Teacher Professional Learning

Course Objectives:

• Examine and discuss the science of reading pedagogy in grades 7 through 12.
• Analyze applicable evidence-based classroom practices aligned to the science of reading.
• Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
• Align assessment practices to SOR initiatives.

Hours: 10

Objectives:

• Examine and discuss cognitive science and principles behind educational pedagogies and cognition.
• Analyze evidence-based cognitive classroom practices.
• Adopt and adapt a multi-sensory curriculum that integrates cognitive-friendly teaching practices.
• Adapt new practices through classroom implementation.

Hours: 10

Objectives:

• Analyze the research behind resiliency-building and its connection to academic and life success.
• Review and discuss exemplar strategies that facilitate the building of strength and stamina.
• Incorporate strategies into lessons that build academic rigor and student capacity for resilience.

Hours: 10

Objectives:

• Unpack the logistics of, and criteria for, setting up a school professional learning community.
• Analyze a range of PLCs utilized in schools. 
• Discuss and practice with evidence-based PLC protocols.

Hours: 10

Objectives:

• Analyze and discuss differentiated literacy lesson exemplars.
• Plan and practice with Total Physical Response techniques to embed into lessons.
• Research and plan with resources that differentiate instruction for students learning a second language.
• Adopt and adapt by differentiating and scaffolding existing curricula.

Hours: 10 

Course Objectives:

• Leverage the use of AI tools with Science of Reading pedagogy in grades PK through 6.
• Examine and discuss evidence-based classroom practices that utilize AI to achieve SOR objectives.
• Adopt and adapt a multi-sensory curriculum with the help of AI tools to integrate evidence-based teaching and learning practices.

Hours: 10

Course Objectives:

• Design diagnostic assessments.
• Analyze the role and relevance of prior knowledge and scaffolding in the diagnostic assessment process.
• Use diagnostic tools to inform instructional strategy for improved student performance.
• Work diagnostic assessment tools into a differentiated curriculum.

Hours: 10

Course Objectives:

• Define formative assessment and distinguish it from summative assessments.
• Apply formative assessment strategies to guide instructional decisions and provide real-time feedback.
• Create formative assessment tasks that align with learning objectives and standards.
• Explore digital tools and platforms to enhance formative assessment practices.
• Interpret formative assessment data to modify instruction and improve student learning outcomes.

Hours: 10

Objectives:

• Analyze a range of student data, both formative and summative.
• Make Instructional decisions based on data and gap analysis. 
• Plan and take action steps needed to design curriculum specific to student needs.  

Hours: 10

Objectives:

• Implement RTI processes effectively within their classrooms or schools.
• Utilize data-driven decision-making to support students in need of interventions.
• Collaborate effectively with colleagues, parents, and other stakeholders in the RTI process.
• Differentiate instruction and interventions based on student needs.

Hours: 10

Course Objectives:

• Examine and discuss the science behind reading fluency.
• Analyze the influence that reading fluency has on comprehension.
• Design lessons and plan instruction for the intentional teaching of reading fluency.
• Apply best evidence-based practices to lesson design for immediate classroom implementation.

Hours: 10

Objectives:

• Learn about, and practice with, the FUNdamentals of reading instruction from kindergarten to grade 12.
• Analyze and discuss effective reading comprehension and phonics practices.
• Examine how vocabulary is supported in all content areas.
• Understand how to use assessment data to plan for reading instruction.

Hours: 10

Objectives:

• Participants will unpack a variety of examine evidence-based close reading strategies to aid students in reading complex text.
• Appropriate strategies to the needs of students and embed them into lessons that align with student needs and district curriculum goals.
• Differentiate close reading strategies to meet the needs of all students.

Hours: 10

Objectives:

• Analyze research-based strategies for teaching and facilitating content-focused writing sessions in support of non-fiction text.
• Apply reading and writing genre strategies to specific science and technical disciplines.
• Facilitate comprehension and understanding through reading strategy and responsive writing.

Hours: 10

Objectives:

• Analyze a range of best practices found in lessons, strategy guides, and open source e-resources. 
• Apply the cycle of practice and reflection for adoption and adaptation. 
• Align best practices to the needs of their students with plans for on-going assessment and modification.

Hours: 10

Objectives:

• Learn and apply research-based strategy for teaching and facilitating literacy growth.
• Select, design and plan using strategy specific for classroom implementation.
• Facilitate comprehension and understanding through reading and writing

Hours: 10

Objectives:

• Learn and apply research-based strategy for teaching and facilitating literacy growth.
• Select, design and plan using strategy specific for inter-content area classroom implementation.
• Facilitate subject-matter comprehension and understanding through reading and writing.

Hours: 10

Objectives:

• Understand the needs of ESOL students and the outcomes needed for language development.
• Analyze and plan with a variety of classroom methods and materials.
• Discuss and incorporate evidence-based strategies into classrooms.

Hours: 10