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Note: Courses with [A] have available sessions.

Organizational Development Category

     Coaching and Mentoring Model Subcategory

          Bullet Cognitive Coaching - Advanced [A]
CC Advanced Seminars provide refinement and depth of learning for those desiring to achieve expert proficiency in Cognitive Coaching and are highly supportive of those who wish to begin the pathway to becoming an in-district trainer.

By participating in this training, learners will:

  • refine and extend core coaching capabilities and skills
  • develop skills with advanced forms of paraphrasing, probing for specificity, and inquiring to mediate the thinking of others
  • expand the possibilities of and applications for our identities as mediators
  • frame personal coaching mastery as a journey, not a destination
          Bullet Cognitive Coaching Foundation Seminar Part 1

Target Group: Teachers and administrators

The mission of Cognitive Coaching® is to produce self-directed persons with the cognitive capacity for excellence both independently and as members of a community. Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive Coaching® is a research-based model that capitalizes upon and enhances teachers’ cognitive processes.

Participants will learn two coaching protocols: the planning conversation and the reflecting conversation. These conversations work well within the PLC structure, among team members, and one-on-one.

This addresses Colorado Teacher Quality Standards 5A, 5B.
          Bullet Cognitive Coaching Foundation Seminar Part 2 [A]

Target Group: Participants who have taken Cognitive Coaching Seminar Part 1

Prerequisite: Cognitive Coaching Foundation Seminar Part 1

This seminar is Days 5, 6, 7, & 8 of the Foundation Seminar.

The mission of Cognitive Coaching® is to produce self-directed persons with the cognitive capacity for excellence both independently and as members of a community. Research indicates that teaching is a complex intellectual activity and that teachers who think at higher levels produce students who are higher achieving, more cooperative, and better problem solvers. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Cognitive Coaching® is a research-based model that capitalizes upon and enhances teachers’ cognitive processes.

In days 5-8-day, participants will continue to learn how to:
  • develop trust and rapport
  • develop an identity as a mediator of thinking
  • utilize conversation structures for planning, reflecting and problem resolving
  • develop teachers’ autonomy and sense of community
  • develop higher levels of efficacy, consciousness, craftsmanship, flexibility and interdependence
  • apply four support functions: coaching, evaluating, consulting, collaborating
  • utilize the coaching tools of pausing, paraphrasing, and posing questions distinguish among the five forms of feedback
  • use data to mediate thinking
          Bullet Novice 2 Induction Cohort [A]
Target Group: Novice 2 teachers

Novice 2 Cohort is the induction class for teachers with 1 to 2 years prior experience. Cohort sessions support district and state induction requirements and align with district-expected instructional practices. The cohort will build on prior teacher experience and support ongoing, embedded growth and reflection. Sessions are designed for classroom relevance and application. Video observation, coaching cycles and reflection will be a part of this class.

Addresses Colorado Teacher Quality Standards:

QUALITY STANDARD III: Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

QUALITY STANDARD IV: Teachers reflect on their practice.
          Bullet Mentor Training for Licensed Teachers [A]

Target Audience:Licensed staff who are mentors or who want to be mentors

This three-night class supports mentors with skills and information needed to support teachers new to St. Vrain Valley Schools. Mentoring is a vital part of the induction process and meeting the needs of teachers joining SVVSD. This class will focus on both the requirements of induction in SVVSD and tools for working with peers as a mentor. Class is participatory and designed to be taken when you have a teacher to mentor but may be taken in advance.

This addresses Colorado Teacher Quality Standards 4A, 5A, 5B.

     Leadership Subcategory

          Bullet Administrative Induction and Supervision & Evaluation Training [A]
Target Group: New administrators

Administrative Induction is designed to acclimate new leadership to the philosophy, policies, procedures and culture of the St. Vrain Valley Schools community.
          Bullet Mead High School - Summer Advisory Team
Target group:MHS Advisory Team

A student Advisory time helps build relationships with a trusted adult and emotional/social support. It helps students work on team building skills, PSAT/SAT practice, and iCap.

This group will create lesson plans for each Advisory day and upload all the lessons into grade level Schoology groups.
          Bullet Peer Observation Training [A]
Target group: Teachers who have been asked to do a Peer Observation

Peer observation using a collaborative-inquiry stance is an effective way to support teacher growth! Sharpen your skills to provide high quality, data-driven feedback that empowers your colleagues.

Participants will:
  • understand the collaborative inquiry observation process
  • learn best practices for pre/post observation conversations
  • learn data collection techniques to support reflection
     Performance Management Subcategory

          Bullet Great Minds Do Not Think Alike: Tap into Your Unique Thinking and Behavioral Preferences [A]
Target group: SVVSD staff, sorry no out-of-district

This workshop, also known as "Meeting of the Minds," is based on Emergenetics, the "New Science of Success." The Meeting of the Minds reveals individual and behavioral preferences through experiential and interactive learning. As a participant in Meeting of the Minds, you will receive an Emergenetics Profile and an eight-page narrative identifying your Thinking and Behavioral Preferences. The Office of Professional Development will cover the cost of the Profile.

As a result of this workshop you will gain the following:
  • Strategies for direct and practical applications to your schools, including customizing feedback to staff, students, parents, and other education stakeholders so that communication is enhanced.
  • Learn how to build trust and leverage rapport when honoring others´ Thinking and Behavioral Preferences
  • Build cognitively diverse teams that work more efficiently and creatively.

This seminar will have an immediate impact on lesson planning, student ownership of learning, the intervention process and classroom environment.

Session 1: You must register by Sept. 10 and complete the profile by Sept. 19.
Session 2: You must register by Oct. 4 and complete the profile by Oct. 8.

Failure to do so will forfeit your space to someone on the waiting list.

Please make sure that you will be able to attend before registering for this class. Because the Office of Professional Development is covering the cost of the $100 profile, it is imperative that all participants attend the workshop. Profiles will not be released without attending. In addition, last minute cancellations have a significant impact on data that will be used in the workshop.

Addresses Colorado Teacher Quality Standards:
2B, 2C, 2D, 2E; 3A, 3B, 3C, 3F; 4A, 4B, 4C; 5C
     Process Model Subcategory

          Bullet Alpine Elementary - PBIS Planning Team
This team hopes to:

  • develop a new student/parent handbook which would communicate behavioral expectations to the school community
  • create flow charts to clearly define and articulate behavior intervention procedures at the school
  • create a matrix of un-expected behaviors and potential consequences
  • clearly identify roles and responsibilities for committees and teams regarding the PBIS system
  • identify a universal behavior screener to be used by the school
  • develop a daily Home Report for Check-In Check-Out
          Bullet Eagle Crest Leadership Focus Design Challenge
Target group: ECEL staff

This group will create a model for what leadership looks like at Eagle Crest and how to meet the mission of "Creating Leaders One Child at a Time." They will determine whether or not to continue using the 7 Habits or whether there will be a new language. There will be decisions made around what a curriculum would look like and how it will be delivered. Plans for monthly assemblies, student data collection, service projects, in-house leadership opportunities, parent and community engagement, leadership blog, student reinforcement will all be made and planned.

Participants will choose between 1 credit or 2 credits. The one credit option would be for those that have been working on this during the school year but won´t be able to continue during the summer. The two credit option will be for those who have been working on this during the school year and will continue during the summer.
          Bullet Elementary Choir Festival Planning 2018 [A]
Target group: Elementary Music teachers

The elementary choir festival is an annual event. This team will plan and organize the festival ensuring the success through teamwork, cooperation, evaluation, and feedback.
          Bullet Grand View Learns as One v1.0
Target group: Grand View teachers

Targeted instruction on:

  • research of benefits of design thinking
  • effective use of design thinking as a system
  • innovator’s mindset use in an elementary school
  • experience design thinking to solve a real problem
  • develop design challenge for students
  • develop vocabulary/instruction on innovator’s mindset
          Bullet Lyons Middle School - Seven Mindsets
Target group: Lyons MS teachers

Teachers will first explore the 7 Mindsets through a jigsaw activity. As a middle school team, they will decide on TWO of the Mindsets to tackle. Following the design thinking process, they will then work in grade level teams to discuss the structure and timing of activities consistent with the two selected mindsets. They will develop curriculum to present on 4 late start days to middle school students.
          Bullet Mead High School Book Study
Target group: MHS teachers

Teachers will read the book Getting Started by Rick Dufour to help find a school culture that aligns with all systems in the school environment. They want to build:

  • a vision statement
  • a definition of "staff consensus"
  • a framework to discuss administrative rights vs. teacher rights in the decision-making process
  • an introduction to PLC communities
          Bullet MTSS for SLPs [A]
Target group: District SLPs

The team will:

  • review information from the book study and other sources, including guidance documents from state and federal government and the professional organization for speech-language and hearing professionals (ASHA)
  • review practices and data within schools as well as data obtained about the district.
  • use this information base to guide creation of the products

If enough SLPs sign up, teams will be created to manage creation and development of each product - collaboration at this level may be in person or online based on team preferences. Products will be discussed by the whole group at regularly scheduled meetings and work will be refined based on feedback from the group.
          Bullet Sanborn Elementary - Follow Up Team 2018-19
Target group: Sanborn Elementary teachers

This group will focus on explicit expectations for behavior in common areas. They will develop a schedule for teaching and re-teaching them, and visuals that describe/reinforce expectations.
          Bullet Silver Creek High School - Advisory Period
Target group: SCHS administrators, teachers, and support staff

This group will design an effective Advisory Program for SCHS.
          Bullet Timberline PK8 Advisory [A]
Target group: TPK8 middles school teachers

This school will create an Advisory time to help meet students´ social, emotional, and academic needs. The group will create a Schoology site filled with resources for teachers to help prepare students for success for the day.
     Professional Study Group Model Subcategory

          Bullet Eagle Crest Elementary - Happy Teachers Change the World
Target group: Eagle Crest primary teachers

Teachers will read the book Happy Teachers Change the World. Studying mindfulness and implementing it with students will change the way that students interact with each other. This can make such a better learning environment for all where every idea is welcomed and students will feel like they matter and their ideas matter.
          Bullet Erie High School - New Teacher Ropes [A]
Target group: Teachers new to EHS

This group will discuss issues related to procedures such as purchasing, time documentation, obligations, technology issues, IC, and other questions and concerns that arise.
          Bullet Legacy Elementary - Zones of Regulation
Target group: Legacy Elementary teachers

This group will read Zones of Regulation and create manipulative/tools for school-wide implementation.
          Bullet Niwot High School - 9th Grade Transition This session is new [A]
Target group: 9th grade teachers and support staff

This group will develop and implement a variety of new processes in the classroom and administratively.
          Bullet Niwot High School - Coffee and Classroom Management [A]
Target group: NHS teachers

This group will read one chapter of the book, "Discipline in the Secondary Classroom," per meeting. In between meetings, teachers on the PST will be assigned / or will choose at least one to two classroom management strategies learned in the most recent chapter to implement in their classrooms. At the following meetings, teachers will discuss their successes / struggles with the strategies they implemented and what they would change in the future.
          Bullet Northridge Elementary - Departmentalizing 5th Grade in Action [A]
Target group: NREL 5th grade team

This group will meet prior to the beginning of the year to plan the first six weeks of morning meeting to ensure community building with responsive classroom and growth mindset and set up individual student learning spaces including curriculum, supplies and technology. They will also meet weekly to discuss student learning based on data analysis from progress monitoring and plan accordingly.
          Bullet Scheduling at Mead (S@M) Committee [A]
This group will create the master schedule for Mead Elementary for the year.
          Bullet Self-Care for Interventionists Fall 2018 [A]
This group will discuss the book "Simple Self-care for Therapists" by Ashley Davis Bush and incorporate self-care practices into every meeting.
          Bullet Skyline High School - Mentoring This session is new [A]
Target group:SHS Mentors

This group will:

  • collaborate on district support documents (like Tier 1, learning/teaching cycle, 6 essential components to learning tech, etc.),
  • discuss mentoring texts (Jim Knight), giving feedback (Radical Candor)
  • reflect on mindsets and other texts that members bring to the group

This process will be an opportunity to grow in professional practice as learners and leaders within SHS while supporting new teacher growth.
          Bullet Thunder Valley K8 - Visible Learning for Teachers
Target group: TVK8 teachers only

This group will read, discuss, and collaborate around the book Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie.
     Training Model Subcategory

          Bullet Adolescent RISE Plus [A]
Target group: All staff

In Adolescent RISE Plus, we will take a fun and in-depth look at the developmental period of adolescence. This will include debunking myths about adolescence, understanding the four qualities of adolescence (risk taking, individuation, social reorientation, and emotional intensity), and learning about neuroplasticity and the adolescent brain. With this foundation, we will discuss ways to work more effectively with adolescent students.

In the second part of the training, we will focus on adolescent wellness and how we can help students become aware of the choices they can make to live a more fulfilling and balanced life. The importance of physical wellness (sleep, exercise, nutrition, avoiding harmful habits) emotional wellness, and social wellness will be addressed. In addition, the benefits of mindfulness, gratitude, and service will be discussed.
          Bullet ASIST Version XI (Applied Suicide Intervention Skills Training) [A]
Target Group: All school staff, licensed and classified, counselors, administrators

How do you know if someone you love or work with is suicidal? What should you do if you learn someone is having thoughts of suicide? The Applied Suicide Intervention Skills Training (A.S.I.S.T.) is a two-day intensive workshop designed to teach practical skills for identifying and responding to those who might be at risk of suicide. This interactive program includes teaching, discussion, videos, and practice of skills. Anyone who is an educator or parent will benefit from this important training. This is an intensive two-day training.

Addresses Colorado Teacher Quality Standards: 2A, 2E, 2F, 5C
          Bullet Conflict Resolution: Strategies for Before, During, and After Conflict Occurs [A]
Target group: K-12 teachers, classified staff

Conflict happens, and when we have the right tools and skills, we can respond in a way that helps all parties gain perspective and learn from the situation. This course will provide strategies for addressing conflict in three stages: before, during, and after.

Course participants will learn to:

  • Facilitate a basic connection circle for building relationships and addressing classroom behavior
  • De-escalate a conflict with students as it is occurring, and address conflict after it has occurred, by using a restorative conversation and agreement.

Course content will address the importance of building clear expectations, respectful, trusting relationships, and how to create opportunities for repair after the conflict or its consequences have caused harm.We will use an experiential approach including role plays and personal case studies. All participants are required to submit a half page case study one week prior to attending the course. These case studies will be used to tailor the training to the needs of the participants.

Please note: much of the content in this course has also been taught in LCJP´s Restorative Tools for the Classroom Training. Participants who already attended Restorative Tools can benefit by taking this as a refresher course.
          Bullet Design a Relationship-Based Classroom

Target group: PreK-12 teachers

Discover why creating positive, trusting relationships with students is the most effective classroom management strategy! Participants will learn how the child/teen brain works, understand how to recognize emotions, and practice using relationship-based strategies such as therapeutic limit setting, offering choices, and problem solving. Additionally, participants will understand the importance of consistent classroom rules, expectations, and routines. Lastly, participants will explore the power of apologies and imperfect teaching while learning how to model self-compassion, self-care, and self-regulation.
          Bullet Induction Academy [A]
This class will serve as a catalyst for coaching cycles. Induction Coaches and mentors will support first-year teachers with strategies and feedback as teachers engage in and refine goals that are set during the class. Video will be an integral part of this process.

Topics covered during Induction Academy include the following:

  • Classroom management
  • Lesson design and delivery
  • Learning progressions
  • Assessment
  • Differentiation

In this seminar, first-year teachers will also be given the opportunity to reflect with other SVVSD first-year teachers who are in like grade-level and content areas.
          Bullet Mental Health Awareness and Intervention in Schools [A]
Target group: All staff

The goal of this class is to provide a basic introduction of common mental/emotional health problems that may present among students to enhance detection and early intervention. In addition, participants will gain a better understanding of how to respond in crisis/tense situations and access supports in the school setting.

Addresses Colorado Teacher Quality Standards: 2F, 3A, 4C
          Bullet SVVSD Gender and Sexual Diversity Teacher Institutes [A]
Target group: Teachers, counselors, interventionists

Research continues to suggest that many educators feel unsupported in their efforts to create safe and affirming classrooms and schools for LGBTQ students. Our goal is to change this!

This session provides a foundational overview of gender, family and sexual diversity in PK-12 schools (e.g., terminology, current research and stats on LGBTQ youths’ experiences in schools) and engages participants in knowledge building, critical reflection, and dialogue. Session includes a screening and discussion of a locally produced, 21-minute documentary film Breaking the Silence, and touches on district policies and guidelines around supporting transgender and gender expansive youth. Session concludes with a series of “big” and “little” things that educators can do to become more affirming of gender and sexual diversity.

Here’s what these 2-hour institutes are all about:

  • Collaborating with educator colleagues in SVVSD
  • Grappling together about how to introduce, engage in, and navigate conversations
  • Learning practical strategies for creating safe, inclusive, and affirming classrooms through both the social and academic curriculum
  • Becoming a leader in your school and a resource for your staff around these important topics
          Bullet SVVSD Gender and Sexual Diversity Teacher Institutes Level 2 [A]
Prerequisite: Level 1 training

This session builds on what participants learned and experienced in Level 1 and focuses explicitly on the climate and culture of schools. Specifically, we will take a deeper dive into the ways that cis-heteronormativity functions in education systems, schools, and classrooms, and we will explore entry-points for disrupting harmful norms through the academic curriculum.

We know that when students see themselves reflected in the academic curriculum that they feel more safe and more connected to school. It’s also important that students see people in the curriculum who are different from them (e.g., along lines of race/ ethnicity, gender, sexuality, ability, etc.). Participants will be introduced to examples of what “queering” the curriculum looks like (i.e., affirming gender, sexual, and family diversity and questioning/ disrupting what counts as “normal”) and will receive guided support to develop their own curriculum and instructional plans.

Questions guiding our inquiry include:

  • What counts as normal in my curriculum? In the stories I read? In the examples I use?
  • In the lessons I teach, whose voices are privileged and whose are silenced and/or missing? What happens when new voices are added? How does that change the way the story gets told?
  • What assumptions are embedded in this lesson’s content? (Think about assumptions related to gender, sexuality, and families and also to race, ethnicity, social class, language, and ability.) What would it look like to get curious about those assumptions? To bring them to the surface?
  • What stereotypes might students walk away with after engaging in this lesson? What would it look like to challenge and disrupt those stereotypes?

Register for one session.
          Bullet Youth Mental Health First Aid [A]
Youth Mental Health First Aid provides an opportunity to better understand what mental health is, what some of the common diagnoses are, and how to respond to youth who might be experiencing a crisis. It reduces the misconceptions and stigma associated with mental health. Participants will be expected to actively engage in the content.


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