Sessions
Thursday | March 29, 2007 |
|
|---|---|
| 1:00 - 4:30 P.M. | In-depth Preconference Sessions |
Friday | March 30 |
|
| 9:00 - 10:15 A.M. | Session A |
| 9:00 - 11:45 A.M. | Session AB |
| 10:30 - 11:45 A.M. | Session B |
| 1:45 - 3:00 P.M. | Session C |
Saturday | March 31 |
|
| 8:30 - 9:45 A.M. | Session D |
| 8:30 - 11:15 A.M. | Session DE |
| 10:00 - 11:15 A.M. | Session E |
Strands — New Sessions!
Session A — Friday | March 30
A Sessions are from 9:00 - 10:15 A.M.
A1
Quality Coaching: An Introduction to Best Practices and Procedures
Kim Thoman, Instructional Strategies Coach, Professional Development Exchange
This session provides an introduction to coaching principles and best practices. Participants will examine the coaching process, skillful communication skills, and data-gathering tools. Support providers, consulting teachers, and administrators will learn ways to develop credibility, ways to use essential communication skills to support relationships promoting professional growth, and techniques to gather objective specific data during classroom observations. If you are interested in adding to your effectiveness as an instructional leader and/or providing training to those developing coaching skills, join us for an interactive session sure to provide you with tools you can implement immediately.
Strands: New Session! | Coaching and Mentoring | Good for New Support Providers
A3
Inclusive Interactive Teaching Strategies
Andrew Stetkevich, Staff Development Specialist, Riverside Staff Development Center, Riverside USD
More and more students who learn differently will be placed in general education classes. This presentation will focus on best practices for meeting the needs of ALL students in order to bring up those underperforming subgroups. Strategies for slower learners, second language learners, special education students, children of poverty, and other children who learn differently will be demonstrated and shared along with interactive teaching techniques. Come prepared to participate and activate your power to learn new and exciting ways to engage ALL students in mastering the state standards.
Strands: New Session! | Advanced Content Standards 15–20 | Good for New Support Providers
A7
Creating Resilient Teachers
Ernest Mendes, Author, Keynote Speaker & Consultant, Mendes Training & Consulting
Resilient teachers elicit positive emotions in the classroom to ignite learning; they also process negative emotions that interfere with learning. Resilient teachers establish effective learning environments as well as positive relationships with students and all school site personnel. They read emotional states in others for proactive classroom management, accurate anticipation of student learning challenges, and successful collaborative processes with colleagues and administrators. Learn how all this is possible through an emotional intelligence model.
Strands: New Session! | BTSA/PAR Basics
A9
Teacher Performance Assessment or TPA: What is it? What does it have to do with BTSA?
Elizabeth Ellsworth, CTC Lead Assessor, Adjunct Faculty Concordia University, Encore Education Enterprises
As of July 1, 2008, all entering teacher candidates must successfully complete either the state’s TPA process or an alternative approved assessment at their university. New teachers are increasingly entering BTSA with a greater knowledge base as a result of successful TPA completion. There are four TPAs, each designed to measure particular Teacher Performance Expectations (TPE). At this session you will learn the correlation between the standards of TPE, TPA, and CSTP. We will then focus on ways BTSA can build on the TPA process and address the criticism of redundancy—the “been there, done that” complaint.
Strands: New Session! | BTSA/PAR Basics
Session AB — Friday | March 30
AB Sessions are from 9:00 - 11:45 A.M.
AB4
Project GLAD: Language & Literacy
Michele Menton, Program Specialist, Project GLAD, Orange County Dept. of Ed.
This session will introduce participants to Project GLAD, a professional development project for teachers of English learners. It is designed to assist teachers with effective strategies that provide all students access to the core curriculum.
Strands: New Session! | Advanced Content Standards 15–20
AB5
Powerful Scaffolding Strategies for Reluctant Writers and Readers
Toby Larson, Adjunct Professor, Consultant, CSU Fullerton
Participants will receive direct, explicit organizational strategies to improve the quality of all writing and augment reading comprehension. The approach is both cross-curricular and sequential. This step-by-step method will assist teachers in aligning these frames to state standards K–8. Color-coded outlines and sentences will supplement other visual, kinesthetic, and auditory activities to stimulate learning interactively. Outcomes focus on the ability of instructors to easily implement writing across the curriculum and connect directly with reading. Methods are research-based, with the intent to improve competency on district and at six language arts exams.
This lively interactive session introduces educators to a wide variety of multidimensional graphic organizers to help all students outline, take notes, develop sentences, write paragraphs, and transition to essay. Frames and templates provide students with ways to order and sequence information in both expository and narrative domains. Time in the workshop for actively practicing these scaffolds will help to ensure proper implementation. These valuable tools are research-based, classroom-tested, and aligned with state standards. ELL, special education, at-risk, and Title 1 students will benefit greatly regardless of grade level and ability.
Strands: New Session! | Best Practices
AB6
Engage All Learners: Integrating Brain, Body, and Heart Intelligences
Tim Burns, Educator, Author, Educare
Looking for a workshop that pulls together recent and relevant findings about the learning brain, while integrating exciting discoveries about the “second brain” (the enteric or “gut” brain) and the intelligence of the heart? A workshop that will practically guarantee the active engagement of all students? If so, this is the workshop for you. Presented to thousands of educators across the U.S. as well as in Canada, Australia, and New Zealand, this informative, enjoyable, and fast-paced workshop blends research and practical application within a framework of brain-based childhood development. The aim of the workshop is to provide you with knowledge and tools you can use immediately for the benefit of all students. Handouts will be provided and resource materials will be made available.
Strands: New Session! | Best Practices
AB8
Assessment for 21st-Century Skills: Designing Assessments to Prepare Students for Life
Susan Clayton, Senior Consultant, Authentic Education, Teacher, Counselor, Sumona Consulting
This interactive workshop offers participants the opportunity to engage in an assessment strategy called “the six facets of understanding.” The six facets are drawn from “Understanding by Design.” The facets guide teachers to design assessments that effectively challenge students to apply their knowledge and skills in more authentic-type tasks. Students use the skills and abilities that are required in the world of work to accomplish the assessment task. The six facets also provide opportunities for the teacher designer to differentiate assessment tasks that meet the needs of a wide range of learners. Participants working with beginning teachers will be able to use the information and strategies with the beginning teachers.
Strands: New Session! | BTSA/PAR Basics
Session B — Friday | March 30
B Sessions are from 10:30 - 11:45 A.M.
B1
Why Teachers Resist Learning & What We Can Do About It
Daniel Moirao, Senior Consultant, Silver, Strong & Associates
This workshop will focus on research-based practices that will engage the learning community in sustained professional development. By identifying why teachers resist learning, a program of differentiation that works will be introduced—a program that has been implemented across the country and is embedded in the life of the school community. This workshop will bring together research and practice to provide participants with skills and knowledge to adapt research-based strategies that promote student achievement into their school communities.
Strands: New Session! | Coaching and Mentoring
B3
Using Micro-Observation to Develop New Teacher Practice
Eva Allison Frank, Director, CES EssentialVisions, Coalition of Essential Schools National
For over twenty years the Coalition of Essential Schools has supported teachers’ efforts to develop personalized, equitable, and intellectually challenging classrooms. Join Eva Frank, director of the CES Essential Visions DVD project, to practice coaching new teachers through classroom “micro-observations” using CES school footage and professional development materials. In this workshop participants will be working specifically on developing mentoring skills to coach new teachers to shift their educational philosophy and practice from one of “sage on the stage” to “student as worker, teacher as coach.”
Strands: New Session! | Coaching and Mentoring
B7
Support Provider 101
Peggy Chute, BTSA Coordinator, District Office, Fontana USD
This session will give you the BTSA basics—“everything you always wanted to know” as a first-year support provider. Come and learn how to build that trusting relationship, become a better listener, handle the different phases the new teacher experiences, develop questioning techniques, R&R (rules and regulations), and other skills that will help you become an effective support provider.
Strands: New Session! | BTSA/PAR Basics | Good for New Support Providers
B9
BTSA-PAR Roundtable and Networking: What Now?
Elizabeth Ellsworth, CTC Lead Assessor, Adjunct Faculty Concordia University, Encore Education Enterprises
Current issues in BTSA design and delivery will be addressed. Is partnership with PAR a reality? Share successes and concerns as we develop a teacher support community. If you elect this session, be prepared to complete a preconference email survey setting the stage for our discussion.
Strands: New Session! | Leadership (Program Leaders & Administrators)
Session C — Friday | March 30
C Sessions are from 1:45 - 3:00 P.M.
C1
Communication Skills for Educators
Kim Thoman, Instructional Strategies Coach, Professional Development Exchange, Manhattan Beach USD
This session explores strategies for skillful communication to support positive collaborations, mediations, and coaching. Mentors, coaches, consulting teachers, and support providers will learn ways to develop credibility, ways to use essential communication skills to support relationships promoting professional as well as personal growth, and techniques to work effectively with seven types of difficult people. If you are interested in enhancing your effectiveness with administrators, colleagues, and parents, then join us for an interactive session sure to provide you with tools you can implement immediately.
Strands: New Session! | Coaching and Mentoring
C2
Active Teaching for California’s New Teachers
Dr. Ruth Yopp-Edwards, Ph.D., CSU Fullerton Professor and Director; Andrea Guillaume, Professor and Program Associate, CSUF Dept. of Elem. & Bilingual Ed., CSUF and N. Orange County BTSA; Hallie Yopp, Professor, CSUF Dept. of Elem. & Bilingual Ed.
This session is designed for support providers and program leaders, to help new teachers assess their classroom practices and build on their skills and abilities to actively engage students who represent a range of English language proficiency levels and special needs. A treasure trove of active teaching strategies that teachers can implement tomorrow will be modeled.
Strands: New Session! | Advanced Content Standards 15–20
C3
What Do New Special Educators Need?
Jan Barrett, Teacher Development Staff, Capistrano USD
What do new special education teachers need? In this differentiated training workshop for special education support providers, participants will examine the diverse needs of new special education teachers and explore effective strategies for supporting them. Also included is a review of the California state standards and competencies for level I and level II education specialists and ideas for assisting new teachers with credential requirements and coursework.
Strands: New Session! | Advanced Content Standards 15–20
C4
Advanced Content Standards 15–20
Jacqueline Anderson, Seminar Trainer for MCOE-BTSA, Monterey County Office of Education
Understanding and completing the Advanced Content Standards 15–20 can be challenging for both new teachers and support providers. Could you use some ideas and techniques to help that process along? Monterey County Office of Education BTSA Induction Program will show how they integrate these standards into the formative assessment process in a user-friendly and productive way. This session would be most productive for those who use the CFASST program.
Strands: New Session! | Advanced Content Standards 15–20 | Good for New Support Providers
C5
Rigor & Differentiation: What’s the Connection?
Daniel Moirao, Senior Consultant, Silver, Strong & Associates
This workshop will focus on linking rigor and challenging work with differentiation and state standards. Three major components will be addressed in this workshop: First, participants will examine rigor and rigorous work and identify the skills and attitudes that support them. Next, participants will experience research-based strategies to increase rigor and thought. The session will conclude with a discussion of differentiation and rigor for all.
Strands: New Session! | Best Practices
C6
English Language Development for Structured English Immersion Classrooms through Hands-on Science, Literature, and Poetry
Jazmine Tucker, Reading Instructor, Montebello USD/Cerritos College
Participants will perform hands-on science activities using different modalities of learning to motivate students to read, write, and think critically. They will integrate science lessons in various disciplines to motivate students to develop oral language using thinking maps, literature, and poetry. Participants will make a display board on the metamorphosis of coal.
Strands: New Session! | Best Practices
C7
The Power of Impulse Control
Pamela Golden, Owner, Can-Do Kids
This 75-minute workshop will provide participants with methods for teaching elementary school children one of the most valuable skills they will ever have—impulse control. Children who have self-control have been proven to get better grades, have fewer conflicts in life, be more socially competent, and have dramatically higher SAT scores.
The course will provide background information and the key elements of impulse control. Participants will do a hands-on exercise where they get the personal experience of the power of impulse control. In small groups they will have an opportunity to teach a segment of a course on impulse control. And in paired sharing they will discover the benefits that teaching impulse control will produce in their classroom. In addition, there will be networking time for participants to plan how they can bring this valuable skill to their schools.
Strands: New Session! | Best Practices
C8
Managing Difficult Conversations
Ernest Mendes, Author, Keynote Speaker & Consultant, Mendes Training & Consulting
There are four keys to managing difficult coaching conversations: be proactive; understand emotions; have composure; and minimize resistance. This session will uncover the techniques and strategies that support each key. Walk away with a dozen ideas to facilitate interactions with other adults who may or may not be aligned with your program.
Strands: New Session! | Leadership (Program Leaders & Administrators)
Session D — Saturday | March 31
D Sessions are from 8:30 - 9:45 A.M.
D2
HINDSIGHT IS 20/20
Anita Moultrie Turner, Instructional Specialist and Adjunct Professor, California State University (CSULA), Los Angeles
Join Anita Moultrie Turner, our closing keynote speaker, for this session that explores how support providers look at the work of beginning teachers through formative assessments. Identify techniques and strategies that build a support provider’s repertoire of formative assessments that help to develop their beginning teacher’s best practices through ongoing observations in their classrooms. Engaging and hands-on activities in the workshop will give support providers a chance to “experience” the elements of effective teaching practices that can be shared with their beginning teachers. This workshop embraces the line of thought that support providers should know at the onset of their visits to teachers what “lens” they should be wearing to provide the best “prescription” to support their beginning teachers.
Strands: New Session! | Coaching and Mentoring
D6
“P.T.Q.” (Practiced Teaching Quick Tips!)
Imetra Joiner, Classroom Teacher/Mentor; Barbara Carlson, Classroom Teacher/Former Support Provider, Oakmont Elementary School, Claremont USD
“P.T.Q.” or Practiced Teaching Quick Tips is a lively refresher session of great teaching practices that support providers can share with their PTs quickly for classroom zest. These ageless practices require little preparation but are lifesavers for PTs who are in survival mode, or who are simply wishing to add a “new school” twist to “old school” methods.
Strands: New Session! | Best Practices | Good for New Support Providers
D10
Networking for BTSA Leaders: Conversations and Connections
Peggy Chute, BTSA Coordinator, District Office, Fontana USD
Join us prepared to participate in a discussion of current BTSA program issues. We will share current challenges, best practices we have developed in our programs, as well as recent successes we’ve experienced, both as individual leaders and in the program as a whole. This is a time set aside to make connections with each other, get help for current tangles, and find great new ideas that will bring your own programs to a new level.
Strands: New Session! | Leadership (Program Leaders & Administrators)
Session DE — Saturday | March 31
DE Sessions are from 8:30 - 11:15 A.M.
DE4
The WRITE Institute: Summary Writing for Academic Achievement
Lynn Franco-Chow, Project Specialist, WRITE, San Diego County Office of Education
The Writing Reform Institute for Teaching Excellence (WRITE) is offering a writing packet to scaffold summary writing in grades 4–12. Participants will experience interactive strategies to help English learners and struggling students. WRITE is a proven national model for the staff development of teachers of English learners at the San Diego County Office of Education.
Strands: New Session! | Advanced Content Standards 15–20
DE5
What Teachers Need More Of: Time to Teach!
Debbie Burkle, BTSA Induction Coordinator, Center for Teacher Effectiveness, Livermore Valley Joint USD
Every teacher and student has known the frustration of losing valuable instruction time to matters of discipline. Never again rely on gimmicks and tricks to promote positive behavior in your classroom. Learn how to teach all of your students the skills they need to be successful learners—before instruction starts—and then let the learning begin.
Strands: New Session! | Best Practices
DE9
Resiliency Skills for New Teachers
Jeff Goelitz, Project Intervention Coordinator, |Institute of HeartMath
To stay the course in today’s complex school environments, new educators need stamina and vision to remain effective and healthy over the long run. Over the last decade, neuroscientists and educators have identified some of the conditions and practices that lead to resiliency. From these insights, the Institute of HeartMath has developed and field-tested a number of practical tools designed to help new educators better respond to stressful or challenging circumstances—key factors in health, career longevity, and overall performance. Come learn skills and concepts that can be passed on to your new teachers. Handouts included.
Strands: New Session! | BTSA/PAR Basics
Session E — Saturday | March 31
E Sessions are from 10:00 - 11:15 A.M.
E6
TLC: Much More Than Just Tender Loving Care!
Chala Salisbury, Associate, Center for Teacher Effectiveness
TLC is much more than you think. Although tender loving care is an essential part of every child’s life, more is needed to run a highly effective and fun classroom. In the Time to Teach program, TLC provides a way for teachers to: Teach expectations, Look for performance (monitor), and expect Consequent behavior. The most unchallenged assumption in American schools today is that most students arrive knowing how to behave. We assert that many do not. Let us show you how to teach all your students the skills they need to be successful learners—before instruction starts—then let the learning begin.
Strands: New Session! | Best Practices
E8
San Dieguito Union High SD BTSA Program
Donald Hollins, Carol Anschuetz, Teachers, San Dieguito Union High SD
Every teacher has fancied the possibility, “If only he or she would act right, this could be a great year!” Have you noticed these problem students are also the students who never miss a day of school? The challenge: to help educators find more time to teach by eliminating repeated warnings and multiple requests in their classroom. Your teachers will discover that as they increase instructional time, test scores will soar and frustration will diminish. It’s possible!
Strands: New Session! | BTSA/PAR Basics
E10
Firsthand Information: Q&A with Experienced Support Providers
Peggy Chute, BTSA Coordinator, District Office, Fontana USD
Have questions about working as a support provider and/or PAR consultant? This session is for you! New support providers will have an opportunity to ask questions and get candid, real-life answers and perspectives from support providers who have been at this work for a number of years. This session will be highly interactive. Bring your questions! Feel free to come with some answers as well.
Strands: New Session! | BTSA/PAR Basics | Good for New Support Providers
