PROFESSIONAL DEVELOPMENT COURSES SCHOOL YEAR 2015 - 2016

The Professional Growth Committee is working to ensure that these courses will meet the guidelines for Massachusetts’ criteria for High Quality* as required by No Child Left Behind.

Susan Bertrand Assistant Superintendent Longmeadow Public Schools Longmeadow, Massachusetts Web: www.longmeadow.k12.ma.us

*details on the following page

MASSACHUSETTS CRITERIA FOR “HIGH QUALITY” PROFESSIONAL DEVELOPMENT ACTIVITIES* *No Child Left Behind legislation (NCLB) requires that all professional development activities meet the definition of “High Quality”

High quality professional development activities are activities that: I. Are intense and sustained activities that focus on increasing teacher’s content knowledge in the subjects which they teach and which address state academic standards. Professional development offerings are of sufficient intensity and sustained length time to enable change in teaching practice. The content of the professional development is tied to student academic learning standards. II. Increase effective pedagogical strategies to enable teachers to address the full range of student abilities (e.g., English language learners, students with learning disabilities, academically gifted students, etc.) in the classroom. Professional development offerings provide teachers with opportunities to understand how to address the range of student abilities in their classrooms. (Consider demographic data about the student population.) III. Are part of a deliberate plan to evaluate the impact on student learning (e.g., pre- and post- testing of students, examination of student work, classroom assessment data, etc.). There is a plan to measure the impact of professional development activities on student learning and performance in the classroom. IV. Are designed with extensive participation by teachers and administrators to address the needs identified by a variety of student performance data. Teachers and administrators are engaged in assessing the need for, as well as designing, their own professional development. V.

Are guided by scientifically based research to the extent possible.

Teachers and administrators use the findings of research to shape the content and the design of professional development opportunities. VI.

Provide training on the appropriate use of technology and applications for use in the classroom.

Teachers are taught the appropriate uses of technology and its applications in professional development activities. NOTE: Each PGC course description in this booklet includes the Demonstration of Learning and a statement regarding the “out of class expectations”, which are required for obtaining state PDPs. Q. Why are Longmeadow Educators required to complete assignments outside of their group time together? A. By contract Longmeadow educators earn advancement to the next higher salary schedule through completion of EITHER approved graduate courses OR approved professional development courses or workshops. In addition, Longmeadow offers courses with SIS credit-earning options that result in additional stipends. With equal salary augmentation benefits, Longmeadow professional development activities have expectations for learning that need to be equal to those of approved graduate courses.

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PROFESSIONAL GROWTH SIGN-UP SHEET 2015-2016 SCHOOL YEAR

SECOND SEMESTER (SPRING) COURSE OFFERINGS

Please check the courses you wish to take and return the form to Karla Zukowski, Assistant Superintendent’s Office on or before the deadline. If you need more information, please call 565-4200 Ext. 4021.

SIGN-UP ARE CONTINOUS UNTIL 2 WEEKS PRIOR TO START OF CLASS IMPORTANT NOTE: Minimum enrollment per class is 10 LPS staff members. You will be notified two weeks in advance if your class will be cancelled to give you a chance to call the Assistant Superintendent’s office to sign-up for another course that may still be open for enrollment. √ Schedule 1/5 – 4/5 Tuesday 1/5 – 3/29 Tuesday 1/7 – 2/11 Thursday 1/7 – 2/11 Thursday 1/7 – 2/11 Thursday 1/26 – 2/9 Tuesday 2/23 – 3/29 Tuesday 2/25 – 3/31 Thursday 2/25 – 3/31 3/2 – 5/25 Wednesday 3/3 – 4/7 Thursday 3/8 – 4/12 Tuesday 4/5 – 5/17 Tuesday 4/5 – 5/17 Tuesday 4/7 – 5/19 Thursday

Course title

Credit hours 30

SIS Eligible Yes

Level

Participation

K – 12

A

4

Yes

Classroom/ Online Classroom/ Online Classroom

Using Apps to Engage Learners ABC’s of Autism, Part 2

15

K-12

A

5

15

No

Classroom

K - 12

A, E, F

6

Google Sites for Beginners Intro to WebDesign for Teachers MINI COURSE – Books that Fold, Flip and Pop WORDS

15

Yes

Classroom

K - 12

A

7

15

Yes

Classroom

K-12

A

8

6

No

Classroom

PK – 12

A

9

15

No

Classroom

3-12

A, E, F

10

Executive Functioning Uses Guide Advanced Website Design Reading Lessons to Accommodate all Learners Revision Lessons for Young Writers Want to Build a Plague? It doesn’t have to be Bubonic! We Can’t Call it Dyslexia but it is! Intro to Photography

15

No

Classroom

K – 12

A, E, F

11

15

Yes

Classroom

K-12

A

12

30

No

Online

K–6

A

13

15

No

Classroom

1–6

A, F

14

15

No

Classroom

5-12

A

15

15

No

Classroom

K-5

A

16

15

No

Classroom

K-12

A

17

Isn’t That Pinteresting?!

15

No

Classroom

PK – 12

A, E, F,

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Reflective Teaching

Name E-mail address *SIS = School Improvement Specialist

Page

School Phone

Unit

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Reflective Teaching Classroom and Online DESCRIPTION: Reflective teaching is looking at what you do in the classroom, thinking about why you do it, and thinking about if it works. The data can be collected through peer observation, recorded lesson, and teacher journaling and/or student feedback. By collecting information about what goes on in or classroom, and by reflecting on this information, we identify and explore our own practices and beliefs, and improve our teaching. OUT OF CLASS EXPECTATIONS: Participants will be expected to spend time outside of class practicing observation techniques, gathering data and reflecting on lessons. Part of the class time will also be spend on Moodle or Google Classroom reading articles and responding to class discussions. DEMONSTRATION OF EDUCATOR LEARNING: Teachers will learn methods of peer and self-observation, reflective activities and questioning techniques. All participants will complete a cycle of reflective practice using their choice of collecting data. Dates and Time:

Tuesday, 3:15 – 5:45 In Class: January 12, 26, February 9, 23, March 8, 22 Online: January 5, 19, February 2, March 1, 15, 29

Instructor: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Anna Gelinas Williams Middle School, Room 17 All Unit A 30 hours 20 Yes

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Using Apps to Engage Learners DESCRIPTION: Ever hear of Kahoot, Quizlet, GoFormative, Socrative, QR Codes, or Today’s Meet? We will explore apps that can be used in classrooms to engage students in the curriculum. Many of these apps can be used with the current technology in schools (Chromebooks, MacBooks, iPads) or with student’s own devices. Demonstration of learning can be linked to participant’s individual area of certification to earn content-specific PDP’s. OUT OF CLASS EXPECTATIONS: Create and implement activities using the apps: gather feedback from students. DEMONSTRATION OF EDUCATOR LEARNING: Teachers will provide examples of an activity or lesson that they created using each of the apps that we discuss. Dates and Time:

Tuesday, 3:15 – 5:45 In Class: January 5, 19, February 2, March 1, 15, 29

Instructor: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Anna Gelinas Williams Middle School, Room 17 All Unit A 15 hours 20 Yes

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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ABC’s of Autism, Part 2 DESCRIPTION: After having a general understanding of Autism, participants will now continue literature circles to gain perspective and seek insight through written reflections. Participants will also complete their own case study. The course will also include films and documentaries. OUT OF CLASS EXPECTATIONS: Participants will have to research one article a week. Read from their book choice, and create a reflection on Google classroom. DEMONSTRATION OF EDUCATOR LEARNING: Participants will walk away having created action plans or templates to use with students on the spectrum that are struggling with behavior, pragmatics, or academic skills. Dates and Time:

Thursdays, 3:15 – 5:45 January 7, 14, 21, 28, February 4, 11

Instructor: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible: Variable Content:

Corrina Tabin Williams Middle School, room 8 All Units A, F, E 15 hours 15 No Yes*

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Google Sites for Beginners DESCRIPTION: Participants will create work websites utilizing Google. OUT OF CLASS EXPECTATIONS: Participants will be required to work on sites in class and some outside of class. DEMONSTRATION OF EDUCATOR LEARNING: Google sites will be linked to LPS main site for communication purposes. Dates and Time:

Thursdays, 3:15 – 5:45 January 7, 14, 21, 28, February 4, 11

Instructor: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible: Variable Content:

Lori Gallerani Williams Middle Computer Lab K - 12 Units A 15 hours 15 Yes Yes*

Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Intro to Web Design for Teachers DESCRIPTION: In this 15 hour course, teachers will create a website using Google Sites. A website can serve many functions including, but not limited to, improved communication with a target audience such as students, parents, teachers, the world. The aim of the course will be to develop a well-designed website without using a template. This will enable teachers to customize their site resulting in a one-of-a-kind website. In doing so, teachers will learn how to design an “about me” page, grading policy page, photo gallery, class calendar, homework pages, teacher schedule, announcements and embedded documents. The instructor will offer design suggestions for customizing fonts and colors, logos, photo, layout options and other aesthetic properties of media design. Teachers will work on their school laptop. All participants will prepare for a final presentation and class critique of their website on the last day. OUT OF CLASS EXPECTATIONS: All teachers will need to organize and digitize the teaching material that is to be posted on their website such as grading policies, rubrics, schedules, homework, and digital photos. Teachers will be encouraged to search the internet for gadgets to include on their websites and should expect to spend time to refine their website. All participants will prepare for a final presentation and class critique of their website on the last day. DEMONSTRATION OF EDUCATOR LEARNING: Participants will learn new ways to communicate with students, parents, teachers, and the world by creating the following for their website: Bio page, philosophy of teaching, grading policy and grading rubrics page, photo gallery, class calendar, homework pages, teacher schedule, announcements and learning. Participants will also learn: design principles and aesthetic principles of media, how to customize fonts and colors, logos, etc. Dates and Time:

Thursdays, 3:15 – 5:45 January 7, 14, 21, 28, February 4, 11

Instructor: Grade Level: Eligible Participation: Location: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Hilary Godin K - 12 Units A LHS Main Office Conference Room 15 hours 12 Yes

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Books that Fold, Flip and Pop ****A PGC MINI COURSE**** DESCRIPTION: Learn to make 3 exciting books using simple paper folding techniques and glue. We will explore flaps, 3-D standing books, as well as pop-ups OUT OF CLASS EXPECTATIONS: None DEMONSTRATION OF EDUCATOR LEARNING: These books can be used at all levels, and in conjunction with any subject area. Teachers will apply what they learned in their teaching by using these techniques with students as a form of culminating project, date collection, presenting, personal journaling, etc. Date and Time:

Tuesday, 3:15 – 5:15 January 26, February 2, 9

Instructors: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Margaret Goldman Center School Art Room PK - 12 Units A 6 hours 20 No

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Words DESCRIPTION: Students will explore a variety of ways to incorporate new vocabulary/learning into the school day. The class includes games, writing assignments, research, oral presentation and pop quizzes. OUT OF CLASS EXPECTATIONS: Play games, pay attention to words and word use around you. DEMONSTRATION OF EDUCATOR LEARNING: Teachers will report at the beginning of classes ways they incorporated some activates or ideas discussed in class. Dates and Time:

Tuesday, 3:15 – 5:45 February 23, March 1, 8, 15, 22, 29

Instructor: Location: Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible: Variable Content:

Anna Marie Johansen Blueberry Hill School, Room 208 3 - 12 Unit A, E, F 15 hours 15 No Yes*

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Advanced Website Design This course is for teachers who have completed the introductory course, Web Design for Teachers, and want to learn and apply advanced skills and insights into the evolving world of web design.

DESCRIPTION: Participants will explore: 1. Typography – Did you know that letters have shoulders, arms and ears? In this course you will learn the fundamentals of typeface, looking at the historical origins of typography and learning to identify the parts of letterforms as they relate to website design. 2. iPhoto Basics - Did you know that you can create an instant slideshow for your website, complete with music and special effects, using iPhoto? Participants will learn how to improve classroom photos using iPhoto. This will include enhancing photos, cropping and straighten photos, removing red eye, retouching blemishes, removing noise, adding special effects, and improving exposure, color, and contrast. 3. iTunes & Google Video - Did you know that you can upload any kind of file to Google Drive, including video? Participants will learn how to insert a video or slideshow into their website. This includes creating and adding a slideshow, complete with transitions, the Ken Burns effect, music, and exporting as QuickTime movie. 4. HTML - Teachers will have opportunities to explore some basic html - css code to customize their websites. OUT OF CLASS EXPECTATIONS: Internet research, taking or gathering classroom photos, shooting video clips, gathering lesson plans. DEMONSTRATION OF EDUCATOR LEARNING: In the first Website Design course teachers learned how to set up a website. In this course teachers will improve the functionality of their websites by learning about typeface, photo enhancement techniques, and learning how to prepare videos. One session will be dedicated to using html /css to customize pages Date and Time:

Thursday, 3:15 – 5:45 February 25, March 3, 10, 17, 24, 31

Instructors: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Hilary Godin Longmeadow High School, room 46 All Units A 15 hours 12 Yes

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area. 11

Executive Functioning Users Guide DESCRIPTION: This course will provide an overview of Executive Functioning Disorder. Participants will be given strategies to use in the classroom to promote growth in organization and attention in students. Participants will complete readings, will keep a log of classroom observations, and write reflections. OUT OF CLASS EXPECTATIONS: Participants will complete readings, a case study and complete reflections using Google-Classroom. DEMONSTRATION OF EDUCATOR LEARNING: Participants will walk away with an action plan to use in their classrooms that will increase student organization and attention. They will develop tools, templates, and routines to use to maximize teaching time and minimize redirection.

Dates and Time:

Thursday, 3:15 – 5:45 February 25, March 3, 10, 17, 24, 31

Instructor: Grade Level: Eligible Participation: Location: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Corrina Tabin All Units A, E, F Williams School, Room 8 15 hours 15 No

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Reading Lessons to Accommodate all Learners Online DESCRIPTION: Throughout this online course, teachers will develop reading lessons that can be applied to various texts/pieces of literature. Each lesson will meet a common core standard, as well as meet the needs of all students. OUT OF CLASS EXPECTATIONS: Plan lessons that accommodate all students. Materials must be prepared as well. Reflections of self-prepared lessons will be given. Evaluation of others’ lessons will be part of the class as well. DEMONSTRATION OF EDUCATOR LEARNING: The participants will be able to apply the lessons/activities to their own class. Ideally, each reading lesson will be a plan that a teacher could apply to almost any text. Each lesson has to meet CC standard that will be designated, as well as accommodate and provide materials for learners of all levels within that grade. Special needs children, as well as children that need a challenge, will be accommodated within each lesson. Dates and Time:

Wednesdays, 3:15 – 4:45, Online March 2, 9, 16, 23, 30, April 6, 13, 27, May 4, 11, 18, 25

Instructor: Location: Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Jennifer Thompson Online K-6 Unit A 30 hours 20 No

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Revision Lessons for Young Writers DESCRIPTION: Revision in the penultimate and most important step in the writing process, yet it is the step upon which our young writers spend the least amount of time. This course will describe, demonstrate and discuss as well as share revision lessons techniques and strategies thus arming our students with valuable tools. No more will we hear, “I’m done” on the first day of a writing project. OUT OF CLASS EXPECTATIONS: Prepare/practice revision lessons with students. DEMONSTRATION OF EDUCATOR LEARNING: Participants will share revision lessons prepared and used for current classes. Student work before and after will be part of the study. Teachers will also use strategies to revise their own writing. Dates and Time:

Thursday, 3:15 – 5:45 March 3, 10, 17, 24, 31, April 7

Instructor: Location: Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Anna Marie Johansen Blueberry Hill School, Room 208 1-6 Units A, F 15 hours 15 No

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Want to Build a Plague? It doesn’t have to be Bubonic! DESCRIPTION: This course aims to tie together the historical and scientific aspects of some major diseases. Topics covered will include as many of the following as possible: the Plague with an emphasis on the late 1600’s plague outbreak in London, European diseases and the impact on Native Americans, Spanish Flu 1918, Antibiotics and WWII, Antibiotic Resistance and TB, HIV/AIDS, Ebola and other emerging diseases, Typhoid Mary and Public Health considerations. OUT OF CLASS EXPECTATIONS: Participants will be asked to consider places in their curriculum they could incorporate the historical and scientific information presented in the course. DEMONSTRATION OF EDUCATOR LEARNING: Participants will report on how they will integrate the topics covered into their teaching. Dates and Time:

Tuesdays, 3:15 – 5:45 March 8, 15, 22, 29, April 5, 12

Instructors: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible: Variable Content:

Karen Cuthbert-Mikalunas and Amy Holt Longmeadow High School, Room 121 5 - 12 Unit A 15 hours 20 No Yes*

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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We can’t call it Dyslexia but it is! DESCRIPTION: This disorder is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent work recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Participants will learn strategies to work with students with dyslexia, what it looks like. Teachers will also learn about how dyslexia is diagnosed and what therapy can be used to help students with dyslexia. OUT OF CLASS EXPECTATIONS: Teachers will be expected to read research articles, create lessons, and participate in discussions. Teachers will meet every other week in person and work online in Google classroom the opposite week. DEMONSTRATION OF EDUCATOR LEARNING: Teachers will be able to define dyslexia and differentiate instruction to meet the needs of students with this disability. Teachers will develop a better understanding of dyslexia and other disabilities that are often seen with it. Teachers will create lessons and materials to use with students with dyslexia that can be used with them in small groups or with the entire class. The best way to teach students with dyslexia is to be explicit, systematic, and structured in your teaching and this benefits all students. Date and Time:

Tuesday, 3:15 – 5:45 April 5, 12, 26, May 3, 10, 17

Instructors: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Lauren Heaton and Valerie Fritz Center School K-5 Units A 15 hours 20 No

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Intro to Photography*** DESCRIPTION: Do you have a good digital camera that you don’t know much about? Learn how your camera works, what the settings are for and how to control how your pictures look. We will learn about the history of photography, the art of composition, improving poor photos by editing them in Photoshop and uses for your photos, in class and professionally. OUT OF CLASS EXPECTATIONS: Every week students will have an outside shooting assignment or Photoshop assignment. Assignments will be posted in Google Classroom and shared in class. DEMONSTRATION OF EDUCATOR LEARNING: Photographs are used by educators continually – in documents, on webpages, in classroom presentations both digital and print. Quality photos are an effective tool to communicate and express ideas to others. Any teacher could use the knowledge learned in this class to improve both their own photography and their use of photographs in their professional life. Teachers will leave with a digital portfolio of their work on Google drive that will demonstrate learned principles. ***Participants need a digital camera, preferably a digital SLR, and an SD card of at least 4G. If teachers would like a copy of Photoshop for their school laptop, they need a jump drive or SD card of at least 8G and I will make a legal copy. Cameras may be available to borrow. Date and Time:

Tuesday, 3:15 – 5:45 April 5, 12, 26, May 3, 10, 17

Instructors: Location: Grade Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Deb Callahan LHS, Art room 45 K - 12 Units A 15 hours 15 No

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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Isn’t That Pinteresting!? DESCRIPTION: Pinterest is an online access point to ideas on hundreds of topics. You may be familiar with it for recipes and craft projects, but there are also numerous teaching resources available. Pinterest works in much the same way that bookmarks do on your computer, however, you “pin” an image instead of the title of the page. The best part is that you can look to see what other teachers using Pinterest have “bookmarked,” follow them so you get updates on what they’re doing, and communicate with them about what they have “pinned.” If a group of Longmeadow teachers are teaching the same level/course, they could all follow each other, resulting in increased collaboration. Participants will be expected to set up an account, create and add to boards for use within their teaching, set up and follow other teachers (or any pinner related to your subject), have a “pin of the week” to share with the class, and find and implement/use at least one “pin” that they find throughout the course. Class time will be divided between instruction in how to use Pinterest, sharing of pins others have found and time to search for new pins or develop lessons using the pins you have already found. Please consider taking this class with someone that you would like time to collaborate with in developing ideas that you find. This would be an ideal time to work together. OUT OF CLASS EXPECTATIONS: Participants will need to check their Pinterest accounts and pin things of interest throughout each week. In addition, participants will be asked to show one “pin of the week” each week to show what they were able to find so others can see examples of ideas and resources others are finding. DEMONSTRATION OF EDUCATOR LEARNING: All subjects and levels will be able to find new resources to use in their teaching from kindergarten through Advanced Placement level. Because others have already found it to be a website of interest and you see an image of the topic, you save the time and frustration of clicking through links in a Google search. In addition, others will “feed” links they like to you, so you can just scroll through what others have found. You might get inspiration regarding classroom organization, the common core, labs, activities, technology integration, review games, or content based articles. The options are endless and your areas of interest will determine what you look for. This also gives you a way to organize what you find for easy access. Pinterest can be a great tool for finding new ideas to bring to your students and sharing those ideas with colleagues.

Dates and Time:

Thursday 3:15 – 5:45 April 7, 14, 28, May 5, 12, 19

Instructor: Location: Level: Eligible Participation: Credit Hours/PDP’s: Enrollment Limit: SIS eligible:

Karen Cuthbert-Mikalunas Longmeadow High School, Room 121 PK - 12 Units A, F, E 15 hours 20 No

*Variable content courses may be used for recertification in any content area as long as the demonstration of learning is done in that content area.

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