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 |
Session DE — Saturday | March 31
DE Sessions are from 8:30 - 11:15 A.M.
DE1
Quality Coaching: Data-Collection Techniques to Enhance Classroom Observations
Kim Thoman, Instructional Strategies Coach, Professional Development Exchange, Manhattan Beach USD
Gathering specific, observational data during a classroom observation is critical to the success of focused professional growth. Mentors, coaches, consulting teachers, and support providers will learn and practice systematic techniques that can be used during classroom observations to meet the professional growth goals of both the beginning and experienced teacher. You will leave this workshop with a set of data-collection tools that can be used to provide teachers with a new look at their classrooms.
Strands: Coaching and Mentoring
DE3
Identifying Cultural Bias and Its Effect on Instruction
Marisol Rexach, Curriculum Specialist, BTSA Induction, Santa Ana District Office; Sylvia Immanuel, Program Specialist, Santa Ana BTSA Induction Office, Santa Ana USD
Adapted from the UCLA E Pluribus Unum Trainer of Trainers Project, this workshop addresses BTSA Induction Standard 17. The first portion of the workshop focuses on identifying the biases we each have. Through a series of activities, participants have the opportunity to take a deeper look at their individual values and beliefs through personal reflection and group activities. Group interaction provides participants with contrasting viewpoints that result in a deeper understanding of the diversity that exists and possibly challenges our own perspectives. Approaches to multicultural reform are presented and discussed.
The second portion of the workshop calls for participants to review current data related to educational achievement and its relationship to race and socioeconomic status. Participants analyze the information in order to recognize common trends. This allows participants to make the connection between personal bias and how our biases affect instruction, which, in turn, can affect student achievement. The three main paradigms of diversity and James Banks’ goals of multicultural education are discussed.
Strands: Advanced Content Standards 15–20
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
DE7
Instructional Conversation: Differentiating Instruction for Diverse Learners
Jonnie Shawkey, Professor; Noelle Won, Assistant Professor; CSU, Stanislaus; Soleste Hilberg, Education Research Analyst, UC Berkeley, Center for Research on Education, Diversity & Excellence.
In this engaging workshop, presenters will share research findings on the effectiveness of CREDE Instructional Model, for which IC is a key teaching strategy. Participants will then engage participants in a variety of ICs in small group activity.
Strands: 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
