  |
|
|
| Workshops Statewide
Conference on Inservice Education UFT Teacher Center Professional Development for School District Teams This four part workshop series will provide an overview of the essential professional development components for school and district core team members. The sessions are designed to help school/district based team members to achieve the highest, most productive level of team work and collaboration vital to learning organizations and school improvement. Schools that have been identified as In Need of Improvement (SINI) are encouraged to send teams to participate in this four part professional development program for school district teams engaged in the school improvement effort. Team members registering for the Professional Development for School/District Teams program should attend all four sessions. - Workshop Nos. 2-1, 3-1, 4-1, and 5-1 are recommended for SINI Schools registering as teams - 2-1 Component 1 Productivity and Creativity in Team Meetings
Workshop Session 1 A Sunday 12:45 - 3:00 p.m., October 24, 2004 (Select One) 1-1 Special Education: Dr. Mary Magee Quinn, Principal Research Scientist at the American Institutes for Research and co-author of the Managing Antisocial Behavior ER&D manual; Project Director of the Alternative Schools Project; the Systems Improvement activities to Enhance Children's Mental Health Service Project; I mproving outcomes for students with disabilities in schools and school districts within the context of NCLB and IDEA. 1-2 Mentoring and Professional Development: Ms. Charlotte Danielso n , Author and Educational Consultant - Enhancing professional development for school improvement based on framework for creating a culture of professional inquiry designed for student learning. Workshop Session 1B: Sunday 3:15 5:30 p.m., October 24, 2004 (Select One) 1-3 Middle Level: Dr. Robert Felner , Director, National Center on Public Education and Social Policy (NCPE) and consultant to NYSED examining trends in current national and state middle-level education reforms and policy . 1-4 Literacy: Drs. Sally and Bennett Shaywitz , Yale Center for the Study of Learning and Attention - w hat we know about reading acquisition from brain research Workshop Session 2: Monday 10:15 a.m. 11:45 a.m., October 25, 2004 (Select One) 2-1 Professional Development for School District Teams - Workshop Nos. 2-1, 3-1, 4-1, and 5-1 are recommended for SINI Schools registering as teams - Component 1 Productivity and Creativity in Team Meetings Team Members need to have the opportunity to systematically learn the skills and processes required to facilitate productive meetings. Topics covered in this workshop include:
UFT Teacher Center 2-2 Standards-Based Thematic Units from the Baseball Hall of Fame Middle Level This workshop will focus on curriculum topics covering women's history, character education, mathematics, geography, U.S. History and more. Participants will align goals and objectives with the NYS literacy standards. Jeff Arnet, Baseball Hall of Fame 2-3 Preparing Academic Intervention Services (AIS) students (Grades 9-11) for the English Language Arts (ELA) Regents Exam through Relevant Subject Matter - Literacy Food, nutrition, diet, fitness are part of our everyday language -- incorporate them into an ELA Lesson. When we make the ELA exam "recipe friendly" Kids will "eat it up." Participants will examine secondary models integrating reading skills/AIS/motivational reading programs that lead to effective task development. Frances DiMarco, AIS Teacher, Rome City Schools/Rome Teachers Association 2-4 Paraeducator/Mentor Program: An Essential Resource for Providing Ongoing Assistance and Guidance to the Instructional Team - Mentoring and Professional Development In our profession a mentor possesses skills and knowledge and is willing to share this in a friendly and non-judgmental relationship. This para/mentor program was established to assist in enhancing the instructional process with ongoing assistance and guidance to the instructional team. This workshop will describe the mentor model, how it was developed, how mentors were selected and trained, and how the program was implemented. Arlene Barresi, Training Coordinator, Eastern Suffolk BOCES. 2-5 Middle-Level Languages Other Than English: Connecting and Communicating - Middle Level This workshop will provide participants with a manual of resources for classroom activities in preparing students to meeting Checkpoint A (second language proficiency). NYSUT Subject Area Committee for LOTE 2-6 Tools to Help You Differentiate Instruction in the K-8 Curriculum Special Education This session provides background information about differentiation and the ways in which it can increase teachers' capacity to provide access to the general education curriculum for all students with disabilities among the general population. Dr. Melissa Storm, Access Center, The American Institutes for Research 2-7 Ossining's Brown versus the Board of Education: High Schoolers Sharing Lessons with Elementary Children - Literacy This workshop provides an overview of an innovative instructional design enabling high school students to share lessons learned from Brown versus the Board of Education with elementary school children. Videotaped excerpts will be shared as well as the genesis and outcomes of the project. Emphasis will be on literacy, social studies, equity, and student learning.
2-8 1,000 Book Project - Literacy This is an informational session about the 1,000 Book Project and how your Teacher Center, teachers association, or district might become involved in this worthwhile program. Teachers are committed to helping our students reach their potential; yet many children entering school are not ready to learn. The 1,000 Book Project was developed to help preschool children acquire skills needed for reading success. Studies have shown that when preschool children read 1,000 books before receiving formal reading training in school, their success increases dramatically. Both the Marlborough Faculty Association and the Ossining Staff Development Center are involved in this program. Carol C. Axner, Director, The Ossining Staff Development Center Joseph Pesavento, President, Marlborough Faculty Association Scott Fridkin, Policy Board Member, The Ossining Staff Development Center Celeste Ricciardone, 1,000 Book Project Coordinator, Marlborough Faculty Association Sponsored by a Teacher Center 2-9 Connectedness Matters Youth Perceptions on Life at School Connectedness Matters: Youth Perceptions on Life at School - NCLB Feeling "connected" at school plays a critical role in youth well being and performance. What promotes school connectedness? This workshop shares results of a study designed to understand youth perceptions of life at school and the role connectedness plays in academic performance and mental health. Janis Whitlock, Research Associate, Cornell University Workshop Session 3: Monday 1:30 p.m. 3:00 p.m., October 25, 2004 (Select One) 3-1 Professional Development for School District Teams - Workshop Nos. 2-1, 3-1, 4-1, and 5-1 are recommended for SINI Schools registering as teams - Component 2 Data-Driven Planning for Curriculum and Instruction Teams that analyze and utilize data about their school communities make better decisions about not only what to change, but how to institutionalize change. This session will focus on:
UFT Teacher Center 3-2 Middle-Level Schools to Watch, New York State and National Programs Middle Level Schools to Watch (STW) is a national program that will be replicated in New York State. STW has helped schools across the country to learn specific ways to promote academic excellence for all students, while responding to the unique developmental needs of young adolescents. This workshop will explain the program and how it will be carried out in NYS. Dr. David Payton, NYSED 3-3 The New York City Peer Intervention Program Mentoring and Professional Development The uniqueness of the New York City Peer Intervention Program lies in its voluntary, confidential and non-evaluative nature as well as its multi-faceted structure. The Program helps teachers and guidance counselors improve their competencies or pursue alternative careers. Participants will learn about a variety of data sources linking professional development to student learning. This workshop will also provide participants the opportunity to examine this program and develop a model which suits their specific needs. Marilyn Chadwick, Coordinator, Peer Intervention Program Joel Helfenbein, Outreach Liaison, Peer Intervention Program 3-4 A Toolbox of Teaching Techniques Keeping the Brain in Mind - Mentoring and Professional Development This interactive workshop gives participants an opportunity to experience several brain-based approaches to teaching. Some of the techniques, supported by research, will be: Reciprocal Teaching, Paired Verbal Fluency, Thinking from Inside the Box. These strategies can be generalized for grade levels K-12. Harriet Hendel, Staff Development Specialist, Retired Special Education Teacher 3-5 Middle-Level Math: Keying in for Success Middle Level This workshop will use an integrated approach to teaching mathematics using literature and hands-on activities. Participants will receive a packet of information and resources. NYSUT Subject Area Committee for Math 3-6 Positive Behavior Management for Effective Learning - NCLB This program promotes positive classroom behaviors and fosters effective learning for all students providing a proactive and common approach to discipline. Family Life Development Center, Cornell University Joel D. Buncy, Social Studies Teacher Thomas J. Peters, Spanish Teacher Dawn Ramsey, Science Teacher Deanna Caldwell, Special Education Teacher 3-7 Literacy-Based Strategies: Using Newspapers as a Primary Resource - Literacy This dynamic presentation demonstrates how to integrate a local primary resource, the newspaper, into your literacy program while implementing various learning modalities and styles. Participants will receive a folder of literacy-based strategies and activities complete with assessment tools and resources, develop higher-level thinking skills, utilize an authentic resource and motivate students while exceeding the requirements for New York State standardized exams. Help students learn to read while reading to learn. Lisa Sax NIE Coordinator/Curriculum Writer, The Post Star Mary H. Miller, Newspaper in Education Coordinator, NY Newspaper Publishers Association 3-8 The Language Foundation of Reading and Spelling - Part 1 (please also select Part 2 - workshop no. 4-8) - Literacy This workshop reviews language assessment and intervention with regard to reading and spelling and facilitates understanding that reading and spelling abilities share many aspects of language skills that emerge in predictable fashion. Speech-language pathologists have learned to use language development in functional methods and use this literacy information to support academic success. Collaboration with reading specialists, special educators and classroom teachers yields similar rewards. Martha A. Boose, PhD. CCC-SLP & A, Associate Professor, The College of St. Rose, Albany, NY Anne Toolan Rowley, MS, MA CCC-SLP, Assistant Professor, The College of St. Rose, Albany, NY 3-9 Best Practices A Collection of Exemplary Technology Integration Ideas from Educators Middle Level See an exemplary collection of "best practices" that can be used as models for any school. This presentation highlights several K-12 (collected from educators across the United States) of ways to use computer technology in the classroom to address the Learning Standards. The examples are applicable to any platform, Mac or pc. It is possible to teach course content, use technology as a tool, address the standards, foster critical thinking, and measure what students have learned. Carol LaRow, English teacher/Apple Distinguished Educator, Niskayuna Central Schools 3-10 Building English Language Acquisition through Buddy Bags ESL Activities Literacy and NCLB This workshop helps teachers create a Peer/Tutor Model in the classroom that engages ESL students in activities focusing on literacy and language acquisition. The model utilizes "Buddy Bags" with varied materials targeted to accelerate language acquisition. This project was funded by the Edith Winthrop Teacher's Center and supported by Teacher's College faculty, Joann Jacullo-Noto. Marina Kelly, ESL Coordinator, Elmsford School District 3-11 Classroom Management for the Diverse Classroom: Ideas that Work Middle Level, NCLB and Literacy This classroom management program shifts the discipline paradigm from controlling student behavior through rewards and punishment to managing and motivating students by building self-esteem and encouraging students to make better choices facilitating growth: academically, socially and psychologically. James R. Gilbert, Chair, Policy Board, Rockland Teachers Center Sponsored by a Teacher Center Workshop Session 4: Monday 3:15 p.m. 4: 45 p.m., October 25, 2004 (Select One) 4-1Professional Development for School District Teams Component 3 Professional Development Practice - Workshop Nos. 2-1, 3-1, 4-1, and 5-1 are recommended for SINI Schools registering as teams - Successful schools embrace ongoing professional development. Leadership must have knowledge and skills to analyze, assess and amend current instructional practices. Participants will review:
UFT Teacher Center 4-2 Coordinating Your Middle School Instructional Team To Support Students With Disabilities Special Education Participants will learn to guide, direct and empower adult learners, use cognitive coaching tactics to mentor co-workers and correlate orderly functioning of the adult learning community. Dennis R. Loftus, Professional Development Specialist, Syracuse City School District 4-3 Linking Service Learning and NCLB for Student Success - NCLB Participants will understand how to implement service learning to enhance academic, personal/social, and other outcomes and show how curriculum can be tied to a service need. Participants will be exposed to how to access funding streams that can lead to long-term sustainability. Service learning will help K-12 educators and administrators see the value of using this process as a teaching strategy to reach New York standards. Fran Hollon, New York State Education Department Service Learning Coordinator Rose M. Hutcherson Service Learning Leadership Institute Yolanda A. Lee Service Learning Institute 4-4 The Arts: Integration of Skills and Content Across the Curriculum Middle Level Participants in this workshop will experience five interpretations of the basic format of a middle-level lesson in music and visual art. Participants will receive materials that will include a resource list of all lessons taught and a lesson plan work sheet. NYSUT Subject Area Committee for the Arts 4-5 Culturally Dynamic Learning Environments: Meeting the Needs of Diverse Students Mentoring and Professional Development Twenty-first century public schools are serving an increasing by diverse populations of diverse students, and demographic projections indicate that today's minority will be the majority in America's public schools." Minority students are increasingly being instructed by non-minority educators. This workshop provides them with effective and authentic strategies to create and sustain "culturally dynamic" learning environments. Sheila D. Gatling, Teacher, Amityville UFSD Gina Russell Stevens, Associate, Executive Performance, LLC Kenneth Johnson, Associate, Executive Performance, LLC 4-6 Re-examination of Professional Development Plans (PDP) in the Context of Outstanding Professional Development Mentoring and Professional Development Mentoring and the Owego-Apalachin Teacher Resource and Technology Center drive the Owego-Apalachin Professional Development Plan originally laid out in 1999, which has generated an outstanding PD program. We will examine the structure and success of the Program and the OATRTC as key influences in district improvement. Strategies for interpreting student test data to best inform professional development and teaching practice, and the US DOE Professional Development Award Criteria (http://www.ncrel.org/pd/toolkit/lftb/appendb.htm) provide tools to examine and redirect Professional Development Planning. Dr. Meg Richardson, Assistant Professor, SUNY Cortland Debbie Pichette, Coordinator of Instruction, Owego-Apalachin Central SD Ben Frisbie, Director, Owego Apalachin Teacher Resource Technology Center Sponsored by a Teacher Center 4-7 Lessons from Little Rock - Literacy In this workshop participants will be invited to examine strategies for meaningful change in their own lives. This experience is designed especially to help those in staff and faculty positions learn how to motivate students to assume responsibility for their own learning and for students to think seriously about becoming executives in charge of their own learning . Dr. Terrence Roberts, Educational Consultant 4-8 The Language Foundation of Reading and Spelling Part 2 (also select workshop no. 3-8) - Literacy This workshop reviews language assessment and intervention with regard to reading and spelling and facilitates understanding that reading and spelling abilities emerge in a predictable fashion. Just as speech-language pathologists have learned to use language development in functional methods, this literacy information also supports academic success for children in the elementary grades, as collaboration with reading specialists, special educators and classroom teachers is enhanced. Martha A. Boose, PhD. CCC-SLP & A, Associate Professor, The College of St. Rose, Albany, NY Anne Toolan Rowley, MS, MA CCC-SLP, Assistant Professor, The College of St. Rose, Albany, NY 4-9 Components of Successful Mentoring Programs - Mentoring and Professional Development This workshop reviews current, relevant research supporting the need for and the success of mentoring programs for new teachers. It examines the necessary components of a successful program including: the roles of the participants -- mentor, mentee, district administrators, change and the mentor as change agent; the adult learner; stages of teacher development; the importance of communication skills; reflective practice and components of professional development. NYSUT Effective Teaching Program 4-10 New York State Early Reading Initiatives Reading for Results and Reading First - Literacy This program will highlight the success and professional development approaches used in schools that received NYS Reading for Results and Reading First Grants. The approaches to early literacy instruction (K-3) will be presented by teachers, literacy coaches and literacy experts from the Regional School Support Centers (RSSC). Participants in this workshop will learn about the essential components of reading instruction included in these grants; phonemic awareness, phonics, fluency, vocabulary and comprehension. They will also have the opportunity to preview the NYS on Line Reading Academy, a delivery system used by over 5,000 teachers in New York State. NYSED Reading for Results and Reading First District Representatives 4-11 Middle-Level English Language Arts: Listening, Reading and Writing Middle Level This workshop pertains to the intermediate level English Language Arts test administered in Grade 8, showcasing sample lessons and templates for teachers to use to create classroom lessons. Participants will receive a packet of materials they can use upon return to their schools. Also included will be templates for the Comprehensive Regents Examination in English so students will become familiar with the Regents exam. NYSUT Subject Area Committee for English Language Arts Workshop Session 5: Tuesday 8:30 a.m. 10:00 a.m., October 26, 2004 (Select One) 5-1 Professional Development for School District Teams - Workshop Nos. 2-1, 3-1, 4-1, and 5-1 are recommended for SINI Schools registering as teams Component 4 Next Steps: Moving Forward with School Improvement During this next steps sessions participants will assess what they have learned, how the information will be utilized, the resources necessary to support school/district improvement, and next steps in creating a school improvement plan. UFT Teacher Center 5-2 Multiplying Their Expertise: National Board Certified Teachers as Mentors Mentoring and Professional Development National Board Certified Teachers (NBCT) are accomplished practitioners and can offer their colleagues a wealth of content knowledge, information about effective research-based teaching strategies, and advice and counsel about the benefits of analytical and reflective teaching. NBCTs and others from Newburgh and Rochester will describe how their expertise is integrated with their districts' professional development programs and how their collective bargaining agreements encourage and support their efforts as mentors. Representatives of the Newburgh and Rochester Teachers Association 5-3 Finding Out What You Don't Know About Teaching in the Inclusion Classroom and Doing Something About It Special Education[CANCELLED] Participants in this workshop will be provided with the results from teacher certification programs showing the degree to which they feel they have or more importantly HAVE NOT been prepared for properly educating the diverse population of learners in the inclusion classroom. Participants will self-assess their perceived level of preparation. Finally, the participants will be provided with resources and instructions for how to use them to enhance their level of ability to effectively teach in the inclusion classroom. Dr. Stephen E. Williams, Associate Professor, D'Youville College Dr. Jamie DeWaters, Professor, D'Youville College 5-4 Keeping Quality Teachers: The Art of Retaining General and Special Education Teachers Special Education The State Improvement Grant (SIG), a federally funded project, is a catalyst for addressing growing concern that quality teachers newly entering the field, both in general education and special education are leaving in alarming numbers, especially in New York City. This presentation will examine the reasons teachers leave and provide strategies schools can use to overcome this problem. Melissa Price, Project Coordinator, Higher Education Support Center at Syracuse University Matt Giugno, NYSED VESID and State Improvement Grant (SIG) Project Director 5-5 Using Data to Drive Instruction Mentoring and Professional Development Given the increasing amount of data teachers are asked to use to provide instruction, it is hard to know how best to employ data and standards in lesson planning. We will explore strategies and best practices to use data to drive instruction. James Wiley, The Grow Network Neil Fitzgerald, The Grow Network Tisha Pryor, The Grow Network 5-6 Evaluating Professional Development and Mentoring Programs: Tools and Techniques Mentoring and Professional Development Many schools fail to use evaluation tools and techniques that speak to the long term effectiveness of existing/proposed professional development and mentoring programs. Using Kirkpatrick's four levels of evaluation model, workshop participants will develop a comprehensive framework for evaluating the effectiveness of professional development and mentoring programs. Given scarce resources and present- day attitudes about public education, school officials must demand hard evidence that, as designed, programs make meaningful contributions towards closing the performance gap and favorably impact the bottom line of student achievement. Sonya E. Maxwell, Education Consultant, Training Solutions 5-7 It's Usually More Than Just Right or Wrong: Examining Errors in Student Work - Middle Level Education I nformation informs curriculum and instruction planning. This workshop explores the idea of error coding students' work on math assessments yielding valuable information. Karen Pinkham, Director, Staff & Curriculum Development 5-8 Educating Students with Disabilities in Inclusive Settings Special Education Increasing numbers of students with disabilities are being educated in general education classes. This workshop provides general and special educators with strategies to help those students meet the demands of the general education curriculum and New York State Assessments. Specifically, this workshop will focus on the roles and responsibilities of general and special education teachers. NYSUT Effective Teaching Program 5-9 Integrating English Language Arts and Social Studies Using Children's Literature Literacy Integrating ELA and SS instruction can be as easy as using children's literature with your class. This workshop provides strategies and ideas for conducting literature focus units and literature circles using novels that address both the curriculum and state standards. Barbara Fink Chorzempa, Assistant Professor/Lecturer, SUNY New Paltz Dr. Andrea Noel, Assistant Professor, SUNY New Paltz Linda DeGraw, Student, SUNY New Paltz 5-10 ListServing New Teachers: The New York City Writing Project Mentoring and Professional Development By examining and discussing excerpts from actual List Serv conversations, participants will examine a mentoring model that gives new teachers a voice in their own professional development and access to a community of facilitators and peers to address issues as they emerge. Dr. Amanda N. Gulla, Assistant Professor of English Education, Leham College - CUNY Joe Bellacero, Teacher Consultant, New York City Writing Project Debi Freeman, Teacher Consultant, New York City Writing Project 5-11 Middle-Level Science: Inquiry-Based Activities Middle Level This workshop is geared towards science grades 5-8, related to the NYS Learning Standards for MST. Differentiated instruction and cooperative learning techniques for middle-level will be incorporated into the workshop, as well as inquiry skills. The workshop participants will receive a packet of activities and resources. NYSUT Subject Area Committee for Science Workshop Session 6: Tuesday 10:15 a.m. 11:45 a.m., October 26, 2004 (Select One) 6-1 Middle-Level Social Studies: Strategies for Success Middle Level This workshop will emphasize the types of documents that can be used with middle level students in helping them prepare for the grades 5 and 8 social studies test. Participants will develop scaffolded questions and prepare essay questions. They will also receive a packet of materials and resources. NYSUT Subject Area Committee for Social Studies 6-2 Virtual Learning System Mentoring and Professional Development Through the New York State Education Department Virtual Learning Systems Web Portal on the Internet, NYSED defined learning standards, teacher resources and other curricular and instructional material will be available to administrators, teachers, teacher candidates, parents, students and the public. This presentation on the Virtual Learning System will discuss the current status of the project as the continued development of web portal content. New York State Education Department Staff 6-3 Creating More Effective Co-Teaching Partnerships in Secondary Math Classrooms Special Education Co-teaching is defined as certified special and general educators assuming a supportive role in secondary mathematics classrooms. The presenters will describe the stages in forming an effective partnership. Dr. Kathleen Magiera, Assistant Professor, SUNY Fredonia Dr. Cynthia Smith, Associate Professor, SUNY Fredonia Ms. Kelli Gebauer, Special Educatoin Teacher, East Aurora High School 6-4 Positive Behavior and Intervention Services and Supports (PBIS ) Special Education Positive Behavioral Interventions and Supports (PBIS) is a proactive school-wide systems approach to creating safe and supportive environments where teachers can teach, students can learn and families can be meaningfully involved. During this session participants will learn about this state-wide initiative. New York State Education Department VESID Staff 6-5 The Mentoring Requirement : A Conversation Mentoring and Professional Development Participants will be presented an overview of the New York State regulations for mentoring experiences for initial certificate holders, as well as districts. There will be ample opportunities for discussion. Nancy Brennan, New York State Education Department 6-6 Supporting Students in Reading and Writing: The Role of the Paraeducator - Literacy Working with students in small groups and one-on-one, the paraeducator provides valuable assistance to the classroom teacher in helping students meet New York State's English Language Arts standards. . This workshop will help teachers work more effectively with the paraeducator in strengthening student's reading and writing skills. NYSUT Effective Teaching Program 6-7 NCLB: Implications for School Improvement - NCLB This presentation has two parts: a) the law and its implications for school improvement, and b) the approach taken by one teacher center participating in a school improvement plan. This presentation explains what causes a school or district to be identified as "in need of improvement"--or SINI in the terms of the New York State Education Department. Research described in the law in early USDOE interpretations as "the gold standards" relied on clinical trials used in medicine and drug research. More recently, the department is using terms like "what works" and "evidence-driven suggesting a looser and more realistic expectation. The presentation looks at educational research in the context of a school improvement plan. The NCLB legislation calls for a collaborative approach to planning for school improvement. This presentation includes the role of higher education and focuses on the role of teacher centers, describing the difference between "superintendent's day professional development" and the problem-focused, student-learning-focused type of professional development and mentoring that would be expected in an NCLB school improvement plan. The need for continual improvement will be addressed. Davenport Plumer. Teacher Center Higher Education Committee Rosemary Harrigan, Greater Capital Region Teacher Center Valerie Lovelace, Greater Capital Region Teacher Center Sponsored by a Teacher Center 6-8 NCLB Accountability NYSUT Research and Educational Services - NCLB Improving school performance requires team work and a willingness to employ workable solutions. This workshop highlights successful strategies several schools implemented by several school to make substantial progress in student achievement. An overview of New York State's accountability system under the federal No Child Left Behind Act will also be provided. NYSUT Research and Educational Services Staff 6-9 Beginning Reading: Learning to Read - Literacy Reading is the fundamental skill upon which all formal education and success in life depends; the teaching of reading is paramount. This workshop presents a synthesis of the growing research-based consensus for beginning reading instruction. The workshop focuses on what children should know and be able to do in beginning reading from kindergarten to third grade. Participants will explore emergent reading components such as print awareness, phonemic awareness and phonics instruction. |
 
|
||||||
|
| |||||||