2008-2009 Staff Development Catalog by Tony Frontier

Professional Development Opportunities

FALL

WINTER

SPRING

2008-2009 October - May School District of Whitefish Bay Mission:

To provide processes and activities to enhance

the professional knowledge, skills, and attitudes of educators in order to promote student learning.

Courses through Consortium Membership! Professional development courses are available through membership in the Southeastern Wisconsin New Teacher Project (SEWNTP), a consortium of area districts collaborating to advance the professional practice of new teachers and all teachers. Courses can be taken for Whitefish Bay Professional Development Hours. Graduate Credit is available for some SEWNTP offerings. For more information and to register please visit the consortium website at www.stritch.edu/newteachproj. To receive professional development hours you must fill out any required district forms as well as register on the website. Regular after-school PD courses have been planned to align with the Focus Plan. There are also options for Team Study and for Independent Study. All forms are available as part of this catalog and on the Whitefish Bay site http://www.directorofinstruction.com/ professional development link. Please follow the directions below: o Print/copy the needed form from this catalog or the http://www.directorof instruction.com/ professional development link. Keep a second copy for your own records. Use the appropriate Course Registration Form to register for any course in the catalog. Complete and send to Paula Severson in the district office. The Independent Study Form if you are submitting an independent study. Please send a copy with your principal’s approval signature to Paula Severson in the district office. A Study Team Form if you are facilitating a study team. You will include names of participants—participants do not need to file a separate plan. Please email a Study Team Proposal as an attachment to pd@wfbschools.com. The Professional Development Committee will review your plan for approval and contact you shortly.

Deadlines: Study Team Proposals will be approved at meetings on October 13, December 8 and January 12. Please submit plans at least a week in advance. Catalog Course Registrations due October 10, 2008. Independent Study: Due to your building administrator per his/her request Please email questions to John DeRose at pd@wfbschools.com

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Professional Development Course Index Use the following headings as a guide to the main course topics in the 2008-09 Professional Development catalog. Support for Creating Your Grading and Developmental Feedback Policy • • • • • •

Course #8, #9, #10, #11: SEWNTP Assessment Seminars Course #13: Developing Autonomous Learners: Understanding Self Assessment Course #14: Effective Feedback for Every Learner Course #18: Make it Take it Rubrics: Using Student Work Samples to Create a Rubric Course #21: Assessment OF Learning and Assessment FOR Learning Course #24: Collaborative Analysis of Student Work (CASW)-Workshop

Technology • Course #19: 6-12 SmartBoard Training • Course #23: K-5 SmartBoard Training • Course #28: Using the SmartBoard in the Math Classroom Teaching Diverse Learners • Course #15: UW- Milwaukee’s Urban Education Forum- Reconstruction of Power: •

Through Critical Education for Equity and Justice for All Course #27: Courageous Conversations about Race

Leadership • Course #12: What is Leadership and What Does It Mean for Me? Content-Specific Pedagogy • Course #16: Lies My Teacher Told Me: Considering Alternate Perspectives of the Past • Course #17: Mosaic of Thought I: Teaching Reading Comprehension • Course #20: A Broad and Thin Brush Approach to Assessing Reading • Course #22: Nonfiction in the Elementary Classroom • Course #25: A Symbol is Worth a Thousand Words: Introducing Students to •

Jungian Theory and Archetypal Symbols Course #26: Advancing Children’s Understanding of Multi-digit Addition and Subtraction

Southeastern Wisconsin New Teacher Project (SEWNTP) • • • • •

Course # 1: Beginning Teacher/Mentor Standards Based Seminars: Assessing Student Understanding and Achievement Course #2: Beginning Teacher/Mentor Standards Based Seminars: Matching Instruction to Student Needs Course #3: Beginning Teacher Standards Based Seminars: Self-Reflection and Goal Setting Course #4, #5, #6, #7: Literacy Seminars Course #8, #9, #10, #11: Assessment Seminars

-3Course #1

Beginning Teacher/Mentor Standards Based Seminars: Assessing Student Understanding and Achievement

Audience:

All staff, however current mentors, mentees, and staff with an interest in mentoring are encouraged to attend. No limit. Must register by deadline Registration: Individuals may register online at www.stritch.edu for each seminar. (Click on Personal/Prof. Development, then click on Mentoring/SEWNTP, then click on First Year Beginning Teachers). Registration is due 1 week before the seminar. Please also submit WFB registration form to Paula Severson in the District office. Attend one or the other for credit but not both. New Teacher Project Staff

Enrollment:

Facilitators: Dates: Time: Place:

Staff Development Credit: Course #2 Audience: Enrollment:

Facilitators: Dates: Time: Place:

Staff Development Credit:

November 18, 2008 (Homestead High School) November 19, 2008 (Hamilton High School) 4:30-6:30 PM Homestead High School or Hamilton High School 5000 W. Mequon Road W220 N6151 Town Line Rd. Mequon, WI 53092 Sussex, WI 53089 2 hours (Includes a snack) Beginning Teacher/Mentor Standards Based Seminars: Matching Instruction to Student Needs All staff, however current mentors, mentees, and staff with an interest in mentoring are encouraged to attend. No limit. Must register by deadline Registration: Individuals may register online at www.stritch.edu for each seminar. (Click on Personal/Prof. Development, then click on Mentoring/SEWNTP, then click on First Year Beginning Teachers) for each seminar. Registration is due 1 week before the seminar. Please also submit WFB registration form to Paula Severson in the District office. Attend one or the other for credit but not both. New Teacher Project Staff March 3, 2009 (Brown Deer Middle School) March 4, 2009 (Kettle Moraine High School) 4:30-6:30 PM Kettle Moraine High School Brown Deer Middle School or 349 Oakcrest Drive 5151 W. Dean Road Brown Deer, WI 53223 Wales, WI 53183 2 hours (Includes a snack)

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Course #3 Audience: Enrollment:

Facilitators: Dates: Time: Place:

Staff Development Credit: Course #4, 5, 6, 7 Audience: Enrollment:

Facilitator: Dates:

Time: Place: Staff Development Credit:

Beginning Teacher Standards Based Seminars: SelfReflection and Goal Setting All staff, however current mentors, mentees, and staff with an interest in mentoring are encouraged to attend. No limit. Must register by deadline Registration: Individuals may register online at www.stritch.edu for each seminar. (Click on Personal/Prof. Development, then click on Mentoring/SEWNTP, then click on First Year Beginning Teachers). Registration is due 1 week before the seminar. Please also submit WFB registration form to Paula Severson in the District office. Attend one or the other for credit but not both. New Teacher Project Staff April 21, 2009 (Brown Deer Middle School) April 23, 2009 (Kettle Moraine High School) 4:30-6:30 PM Brown Deer Middle School or Kettle Moraine High School 5151 W. Dean Road 349 Oakcrest Drive Brown Deer, WI 53223 Wales, WI 53183 2 hours (Includes a snack) Literacy Seminars(PLEASE ENROLL USING LINK and send a form to Paula Severson in the district office) K-8 2nd/3rd yr. teachers, their mentors, and experienced educators in the SEWNTP consortium. Must register by deadline Registration: Individuals may register online at www.stritch.edu for each seminar. (Click on Personal/Prof. Development, then click on Mentoring/SEWNTP, then click on Second and Third Year Beginning Teachers). Registration is due 1 week before the seminar. If you have questions, please contact Nancy Jacobs at 414-410-4432 or nmjacobs@stritch.edu. Please also register with the WFB district. SEWNTP Staff 1. September 27, 2008 (9-11 am) – On Becoming a Strategic Reader in Fiction and Non-Fiction 2. October 25, 2008 (9-noon) – Teaching the “Craft” of Writing Using the “Scaffolded” Teaching and Learning Model 3. November 15, 2008 (9-noon) – Designing Feedback to Increase Achievement in Reading and Writing 4. January 31, 2009 (9-11am) – Effective Grading Practices in Literacy 9:00-11:00 a.m. or 9:00 - noon Cardinal Stritch University, College of Education and Leadership, Rm. 007 2 or 3 hours for each session

This is a series of 2 and 3-hour sessions designed to add to the body of knowledge and strategies used in an exemplary literacy program. Participants may sign up for one or more sessions.

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Course #8, 9, 10, 11 Audience: Enrollment:

Facilitator: Dates:

Time: Place: Staff Development Credit:

Assessment Seminars (PLEASE ENROLL USING LINK and send a form t o Paula Severson in the district office) 6-12th Grade 2nd/3rd yr. teachers, their mentors, and experienced educators in the SEWNTP consortium. Must register by deadline Registration: Individuals may register online at www.stritch.edu for each seminar. (Click on Personal/Prof. Development, then click on Mentoring/SEWNTP, then click on Second and Third Year Beginning Teachers). Registration is due 1 week before the seminar. If you have questions, please contact Nancy Jacobs at 414-410-4432 or nmjacobs@stritch.edu. Please also register with the WFB district. SEWNTP Staff 1. September 27, 2008 (9-11 am) – On Becoming a Strategic Reader in Fiction and Non-Fiction 2. October 25, 2008 (9-noon) – Teaching the “Craft” of Writing Using the “Scaffolded” Teaching and Learning Model 3. November 15, 2008 (9-noon) – Designing Feedback to Increase Achievement in Reading and Writing 4. January 31, 2009 (9-11 am) – Effective Grading Practices in Literacy 9:00-11:00 a.m. Cardinal Stritch University, College of Education and Leadership, Rm. 013 2 or 3 hours for each session

This is a series of 2 and 3-hour sessions designed to add to the body of knowledge and strategies used to assess students. Participants may sign up for one or more sessions.

Course # 12 Audience: Enrollment: Facilitator: Date:

Time: Place: Staff Development Credit:

What is Leadership and What Does It Mean for Me? K-12 Department chairs, team leaders, grade chairs and anyone interested in leading and facilitating teams or groups Limit 20 Dr. Jim Rickabaugh March 19, 2009 March 23, 2009 March 30, 2009 3:45-5:45 Room 46 6 hours (3 sessions X 2 hours)

Wisconsin Standards for Teacher Development and Licensure: Standard 6: Teachers communicate well. Standard 9: Teachers are able to evaluate themselves. Standard 10: Teachers are connected with other teachers and the community. What does leadership mean? (And what doesn’t it mean?) What are the characteristics of effective leaders? What are some of the tools that can help you be an effective facilitator or leader? We’ll explore the concept of leadership through discussion and some reading, examine some case studies and problem-solve some leadership challenges, uncover and apply some of the practical tools of leadership, and begin to develop a personal vision for leadership. Join your K-12 colleagues in this introductory course in leadership.

-6Course # 13 Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

Developing Autonomous Learners: Understanding Self Assessment All Staff K-12 Limit 25 Tony Frontier November 17, 2008 3:45-5:15 Room 46 1.5 hours

Wisconsin Standards for Teacher Development and Licensure: Standard 3: Teachers understand that children learn differently. Standard 4: Teachers know how to teach. Standard 8: Teachers know how to assess (WI: to test for) student progress. Self assessment is one of the most powerful tools available for improving the quality of student work. Learn the components of effective self assessment, how to overcome predictable roadblocks, and learn dozens of strategies that you can implement in your classroom the next day. Course #14 Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

Effective Feedback for Every Learner Grades K-12 Limit 25 Tony Frontier December 15, 2008 3:45-5:15 Room 46 1.5 hours

Wisconsin Standards for Teacher Development and Licensure: Standard 3: Teachers understand that children learn differently. Standard 4: Teachers know how to teach. Standard 8: Teachers know how to assess (WI: to test for) student progress. Feedback has been called the "essence of teaching." In this workshop, we'll look at what research says about components of effective feedback and how poorly designed feedback can undermine student motivation and performance. Finally, we'll dialogue around some short classroom case studies and discuss different ways that feedback could be leveraged to increase student motivation and improve student learning.

Course #15

Audience: Enrollment: Facilitator:

UW- Milwaukeeâ&#x20AC;&#x2122;s Urban Education Forum- Reconstruction of Power: Through Critical Education for Equity and Justice for All All Staff K-12 No Limit Dr. Robin D.G. Kelley Must register by deadline Registration: Individuals may register online at http://www4.uwm.edu/soe/urban_forum/register/ for the seminar. Registration deadline is Thursday, October 30, 2008. If you have questions, please contact John DeRose at pd@wfbschools.com.

-7Date: Time: Place:

Staff Development Credit:

Please also register with the WFB district. November 6, 2008 8:00 P.M. â&#x20AC;&#x201C; (approx.) 9:30 University of Wisconsin-Milwaukee Union, Wisconsin Room (2nd Floor) 2200 E. Kenwood Blvd. 3 hours

Wisconsin Standards for Teacher Development and Licensure: Standard 2: Teachers know how children grow. Standard 3: Teachers understand that children learn differently. Standard 10: Teachers are connected with other teachers and the community. This presentation by Dr. Robin D.G. Kelley will focus on education for racial equity and justice. Ideas about teaching racially and ethnically diverse learners will be discussed and ways to consider the role of teachers in creating a more racially just educational environment will be explored. In order to receive 3 hours of credit for this session, a participant would need to attend the approximately one and half hour lecture at the UWM Union (see the above address) and then write up a 2-3 page summary of what was learned from the presentation and how the ideas presented might affect your outlook and practice as an educator of ethnically and racially diverse learners. All participants must register at http://www4.uwm.edu/soe/urban_forum/register/ before attending the presentation. More information about Dr. Robin D.G. Kelley can be found at http://college.usc.edu/faculty/faculty1012633.html.

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Course #16 Audience: Enrollment Limit: Facilitator: Date(s): Time: Place: Staff Development Credit:

Lies My Teacher Told Me: Considering Alternate Perspectives of the Past K-12 history and social studies teachers None John DeRose November 10, 2008 December 11, 2008 3:45-5:15 p.m. High School Media Center 3 hours (2 sessions, 1.5 hrs. each)

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 4: Teachers know how to teach. Standard 7: Teachers are able to plan different kinds of lessons. In his book Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, author James Loewen attempts to critique the way history has been taught and written in textbooks. Loewen offers valuable insight into looking at the past through multiple perspectives. Participants in this session will receive a copy of Loewen’s book and be asked to read and discuss his approach to thinking about teaching the past from multiple points of view. Participants will also discuss how stereotypes, myths and herofication in United States History texts impede student understanding, analysis, and appreciation of American history. This course is designed for social studies and history teachers. Participants will be asked to apply class discussion and learning from the first session into their classroom instruction and share their experiences in the second session.

Course #17 Audience: Enrollment: Facilitator: Dates:

Time: Place: Staff Development Credit:

Mosaic of Thought I: Teaching Reading Comprehension K-12, SPED Limit 15 Lisa Seiler February 4, 2009 March 18, 2009 April 8, 2009 April 29, 2009 3:45 – 5:15 Room 118 Cumberland 6 hours (4 sessions x 1.5 hr.)

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 4: Teachers know how to teach. Standard 7: Teachers are able to plan different kinds of lessons. An enjoyable book study format is used to familiarize participants with a resource many Whitefish Bay colleagues consider both inspirational and practical. This seminar is a discussion of Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop by Ellen Keene and Susan Zimmermann. Reading and discussing best practices for helping students develop the reading

-9strategies proficient readers use will guide the conversation. Suggestions for acquiring a copy of the book will be provided to registrants.

Course #18 Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

Make it Take it Rubrics: Using Student Work Samples to Create a Rubric K-12 Limit 20 Mary Cieslewicz December 10, 2008 3:45 – 7:00 (light supper to start) Middle School Media Center 3 hours

Wisconsin Standards for Teacher Development and Licensure: Standard 6: Teachers communicate well. Standard 8: Teachers know how to assess (WI: to test for) student progress. This course features a 50/50 split between presentation and creation. Come at 3:45 for sandwiches and Rubric Pie. In the first hour and one half, teams will assess sample rubrics determining best practices for creating and using rubrics for formative and summative assessment. In the second hour and one half, teachers will use the characteristic of high, medium, and low work samples to guide the writing of quality descriptors as they create a Rubric for a Current Assessment. Topics include: • Evaluating rubrics • Strategies for separating format/checklist type items from quality descriptors for assessment purposes • Single point vs. multi-level rubrics • Rubric language that supports learning while describing current achievement • Use of rubrics at various points of the learning process Teachers must bring at least 3 work samples from the same assessment representing above average, average, and below average quality. Samples will guide development of the rubric. Course #19

6-12 SmartBoard Training

Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit::

6-12 Limit 20 Pam Lee & Julie Stefan December 18, 2008 3:30-5:30 High School Library Media Center 2 hours. Possible additional 2 hours scheduled for interested participants Wisconsin Standards for Teacher Development and Licensure: Standard 3: Teachers understand that children learn differently. Standard 5: Teachers know how to manage a classroom (with integrated technology). Standard 7: Teachers are able to plan different kinds of lessons. The class will explore and develop tools to use for instruction with students. This session would be composed of the following elements: • Basic Instruction on the use of SmartBoard software

- 10 • • • • •

Resource exploration and sharing Development of activities to use with all students Development of activities geared toward students needing support Techniques to share classroom SmartBoard activities with students (web posting) The outcome of this session will be a band of materials and resources that can be shared by staff at schools to better utilize the SmartBoards. Course # 20 Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

A Broad and Thin Brush Approach to Assessing Reading K-8 (Literature and language teachers are encouraged to attend) Limit 25 Lisa Seiler October 15, 2008 October 29, 2008 3:45 – 5:15 Room 118 Cumberland 3 hours (2 sessions X 1.5 hours)

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 7: Teachers are able to plan different kinds of lessons. Standard 8: Teachers know how to assess for student progress. Would you like to quickly assess your student’s skills and strategies on grade level text? The 3Minute Assessment is a quick way to gather general information about a student’s reading. If you’re after more in depth information, then the DRA is for you. Session one will focus on the 3Minute Assessment: a broad approach to reading assessment. Session two will focus on the DRA, providing you with a thin, fine tuned tool for assessing students’ reading abilities. After completing this course classroom practice improvement might include use of newly acquired tools to assess students’ reading skills and strategies. The assessment will guide instructional decisions. Furthermore, greater understanding of a student’s ability will promote more specific conversations between classroom teachers and reading specialists about students’ performance in reading. Course #21 Audience: Enrollment: Facilitator: Dates: Time: Place: Staff Development Credit:

Assessment OF Learning and Assessment FOR Learning 6-12 Limit 30 Laurie Friedrich (CESA 1) November 20, 2008 January, 26, 2009 3:45 – 5:15 Room 46 3 hours (2 sessions X 1.5 hours)

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 6: Teachers communicate well. Standard 8: Teachers know how to assess for student progress. Session I of this two session course will focus on building conceptual knowledge about the difference between Assessment OF Learning and Assessment FOR Learning. The research behind the concept will be presented and explored, as teachers tap into their own experiences and expertise and consider how to enhance their repertoire. This is a highly interactive workshop, with much opportunity for shared discussion, including important related topics such as grading and classroom management. The second session will focus on modeling and participating in classroom based strategies that can be applied in all content areas.

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Course #22 Audience Enrollment limit: Facilitator: Date: Time: Place: Staff Development Credit:

Nonfiction in the Elementary Classroom K-5; SPED None Michelle Mooney and Victoria Brody January 15, 2009 Cumberland February 23, 2009 Richards 3:45-5:15 Cumberland Media Center Richards Media Center 3 hours (2 sessions X 1.5 hrs.)

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 3: Teachers understand that children learn differently. Standard 4: Teachers know how to teach. Standard 7: Teachers are able to plan different kinds of lessons. Standard 8: Teachers know how to assess for student progress. As adults, the majority of what we read and write is nonfiction. Help your students prepare for their futures! This PD course will incorporate recent research and classroom implementation suggestions from Tony Stead and the revised Strategies that Work, as well as personal experiences from participants. Assessment and feedback suggestions will also be a part of the presentation. Course # 23 Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

K-5 SmartBoard Training K-5 Limit 20 Pam Lee & Julie Stefan October 27, 2008 4:00 -6:00 CU Room 216 2 hours. Possible additional 2 hours scheduled for interested participants.

Wisconsin Standards for Teacher Development and Licensure: Standard 3: Teachers understand that children learn differently. Standard 5: Teachers know how to manage a classroom (with integrated technology) Standard 7: Teachers are able to plan different kinds of lessons The class will explore and develop tools to use for instruction with students. This session would be composed of the following elements: • Basic instruction on the use of SmartBoard software • Resource exploration and sharing • Development of activities to use with all students • Development of activities geared toward students needing support • Techniques to share classroom SmartBoard activities with students (web posting) • The outcome of this session will be a band of materials and resources that can be shared by staff at schools to better utilize the SmartBoards

- 12 Course # 24 Audience: Enrollment: Facilitators:

Date: Time: Place: Staff Development Credit:

Collaborative Analysis of Student Work (CASW)-Workshop K-12 You and at least one other colleague A district teacher who has completed or is in the process of completing training with the CASW protocol through Cardinal Stritch. Facilitators will be available for all levels of instruction (elementary, middle, and high school). Interested participants will be sent a list of facilitators and can arrange a meeting time and place with a facilitator and another participant that works best. At least 2 participants will be necessary for a meeting with a facilitator to occur. TBA TBA TBA 2 hours + an additional 1-2 hours scheduled independently as needed.

Wisconsin Standards for Teacher Development and Licensure: Standard 8: Teachers know how to assess (WI: to test for) student progress. Standard 9: Teachers are able to evaluate themselves. Standard 10: Teachers are connected with other teachers and the community. Just like having a personal fitness trainer, you can have your own personal CASW facilitator. Team up with a facilitator of your choice who has been trained in the Analysis of Student Work Protocol. Work with your trainer to assess one of your tests and the performance of your students on that test/assessment. Colleagues trained at Cardinal Stritch will help you use the CASW Protocol that you practiced with your team on the August professional development day. Each facilitator needs to practice the protocol as a class assignment, so you can help yourself, your students and a colleague all at the same time. You will need to plan ahead and be able to bring: â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

An assessment A rubric if there is one ONE classroom set of completed assessments

You will be able to refine your assessment and your colleague will be able to complete the assignment that is part of his or her training.

- 13 Course #25 Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

A Symbol is Worth a Thousand Words: Introducing Students to Jungian Theory and Archetypal Symbols K-8 Limit 25 Lissa Skoglund & Kara Harmon April 27, 2009 3:45-6:45 High School, Room 252 3 hours

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 4: Teachers know how to teach. Standard 6: Teachers communicate well. Standard 7: Teachers are able to plan different kinds of lessons. Standard 10: Teachers are connected with other teachers and the community. How can we help students examine literature with depth? How can we guide students to appreciate the “deeper meaning” of literature, art and film? This course will introduce the Jungian concept of archetypes and archetypal symbols and examine ways in which such archetypes can be incorporated into the interpretation of literature, film, art and other texts. Join us as we consider Jung’s philosophy, relate it to various excerpts from stories, art and film, and brainstorm ways in which it can be utilized within our own classrooms.

Course #26 Audience Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

Advancing Children’s Understanding of Multi-digit Addition and Subtraction K-5 (especially beneficial for 2nd and 3rd grade teachers) Limit 30 Cheryl Wozniak October 2, 2008 October 16, 2008 3:45-5:45 Room 46 4 hours (2 sessions X 2 hrs.)

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 3: Teachers understand that children learn differently. Standard 4: Teachers know how to teach. Standard 7: Teachers are able to plan different kinds of lessons. Did you know that research shows that children tend to lose or put-aside their number sense when taught multi-digit addition and subtraction? How can we teach this all-important skill, while maintaining and developing number sense? In this workshop, you will learn new strategies to develop number sense and the understanding of addition and subtraction of large numbers.

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Time: Place: Staff Development Credit:

Courageous Conversations about Race K-12 Limit 12 Amy Levek November 24, 2008 December 1, 2008 A third session will be arranged off site on a date to accommodate participants involved 3:45-5:45 High School Conference Room 6 hours (3 sessions X 2 hrs.)

Wisconsin Standards for Teacher Development and Licensure: Standard 3: Teachers understand that children learn differently. Standard 9: Teachers are able to evaluate themselves. Standard 10: Teachers are connected with other teachers and the community. This session will focus on studying the book Courageous Conversations about Race. The dialogue that emerges from this book study is honest and emotional. The result for each participant will be an increased personal awareness of the impact that race plays in our institution. This dialogue will manifest itself in the relationships that each teacher builds with our students of color. Participants leave with the understanding that they must engage in anti-racist work as a part of their professional practice. Participants will examine the degree to which our school has the will, skill, knowledge, and capacity to understand and address issues of race as they relate to the existing racial achievement gap. It is impossible to leave this discussion without rethinking oneâ&#x20AC;&#x2122;s own practice regarding how we may each individually contribute to this gap. As each participant is at a different stage of readiness to engage in these conversations, some will move so far as to rethink their lesson plans to include culturally relevant pedagogy.

Course #28 Audience: Enrollment: Facilitator: Date: Time: Place: Staff Development Credit:

Using the SmartBoard in the Math Classroom K-12 Math Educators Limit 10 Chris Lucas December 4, 2008 February 18, 2009 3:45-5:45 High School, Room 343 4 hours (2 sessions X 2 hrs.)

Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subjects they are teaching. Standard 4: Teachers know how to teach. Standard 7: Teachers are able to plan different kinds of lessons. We have entered the 21st century and we have the tools to prove it! Attend this session to see first-hand some of the capabilities of the SmartBoard as well as experience an introduction to the coming version 10 of the notebook software. We will also have some time for creating creative SmartBoard lessons and sharing. This course will help participants create invigorating and dynamic lessons, consider additional methods of presenting new ideas to students, apply on-line resources to improve mathematics instruction, and increased collaboration.

- 15 K-5 Teacher Professional Development Registration – Fall, Winter, Spring 2008-2009 Name: ____________________________________(PRINT)

School: ___ Richards ____ Cumberland

Work Phone: _______________________ Email: _____________________________ 1. I understand that I am responsible for noting dates and times of the course. 2. I understand that I will be notified ONLY if the course is NOT available at the scheduled date and time. 3. I understand that I must sign the sign-in sheet at each session of every course I take in order to receive professional development credit and compensation under the teachers’ contract.

Signature:_________________________________________ K-5 Course #

Title

Beginning Teacher/Mentor Standards Based Seminars: Assessing Student Understanding and Achievement (All Grades) 2 hrs. Beginning Teacher/Mentor Standards Based Seminars: Matching Instruction to Student Needs (All Grades) 2 hrs. Beginning Teacher/Mentor Standards Based Seminars: Self Reflection and Goal Setting (All Grades) 2 hrs. SEWNTP Literacy Seminars, September 27, 2008 (All Grades) 1hr.

SEWNTP Literacy Seminars, October 25, 2008 (All Grades) 1hr.

SEWNTP Literacy Seminars, November 15, 2008 (All Grades) 1hr.

SEWNTP Literacy Seminars, January 31, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, September 27, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, October 25, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, November 15, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, January 31, 2008 (All Grades) 1hr.

What is Leadership and What Does It Mean for Me? (Audience: see course description) 6 hrs.

Developing Autonomous Learners: Understanding Self Assessment (K-12) 1.5 hrs. Effective Feedback for Every Learner (K-12) 1.5 hrs.

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UWM- Urban Education Forum (All Grades) 3 hrs Lies My Teacher Told Me (Audience: see course description) 3 hrs.

Mosaic of Thought: Teaching Reading Comprehension (K—12) 6 hrs.

Make it Take it Rubrics: Using Student Work Samples to Create a Rubric (K-12) 3 hrs.

A Broad and Thin Brush Approach to Assessing Reading (K-8) 3 hrs.

Nonfiction in the Elementary Classroom (K-5) 3 hrs.

K-5 Smart board Training (K-5) 2 hrs.

Collaborative Analysis of Student Work Workshop (K-12) 2 hrs.

A Symbol is Worth a Thousand Words: Introducing Students to Jungian Theory and Archetypal Symbols (K-8) 3hrs.

Advancing Children’s Understanding of Multi-digit addition and subtraction (K-5, especially 2nd and 3rd) 4 hrs.

Courageous Conversations about Race (K-12) 6 hrs.

Using the Smart Board in the Math Classroom (K-12 Math educators) 4 hrs.

Please mark your course selections with an (“X”) and make a copy for yourself. Return this form to the Personnel Office by October 10, 2008

“X”

- 16 Middle School Teacher Professional Development Registration – Fall, Winter, Spring 2008-2009 Name: ____________________________________(PRINT) Work Phone: _______________________ Email: _____________________________ 4. I understand that I am responsible for noting dates and times of the course. 5. I understand that I will be notified ONLY if the course is NOT available at the scheduled date and time. 6. I understand that I must sign the sign-in sheet at each session of every course I take in order to receive professional development credit and compensation under the teachers’ contract.

Signature:_________________________________________ Middle School Course #

Title

SEWNTP Literacy Seminars, October 25, 2008 (All Grades) 1hr.

SEWNTP Literacy Seminars, November 15, 2008 (All Grades) 1hr.

SEWNTP Literacy Seminars, January 31, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, September 27, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, October 25, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, November 15, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, January 31, 2008 (All Grades) 1hr.

What is Leadership and What Does It Mean for Me? (Audience: see course description ) 6 hrs. Developing Autonomous Learners: Understanding Self Assessment (K-12) 1.5 hrs. Effective Feedback for Every Learner (K-12) 1.5 hrs.

1 2 3

13 14 15 16

UWM- Urban Education Forum (All Grades) 3 hrs Lies My Teacher Told Me (Audience: see course description) 3 hrs.

Mosaic of Thought: Teaching Reading Comprehension (K—12) 6 hrs.

Make it Take it Rubrics: Using Student Work Samples to Create a Rubric (K-12) 3 hrs.

6-12 Smart board Training (6-12) 2 hrs.

A Broad and Thin Brush Approach to Assessing Reading (K-8) 3 hrs.

Assessment OF Learning and Assessment FOR Learning (6-12) 3 hrs.

Collaborative Analysis of Student Work Workshop (K-12) 2 hrs.

25 27

A Symbol is Worth a Thousand Words: Introducing Students to Jungian Theory and Archetypal Symbols (K-8) 3hrs. Courageous Conversations about Race (K-12) 6 hrs.

Using the Smart Board in the Math Classroom (K-12 Math educators) 4 hrs. Please mark your course selections with an (“X”) and make a copy for yourself. Return this form to the Personnel Office by October 10, 2008.

“X”

- 17 High School Teacher Professional Development Registration – Fall, Winter, Spring 2008-2009 Name: ____________________________________(PRINT) Work Phone: _______________________ Email: _____________________________ 7. I understand that I am responsible for noting dates and times of the course. 8. I understand that I will be notified ONLY if the course is NOT available at the scheduled date and time. 9. I understand that I must sign the sign-in sheet at each session of every course I take in order to receive professional development credit and compensation under the teachers’ contract.

Signature:_________________________________________

High School Course #

Title

SEWNTP Literacy Seminars, October 25, 2008 (All Grades) 1hr.

SEWNTP Literacy Seminars, November 15, 2008 (All Grades) 1hr.

7 8

SEWNTP Assessment Seminars, September 27, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, October 25, 2008 (All Grades) 1hr.

2 3

SEWNTP Literacy Seminars, January 31, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, November 15, 2008 (All Grades) 1hr.

SEWNTP Assessment Seminars, January 31, 2008 (All Grades) 1hr.

What is Leadership and What Does It Mean for Me? (Audience: see course description) 6 hrs.

13 14 15

Developing Autonomous Learners: Understanding Self Assessment (K-12) 1.5 hrs. Effective Feedback for Every Learner (K-12) 1.5 hrs. UWM- Urban Education Forum (All Grades) 3 hrs.

Lies My Teacher Told Me (Audience: see course description) 3 hrs.

Mosaic of Thought: Teaching Reading Comprehension (K—12) 6 hrs.

18 19

Make it Take it Rubrics: Using Student Work Samples to Create a Rubric (K-12) 3 hrs. 6-12 Smart board Training (6-12) 2 hrs.

Assessment OF Learning and Assessment FOR Learning (6-12) 3 hrs.

Collaborative Analysis of Student Work Workshop (K-12) 2 hrs.

Courageous Conversations about Race (K-12) 6 hrs.

“X”

- 18 -

Proposal for Study Team Professional Development Credit Study Team Proposals will be approved at Professional Development Committee meetings on October 13, 2008, December 8, 2008, and January 12, 2009. Please submit one copy to John DeRose and one to the Personnel Office at least one week in advance of these meeting dates. NOTE: If you have questions about submitting a Study Team Proposal, please email John DeRose at pd@wfbschools.com for further information on the criteria for Study Team Proposals.

Building:

F Richards

F Cumberland

F Middle School

F High School

Team Members: ________________________________

_____________________________

________________________________

_____________________________

________________________________

_____________________________

Facilitator/Contact Person (the person who agrees to coordinate the effort and be in contact with the Personnel Office) will be: _____________________________________ Title of Proposed Activity:________________________________________________ Please list dates and times that you will meet: ________________________________

_____________________________

________________________________

_____________________________

Please indicate where you will meet: _______________________________________ Description of Proposed Activity: You may respond in 5-8 sentences or bullets. Explain what you will do and what outcomes you expect. Include how students will benefit from this proposed professional development activity. The Professional Development Committee can consider only complete proposals that include the above elements. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Staff Development Committee Approval Date: _______________________________ Completion Date: _______________________________________________________

- 19 Whitefish Bay Schools Workshop or Independent Study Pre-Approval Form for Annual Six Hour Professional Development Requirement Submit this form prior to beginning Professional Development activities in these categories.

Name: ______________________________

School:__________________________

Wisconsin Teacher Standards addressed through proposed workshop or independent study: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Workshop Option: Part or all of my professional development requirement met through workshop attendance outside of the normal school day: Workshop title/topics: ___________________________________________________________ (Please attach copy of workshop description.) Dates and times of workshop hours for which you would like credit: ________________________________________________________________ How will participation in this workshop improve your professional practice? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Independent Study Option: Part or all of my professional development requirement met through independent study outside of the normal school day: Independent study description: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Number of independent study hours for which you would like credit: _____ How will this independent study improve your professional practice? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Record of dates and times of independent study. Note: This information must be provided for final approval but need not be submitted for pre-approval.

___________________________________________________________ _______________________________________________________________ ________________________________________________________________ Teacher signature: _______________________________ Date: _________________ Hours approved: ________________________________________________________ Principal signature: __________________________________

Date: ____________