How do we fit it all in? In this interactive workshop, Maggie will help teachers tackle this question by managing the workshop model in meaningful ways. From making the "right" choices to working with the 45 (or 90 or 120) minutes we have in the day. Maggie will offer practical support, schedules and resources to help each participant see a possibility of balance for the specific situation.

Drawing on her years of literacy staff development in schools around the country, Maggie will share the different ways teachers match methods of teaching with the needs of students, make strategic choices of balancing whole-class teaching and small group teaching, and get the most traction with each child's learning. 

Come prepared to think big picture (What are different ways to organize my flow of the week within reading or writing workshop?) and tackle the details (What system can I set up for students to practice the work of our small group lesson?).This workshop is designed to balance both content and time to work, giving participants time to process, plan and make materials to bring into their classrooms the next day!

Please bring materials you'd like to use. Possibilities include: 

-a digital device

-a year, month and/or weekly planner

-a copy of a unit you teach (could be the first unit of the Fall, or a current unit) 

-office supplies that make you happy (for me, nothing makes me happier than different sized Post-It notes and Sharpie markers!) 

Bio 

Maggie Beattie Roberts began her teaching career in the heart of Chicago and then pursued graduate studies as a Literacy Specialist at Teachers College, Columbia University. She worked as a lead staff developer for the Teachers College Reading and Writing Project for nearly ten years, where she led research and development in digital and media literacy, as well as differentiated methods of teaching.

Maggie is currently a national literacy consultant, author and frequent presenter at state and national conferences. She is committed to helping teachers tap into the power of their own deep engagement in reading and writing, and leads school-wide staff development around the country. Maggie's favorite role is staff developer, guest teaching alongside teachers in their classrooms. She is co-author of the popular book, DIY Literacy: Teaching Tools for Differentiation, Rigor, and Independence (with Kate Roberts), and authored several Heinemann TCRWP Unit of Study books on the teaching of writing. You can learn more about Maggie’s work, as well as access videos and other resources, at kateandmaggie.com.

This 2-day training (May 12 and May 19) for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following the two in-person sessions, there will be an additional time for follow up offered either online or in person for more in-depth work on the modules or the process chosen by your districts. The  training prepares participants to lead beginning teachers through the module process and a successful completion of the five mentoring modules.  In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher.

This one-day training is for previously TEAM trained mentors looking to understand their role in ROP.

Curriculum writing is one of the most expensive processes that a district can go through. The content of this session will help ensure that these curriculum investments result in a high quality sustainable product. Feedback for newly completed units following this training can also be built into the process to ensure fidelity of continued curriculum development. Build your capacity to develop high quality, standards-based curricula by:

Developing an understanding of the essential elements of high quality curriculum documents aligned to EQuIP Rubric for High Quality Units of Instruction;

Completing metacognitive deconstruction of the essential elements of a model unit; and

Developing a deep understanding of standards and practices, including unwrapping standards to identify priority standards in each unit and actualizing the standards through instructional practice.

*Curriculum Writing Bootcamp may also be customized based on curriculum audits to best meet the needs of your school/district and facilitated on site.

*Cost is for a team of 3-5 educators

2nd Day - June 11, 2020 8:30 am -3:30 pm

Audience: Teams of educators who are tasked with writing curriculum

This two-day basic training (June 4 & June 5, 2020) in Restorative Practices provides the necessary information for establishing the conditions for developing and nurturing a culture based on high quality relationships among all school community members and positive community building that is trauma-free. This is accomplished by focusing not on rules broken and punitive consequences but rather on the harms done and providing appropriate restorative consequences and the systems that are necessary to repair and support strong relationships among all school community members (students and adults). Working restoratively is a social/relational rather than a behaviorist model. Embracing restorative practices is not a program but rather a way of thinking, being and operating in the day-to-day.  The training includes concrete and practical strategies for establishing the appropriate classroom and school-based routines as well as conducting circles and conferences in primary prevention as well as intervention contexts. This training builds upon existing School Climate training sessions, although previous attendance in Basic  (and/or Advanced) School Climate training is not required to participate in this Restorative Practice Basic training.

Day 1: Introduction to Restorative Practices 

Learn practical strategies to build strong, healthy relationships

Day 2: Using Circles Effectively 

Discover how to optimally utilize circles in any setting

Lunch provided both days

This 3-day (August 26, September 2, & September 10, 2020) workshop is a RESC Alliance professional learning opportunity focusing on the high impact components of the teacher evaluation process. The interactive session concentrates on the evaluator’s capacity to observe and analyze teacher performance through the lens of the CT Common Core of Teaching (CCT) and to provide supportive, high quality feedback to teachers. Participants will learn how to use a feedback cycle to collect evidence, analyze the connection to CCT indicators, and help teachers plan for appropriate instructional improvements. They will have multiple opportunities to apply their learning and receive personalized feedback to improve in the effective evaluation of teachers, and engage in a summative demonstration ofproficiency.

Audience: New administrators who evaluate teachers, complementary evaluators, or administrators who want to refresh their skills with observation and providing high quality feedback.

Please Note: Participants must bring a laptop with Microsoft Word (version 8 or later), earbuds and a copy (electronic or paper) of your district's Teacher Evaluation Plan.

Food and beverage are not provided.