into their classrooms, schools, or communities.

Required out of class work:
The participants will complete:
4 Question Surveys on Literacy (Fill in the Blank)
4 Literacy Terms Vocabulary Worksheets
5 Activity Sheets: Describe age level activities/strategies for the development of phonics, decoding and structural analysis, fluency, vocabulary, and comprehension
3 Summaries (1-2 typed pages in MLA or APA style):
Session 1: Choose one of nine areas to summarize from the National Reading Report (2000).
Session 2: Choose an educational article on one of the following: Phonemic Awareness, Phonics or Decoding and Structural Analysis.
Session 3: Choose an educational article on one of the following: Fluency or Vocabulary Instruction. Read and participate in discussions of chapters from the textbook: Culturally Responsive Literacy Instruction.

Participants will complete a written action plan that explains when and how at least 5 different activities/strategies, one from each of their activity sheets, can be implemented into their classrooms, schools, or community. Participants will complete a five-question performance assessment to reflect upon their own performance in this course.

Participants will be assessed using a 20 item multiple choice pretest and posttest. Scores on the posttest must be at least 80%.

Class instruction will consist of 4 sessions; each lasting from 8:00AM-4:00PM. Out of class assignments will represent approximately 7-8 hours of additional time per session. A minimum of 60 total credit hours will be required for this course.

Participates must purchase "Culturally Responsive Literacy Instruction" by Algozzine, B., O´Shea, D.J., Obiakor, F.E.
ISBN: 9781412957748.

“Making Sense of Math: Early Number Concepts” is a content course designed for K-8 teachers, with particular focus on strategies for K-5 students. The intent of this course is to provide teachers with an opportunity to deepen their understanding of number sense and place value, to strengthen problem solving skills, and to reflect on their classroom practice. This course meets the following professional development criteria: K-8 mathematics content, teaching techniques, and strategies.

For teachers of students who struggle with mental math, invert digits when naming numbers, or fail to complete simple mathematical operations, this course addresses early number concepts and the importance of number sense to students’ future mathematical success. Participants in this course will use base-ten blocks, base-ten frames, hundreds charts, a new number system, and their own fingers to represent and manipulate numbers. Teachers will work collaboratively to solve problems that stretch their understanding of place value, taking time to approach problems as learners, communicate mathematical findings, and consider how the content is developed at their grade level. Teachers will increase their content knowledge as they explore how these tools connect to a thorough understanding of place value. To receive 1 CPE credit, participants will attend two 7-hour sessions, participate in discussion board topics, take a pre- and post-test, and complete a final project; the project will be selected by the participants from a list of options including writing and implementing a unit of instruction, analyzing student work and addressing misconceptions, or completing an equivalent and pre-approved project of their own design.

The course PowerTeaching Math Training Series is for teachers in grades 3-8 and meets the following professional development criteria: teaching skills and math content. Power Teaching provides teachers in grades 3-8 with the tools necessary to deliver rich, powerful, and engaging lessons that support Pennsylvania’s Standards-Aligned Systems. The PowerTeaching framework is designed to guide students through a cycle of instruction that includes: compelling concept presentation, minute by minute assessments, structured team practice to promote opportunities for individual student mastery, and team and individual feedback to increase interdependence and motivation. Participants will complete a pre-post assessment and design lessons for their classrooms, implementation plans, and complete pre and post assessments.

Participants should bring their class list and their math teacher´s editions with them to the training sessions.

This course is for math teachers in the K-12 classroom. Participants will learn about developing a functional classroom that focuses on the math student at any grade level. They’ll explore the physical structure of the room and plan for different types of equipment. The instructor will model hands-on activities and teaching strategies to improve math instruction for all students.

Harry Lynch is currently working as a Math Coach for the Charleroi School District and is currently consulting as a Math Resource Teacher for the IU1 Center for STEM Education. He will share his classroom experiences and rich understanding of mathematics with the participants.

As an out-of–class assignment, participants will use the course information to plan their own math-centered classroom. The course will be held at Intermediate Unit 1 and . This course is made possible by funding from The Benedum Foundation and the IU1 Center for STEM Education.

This course is for elementary teachers in grades 3-5 and will meet the needs of those teachers who are responsible for developing student skills for success on the PSSA mathematics exam.

This course will familiarize teachers with the mathematics standards, assessment anchors and eligible content for grades 3, 4 and 5. It will also provide those teachers with specific problems for each of the five reporting categories. This course will consist of two days of instructor lead class for a total of 15 hours of face to face instruction.

The first session will begin with a Pre-test on the teacher’s knowledge about the PA standards, assessment anchors, eligible content and reporting categories. The second session will end with a Post-test to determine whether each participant has gained knowledge into the pre-tested topics. Throughout each session many example problems for each reporting category at the third, fourth and fifth grade levels will be discussed.

The participants will have the opportunity to solve problems and to inquire about strategies to teach those concepts. Between the first and second sessions each participant will be required to construct a PSSA lesson emphasizing an assessment anchor of their choosing. They will be required to demonstrate the lesson to the others in the class during the second session.

After completion of the second session each participant must create and email to the instructor two PSSA lesson plans that they plan to use in their classrooms this year.

The Pre-test shall consist of twenty questions about the PSSA assessment anchors, eligible content and reporting categories. The Post-test shall consist of the same questions. Score on the post-test of 80% or higher, will be required.

This course is for middle and high school teachers in grades 8-11 and will meet the needs of those teachers who are responsible for developing student skills for success on the PSSA mathematics exam.

This course will familiarize teachers with the mathematics standards, assessment anchors and eligible content for grades 8 and 11. It will also provide those teachers with specific problems for each of the five reporting categories. This course will consist of two days of instructor lead class for a total of 15 hours of face to face instruction.

The first session will begin with a Pre-test on the teacher’s knowledge about the PA standards, assessment anchors, eligible content and reporting categories. The second session will end with a Post-test to determine whether each participant has gained knowledge into the pre-tested topics. Throughout each session many example problems for each reporting category at the third, fourth and fifth grade levels will be discussed.

The participants will have the opportunity to solve problems and to inquire about strategies to teach those concepts. Between the first and second sessions each participant will be required to construct a PSSA lesson emphasizing an assessment anchor of their choosing. They will be required to demonstrate the lesson to the others in the class during the second session. After completion of the second session each participant must create and email to the instructor two PSSA lesson plans that they plan to use in their classrooms this year.

The Pre-test shall consist of twenty questions about the PSSA assessment anchors, eligible content and reporting categories. The Post-test shall consist of the same questions.

This course is for regular and special education mathematics teachers and educators working with mathematics students in grades 7-12 and meets the following professional development criteria:

Professional Development Criteria, Content knowledge, Teaching skills, Analyze and use data

Participants will complete written projects and performance assessments.

Participants will be assessed via coursework, assignments, and reflection papers.

Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their work.

The Academy will provide professional development for teacher leaders to support the building of learning communities within local school districts using a variety of research-based tools.

Participants in the Academy will: Explore Big Ideas in Mathematics
• Examine the Regional K-12 Mathematics Curriculum Framework to focus on how the big ideas of mathematics can be organized coherently while insuring the cohesive implementation of PA academic standards for mathematics across grade levels.
• Focus on conceptualizing and representing linear relationships, as well as mathematical reasoning. Deepen Understanding of Big Ideas through Examining Student Learning
• Learn how to address some of the “issues of practice” in teaching algebra.
• Learn how to analyze mathematical problems from a multiple perspectives including the variety of representations evoked, the different ways in which they can be solved, and the opportunities for student communication.
• Use both written and VCMPD cases of math classrooms to analyze and reflect on the teaching and learning patterns associated with The Mathematical Tasks Framework.
• Learn to make use of student ideas during discussion and to interpret student methods. Facilitate Teacher Learning in the District
• Learn how to use the Math Curriculum Framework, The Math Tasks Framework and VCMPD as lenses for reflection on and discussion of instruction with colleagues.

This course is for regular and special education teachers of science or educators working with science students coaches in grades 6-12 and meets the following professional development criteria: Content knowledge, Teaching skills, Analyze and use data

Participants will complete written projects and performance assessments Participants will be assessed via coursework, assignments, and reflection papers.

Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their work.

The Academy will provide professional development for teacher leaders to support the building of learning communities within local school districts.

Participants at the Academy will:

• Investigate the role and form of "Science as Inquiry" in content-strand specific instruction (Earth Science, Life Science, and Physical Science).
• Explore the Five Essential Features of Inquiry through Lesson Analysis
• Examine the ways in which the research on how people learn informs lesson design
• Explore how building conceptual coherence supports student learning.
• Engage in Curriculum Topic Study to examine how the implementation of different challenging instructional materials develops deep conceptual understanding of essential learnings as outlined by the regional Science Curriculum Framework and the PA Science Standards.
• Examine the essential characteristics of the change process and develop strategies for building Professional Learning Communities in their districts.
• Examine children´s thinking to learn how they develop the major ideas of Science.
• Learn about instructional strategies that will support students´ learning, including what questions probe students´ deep understanding of a concept.
• Read overviews of related research.
• Examine and evaluate samples of student work that demonstrate different levels of understanding about specific science concepts.
• Apply various formative assessment strategies to inform and adjust instruction to meet the needs of all students.

This course is for Teachers in grades 1-8 and meets the following professional development criteria: Mathematics content, reading comprehension, and teacher teaching techniques and strategies. Participants will learn techniques for teaching mathematics using the Singapore Math system. The instructor will model hands-on activities and teaching strategies to improve math instruction for all students.

Harry Lynch is a Math Coach for the Charleroi School District and is currently consulting as a Math Resource Teacher for the IU1 Center for STEM Education. He will share his classroom experiences and rich understanding of mathematics with the participants.

Required out of class work: Participants will complete a written project, performance assessment and an action plan for implementation.

Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.

As an out-of–class assignment, participants will use the course information to plan lessons using the Singapore Math method.

Finally an implementation plan will be completed by participants indicating how new learning will be integrated into their assignments.

Each participant will be given problems to do independently after each session. These will be turned in to the instructor within two weeks of the close of the course.

This course is made possible by funding from The Benedum Foundation and the IU1 Center for STEM Education.

Bring your own lunch or your can order from a take-out menu on the day of the class.

This course is for teachers in grades 7-12 for increasing their knowledge of the use of gaming as an instructional strategy and to develop their skill in using the Tabula Digita math program modules.

The Dimension M video game world engages students in learning and applying mathematics e.g. Pre algebra and Algebra 1 concepts and skills, while completing a series of missions.

The learning is structured into the following Dimension M components:

• Introduction and Instruction
• Application
• Reinforcement and Mastery
• Progress Monitoring.

Participants in this class will identify their digital mathematical philosophy of learning, describe their educational pedagogy as related to implementing mathematical digital gaming in the classroom, identify the mathematical content of missions, participate in selected missions, present group presentations around a single player mission, and share implementation strategies.

Out of class work will include: Participants will implement the Tabula Digita missions in their classrooms. Participants will develop an implementation plan which identifies how new learning will be integrated into classroom assignments and revise the implementation plan as needed throughout the training. Participants will be assessed on their competence with the modules.

This course is only for Albert Gallatin staff.

This course is for teachers in grades 1-12 who teach the following topics: (1) Measures in US and Metric Units, (2) Other Base Number Systems, and (3) Statistical Concepts. The course has three component parts: (1) Measures in US and Metric Units (teaches conversions of one system to another) (2) Other Base Number Systems (counting and computing in base 2, 5, 8, 12), and (3) Statistical Concept (creating a variety of graphs and plots). Instruction will include methods of using graphing calculators. It meets the following professional development criteria: math content, teaching skills, and analyze and use data. Participants will take a pre and post assessment, they will complete an implementation plan, and a lesson plan for the classroom.
Calculators will be provided for in class use.

This course is for Teachers in grades 3-8 and meets the following professional development criteria: Academic Content Studies for Mathematics, reading comprehension, and teaching skills.

Participants will learn techniques for teaching the mathematical concepts of fractions, percents and ratios. The instructor will model hands-on activities and teaching strategies to improve math instruction for all students.

This course will help elementary teachers understand how to build the proper relationship between fractions, ratios and percents. This will help those teachers build the mathematical rigor that will permit elementary students to be ready for high school mathematics. Required out of class work: Each participant will be given problems to do independently after each session. These will be turn in to the instructor within two weeks of the close of the course.

Harry Lynch is a Math Coach for the Charleroi School District and is currently consulting as a Math Resource Teacher for the IU1 Center for STEM Education. He will share his classroom experiences and rich understanding of mathematics with the participants.

Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.

As an out-of class assignment, participants will use the course information to plan lessons using methods modeled in this class.

This course is made possible by funding from The Benedum Foundation and the IU1 Center for STEM Education.

This course is for Teachers in grades 3-8 and meets the following professional development criteria: Academic Content Studies for Mathematics, reading comprehension, and teaching skills.

Participants will learn techniques for teaching the mathematical concepts of fractions, percents and ratios. The instructor will model hands-on activities and teaching strategies to improve math instruction for all students.

This course will help elementary teachers understand how to build the proper relationship between fractions, ratios and percents. This will help those teachers build the mathematical rigor that will permit elementary students to be ready for high school mathematics. Required out of class work: Each participant will be given problems to do independently after each session. These will be turn in to the instructor within two weeks of the close of the course.

Harry Lynch is a Math Coach for the Charleroi School District and is currently consulting as a Math Resource Teacher for the IU1 Center for STEM Education. He will share his classroom experiences and rich understanding of mathematics with the participants.

Participants will be assessed using a multiple choice pre and post assessment. Scores on the post assessment must be at least 80%.

As an out-of class assignment, participants will use the course information to plan lessons using methods modeled in this class.

This course is made possible by funding from The Benedum Foundation and the IU1 Center for STEM Education.