Instructional+Coaches+Workshops+2015-2016

School Year 2015-2016
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 * All meetings 8:30 am-2:30 pm unless otherwise noted*

=September 9, 2015 (WED)= Hosted by: Heather Moschetta and Kevin Conner
 * Agenda**
 * Part 1 at AIU Central Office 8:30 am - 10:30 am**

1. Icebreaker – Coach Bingo

2. Announcements/News

BE A PRESENTER AT TRETC 2015

3. PIIC support overview/Request for support

4. Brainstorming around coaching – List all initiatives/coaching topics that your school has taken on that you will be involved in this year. Write on chart paper. Gallery walk. Take notes on commonalities. Table group: what are the common topics? What are the five most pressing? (If one does not relate to your coaching, prioritize another that does relate.) Discuss as full group and prioritize initiatives in terms of your coaching. Which of these should be coach meeting topics? Group-developed Initiative Lists

5. Relocate to STEAM Showcase or go back to school

media type="custom" key="27766861"
 * Adjourn - travel to IBEW Circuit Center 10:30am-11:00am **

Parking: the IBEW Circuit Center sits at the corner of Hot Metal Street and Sidney Street. There is a FREE parking lot in front of the IBEW Center. If that is full, we suggest you pay to park in the garage on Sidney on the side near American Eagle headquarters, etc. We don't your car to get towed from another open lot that doesn't belong to IBEW. Conference Material: All Showcase material is available on the STEAM Showcase app. There will NOT be hard copies available. Please download the app on your Apple or Android device before the Showcase from YAPP: __ [|http://] ____ [|my.yapp.us/STEAM] __ ||
 * IMPORTANT

Part 2 - 2nd Annual AIU STEAM Showcase 11:00am - 2:00pm
=October 28, 2015 (Wed)= Data/PVAAS/Assessment (Common and Formative) AM - //Teachers Supporting Teachers Through the Power of PVAAS - //PDE videoconference PVAAS Professional Development Resources PM - Part 1: Looking at data and having conversations - pairs (assign one as teacher and one as a coach) PM - Part 2: Creating student reports Coaching Connection: How do these conversations about PVAAS data translate into supporting teachers in analyzing and using ANY data to guide instruction?
 * Data scenario. What understanding of the data do you need in order to help the teacher make sense of his/her data? Coach: explain your teacher's data to him/her.
 * What BDA questions would you ask of this teacher?
 * How would you help the teacher design instruction and assessment to address student needs, as evidenced in the data?
 * What BDA questions would you ask of this teacher?
 * How would you help the teacher design instruction and assessment to address student needs, as evidenced in the data?
 * Generate a custom student report to support a teacher based on the data scenario from Part 1?



=November 24, 2015 (Tues)= BDA and Model of Engagement

1.Arrival, networking (8:30-9:00)

2. Icebreaker: Poll (9:00-905) media type="custom" key="28034785"

3. Housekeeping/Announcements/Updates (9:05-9:30)
 * Introductions of new coaches joining our family
 * PDE: "new" item samplers
 * PVAAS recap/feedback from October workshop
 * Future coaches' workshops - co-planners, co-facilitators
 * Click here to take a quick survey

4. Review PIIC 4 quadrants/BDA Cycle overview (9:30-9:40)

5. Before (9:40-10:30)

6. Break (10:30-10:45)

7. During (10:45-11:45)

8. Reflect on B and D (11:45-12:00)

9. Lunch (12:00-1:15)

10. After (1:15-2:15)

11. Summary/reflection/evaluation (2:15-2:30)

=December 16, 2015 (Wed)= PLO (Professional Learning Opportunity) - Mini-Conference "Bring A Gift" to share in 30-minute mini breakout sessions
 * [[image:IMG_2388.JPG width="400" height="300"]] || [[image:IMG_2387.JPG width="400" height="300"]] || [[image:IMG_2386.JPG width="400" height="300"]] ||

8:30-9:00 Arrival, sign-in, networking 9:00-9:15 Icebreaker 9:15-9:30 Agenda overview; Open Spaces/Birds of a Feather topic ideas 9:30-10:00 Session 1 10:05-10:35 Session 2 10:35-10:50 Break 10:50-11:20 Session 3 11:20-12:00 Session 4 12:00-1:15 Lunch 1:15-1:45 Session 5 1:45-1:50 Open Spaces/Birds of a Feather Topic review 1:50-2:20 Open Spaces/Birds of a Feather 2:20-2:30 Reflection/Exit Ticket


 * Session || Table 1 || Table 2 || Table 3 || Table 4 || Table 5 ||
 * 1 || Start Up of STEM Space in Primary Building
 * // Jessica Huzzard //** || You Can Coach Math, Too!
 * // Chris Cherry //** || Personality Traits and How They Influence Coaching
 * // Joanne Krett & Justin Rodrigues //**





|| Writing Across the Curriculum Presentation Link || Tech Tool: Quizizz ||  || Discipline Information from White House Summit
 * // Jodi Geyer //** ||  ||
 * 2 || AP Seminar/Cross-Curricular Literacy
 * // Andy Halter & Shannon Roos //**
 * // Debbie Kritikos //**
 * // Lori McDowell //** ||  ||
 * 3 || Coaches as Change Agents – Article Study
 * // Heather Herger & Jen Schrecengost //** || From Seed to Mighty Oak: iPad Integration and Staff Development
 * // Joe Vilcheck //** || Building a Culture of Literacy
 * // Celeste Covington //** || The Art of Questioning
 * // Amy Dellapenna & Mary Lynn Zoscak //** ||  ||
 * 4 || Google Add-Ons and Extensions
 * // Carol Persin //**
 * // Presentation on Slideshare //** || Research on Writing 2.0
 * // Heather Moschetta //** || Coaching in the Block
 * // Kristen Martin & Kristie Gizienski //** ||  ||   ||
 * 5 || Writing Strategies
 * // Lisa Bellon //** || Using Athletic Journals to Improve Athletic Performance
 * // Lauren Baier //** || Critical Thinking with Technology
 * // Kevin Conner //** ||  ||   ||

=January 28, 2016 (Thur)= Option 1: Code.org certification training with Megan Cicconi

Option 2: Curriculum/PA Core transition/Coach's role 8:30-9:00 Arrival, sign in, networking 9:00-10:00 Unpacking the standards with Activelylearn
 * Visit www.activelylearn.com
 * Sign up as a student
 * Use class code 1a761

10:00-10:15 Break 10:15-11:00 Using the "Before" to ensure that teachers are designing instruction around the new standards 11:00-11:30 Using the "After" to promote teacher reflection on a lesson designed around the new standards 11:30-12:45 Lunch 12:45-2:00 Creative playground: Choose one standard. If you had to latch onto one and really dig into instruction, assessment, and student learning on just one standard, design a lesson and a BDA that you might use with a teacher. 2:00-2:15 Share out and reflection
 * If a lesson went well in terms of standards of implementation, what questions would you ask in the "After"?
 * If the lesson did not truly address the standards, what questions would you ask in the "After"?
 * In what ways did today's activities increase/support your understanding of the PA Core standards?
 * How might you use the activities from today's workshop in your coaching?

=February 16, 2016 (Tues)= Literacy/Writing focus

Icebreaker TED-ED Blog "Can You Solve These Puzzles?" - choose one of the five puzzles to work on with a partner or your table. Pause the video before the answer is revealed, and give it an honest try. They are not easy to solve,but hard thinking makes for "brain sweat."

During today's workshop, we will be working in "interest groups" to examine effective practices in Content Literacy and Writing for the Core.

Click herefor the CPE/NSBA report Discuss quotes on pages 6 and 11. Examine and discuss the five Professional Development Principles on pages 14-18.
 * Before:** Overview of "Effective Professional Development in an Era of High Stakes Accountability (Center for Public Education/National School Boards Association)

How about a [|video]?


 * During:** Interest Groups
 * **Content Literacy: Social Studies** ||
 * **Research/Read/Discuss**
 * Opening Up the Textbook (teachinghistory.org)
 * Reading Primary Sources (LearnNC) ||
 * **Examine a Sample**
 * Reading Like a Historian (Stanford History Education Group) ||
 * **Make & Take**
 * __Professional Development__: Design a PD session for your teachers based on the information you have read and the sample(s) you have examined. In your PD session, consider: What critical research would you share? How would you present the research so teachers are actively engaged (PD Principle 3)? PD What would you model? How would you model it (PD Principle 4)? How would you follow-up the PD to support teachers in ongoing implementation (PD Principles 1 & 2)?
 * __Lesson to Model__: Design a lesson to model in a teacher's classroom based on the information you have read and the sample(s) you have examined. Plan the BDA cycle (questions and suggestions) you would use with the teacher.
 * __Resource Guide__: Design a student resource guide for teachers of a particular course or subject: "How to Read Your History Textbook," "How to Read Primary Source Documents," etc. Incorporate the information you have read and the sample(s) you have examined. How would you roll this out to your teachers?
 * __Technology Integration__: Research and compile a collection of technology resources/apps for literacy in the social studies classroom. How would you introduce these resources to your teachers? Plan the BDA cycle (questions/suggestions) you could use with teachers. ||


 * **Content Literacy: Science** ||
 * **Research/Read/Discuss**
 * Teaching Students to Ask Their Own Questions (Harvard Education Letter)
 * Video: Cornell Notes and Reading Science Textbooks (Jeff Peterson) ||
 * **Examine a Sample**
 * Stages of Investigation: "Reading Like a Scientist" BDA Reading Graphic Organizer (Kings County, CA Office of Education)
 * Think Literacy: Science Reading (Ontario Department of Education) ||
 * **Make & Take**
 * __Professional Development__: Design a PD session for your teachers based on the information you have read and the sample(s) you have examined. In your PD session, consider: What critical research would you share? How would you present the research so teachers are actively engaged (PD Principle 3)? PD What would you model? How would you model it (PD Principle 4)? How would you follow-up the PD to support teachers in ongoing implementation (PD Principles 1 & 2)?
 * __Lesson to Model__: Design a lesson to model in a teacher's classroom based on the information you have read and the sample(s) you have examined. Plan the BDA cycle (questions and suggestions) you would use with the teacher.
 * __Resource Guide__: Design a student resource guide for teachers of a particular course or subject: "How to Read Your Science Textbook." Incorporate the information you have read and the sample(s) you have examined. How would you roll this out to your teachers?\
 * __Technology Integration__: Research and compile a collection of technology resources/apps for literacy in the science classroom. How would you introduce these resources to your teachers? Plan the BDA cycle (questions/suggestions) you could use with teachers. ||


 * **Content Literacy: Math** ||
 * **Research/Read/Discuss**
 * How to Read a Math Textbook ([|Macalester College])
 * Reading in the Mathematics Classroom (ASCD)
 * Four Tips for Writing in the Math Classroom (Edutopia) ||
 * **Examine a Sample**
 * Reading and Writing to Learn in Mathematics: Strategies to Improve Problem Solving (Ohio Resource Center) ||
 * **Make & Take**
 * __Professional Development__: Design a PD session for your teachers based on the information you have read and the sample(s) you have examined. In your PD session, consider: What critical research would you share? How would you present the research so teachers are actively engaged (PD Principle 3)? PD What would you model? How would you model it (PD Principle 4)? How would you follow-up the PD to support teachers in ongoing implementation (PD Principles 1 & 2)?
 * __Lesson to Model__: Design a lesson to model in a teacher's classroom based on the information you have read and the sample(s) you have examined. Plan the BDA cycle (questions and suggestions) you would use with the teacher.
 * __Resource Guide__: Design a student resource guide for teachers of a particular course or subject: "How to Read Your Math Textbook," "How to Write in the Math Classroom," etc. Incorporate the information you have read and the sample(s) you have examined. How would you roll this out to your teachers?
 * __Technology Integration__: Research and compile a collection of technology resources/apps for literacy in the math classroom. How would you introduce these resources to your teachers? Plan the BDA cycle (questions/suggestions) you could use with teachers. ||


 * **Content Literacy: Elementary - Reading Informational Text & Close Reading** ||
 * **Research/Read/Discuss**
 * Helping Elementary Students Read for Information (ASCD)
 * Close Reading in Elementary Classrooms (McGraw-Hill Education) ||
 * **Examine a Sample**
 * Video: Close Reading in Kindergarten (YouTube)
 * Four Lessons for Introducing the Fundamental Steps of Close Reading (Sage Publications)
 * 5-Day Unit Plan for Introducing Nonfiction (Scholastic) ||
 * **Make & Take**
 * __Professional Development__: Design a PD session for your teachers based on the information you have read and the sample(s) you have examined. In your PD session, consider: What critical research would you share? How would you present the research so teachers are actively engaged (PD Principle 3)? PD What would you model? How would you model it (PD Principle 4)? How would you follow-up the PD to support teachers in ongoing implementation (PD Principles 1 & 2)?
 * __Lesson to Model__: Design a lesson to model in a teacher's classroom based on the information you have read and the sample(s) you have examined. Plan the BDA cycle (questions and suggestions) you would use with the teacher.
 * __Resource Guide__: Design a student resource guide for teachers of a particular course or subject: "How to Read Science Informational Text," "How to Read Closely," etc. Incorporate the information you have read and the sample(s) you have examined. How would you roll this out to your teachers?
 * __Technology Integration__: Research and compile a collection of technology resources/apps for elementary close reading and reading informational text. How would you introduce these resources to your teachers? Plan the BDA cycle (questions/suggestions) you could use with teachers. ||


 * **Writing: What Does Writing Look Like for the Core?** ||
 * **Research/Read/Discuss**
 * Top Ten: Teaching Writing in the Common Core Era (Pearson)
 * Making the Most of Mentor Texts (Educational Leadership/ASCD) ||
 * **Examine a Sample**
 * LDC Template Task Collection Version 2.0 - Narrative, Argument/Opinion, and Informative/Explanatory (Literacy Design Collaborative)
 * LDC Template Task Collection Version 3.0 - Argument/Opinion and Informative/Explanatory (Literacy Design Collaborative)
 * Common Core Appendix C - Sample prompts and student writing (Common Core)
 * In Common: Effective Writing For All Students - More extensive sample prompts and student writing (Vermont Writing Collaborative)
 * On Demand Opinion/Argument Lessons & Prompts (Achieve the Core)
 * On Demand Informative/Explanatory Lessons & Prompts (Achieve the Core)
 * On Demand Narrative Lessons & Prompts (Achieve the Core) ||
 * **Make & Take**
 * __Professional Development__: Design a PD session for your teachers based on the information you have read and the sample(s) you have examined. In your PD session, consider: What critical research would you share? How would you present the research so teachers are actively engaged (PD Principle 3)? PD What would you model? How would you model it (PD Principle 4)? How would you follow-up the PD to support teachers in ongoing implementation (PD Principles 1 & 2)?
 * Check out the 4 PD activities for writing from Achieve the Core here (Scroll down to "Professional Development for In Common"). Could you use these with your teachers? What modification might be necessary?
 * __Lesson to Model__: Design a lesson to model in a teacher's classroom based on the information you have read and the sample(s) you have examined. Plan the BDA cycle (questions and suggestions) you would use with the teacher.
 * __Resource Guide__: Design a student resource guide for a particular mode of writing: "Writing Informative Essays," "Writing Narratives," "Writing Opinion/Argumentative Essays," Writing TDAs," etc. Incorporate the information you have read and the sample(s) you have examined. How would you roll this out to your teachers?
 * __Technology Integration__: Research and compile a collection of technology resources/apps for writing. How would you introduce these resources to your teachers? Plan the BDA cycle (questions/suggestions) you could use with teachers. ||


 * **After:** Reflection & Sharing. What are your "takeaways" from today's learning? What have you created that you will use in your coaching? ||

= **March 8, 2016 (Tues)** = PLO (Professional Learning Opportunity) - Mini-Conference

ICEBREAKER: Three-Step Interview 8:30-9:00 Arrival, sign-in, networking 9:00-9:15 Icebreaker, AIU3 Coaching updates, Agenda overview; Open Spaces/Birds of a Feather topic ideas 9:30-10:20 General Session: iNeed, iLearn, iShare: The Power of In-House PD – Jodi Geyer & Dana Oliver 10:20-10:30 Break 10:30-11:00 Session 1 11:00-11:30 Session 2 11:30-12:00 Session 3 12:00-1:15 Lunch 1:15-1:20 Creative Playground or Open Spaces/Birds of a Feather Topic review 1:20-2:20 Creative Playground or Open Spaces/Birds of a Feather 2:20-2:30 Reflection/Exit Ticket

// Lisa Kristian & Laurie DelRosso // || **// Tech Tools for Helping Gifted Learners //** // Carol Persin // // www.teachersfirst.com // // www.teachersfirst.com/petec/gifted // // http://goo.gl/nMijVX // || **// Using Data to Improve Coaching //** // Joanne Krett & Justin Rodrigues // || **// Google Chrome Apps & Extensions for Educators //** // Jason Coleman and // Christyn Coles || // Lauren Baier // || **// GAFE Tips, Tricks, & Add-Ons //** // Jody Kokladas // // (60 minute session) // || **// Instructional Learning Visits //** // Kristie Gizienski & Kristen Martin // || **// Understanding Nonfiction Text: Signposts & Signs //** // Heather Moschetta // || // Heather Herger & Jen Schrecengost //
 * Session || Table 1 || Table 2 || Table 3 || Table 4 ||
 * 1 || **// Literacy Design Collaborative and the Coach //**
 * 2 || **// Are You Listening? //**
 * 3 || **// Close Reading With Non-Traditional Texts //**

// McAuliffe Room // ||^  || **// Flipped Professional Development //** // Joe Vilcheck // || **// Turn Passive Viewers into Active Viewers //** // Kevin Conner // ||

=April 5, 2016 (Tues)= Tech Coaching/Digital Citizenship ISTE NETS standards for Students refresh


 * Before**: Kahoot! quiz - Test your digital literacy knowledge


 * During**: Digital citizenship scenarios
 * Read the scenario
 * Examine the Common Sense Media lessons provided
 * Design a BDA for the teacher in this scenario using one of the Common Sense Media lessons
 * Share in a jigsaw discussion

Scenario Topics & Lessons:

__Copyright/Fair Use__ K-2: [|__https://www.commonsensemedia.org/educators/lesson/my-creative-work-k-2__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/whose-it-anyway-4-5__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/picture-perfect-3-5__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/creators-rights-6-8__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/creator%E2%80%99s-responsibilities-6-8__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/rework-reuse-remix-6-8__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/copyrights-and-wrongs__] 9:12: [|__https://www.commonsensemedia.org/educators/lesson/rights-remixes-and-respect__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/retouching-reality-9-12__]

__Information Literacy/Effective Searches:__ Image: How to be a Google Power User - @https://goo.gl/LzFXqW K-2: [|__https://www.commonsensemedia.org/educators/lesson/a-b-c-searching-k-2__] K-2: [|__https://www.commonsensemedia.org/educators/lesson/using-keywords-k-2__] K-2: [|__https://www.commonsensemedia.org/educators/lesson/sites-i-k-1__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/the-key-to-keywords-3-5__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/how-cite-site-6-8__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/selling-stereotypes-3-5__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/strategic-searching-6-8__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/scams-and-schemes-6-8__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/identifying-high-quality-sites-6-8__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/copyrights-and-wrongs__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/retouching-reality-9-12__]

__Social Media:__ 3-5: [|__https://www.commonsensemedia.org/educators/lesson/whats-cyberbullying-3-5__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/power-words-4-5__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/cyberbullying-be-upstanding-6-8__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/the-reality-of-digital-drama-6-8__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/cyberbullying-crossing-line-6-8__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/turn-down-dial-cyberbullying-and-online-cruelty-9-10__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/taking-perspectives-cyberbullying-11-12__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/feeling-on-display__]

__Online Communication:__ K-2: [|__https://www.commonsensemedia.org/educators/lesson/follow-digital-trail-2-3__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/digital-citizenship-pledge-3-5__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/super-digital-citizen-3-5__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/which-me-should-i-be-6-8__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/trillion-dollar-footprint-6-8__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/oops-i-broadcast-it-internet-6-8__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/college-bound-9-12__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/private-today-public-tomorrow-9-12__]

Online Safety: K-2: [|__https://www.commonsensemedia.org/educators/lesson/going-places-safely-k-2__] K-2: [|__https://www.commonsensemedia.org/educators/lesson/staying-safe-online-k-2__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/power-words-4-5__] 3-5: [|__https://www.commonsensemedia.org/educators/lesson/talking-safely-online-3-5__] 6-8: [|__https://www.commonsensemedia.org/educators/lesson/safe-online-talk-6-8__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/risky-online-relationships__] 9-12: [|__https://www.commonsensemedia.org/educators/lesson/whats-big-deal-about-internet-privacy-6-8__]


 * Lunch ** : 11:45-1:00

**PM Activity**: Make-up February meeting - literacy/writing focus Scroll up to February 16 agenda for details

**After**: Reflection & evaluation

=May 11, 2016 (Wed)= Putting It All Together: Literacy/Math/Tech Coaching