2015-2016 professional learning guide
DESCRIPTION
Arlington ISD Professional Learning Details and InformationTRANSCRIPT
Professional Learning Guide 2015-‐2016
Page | 2 2015-2016
Page | 3 2015-2016
Table of Contents
2012-‐2015 Strategic Plan .................................................................................................................... 4
AISD Professional Learning Overview ................................................................................................. 5
Professional Learning Calendar At-‐A-‐Glance ....................................................................................... 6
Professional Learning Calendar Details ............................................................................................... 7
Professional Learning 101 ................................................................................................................... 8
Professional Learning Opportunities ................................................................................................. 10
Individual Exchange Plan .................................................................................................................. 11
2015-‐2016 Exchange Time Guidelines ............................................................................................... 12
Summer Institute Preview ................................................................................................................ 14
Summer Institute Highlights ............................................................................................................. 15
Featured Summer Institute Presenters ............................................................................................. 16
Special Summer Institute Sessions .................................................................................................... 17
Eduphoria Workshop Getting Started ............................................................................................... 18
Summer Institute Quick Reference Planner ...................................................................................... 20 • PK-‐12 Administrators ........................................................................................................................................ 20 • All Levels Cross-‐Curricular (K-‐12) ...................................................................................................................... 21 • Elementary (PK-‐6) ............................................................................................................................................. 22 • Secondary (7-‐12) ............................................................................................................................................... 23 • Support Staff ..................................................................................................................................................... 23 • Instructional Paraprofessionals ............................................................................ Error! Bookmark not defined.
Page | 4 2015-2016
2012-2015 Strategic Plan
Beliefs We believe that:
• Commitment to a clear and focused vision will guide the district to the highest performance • Effective teaching and leadership are essential for student achievement • School environment impacts achievement • An engaged community is essential • Every student can succeed
Vision The vision of the Arlington Independent School District is to be globally acknowledged as a premier school district. Mission The mission of the Arlington Independent School District is to empower and engage all students to be contributing, responsible citizens reaching their maximum potential through relevant, innovative and rigorous learning experiences. Goals Inspired Learners
• The AISD will be a high performing, technology-‐rich school district with leading-‐edge learning experiences that promote engagement, creativity, critical thinking and achievement.
• The AISD will prepare our graduates to excel in higher education or the career of their choice. • The AISD will be the leader in the education marketplace by providing world-‐class facilities
while being fiscally responsible. • The AISD will provide a safe and secure environment. • The AISD will ensure all teachers are highly effective.
Effective Leadership
• The AISD will recruit and retain the most effective people by rewarding excellence and providing opportunities for continual growth.
• The AISD will foster a caring culture of respect, integrity, wellness and citizenship throughout the district.
• The AISD will cultivate an environment that builds great leaders. Engaged Community
• The AISD will actively engage and partner with parents in the educational experience. • The AISD will enhance educational excellence and workforce development through
collaboration with community partners. • The AISD will utilize all the communications channels to maximize awareness and support of
the district’s vision to be globally acknowledged as a premier school district
Page | 5 2015-2016
AISD Professional Learning Overview The purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at high levels.
District Focus Areas The academic focus areas listed below have been identified for the 2015-‐2016 school year, and are reflected in the ongoing professional learning planned for instructional staff and administrators.
Tier 1 Instruction Inclusive Practices College & Career Bond Initiatives How we teach
(The delivery, strategies, learning environment, and classroom climate)
Who we teach (The approach to meet the diverse needs of all
students)
What we teach The rigorous curriculum essential to readiness for college, careers, and
citizenship)
Why we innovate (The instructional
response to new and improved facilities and
spaces)
Learning Pathways The following learning pathways are available for campus administrators, teachers, counselors, nurses, instructional coaches, teacher support interventionists, special education itinerant staff, campus technology managers, and librarians.
Pathways Description Timeline
First-‐Year Knowledge and skills essential to set the course for effective teaching and learning by teachers new to the profession.
Summer & Afterschool
Foundational Foundational knowledge, skills, dispositions, and practices aligned to district goals and expectations for teaching and learning.
Summer; Saturdays
Continuous Career-‐long professional learning aligned to ongoing individual and campus learning goals for continuous improvement and growth.
Afterschool; Saturdays
Job-‐embedded Sustained professional learning that occurs during the school day with opportunities for collaboration and support for implementation.
During the school day
State-‐compliance
Texas Education Agency (TEA) statutory compliance training mandated by state law for all district employees working with students.
Summer & Afterschool
Current Programs
The following district programs to provide a framework and operations that ensures all educators can engage in effective learning to enhance their practice and advance student learning.
Substitute Reduction (Minimal Pull-‐out) Exchange Time (November Exchange Days) • Increases instructional time by reducing the
number of days teachers are removed from the classroom (requiring substitutes);
• Provides highest possible instruction for students (highly qualified teacher vs. substitute); and
• Establishes district cost savings (through substitute reduction) to reallocate funds for job-‐embedded professional learning.
• Provides classroom teachers and support staff with a minimum of 12 hours of professional learning before the school year begins;
• Aligns professional learning to individual professional growth and learning needs; and
• Minimizes loss of instructional time by reducing the number of days teachers are removed from the classroom.
Page | 6 2015-2016
Professional Learning Calendar At-A-Glance
Summer Professional Learning June 15-‐19; August 3-‐7 June 10, July 27-‐28
Summer Institute Campus and District Instructional Leaders Academy
New Hire Professional Learning August 10 August 11 August 12 August 13 August 14
First Year Teacher Academy
(First Year Teachers ONLY)
First Year Teacher Academy
(First Year Teachers ONLY)
New Teacher Professional Learning
(First Year AND New to AISD Teachers)
New Teacher Professional Learning (First Year AND New to AISD Teachers)
New Teacher Breakfast (AM)
New Teacher Campus Orientation (PM)
Back to School Professional Learning August 17 August 18 August 19 August 20 August 21
Campus Professional Learning
Campus District Professional Learning
Convocation Work Day
Work Day Work Day
Second Saturdays September 12 October 10 January 9 February 13
Second Saturdays are intended to be a follow-‐up date to address identified district needs and provide additional professional development options for late hire, first-‐year, alternative certification teachers.
Districtwide Professional Learning November 23 November 24 January 4 January 5 June 3
Exchange Day
Exchange Day Work Day
Campus Professional Learning
Work Day
Distribution of Professional Learning Days Based on district professional learning plan, goals, and expectations 1 days
Based on campus professional learning plans, goals, and expectations 2 ½ days Based on Individual professional learning plans, goals, and expectations 2 days
Work days 4 days
District-‐sponsored event (Convocation) ½ day TOTAL 10 DAYS
Page | 7 2015-2016
Professional Learning Calendar Details
Calendar Details Date Scheduled Locations Staff Non-‐Contract
Hours
New
Hire
s
August 10 First Year Teacher Academy
PDC First Year Teachers ONLY
N/A
August 11 First-‐Year Teacher Academy
PDC First Year Teachers `ONLY
N/A
August 12 New Teacher Professional Learning PDC FYT and New to
AISD staff N/A
August 13 New Teacher Professional Learning PDC FYT and New to
AISD staff N/A
August 14 New Teacher Breakfast TBA FYT and New to
AISD staff N/A
Campus Orientation Home Campus FYT and New to AISD staff N/A
Back to
Schoo
l
August 17 Campus Home Campus All campus staff N/A
August 18 Campus (AM)
Home Campus All campus staff N/A Work Day (PM)
August 19 District Specified Locations All campus staff N/A
August 20 Convocation (AM) UTA College Park All district staff N/A
Work Day (PM) Home Campus All campus staff N/A
August 21 Work Day Home Campus All campus staff N/A
Exchan
ge
November 23 Individual-‐based – Exchange
Off contract / non-‐duty
All district staff 6 Hours
November 24 Individual-‐based – Exchange
Off contact / non-‐duty
All district staff 6 Hours
Districtw
ide January 4 Work Day Specified Locations All campus staff N/A
January 5 Campus Home Campus All campus Staff N/A
Page | 8 2015-2016
Professional Learning 101
Eduphoria Workshop Profiles: • Check your portfolio to be sure your name, campus, and primary role are correct. • The accuracy of this information impacts all reports that are generated for professional
development requirements. My Portfolio:
• By selecting a course under "My Portfolio" in Eduphoria Workshop, you can access an overview of the course, instructor notes, your own notes, discussion boards, and the survey.
Professional Learning Hours:
• All campus and district professional learning days are 8:30 AM -‐ 4:00 PM. • Morning sessions are 8:30-‐11:30; afternoon sessions are 1:00-‐4:00. • A professional learning day is considered to be 6 hours in length (maximum). • Courses / workshops must have an enrollment of 10 participants.
Professional Development Attire:
• Districtwide professional learning dress is always professional. Summer and Saturday days are business casual. Jogging shorts, tank tops, torn jeans, and workout clothes are not appropriate.
District Professional Learning Norms: Be Ready to Learn, Be Respectful, Be Responsible
• Be on time; leave on time • Actively engaged from beginning to end • Prepare technology for learning and engagement • Monitor your impact on the room • Remain focused on student success
Register/Unregister:
• Register for all courses in advance. Courses automatically close at the START TIME of the course, and you may register or un-‐register until that time.
• If you are not able to attend, it is your responsibility to un-‐register BEFORE the course begins. • If you do not unregister for a course you will be counted absent. You do not need to contact the
instructor or Professional Learning office. We understand emergencies. Attendance:
• Sign-‐in sheets are the official record of attendance for all courses in Eduphoria Workshop. • Credit will not be granted to anyone who has not signed the course attendance sheet.
Page | 9 2015-2016
Professional Learning 101, Continued Surveys:
• Surveys are not required for every session. The session instructor will inform you of any requested feedback.
Late Hires:
• Any late-‐hire that attends professional learning, and is unable to register must sign-‐in legibly and note their designated home campus.
• Credit will be granted once a Login/ID has been created, and sign-‐in sheets are received and processed.
Excessive Absences / No shows:
• If a participant registers for a course and does not attend he/she will be marked as absent. • Once three absences are recorded on your portfolio, the participant will be locked out of the
Eduphoria Workshop system and unable to register for future courses. Excessive absences can be documented by your administrator in PDAS Domain VI / VII.
• If you are locked out of the system, you do not need to contact the instructor or Professional Learning office. Contact your campus administrator.
• Campus administrators must contact Professional Learning to request for a registration account to be reset.
Out-‐of-‐District Courses:
• All out-‐of-‐district credits are approved by the Professional Learning Department in partnership with applicable departments.
• BEFORE attending an out-‐of-‐district workshop or conference received prior approval from your supervisor. THEN, after you have attended the workshop or conference, you can add a new portfolio entry in Eduphoria Workshop to receive non-‐contract hours for exchange time.
• To add a Portfolio Entry, go to "My Portfolio" in Eduphoria Workshop and select “Add New Portfolio Entry” towards the bottom of the page under “Portfolio Options”.
Page | 10 2015-2016
Professional Learning Opportunities The following charts outlines how educators engage in professional learning throughout their career to gain new knowledge and skills, deepen understanding of effective practice, refine instructional strategies, and engage in a cycle of continuous improvement.
CONTRACT Designated Days Continuous Learning
Description
Ongoing professional learning defined by student and educator learning needs, and based on
continuous improvement to increase the overall effectiveness of teachers, support staff, and
principals so that all students learn.
Sustained professional learning that occurs during the school day, in collaboration with colleagues, and is centered on problems of practice to improve teacher practices and
student learning outcomes.
Opportunity
Professional learning days embedded into the school calendar serve to ensure continuous
learning needed throughout the school year based on campus and district goals.
Professional learning communities, instructional coaching, and other forms of job-‐embedded professional learning serve as one of the most effective designs for increased student learning.
Audience
All CAMPUS professional staff (campus administrators, deans, instructional
coaches, teachers, counselors, nurses, itinerant staff, technology integration facilitators, and
librarians) will obtain a minimum of 24 hours of duty professional learning
All CAMPUS professional staff (campus administrators, deans, instructional
coaches, teachers, counselors, nurses, itinerant staff, technology integration facilitators, and
librarians)
Deadline DESIGNATED CALENDAR DAYS ONGOING
OFF-‐CONTRACT Exchange Days Continuous Learning
Description
Professional learning days included in the school calendar in lieu of student instructional days to focus on school improvement, and eligible for
“exchange” when pre-‐approved, completed during non-‐duty hours, and aligned to a plan.
Career-‐long professional learning aligned to ongoing individual and campus learning goals for
continuous improvement and growth.
Opportunity The summer institute provides foundational
learning needed prior to the start of the school year based on district goals and expectations.
Afterschool, Saturday, and online learning opportunities serve to ensure continuous
learning needed throughout the school year based on individual learning goals
Audience
All CAMPUS professional staff (campus administrators, deans, instructional coaches, teachers, counselors, nurses, itinerant staff,
technology integration facilitators, and librarians) will obtain a minimum of 12 hours of non-‐duty /
off-‐contract professional learning.
All CAMPUS professional staff (campus administrators, deans, instructional coaches, teachers, counselors, nurses, itinerant staff,
technology integration facilitators, and librarians).
Deadline APRIL 30 ONGOING
Page | 11 2015-2016
Individual Exchange Plan
Plans must be submitted to the principal by Friday, September 11, 2015. ____________________________________________________________________________________ EMPLOYEE NAME: LAST FIRST MIDDLE __________________________________ CAMPUS / DEPARTMENT
________________________________________ POSITION / GRADE LEVEL(S) / SUBJECT(S)
RECORD OF APPROVED EXCHANGE TIME
SESSION TITLE DATE NON-‐CONTRACT HOURS
PRINCIPAL APPROVAL
PBIS in the Classroom 3
Multi-‐level Instruction** 3
*Principal/supervisor initials indicate professional learning activities selected align with roles and responsibilities, goals, and expectations. **Excluding PK-‐12 Nurses, Secondary Fine Arts, Secondary Counselors, and Secondary Librarians PRINCIPAL/SUPERVISOR RECOMMENDATION (S): ____________________________________
______________________________________________________________________________
All eligible staff must obtain a minimum of 12 hours of non-‐contract / off-‐duty professional learning in exchange for NOVEMBER 23 & 24, 2015. I understand the district exchange time requirement, and my signature below certifies I have SUBMITTED documentation confirming any pre-‐approved exchange time accrued, NO LATER THAN April 30, 2016.
Employee Signature: _________________________________________ Date: __________________ Principal/Supervisor Signature: _________________________________ Date: __________________
Page | 12 2015-2016
2015-2016 Exchange Time Guidelines
What is the professional learning exchange time requirement? The District provides two paid EXCHANGE days (12 hours) for eligible campus professional staff to attend professional learning during non-‐contract (off-‐duty) time by attending workshops, conferences, seminars, summer, evening, and weekend learning opportunities. One (1) hour of non-‐contract (off-‐duty) professional learning is equivalent to one (1) hour of exchange time, unless otherwise noted. Who is included in the professional learning exchange time requirement? Teachers, counselors, instructional coaches, special education itinerant staff, nurses, and librarians are required to accrue professional learning exchange time. What is the timeline for accruing professional learning exchange time? The window for accruing professional learning exchange time is June 1 – April 30, annually. Exchange time must be earned by April 30. Courses completed prior to June 1 are not eligible for exchange time. Requirements for late hires are listed in the chart below. Employees Starting Between Exchange time requirement June 1, 2015 – November 24, 2016 12 hours exchange time + PDAS + New Teacher Induction After November 24, 2016 0 exchange time; PDAS + New Teacher Induction NOTE: PDAS and new teacher Induction are only required for specified new-‐to-‐AISD instructional campus professional staff. What if I accrue more than the 12-‐hour exchange time requirement? The 12-‐hour exchange time requirement is a minimum professional learning expectation, and additional professional learning may be recommended at the discretion of the principal/district. Additionally, hours accrued over the length of a school year are eligible for the State Board for Educator Certification (SBEC) certification renewal continuing professional education (CPE) hours. Hours accrued over and above the 12-‐hour requirement are not transferrable from year to year. How do I check to see if I met the exchange time requirement? Your Eduphoria Workshop portfolio serves as your professional learning "transcript". By selecting My Portfolio under the Workshop tab in Eduphoria Workshop you can review all non-‐contract hours accrued for the current school year under the Portfolio Summary section entitled, Credit Items. Among the credit types listed, Non-‐contract credit is designated with a red star [ ] next to the words 2015-‐2016 Non-‐Contract (Off-‐Duty) AND 2015-‐2016 Non-‐Contract Summer Institute (Off-‐Duty). How do I find courses designated with exchange credit? Select the Course Registration under the Workshop tab in Eduphoria Workshop, and scroll to the bottom of the page to view courses by credit type. All courses eligible for Non-‐Contract credit are listed under the section entitled, View Courses By Credit Types, and designated with a red star [ ] next to the words 2015-‐2016 Non-‐Contract (Off-‐Duty) Credit as shown below:
Page | 13 2015-2016
Exchange Time Guidelines, Continued What if I don't complete the professional learning exchange time requirement? Employees choosing not to meet the 12-‐hour exchange time requirement are docked at their daily rate of pay. Deductions are applied to June paychecks, and processed in full-‐day increments, not hourly. Professional Learning Exchange Time Hours Completed Pay Reduction in Days 12 hours of non-‐contract professional learning 0 days 11-‐6 hours of non-‐contract professional learning 1 day 0-‐5 hours of non-‐contract professional learning 2 days NOTE: Non-‐completion may be documented in evaluations, including PDAS Domain VI: Professional Development and/or Domain VII: Compliance with Policies, Operating Procedures and Requirements. What if I have special circumstances, including FMLA, disability, or workers' compensation? Contact Laura Clark, Benefits Coordinator, for questions regarding leave of absence What kinds of activities are NOT eligible for professional learning exchange time? Exchange time cannot include extra duties, such as extracurricular or co-‐curricular duties, supervision of students, and volunteer opportunities. Other ineligible activities include:
• Participation in activities on any district scheduled contract workday; • Stipends cannot be paid if exchange time is received and (vice versa); • Travel to and from activities and any extensive travel activity; • College coursework, including requirements for alternative certification; and • Staff, department, or team meetings devoted exclusive to business, housekeeping, and/or
operations. Can athletic coaching and sports clinics apply toward exchange time? Coaching and sports clinics can only apply towards the 12-‐hour exchange time requirement for health and/or PE teachers based on the percentage of the school day spent in athletics/physical education. Although required for some extra-‐duty assignments, clinics are not directly related to any other content teaching assignment/certification area. Which technology trainings in Eduphoria Workshop are eligible for exchange time? Instructional Technology courses are eligible for exchange time, and are specifically designed to support students’ use and learning of technology to master meaningful student learning standards, and technology TEKS. Hardware, software, and systems, including, TEAMS, Polaris, ERO, iStation, Adobe Acrobat, and Windows / Macintosh operating systems are NOT eligible for exchange time. Does time spent completing state-‐mandated trainings apply toward exchange time? Texas Education Agency (TEA) statutory compliance training mandated by state law for all district employees working with students cannot apply towards the 12-‐hour exchange time hours. This includes, but is not limited to, bus driver training (CDL license) and safety trainings, such as sexual harassment, sexual misconduct, child abuse, FERPA, etc.
Page | 14 2015-2016
Summer Institute Preview
Registration opens Friday, May 29 at 5:00 PM on Eduphoria Workshop
Join us June 15-‐19 or August 3-‐7, at AISD’s Summer Institute. The Institute is intended to provide a common learning experience, aligned to district focus areas, for all PK-‐12 campus teachers, administrators, and support staff to earn your exchange time prior to the start of the new
school year. All campus staffs are encouraged to take advantage of this special learning opportunity. Imagine… the impact your professional learning will have not only on the dreams and the future of our students but also your legacy as an educator.
• Imagine, the flexibility to attend in June or August • Imagine, power-‐packed days with multiple opportunities • Imagine, small session sizes for active engagement and increased interaction
Session Selection Two foundational learning sessions are scheduled for all K-‐12 campus teachers, campus support staff, and administrators to attend. All other continuous learning sessions should be selected based on campus, team, or individual learning goals. Additional sessions are also scheduled for specialized content teachers and programs.
**Excluding PK-‐12 Nurses, Secondary Fine Arts, Secondary Counselors, and Secondary Librarians
Summer Institute Locations Professional Development Center Seguin High School
1111 W. Arbrook Blvd. Arlington, Texas 76015
7001 Silo Rd. Arlington, TX 76002
Summer Institute Times
8:30 AM – 4:00 PM 11:30 -‐1:00 Lunch
(90-‐minute, 3-‐hour, and 6-‐hour sessions)
Foundational Continuous 6 Hours – All staff Minimum 6 hours – All Staff
1. PBIS in the Classroom -‐ All campus teachers, support staff, and administrators
2. Multi-‐level Instruction -‐ All campus teachers, support staff, and administrators**
All others sessions offered, not including the one-‐time 30-‐hour GT requirement and PDAS.
See below.
Ima gine … their dreams, their future, your legacy!
Arlington ISD Summer Institute
Page | 15 2015-2016
Summer Institute Highlights
Eduphoria! is a suite of district applications. Currently we use the PDAS application in AISD.
Eduphoria Workshop is another application in Eduphoria suite. Workshop is the a powerful professional learning registration system that allows for easy registration and tracking of professional learning. We are excited to transition from ERO to Eduphoria Workshop for the 2015-‐2016 school year, starting with the Summer Institute. Contact your Librarian or CTM should you need assistance. Login and Register on Eduphoria Workshop at: www.pdas.aisd.net
Google and iPad Academies EVERY Tuesday and Thursday, including:
• Google Add-‐ons -‐ Flubaroo, Doctopus, and more!
• Google Docs Part 1 • Google Docs Part 2 • iPads 101 -‐ Getting Started! • Writing and Publishing Using the iPad • Storytelling Using the iPad
Visit the AISD Professional Learning webpage: www.aisd.net/professionallearning Follow Professional Learning on Twitter: @AISDLearning. Share your learning using the hashtag: #AISDLearning.
Page | 16 2015-2016
Featured Summer Institute Presenters
Angela Pinkerton and Christi Brown
K-‐12 Kagan Cooperative Learning Engage students and experience how cooperative learning produces gains when group work often fails. Participants will use practical, hands-‐on ideas
grounded in sound research and theory, engage in multiple teaching structures, acquire classroom management practices, identify ways to form effective teams, and examine strategies for creating a cooperative classroom
through team and class climate building. (6 hours)
June 15 and August 3
Zaretta Hammond
K-‐12 Culturally Responsive Teaching and The Brain Culturally responsive teaching is a process for activating greater engagement and rigorous learning. The big question is: How do you actually make lessons culturally responsive? Participants will gain a deeper understanding of how
the brain responds to various teaching approaches and learning environments, and explore tools, techniques and strategies that help boost culturally and
linguistically diverse students’ brainpower. (3 hours)
June 15 & 16 and August 6 & 7
Dr. Rich Allen
K-‐12 From Tuning Out to Turning On: Student Engagement Through Brain-‐based Teaching Strategies
Students walking into today’s classrooms are radically different than those we taught even 10 years ago. They arrive with a very different idea of how they learn and new expectations of information delivery. Participants will engage in demonstration of brain-‐based strategies, experience multiple ways to draw learners in, observe real-‐life examples on how to involve and activate even the most reluctant learner, and learn techniques to seize and hold student
attention. (6 hours)
June 18 and August 4
Julie Vickers
K-‐12 Meeting the Needs of Diverse Learners Identify options for meeting the needs of the wide range of students in our classrooms, including gifted students, struggling learners, and students with special needs, second language learners, resistant, and reluctant learners.
Participants will identify ways to recognize, respect, and respond to differences in learners, scaffold and extend learning so that all learners are
appropriately supported and challenged, and use data to inform instructional and formative assessment decisions.
(6 hours) June 19 and August 5
Page | 17 2015-2016
Special Summer Institute Sessions
K-‐12 PBIS in the Classroom PBIS in the Classroom is a Tier 1 framework for classroom instruction and management to maximize academic and
behavioral performance for all students. Participants will gain an overview of evidenced-‐based practices and strategies related to cultivating a positive classroom culture, and leave with specific tools and resources to start the school year.
(3 hours) Offered daily, June 15-‐19 and August 3-‐7
____________________________________________________________________________________ K-‐12 Multi-‐level Instruction
You will never look at instructional decision-‐making the same way again! Explore four simple questions for designing lessons that are standards-‐based, promoting student engagement and providing opportunities for success for even the broadest range of diverse learners. Using a simple five-‐step process, participants will design a multi-‐level instructional
lesson appropriate to the grade level and subject area taught. (3 hours)
Offered daily, June 15-‐19 and August 3-‐7 ____________________________________________________________________________________
7-‐12 Flexible, Temporary Groups, and Anchor Activities Many classrooms continue to use only whole group instruction – leaving many students out of the learning experience.
Flexible grouping practices provide the teacher with continuous ways to allow students to work at their individual interest levels, readiness levels, and on specific skills identified through classroom pre-‐assessments.
(3 hours) June 16 and August 4
____________________________________________________________________________________ 3-‐12 Increased Student Choice, Multi-‐Modal, and Tiered Assignments
Participants will experience multiple approaches to increase the variety of activities and offer some students choice, and observe practices to incorporate a variety of learning modes to address varied student learning needs, including designing
tiered lessons. (3 hours)
June 17 and August 5
K-‐8 Using Differentiated Instruction in the Elementary Classroom: Practical Strategies to Use with the Whole Class or Small Groups
Differentiation does NOT mean creating individualized learning for all students. Rather, it means finding opportunities to help all students succeed in learning what we are teaching. Participants will identify ways to strengthen instruction with highly practical differentiation strategies and activities designed for use in whole class or small group settings, and make differentiation simple and more efficient by using flexible groups, tiered assignments, anchor activities, scaffolding, brain-‐
based activities, and more. (3 hours)
June 18 and June 19; August 3 and 4 ____________________________________________________________________________________
7-‐12 Response to Intervention in the Secondary Classroom RTI can be implemented effectively and efficiently at all grade levels. Participants will gain practical, classroom-‐tested
techniques for Tiers I, II and III, as well as, user-‐friendly materials that can be implemented immediately in your classroom, and receive simple, straight forward, and effective strategies, best practices, and classroom-‐proven tips to enhance the
success of all your students including students with special education needs. (3 hours)
June 15 and August 3
Page | 18 2015-2016
Eduphoria Workshop Getting Started
Eduphoria is a suite of district applications. Currently we use the PDAS application in AISD. Workshop is another application in Eduphoria suite. Workshop is a powerful professional learning registration system that allows for easily registration and tracking of professional learning. Access Workshop Select the Workshop button when you login to Eduphoria. Preview Upcoming Courses Once you select the Workshop tab, the Main Course Registration page enables you to preview upcoming courses by date and time, course category or credit type. You can also search for courses using the Search box located in the top right.
Register for Courses Select upcoming courses by Credit Type, Category, or Date and Time. From the list of displayed courses, select the appropriate course to view details. To register, select the Register button. Register for all courses in advance. Courses automatically close at the START TIME of the course, and you may register or un-‐register until that time.
You will receive an email confirming your registration If the course is full, and a waiting list is enabled, you will be registered with pending status and if an opening becomes available you will be automatically enrolled and notified by email.
Page | 19 2015-2016
Eduphoria Workshop Getting Started, Continued To Unregister
From the Course Registration page, select a course under the “I am registered for…” section. To unregister, select the Unregister button. If you are not able to attend, it is your responsibility to un-‐register BEFORE the course begins. If you do not unregister for a course you will be counted absent.
Print Certificates Select My Portfolio section in the first column. The second column has courses arranged by date. Select the down arrows to see more courses you’ve attended. Click the course you want. 2) Click the Reports tab. 3) Click Create Certificate in the drop down menu. Portfolio Summary The Portfolio Summary, as shown below, provides information about credits earned, courses completed, registered courses, enrolled online courses, and absences. The summary can be printed for your records and SBEC renewal as a transcript of all professional learning acquired for credit. • "Total credits earned to date", includes a cumulative preview of credit hours earned. • "Credit Items", includes all credit hours earned for the current school year (June to May). • "Professional Development Events", includes registered and/or completed courses for the current
school year.
Page | 20 2015-2016
Summer Institute Quick Reference Planner This planner is a reference tool used to identify learning opportunities for both new and returning campus staff prior to registering for the Summer Institute. Summer sessions are designated as follows:
1. Foundational: Foundational knowledge, skills, dispositions, and practices aligned to district goals and expectations for teaching and learning.
2. Continuous: Career-‐long professional learning aligned to ongoing individual and campus learning goals for continuous improvement and growth.
3. State Compliance: Texas Education Agency (TEA) statutory compliance training mandated by state law for all district employees working with students.
4. Out-‐of-‐District Recommendations: Identifies courses for specific specialized content teachers and/or support staff, but are not included in online registration. Supervisor pre-‐approval and off-‐site registration is required before attending out-‐of-‐district courses.
PK-‐12 Administrators
(All PK-‐12 principals, deans, and assistant principals) New to AISD
Target Audience Foundational Learning [Hours] Date Attending PK-‐12 Principals, Deans, and Assistant Principals
PBIS in the Classroom – For Administrators (1.5)
Multi-‐level Instruction – For Administrators (1.5)
Returning Target Audience Foundational Learning Date Attending
PK-‐12 Administrators PBIS in the Classroom – For Administrators (1.5) PK-‐12 Administrators Multi-‐level Instruction – For Administrators (1.5) K-‐12 Administrators STEM Leadership Retreat – Initialization (3) K-‐12 Administrators Leading the STEM Transformation -‐ Patrick & Adams (3) Target Audience Continuous Learning Date Attending
PK-‐12 Principals, Deans, and Assistant Principals
Making Content Comprehensible -‐ For Administrators (1.5) Building Background Using Vocabulary – For Administrators (1.5) Using Digital Tools for Staff, Student, and Parent Communication (1.5)
Evaluating the Effectiveness of Technology Integration: SAMR (1.5)
Leadership Coaching for High Performance (4-‐Days)
Page | 21 2015-2016
PDAS is in addition to any sessions for your specified grade level of subject; * Eligible for Annual GT Update
All Levels Cross-‐Curricular (PK-‐12) (All PK-‐12 campus professional staff -‐ teachers, instructional coaches, and special education itinerant staff)
Alternative Certification, First Year, and Out-‐of-‐State Teachers Target Audience State Compliance [Hours] Date Attending
PK-‐12 Teachers Professional Development Appraisal System (PDAS) (6) K-‐12 GT Teachers Initial 30-‐Hour Gifted and Talented (if teaching GT students) Target Audience Foundational Learning Date Attending
PK-‐12 Teachers PBIS in the Classroom (3) PK-‐12 Teachers Multi-‐level Instruction (3) PK-‐12 Co-‐Teachers Collaborative Teaching Partnerships (6)(Co-‐teachers attend together)
New to AISD and Returning Teachers Target Audience Foundational Learning Date Attending
PK-‐12 Teachers PBIS in the Classroom (3) PK-‐12 Teachers Multi-‐level Instruction** (3) K-‐12 Co-‐Teachers Collaborative Teaching Partnerships (6)(Co-‐teachers attend together) Target Audience Continuous Learning Date Attending
K-‐12 Teachers Twice Exceptional Learners* (3) K-‐12 Teachers Meeting the Needs of the GT-‐ELL Learner* (3) K-‐12 Teachers Texas Performance Standards Projects* (3) K-‐12 Teachers Sheltered Instruction: Comprehensible Input (3) K-‐12 Teachers Sheltered Instruction: Building Background Using Vocabulary (3) K-‐12 Teachers Kagan Cooperative Learning (6) K-‐12 Teachers Creativity in the Differentiated and Thinking Classroom (3) K-‐12 Teachers Meeting the Needs of Diverse Learners (6) K-‐12 Teachers Culturally Responsive Teaching and the Brain (3) K-‐12 Teachers From Tuning Out to Turning On: Engaging Minds Through Brain-‐
based Teaching (6)
K-‐12 Teachers Inclusive Classrooms – Why Bother? (1.5) K-‐12 Teachers Differentiated Instruction Strategy Blast (1.5) K-‐12 Teachers Formative Assessment Using Technology (1.5) K-‐12 Teachers Real & Relevant Writing: 21st-‐century Writing and Publishing (1.5) K-‐12 Teachers Demonstrating Mastery: Students Show Their Learning Using
Technology (1.5)
K-‐12 Teachers Integrate Technology Into ANY Content Area with SAMR (1.5) K-‐12 Teachers Communication & Collaboration Using Technology (1.5) K-‐12 Teachers Digital Citizenship 101 (1.5) K-‐12 Teachers Canvas: Building a Lesson (1.5) K-‐12 Teachers Canvas: Communication Tools (1.5) K-‐12 Teachers Canvas: User and Course Settings (1.5) K-‐12 Teachers On-‐Demand PD with Lynda.com (1.5)
Page | 22 2015-2016
** For current LLI users at Title I campuses
Elementary (PK-‐6) (All Pre-‐K and elementary school teachers)
Alternative Certification, First Year, Out-‐of-‐State, and New to AISD Teachers Target Audience Foundational Course [Hours] Date Attending
PK / PPCD Teachers Developmentally Appropriate Practices (6) PK / PPCD Teachers Social and Emotional Learning (3) K-‐2 Teachers Literacy Framework (6) 3-‐6 Teachers Essential Math Practices (6)
Returning Teachers Target Audience Continuous Learning Date Attending
PK / PPCD Teachers Intentionality – Focusing on PK Guidelines (3) PK-‐2 Teachers Standards Based Assessments (3)
PK-‐1 Bilingual Teachers Critical Cross Curricular Biliteracy Skills in the PK-‐1 Bilingual Classroom (3)
K-‐2 Teachers Using the Leveled Literacy Intervention (LLI) System ** (3) K-‐6 Teachers Brain-‐compatible Differentiated Instruction (3)
K-‐6 Teachers Inquiring Minds Want to Know- Online Research Tips, Tricks, & Tools (1.5)
K-‐6 Teachers Using Differentiated Instruction in the Elementary Classroom: Practical Strategies to Use with the Whole Class or Small Groups (3)
2-‐3 Bilingual Teachers Critical Cross Curricular Biliteracy Skills in the 2-‐3 Bilingual Classroom (3)
3-‐6 Teachers Using the Leveled Literacy Intervention (LLI) System** (3) 3-‐6 Teachers Advanced: Leveled Literacy Intervention (LLI) System** (3)
3-‐6 Teachers Increased Student Choice, Multi-‐Modal, and Tiered Assignments (3)
4-‐6 Bilingual Teachers Critical Cross Curricular Biliteracy Skills in the 4-‐6 Bilingual Classroom (3)
3-‐6 Math / Science Innovation in Elementary STEM Labs -‐ Patrick / Adams (6) Kindergarten ONLY Getting Started with Dual Language – Jones / Corey (6) Grade 2 Only Introduction to FLES Mandarin Chinese -‐ Jones / Corey (6)
Page | 23 2015-2016
* Eligible for Annual GT
Secondary (7-‐12) (All junior high and high school teachers)
New and Returning Secondary Teachers Target Audience Continuous Learning Course Date Attending
7-‐8 Teachers Brain Compatible Differentiated Instruction (3)
7-‐12 Teachers Response to Intervention Strategies in the Secondary Classroom (3)
7-‐12 Teachers Flexible, Temporary Groups, and Anchor Activities (3)
7-‐12 Teachers Increased Student Choice; Multi-‐Modal, and Tiered Assignments (3)
7-‐12 Pre-‐AP Science Pre-‐AP: Strategies in Science—Creating a Learner-‐Centered Classroom* (6)
7-‐12 Pre-‐AP Math Pre-‐AP: Strategies in Mathematics—Helping Students Learn Mathematics Through Problem Solving * (2 days)
9-‐12 AQR Math Advanced Quantitative Reasoning / Advanced Mathematical Decision Making Institute (3 Days)
Support Staff (All PK-‐12 Counselors, Nurses, and Librarians)
New and Returning Support Staff Target Audience Foundational Learning [Hours] Date Attending
Elementary Counselors, Nurses, and Librarians PBIS in the Classroom (3)
Elementary Librarians Multi-‐level Instruction (3) Target Audience Continuous Learning Date Attending PK-‐12 Counselors Ethics for Counselors (3) PK-‐12 Counselors Drug and Alcohol Update (3) Target Audience Out-‐of-‐District Recommendations Date Attending PK-‐12 Nurses Cook Children’s School Nurse Symposium – June 18 or July 17 PK-‐12 Nurses Cook Children’s Sport Symposium – July 30