Professional Development Catalog Fall Semester: September 2022 - January 2023
2 Contents Fellowship Requirements, General Information, and Registration 3 MƒA Core Learning Opportunities 5 MƒA Additional Learning Opportunities 6 Annual MƒA Events 7 Summary of Core Learning Opportunities 8 Summary of Additional Learning Opportunities 11 Professional Learning Teams (PLTs) 12 Mini-Courses 26 Single Session Workshops 42 Affinity Groups 53 Interest Groups 55 MƒAdventures 61 Thursday Thinks 65 Equity Webinar Series 68 MƒA ƒundamentals 70 Community Contributions 72
IN-PERSON COURSE INFORMATION
EQUITY AND INCLUSION p
All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). The MƒA lounge is available for teachers to work after school starting at 4:30 p.m. Pizza arrives by 4:30 p.m., and workshops begin promptly at 5:30 p.m. As food is not permitted in classrooms, we encourage you to arrive early to enjoy
Most in-person MƒA programming takes place at the MƒA office, 915 Broadway, on either the 14th or 17th floors. Some events are held at other locations throughout the city. Please check course listings for details before registering to ensure you can attend the specified location. The MƒA office houses a lounge and library for all MƒA community members, as well as classrooms and conference rooms for workshops.
FELLOWSHIP REQUIREMENTS AND GENERAL INFORMATION
that scheduling conflicts occur for various reasons and may sometimes interfere with your ability to attend a workshop. Occasional absences do not reflect poorly on your participation in the fellowship. However, if you are going to be absent from a workshop, we ask that you notify MƒA at pdprogram@mathforamerica.org as soon as possible.
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To minimize the spread of COVID-19, teachers, external facilitators, and guests of MƒA who wish to attend in-person programming must attest that they are fully vaccinated against COVID-19. Additionally, MƒA takes several other safety measures to minimize the risk of spreading COVID-19. Our safety policies are based on current evidence and expert recommendations and are subject to change as the situation evolves. Current policy, requirements, and logistical information about dining and masks will be kept updated HERE . Additionally, it may become necessary to limit or pause inperson programming.
In fall 2022, MƒA will offer a variety of in-person and virtual programming sufficient for all teachers to meet attendance requirements comfortably. For the 2022-2023 school year, teachers can satisfy their minimum attendance requirements of seven Core Learning workshops with any mix of in-person and virtual programming. We encourage you to sign up for more than the minimum in the event of unforeseen situations to ensure you meet your attendance
event of a citywide NYC DOE public school closure, in-person MƒA programming will be canceled or held virtually.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 20223
At MƒA, we believe that issues related to equity and inclusion should be acknowledged and considered in every professional development experience, regardless of the focus of the course. MƒA also provides many options for teachers who want to take workshops with an explicit focus on issues of equity and inclusion in the classroom. In an effort to highlight these opportunities and make them easier for teachers to find, we include this icon p next to courses that generally align with the TRU dimensions of equitable access and agency, ownership, and identity. Specifically, such courses should directly address the needs of students of color, non-binary and genderqueer students, students with disabilities, or students who are English Language Learners. The icon is also placed next to courses and affinity groups that support the unique challenges faced by educators who are Black, Indigenous, and People of Color (BIPOC); educators within the Lesbian, Gay, Bisexual, Pansexual, Transgender, Genderqueer, Intersex, Agender, Asexual, and Ally (LGBTQIA+) community; and white anti-racist allies.
Register at: mfa.force.com/smallworldnetwork
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Parent Teacher Conferences
High School
Elementary School
Accessing Zoom Workshops
VIRTUAL COURSE INFORMATION
All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). Please refer to the course details in the Small-World Network for information on the time. Many MƒA courses will continue to take place virtually on the Zoom platform.
REGISTRATION
September 8, 4 p.m. - Open Registration
September 6, 4 p.m. - Limited Registration
September 29 & November 17
Middle School September 22 & November 9
Register at: mfa.force.com/smallworldnetwork
Registered teachers will receive an automated email reminder one week and two days in advance, including the Zoom link and the password needed to join the workshop. Zoom links for upcoming workshops are also on the Small-World Network in the yellow box on the left-hand side of the home page.
November 3
We track virtual attendance using the Zoom participant record. To be marked present, teachers’ Zoom screen names must match the name MƒA has on file, and teachers must attend and actively participate in more than half of the workshop.
Registration is required for all MƒA professional development and must be done through the SmallWorld Network. Please refer to your school and DOE calendars before signing up for courses.
When Open Registration begins, you may register for as many additional courses as you can commit to attending in full.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022
Zoom Attendance
During the two-day Limited Registration Period, you may register for two credit-bearing courses from the Core Learning section of the catalog and add yourself to two waitlists. You are free to register for as many non-credit bearing courses as you can commit to attending.
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MƒA Core Learning Opportunities
Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth. Learn more about PLTs here.
Single Session Workshops are one-time workshops in which experts from the MƒA Master Teacher community, academic institutions, and local organizations engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the wider MƒA community.
The following types of professional development satisfy fellowship minimum attendance requirements. They are the primary way MƒA teachers learn and grow during their fellowship.
Mini-Courses are a series of three connected workshops in which experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
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Extended Length Courses are a series of six to eight connected workshops that meet throughout a semester or school year. Experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.
Thursday Thinks are monthly STEM talks open to MƒA teachers and their colleagues from the larger mathematics and science community. This speaker series features engaging and accomplished experts who delve into cutting-edge topics in mathematics, science, computer science, and education.
MƒA ƒundamentals is a sequence of virtual workshops that will orient teachers to the frameworks which serve as the basis for the MƒA model. MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms began in 2019 and continues this fall for teachers in the 2022 cohort. MƒA ƒundamentals are credit-bearing workshops and offered for each cohort at various points in your fellowship. Teachers are required to attend these workshops. MƒA will notify teachers about when and how to register. The goal of these workshops is to help MƒA teachers develop a common language for (1) teaching that supports collaboration across classroom differences, (2) effective professional development, and (3) leadership at MƒA. They do not count towards the two-course limit during limited registration.
Groups are one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.
MƒA ƒundamentals
Community Contributions are leadership opportunities for MTII+ (teachers in their second, third, or fourth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022Interest6
MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.
The following meetings and events do not count towards fellowship attendance requirements. They are opportunities for MƒA teachers to expand their professional network, develop leadership skills, and explore their personal and professional passions.
MƒA Additional Learning Opportunities
Equity Webinars Series (formerly Wednesday Webinars) are virtual workshops open to MƒA teachers, other Master Teacher programs, and people interested in learning more about MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers discuss how these powerful ideas can be applied in their classrooms. Teachers are expected to stay for the entire session, including the talk and the small group discussion.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022
Muller Award Ceremony is an event during which we honor the winners of the MƒA Muller Award for Professional Influence in Education, an annual honor given to two extraordinary teachers from within the MƒA Master Teacher community who influence the teaching profession in exceptional ways. This year, we will honor the 2022 Muller Award recipients with a small ceremony on October 18, 2022
Annual MƒA Events
MƒA Summer Think is a three-day, teacher-designed, teacher-focused, and teacher-led conference held each July. This year the Summer Think will take place July 11-13, 2023. From hands-on events to deep dives into specific topics, the MƒA Summer Think empowers teachers to explore and collaborate over the summer. Registration for the MƒA Summer Think occurs through the Small-World Network in the spring.
MƒA Fall ƒunction is an annual celebration of teaching, honoring the entire MƒA community of ~900 New York City public school mathematics, science, and computer science teachers. Each year, MƒA teachers, their guests, and other leaders in STEM education gather for the evening gala. The night consists of a cocktail reception, dinner, and program and is a rare moment for all members of the MƒA community to celebrate together in one space. The Fall ƒunction is held in November, and invitations are sent via email in early fall. This year’s gala is on November 12, 2022 - mark your calendar!
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 20228
LGBTQIA+ Affinity Group p (AG)
Black, Latinx, and PoC Affinity Group p (AG)
Asian American Affinity Group p (AG)
Virtual Reality in STEM: An Introduction p (SSW)
Book Club: ReimaginingRatchetdemic:AcademicSuccess p (PLT)
How To Design More Meaningful Project-Based Learning Curriculum (PLT)
Let’s Tell a Story: Using Excel to Write Student Narratives (SSW)
Shifting Instructional Practice to Create Anti-Racist STEM Classrooms p (MINI)
Book Club: Grading for Equity p (PLT)
Bring Coding to Your Classroom: Getting Started With CSEdWeek! (SSW)
Book Club: Rough Draft Math (PLT) Ciphers Through the Ages (MINI)
Book Club: Mathematics for Human Flourishing p (PLT)
Equity, Identity, and Restorative Justice: Applications in Our Communities p (PLT)
Making the Most of AP Classroom (SSW)
Introduction to Python Programming (MINI)
Activities and Projects in Algebra
Three Dimensional Learning With 3D Printers (PLT)
White Anti-Racist Educators Affinity Group p (AG)
From Research to Reality: Investigating Myths in Educational Psychology (SSW)
Cultivating Genius in High School Mathematics: Practical Applications p (PLT)
Summary of Core Learning Opportunities
Single Session Workshops (SSW)
Emerging EssentialsCryptocurrencyTechnology:andBlockchain (SSW)
Working Towards National Board Certification (PLT)
COMPUTER SCIENCE AND TECHNOLOGY
Going Gradeless in the STEM Classroom: An Introduction (SSW)
Analyzing Free, Formative Assessment Lessons Using the TRU Framework (PLT)
Analyzing Errors to Provoke Meaningful Student Discussion in Mathematics (PLT)
Mini-Courses (MINI)
Science Teaching Through Scenarios: A Case Studies Approach (PLT)
Implementing and Evaluating Mindfulness Practice in Your STEM Classroom p (MINI)
Sharing Best Practice to Support ELLs and Students With IEPs p (SSW)
Talk Less, Smile More: Debate and Discussion in the STEM Classroom (MINI)
The Art of Co-Teaching: Developing Positive and Productive Relationships p (PLT)
Establishing and Maintaining Cogenerative Dialogues p (PLT)
Examining and Revising Our Curriculum Through a CR-SE Lens: Part I p (PLT)
Paper Circuit Identity Portraits (SSW)
All About School Makerspaces (PLT)
Escaping Reality With AFrame.io (MINI)
Desmos Activity Builder for Advanced Users (MINI)
Incorporating Financial Literacy for a More Equitable Classroom Using EVERFI (SSW)
Universal Design for Learning: Using Neuroscience to Engage All Learners p (MINI)
Are Your Students Ready for Calculus? (PLT)
Queer Your Classroom 2.0 p (PLT)
The Notorious MBG: Working Towards Mastery-Based Grading (PLT)
COMMUNITY
Let’s Roll: Sphero Robots as an Introduction to Programming (SSW)
KEY Affinity Groups (AG)
Cultivating Sustainable Careers as Women of Color Affinity Group p (AG)
Agile Teacher Thinking for Inclusive Classrooms p (MINI)
Desmos Activity Builder for Beginners (MINI)
MATHEMATICS
II: Building Blocks for Accessible Learning (PLT)
ALL-ED Meets Dura-SEL: All Learners Learning Every Day to Build Durable SEL p (PLT)
Dismantling Segregation in the Most Segregated School System in the Country p (PLT)
Let Them Figure It Out! Strategies to Develop Basic Logic Skills (SSW)
Culturally Responsive Mathematics: Creating Tools for Teaching p (PLT)
Game-Based Learning: An Introduction (MINI)
Data Exploration With Gapminder (SSW)
Narrating Disability: Considering the Experiences of Others p (SSW)
Teacher as Writer (PLT)
“Young Man, Get Out of Here!”: Historical Perspectives on NYC Discipline Policy p (MINI)
Continuing With Arduinos (MINI)
Unpacking Your Implicit Bias p (SSW)
Mastery vs. Metacognition in Computer Science (MINI)
Exploring Instructional Routines Through Classroom Visits (PLT)
Preparing for Master Teachers on Teaching (MINI)
Staying TRU: Teaching for What Matters (PLT)
Teacher Leadership for Impactful School Change (SSW)
High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking (MINI)
INQUIRY, PRACTICE, AND LEADERSHIP
Professional Learning Teams (PLT)
Winning at Blackjack Using Markov Chains (SSW)
A Brief History of the Universe: From the Big Bang to Today (MINI)
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 20229
Analyzing Perspectives in Life Science Data p (PLT)
Summary of Core Learning Opportunities cont.
Developing a Math Tools Center That Works: Why and How? p (MINI)
Fun With Fungi: Growth and Experimentation With Wild Yeast (MINI)
Using Virtual Manipulatives for Mathematics Exploration and Discovery (SSW)
Thinking Classrooms Under Construction (PLT)
Building a Culture of Science Reading Through Engaging Classroom Libraries p (SSW)
GMOs: The More You Know - Are My Doritos Genetically Modified? (MINI)
Making Algebra Accessible to All (SSW)
Building an Ethical Framework for Animal Research (SSW)
Pablo Escobar’s Hippos and Constructing Models in the Science Classroom (MINI)
Mathematics in Government (PLT)
Build Your Own Electric Vehicle!: Renewable Energy With Engineering Tomorrow (MINI)
Great Diseases With Tufts: Understanding Bioethics Through the Lens of History p (MINI)
SCIENCE
Electoral College Remix (SSW)
Exploring Rational Tangles (SSW)
KEY Affinity Groups (AG)
Opening Up Mathematics Tasks for Creativity and Problem-Solving (SSW)
Geometry for All p (PLT)
The Most Beautiful Mathematical Equation: Euler’s Identity (SSW)
Routines to Build Equity and Belonging in Mathematics p (MINI)
Climate Change: An Anchor for Your Energy Unit in Physics p (MINI)
An Introduction to Boolean Algebra (MINI)
Open-Ended Tasks and Non-Routine Problems in Mathematics Grades 2-7 (PLT)
Equity, Inclusion, and Justice in Middle School Science p (PLT)
To Infinity and Beyond (MINI)
Beyond Bohr: A Quantum Approach to the Atom With Perimeter Institute (SSW)
Guiding Your Students Through Student-Designed Experiments (MINI) Illustrate to Stimulate: Understanding Earth Science Through Drawings (SSW)
The Pursuit of Equity: How to Cultivate Genius in Your Science Classroom p (PLT)
The Earth at Fault: What Does Seismology Teach Us? (MINI) Engineering Flight, From Birds to Blimps (PLT)
Professional Learning Teams (PLT)
Mini-Courses (MINI)
Citizen Science: Measure the Health of the Bronx River With Macroinvertebrates (MINI)
It’s All About That Base! (SSW)
Single Session Workshops (SSW)
Science From the Bottom of the World (SSW)
Data-Driven Climate Justice With EcoRise (MINI)
Sangaku 2.0: Samurai, Kissing Circles, and the Geometry of Shinto Shrines (MINI)
String Art: The Use of Straight Lines to Represent Curves (MINI)
Nuclear Weapons: Past, Present, and Future (MINI)
Guided by Wonder: PhenomenaBased Units in AP Chemistry (PLT)
Get Rhythm: The Mathematics, Art, and History of Humanity’s Oldest Artform p (MINI)
Advanced Biology: Analyzing Primary Data to Hone Science Skills (PLT)
Investigating Inheritance, Gene Expression, and Genetic Medicine With HHMI (MINI)
82 Reasons to Have Hope: Project Drawdown and the Fight Against Climate Change (SSW)
Getting Kids to Care About Climate Change (PLT)
Embracing the Mathematical Strengths of ALL Learners p (MINI)
Green Chemistry Classroom: Developing Environmentally Sustainable Labs (PLT)
Let’s Talk About Sex (Ed): How to Teach Inclusive Sex Education p (PLT)
The Little Things That Run the World: The Incredible Universe of Social Insects (SSW)
Evaluating Scientific Claims: An Introduction to Statistics (SSW) Exploring the Geology and Geography of Northern Manhattan and the Bronx (MINI)
Have Your Cake and Eat It Too: An Introduction to Fair Division (SSW)
Engaging Activities in Statistics (PLT)
Student Explorations of The True Origins of Mathematics p (MINI)
The TRU Framework in the Middle School Mathematics Classroom (PLT)
Geometric Construction: Making Dynamic Sculptures (MINI)
Unpacking the Next Generation Mathematics Learning Standards (PLT)
Polymers: More Than Common Consumer Plastics (MINI)
Rethinking APES Lab Activities (PLT)
Fun With Factorials (MINI)
Proof Through Play: Using Games, Number Strings, and Debate to Build Proof (MINI)
Imagining a Gender-Liberated Science Classroom p (PLT)
Rich Learning Tasks for Middle School Mathematics (MINI)
Intermediate Combinatorics: Looking Beyond Basic Permutations and Combinations (SSW)
Street Data: An Invitation to Rehumanize Mathematics p (MINI)
The Geometry of Linear Algebra (SSW)
This is Not a Test: Creating NGSS-Aligned Formative and Summative Assessments (PLT)
Single Session Workshops (SSW)
Why Do I Need to Know This? Using Storylines to Engage Students in Biology (PLT)
Using Environmental Justice as a Lens to Promote Scientific Understanding p (SSW)
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202210
Using Portfolios to Authentically Assess Lab Skills (SSW)
Unique Perspectives in Astronomy With Hands-On Investigations (SSW)
Unlocking Nature’s Potential: Chinese Herbalism and Modern Medicine (MINI)
Vogue-istry! Modeling in Chemistry (SSW)
Mini-Courses (MINI)
KEY Affinity Groups (AG)
Teaching Trees: Where Ecology Meets Equity p (MINI)
Professional Learning Teams (PLT)
Using Ocean Satellite Data in the Classroom (SSW)
Summary of Core Learning Opportunities cont.
COMMUNITY CONTRIBUTIONS
All-Levels Vinyasa Yoga AP Biology Teacher Meetup APES Teacher Meetup Building Your Department Can We Trust Facial Recognition? p Coordinating Activities Coordinators Crafting Through Cricut in the Classroom Earth Science Teacher Meetup Elementary Teacher Meetup
Tutoring: Growing Your Side Gig
Sharing Best Classroom Practices Starting a Middle School Science Olympiad Team
Hydroponic Farm Tour and Tasting Kids Got You Climbing the Walls?! MƒA Soccer Club Prospect Park Bike Ride Science 101 at Caveat Stained Glass Creations Star Party on Staten Island Teachers, Take a Hike!
INTEREST GROUPS
Sabbaticals:OverbookedPaid Leave for Study or Research
Unlocking Nature’s Potential: A Visit to a Chinese UsingPharmacytheAmerican Natural History Museum for a Final Exam
Equity Advisory Committee p
Experiential Educators: Taking First-Hand Fieldwork Experience to the Classroom
Travel Opportunities With Your Students
EQUITY WEBINAR SERIES
Supporting Multilingual Students’ Scientific Sensemaking Through Translanguaging p
Learning Materials Screener
Equity Webinar Series Facilitator p Information Session Host
MƒA PraxisConnectorPrepSession Facilitator
Science Supplies Ordering
Think Tank for Future Facilitation
2023 MƒA Summer Think Planner
Ultimate Frisbee Hangout
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202211
Exploring a Plant Path
Bird Migration in Prospect Park Brooklyn Math Teacher Meetup A Day in the Zoo - The Real Zoo Disc Golf ElementaryHangoutTeacher Fall Meetup
Mindful Yoga Practice
Mycology: Exploring Fungi in the Environment and in the Classroom
When Does Breast Cancer Risk Begin? p MT²: Master Teachers on Teaching
For The Love of Lepidoptera Getting Started With Grant Writing and ImplementingDonorsChooseStudent-Choice “Monday Fundays” International Teaching Learn Spanish to Support Your Multilingual Students in STEM p Let’s Do...Calculus!
M ƒ A ƒ UNDAMENTALS
MƒA Game Night
M ƒ ADVENTURES
Navigating Lactation and Pumping as a Teacher
New Teacher Mentor Meetup
Restorative Justice Collaborator p Small-World Network Mobilizer
THURSDAY THINKS Statistics and Data Science in Society
STEM Education That Cultivates Just, Thriving, and Sustainable Worlds p
Summary of Additional Learning Opportunities
MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms
Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202212
Professional Learning Teams (PLTs)
Activities and Projects in Algebra II: Building Blocks for Accessible Learning
Facilitators: MƒA Master Teachers Joel Bianchi and Emily Maretsky
+PLEASE NOTE: ALL FOUR SESSIONS WILL TAKE PLACE OFFSITE, LOCATIONS TBD.
Makerspaces have become tremendously popular in education, but setting up and maintaining one in a school is a massive undertaking. There is materials management; specialized skills for the technology, machines, and software; ordering processes to follow; structured versus unstructured time scheduling; and different pedagogical skills called on to manage the space and workflow. In this PLT, we aim to not only share and discuss best practices and resources but also tour different school makerspaces and see how they work in various school environments. Each session will take place offsite at various school makerspaces and will include time to explore the makerspace and reflect on our experience. This PLT is best for any middle or high school STEAM teacher who has a makerspace at their school or is interested in starting one.
Professional Learning Teams (PLTs)
productive struggle with interpretations develops critical thinking. With this in mind, our goal is to cocreate a collection of activities modeled on data-based free response questions. In our first session, we will share strategies for finding articles/data, discuss how to scaffold data-driven activities, and then form small groups to begin identifying articles/data to anchor our activities. During the next two sessions, we will continue to work with our small groups to develop activities that we will test in our classrooms. Finally, we will reflect on our work, examine student artifacts, and collaborate to improve our activities for future use. This PLT is appropriate for AP/IB Biology teachers or any life science teacher who wishes to incorporate data analysis into their lessons.
COMPUTER SCIENCE AND TECHNOLOGY
Facilitators: Marvin Antebi-Gruszka and Rhonda Bondie, Ph.D.
INQUIRY, PRACTICE, AND LEADERSHIP
Marvin Antbebi-Gruszka is a former MƒA Master Teacher and is currently pursuing an M.A. in Mental Health Counseling at the City College of New York. He has worked at high-needs schools for 15 years as a science, health, and language instructor and as a student support specialist. Marvin looks forward to continuing his career in education through mental health counseling in schools.
How might we use data from primary research articles to anchor student-centered activities and strengthen science skills? Data presented in textbooks are often idealized, hiding their authentic “messiness.” Exposing students to diverse, authentic data and allowing
MONDAYS, OCT 3, NOV 7, DEC 5, JAN 9
OFFSITE
ALL-ED Meets Dura-SEL: All Learners Learning Every Day to Build Durable SEL p
MONDAYS, SEP 19, OCT 17, NOV 7, NOV 21
How might we juggle different methods for meeting the needs of diverse learners with limited time and resources? In this PLT, teachers will explore social and emotional learning (SEL) not merely as a strategy for addressing students’ emotional needs, but also as a vehicle for deepening connection with students in differentiated STEM teaching. Teachers will learn and apply elements of motivational interviewing, build on routines from the ALL-ED Framework , and make use of between-session practice to hone both ALL-ED and SEL skills through application in daily lessons. We will launch by exploring motivation through ALL-ED Routines, implicit versus explicit SEL, and the book Motivational Interviewing, Helping People Change. Then, we will examine engagement and focus as we evoke and navigate difficult conversations. Each session will have time for teachers to practice (and plan) the scripts, skills, and routines to grow their teaching practice. Teachers will also be asked to complete surveys to measure the development of social-emotional competencies, identify challenges and triumphs in teaching learners with diverse needs, and offer feedback to the facilitators. All STEM teachers hoping to grow their practice and build better interpersonal relationships with their students are welcome.
MONDAYS, OCT 17, NOV 14, DEC 12, JAN 23
All About School Makerspaces
How might we create spaces in our school buildings that invite students to explore STEAM, expand their technical skills, create innovative projects, and collaborate?
Dr. Rhonda Bondie is an Associate Professor in Special education at Hunter College, where she directs the Learning Lab. She enjoyed being a classroom teacher and administrator in public schools for over twenty years. Rhonda’s co-authored book, Differentiated Instruction Made Practical, is used by teachers in more than 30 countries. Teachers can
WEDNESDAYS, SEP 21, OCT 19, NOV 16, DEC 14 MƒA
Advanced Biology: Analyzing Primary Data to Hone Science Skills
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202213
How might we create Algebra II activities that can be adapted for multiple entry points? Sometimes, Algebra II tasks can be lengthy, complicated, or assume that students already have a strong understanding of the concepts. How can using short tasks and projects bridge this conceptual understanding? In this PLT, we will build on pre-existing tasks, create new ones, and ensure that every activity is appropriately scaffolded for our diverse learners: from our struggling students to our most advanced. We will develop a toolbox of activities, projects, and rubrics for Algebra II units that challenge students, foster creative discussions, and maintain individual accountability. We will also share feedback as we modify tasks and develop projects our students have vetted. This PLT is best suited for Algebra II teachers.
ONLINE SCIENCE
Facilitators: MƒA Master Teachers Michael Holmes and Marisa Wagner, Ph.D.
Facilitators: MƒA Master Teachers Leslyn Morris and Christina Varghese, Ph.D
ONLINE MATHEMATICS
THURSDAYS, OCT 6, OCT 27, DEC 1, JAN 12 (IN-PERSON)
+ PLEASE NOTE: THIS IS A YEAR-LONG PLT, AND TEACHERS ARE ENCOURAGED TO PARTICIPATE FOR THE DURATION OF THE SCHOOL YEAR. ONE ITERATION OF THIS COURSE WILL TAKE PLACE IN-PERSON AT M ƒA AND THE OTHER ONLINE.
How might we utilize culturally responsive-sustaining education (CR-SE), particularly, the inclusive curriculum and assessment principle, as a lens for how students and teachers interpret life science data? In this PLT, teachers will learn how to analyze primary scientific data and secondary sources from different perspectives and discuss how to utilize CR-SE to help students understand that interpretation of data is based on their own background: personal experiences, perspectives, mindsets, and knowledge. First, we will explore how our interpretations of data are interwoven with its presentation and associated stories. Next, we will share resources and discuss ways of displaying data to analyze, discover trends, and design models to answer life science questions. Then, we will develop lessons based on these foundational discussions. Lastly, we’ll look at the implementation of these data analysis techniques in the context of CR-SE and discuss classroom impact. This PLT is for any middle school or high school life science teacher.
WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25 ONLINE SCIENCE
How might we explore the ways our students engage in mathematical tasks to inform how we use those tasks in our classrooms? In this PLT, we will analyze video cases of teachers implementing lessons from the Mathematics Assessment Project, a database of 100 free, high-quality mathematics lesson plans. Developed by the Shell Center for Mathematical Education, the lessons and resources support teaching aligned to the Teaching for Robust Understanding (TRU) framework
access a variety of free teaching routines and materials at her website: http://alled.org
Analyzing Errors to Provoke Meaningful Student Discussion in Mathematics
How might we design mathematics activities that anticipate student error and motivate students to take the driver’s seat to rectify common misconceptions?
Professional Learning Teams (PLTs)
Analyzing Perspectives in Life Science Data p Facilitators: MƒA Master Teachers Brittany Beck, Deame Hua, and Sarah Tazghini
Facilitators: MƒA Master Teachers Renu Budhraja and Shari Eng
Error analysis “can foster a deeper and more complete understanding of mathematical content, as well as of the nature of mathematics itself” (Raffaella Borasi). In this PLT, we will discuss the different types of errors in mathematics and create student work that promotes discussion on why these mistakes occur. First, we will dive into Sheryl Rushton’s research study, “Teaching and Learning Mathematics Through Error Analysis,” to learn how error analysis in the classroom leads to increased concept retention and long-term student performance. Then, we will analyze errors in student work samples, create error analysis tasks, explore the benefits of integrating error analysis in our instruction, and compare it to other instructional approaches. Between sessions, we will pilot our newly developed tasks in our classrooms and bring our experiences and artifacts back to the group for reflection, review, and discussion. By the end of the PLT, teachers will leave with a database of rich tasks and strategies that deepen student thinking and achieve mastery through error analysis. All middle school and high school mathematics teachers are welcome.
WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25 (VIRTUAL) M ƒA OR ONLINE MATHEMATICS
M
and are designed for secondary mathematics teachers who want to maximize the use of formative assessment in their classrooms. A crucial element of these lessons is that they are built to foster robust classroom conversations on deep mathematical ideas, making them an ideal vehicle for video cases. Throughout this PLT, we will have rich discussions about assessment as we lean on each other to deepen our understanding of the mathematics we teach and devise new ways to share that experience more powerfully with our students. This PLT is a part of a broader community of teachers doing similar work in the New York State Master Teacher Program and Chicago as a part of a National Science Foundation grant.
Facilitators: MƒA Master Teachers Gary Cruz, Danilsa Fernandez, Sendy Keenan, and Azikiwe Peters
Analyzing Free, Formative Assessment Lessons Using the TRU Framework
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202214
WEDNESDAYS, SEP 28, NOV 2, DEC 7, JAN 11 ƒA MATHEMATICS
THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12 M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
M
Professional Learning Teams (PLTs)
How might we utilize the strengths of every adult in the classroom to meet the needs of our diverse learners? Co-taught classrooms come in all shapes and sizes. Sometimes the teachers work together seamlessly such that students cannot distinguish between the content teacher and the special education teacher. Other times, there are clear differences between the teachers but each is leveraging their strengths to support every student in the classroom. And still, in other cases, the
TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10 ƒA MATHEMATICS
Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF GRADING FOR EQUITY BY JOE FELDMAN AND CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we better prepare our students to succeed in Calculus by examining the non-calculus courses we teach? Join us as we examine our high school mathematics curriculum to uncover the topics necessary to prepare students for AP Calculus and other calculuslevel courses more effectively. Together, we will draw upon our content knowledge and consider where these calculus skills are addressed in the courses we teach. We will begin by exploring, analyzing, and deconstructing calculus questions and resources including topics such as limits, derivatives, integrals, and their applications. This PLT is open to all high school mathematics teachers, including those who may be teaching Calculus in the coming years.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202215
MONDAYS, OCT 17, NOV 14, DEC 12, JAN 23 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Facilitators: MƒA Master Teachers Helen Haritos and Jake Liebold
co-teaching relationship isn’t very productive at all, leaving students without the necessary supports needed for success. In the first two sessions of this PLT, we will focus on the dynamics between co-teachers as we reflect on our own co-teaching experiences. We’ll identify what is needed in a positive and productive co-teaching relationship and create a road map for success no matter who our co-teaching partner is. In sessions three and four, we’ll focus on our students as we discuss strategies we’ve found successful and make plans to implement new ideas with our co-teachers. Throughout, we will also review a selection of resources on co-planning and co-teaching to help inform our practice. Teachers’ experience in co-teaching is important in all sessions; any mathematics, science, or special education teachers who have co-taught classes in the past, are open to sharing their co-teaching glows and grows, and are determined to improve their coteaching practice are welcome.
How might we integrate equitable assessment policies and practices into our classrooms? How we assess our students should be part of a culture centered on learning rather than compliance. It should cultivate intrinsic motivation, reduce bias, and accurately reflect what students know and can do. Together, we will work towards this through a book club structure, anchored by the text Grading for Equity by Joe Feldman. In each session, we will discuss the reading, plan for changes to our practice, and reflect on our work to change the culture of assessment in our classrooms. In the first session, we will focus on problems with traditional grading and discuss the case for change. Next, we
Are Your Students Ready for Calculus?
The Art of Co-Teaching: Developing Positive and Productive Relationships p
Book Club: Grading for Equity p Facilitators: MƒA Master Teachers Joe Grogan, Ph.D., and Beth Henry
+PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF RATCHETDEMIC: REIMAGINING ACADEMIC SUCCESS BY DR. CHRISTOPHER EMDIN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
+PLEASEMATHEMATICSNOTE:TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF MATHEMATICS FOR HUMAN FLOURISHING BY DR. FRANCIS SU AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
Facilitators: MƒA Master Teachers Emma Reid and Diane Thole
How might we build classroom communities where all students are comfortable sharing and revising their mathematical thinking? Using Dr. Amanda Jansen’s Rough Draft Math: Revising to Learn as our grounding text, we will develop a “spirit of revision” in our classrooms to shift classroom culture away from answer-getting and towards a more equitable approach to mathematical discourse. Together we will come to a shared definition of “rough draft thinking,” build a foundation for shifting our classroom culture, choose tasks and share artifacts that provide opportunities for students to communicate to learn, and reflect on and revise our work. This PLT is open to mathematics teachers of all grade levels.
MONDAYS, OCT 3, NOV 7, DEC 5, JAN 9
Professional Learning Teams (PLTs)
Book Club: Rough Draft Math
How might we use Dr. Gholdy Muhammad’s five pursuits (intellect, skills, identity, criticality, and joy) to design high school mathematics units that increase student motivation and self-efficacy? In Cultivating Genius, Dr. Muhammad explains the key components of culturally and historically responsive education. While skills and intellect may be second-nature for many, it can be more challenging to incorporate identity development and criticality into the mathematics curriculum. In this PLT, aimed at Algebra I, Geometry, and Algebra II teachers,
How might we move toward a more humanist and inclusive approach to teaching mathematics?
In his book, Mathematics for Human Flourishing, mathematician Dr. Francis Su contends that “math is intimately tied to being human.” In this PLT, we will read Dr. Su’s book to uncover a more human approach to teaching mathematics—one that helps our students build hope, joy, compassion, ingenuity, and confidence. Most importantly, we will consider how to create classrooms that are inclusive and accessible to all. We will also reflect on our current practices and work collaboratively to develop new activities, routines, and shifts for our instruction. Each session will begin with a discussion around the reading followed by collaborative exploration and development of opportunities to amplify these virtues in our classrooms. This course is open to all mathematics teachers.
THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19 ONLINE
How might we discover and share our personal “ratchet” to create student-centered classrooms and empower our students? If you are curious about what the word “ratchetdemic” means, this PLT is for you. In this book club, we will read Dr. Christopher Emdin’s latest book Ratchetdemic: Reimagining Academic Success, learn how plantation pedagogy led to historically repressive STEM classrooms, discuss relevant passages using protocols, and collaborate to implement Emdin’s ideas to allow our students to express their true ratchetdemic selves. We will also turn inward and explore our own ratchet, as well as ways to share it with our students, colleagues, and school communities. We’ll begin by setting norms and engaging in self-discovery as we explore our own multiple identities. In session two, we’ll discuss the influence the “haters, suckas, and elevators” have on us. In our final two sessions, we will discuss the “slingshots our students possess to defeat bureaucracy” (aka David vs. Goliath), synthesize our own definition of “ratchetdemic,” discuss alternative versions of academic success, and plan for our classrooms to become spaces of healing and love. Between sessions, teachers will read assigned chapters and try out strategies in their classrooms. This PLT is for any mathematics or science teacher interested in self-reflection and revolutionizing their classroom and teaching practice.
TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10 MƒA
will delve into accurate grading and the mathematical consequences of our choices. Then, we will examine how to develop bias-resistant grading practices as well as the impact of, and alternatives to, common grading policies. Finally, we will explore intrinsic motivation, the psychological impact of “punishing” students for making mistakes while learning, and mastery-based grading with retakes. This PLT is intended for teachers of all content and grade levels.
TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3
+PLEASEMATHEMATICSNOTE:TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF ROUGH DRAFT MATH: REVISING TO LEARN BY DR. AMANDA JANSEN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
ONLINE
Book Club: Mathematics for Human Flourishing p Facilitators: MƒA Master Teachers Andy Deegan and Brittany Murdock
Cultivating Genius in High School Mathematics: Practical Applications p Facilitators: MƒA Master Teachers Ramona Fittipaldi-Deoraj, Emma Haddad, and Laura Paulino
Book Club: Ratchetdemic: Reimagining Academic Success p Facilitators: MƒA Master Teachers Sharon Collins and Scott Gallagher
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202216
ONLINE
MATHEMATICS
INQUIRY, PRACTICE, AND LEADERSHIP
How might we empower students to take flight by emulating a bird’s ability to fly? Join us in this PLT as we craft biomimicry engineering and aviation design projects to help our students soar. We will tap into humans’ innate curiosity about flight to drive student learning and give students agency in their investigations.
Professional Learning Teams (PLTs)
WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25 M ƒA
we will collaborate by course to design, teach, and refine units of study incorporating identity and criticality. In the first session, we will build an understanding of self-efficacy and the five pursuits, share ready-made examples, and brainstorm ideas. In the next two sessions, we will dive into collaboratively planning and teaching a unit that incorporates identity development or criticality. In the final session, we will review the impact of our changes and revise our units. All levels of experience are welcome.
How might we work collaboratively to desegregate our schools by better understanding the very mechanisms that produce the segregation? NYC’s public schools are among the most segregated in the nation. Recent research indicates that 70% of NYC public schools have populations that are at least 90% nonwhite. In this PLT, we will begin by examining the historical roots of segregation in NYC public schools. From here we will investigate current admission screens and the impact that they have on diversity in our individual schools. Then, we will narrow our focus to understand the impact of the specialized high school admissions test (SHSAT) and the potential impact of alternative screening mechanisms for specialized high schools. Finally, we will research the work of existing individuals and organizations to desegregate NYC public schools. We enthusiastically invite teachers of all perspectives on this matter to join this PLT and to potentially double down in the spring when we launch a continuation that focuses on moving towards action.
Dismantling Segregation in the Most Segregated School System in the Country p Facilitators: MƒA Master Teachers Matthew Fleck and Jamie Munkatchy
Engaging Activities in Statistics Facilitators: MƒA Master Teachers Christopher Chilas and Estella Li
How might we design resources to bring culturally responsive teaching (CRT) into our mathematics classrooms? In this PLT, we will develop strong examples of CRT in mathematics, try these lessons out in our classrooms, and reflect on their execution. In small groups, we will work to identify specific standards and lessons where there are meaningful opportunities to incorporate the culture and identities of our students, create surveys to obtain information relevant to that topic from students and their families, and modify activities based on those survey responses. Groups will share their work each session and have the opportunity to give and receive feedback. We will use texts such as Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond to ground our work. Mathematics teachers of every grade and content area are welcome.
content. Each session will focus on different topics of the AP Statistics curriculum. Come ready to collaborate, share some of your favorite statistics lessons, and return to your class with a new set of inspiring activities. While we will primarily use resources and materials from the AP Statistics curriculum, all high school Statistics teachers are welcome.
How might we captivate statistics students through meaningful and engaging activities? In this PLT, we will share and try out activities that enable our students to thoughtfully connect the science of statistics and its applications to the real world. We will present, iterate on, execute, and adapt our most engaging activities to help our students master both conceptual and procedural
Culturally Responsive Mathematics: Creating Tools for Teaching p Facilitators: MƒA Master Teachers Kent Hansan and Matthew Mitchell
Engineering Flight, From Birds to Blimps Facilitators: MƒA Master Teachers Rebecca Haverstick and JoEllen Schulman
SCIENCE
INQUIRY, PRACTICE, AND LEADERSHIP
MATHEMATICS
M ƒA
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202217
MATHEMATICS
THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12 ONLINE
WEDNESDAYS, SEP 21, OCT 26, NOV 30, JAN 4
In session one, we’ll dive into free resources from the Cornell Lab of Ornithology, NASA, and more to learn about birds and flight. We’ll continue in session two as we develop design challenges around flying objects. In the final two sessions, we will collaborate on lessons and design rubrics to support students’ independent work. Our goal is to empower teachers to break free of packaged, dry curricula to engage students in learning about physics, aviation, birds, and working with data in powerful and sustainable ways. This course is aimed at elementary and middle school teachers who want to develop more NGSS-aligned engineering and design tasks within their core curriculum.
WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18 M ƒA
Facilitators: MƒA Master Teachers Jocelyn Forman and Brian Palacios
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202218
+ PLEASE NOTE: THIS IS AN INTRODUCTORY COURSE. FURTHER SUPPORT FOR PLANNING AND EXECUTING A “CR-SE SCORING EVENT” FOR YOUR SCHOOL COMMUNITY WILL BE THE FOCUS OF AN ADVANCED PLT PLANNED FOR SPRING 2023.
How might we use circles and other collaborative practices to build resilience and respond to harm in our communities? How do equity and identity inform what we understand restorative justice to be? And how can we ensure that students have many opportunities to feel connected to their classrooms and schools, both
Professional Learning Teams (PLTs)
academically and socio-emotionally? We will begin by briefly exploring some historical contexts of restorative justice (RJ), including roots in Indigenous practices as well as the evolving role of the NYC Department of Education. Then, we will utilize storytelling and personal reflection to explore how our individual identities and perceived power can positively and/or negatively affect the implementation of RJ. As a whole group, we will flesh out specific challenges in our communities that might improve with RJ practices. We will break into small groups to generate actionable interventions to tackle these problems. In between sessions, teachers will take strategies back to their classrooms and schools to test out with colleagues and students and then share their experiences with the PLT. This course is best suited for all STEM teachers interested in building community and responding to harm in their classrooms. No previous experience with RJ is necessary but is welcomed.
WEDNESDAYS, OCT 19, NOV 16, DEC 21, JAN 25 M ƒA INQUIRY, PRACTICE, AND LEADERSHIP
How might we use cogenerative dialogues to position students as decision-makers of their own learning? Popularized by Dr. Christopher Emdin in his influential book For White Folks Who Teach in the Hood…and the Rest of Y’all Too, cogenerative dialogues (or cogens) are formal conversations between teachers and a small group of their students with the goal of improving the classroom community through actionable feedback. These structured conversations reimagine learning, foster nuanced student critique of our teaching, and challenge inherent power differentials that exist in traditional classrooms. During each session, we will examine the research that supports cogens, study examples of these critical discussions from members of the PLT, and support each other as we implement them in our classrooms. Together, we will discover firsthand what works well and what falls flat with our students. No previous experience with cogens is necessary, only a willingness to try. All teachers are welcome.
Equity, Inclusion, and Justice in Middle School Science p Facilitators: MƒA Master Teachers Lauren Couto and Chereese Gardener
INQUIRY, PRACTICE, AND LEADERSHIP
INQUIRY, PRACTICE, AND LEADERSHIP
Examining and Revising Our Curriculum Through a CR-SE Lens: Part I p Facilitators: MƒA Master Teachers Zachary Itzkowitz, Paul Kehoe, and Emily Rodkin
Equity, Identity, and Restorative Justice: Applications in Our Communities p Facilitators: MƒA Master Teachers Sage Forbes-Gray and Naomi Hawkins
TUESDAYS, OCT 25, NOV 22, DEC 20, JAN 17
WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18
M ƒA
How might we examine and revise our curriculum through a culturally responsive-sustaining education (CR-SE) lens to transform our classrooms and school communities? Too often teachers are not fully equipped to cultivate a CR-SE space for their students, and all
Establishing and Maintaining Cogenerative Dialogues p
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.
M ƒA & ONLINE
How might we teach equity, inclusion, and justice in our middle school science classrooms? The goal of this PLT is to explore and utilize the Underrepresentation Curriculum (URC), a free STEM curriculum grounded in data analysis, investigation, and social justice, and adapt it for our middle school classrooms. We will open by discussing why this work is important and share an overview of the URC. In sessions two and three, we’ll begin developing and adapting a sequence of lessons appropriate for grades 6-8. Finally, after piloting some lessons in our schools, we will share our experiences, give feedback, and consider next steps. This PLT is for any middle school science teacher.
TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10 ONLINE SCIENCE
+PLEASESCIENCENOTE:
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202219
How might we use intervisitations to adjust our instructional routines in ways that increase access and equity for all students? Unlike classroom management routines, instructional routines are academic protocols that increase engagement, make thinking visible, and ensure entry points for all learners. This PLT will consist of two evening sessions and two intervisitations during the school day. In the evening sessions, we
How might we create interactive tasks to encourage access and depth for all Geometry students? In this PLT, we will collaborate to make content accessible and engaging to all learners as we create innovative, interactive, and cognitively demanding tasks. As we adapt and develop materials, we will share feedback to refine tasks, improve geometric comprehension for struggling students, and challenge our more confident students to push themselves deeper into geometric connections and extensions. This PLT is designed for high school Geometry teachers who want to improve accessibility for diverse learners, including English Language Learners and students with IEPs, and to continually challenge all students to push their geometric understanding.
Exploring Instructional Routines Through Classroom Facilitators:Visits
Green Chemistry Classroom: Developing Environmentally Sustainable Labs Facilitators: Scott Carlson and MƒA Master Teacher Andrea Steele
MƒA & OFFSITE
Dee Dee Dyer and MƒA Master Teachers Isabelle Gianella and Bushra Makiya
will experience a variety of routines, co-plan how to implement them, preview the classes we will visit, and prepare for potential challenges. We will use routines that aim to bring more voices to the discussion and therefore create a more equitable learning environment. During the two school intervisitations, we will visit one another’s classrooms to try out (and potentially co-teach) the routines, listen to students, and debrief what we observe. We will structure the day to use the same routine twice so that we can adjust the lesson collaboratively before implementing it again with a second class. We will choose routines that are adaptable to any content area or grade and teachers will benefit from seeing them implemented in different settings. All STEM teachers are welcome.
TUESDAYS, OCT 25, NOV 29, DEC 20, JAN 17 ONLINE SCIENCE
How might we cultivate a community of student activists with the knowledge and desire to change the world? In this PLT, elementary, middle, and high school teachers will share best practices for educating and inspiring students and will plan lessons and projects to motivate them to energize and educate others. In each session, we will spark a discussion with a guest speaker followed by planning time. In session one, a Youth Climate Leader will demonstrate how to develop a mindset of independence and activism. In session two, Cafeteria Culture will share their success with enacting change. In sessions three and four, we’ll focus on discussion starters, planning time, and sharing the work of our students taking action. Throughout, we’ll use a variety of resources to help guide our work, including the Student & Educator Toolkit developed by the Climate Resilience Education Task Force. All STEM teachers are welcome.
Geometry for All p Facilitators: MƒA Master Teachers Rebecca Caporale-Guarino, Carol Kinney, Ph.D., and Azikiwe Peters
WEDNESDAYS, SEP 21, OCT 26, NOV 30, JAN 4 ONLINE MATHEMATICS
WEDNESDAYS, OCT 26, NOV 2, NOV 30, DEC 14
Professional Learning Teams (PLTs)
THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE VIRTUALLY. SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA.
How might we empower our chemistry students and make teaching chemistry more sustainable by utilizing green chemistry principles and practices? In this PLT, we will contextualize key science topics such as the history of chemistry, environmental justice, and human activity/impacts by incorporating the principles of green chemistry as set out by the Beyond Benign organization.
+ PLEASE NOTE: THE TWO INTERVISITATION DATES WILL BE 11/2 AND 12/14. PLEASE REQUEST THESE DATES AS PD DAYS FROM YOUR ADMINISTRATION WHEN YOU REGISTER FOR THIS PLT. TEACHERS ARE ALSO ENCOURAGED TO BRING A COLLEAGUE FROM OUTSIDE OF MƒA AS LONG AS THEY COMMIT TO ATTENDING ALL FOUR SESSIONS.
INQUIRY, PRACTICE, AND LEADERSHIP
Getting Kids to Care About Climate Change Facilitators: MƒA Master Teachers Shakira Provasoli and Adam Zaid
THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12 MƒA & ONLINE
students deserve to learn in ways that foster identity and imagination, are critical of power, and seek to solve problems. Join us in this PLT as we work together to examine NYU’s CR-SE STEAM scorecard. We’ll open by contextualizing the historic eschewing of CR-SE in the fields of STEAM, then move on to understanding how the scorecard is used as an auditing tool, and finally, use the scorecard to audit a small portion of our own curriculum. We’ll conclude by reflecting on our learning and setting goals for how we will use the scorecard with a larger group of diverse stakeholders. As we will collaborate and engage with resources specifically designed for STEAM subjects, anyone looking to dig into their curriculum and work collaboratively to foster classroom communities that are more responsive to the interests, identities, and cultures of their students is welcome.
How To Design More Meaningful Project-Based Learning Facilitators:Curriculum
WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18 ONLINE SCIENCE
examine what assessment looks like in a PBL classroom, how to scaffold and differentiate PBL to support all learners, and how to incorporate project management strategies to help support students throughout the unit. Each session will balance content exploration with time to develop our projects. We will utilize various collaborative learning strategies and participate in feedback protocols to explore topic-specific resources and develop our projects. Some of the resources we will use to help create a meaningful PBL unit include PBLWorks and Dr. Gholdy Muhammad’s equity framework. This course is for any teacher interested in learning more about PBL and ready to develop and implement a new PBL unit or iterate on an existing one.
How might we build a STEM classroom that validates and engages in the complexity of sex/gender and affirms queer identities? “Scientific” language and curricula can systemically reinforce cisgender and heteronormative assumptions in the classroom. How can we as teachers work to challenge these assumptions to create an empowering learning environment? During the course of this PLT, teachers will explore current conceptions of sex/gender in the scientific and queer communities and envision gender-liberated classrooms. Using Sam Long et al.’s “Framework for a Gender-Inclusive Biology Curriculum” as a jumping-off point, teachers will work together to reimagine and redesign their own curricula and classroom environments to disrupt deficit models and make all students feel loved, safe, and seen. Teachers will have an opportunity to collaborate with others in their own content and grade-level areas. While all teachers are welcome, middle school and high school biology-specific examples will be shared by the facilitators.
Imagining a Gender-Liberated Science Classroom p
Scott Carlson is a science teacher at W. H. Maxwell Career and Technical Education High School in Brooklyn.
THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12 M ƒA SCIENCE
Project-based learning (PBL) gives students a greater sense of purpose for the “why” of learning—especially when the product impacts their communities or their lives. How might we design meaningful project-based learning (PBL) units that are accessible to all of our students? In this PLT, we will develop a project idea and corresponding artifacts that align with our content, standards, skills, and students’ interests. We will also
Professional Learning Teams (PLTs)
We’ll begin with an introduction to green chemistry and discuss how to integrate sustainability and equity in our classrooms. In subsequent sessions, we will work in small groups to evaluate chemistry labs based on the green chemistry principles, NYSSLS, and NGSS. Throughout, teachers will co-design, share, critique, and ideally implement one or more of these labs with their own students. In our final session, we’ll reflect on our work together, discuss and share artifacts from our implementation, and set next steps for continued work. All chemistry teachers are welcome.
Guided by Wonder: Phenomena-Based Units in AP Facilitators:Chemistry
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202220
How might we use phenomena to anchor AP Chemistry content and inspire wonder in our students? In this PLT, we will investigate the use of phenomena, connecting them with our students’ lives and interests, while also allowing for productive struggle and equitable access to this rigorous content. In session one, we’ll explore Paul Andersen’s tools at The Wonder of Science, with the goal of identifying relevant and captivating chemistry phenomena (e.g. relating our sense of taste to molecular shape or linking an athlete’s performance to buffer capacity). During the next two sessions, we will create or adapt phenomena-based modules. Between sessions three and four, we hope to implement these modules in our classrooms. Finally, we’ll return to discuss our experiences and the impact of these anchoring modules on student learning. This course is best suited for AP Chemistry teachers but all chemistry teachers are welcome.
MƒA Master Teacher John Derian and MƒA Early Career Teacher Tess Dul
MƒA Master Teachers Mohamed Elhawary and Laura Torres
TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3 M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Facilitators: MƒA Master Teachers Max Chomet and Tracy LaGrassa, Ph.D.
MONDAYS, SEP 19, OCT 24, NOV 21, DEC 19 ONLINE
WEDNESDAYS, SEP 21, NOV 2, DEC 7, JAN 11 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
into our classrooms? This PLT is for teachers interested in how mathematics is used to shape and analyze our government systems, including voting systems, apportionment, the electoral college, statistical reporting, census data, and gerrymandering. We will pull from previous mathematics in government courses to modify and implement tasks that have students directly interact with the political information, ideas, and arguments relevant to their lives and futures. Then, we will use student work to reflect on and revise our tasks. All mathematics teachers familiar with these concepts from previous coursework or their own experience are encouraged to join.
The Pursuit of Equity: How to Cultivate Genius in Your Science Classroom p Facilitators: MƒA Master Teachers Leton Hall and Mariella Manino
TUESDAYS, OCT 25, NOV 29, DEC 20, JAN 17 MƒA
How might we empower students to make social change by bringing the mathematics of the government
Professional Learning Teams (PLTs)
While many teachers want to incorporate more problem-solving using rich, open-ended mathematics tasks, the curriculum often doesn’t include this. Trying to squeeze separate problem-solving activities into an already packed teaching schedule is a challenge. Instead, our goal is to modify traditional mathematics tasks to make them more open-ended, allowing us to teach content and problem-solving simultaneously. We will discuss what makes a problem non-routine, work to modify problems from our curriculum, and reflect on our progress using student work. We will use various texts to guide our work including Good Questions for Math Teaching: Why Ask Them and What to Ask by Dr. Peter Sullivan and Pat Lilburn. This PLT is open to mathematics teachers in grades 2-7.
Let’s Talk About Sex (Ed): How to Teach Inclusive Sex Education p Facilitators: Adam Chawansky and MƒA Master Teachers Kristen Brown
Open-Ended Tasks and Non-Routine Problems in Mathematics Grades 2-7 Facilitators: MƒA Master Teachers Grace Chang and Jessica Smith
How might we integrate culturally responsive teaching practices that reflect our students’ experiences? In this PLT, we’ll use the book, Cultivating Genius by Dr.
How might we implement and refine mastery-based grading (MBG) systems? In this PLT, we will create a supportive community for teachers interested in making the transition to MBG. Our goals are to learn about various MBG systems and to leverage the community’s expertise to help improve our existing grading systems. In our first session, we will develop a shared understanding of MBG, discuss its advantages and challenges, and examine concrete examples of its implementation using the text, Changing the System from Within: Using Competency-Based Education to Transform Teaching by Tkatchov, et al. In subsequent sessions, we will refine our own grading practices through an iterative process in which we share our unique grading contexts, redesign aspects of our grading practices, implement these shifts in our classrooms, and reflect on their success. Throughout, we will work to improve assessments, units, and/or course structures using the principles of MBG. This PLT is ideal for any STEM teacher who is ready to take
WEDNESDAYS, SEP 28, NOV 2, DEC 7, JAN 11 MƒA
Adam Chawansky is a mathematics teacher at Brooklyn Collaborative Studies in Brooklyn.
+PLEASESCIENCENOTE:
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202221
SCIENCE
The Notorious MBG: Working Towards MasteryBased Facilitators:Grading
How might we create a curriculum for comprehensive, inclusive sex education (sex ed) that can be taught as part of an existing course or as a limited advisory course series? The goal of this PLT is to design a flexible sex ed curriculum that focuses on equity and inclusivity and can be used in a sex ed, biology, health, or advisory curriculum. In session one, we will build a safe space and discuss the current state of sex ed in our schools, in New York State, and in the broader U.S. In our second session, we will explore resources from GLSEN , Advocates for Youth, and Sex Ed for Social Change to help us develop our curriculum as well as share any relevant and successful sex ed lessons we currently use. In the third and fourth sessions, we’ll work on creating a lesson series that teachers can take back to their schools and classrooms. This PLT is open to middle and high school teachers who are or will be teaching sex ed and want to make their course more inclusive and equitable.
Mathematics in Government Facilitators: MƒA Master Teachers Kate Belin and Courtney Ferrell
the leap into MBG or who would like to improve their current MBG system.
MATHEMATICS
MƒA Master Teachers Eddie Fletcher and Benjamin Siegel
MATHEMATICS
How might we center our mathematics classes on problem-solving by transforming the more structured curriculum into rich tasks and non-routine problems?
WEDNESDAYS, SEP 21, OCT 26, NOV 30, JAN 4 MƒA
TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF CULTIVATING GENIUS BY DR. GHOLDY MUHAMMAD AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
Facilitators: MƒA Master Teachers Stephen McClellan, Laura Singleton, and Sharisse Small
SCIENCE
MƒA Master Teachers Eric Siu and Tim Tschurjumov
+PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON (OFFSITE AND AT MƒA). SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.
INQUIRY, PRACTICE, AND LEADERSHIP
Gholdy Muhammad, as an anchoring text and dive into the five pursuits: identity, skills, intellect, criticality, and joy to transform our classrooms and celebrate our students. In session one, we’ll begin with an overview of the introductory chapters to more deeply understand and discuss the foundation and relevance of this work. In the next two sessions, we’ll take a deeper dive into the next four chapters, considering each of the five pursuits. We’ll also spend time developing and adapting lessons and activities with the pursuits in mind. Between sessions, teachers will implement one or more of these lessons in their classrooms. We’ll conclude in session four by sharing our implementation, reflecting on our experience, and discussing future integration. This PLT is for any science teacher willing to make mistakes
Science Teaching Through Scenarios: A Case Studies Facilitators:Approach
THURSDAYS, SEP 22, OCT 20, NOV 10, DEC 8
How might we design a series of engaging and datadriven laboratory activities for the AP Environmental Science (APES) curriculum? In this PLT, we will work collaboratively to develop inquiry-driven lab activities that align with the nine units of the APES curriculum framework . In session one, we’ll discuss what makes a meaningful lab experience and which activities we’ve had success with previously. In our next session, we’ll review exemplars from Buffalo Case Studies, Data Nuggets, and HHMI before we dive into planning for the new lab activities. In session three, we will examine and tailor our labs through the lens of NGSS and the new DOE lab safety requirements. Before the final session, we will pilot one or more of the labs in our classrooms and prepare to bring student work back to the group. We will conclude by reflecting on the implementation, providing group feedback, and setting goals for next steps. This PLT is best suited for AP Environmental Science teachers but any high school science teacher interested in developing ecologically-driven lab activities is welcome.
THURSDAYS, SEP 22, OCT 27, DEC 1, JAN 5 MƒA
and push the boundaries of their comfort in order to better connect content to the lived experiences of their students.
TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3 MƒA INQUIRY, PRACTICE, AND LEADERSHIP
Queer Your Classroom 2.0 p Facilitators: MƒA Master Teachers Jamie Kubiak and KC Reddy
How might we change our curriculum, classroom culture, and school community to affirm, represent, and celebrate LGBTQIA+ identities? In this PLT, we will identify both areas of improvement and strength in our current curricula, classrooms, and communities, as we work to be inclusive of queer identities and create action plans to support growth. We’ll begin with a brief overview of why this work matters and discuss focus areas. In session two, we’ll share areas of strength/improvement and begin developing action plans. In sessions three and four, we will discuss how to implement this work and advocate for necessary changes that best support queer students as we share, critique, and adjust action plans. To ground our work, we’ll reference strategies from the following texts: 1). The Educator’s Guide to LGBT+ Inclusion by Kryss Shane 2). Safe Is Not Enough: Better Schools for LGBTQ Students by Michael Sadwoski 3). Read This, Save Lives: A Teacher’s Guide to Creating Safer Classrooms for LGBTQ+ Students by Sameer Jha. This PLT is intended for any teacher (LGBTQIA+ or ally) of any level/subject who wants to expand their knowledge and practice around supporting queer students. Teachers who have previously taken the Queer Your Classroom single session workshop are also welcome as we’ll explore a deeper dive into that introductory work.
Rethinking APES Lab Activities
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202222
Professional Learning Teams (PLTs)
MƒA, OFFSITE, & ONLINE
How might we use complex, open-ended problems to anchor student learning? In this PLT, we will utilize the case studies approach, anchoring science content with complex, real-world situations in which students
How might we equip teachers with the knowledge and skills needed to prepare their own NGSS-aligned three dimensional (3D) assessments? While many resources are now available for designing NGSS-aligned curricula, 3D assessment building tools are still a rarity. In this PLT,
observe, analyze, implement, conclude, or make recommendations for solutions. In our first session, we will set norms, discuss the structure of these case studies, and look at concrete examples of this approach focusing on scientific mysteries such as the Mpemba effect. In session two, we will share how we currently utilize scenarios and case studies in our instruction and begin to develop case study-driven lessons and projects. In session three, we will give and receive feedback to hone our lessons as we prepare for implementation with our students. In our final session, we’ll share student work, reflect on the process, and iterate for future lessons. This PLT is for all middle and high school science teachers.
MƒA
Professional Learning Teams (PLTs)
INQUIRY, PRACTICE, AND LEADERSHIP
THURSDAYS, SEP 22, OCT 27, DEC 1, JAN 5 MƒA MATHEMATICS
THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19
How might we start our journey into teacher leadership and what makes a lesson TRUly effective? Do you feel like you never have enough time to TRUly collaborate on lessons that you are excited to teach? In this PLT, we will explore how the Teaching for Robust Understanding (TRU) Framework can be used as a tool to improve our lessons, enrich our classrooms, and make us more effective teachers. We’ll begin our work together by reflecting on our teaching practices through the lens of the TRU framework. In the next session, we’ll share artifacts from our classrooms including lessons, video clips, and student work as we discuss ways to improve our curricula and our practice as a whole. In
MƒA Master Teachers Lauren Brady and Brooke Sossin
Facilitators: MƒA Master Teachers Alex Cristando, Abbie Sewall, and Matthew Sullivan
session three, we will use what we’ve learned to build better lessons, activities, and routines with the goal of classroom implementation. In our final session, we will share additional classroom artifacts and discuss how we might continue to incorporate this work into our planning, future PLTs at MƒA, and within our school communities.
Do you love having students solve problems in Visibly Random Groups but aren’t sure how to translate that to changes in your assessments? Do they work happily on Vertical Non-Permanent Surfaces but struggle to switch to note-taking or preparing for a Regents exam? How might we move toward a “thinking classroom” by engaging students in deep thinking around rich mathematics tasks? Given the constraints of standardized testing, limited space, and the expectations of administrators, families, and the DOE, it can be challenging to let our students take ownership of their learning. Using Dr. Peter Liljedahl’s Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning as our grounding text, this PLT is a space for teachers to share and build on their experiences of implementing the 14 practices for teaching K-12 mathematics. We will focus on sharing successes and workshopping implementation challenges toward the iterative growth of our practice. This PLT is best for teachers who have prior exposure to the book or are currently implementing some of these practices in their teaching.
+PLEASE NOTE: THIS PLT IS OPEN TO ANY TEACHER WHO HAS COMPLETED THE FIRST MƒA ƒUNDAMENTALS WORKSHOP OR HAS PARTICIPATED IN THE ANALYZING FREE FORMATIVE ASSESSMENT LESSONS IN GRADES 6-12 MATHEMATICS PLT.
Teacher as Facilitators:Writer
Thinking Classrooms Under Construction Facilitators: MƒA Master Teacher Christopher Chilas and David Price
This is Not a Test: Creating NGSS-Aligned Formative and Summative Assessments Facilitators: Danielle DeBenedetto and MƒA Master Teacher Grace Bennett, Ph.D.
Staying TRU: Teaching for What Matters
WEDNESDAYS, OCT 12, NOV 9, DEC 14, JAN 18 ONLINE
THURSDAYS, OCT 6, NOV 3, DEC 8, JAN 12
INQUIRY, PRACTICE, AND LEADERSHIP
How might we create space to nurture our own unique voices and creativity, while also mastering the art of feedback and revision? As teachers, we do a lot of obligatory writing, including lesson plans, emails, and letters of recommendation—and we are constantly trying to improve our delivery of feedback. In this PLT, we will approach writing as a restorative practice and a means for creative expression. Join us in this safe and supportive community as we develop our communication skills by refining our own written work and providing feedback to others. In our first session, we will break down the elements of strong writing based on our favorite works, establish the norms of a writing workshop, introduce a feedback protocol, and share our first original piece of writing (on any subject). In sessions two and three, we will start off with a theme of interest (i.e. publishing or revision strategies), then continue to share work and implement our feedback protocol, all while refining the workshop process. In our final session, we’ll use the feedback protocol on a fourth original work and close with an “open mic” to celebrate the progress we have made. Not only will we improve our own writing, but we will elevate our classroom practice by refining both our delivery of feedback as well as our process of revision. All genres of writing and experience level are welcome.
ONLINE SCIENCE
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202223
Three Dimensional Learning With 3D Printers
Danielle DeBenedetto is an Assistant Principal at Brilla College Prep Elementary and a former MƒA Master Teacher. She graduated from Wake Forest University with a B.S. in Biology and earned a Master’s in Science Education from Lehman College. In her spare time, she enjoys almost any non-fiction reading, playing with her dog, as well as quality time with family and friends.
MƒA Master Teachers Brian Frechtman and Maria Leon Chu
MATHEMATICS
Unpacking the Next Generation Mathematics Learning Facilitators:Standards
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202224
TUESDAYS, OCT 11, NOV 1, DEC 6, JAN 3
This September, the New York State Next Generation Mathematics Learning Standards will be fully implemented; are you ready? How might we ease and support the transition to these new standards? In
In this PLT, we will dive into the TRU framework and consider practical skills, methods, and teaching strategies to better infuse the five dimensions in our classrooms. During each session, we will spend time analyzing and revising current lessons and activities using the TRU Framework and tools as a guide. Then, we will implement and reflect on our work. This PLT is best suited for middle school mathematics teachers.
this PLT, mathematics teachers of all grade levels are welcome to participate as we analyze key documents, including the grade-level Learning Standards Crosswalks and Snapshots, to ease and support the transition. We will collaboratively examine the new standards in comparison to the current Common Core standards, track the progression of important skills through the grade levels, and edit existing curricula to help students make connections across concepts and skills. While delving into the standards, teachers will also share best practices for teaching individual topics. Teachers will leave with a better understanding of the new standards and resources to share within their school community.
How might we leverage 3D printers to enhance and provide equitable access to our students? 3D printing tasks can engage all learners, increase student agency, ownership, and identity, and bring STEM to life as students engage in design challenges such as creating bubble wands to maximize bubble production or developing a scale model of a Mars rover. First, we will explore existing 3D printing tasks to identify where they may fit into our curriculum. Then, we will design,
implement, reflect on, and revise 3D printing tasks. Finally, we will celebrate and share the implementation process of our tasks. Throughout, we will work collaboratively to explore and create 3D printing tasks, discuss challenges, troubleshoot solutions, and ultimately leave with a variety of teacher-tested 3D printing lessons. All 3D printer experience levels are welcome!
The TRU Framework in the Middle School Mathematics Classroom
Professional Learning Teams (PLTs)
Facilitators: MƒA Master Teacher Olivia Bello and Sara Heymont
we aim to prepare teachers to create assessments that allow them to assess students on all three dimensions of the NGSS in meaningful and manageable ways. Much like a 3D classroom, this PLT will be an inquiry-based experience. We will begin our work by examining and discussing examples of 3D assessments. In subsequent sessions, we will have additional opportunities to critique 3D assessment examples as well as time to create our own formative and summative assessment tools. Throughout, ample time will also be allotted for feedback, revision, and the sharing of student performance on the 3D assessments we create. The primary tools of this session will be the evidence statements of the NGSS , the EQuIP Rubric , and the EQuIP guidance document . This course is intended for all middle and high school science teachers.
THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19
ONLINE MATHEMATICS
Facilitators: MƒA Master Teachers Kelly Hudson and Cathy Zhu
The Teaching for Robust Understanding (TRU) Framework is a powerful tool for building equitable access and high cognitive demand for all students.
ONLINE
THURSDAYS, OCT 13, NOV 10, DEC 22, JAN 19 MƒA COMPUTER SCIENCE AND TECHNOLOGY
How might we center equitable access and cognitive demand in our middle school mathematics classrooms?
Why Do I Need to Know This? Using Storylines to Engage Students in Biology
Facilitators: MƒA Master Teachers Camila Locke and Marisa Miller
Facilitators: MƒA Master Teachers Kristen Reetz and Julia Shube
Are you a teacher currently applying for National Board Certification or planning to apply for your certification during the 2022-2023 academic year? Then join us in this PLT as we guide and support each other along this professional journey. In session one, we will begin by reviewing the components of the National Board Certification process and sharing additional resources.
Professional Learning Teams (PLTs)
How might we use storylines to engage students in the Living Environment/biology curriculum? Storyline units are an increasingly popular and enjoyable way to infuse meaningful and authentic learning experiences into curricula. Unlike a set of isolated topic-based lessons, storyline units start with an anchoring phenomenon that introduces a problem or question. Each step in the unit is framed around addressing the original problem and any student-generated questions. In our first session, we’ll begin with an introduction to storyline units as we examine a few widely available exemplars (e.g. New Visions, NGSS). We’ll also share any previous experiences using storylines in our classrooms and then form groups based on content and interest. In subsequent sessions, we’ll work in these small groups to create or adapt “story-a-lined” curriculum. In our final session, we’ll share our units, reflect on our work, and set goals for further iteration and development. This PLT is intended for any biology or Living Environment teacher.
THURSDAYS, SEP 22, OCT 27, DEC 1, JAN 5 ONLINE
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202225
TUESDAYS, OCT 18, NOV 22, DEC 13, JAN 10 M ƒA SCIENCE
In the following sessions, we will create working groups as we gather information about our students and select units of study that best complement the process. Throughout, teachers will share and reflect on their progress as well as give and receive feedback through the use of National School Reform Faculty (NSRF ) protocols. In our final session, teachers will craft next steps to complete before their final submission. The PLT will be scaffolded to meet the needs of the group and the various stages of the application process.
Working Towards National Board Certification
INQUIRY, PRACTICE, AND LEADERSHIP
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202226
Mini-Courses
Mini-courses are a series of three connected workshops in which experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Mini-Courses
As teachers, we spontaneously solve problems and engage students learning at very different rates on our feet as learning unfolds. In split seconds, our decisions impact students’ learning, and therefore, we need thinking strategies to make more effective teaching decisions and manage our biases. In this mini-course, we will practice making rapid, culturally affirming teaching decisions that leverage student strengths while attending to diverse learning needs. We will develop agile thinking strategies and skills through paper-based board games and the latest augmented technologies. We will take away 1). practical All Learners Learning Every Day (ALL-ED) routines that increase teacher time for learning from students and critical thinking during daily lessons, 2). a deeper understanding of how to apply research on learning, motivation, and culturally responsive and sustaining pedagogy to daily practice, and 3). increased agile thinking skills—the ability to rapidly perceive, imagine, and analyze teaching and learning during planning and daily practice. This mini-course is for teachers of all grades and subjects who are new or old friends of ALL-ED.
Facilitators: Joanna Caudle, Milton Davis, and Edgar Martinez
A Brief History of the Universe: From the Big Bang to FacilitaTodaytors:
Conor Hunt is an MƒA Early Career Teacher and science teacher at The Urban Assembly School for Green Careers in Manhattan.
WEDNESDAYS, OCT 12, OCT 26, NOV 9
Facilitator: Rhonda Bondie, Ph.D.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202227
Dr. Rhonda Bondie is an associate professor in special education at Hunter College where she directs the Learning Lab. She enjoyed being a classroom teacher and administrator in public schools for over twenty years. Rhonda’s co-authored book, Differentiated Instruction Made Practical is used by teachers in more than 30 countries. Teachers can access a variety of free teaching routines and materials at her website: http://alled.org
M ƒA & ONLINE
MƒA Master Teacher Josh Ilany and MƒA Early Career Teacher Conor Hunt
Joshua Ilany is an MƒA Master Teacher and science teacher at The Bronx High School of Science in Bronx.
SCIENCE
TUESDAYS, NOV 22, NOV 29, DEC 6 M ƒA SCIENCE
Joanna Caudle spent the first half of her career as an engineer with the Bechtel Corporation where she designed and oversaw the construction and startup of power projects in the U.S. and abroad. She holds a B.S. in Physics from the University of the South in Sewanee, Tennessee and a BME from Georgia Institute of Technology in Atlanta, Georgia. After a rewarding engineering career, Joanna transitioned to teaching in 2002 and has taught physics and exploratory engineering at the Stone Ridge School of the Sacred Heart in Rockville, Maryland, where she also serves as the chair of the science department and the STEM Program Coordinator.
INQUIRY, PRACTICE, AND LEADERSHIP
TUESDAYS, NOV 22, NOV 29, DEC 6
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT M ƒA . SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.
M ƒA
The renowned physicist John Archibald Wheeler once wrote, “the past has no existence except as it is recorded in the present.” How, then, are the origins and development of the universe recorded in our observations of it today? Until just 100 years ago, the Milky Way Galaxy was thought to be the whole of an eternal, static universe. Today, we know there are hundreds of billions of galaxies, clumped together along cosmic filaments of dark matter, in a universe being driven apart by dark energy. In this mini-course, we will explore how our understanding of the origins of the universe have evolved in the past century. The first session will be an overview of the current state of the Big Bang model of cosmology and an exploration of its early development. In session two, we’ll delve into the enigmatic nature of dark matter and dark energy and how they relate to the evolution of the universe. In our final session, we will focus on some prominent loose ends of cosmology, including baryon asymmetry, the horizon problem, and more. Along the way, we’ll also discuss how some of these topics can be adapted for use in our classrooms. This course is best suited for high school physics teachers, but anyone interested in learning more about the history of the universe is welcome.
Build Your Own Electric Vehicle!: Renewable Energy With Engineering Tomorrow
Agile Teacher Thinking for Inclusive Classrooms p
Do you own an electric vehicle (EV), wish to own one, or just want to learn how they work? Then join Engineering Tomorrow (ET) to learn about the history and future of electric vehicles and—get this—build your own! In this mini-course, teachers will put on their student hats to explore three ET renewable energy labs. In session one, we will meet in person to explore the history, development, and design of EVs and build our own using a solar cell. In session two, we will discuss the global need for renewable energy sources as we engage with a solar and wind power lab. In our final session, we will learn about the basic structure of an electrical power grid and the impact of renewable energy sources. Throughout the process, teachers will be guided by engineers and supported with NGSS-aligned teacher guides and interactive student workbooks. At the end of the course, ET will send your students kits to build their own EVs and schedule Zoom sessions with your class where engineers and future engineers introduce the lab content, support the students with their design challenges, and provide direct feedback on students’ engineered solutions, all for FREE. While all STEM teachers love the EV lab, this course is particularly applicable for high school physics and chemistry teachers.
WEDNESDAYS, DEC 7, DEC 14, DEC 21 M ƒA
Milton Davis began his engineering career at Goddard Space Flight Center as a Pathways Student in 2000 working with the Navigation and Mission Design and Components and Hardware Systems branches. Milton serves as the National Society of Black Engineers (NSBE) Greenbelt Space Chapter (GSC) President. He holds a B.S. in Aerospace Engineering from Purdue University, a Master’s in Project Management from Johns Hopkins University, and is completing a Master’s in Robotics from Johns Hopkins University.
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. SESSION 1 WILL TAKE PLACE IN THE FIELD AND SESSION 2 WILL TAKE PLACE IN-PERSON AT M ƒA .
When you were a kid, did you have a decoder ring or want to be a spy? Join us as we learn all about ciphers. Ciphers are algorithms performed on individual or small chunks of letters for encryption or decryption. While it may seem a relatively simple concept, ciphers play a crucial role in modern technology. They are an exciting way to blend mathematics, computer science, and real-life applications. In this course, teachers will explore various ciphers, including Caesar, Vigenère, Affine, and Multiplicative Ciphers using mathematical concepts including modulo arithmetic, inverses, and matrices. Teachers will leave with a better understanding of ciphers, ways to incorporate them into their curriculum, and classroom-ready activities for all ages. This course is open to all teachers as no prior knowledge is required.
MATHEMATICS
Justin Grimm-Greenblatt is an MƒA Early Career Teacher and science teacher at Urban Assembly Maker Academy in Manhattan.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202228
Huan Wang is an MƒA Master Teacher and science teacher at E.S.M.TI.S. 190 in Bronx.
Mini-Courses
Edgar Martinez has eight years of teaching experience in mathematics, physics, and engineering in grades 7-12. Prior to teaching, Edgar worked for John P. Picone, Inc. as a project engineer and assistant project manager on several multi-million dollar rehabilitation contracts owned by the NYC DEP. He also tenured for Skanska USA in their Underpinning and Foundation Division working on geotechnical projects in the tri-state area. Edgar holds a B.S. from the Fu Foundation School of Engineering and Applied Science of Columbia University. He is an NY EIT.
Do you want to empower your students to become environmental stewards and activists, incorporate citizen science into your curriculum, and get your students out into their local environment? If so, join us as we investigate the health of the Bronx River and learn about the environmental and historical relevance of this green space. In session one, we will meet at River Park to assess the river’s water quality and to collect and observe macroinvertebrates. In session two, we’ll continue our work at MƒA as we analyze our data, discuss the importance of networking with community-based organizations, and begin planning how to incorporate this work into our curricula. We will also consider the historical and social context of the Bronx River ecosystem. This course is best suited for middle and high school life science, environmental science, and chemistry teachers, but anyone interested in citizen science fieldwork and using authentic data in the classroom is welcome.
Lisa Asher is an MƒA Master Teacher and mathematics teacher at Staten Island Technical High School in Staten Island.
Ciphers Through the Ages
Lauren Friedman is an MƒA Master Teacher and mathematics teacher at Susan E. Wagner High School in Staten Island.
Facilitators: MƒA Master Teachers Lisa Asher and Lauren Friedman
Facilitators: MƒA Master Teacher Huan Wang and MƒA Early Career Teacher Justin Grimm-Greenblatt WEDNESDAYS, SEP 28, OCT 12 M ƒA & OFFSITE SCIENCE
Citizen Science: Measure the Health of the Bronx River With Macroinvertebrates
THURSDAYS, OCT 27, NOV 3, NOV 10
THURSDAYS, DEC 1, DEC 8, DEC 22 M ƒA MATHEMATICS
COMPUTER SCIENCE AND TECHNOLOGY
Facilitators: MƒA Master Teachers Marieke Thomas and Andrew Wallace
M ƒA SCIENCE
In session two, we’ll delve deeper by examining how EcoRise resources related to climate data, GIS mapping, and climate justice can shape students’ understanding of the causes and impact of climate change within their community. In our final session, teachers will learn how to support student climate action at their schools; through the creation of datadriven policy or by applying for a student-driven EcoAudit grant. This course is best for middle and high school life science, environmental science, and Earth Science teachers.
Climate Change: An Anchor for Your Energy Unit in FacilitaPhysicstors: MƒA Master Teachers Seth GuiñalsKupperman and Elissa Levy
THURSDAYS, OCT 13, OCT 20, OCT 27
Continuing With Arduinos
Facilitators: MƒA Master Teachers Matt Baker and Deb Barnum
Marieke Thomas is an MƒA Master Teacher and science teacher at The Bronx High School of Science in Bronx.
Geographic information systems (GIS) mapping helps us understand patterns and relationships within a geographic context. GIS is used in virtually every field and can make data come “alive” for your students. Join us as we discover GIS, explore EcoRise resources, and learn strategies to inspire students to act by giving them the skills needed to design solutions to environmental issues within their communities. In session one, we will begin with an introduction to environmental justice issues as we discuss and try out hands-on activities from the EcoRise curriculum.
Andrew Wallace is an MƒA Master Teacher and science teacher at World View High School in Bronx.
Mini-Courses
M ƒA
How can we teach energy types and energy transfer in a way that centers on climate change? The underlying concepts of climate change are already embedded in our physics curricula, but it’s up to us to help students put the pieces together. In session one, we’ll focus on student-driven models of the greenhouse effect, which require us to revisit our definition of “heat” and to make energy charts for the Sun-Earth-space system. Next, we’ll connect canonical forms of energy (e.g. chemical or kinetic) to traditional definitions of energy resources (e.g. coal or wind), culminating in conversations about the carbon cycle and net new carbon. We’ll conclude in session three by looking toward the future, exploring the C-ROADS and En-ROADS climate simulations, and developing action-oriented projects that empower students to make lasting change. In each session, we will approach the work from both a student and teacher lens to think through modifications needed for our classrooms. This course is best suited for high school physics and Earth Science teachers, although the materials could be adapted for chemistry or middle school physical science classes as well.
Matt Baker is an MƒA Master Teacher and mathematics teacher at The Brooklyn Latin School in Brooklyn.
How might we use Desmos Activity Builder to improve classroom engagement? In this mini-course, teachers will deepen their existing knowledge of Desmos Activity Builder, both in programming and instruction. Each session will focus on a specific skill to learn how it is used, create and troubleshoot our own activities using the skill in focus, and then discuss how to teach these activities most effectively. This course will give teachers already familiar with Desmos Activity Builder an opportunity to hone their knowledge, collaborate with peers on projects and activities, and troubleshoot with a group of experienced Desmos Activity Builder users.
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY AND SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT M ƒA .
Desmos Activity Builder for Advanced Users
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202229
Zakhia Grant is the Senior Program Manager for EcoRise and provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey, Massachusetts, and Georgia. She is a geologist and a LEED Green Associate and brings more than a decade of experience teaching science and sustainability at both the high school and collegiate levels in NYC. She is passionate about equity and justice in sustainability and environmental education. Zakhia holds a B.A. in Geology from George Washington University and an M.S. in Geology from Bowling Green State University.
WEDNESDAYS, NOV 2, NOV 16, NOV 30
Elissa Levy is an MƒA Early Career Teacher and science teacher at The High School for Climate Justice in Manhattan.
Have you explored the basics of Arduinos and want to learn about and practice with new components? Join us to further develop your Arduino skills and confidently bring them back to your classroom. Teachers will collaboratively work to complete handson challenges as they learn to make things move with motors; record data with shields, sensors, and Arduino Science Journal; and communicate with LCD screens and infrared remotes. This course is best suited for teachers who have already taken a “Getting Started With Arduinos” course at MƒA or have basic experience with Arduinos.
Data-Driven Climate Justice With EcoRise Facilitator: Zakhia Grant
Seth Guiñals-Kupperman is an MƒA Master Teacher and science teacher at The Brooklyn Latin School in Brooklyn.
M ƒA & ONLINE SCIENCE
MONDAYS, SEP 19, OCT 3, OCT 17
Patricia Yee is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
In 2017, North Korea tested a nuclear bomb and the first people who knew about it were not politicians or news anchors, but seismologists! How did these seismologists know? By examining seismographs, scientists can uncover the hows and whys of earthshaking events. In collaboration with the Incorporated Research Institutions for Seismology (IRIS), we will spend each session going beyond the P and S wave arrival times to understand how scientists use seismographs and earthquakes to provide us with a wide variety of information, including the repercussions of fracking, the discovery of plate tectonics, and our current understanding of the structure of the Earth. We will do this by using some traditional techniques (hello stereonet!) and also by exploring publicly available real-life datasets, all of which teachers can utilize in their own classrooms. This course is open to all Earth Science teachers as well as those eager to learn more about seismology.
TUESDAYS, OCT 18, OCT 25, NOV 1
Embracing the Mathematical Strengths of ALL Learners p Facilitator: Dorothy White, Ph.D.
+PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. Are you interested in utilizing Desmos to design interactive lessons and activities to engage and support your students? Join us in this introduction to Desmos’ free Activity Builder platform as we develop unique activities and uncover how Desmos can support student autonomy and choice, foster class discussion, and aid in sharing student work. We will use preexisting Desmos activities as a starting point to create and modify our own. We will also learn to create slides for text responses, card sorts, multiple-choice questions, and more. We will spend each session designing, developing, and critiquing our Desmos activities. This course is open to all teachers new to Desmos Activity Builder.
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
Desmos Activity Builder for Beginners
Mini-Courses
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202230
ONLINE
Every student has mathematical strengths beyond knowing basic facts, solving problems quickly, or showing work clearly. Mathematical strengths include explaining ideas to others, noticing and describing patterns, paying attention to detail, and taking risks
Facilitators: MƒA Master Teachers Lauren Anderson and Kyla MacDonald
TUESDAYS, OCT 11, OCT 18
MƒA +PLEASEMATHEMATICSNOTE:THIS IS A TWO SESSION MINI-COURSE. How might we create a dedicated space in our classrooms for mathematics tools that enhance
Developing a Math Tools Center That Works: Why and How? p
understanding and cultivate student autonomy?
WEDNESDAYS, NOV 30, JAN 4
John earned his Ed.D. in science education from Teachers College at Columbia University.
Facilitators: MƒA Master Teachers Patricia Yee and Mehmet Zubaroglu
Mehmet Zubaroglu is an MƒA Master Teacher and mathematics teacher at International High School at Union Square in Manhattan.
In this two session mini-course, we will learn how manipulatives enhance student understanding, explore how mathematics tool centers can support student independence, and discuss how to facilitate their use. Together, we will work to create a designated classroom space for students to recognize and selfselect the tools needed to support them in their mathematics learning and problem-solving. Teachers will try it out in their classrooms between sessions and then come back together to share and reflect on their experiences. Teachers will leave ready to build on their math tools center. This course is best suited for teachers of grades 3-8.
Lauren Anderson and Kyla MacDonald are MƒA Master Teachers and mathematics teachers at P.S. 321 William Penn in Brooklyn.
Dr. John Russell is the Associate Director for Quantitative Analysis at EL Education, where he works to generate (and answer!) research questions that support practitioners in Expeditionary Learning schools nationwide. John also serves on the faculty of the American Museum of Natural History, where his courses advance Earth Science content knowledge and the ways in which we teach that content in the classroom. Before EL Education, he was a Program Officer and Senior Education Researcher at MƒA, as well as a former Master Teacher.
Deb Barnum is an MƒA Master Teacher and mathematics teacher at Renaissance School of the Arts in Manhattan.
MƒA
MATHEMATICS
The Earth at Fault: What Does Seismology Teach FacilitaUs?tor: John Russell, Ed.D.
SCIENCE
Escaping Reality With AFrame.io
Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens.
Greg Sciame is an MƒA Master Teacher and computer science teacher at I.S. 318 Eugenio Maria De Hostos in Brooklyn.
is an MƒA Master Teacher and science teacher at EastWest School of International Studies in Queens.
Have you ever felt the need to escape reality but didn’t know where to go? During these historic times, virtual reality allows you to envision the world you want.
Facilitator: MƒA Master Teacher Alexander Lord, Ed.D.
TUESDAYS, NOV 22, DEC 6, DEC 20
to contribute ideas. By recognizing and valuing the strengths and contributions of every student, we empower them to see themselves as mathematical thinkers and doers. In this course, teachers will broaden their understanding and use of mathematical strengths. First, teachers will engage in group tasks to explore the different mathematical strengths they use to solve problems with peers. Then, teachers will reflect on their classroom practices as we discuss strategies to identify and acknowledge students’ strengths in the classroom. Teachers will also design an activity to gather data on the mathematical strengths of their students. Finally, teachers will share their findings and plan ways to incorporate their students’ strengths into their lesson plans and classroom interactions.
and interactive virtual reality worlds using the AFrame library. Unlike libraries that require extensive programming knowledge, AFrame uses HTML and JavaScript to create 3D worlds accessible through any web browser. Virtual reality is an exciting medium to bring content to life at all grade levels. Teachers start their exploration by creating static virtual reality worlds using HTML and then progress to using JavaScript to create dynamic and interactive content. This course is ideal for teachers familiar with HTML and JavaScript, but the content provided can be scaled to meet individual levels of knowledge and interests.
Mini-Courses
Exploring the Geology and Geography of Northern Manhattan and the Bronx Facilitators: Steven Jaret, Ph.D., and MƒA Master Teachers Constance Giannakakis and Gloria Nicodemi
Fun With Factorials
Dr. Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.
MATHEMATICS
Dr. Steven Jaret is a geologist at the American Museum of Natural History working in Earth and Planetary Sciences and is faculty in their Master of Arts in Teaching (Earth Science) program. He holds a Ph.D. in geosciences from Stony Brook University, a master’s in geology from Harvard University, and a bachelor’s in geology from the University of Tennessee, Knoxville. Steven’s research focuses on the geology and geochemistry of New York City and broader New England as well as planetary geology, where he studies the effects of meteorite impacts on the ConstanceEarth.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202231
WEDNESDAYS, SEP 21, SEP 28, OCT 12 MƒA & OFFLINE
THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE OFFSITE. SESSION 3 WILL TAKE PLACE VIRTUALLY.
Giannakakis is an MƒA Master Teacher and science teacher at High School for Construction Trades, Engineering and Architecture in GloriaQueens.Nicodemi
How does New York City’s geology affect its topography? Join us as we explore and link geological features and landforms to the greater topography and geologic history of New York City. In our first two sessions, we will visit Isham and Inwood Parks as well as Orchard Beach, discuss how we can use these landscapes to help our students better understand what their city is built upon, and uncover how its geologic features came to be. We will spend our last session indoors as we apply our field data to topographic maps and historical data of the area to design NGSS-aligned and phenomenon-based Earth Science learning experiences. This course is best suited for Earth Science teachers who want to dig deeper and get their students out of the classroom and into their local environment.
Factorials play an essential role in the mathematics our students learn, yet they are rarely studied for their unique and complex properties. In this minicourse, we will collaboratively explore extensions of the factorial function to rational and imaginary values by introducing the fascinating gamma function. First, we will warm up with some factorial problems and explore factorial variants, including double factorial and primorial. Then, we will examine Euler’s gamma function and its relation to factorials. Finally, we will discuss how to find the derivative of the factorial function and extensions of the gamma function. This course is open to all mathematics teachers. We will review concepts from multivariable calculus as needed.
Dr. Dorothy Y. White is a professor of mathematics education in the Mary Frances Early College of Education at the University of Georgia. Her research, teaching, and service interconnect and support empowering all students for success in mathematics by purposefully promoting collaborative relationships among mathematics teachers and researchers. She teaches undergraduate teacher preparation courses in early childhood education and middle school mathematics education and graduate courses in critical issues and national trends in STEM education. She also provides professional development in mathematics to Pre-K-8 classroom teachers at the local, state, and national levels.
+PLEASESCIENCENOTE:
Facilitators: MƒA Master Teachers Renne Castro and Greg Sciame
ONLINE
In this mini-course, teachers will create immersive
Throughout the course, teachers will discuss strategies to support the development of students’ positive mathematics identities as they learn to name their mathematical strengths and those of their peers. This course is open to all mathematics teachers.
COMPUTER SCIENCE AND TECHNOLOGY
THURSDAYS, DEC 1, DEC 22, JAN 5 ONLINE
Game-Based Learning: An Introduction
MATHEMATICS
Facilitators: MƒA Master Teachers Jay Lang, Sam Williams, and Rachel Woolley
This course will take a multi-dimensional look at rhythm to develop a set of culturally responsive lessons and activities scalable to any mathematics classroom. We will investigate how rhythm relates to mathematical thinking and symbolic representation, serves as a living historical artifact of colonialism, slavery, and the African diaspora, and reinforces cultural identity. We will also explore how the mind’s natural ability to sense patterns opens a doorway to things as complex as fractional addition, factoring, and modular arithmetic. Expect some call and response activity and much practice as we seek to model the vibrancy of a typical New York City classroom. Teachers of all grades are welcome, especially those willing to play a simple rhythm instrument. You may also bring your own instruments.
TUESDAYS, OCT 11, OCT 18, OCT 25
INQUIRY, PRACTICE, AND LEADERSHIP
Get Rhythm: The Mathematics, Art, and History of Humanity’s Oldest Artform p
Mini-Courses
Farmers have been selectively breeding crops for millennia, but the 1990s brought about a new way to modify crops: genetic engineering. With advances in genetic technology, most corn, soy, and cotton grown in the United States are now genetically engineered
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202232
MƒA SCIENCE
THURSDAYS, OCT 13, OCT 20, OCT 27
GMOs: The More You Know - Are My Doritos Genetically Modified?
MƒA
Quratul Waqas is an MƒA Master Teacher and mathematics teacher at I.S. 230 in Jackson Heights.
Saida Atmaca is an MƒA Master Teacher and mathematics teacher at P.S. 049 Dorothy Bonawit Kole in Queens.
WEDNESDAYS, JAN 11, JAN 18, JAN 25 MƒA
Geometric Construction: Making Dynamic FacilitaSculpturestors:
Rachel Woolley is an MƒA Master Teacher and mathematics teacher at P.S. 139 Alexine A. Fenty in Brooklyn.
Multicellular life forms—such as plants and animals— have existed in symbiotic relationships with microbes throughout the course of evolution. While humans may not have always appreciated the scientific nature of this symbiosis, they have exploited microbial community dynamics for thousands of years through the fermentation, and thus preservation, of food. In this course, we will safely culture wild yeast that live in symbiosis with plants and flowers found outside our homes or from familiar food products easily obtained from the supermarket. From there, we will discuss ways students can conduct more traditional experiments such as growth assays with our homegrown yeast.
Jay Lang and Sam Williams are MƒA Master Teachers and mathematics teachers at Curtis High School in Staten Island.
MƒA
OFFSITE
+PLEASESCIENCENOTE:
Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at The Rockefeller University, where she works to promote and support science outreach within the scientific community, open channels for community members to develop an appreciation for science as a human endeavor, and to provide equitable access to scientific resources and opportunities that genuinely reflect the process of science. Jeanne is formally trained as a lipid biochemist, earning her Ph.D. in metabolic biology from Columbia University, then conducting postdoctoral studies on cholesterol transport at Rockefeller.
Fun With Fungi: Growth and Experimentation With Wild Yeast
Phylicia Hoyt and Kate Litman are MƒA Master Teachers and mathematics teachers at Quest to Learn in Manhattan.
Facilitator: Jeanne Garbarino, Ph.D.
MATHEMATICS
TUESDAYS, JAN 3, JAN 10, JAN 17
Have you ever constructed a moving sculpture? In this mini-course, we will explore and build 3D sculptures, including a hexaflexagon (a paper hexagon whose sides flex, revealing more surfaces than a standard hexagon would), a kaleidocycle (a ring of tetrahedrons that rotate and move in a spellbinding way), soma cubes (akin to 3D tangrams), infinity cubes, spiral cubes, and more. As we construct, we will bring our prior knowledge and experience to the table as we collaborate to work through a handful of challenges, make connections to algebra and geometry, and discuss ways to engage and enrich our middle and high school mathematics classrooms.
WEDNESDAYS, OCT 12, OCT 19, OCT 26
ALL THREE SESSIONS WILL TAKE PLACE AT THE DNA LEARNING CENTER AT THE NEW YORK CITY COLLEGE OF TECHNOLOGY (CITY TECH) IN BROOKLYN.
Facilitators: MƒA Master Teachers Phylicia Hoyt and Kate Litman
the games Spot It! (a.k.a. Dobble) and Codenames to unpack each game’s core mechanics and components. Then, teachers will use the design process to design their own playable decks. Finally, they will participate in a game jam where colleagues will play each other’s games to give constructive and actionable feedback. Each session will be highly interactive, fun, and educational. This course is open to teachers of all content areas and levels and best suited to those with a creative mindset and playful spirit.
Facilitators: Kelsie Anson, Ph.D., and MƒA Master Teacher Sabrina Miller
Do you want to energize your classroom? Do you think kids learn best through play? Do you want to explore the benefits of game-based learning while learning how to design games for your content area? Look no further! In this mini-course, teachers will explore
MƒA Master Teachers Saida Atmaca and Quratul Waqas
+PLEASESCIENCENOTE:
design a peer-reviewed experiment. In sessions two and three, we’ll practice writing scientific procedures, analyzing data, and drawing conclusions. The data, graphs, and reflections on these investigations will be shared in jigsaw fashion so everyone benefits from the knowledge acquired by each individual. In our final session, we will brainstorm ideas for initiating this process so students never run out of ways to generate and collect data. The techniques shared will help you engage your students in exploration, observation, data collection, and analysis for use in any K-12 science classroom.
Kristen Dotti writes curricula and leads professional development training for teachers who enjoy using student-centered techniques. As a teacher, geneticist, and life-long learner, she is constantly exploring new topics from a scientific perspective to grow her mind and feed her passions. Although she travels to different schools each week to help them achieve their faculty development goals, she has made Asheville, NC home.
Great Diseases With Tufts: Understanding Bioethics Through the Lens of History p Facilitator: Revati Masilamani, Ph.D.
+PLEASESCIENCENOTE:
Sabrina Miller is is an MƒA Master Teacher and science teacher at East Side Community in Manhattan.
Mini-Courses
WEDNESDAYS, NOV 30, DEC 7, DEC 14
Guiding Your Students Through StudentDesigned Experiments Facilitator: Kristen Dotti
Dr. Kelsie Anson is an Educator at the DNALC NYC, an operating unit of Cold Spring Harbor Laboratory’s DNA Learning Center. Dr. Anson is formally trained as a biochemist, earning her Ph.D. in Biochemistry from the University of Colorado Boulder.
ONLINE
explore powerful first-hand accounts of participants’ experiences. Finally, we’ll discuss what regulation of medical research and consent look like today. Join us as we journey through the landmark changes this case brought about as we explore fundamental ideas such as trust in science, cross-cultural sensitivity, and understanding the ethical principles involved in informed consent and the protection of study participants. Teachers will also learn how to integrate authentic scientific practices such as experimental design, data analysis, and evidence-based reasoning. All middle and high school life science teachers who want to empower their students to become effective advocates for their health and agents of change in their communities are welcome.
Dr. Revati Masilamani is the Director of the Great Diseases program at The Center for Science Education at Tufts University School of Medicine. The Great Diseases is a suite of health and disease-focused curricula that brings cutting-edge biomedical science and hands-on critical thinking into high school classrooms. Dr. Masilamani is an immunologist and microbiologist by training, and her work aims to improve scientific engagement and health literacy in young adults via teacher learning and professional development.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202233
THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE VIRTUALLY. SESSION 2 WILL TAKE PLACE INPERSON AT MƒA.
TUESDAYS, OCT 11, OCT 18, OCT 25, NOV 1
These past few years have been a stark reminder of why scientific trust and health literacy are critical to individual well-being and a more equitable society.
It’s actually easier than you might imagine! The goal of this mini-course is for teachers to explore methods to help their students design and conduct authentic data-driven investigations. Throughout this course, you will play the role of the student to experience scientific inquiry firsthand while learning the framework for leading your own students. In session one, you will learn how to build curiosity by exploring a phenomenon, collecting observations, and selecting a factor that may be influencing the phenomenon to
for herbicide resistance, while other crops have been modified for pest resistance or drought tolerance. Despite the advantages of genetic engineering, the use of genetic modification in agriculture remains a hotly contested topic. In this mini-course, we’ll discuss the history and implications of genetically modifying our food supply and learn how to identify a single transgene within a plant’s genome. Teachers will isolate DNA from common snack foods and perform PCR to determine whether the foods contain genetically modified components. We will also discuss how to adapt or implement this lab in your classroom and options for bringing your class to the DNA Learning Center.
THIS IS A FOUR SESSION MINI-COURSE. Are you stumped on how to conduct meaningful investigations and data analysis with your students?
MƒA & ONLINE
In this mini-course, we will explore an immersive case study highlighting the damaging consequences of 1980s research on the causes of type 2 diabetes in a vulnerable population. First, teachers will learn more about the historical context and details of the study. Then, we’ll examine some of the original documents from the lens of study participants and
ONLINE
Dr. Andrew O’Grady is an MƒA Master Teacher and computer science teacher at Bronx Early College Academy for Teaching & Learning in Bronx.
Alex Duff is an MƒA Master Teacher and science teacher at Renaissance High School for Musical Theater and the Arts in Bronx.
unique ability and responsibility to create and foster healthy learning environments for their students and themselves. Mindfulness practice is an effective SocialEmotional Learning (SEL) strategy to promote student and staff well-being. Mindfulness practice supports “students in accessing and applying knowledge and skills needed to manage emotions, forge positive relationships, achieve goals and make responsible choices.” (Kuranishi, et al., 2018). This course will provide educators with research-based methods to incorporate mindfulness practice into their general education, ICT, and/or 12:1 STEM classroom settings. In each session, educators will engage in mindfulness practices and have time to practice, reflect, create tools, and set specific goals for their classroom. We will also collaboratively reflect on glows and grows and strategize ways to improve our practices. This course is open to educators of all subjects and grade levels.
THURSDAYS, OCT 6, OCT 13, OCT 20
WEDNESDAYS, OCT 19, OCT 26, NOV 2
High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking
MATHEMATICS
Do you want to help improve your students’ mental health while cultivating a classroom of support and responsiveness? Classroom teachers have the
Jeff Reeder is an MƒA Master Teacher and mathematics teacher at NYC iSchool in Manhattan.
Facilitators: MƒA Master Teachers Alex Duff and Andrew O’Grady, Ph.D.
Everton Henriques and Dr. Jared Jax are MƒA Master Teachers and science teachers at Staten Island Technical High School in Staten Island.
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE WITH ~30 MINUTES OF ASYNCHRONOUS WORK.
Did you know that 1 + 1 = 1? Well, not always, but in the world of Boolean Algebra, it’s true! Boolean Algebra is the mathematical basis for modern computing. In addition to its importance in computing, Boolean Algebra has fascinating implications in logic. This interactive mini-course will start with the basics, such as operators and how Boolean functions work. We will then learn how to turn those functions into circuits. Finally, we will use our knowledge to explore one of the fundamental applications of Boolean Algebra: circuit optimization! We will examine the interplay between logic and Boolean Algebra throughout the course. The course requires no prior knowledge and is accessible to all.
To understand genetic diseases and their 21stcentury treatments, students need to understand both the central dogma and classical genetics. In this mini-course, teachers will investigate free HHMI BioInteractive resources to help their students
Facilitator: MƒA Master Teacher Jeff Reeder TUESDAYS, JAN 3, JAN 10, JAN 17
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202234
Introduction to Python Programming
Erika Stafne is an MƒA Master Teacher and science teacher at Repertory Company High School for Theatre Arts in Manhattan.
WEDNESDAYS, SEP 21, SEP 28, OCT 12, OCT 19
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
Mini-Courses
Implementing and Evaluating Mindfulness Practice in Your STEM Classroom p Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. Python is a computer language that is both easy to learn and easy to teach. Many professional programmers use python as it is known for its readability. During this course, teachers will be grouped based on their skill level and interest as they learn concepts in Python through lessons and exercises, explore online resources available to the Python community, and leave with ideas for scalable Python projects. There is no prerequisite knowledge for this course—just an interest in learning to program. While this course is for Computer Science teachers interested in learning how to teach a class or unit in Python, any STEM teacher wishing to learn Python is welcome to attend!
SCIENCE
COMPUTER SCIENCE AND TECHNOLOGY
Facilitators: MƒA Master Teachers Everton Henriques and Jared Jax, Ph.D.
An Introduction to Boolean Algebra
Simone O. Kuranishi is a dance, yoga, and special education teacher with over a decade of experience in public schools. She currently works as a dance and mindfulness educator on Long Island.
ONLINE
ONLINE
Facilitators: Kate Fisher and Valerie May WEDNESDAYS, NOV 2, NOV 16
Are you looking for new and innovative ways to incorporate and structure hands-on, project-based learning (PBL) in your STEM classroom? This course will offer ways to integrate PBL within STEM subjects, whether you have no access to technology, a fully functioning makerspace, or something in-between. Join us as we share best practices for structuring a PBL approach to teaching and learning. We will use simulated environments, hands-on equipment such as Arduinos and breadboards, and traditional consumables like wood and glue to design and create classroom-ready projects. Additionally, we will discuss Design Thinking, which focuses on promoting creative problem-solving in the project cycle and using feedback to refine ideas. To close out the course, we will work in teams to iterate on one of the PBL units shared to adapt it to each of our unique classroom settings. This course is designed primarily for STEM teachers of grades 6-12.
Investigating Inheritance, Gene Expression, and Genetic Medicine With HHMI
COMPUTER SCIENCE AND TECHNOLOGY
ONLINE
literature from Baylor University. Upon graduating in 2011, Jeff was placed as an English teacher in Phoenix, Arizona, with Teach For America and earned his M.Ed. in secondary education from Arizona State University. In 2015, Jeff taught beginner courses in software engineering, iOS app development, and web design to high school students in Los Angeles, California, and New York City. He believes learning to code is the most empowering experience a high school student can have, coding is joyful, and all students deserve access to this life-changing form of fun.
MONDAYS, NOV 14, NOV 21, NOV 28
Taylor Want holds a B.A. in Physics from Carleton College and an M.Ed. in Curriculum and Teaching from Boston University. She has built her career around increasing educational opportunities in computer science for underrepresented populations in tech. Taylor began her career in education as a high school physics and computer science teacher and then as the Director of Strategy and Operations at Upperline Code. At Upperline Code, she built, managed, and trained teachers for computer science education programs in partnership with organizations like Google, JPMorgan Chase, the New York City Department of Education, and Cornell Tech. She is now CodePath’s Head of Programs, where she brings a deep commitment to increasing equity in computer science to her role.
Jeff Olson is the Director of Curriculum and Instruction at Upperline Code. Jeff has an undergraduate degree in neuroscience and American
Valerie May teaches at the Woodstock Academy, an independent, rural Connecticut school that serves students from six small public school districts. Val enjoys working with teachers across the country in professional development workshops, sharing what works in her classroom, and learning from their experiences. Traveling the world with her husband and son brings her joy, as does completing a challenging jigsaw puzzle on the coffee table at home.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202235
classroom. While mastery data is a powerful tool, it can paint an incomplete picture of students’ learning process and the likelihood of their continued persistence; knowing that a student is struggling to master material doesn’t tell you how to help them succeed. In this mini-course, we’ll explore why, how, and when to use student feedback and self-reported data and best practices for analyzing and responding to it. We’ll begin by examining the strengths and limitations of relying exclusively on mastery data to inform a computer science classroom. We’ll then dig deep into how student self-assessment and feedback can provide a powerful complement to the mastery data. We’ll tie all these threads together by discussing the implications a feedback-centered approach has on our mission to create inclusive classrooms and walk away with implementation plans customized to our classroom contexts. Ultimately, this course aims to help computer science teachers drive more inclusive learning environments in a systematic, feedback-driven way.
Mini-Courses
understand genetics and molecular biology concepts, including how recent discoveries have led to novel ways of treating genetic diseases. In session one, we will use Leber congenital amaurosis (LCA), an inherited form of blindness, to explore the molecular basis of phenotype and genotype. We’ll examine pedigrees to determine the inheritance pattern of LCA, investigate how mutations result in vision loss, and discuss how gene therapy is used to treat the disease. In session two, we’ll review the central dogma and build on our understanding of gene expression as we work in small groups to explain how genetic medicine and CRISPR are currently being used to treat inherited diseases. Throughout, teachers will have time to reflect on and discuss how to apply the content and resources to their classrooms. This course is best for introductory and advanced high school biology teachers, and middle school life science teachers are also welcome.
Mastery vs. Metacognition in Computer Science
Facilitators: Jeff Olson and Taylor Want
Student feedback and self-reported data can be a powerful tool to drive student skill development, motivation, and inclusion in the computer science
Kate Fisher has taught biology and AP Biology for two decades at Oregon City High School, a large comprehensive public high school in Oregon City, Oregon. She loves the daily challenge of harnessing her students’ curiosity about the natural world and encouraging them to see connections between their lives and the world around them. When she’s not teaching, she enjoys exploring the outdoors with her family.
Plastic bags, bottles, toys, and packaging are just a few applications of common consumer polymers. With the many unique solutions they offer, consumer polymers have become an integral part of our daily lives. So much so, it can be hard to imagine life without them.
THURSDAYS, DEC 1, DEC 8, DEC 22 M ƒA SCIENCE
Pablo Escobar’s Hippos and Constructing Models in the Science Classroom
Mini-Courses
Nuclear Weapons: Past, Present, and Future Facilitator: Ivana Hughes, Ph.D.
Facilitators: MƒA Master Teachers Elese Lau and Emily Schmidt, Ph.D.
This workshop is for Master Teachers selected to speak at this year’s Master Teachers on Teaching (MT²) event on Thursday, December 15, 2022. We will use protocols to develop, practice, and hone (and practice again) our presentations. We will create a warm and supportive
Elese Lau and Dr. Emily Schmidt are MƒA Master Teachers and science teachers at The Bronx High School of Science in the Bronx.
Dr. Ivana Nikolić Hughes is a Senior Lecturer in Discipline in the Department of Chemistry at Columbia University and President of the Nuclear Age Peace Foundation. She graduated from Caltech in 1999 with a B.S. in chemical engineering with Honors and earned her Ph.D. from Stanford University in 2005, working in the Department of Biochemistry as an American Heart Association Fellow.
Denice Gamper is an MƒA Master Teacher and science teacher at Bard High School Early College in Manhattan.
WEDNESDAYS, NOV 9, NOV 16, NOV 30, DEC 7
Advanced synthetic polymers have led to significant developments across the medical, transportation, and personal care industries. In sessions one and two, we will explore an overview of polymer synthesis, structures, properties, and applications. Examples will range from some of the earliest synthetic polymers, such as nylon, to more advanced polymers made possible by recent advances in polymer chemistry, including Nobel Prize-winning science. We’ll conclude in session three by discussing both the positive and negative societal and environmental impacts resulting from the development and use of polymer materials. Throughout, we’ll incorporate examples of existing polymers, polymer research, and polymerization experiments throughout, and teachers will consider how best to adapt the content, hands-on activities, and discussions for their classrooms. This course is best for high school chemistry teachers, but anyone interested in learning more about polymer chemistry is welcome to attend.
The Ukraine War has reignited fears of nuclear weapons use that have largely been absent from the public’s consciousness since the end of the Cold War. Contrary to the popular narrative that nuclear weapons have kept the world safe, their development and testing have had devastating humanitarian consequences around the world. From the Navajo Nation to the atolls of the Marshall Islands and French Polynesia, to the deserts of Kazhakstan, Algeria, and Australia, nuclear weapons have put millions of people in harm’s way, endangering their health and polluting their environments. In this mini-course, teachers will have the opportunity to review the science behind nuclear weapons, analyze the scientific literature on the impact of their testing, consider current challenges, and imagine a future without nuclear weapons, as promoted by the Treaty on the Prohibition of Nuclear Weapons. Scientific data analysis and quantitative skills development will be supplemented by discussions of nuclear justice and its relationship to climate justice. All teachers are welcome, however, chemistry and physics teachers may find the content and resources most helpful.
THURSDAYS, JAN 5, JAN 12, JAN 19 M ƒA SCIENCE
WEDNESDAYS, OCT 19, OCT 26
TUESDAY, DEC 13
Polymers: More Than Common Consumer Plastics Facilitators: John Henssler, Ph.D., and MƒA Master Teacher Denice Gamper
Preparing for Master Teachers on Teaching Facilitators: MƒA Master Teachers Jude Julien, Michael Paoli, and Molly Shabica
M ƒA
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. Did you know Pablo Escobar, notorious drug lord and cartel leader, was also an animal lover? In fact, he created a makeshift zoo on his estate, importing animals from all over the world. When Escobar was killed in 1993, most of the animals were captured and relocated—but not his four hippos, the descendants of whom have become an invasive species in Colombia. Join us in this two session mini-course as we learn how to use this phenomenon to teach ecology. In session one, we’ll learn more about hippos in their native range as we explore published studies and the free, web-based program SageModeler to build and test a model of how hippos affect complex ecosystem dynamics. In the second session, we will work in small groups to model our own chosen phenomena and discuss how to use SageModeler in our classrooms. The content and tools are most applicable to life and environmental science teachers, but anyone interested in helping their students model complex phenomena and learning more about Pablo’s hippos is welcome!
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202236
INQUIRY, PRACTICE, AND LEADERSHIP
M ƒA SCIENCE
Dr. John Henssler is a Clinical Professor and Director of the Organic Chemistry Teaching Laboratories at New York University. He received his B.S. in Chemistry, with a concentration in Polymer Chemistry at the University of Pittsburgh. He completed his Ph.D. in Organic Materials Chemistry at the University of Michigan and a Postdoctoral Fellowship at NYU’s Materials Research Science and Engineering Center. His research interests range from the synthesis of organic electronic materials, including polymers, to chemical education.
We often think about proof and conjecture as part of secondary education, but elementary students are full of ideas about how numbers work! How can we capitalize on their need to generalize to support mathematics content and increase discourse in our elementary classrooms? Over the three sessions, teachers will explore, implement, and reflect on three ways to encourage student talk and conjecturemaking: games, number strings, and debate. First, we will learn the game Nim and understand how a game not routed in numbers can draw in more students. Then, based on the work of Cathy Fosnot and Kara Imm, we will explore how to use number strings and conjectures to develop mathematics fluency and discussions about how numbers work. Finally, we will use the Teachers College, Columbia University debate protocol to start mathematics debates in our classrooms. This course is best for elementary mathematics teachers.
MƒA Master Teachers Maria Ayub and Shon Zelman
MATHEMATICS
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Molly Shabica is an MƒA Master Teacher and science teacher at Fannie Lou Hamer Freedom High School in the Bronx.
Michael Paoli is an MƒA Master Teacher and mathematics teacher at Ella Baker School in Manhattan.
Routines to Build Equity and Belonging in Mathematics p
space for you and your story to flourish. Please see the listing for the MT² Thursday Think for more information on the event and how to propose a talk.
M ƒA
WEDNESDAYS, OCT 12, OCT 19, OCT 26 ONLINE MATHEMATICS
WEDNESDAYS, NOV 2, NOV 16
Are you a middle school mathematics teacher looking for ways to spark student curiosity, engage students in sustained productive struggle, or allow students to take greater ownership of their learning? If you said “yes” to any of these questions, this mini-course is for you! Rich learning involves students coming together for thought-provoking activities that allow them to connect ideas from across the mathematical landscape. These tasks ignite curiosity by involving students in an irresistible challenge, question, or mystery. In this course, we will first do the mathematics together as we explore ways to invite students into the rich learning experience. Then, we will examine strategies to help students productively struggle and make sense of problems. Finally, we will discuss ways of assisting students in articulating their thoughts, reflecting on their process, and taking ownership of their learning. Ideally, this kind of rich learning helps students make connections, build new strategies, and develop as problem-solvers. Some of the rich learning tasks will come from Dan Finkel’s blog Math For Love
Proof Through Play: Using Games, Number Strings, and Debate to Build Proof
Jude Julien is an MƒA Master Teacher and science teacher at Bronx High School for Writing and Communication Arts in the Bronx.
Maria Ayub is an MƒA Master Teacher and mathematics teacher at The Highbridge Green School in Bronx.
Rich Learning Tasks for Middle School
Mini-Courses
Shon Zelman is an MƒA Master Teacher and mathematics teacher at Bedford Stuyvesant Collegiate Charter School in Brooklyn.
MATHEMATICS
WEDNESDAYS, SEP 21, SEP 28, OCT 12 M ƒA
Facilitator: Anne Burgunder
Sophie Brady is an MƒA Master Teacher and mathematics teacher at The Emily Warren Roebling School in Brooklyn.
Facilitators: MƒA Master Teachers Sophie Brady and Melissa Singer
Are you new to Illustrative Mathematics (IM), have been using it for years, or somewhere in between? Perhaps you’re wondering how you might use it to provide equity and access to your students and foster deep mathematical thinking and reasoning skills. IM is a problem-based curriculum that emphasizes student engagement and developing critical mathematical habits through various routines. In this minicourse, teachers will explore routines across the IM curriculum, discuss and plan their implementation, capture necessary formative data, and create positive mathematics learning communities where all voices are recognized and valued. Each session will focus on specific routines, planning for student thinking, capturing students’ thoughts, and implementing those routines effectively. We will look at practices across grades and consider shifts in pedagogy as students become familiar with the routines. This course is open to all mathematics teachers, as the IM routines work in any mathematics curriculum.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202237
Melissa Singer is an MƒA Master Teacher and mathematics teacher at P.S. 130 The Parkside in Brooklyn.
Anne Burgunder is widely regarded as a teacher’s teacher. Currently, she is a clinical faculty member at NYU Steinhardt School of Culture, Education, and Human Development, where she teaches mathematics methods courses and mentors student teachers. Anne’s wide-ranging experience makes her a true mentor to both new and seasoned teachers. She is dedicated to helping teachers increase student achievement through improved instruction and the development of pedagogical content knowledge.
FacilitaMathematicstors:
Street Data: An Invitation to Rehumanize Mathematics p
MATHEMATICS
Facilitators: David Clark and MƒA Master Teacher Andy Brockmann
Dr. David Clark is a Professor of Mathematics at Randolph-Macon College in Ashland, Virginia. In 2017, David organized and hosted an international conference on Japanese mathematics in Ashland and is currently editing a volume of work stemming from that meeting. He has taken three groups of students to Japan to experience sangaku inperson and to watch sumo.
TUESDAYS, DEC 13, DEC 20, JAN 10, JAN 17
As teachers, we exist within “big data” systems that shape our identities, relationships, and capacity to create classroom communities where all kids are seen, heard, loved, and understood. Testing and data systems are designed to profit from the myth that Black, Latinx, and Indigenous students “need developing” and that schooling can “fix” them. Together, we will dismantle this myth and work towards radical alternatives. We will use the book Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation by Shane Safir and Jamila Dugan as our guiding text to center on the ways of knowing of Queer, Black, Indigenous, and people of color to redefine conventions of understanding, creating, and learning mathematics. This course is designed for teachers of all grade levels and subjects.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202238
WEDNESDAYS, NOV 9, NOV 30, DEC 14, DEC 21
Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20-year career, she has been a middle and high school mathematics teacher, staff developer, leadership coach, and teacher education faculty. At MƒA, Kara has designed and led over 20 courses on design thinking, mathematical routines, models and modeling, developing a coaching practice, early algebra, and more. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education from The Graduate Center, The City University of New York, investigated the impact of mathematical modeling on high school girls of color who had experienced the gate-keeping effects of algebra.
M ƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.
Dawoun Jyung is an MƒA Master Teacher and mathematics teacher at Metropolitan Expeditionary Learning School in Queens.
M ƒA & ONLINE
Facilitator: Kara Imm, Ph.D.
Sangaku 2.0: Samurai, Kissing Circles, and the Geometry of Shinto Shrines
+ PLEASE NOTE: THIS IS A TWO SESSION HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT M ƒA . SESSION 2 WILL TAKE PLACE VIRTUALLY.
Mini-Courses
Would you like to explore more centuries-old mathematics puzzles of the East and dig deeper into their history? As a further exploration beyond previous sangaku courses, we will continue our investigation of sangaku (wooden tablets inscribed with mathematics problems) and their purpose in 17th and 18th century Japan, including worship, scholarship, and entertainment. We will bring our prior knowledge and experience to the table as we collaborate to work through a handful of sangaku; make connections to algebra, geometry, and basic trigonometry; and discuss ways to engage and enrich diverse learners in our middle and high school classrooms. Teachers will leave able to connect Japanese mathematics and culture in a historical context, identify the aesthetic of traditional geometry problems, apply basic techniques to solve them, and acquire the know-how to create sangaku of their own. Those who have previously taken a sangaku course are best suited for this course, but all are welcome.
Andy Brockmann is an MƒA Master Teacher and mathematics teacher at J.H.S. 088 Peter Rouget in Brooklyn.
+ PLEASE NOTE: THIS IS A FOUR SESSION HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT M ƒA . SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.
How might we critically incorporate anti-racist practices into our mathematics and science classrooms? It takes vigilance and collaboration to develop an anti-racist stance, given the long history of mathematics and science education as gatekeeper for students of color. This mini-course provides a reflective and courageous space for educators to examine the actions and beliefs that drive daily instructional and curricular decisions. Teachers will begin by unpacking the idea of anti-racist teaching as they share their classroom routines (e.g. analyzing tasks). Then, these discussions will be used to uncover implicit and explicit biases that stymie even the best intentions to transform instructional practice. The goal is for every teacher to leave with actionable steps and tools to shift their instructional practices to be anti-racist and to dismantle common practices that block access and equity. This course is for all who seek a lifelong journey toward becoming anti-racist educators.
Mary Leer, Ed.D., of Visualizing Education, Reframing Achievement Consulting, LLC, is an adjunct advisor to graduate students in the Leadership in Mathematics Education program at Bank Street Graduate School of Education. Her passion for mathematics education and antiracist practice began 30 years ago through a seminal project (Math3, U Pittsburgh) that engaged teachers in thinking critically about how student-teacher interactions (accountable talk©) maintain or decrease cognitive demand and student learning. These ideas continue to support her collaborative work with educators striving to co-create an anti-racist math environment that is not an opaque gatekeeper, but a transparent game-changer for students of color.
M ƒA
MATHEMATICS
Shifting Instructional Practice to Create AntiRacist STEM Classrooms p Facilitators: Mary Leer, Ed.D., and MƒA Master Teachers Dionne Beckford and Dawoun Jyung
Dionne Beckford is an MƒA Master Teacher and mathematics teacher at P.S. 321 William Penn in Brooklyn.
THURSDAYS, OCT 6, OCT 13
Need a creative way to increase classroom engagement? Join us as we explore the history behind string art and how we can use it to make mathematical ideas more accessible to students. Teachers will begin by diving deep into string art construction while making connections between patterns and parabolic curves. Then, teachers will create three dimensional designs as classroom models. Finally, teachers will collaboratively design a string art activity to increase classroom engagement. String art is adaptable to any grade, so all STEM teachers are welcome.
Are you interested in creating more space for student talk time by reducing your own? Do you want to know what students think and hear them reason through and defend their arguments? This mini-course will explore classroom structures and techniques to help create what Harvard educator Ron Ritchhart calls a “culture of thinking,” where reasoning and arguments are visible and valued. Drawing from multiple sources and experiences, we will immerse ourselves in activities promoting student discussion and debate in and about mathematics and science. Throughout the course, we will explore methods for increasing student talk, develop student-to-student conversations, and find ways to get students on their feet excitedly debating mathematics problems and scientific ideas. We will have time to assess and evaluate these ideas and
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202239
M ƒA MATHEMATICS
M ƒA MATHEMATICS
investigate Babylonian, Ancient Egyptian, and Mayan mathematics, focusing on base systems, the need for mathematics in the functioning of civilizations, and the connection between mathematics and religion. Then, we will explore Islamic, Indian, and Chinese mathematics, including religious associations and the study of art. Finally, we will study Greek, Spanish, and Italian mathematics, such as using libraries to publish mathematics, transferring knowledge, mathematics duels, and claiming knowledge from other spaces. This course is best suited for high school mathematics teachers, but all teachers interested are welcome to join.
Rebecca Caporale-Guarino is an MƒA Master Teacher and mathematics teacher at Manhattan Village Academy in Manhattan.
Student Explorations of The True Origins of Mathematics p
WEDNESDAYS, OCT 19, OCT 26, NOV 9
Mini-Courses
Facilitator: MƒA Master Teacher Rebecca CaporaleGuarino
WEDNESDAYS, JAN 4, JAN 11, JAN 18 M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we better integrate culturally responsive representations of the origins of mathematics into our classrooms? Join us as we explore the history of mathematics, especially the Non-Eurocentric history, and find ways for students to explore and reflect on the true origins of mathematics from different civilizations, cultures, and communities throughout history. Teachers will engage in hands-on activities highlighting the mathematical discoveries, dissecting power dynamics throughout the history of mathematics, and challenging the Eurocentric narrative. First, we will
Talk Less, Smile More: Debate and Discussion in the STEM Classroom Facilitators: MƒA Master Teachers Matt Baker and Devin Sprague
String Art: The Use of Straight Lines to Represent FacilitaCurvestor: MƒA Master Teacher Christine Lasagne
TUESDAYS, NOV 22, NOV 29, DEC 6
Christine Lasagne is an MƒA Master Teacher and mathematics teacher at P.S. 071 Rose E. Scala in Bronx.
Tyler Van Fleet delights in teaching students, teachers, and landowners about the fascinating (and life-sustaining!) connections between healthy forests and clean drinking water. A former high school science teacher and forest conservation outreach specialist, Tyler has worked in the Forestry Program at the Watershed Agricultural Council for eight years engaging hundreds of teachers and thousands of students in watershed forestry discovery through field trips, workshops, tours, and classroom lessons.
Mini-Courses
Teaching Trees: Where Ecology Meets Equity p Facilitators: Jocelyn Perez-Blanco and Tyler Van Fleet
MATHEMATICS
In this course, we will marvel at infinite sets. A starting point is Cantor’s “diagonal argument,” showing there are more real numbers than rationals. Infinite constructions appear in fractals and in the BanachTarski paradox, which strangely says that a solid ball can be cut into five pieces and reassembled to form two solid balls, each the same size as the original. We’ll learn how to count beyond the natural numbers to do transfinite induction. Finally, we’ll see some practical consequences of these ideas in computing.
Devin Sprague is an MƒA Master Teacher and science teacher at Edward R. Murrow High School in Brooklyn.
Stephen Kos is an MƒA Early Career Teacher and science teacher at New Explorations into Science, Technology and Math High School in Manhattan.
Matt Baker is an MƒA Master Teacher and mathematics teacher at The Brooklyn Latin School in Brooklyn.
ONLINE
Jocelyn Perez-Blanco, the founder of Herban Garden, is an educator, urban naturalist, herbalist, conservationist, and avid gardener with a background in biology, animal husbandry, and agriculture. Jocelyn is the Assistant Director of Herbalists Without Borders (HWB), an international non-profit whose mission is to empower and mobilize herbalists working within their communities. Jocelyn leads classes and botanical walks through partnerships with Latino Outdoors, Alley Pond
”Infinity” seems like an idea that could always be patently out of reach! And yet some of the most exciting mathematics arises from wrestling with the infinite, from calculus to geometry to number theory.
Facilitator: Francis Su, Ph.D.
Trees impact us every day—from the street trees that provide shade and stormwater retention to the upstate forests that filter and protect our drinking water supply. Join us in this mini-course as we learn how trees impact the lives and well-being of New Yorkers. In session one, we will discuss the products and services that trees provide, analyze the uneven distribution of these benefits across communities, and define “tree equity” and its importance. In session two, we’ll walk to a nearby area to conduct hands-on stewardship activities, including how to care for our street trees and measure urban forest benefits. In our final session, we’ll explore educational resources and opportunities related to tree ecology, equity, and stewardship, and will develop and share plans to integrate trees into our teaching in multi-dimensional ways. This course is best suited for middle and high school life and environmental science teachers, but all dendrophiles and tree-huggers are welcome!
TUESDAYS, DEC 6, DEC 13, DEC 20
Dr. Francis Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a former president of the Mathematical Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college mathematics faculty, and in 2018 he won the Halmos-Ford writing award. His work has been featured in Quanta Magazine, Wired, and The New York Times. His book Mathematics for Human Flourishing, winner of the 2021 Euler Book Prize, is an inclusive vision of what mathematics is, who it’s for, and why
anyone should learn it. View Dr. Su’s MƒA Thursday Think talk from Fall 2021 here
Environmental Center, and the Natural Areas Conservancy, with a focus on street tree care, invasive species removal, and reforestation projects.
Universal Design for Learning: Using Neuroscience to Engage All Learners p Facilitator: MƒA Early Career Teacher Stephen Kos WEDNESDAYS, NOV 2, NOV 16, NOV 30 M ƒA INQUIRY, PRACTICE, AND LEADERSHIP
develop ways of implementing appropriate structures in our classrooms.
To Infinity and Beyond
By the end of the course, you’ll better understand what “infinite” means and articulate why it matters. The only prerequisites are a desire for wonder and imagination, though familiarity with rational numbers and induction is helpful.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202240
THURSDAYS, OCT 6, OCT 13, OCT 27 M ƒA SCIENCE
Why is it that some students like school more than others? There are many answers to this question, but with new developments at the intersection of neuroscience and education, we are well-poised to understand how our students’ neurodiversity plays a role in how they feel about learning. In this minicourse, we’ll unpack the three principles of CAST’s “Universal Design for Learning” framework and Daniel T. Willingham’s book, Why Don’t Students Like School to reimagine our lessons through a cognitive science lens. This work will help us reduce time spent reteaching, improve the accuracy of scholar assessment, and ultimately help ALL scholars thrive and enjoy attending school each day. In each session, we’ll explore one of the three UDL principles. We’ll begin with puzzles that illustrate the neuroscience, discuss the role of each neural network, and then review the recommended checkpoints and examine some exemplar lessons. Throughout, we’ll use Goalbook’s “UDL-Aligned Strategies” to update our lessons and share our eureka moments. This course is suitable for all teachers striving to better understand how to support student success and enthusiasm. No neuroscience background is necessary.
Mini-Courses
Dr. Meng-Ping Tu is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.
“Young Man, Get Out of Here!”: Historical Perspectives on NYC Discipline Policy p Facilitator: Rachel Lissy, Ph.D. WEDNESDAYS, NOV 2, NOV 9, NOV 16
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED, TO ALSO JOIN THE M ƒADVENTURE, UNLOCKING NATURE’S POTENTIAL: A VISIT TO A CHINESE PHARMACY.
ONLINE
Dr. Rachel Lissy is the Senior Program Officer for Ramapo for Children. She has a doctorate in Social and Cultural Studies in Education from the University of California at Berkeley, a master’s degree in Policy, Organization, and Leadership Studies from Stanford University School of Education, and a B.A. in English from Brown University.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202241
Erin Ratz-Guiñals is an MƒA Master Teacher and science teacher at The Brooklyn Latin School in Brooklyn.
Unlocking Nature’s Potential: Chinese Herbalism and Modern Medicine
Facilitators: MƒA Master Teachers Erin Ratz and Meng-Ping Tu, Ph.D.
TUESDAYS, OCT 11, OCT 18
Did you know that a cure for malaria, first reported over 1,000 years ago, was the basis of the 2015 Nobel Prize in medicine? Chemist Tu Youyou demonstrated that a plant detailed in ancient Chinese texts was incredibly effective at curing malaria and received the Nobel for her work. In this mini-course, we will learn about some of the Chinese scholars who codified years of anecdotal wisdom on herbal medicines, the role of herbs in traditional Chinese medicine (TCM), and explore different plants used in TCM that have scientifically proven properties. We’ll begin by exploring texts and videos to learn about some of the most prominent Chinese scholars and the herbs they studied. Then we’ll work in small groups to select a plant of interest, learn about its role in TCM, and identify its medicinal properties. We’ll also hear from a scientist guest speaker on some of the current research on traditional herbs as treatments for disease. In our second session, we’ll work in grade-level teams to revise or develop curricular materials for use in our classrooms. This course is best suited for biology and chemistry teachers, but any science teacher wanting to incorporate and elevate ancient and Indigenous knowledge into their classrooms is welcome.
INQUIRY, PRACTICE, AND LEADERSHIP
For as long as there have been schools, there have been students whom adults deem “disruptive,” “disorderly,” and “unruly.” In this mini-course, teachers will explore themes and challenges related to classroom discipline from a historical perspective. Using the story of the origins of the New York City DOE’s suspension policy, we will examine the history, politics, and ideas informing current disciplinary policies that exclude, segregate, and criminalize students—particularly Black students. Teachers will draw connections between historical trends, beliefs and practices, and their current practice. This course is especially relevant for those engaging in or considering restorative justice reforms, as it highlights both the need for change and the roots of resistance.
M ƒA SCIENCE
Single Session Workshops
Single session workshops are one-time workshops in which experts from the MƒA Master Teacher community, academic institutions, and local organizations engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202242
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202243
WEDNESDAY, JAN 11
Neils Bohr proposed his model of the atom—the idea of electrons orbiting the nucleus and jumping from one energy level to another—in 1913. His model explained many observations that previous models could not. But even Bohr himself knew his model was incomplete. Take your students Beyond Bohr with Perimeter’s newest curricular resource to introduce the quantum model of the atom with classroom-ready activities. We will begin with an examination of the Bohr model and how classical concepts like particles and waves fail to produce a viable model for the atom. Then, we will introduce the concept of wave functions and conclude with a hands-on activity in which the electron orbitals are produced directly from the wave function. This workshop is best suited for high school chemistry and physics teachers.
Dave has been a high school physics teacher for over 30 years. His involvement with Perimeter Institute dates back to the beginning with the initial development of ISSYP, EinsteinPlus, and several other outreach activities. He has played a leading role in the production of most of Perimeter’s classroom resources and has given workshops on modern physics at the ocal, provincial, national and international levels. Dave is currently a Teacher in Residence at Perimeter Institute.
MƒA Master Teachers Susie Li and Kate Maschmeyer
TUESDAY, NOV 1
Computer Science Education Week (CSEdWeek) is an annual call to action to inspire K-12 students worldwide to learn computer science, advocate for equity, and celebrate the contributions of students, teachers, and partners to the field. Anyone can learn to code, but
not all students have access to coding opportunities. CSEdWeek gives all students a chance to participate in a coding event to raise awareness of computer science in today’s tech-infused world. If you are interested in leading a celebration for CSEdWeek, this workshop is for you! Join us as we share multiple models for running an engaging and successful CSEdWeek. Then, teachers will have a chance to tailor CSEdWeek plans to fit their needs and leave with a low-barrier, high-engagement set of activities for their classroom, team, or school. This workshop is open to all teachers; no computer science background is required.
WEDNESDAY, DEC 7
ONLINE
MƒA
Facilitator: Dave Fish THURSDAY, OCT 6 ONLINE
82 Reasons to Have Hope: Project Drawdown and the Fight Against Climate Change
Kate Maschmeyer is an MƒA Master Teacher and mathematics teacher at Community Roots Charter School in Brooklyn.
Stephen Kos is an MƒA Early Career Teacher and science teacher at New Explorations into Science, Technology and Math High School in Manhattan.
SCIENCE
MƒA SCIENCE
From vaccine misinformation to climate denial, we face a crisis in science literacy. A starting point to address this challenge is by cultivating engaging and relevant classroom libraries. In this workshop, teachers will learn how to select a range of diverse texts and ways to obtain funding to purchase them. First, we will discuss how to build spaces, tools, and structures that invite curiosity and allow students to access science texts easily. Then, we will share strategies to encourage students to co-create the space and explore routines such as sorting texts, writing book reviews, and creating a sustainable check-out system. We will also discuss the role of classroom libraries as a tool for equity and inclusion to support a diverse community of students and readers. Finally, we will break into groups to begin planning our own classroom libraries, considering space, supplies, book lists, and funding. This workshop
SCIENCE
Facilitator: MƒA Early Career Teacher Stephen Kos
Susie Li is an MƒA Master Teacher and computer science teacher at P.S. 126 Jacob August Riis in Manhattan.
Building a Culture of Science Reading Through Engaging Classroom Libraries p Facilitators: MƒA Master Teachers Mariella Mannino and Jaclyn Maricle
Learning about climate change can be a lot of gloom and doom, but thanks to Project Drawdown, it doesn’t have to end there! Join us in this workshop as we explore climate change with a focus on solutions. We’ll begin by reviewing Drawdown’s 82 proposals to reduce CO² emissions. Sorted into categories like electricity, industry, and transportation, each solution is ranked based on CO² reduction, implementation costs, and the overall monetary savings, providing clear, data-driven ways to compare and contrast options. Next, we’ll put on our student hats as we work in small groups to explore specific topics and create short presentations to share with the larger group. We’ll combine all presentations into a digital resource and share feedback on each other’s work. Finally, we’ll switch back to our teacher hats to discuss the resources and planning that go into making this a successful and engaging student project and share ideas for how we might implement the work into our own classrooms. If you’re a middle school teacher looking for a fun way to end a unit about climate change, this workshop is for you!
Beyond Bohr: A Quantum Approach to the Atom With Perimeter Institute
COMPUTER SCIENCE AND TECHNOLOGY
Bring Coding to Your Classroom: Getting Started With Facilitators:CSEdWeek!
Single Session Workshops
MATHEMATICS
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202244
MONDAY, JAN 9
Have you ever wondered just how many animals contribute to the quality of your everyday life? You might count your pet, the animal products you consume, or the many animal sources used to make what you wear. In this workshop, we will discuss the myriad ways in which animals benefit our lives, with a specific focus on animal research. We’ll begin by examining any misconceptions we might have about animal models in biomedical research. Then, we’ll consider the numbers and species of animals involved in research in the US. In the second half of the workshop, we will build an ethical framework for how to think about animal use in our society. We will focus on some specific research areas and debate the suitability of animal models in those fields. To ground our discussion and debate, we will read arguments written by prominent ethicists for and against these models and review landmark animal rights cases. This course is best suited for middle and high school science teachers but is open to anyone interested in bioethics and advocating for animal rights.
The Electoral College has been enormously controversial over the years, with many opinions on changing it or eliminating it. However, the last time the United States had a bill on the floor to eliminate the Electoral College was in 1969, and a Senate filibuster halted it. In this workshop, we will discuss the history of the Electoral College and engage in exercises
MƒA SCIENCE
Data Exploration With Gapminder
Single Session Workshops
Pooja Viswanathan, Ph.D.
ONLINE
her life and dietary choices in the present day and while making plans for the future of our world.
MATHEMATICS
Mariella Mannino is an MƒA Master Teacher and science teacher at I.S. 381 in JaclynBrooklyn.Maricleis an MƒA Master Teacher and science teacher at I.S. 289 in Manhattan.
Building an Ethical Framework for Animal Facilitator:Research
Facilitator: MƒA Master Teacher Courtney Ferrell
Melanie Pflaum is an MƒA Master Teacher and mathematics teacher at Bard High School Early College in Manhattan.
THURSDAY, NOV 3
WEDNESDAY, NOV 2
Dr. Pooja Viswanathan is a postdoctoral researcher in neuroscience at Icahn School of Medicine at Mount Sinai and a Junior Fellow at the Simons Society of Fellows. She holds a Ph.D. and M.Sc. from the University of Tübingen, Germany. She studies intelligent behavior and the brain areas that support abstract knowledge in primates. Growing up vegetarian in India and deeply in love with animal life, she questions
is most appropriate for elementary and middle school science teachers.
Facilitators: MƒA Master Teachers Melanie Battles and Melanie Pflaum
What percent of the world’s children have received a measles vaccine? The answer to this and many other questions may surprise you! Gapminder, a website developed by Swedish physician Hans Rosling, identifies misconceptions about global trends and offers a range of tools that allow us to explore reliable worldwide data and create beautiful and accessible data visualizations. This workshop will teach us how to use these tools with our students and develop classroom-ready tasks to better understand our world and challenge mistaken ideas. We will explore data visualizations, such as bubble charts and income mountains, and the datasets used
to create them. This workshop is best suited for anyone who incorporates statistics into their teaching, but any teacher who enjoys exploring and playing with data is welcome!
Melanie Battles is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Electoral College Remix
ONLINE
MƒA COMPUTER SCIENCE AND TECHNOLOGY
WEDNESDAY, SEP 21
From Research to Reality: Investigating Myths in Educational Psychology Facilitators: Anastasiya Lipnevich, Ph.D., and MƒA Early Career Teacher Juanita Martin
Single Session Workshops
MƒA
Dr. Klejda Bega has a Ph.D. in particle physics from Caltech and is currently a Lecturer in Discipline at Columbia University, where she teaches Frontiers of Science, a required interdisciplinary science course, part of the Columbia Core Curriculum.
ONLINE
Dr. Anastasiya Lipnevich is a Professor of Educational Psychology at Queens College and the Graduate Center of the City University of New York. Originally from Belarus, Dr. Lipnevich received her combined master’s degree in Clinical Psychology, Education, and Italian language from the Belarusian State Pedagogical University, followed by her master’s in Counselling Psychology from Rutgers University, USA. She then earned her Ph.D. in Educational Psychology (Learning, Cognition, Development concentration) from Rutgers University. Her research interests include instructional feedback, formative assessment, attitudes toward mathematics, alternative cognitive and non-cognitive assessment methods, and the role of psychosocial characteristics in individuals’ academic and life achievement.
Emerging Technology: Cryptocurrency and Blockchain Essentials
MONDAY, NOV 7
TUESDAY, DEC 20
Yassine Mouaddab is an MƒA Early Career Teacher and science teacher at High School of Telecommunication Arts and Technology in Brooklyn.
demonstrating various alternatives. We will explore how these alternatives would change outcomes using the 2020 election and census data. We’ll end the night by discussing the future of the Electoral College and collaborating on classroom activities around this content. This course is for teachers who want to integrate Electoral College mathematics into their curriculum or further their understanding.
Evaluating Scientific Claims: An Introduction to Facilitator:Statistics
school mathematics teacher looking to bring a fun, engaging, and educational activity back to your class, this workshop is for you.
Rational tangles are powerful ways of exploring and representing rational numbers. Through a movementbased investigation involving the manipulation of two strands of rope, teachers can create any rational number and analyze the complexity of the rational number system. In this workshop, teachers will explore the wonders of rational tangles through an engaging, hands-on knot activity that they will undoubtedly want to share with their students. If you are a middle or high
Klejda Bega, Ph.D.
MATHEMATICS
INQUIRY, PRACTICE, AND LEADERSHIP
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202245
Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.
SCIENCE
This workshop offers a glimpse into educational psychology, exposing teachers to sound empirical research that may challenge traditionally held views of assessment, learning, and inquiry. This workshop aims to engage teachers with the latest findings in educational psychology and inspire meaningful conversations about growth within our school communities. We will share a curated list of common myths and controversies in education, along with podcasts, readings, and videos related to educational psychology research that will be available to all teachers. This workshop is ideal for STEM teachers of all grades interested in deepening their understanding of the connection between educational research and practical applications.
Juanita Martin is an MƒA Early Career Teacher and science teacher at The Math & Science Exploratory School in Brooklyn.
TUESDAY, JAN 10 MƒA
Although most of our students may not become scientists, they will all have to make important life decisions based on scientific claims. Therefore, it is important for students to become good consumers of science and also to become discerning readers of primary scientific sources and peer-reviewed scientific articles. To achieve this, they need to understand the basic statistical tools scientists use to evaluate claims. In this workshop, we will work through concepts such as confidence intervals, p-value, correlation vs. causation, random vs. systematic errors, and how these concepts are used to test a hypothesis. We will use examples of published scientific articles, presented at a level suitable for high school students or advanced middle school students, to consider how we might encourage our students to consult primary scientific sources or apply statistics to solve real-life problems.
Exploring Rational Tangles
As of 2022, more than 300 million people around the globe use cryptocurrencies, and more than 20% of American adults have invested in Bitcoin (Wise 2022). Cryptocurrencies have become widely accepted by institutional authorities, including central banks and governments, but what are they, and how do they work? This workshop will explore blockchain, the underlying technology behind Bitcoin, and other cryptocurrencies. By the end of the course, teachers will have developed a foundation of blockchain essentials, including decentralization, distributed ledgers, proof of work, mining, wallets, and public key cryptography that they can use to educate students about this emerging technology. This course is open to teachers from any discipline interested in learning more about cryptocurrencies and blockchain technology.
Robert Greenblatt is an MƒA Master Teacher and mathematics teacher at Pace High School in Manhattan.
Do you ever wonder what the research says about learning styles, praise, and inquiry-based instruction?
Facilitator: MƒA Master Teacher Robert Greenblatt
Facilitator: MƒA Early Career Teacher Yassine Mouaddab
INQUIRY, PRACTICE, AND LEADERSHIP
Corey Levin is an MƒA Master Teacher and mathematics teacher at Yorkville East Middle School in Manhattan.
Marna Lehnert Chaky is an MƒA Master Teacher and science teacher at High School of Hospitality Management in Manhattan.
ONLINE
WEDNESDAY, NOV 9
MƒA
TUESDAY, NOV 29 ONLINE MATHEMATICS
Angela Oldenburg is an MƒA Master Teacher and science teacher at Baruch College Campus High School in Manhattan.
Do your students know how to file their taxes or build their credit? Financial literacy is a crucial extension of any mathematics course that has real consequences on daily life. This workshop will introduce teachers to EVERFI’s digital resources and platform, including ten financial literacy courses and guides on implementing digital lessons. We will also explore compatible ed-tech programs to create other engaging, digital lessons for students. Lastly, teachers will learn a bit about EVERFI, including opportunities for students to apply for scholarships and attend free events throughout the year. This workshop is designed for middle and high school STEM teachers interested in incorporating financial literacy into their curriculum.
Single Session Workshops
MƒA Master Teachers Shannon Guglielmo and Melissa Rodriguez
Shannon Guglielmo is an MƒA Master Teacher and mathematics teacher at Landmark High School in Manhattan.
Melissa Rodriguez is an MƒA Master Teacher and mathematics teacher at Central Park East High School in Manhattan.
Whether it is Darwin’s famous finches or Copernicus’ revolutionary sketches of our heliocentric solar system, drawing has been deep-rooted throughout the history and evolution of science and discovery. Regardless of artistic level, science illustration can be used as a tool to
THURSDAY, NOV 10
Illustrate to Stimulate: Understanding Earth Science Through Drawings
What would learning in a STEM classroom look like if we didn’t have grades? What if we told you that “going gradeless” could give students more agency and advocacy in school and lead to deeper learning? First, we’ll examine research excerpts from Alfie Kohn and other STEM practitioners about why the practice of “ungrading” is both backed by research and empowering for students. Then, we’ll explore this approach in our classrooms and discuss common areas for troubleshooting. Teachers should come ready to thought-partner with us and be open to the possibility of making a huge shift around grades and learning! This workshop is ideal for teachers who have heard of “going
Patrick Honner is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan.
Lane Sohn is a former special education teacher who taught 8th grade ELA in Brooklyn. She transitioned to Education Technology last school year and is the EVERFI representative for Brooklyn and Queens.
THURSDAY, OCT 6
MATHEMATICS
Facilitators: MƒA Master Teachers Marna Lehnert Chaky and Angela Oldenburg
Facilitator: MƒA Master Teacher Patrick Honner
What makes a transformation “linear”? In this workshop, we’ll look at the geometry of linear transformations, the mathematical objects that turn vectors, systems, and matrices into linear algebra. We’ll explore what makes some of the most familiar transformations linear and see how that linearity helps us understand the algebra of vectors and matrices. This workshop is best for those who want to deepen their understanding of linear algebra and have previous experience with vector addition and constructing points of reflection points.
MƒA Master Teacher Corey Levin
THURSDAY, NOV 10
strengthen student observation and metacognitive skills, foster an understanding of complex and abstract ideas, and provide an outlet for creativity, stress relief, and growth. We will begin by defining what makes a “good” scientific illustration and looking at literature supporting the benefits of using science illustrations. Then, we will explore and practice activities and techniques that can be seamlessly incorporated into any Earth Science curriculum. Teachers will have time to discuss, collaborate, and reflect on ways they can develop and strengthen the use of science illustrations in the classroom. This course is best suited for Earth Science teachers, but all teachers are welcome.
MƒA
If two people are to share a piece of cake but have no means of measuring, what do they do? In this workshop, we will explore the mathematics of cake-cutting. “Cakecutting is a metaphor for a wide range of real-world problems that involve dividing some continuous object, whether it’s cake or, say, a tract of land, among people who value its features differently” (Klarreich). Teachers will explore concepts such as equality, fairness, and optimization and will work together as mathematicians to achieve the most fundamental goal: securing as much cake as possible. This workshop is an introduction to fair division problems and is best for those with little to no experience on the topic.
SCIENCE
Incorporating Financial Literacy for a More Equitable Classroom Using EVERFI Facilitators: Lane Sohn and MƒA Master Teacher Rose Ventimiglia
INQUIRY, PRACTICE, AND LEADERSHIP
MƒA
gradeless” but need more resources to do it in their classroom.
Have Your Cake and Eat It Too: An Introduction to Fair Facilitator:Division
Going Gradeless in the STEM Classroom: An Facilitators:Introduction
The Geometry of Linear Algebra
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202246
COMPUTER SCIENCE AND TECHNOLOGY
Sphero is a programmable robot that can help students learn how to code using block-based coding. By dragging and dropping “blocks,” students—with and without prior coding experience—are introduced to programming through a more straightforward visual approach. They can see the results of their work instantly. In this workshop, teachers will see examples of Sphero activities and curricula that highlight the basics of computer programming and mathematical concepts (e.g., algorithms, loops, conditionals, variables). Teachers will code Spheros and brainstorm ways to use the robots in their classrooms. All levels of coding experience are welcome as no prior knowledge is required.
Let’s Roll: Sphero Robots as an Introduction to Facilitators:Programming
Rose Ventimiglia is an MƒA Master Teacher and science teacher at J.H.S. 383 Philippa Schuyler in Brooklyn.
Michael Riccardo and Scott Schwartz are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.
You want to buy precisely four doughnuts and enter a specialized shop that makes only three types of doughnuts. In how many different ways can you buy your doughnuts? We know how basic permutations and combinations work, but what other counting techniques can we use, and how can we solve the doughnut problem using an elegant method? In this workshop, we’ll collaboratively explore some different results in combinatorics. We’ll look at block-walking problems to review counting basics and explore the “stars and bars” counting method to delve into some binomial identities related to Pascal’s Triangle. Then, we’ll play with counting problems related to the Fibonacci sequence and create our own problems. Whether you are new to combinatorics or have previously taught it, this workshop will give you a deeper understanding of the topic to help identify your students’ misunderstandings and to build upon their knowledge.
TUESDAY, DEC 13
MƒA Master Teachers John Garvey and Wan Park
MƒA
use a different base? In this workshop, we will explore how expressing numbers in bases other than ten can often lead to more elegant solutions. We will discuss magic tricks, ancient methods of multiplication, and real-world applications such as Braille and bar codes. We will review the mathematical ideas behind bases and investigate various number base problems. As number bases are often missing from the mathematics curriculum, we hope teachers will gain an appreciation for number bases and find ways to integrate these ideas into their lessons. This workshop is best suited for middle or high school mathematics teachers.
TUESDAY, OCT 11
It’s All About That Base! Facilitators: MƒA Master Teachers Michael Riccardo and Scott Schwartz
MƒA Master Teacher Deborah Katz
COMPUTER SCIENCE AND TECHNOLOGY
MATHEMATICS
Intermediate Combinatorics: Looking Beyond Basic Permutations and Combinations
TUESDAY, NOV 1
Have you ever wondered why we use ten as the base of our number system? Is there any reason to ever
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202247
Are you interested in giving individualized feedback at the touch of a button? Join us as we learn how to use an Excel file full of raw data to write personalized emails to every student in your class. This workshop will show how teachers can use Excel formulas to write student narratives. We will learn to use existing grading platforms to create easily accessible Excel documents and the most frequently used coding tricks, tips, and techniques. This workshop is suitable for those new to using Excel in this way and may help those more familiar with Excel to expand their repertoire. Once mastered, you’ll use this technique for semester narratives or timely assignment feedback.
Facilitator: MƒA Master Teacher Scott Matthews
Let’s Tell a Story: Using Excel to Write Student Facilitator:Narratives
Scott Matthews is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Single Session Workshops
MƒA
MƒA MATHEMATICS
TUESDAY, DEC 15 MƒA
John Garvey and Wan Park are MƒA Master Teachers and mathematics teachers at Community School for Social Justice in the Bronx.
THURSDAY, DEC 1
Dr. Christina Varghese is an MƒA Master Teacher and mathematics teacher at Knowledge and Power Preparatory Academy International High School (Kappa) in the Bronx.
Dr. Patrick Kennedy is a postdoctoral researcher in evolutionary biology at Columbia University and a Junior Fellow of the Simons Society of Fellows. He completed his Ph.D. at the University of Bristol, UK, working on the paper wasps of South America, and is currently studying the fascinating behavior of African wasps, working in Cameroon and South Africa. He has been stung—far too many times.
The Most Beautiful Mathematical Equation: Euler’s Facilitator:Identity
The Little Things That Run the World: The Incredible Universe of Social Insects Facilitator: Patrick Kennedy, Ph.D.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202248
Single Session Workshops
MƒA SCIENCE
MONDAY, DEC 19
How do we get students to uncover and learn content in ways that move beyond direct instruction? In this workshop, we will reflect on our teaching practices, examine strategies to develop students’ logical thinking skills, and explore task design strategies to maximize learning and minimize teacher-centered content delivery. We will also find areas where we can better facilitate students’ critical thinking and plan and leave with a lesson that empowers students and de-centers the role of the teacher. This course is best for secondary teachers, but all teachers are welcome.
Andy Nissinboim is an MƒA Master Teacher and science teacher at High School for Innovation in Advertising and Media in Brooklyn.
MƒA Master Teacher Andy Nissinboim and MƒA Early Career Teacher Jesse John, Ph.D.
COMPUTER SCIENCE AND TECHNOLOGY
MƒA Master Teacher Eric Scott
Ben Elias Morgenroth is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Euler’s Identity is thought by many to be the most beautiful equation in all of mathematics, but most high school students never even see it. In this workshop, teachers will explore methods for introducing Euler’s Identity and the related Euler Formula using ideas from Algebra II and Pre-Calculus. Teachers will work through a series of problems that culminate in Euler’s Formula and then use that to create Euler’s Identity. This workshop is for any teacher interested in deeply understanding the meaning of Euler’s Identity or who wants to share Euler’s Identity with students but thinks the mathematics is too advanced.
MATHEMATICS
TUESDAY, OCT 18 ONLINE MATHEMATICS
One hundred million years ago, a revolution was brewing on Earth. Social insects—notably the ants, bees, and wasps—were beginning their spectacular rise. Today, they dominate the land and play crucial roles in ecosystems across the globe, from tropical rainforests to arid savannahs. In this workshop, we will explore the remarkable story of how social insects
AP Classroom is an online platform where students can access free practice resources and instructional videos for every topic and skill covered in their course and assessed on the AP Exam. This workshop aims to familiarize teachers with how to use AP Classroom and get the most out of it. Teachers will learn to create assessments and assignments, filter questions, analyze student data, and access solution guides. We will also see how students can self-grade their free response questions using College Board-written scoring guidelines. Teachers will leave with classroom-ready materials. This course is intended as an introduction to AP Classroom and is limited to current teachers of AP courses.
Deborah Katz is an MƒA Master Teacher and science teacher at Bronx Collaborative High School in Bronx.
WEDNESDAY, JAN 4 MƒA
Let Them Figure It Out! Strategies to Develop Basic Logic Facilitators:Skills
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
evolved—emphasizing the powerful forces that can favor cooperation. En route, we will discuss the central role that social insects have played in the vibrant scientific controversy on the evolution of cooperation. Finally, we’ll turn to the importance of social insects in ecosystems, focusing on the complex—and often hidden—ways in which they shape the natural world. We’ll also exchange ideas for field and lab experiments to excite students with the wonder of social insects. This workshop is best suited to middle and high school biology teachers but is open to anyone interested in learning more about the evolution and ecology of insects. As the proverb says, “Go to the ant, thou sluggard, and be wise!”
Making the Most of AP Classroom Facilitator: MƒA Master Teacher Ben Elias Morgenroth
THURSDAY, SEP 22 ONLINE
Dr. Jesse John is an MƒA Early Career Teacher and science teacher at High School for Innovation in Advertising and Media in Brooklyn.
Making Algebra Accessible to All Facilitator: MƒA Master Teacher Christina Varghese, Ph.D.
How might we support ALL of our algebra students? Join us as we explore a variety of new and practical tools to engage our students and increase retention. We will begin by reflecting on the challenges of postpandemic education and then compile a list of tools, software, and hardware that have been valuable in engaging students. We will collaboratively check out new tools and give and receive feedback on making our classrooms accessible to all learners in synchronous and asynchronous ways. The course is best suited for Algebra I and Algebra II teachers but would benefit anyone teaching mathematics courses for grades 8-12.
ONLINE SCIENCE
Nothing but ice in every direction, bitter cold water swarming with billions of the most abundant animals on the planet, the hulking masses of the world’s largest extant carnivore, flightless birds that swim like dolphins, and the Doomsday Glacier. This is Antarctica. Join us in
MƒA MATHEMATICS
According to the National Center for Learning Disabilities, one in every five children in the United States has a learning or attention issue. Based on the 2019 population, this amounts to 11.2 million children. Students with learning disability (“LD”) diagnoses—and those without—often find it challenging to thrive in traditional classroom environments. In this workshop, we will discuss the lived experience of learning disabilities and explore how personal narratives can help educators to create more authentic experiences for all students. Moreover, we will consider how educators can modify their classrooms to accommodate students with LD—including instructional, material, environmental, and relational modifications.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202249
MƒA Master Teachers Ishrat Ahmed and Kai Xin Chen
TUESDAY, OCT 25
MƒA
this workshop as we explore the coldest place on Earth, learn how to conduct research there, and discuss why this research matters. Through the lens of the NGSS Crosscutting Concepts of stability and change, cause and effect, and patterns, we’ll examine satellite imagery, land and sea-based research results, and even data collected by seals to reveal what we know and have yet to learn about Antarctica. We will also discuss how to get our students invested in one of the most foreign environments humans have ever encountered. This course is ideal for anyone who has dreamed of being a scientific explorer and wants to encourage that same thirst for adventure and understanding in their students.
TUESDAY, JAN 10
THURSDAY, NOV 10
Shiela Lee is an MƒA Master Teacher and computer science teacher at P.S. 059 Beekman Hill International in Manhattan.
How might we modify existing problems and tasks to make them open-ended and non-routine? In this workshop, teachers will learn how these nonroutine tasks push students to think creatively about problem-solving strategies and provide multiple points of entry, content representations, and assessment
Paper Circuit Identity Portraits Facilitators: MƒA Master Teachers Diana Erben and Shiela Lee
Eric Scott is an MƒA Master Teacher and mathematics teacher at Beacon High School in New York.
THURSDAY, DEC 1
Opening Up Mathematics Tasks for Creativity and Facilitators:Problem-Solving
Laryssa O’Brien is an MƒA Master Teacher and science teacher at Frank McCourt High School in Manhattan.
Affirming student identity is essential in building community in the classroom, getting to know your students, and improving engagement. In this workshop, teachers will make their identity portraits and incorporate circuits to light up the parts of their identities that are most important to them. Join us for a STEAM-filled evening as we discuss using paper circuit identity portraits to extend learning in science and engage students. Teachers will leave with tools to affirm their students’ identities in the classroom and ways to integrate paper circuits within their curricula no matter the grade level. This workshop is open to all teachers.
Ishrat Ahmed and Kai Xin Chen are MƒA Master Teachers and mathematics teachers at Leaders High School in Brooklyn.
INQUIRY, PRACTICE, AND LEADERSHIP
Sarah Slack is an MƒA Master Teacher and science teacher at J.H.S. 223 The Montauk in Brooklyn.
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
Science From the Bottom of the World Facilitator: MƒA Master Teacher Sarah Slack
Facilitator: MƒA Master Teacher Laryssa O’Brien
Single Session Workshops
Narrating Disability: Considering the Experiences of Others p
modes. They will work through and modify (open up) existing problems to be non-routine, including time to collaboratively modify problems and tasks from their classrooms. This workshop is best suited for all mathematics teachers.
Diana Erben is an MƒA Master Teacher and mathematics teacher at P.S. 059 Beekman Hill International in Manhattan.
As teachers, we do more than impart STEM knowledge; we construct intentional and welcoming classroom spaces and lead our students’ educational journeys. We can and should transfer these leadership skills from our classrooms to our school communities and the broader NYC educational landscape. This workshop is for any mathematics or science teacher interested in developing
Ben Elias Morgenroth is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
WEDNESDAY, OCT 12
Unpacking Your Implicit Bias p Facilitators: MƒA Master Teachers Grace Hu and Andrew Wallace
Facilitators: MƒA Master Teachers Justin Czarka and Sage Hunter
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
Facilitators: MƒA Master Teachers Sharon Collins and Ben Elias Morgenroth
Daniel Sharoff is an MƒA Master Teacher and science teacher at High School for Arts and Business in Queens.
Using Environmental Justice as a Lens to Promote Scientific Understanding p Facilitator: MƒA Master Teacher Lena Cosentino
Single Session Workshops
their leadership skills beyond the classroom. Join us as we explore and develop the habits of highly effective leaders through readings, interviews, and personal narratives. We will discuss how to build trust and respect with colleagues and administrators and learn ways to get our educational ideas and best practices implemented in our schools. We will also strategize ways to implement teachers’ ideas in educational policy decisions that impact students across New York City.
How might our implicit biases harm our students? This workshop will be a time for teachers to reflect and discuss how their unconscious biases might influence their role as educators and explore how to minimize the effect of those biases in the classroom. Teachers will take an anonymous implicit bias test to “measure” their biases for or against specific populations and discuss strategies to minimize the effect of this bias. We will discuss and explore ideas such as how people might have been biased for or against you, how you might be biased and how that affects your teaching, and what solutions you can use or share with others to mitigate implicit bias. This workshop is intended for teachers of all grades and disciplines and does not count toward the NYC DOE Implicit Bias Training.
THURSDAY, JAN 5
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202250
MƒA Master Teachers Daniel Sharoff and Jessica Sharoff
ONLINE
MƒA
Teacher Leadership for Impactful School Change
Unique Perspectives in Astronomy With HandsOn Facilitators:Investigations
THURSDAY, OCT 20 MƒA SCIENCE
While students naturally gravitate toward the mysteries of the cosmos, engaging them with astronomy concepts that feel abstract and distant from their daily lives can be challenging. In this workshop, we’ll explore innovative and engaging hands-on investigations that can bring the universe to your students and nurture a deeper understanding of astronomy. We’ll begin by discussing the challenges of teaching astronomy within the confines of a classroom, then explore hands-on activities, including 3D Earth-Moon-Sun models for understanding moon phases and eclipses, building astrolabes to determine the relationship between the North Star and latitude, and more! These activities will allow students to grapple with large-scale concepts in astronomy and provide a unique perspective as they learn about the universe. Teachers are encouraged to share their favorite innovative astronomy lessons as well. This workshop is most suitable for Earth Science, astronomy, or general science teachers, but anyone is welcome to join.
Jessica Sharoff is an MƒA Master Teacher and science teacher at Washington Heights Expeditionary Learning School in Manhattan.
Safe and readily available drinking water is a basic human need and important for public health. Studying water quality can be a powerful tool to turn environmental justice issues into authentic science experiences for students. In this workshop, biology and chemistry teachers will examine water quality data
Grace Hu and Andrew Wallace are MƒA Master Teachers and science teachers at World View High School in the Bronx.
MONDAY, OCT 24
Justin Czarka is an MƒA Master Teacher and science teacher at P.S. 048 Joseph R. Drake in the Bronx.
Sharon Collins is an MƒA Master Teacher and mathematics teacher at New Heights Academy Charter School in Manhattan.
WEDNESDAY, OCT 12
Sage Hunter is an MƒA Master Teacher and science teacher at M.S. M245 The Computer School in Manhattan.
INQUIRY, PRACTICE, AND LEADERSHIP
SCIENCE
Sharing Best Practice to Support ELLs and Students With IEPs p
How might general education teachers best meet the needs of their diverse learners, particularly English Language Learners (ELLs) and students with individualized education plans (IEPs), and what protocols for sharing information and tracking progress are most effective? In this workshop, we will share best practices and resources, learn to navigate NYC DOE SESIS, and explore the information teachers can learn from an IEP. The goal is for every teacher to leave with ideas they can readily bring back to their classrooms and schools. While the resources shared will be from elementary and middle school perspectives, the course is open to all teachers who teach ELLs or students with IEPs.
MƒA SCIENCE
Are you feeling overwhelmed with endless stacks of labs to grade? Is your back in pain from dragging lab notebooks back and forth from school to home? Do you worry about the fairness of assessing labs individually when much of the value from these activities comes from collective work? In this workshop, we’ll discuss how utilizing lab portfolios and other flexible lab assessments can move the incentive towards critical thinking and away from copying or mere completion. We will explore what flexible assessment of lab work can look like in our classrooms, examine methods for assessing labs without having to grade individual lab reports, define and share examples of mastery for each lab skill, and examine how we can clarify and communicate these goals for our students.
Using Ocean Satellite Data in the Classroom Facilitator: MƒA Master Teacher Grace Hu
Riding a roller coaster and observing animals in the Galapagos are just two examples of rich, immersive experiences to help students better understand mathematical and scientific concepts—all without ever leaving the classroom. In this workshop, teachers will explore web-based tools to gain free and easy access to virtual reality (VR) using tablets and smartphones to better understand the possibilities and constraints of VR investigations. First, teachers will put on their student hats as they are guided through a science and mathematics VR experience. Then, teachers will examine easy-to-access VR activities, brainstorm and develop activities for use in an upcoming unit, and discuss questions to juice up critical thinking in their classrooms. This workshop is best suited for middle school science and mathematics teachers, but all teachers are welcome. No VR goggles are necessary.
from their own schools, compare the findings (with a particular focus on lead levels) to data sets from Flint, Michigan, and consider how these data are presented to the community. Teachers will work in small subject groups; chemistry teachers will explore data on molarity and unit calculation, while biology teachers will focus on the human impact perspective to develop Socratic seminars. After working in groups, teachers will come back together to discuss how the data can be used to help students build equity of voice and formulate evidence-based arguments. This course is best for high school biology and chemistry teachers.
Devin Sprague is an MƒA Master Teacher and science teacher at Edward R. Murrow High School in Brooklyn.
Lena Cosentino is an MƒA Master Teacher and science teacher at CSI High School for International Studies in Staten Island.
Facilitators: MƒA Master Teachers Ronnie Almonte and Devin Sprague
TUESDAY, OCT 25 ONLINE
MATHEMATICS
Sean McCann and Jay Jammula are MƒA Master Teachers and science teachers at Home Instruction in the Bronx.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202251
Are your students fascinated by marine life? Would you like to integrate more marine biology into your classroom and have students take the lead in asking and answering their own investigation questions? Then join us as we explore the use of interactive mapping tools and satellite data to teach your students marine biology. First, we will discuss the importance of ocean literacy and how scientists use satellites to track animals, observe behaviors, and collect water quality data. Then, teachers will select a marine animal, develop an investigation question, and explore false colored maps to collect data. We will conclude with a discussion on how to incorporate this work into our classrooms. This course is best for elementary or middle school teachers looking to bring more student-centered inquiry opportunities into their curriculum.
Using Virtual Manipulatives for Mathematics Exploration and Discovery Facilitator: David Poras
Grace Hu is an MƒA Master Teacher and science teacher at World View High School in Bronx.
Using Portfolios to Authentically Assess Lab Skills
Single Session Workshops
TUESDAY, OCT 11
Manipulatives can transform how students make meaning of important ideas by making abstract relationships visible, teaching creativity and problemsolving, and allowing students to explore and discover. Learn how the virtual manipulatives available at Polypad. org can mirror these effects and support more complex interactions that are impossible in the physical world. Teachers will explore various virtual manipulatives and how they can be used to engage students in deep
mathematical thinking. Topics will range from simple arithmetic to advanced number theory and include a variety of manipulatives—number bars, algebra tiles, prime factor circles, probability tiles, and more. Teachers will learn to create interactive workspaces for students to help promote collaboration and discovery in their classrooms. Polypad is a part of Mathigon, is freely available in many different languages, and is used by millions of students worldwide.
David Poras taught middle school mathematics with the Weston Public Schools in Massachusetts for 22 years and is Senior Director of Product Management with Mathigon. David studied mathematics at Vassar College in Poughkeepsie, NY, and education at the University of Massachusetts. In 20+ years of teaching, David has held various leadership roles. In 2017, David was selected as a runner-up for the Rosenthal Prize awarded by the Museum of Mathematics in New York City.
Virtual Reality in STEM: An Introduction Facilitators: MƒA Master Teachers Jay Jammula and Sean McCann
TUESDAY, OCT 25 MƒA
THURSDAY, JAN 12 ONLINE SCIENCE
Ronnie Almonte is an MƒA Master Teacher and science teacher at Bard High School Early College in Manhattan.
COMPUTER SCIENCE AND TECHNOLOGY
Facilitator: MƒA Master Teacher Brittany Klimowicz
Have you ever wondered about the probability of winning at the blackjack table? In this workshop, we will build probability matrices to solve questions pertaining to random walks and Markov chains, explore topics within Stochastic processes that involve randomness, and use these matrices to calculate our expected value of winning games of chance. Teachers need working knowledge of Gaussian elimination for this workshop, and the facilitator will share a refresher packet before the workshop.
SCIENCE
THURSDAY, NOV 3
MƒA
Vogue-istry! Modeling in Chemistry
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202252
Facilitator: MƒA Master Teacher Dave Richardson
Single Session Workshops
TUESDAY, JAN 10
Dave Richardson is an MƒA Master Teacher and mathematics teacher at High School of Economics and Finance in Manhattan.
Winning at Blackjack Using Markov Chains
Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.
MATHEMATICS
MƒA
A skill that repeatedly shows up in chemistry is the ability to model abstract concepts. Whether working through chemical or mathematical formulas, physical or graphical representations, Lewis dot structures, or drawing organic compounds, students are asked to conceptualize challenging ideas in various ways. But what does it really mean to “model” concepts? NGSS identifies modeling as one of the key science and engineering practices, but for many teachers, it still feels like a mysterious teaching practice. In this workshop, we will explore what modeling is, how to teach and assess modeling in a chemistry classroom, and how to support students in developing this skill and applying it to their future science classes. This course is best for high school chemistry teachers.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202253
Affinity Groups
Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the wider MƒA community.
Facilitators: MƒA Master Teachers Shangaza Banfield, Leton Hall, Eric Portales, Samantha Tulloch, and MƒA Early Career Teacher Joshua Modeste
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202254
TUESDAYS, OCT 18, NOV 1, DEC 13
COMMUNITY
LGBTQIA+ Affinity Group p Facilitators: Nakita VanBiene and MƒA Master Teachers Pooja Bhaskar and Lisa Bueno
Facilitators: MƒA Master Teachers Yishan Lee, Sin Li, Susie Li, and Cathy Xiong
WEDNESDAYS, OCT 12, NOV 2, DEC 14, JAN 4 MƒA COMMUNITY
White Anti-Racist Educators Affinity Group p
Black, Latinx, and PoC Affinity Group p
WEDNESDAYS, SEP 21, JAN 4
Cultivating Sustainable Careers as Women of Color Affinity Group p Facilitators: MƒA Master Teachers Alana Burgos and Alyson Lopez
Do you identify as a BIPOC woman who is interested in discussing how to prioritize self-care? In this affinity group, we will have honest discussions about our common struggles of work-life balance. We will meet monthly and use guided readings and research-based self-care practices gathered by the community to create a toolkit for teacher-centered social-emotional wellness.
THURSDAYS, SEP 22, OCT 27, NOV 10, DEC 8, JAN 19 MƒA & ONLINE COMMUNITY
+PLEASE NOTE: FOR ALL AFFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS.
MƒA & ONLINE
MƒA & ONLINE
Affinity Groups
Do you identify as a Black, Latinx, Indigenous, or PoC educator who is interested in discussing the experiences and challenges faced by people of color in the world of education? Join us as we consider the issues met by our communities and support one another in our educational endeavors. We will meet monthly and our agenda will be set by the needs of our community.
Facilitators: MƒA Master Teachers Brian Palacios, Christa Quint, and Andrew Slivosky
THURSDAYS, OCT 20, NOV 10, DEC 1, JAN 5 MƒA & ONLINE COMMUNITY
Are you a white person interested in working towards a more racially just educational system? Join us as we learn from and support one another, take on a more vocal role in our school communities, seek out ways to lean into racial discomfort, decenter ourselves, and dismantle our privilege in educational settings. We will meet monthly and our agenda will be set by the needs of our community.
Asian American Affinity Group p
Through our monthly meetup, we aim to create a tight-knit community of Asian American educators who explore how our identity intersects with our role as educators. We will discuss and share the diversity of social and cultural values within the Asian American community. We will also examine challenges facing all minorities and stand in solidarity with all.
TUESDAY, DEC 13
WEDNESDAYS, SEP 21, OCT 19, NOV 16, JAN 18
COMMUNITY
Are you interested in meeting other queer educators in the MƒA community? Join us as we collaborate and recharge with LGBTQIA+ STEM teachers and discuss common challenges we may face. We will meet monthly and our agenda will be set by the needs of our community.
Interest Groups
Interest Groups are one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202255
Vinyasa Yoga
YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
MƒA COMPUTER SCIENCE AND TECHNOLOGY
Coordinating Activities Coordinators
AP Biology Teacher Meetup
Facilitators: MƒA Master Teachers Tracy LaGrassa, Ph.D., and Marisa Wagner, Ph.D.
WEDNESDAY, OCT 12 ONLINE COMMUNITY
ONLINE COMMUNITY
YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Crafting Through Cricut in the Classroom Facilitators: Hareem Ahmed-Zia and MƒA Master Teacher Quratul Waqas
All-Levels56
Facilitators: MƒA Master Teacher Izagma Alonso and MƒA Emeritus Teacher Peter Brooks
Can We Trust Facial Recognition? p
Are you interested in building a culturally-responsive, differentiated, student-centered, and interactive classroom that provides students with a broad foundation in biology and adequately prepares them for the AP exam? Do you find it challenging to build such a classroom given the breadth and depth of our curriculum? Join us as we reflect on what we’ve learned from teaching during the pandemic, and discuss how to incorporate hands-on activities and inquiry-based labs into instruction in a way that makes all students feel welcome and excited to learn.
Facilitator: MƒA Master Teacher Scott Wassmuth
Building Your Department
Facilitator: Emilie Brockmann
WEDNESDAY, NOV 9
Do you have a Cricut or other cutting machine and an interest in crafting? Join us as we explore a variety of ways to use a Cricut in the classroom and share our project ideas with each other. Teachers interested in attending should have previous knowledge of Cricut design space.
TUESDAYS, OCT 25, JAN 17 MƒA
Are you interested in creating a wonderful department at your school? Whether you’re a new department facilitator, or have been running your department for years but need some fresh ideas, join us! Come for an informal chat as we share how we use our department time and discuss ways you and your department can continue to grow together. Bring your ideas, your questions, what keeps you up at night, and what keeps you going through those long meetings.
+PLEASESCIENCENOTE:
MONDAYS, NOV 7, JAN 9
MONDAY, SEP 19 ONLINE COMMUNITY
ONLINE
Are you interested in starting a yoga practice but feel a bit intimidated? Vinyasa yoga incorporates all levels of movement, making it perfect for beginners. In this hour-long virtual session, we will move the body safely through carefully curated yoga postures as we explore different breathing techniques, build heat in the body, seek balance, and stretch and strengthen the muscles. By linking breath to movement, our practice will become a moving meditation.
Facilitators: MƒA Master Teachers Brittany Beck and Matt Pastore
Are you interested in discussing methods that the various Activities Coordinators in MƒA use to create meaningful and fun experiences for their student and staff communities? Many MƒA teachers do the work of planning trips, overseeing student government, running a school store, creating school-wide events, managing graduation – and fundraising for or promoting all of these activities! Whether you are at a big or small school, new to planning activities or a longtime Activities Coordinator, all are welcome as we build a network of Activities Coordinators!
APES Teacher Meetup
Hareem Ahmed-Zia is a science teacher at John Adams High School in Queens.
ONLINE
+PLEASESCIENCENOTE:
+PLEASECOMMUNITYNOTE:
Are you interested in learning more about bias in artificial intelligence? Join us as we watch Coded Bias,
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022
a 2020 film exploring racial bias in facial recognition algorithms. We will have an open discussion about the film and examine the effects artificial intelligence has on our lives and the lives of our students.
Interest Groups
YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
THURSDAY, NOV 3
Are you interested in collaborating with teachers to share best practices for teaching AP Environmental Science? In this interest group, we will discuss what we learned as a result of teaching during the pandemic, and share ideas on how to incorporate social-emotional learning and culturally-responsive teaching into our curricula. Join us to collaborate and reflect on what you envision your APES course could be!
MONDAYS, OCT 17, DEC 12
Facilitators: MƒA Master Teachers Athena Colin, Shana Elizabeth Henry, Ph.D., and Abigail Kirchman
Emilie Brockmann is a yoga instructor, sound meditation facilitator, and wellness practitioner.
+PLEASECOMMUNITYNOTE:
ONLINE SCIENCE
Facilitators: MƒA Master Teachers Jerry Citron, Justin Czarka, and Laura Ralph WEDNESDAY, JAN 11
Exploring a Plant Path Facilitators: MƒA Master Teachers Daniel Holstein and Ursula Lovings
MƒA COMMUNITY
Are you interested in learning about ways to engage in scientific fieldwork that you can bring back to your classroom? The goals of this interest group are to inspire, encourage, and support fellow educators in
Are you a K-5 educator interested in connecting with other elementary school teachers? Join us to connect with and support one another. Our agenda will be set by the interest and needs of the teachers in our community.
Are you interested in exploring the transition to a plantbased lifestyle? In this interest group, we will explore a plant-based lifestyle and share resources on how to strategically and sustainably shift to a plant-based diet to hopefully lead to improved health, increased energy, and a commitment to environmental sustainability.
For the Love of Lepidoptera Facilitator: MƒA Master Teacher Wendy Castillo
Elementary Teacher Meetup
Getting Started With Grant Writing and Facilitators:DonorsChoose
Experiential Educators: Taking First-Hand Fieldwork Experience to the Classroom
participating in scientific fieldwork that will continue to expand their content knowledge and influence their teaching practice. We will highlight stories from our first-hand experiences, share engaging learning activities, and provide resources from partner organizations around fieldwork opportunities and funding information.
Are you interested in new and engaging ways to brighten your curriculum with Lepidoptera, the order of insects that includes butterflies and moths? Did you know that Monarch and Viceroy butterflies are poisonous? Join fellow Lepidoptera lovers to learn fun facts, talk about these amazing insects, and discuss creative ways to incorporate Lepidoptera into your curriculum.
WEDNESDAYS, OCT 19, DEC 7, JAN 18 MƒA & ONLINE
TUESDAY, OCT 25 ONLINE COMMUNITY
Andy Yung is a pre-K teacher at P.S. 244Q The Active Learning Elementary School. He has used DonorsChoose.org to raise over $35,000 for his classroom, school, and community and is always willing to help those who wish to start their own crowdfunding journey.
Are you interested in acquiring resources for your classroom but don’t have the budget to do so? Then look no further than DonorsChoose. Our team of grant writing experts will help you create a DonorsChoose account, teach you the craft of grant writing, and support you in writing and submitting DonorsChoose projects. We have over 600 completed projects among us. The skills learned in this session are easily transferable to many other grant applications as well.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202257
Interest Groups
YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in sharing materials, lesson plans, and ideas with other Earth Science teachers in MƒA? Would you like to collaborate with other Earth Science teachers to discuss the unique challenges that we face? Join us for an informal brainstorming session about best teaching practices in our subject area.
Facilitators: MƒA Elementary Teachers
Earth Science Teacher Meetup
Andy Young and MƒA Master Teachers Steve Oszust and Jordan Wolf
Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun
WEDNESDAY, JAN 18
THURSDAY, NOV 3 ONLINE SCIENCE
THURSDAY, OCT 6 ONLINE SCIENCE
the future, or want to engage with Calculus problems for fun, this is the place for you! Join us to do some mathematics, learn from each other’s techniques and reasoning, and engage with the prerequisite skills you may be teaching in your current or future courses. We will work through the 2008 and 2012 AP Calculus AB exam questions together. Self-checking Desmos Activities covering all eight AP Calculus AB Units will be provided as an additional resource.
Let’s Facilitator:Do...Calculus!
Are you interested in working through Calculus problems with a group of teachers? Whether you want a refresher on the content before you teach Calculus in
YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
MONDAYS, NOV 14, JAN 9
Interest Groups
Learn Spanish to Support Your Multilingual Students in STEM p Facilitators: MƒA Master Teachers Laura Antunez Rodriguez and Francisco J. Perez Martinez
Are you interested in an hour of mindfulness and selfcare? Join us for a yoga experience in which we turn our attention inward and link our movement and breath. We’ll begin by warming our bodies, then move through a vigorous, yet mindful yoga flow, and conclude with a guided yoga nidra meditation. This session is open to all yoga practitioners - from first-timers to seasoned yogis.
Facilitators: MƒA Master Teachers Elisabetta La Tanza and Leslyn Morris
Facilitator: Roque Rodriguez
ONLINE
Are you interested in connecting with teachers who have experience teaching abroad? Whether you are an international teacher originally from another country or taught abroad for some time, join us to share experiences, compare and contrast the different education systems and curricula, and discuss successes and struggles throughout our teaching career transitions. Teachers are encouraged to bring examples of topics or curricula taught in a different country.
THURSDAY, OCT 13 MƒA COMMUNITY
Are you interested in learning what happens when you carve out a set day of the week for students to engage in STEM projects of their choice? Would it increase student agency, ownership, and engagement? Would it spark joy? The answer: yes! Join us as we share successes and strategies around implementing a dedicated day of the week for student-choice activities.
Are you interested in learning Spanish as a way to support multilingual students in your STEM classes? Join us to develop your Spanish language skills, and learn more about Spanish/Hispanic culture in a fun and interactive way. We will sharpen our Spanish speaking skills, strengthen our ability to create culturally relevant materials, and connect with fellow educators that are interested in language, culture, and Latino cuisine!
THURSDAY, OCT 27 MƒA
Roque (Pronounced: ROW-Keh), the son of Dominican-American immigrants is a 500-hour trained Yoga teacher. In addition to his 500 hours of training, Roque has studied Anatomy with Jason Brown, Restorative Yoga and Yoga Nidra with Mona Anand, and is a certified
THURSDAY, OCT 27
Facilitator: MƒA Master Teacher Rose Ventimiglia
ONLINE COMMUNITY
MƒA Game Facilitators:Night
TUESDAY, OCT 25
MƒA COMMUNITY
Are you interested in strategy and diplomacy or backstabbing and intrigue? How about learning and sharing new games while socializing with your colleagues in an informal in-person setting? If so, join us for the MƒA Game Night! Board games will be provided, but feel free to bring your favorites along as well!
Mindful Yoga Practice
International Teaching
WEDNESDAY, OCT 26 ONLINE COMMUNITY
MATHEMATICS
Implementing Student-Choice “Monday Fundays”
MƒA Master Teachers Deborah Reich and Matt Steiniger
+PLEASECOMMUNITYNOTE:
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202258
MƒA Master Teacher Stephanie Bohbot
ONLINE
have been removed from the Department of Education website, there is an extra burden on science teachers and schools to find and order science materials. In this interest group, we will gather together to make a list of frequently ordered science supplies aimed at finding the best prices and helping make this process easier for all teachers. We will create a living document that will be shared with the entire MƒA community.
MƒA COMMUNITY
Navigating Lactation and Pumping as a Teacher
Are you interested in reading for FUN but don’t always have time? Join our book club as we read (mostly fiction) for enjoyment and come together to discuss the book. In the past, we have read books, such as The House in the Cerulean Sea by TJ Klune, The Guncle by Steven Rowley, Family Life by Akhil Sharma and Malibu Rising by Taylor Jenkins Reid.
Sharing Best Classroom Practices
Facilitators:OverbookedMƒA Master Teachers Phylicia Hoyt and Theresa Stanley
Starting a Middle School Science Olympiad Team
Are you interested in connecting with others to discuss navigating being a lactating/pumping teacher? Would you like to learn tips and tricks to make managing the challenges of pumping during the school day easier? Come and join us in a conversation about lactation and pumping.
+PLEASECOMMUNITYNOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you mentoring a new teacher at your school?
New Teacher Mentor Meetup
THURSDAY, OCT 13 ONLINE COMMUNITY
Are you interested in meeting up with other teacher mentors, as well? Let’s come together to discuss our experiences as mentors and reflect on our successes and challenges. We’ll brainstorm ways to support our mentees’ growth as teachers and find success in our school communities.
Are you interested in developing a shared resource for ordering science supplies? Now that all science supplies
Facilitator: MƒA Master Teacher Christina Apeler
ONLINE COMMUNITY
SCIENCE
COMMUNITY
WEDNESDAY, SEP 21 MƒA SCIENCE
Are you interested in starting a middle school Science Olympiad team? This extracurricular activity provides enriching experiences for students far beyond what the curriculum offers – and it’s a lot of fun! Join us as we cover the basics of what Science Olympiad is, advice on how to recruit, support, and build a team, and
Are you interested in a paid sabbatical leave for study or research? In this interest group, we will cover how to apply for a sabbatical leave, ideas for programs, full vs. half-year sabbaticals, how to select courses and projects, and what is expected of you in the fine print. Hear from MƒA teachers who have successfully been granted sabbaticals as they share about the process. All are welcome!
WEDNESDAY, OCT 26 MƒA
WEDNESDAY, SEP 28 MONDAY, OCT 24 WEDNESDAY, NOV 30 THURSDAY, JAN 12 MƒA & ONLINE
Science Supplies Ordering Facilitators: MƒA Master Teachers Peter D’Amico and Theresa Stanley
Interest Groups
Sabbaticals: Paid Leave for Study or Research Facilitators: MƒA Master Teachers Maria Leon Chu and Crystal Thiele
Are you interested in improving your classroom practices? In this interest group, we will share our best (and worst) classroom practices with each other, including motivational tools, classroom policies, homework policies (such as efficient and effective methods for homework grading), exam structures, grading policies, and more. We will explore techniques that are effective for both motivating our students and practical in keeping the workload manageable for teachers. We will focus on the high school level, but teachers of all levels and disciplines are invited to join. Please come ready to share practices you have used or wanted to try from your own classroom.
WEDNESDAY, OCT 19
Facilitators: MƒA Master Teachers Lauren Friedman and Ben Elias Morgenroth
Facilitator: MƒA Master Teacher Kevin Peters
WEDNESDAY, SEP 21
WEDNESDAY, NOV 2
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202259
Hosh Kids Yoga Teacher. Roque is a proud founder of Suryaside Yoga and Wellness in Queens, NY. When he's not teaching the Suryaside community and mentoring his new teacher trainees, he is dedicated to spreading love and yoga to underserved and under-resourced communities through programs and partnerships such as, Liberation Prison Yoga which provides yoga and meditation to incarcerated people and his I Can Breathe Yoga program which offers teacher training scholarships to BIPOCs who want to bring yoga to their community.
Facilitator: MƒA Master Teacher James Cordara
Tutoring: Growing Your Side Gig Facilitators: MƒA Master Teachers Joseph Buro and Felicia Giunta
Facilitators: MƒA Master Teachers Ramona Fittipaldi-Deoraj and Andrew Mittiga
Travel Opportunities With Your Students
WEDNESDAY, SEP 28 ONLINE COMMUNITY
Think Tank for Future Facilitation
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
M ƒA & ONLINE
TUESDAY, NOV 29
on how to organize a trip within set school guidelines. This interest group is open to all middle and high school teachers.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202260
Are you interested in facilitating a course at MƒA but don’t know where to start? Maybe you have a course idea and need help honing and developing it. Join us in this informal setting to find out more about what it takes to create a successful proposal as MƒA Master Teachers with proposal and facilitation experience share their successes and challenges in proposing courses. You will have an opportunity to share, discuss, reflect, and receive feedback on your ideas.
Facilitators: MƒA Master Teachers Shangaza Banfield, Kristen Brown, Alana Burgos, and Michael Holmes
WEDNESDAYS, DEC 7, JAN 11
Are you interested in discussing how to turn the classic teacher side-job of tutoring into an amazing source of income? We have been tutoring for years and will share our strategies to make the business of tutoring something that you can scale to your desire—without any worries about conflict of interest or inconvenience to your free time.
THURSDAY, OCT 20
Interest Groups
provide resources related to all of the individual events that students can participate in this year. Even if you aren’t starting your own Science Olympiad, this interest group can help you discover fun ways to modify your curriculum with supplemental, competitive activities. All are welcome!
ONLINE
COMMUNITY
Are you interested in traveling the world with your students, giving them the opportunities to engage in new cultures, foods, and experiences? Join us to learn about amazing opportunities for students and yourself, explore fundraising best practices, and find information
COMMUNITY
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202261
MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.
MƒAdventuresMƒAdventures
MƒA Master Teacher Patrick Cox and MƒA Emeritus Teacher Sherri Shaarbafan
Bird Migration in Prospect Park
MƒAdventures
SATURDAY, OCT 22 OFFSITE COMMUNITY
Coordinated By: MƒA Master Teachers Laryssa O’Brien and Cristina Rade, Ph.D.
Are you interested in a day at the zoo with your family and MƒA colleagues? Join us for a fun day at The Central Park Zoo! Teachers will enjoy a guided tour followed by a picnic in the park. Children and family members are welcome and encouraged to join. Come share your enthusiasm for animals and connect with other MƒA teachers at one of the oldest zoos in the country.
THURSDAY, OCT 6
SCIENCE
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202262
Coordinated By: MƒA Master Teacher Renu Budhraja
Coordinated By: MƒA Master Teacher Sabrina Miller
When we return to school this fall, millions of birds will be flying overhead on their journey back south. During this time, it’s not unusual to observe a few dozen species in a single day, especially at hotspots such as Prospect Park. We can observe birds in trees snatching insects, on the ground plucking worms, and soaring high above in search of prey. Join us in finding the songbirds and raptors that pass through our urban backyard. We will record our observations on eBird, a citizen science app designed by Cornell University and used by birders worldwide. We hope you will be inspired to include bird watching in your classroom practice. All levels of birding experience are welcome, and there will be spare binoculars if you need them!
A Day in the Zoo - The Real Zoo
Are you interested in playing disc golf? Join MƒA teachers at the Oak Ridge Park Disc Golf Course in Clark, NJ for a fun round of 18 holes. This course will allow teachers to enjoy a hike through a mostly flat town park while playing. Teachers should bring their own discs to play. Elementary Teacher Fall Meetup
+ PLEASE NOTE: TEACHERS WILL NEED TO COVER THE COST OF ADMISSION FOR THEMSELVES AND THEIR FAMILIES.
SATURDAY, OCT 1
Are you interested in exploring a fully functioning hydroponic farm inside of a school? Do you want to learn more about the science of hydroponics, experience hands-on farming activities, and make a snack with vegetables grown on the farm? If yes, join us for this MƒAdventure and explore the Dewitt Clinton High School campus hydroponic farm that produces fresh locally grown vegetables for the cafeteria and Bronx community, and hear from our partner organization, Teens for Food Justice.
Coordinated By: MƒA Master Teacher Lisa Cover FRIDAY, NOV 11 OFFSITE COMMUNITY
+ PLEASE NOTE: TEACHERS WILL NEED TO COVER THE COST OF ADMISSION FOR THEMSELVES AND THEIR FAMILIES.
Brooklyn Bouldering Project’s indoor rock-climbing gym encompasses bouldering, lead climbing, auto-belay, and top-roping. Come find your climbing passion while working in tandem with your children (recommended ages are 5-17). We hope you can join us!
Coordinated By: MƒA Master Teachers Sarah Leaman and Laurie Matthews
Are you the parent of a high-energy kid? Are you climbing the walls thinking about a way to spend Veteran’s Day with your family? Think no more! Join us as we climb ACTUAL walls at the Brooklyn Bouldering Project. Let’s build community while spending time with our families and networking with other MƒA teachers.
SUNDAY, OCT 2 OFFSITE COMMUNITY
Disc Golf CoordinatedHangoutBy:
Hydroponic Farm Tour and Tasting Coordinated By: MƒA Master Teachers Grace Hu and Deborah Reich
THURSDAY, SEP 29 OFFSITE COMMUNITY
OFFSITE MATHEMATICS
Are you interested in meeting fellow MƒA elementary teachers? Join MƒA elementary teachers as we gather at Greenwood Park, a restaurant/pub in Brooklyn. We’ll share summer adventures, discuss our fall course
Brooklyn Math Teacher Meetup
+ PLEASE NOTE: OAK RIDGE PARK IS ACCESSIBLE BY CAR OR BY TAKING NJ TRANSIT.
Are you interested in meeting and connecting with other MƒA mathematics teachers in Brooklyn to share some of the best classroom practices you have learned recently? If yes, come and join us at Numero 28, where we will order some food, share our best practices, and get to know each other. Please bring an artifact or idea you would like to share, and some cash for dinner. We look forward to connecting in-person!
OFFSITETBD
Kids Got You Climbing the Walls?!
selections, and reconnect with old friends while making new ones. Colleagues from your school are welcome and encouraged to join.
OFFSITE SCIENCE
Prospect Park Bike Ride
Are you interested in building connections, learning new science, making art, and enjoying interactive comedy with MƒA teachers from all levels and subjects? Join us as we attended “Science 101” at Caveat! Every second Friday of the month, a fictional science class happens within Caveat, a speakeasy in the Lower East Side. In this “class,” a science expert is interviewed by three comedians, and there are games, trivia, audience participation, and drawing competitions. Grab a ticket and join us as we sit in class to learn together!
Are you interested in how stained glass crafts are made? Do you want to make stained glass items for yourself or as a gift for someone else? Join us at NYC Museum School to learn a little about the history of stained glass and then hone your stained glass making skills. At the end of the session, you will know the basics of stained glass creation. We will also discuss further opportunities to design and create additional masterpieces. No previous artistic ability needed to create stained glass.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202263
Science 101 at Caveat
Coordinated By: MƒA Master Teacher Ben Elias Morgenroth
OFFSITE COMMUNITY
TUESDAY, OCT 11 OFFSITE COMMUNITY
Stained Glass Creations
Coordinated By: MƒA Master Teachers Lauren Anderson and Brittany Beck
OFFSITETBD COMMUNITY
SUNDAY, OCT 16
Are you interested in some light exercise and a fun time with other MƒA teachers? Join us for a friendly pick-up game of soccer. The pandemic has sidelined many of our social activities and this will be a great way to start or continue being active. All futboleros are welcomed from beginners to experienced players. We will also discuss how you can create a soccer club at your school and strategize how to grow the MƒA soccer community.
Join us for a bike ride in Prospect Park and connect with other MƒA teachers! We will set our own pace and take three laps around the 3.3 mile Prospect Park loop. The ride will take about one hour, but teachers are welcome to peel off early, or to keep riding. Interested teachers are welcome to grab a bite to eat together after, as well. Please bring your own bike (rentals and CitiBikes are great, too). Helmets are strongly encouraged!
OFFSITETBD
SCIENCE
+ PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR BOOKING THEIR OWN TICKETS AND PURCHASING THEIR OWN BEVERAGES.
MƒAdventures
MƒA Soccer CoordinatedClubBy:MƒA Master Teacher Andy Nissinboim and MƒA Early Career Teacher Jesse John, Ph.D.
Coordinated By: MƒA Master Teacher Scott Wassmuth
Coordinated By: MƒA Master Teacher Courtney Ferrell
Teachers, Take a Hike!
SATURDAY, OCT 22 OFFSITE SCIENCE
Using the American Natural History Museum for a Final CoordinatedExam
Star Party on Staten Island
Are you interested in Chinese herbal medicine? Join us as we visit a Chinese pharmacy, explore how Chinese prescriptions are made, and speak to the practitioners about their experiences. Teachers will have the opportunity to ask questions, observe herbalists fill prescriptions, and peruse the pharmacy’s herbal remedies. Afterward, we will celebrate with dim sum in a nearby restaurant. This adventure is connected to the mini-course, Unlocking Nature’s Potential: Chinese Herbalism and Modern Medicine, but anyone interested in learning more about Chinese herbal medicine is welcome.
Are you interested in stargazing? Then spend an evening with us as we observe the night sky using telescopes and cell phone apps and experience other fun astronomyrelated activities! You’ll learn how to safely observe the Sun and explore some basic astrophotography and spectral analysis methods, all while gazing at the Manhattan skyline. The urban evening sky offers more than you may realize; we hope to observe the Moon, available planets, bright stars, and possibly even nebulae or galaxies. Part of the adventure will be riding the Staten Island Ferry, as our stargazing will take place at Curtis High School, just a short walk from the Staten Island Ferry Terminal.
SATURDAY, OCT 22 OFFSITE SCIENCE
Are you interested in creating fun and engaging final exam experiences for students using the American Museum of Natural History? Join us as we explore the Gottesman Hall of Planet Earth, Ross Hall of Meteorites, and the new Mignone Hall of Gems and Minerals! We will develop learning opportunities and questions for museum-based exams for Earth Science, Environmental Science, and biology courses with a focus on prebiotic evolution, Earth history, and climate change.
By: MƒA Master Teachers Jerry Citron and Stephen McClellan
WEDNESDAY, SEP 21 OFFSITE COMMUNITY
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202264
Coordinated By: MƒA Master Teacher Patrick Cox and MƒA Emeritus Teacher Sherri Shaarbafan
Do you enjoy tossing discs? Would you like to get active and spend time outdoors with other MƒA teachers? Even if this is your first time throwing a disc, come out to Dewitt Clinton Park for a casual game of Ultimate Frisbee Ultimate is a non-contact team game of tossing a disc. Comfortable clothing and water bottles are encouraged!
Unlocking Nature’s Potential: A Visit to a Chinese CoordinatedPharmacy
By: MƒA Master Teacher Erin RatzGuiñals and Meng-Ping Tu, Ph.D.
Ultimate Frisbee Hangout
IN THE EVENT OF INCLEMENT WEATHER, THE RAIN DATE FOR THIS EVENT IS DECEMBER 1, 2022.
MƒAdventures
OFFSITETBD COMMUNITY
Coordinated By: MƒA Master Teachers David Deutsch, Alia Jackson, and Jay Lang
WEDNESDAY, NOV 30
Are you interested in hiking as a means to rejuvenate and reflect as a teacher? Previous hikes have been in the Hudson Valley and Palisades, and new suggestions are appreciated! Once you register, the group will be polled about available dates, ability levels, car pool needs, and location preferences/ideas. See you on the trail!
OFFSITE +PLEASESCIENCENOTE:
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202265
Thursday Thinks
Thursday Thinks are monthly STEM talks open to MƒA teachers and their colleagues from the larger mathematics and science community. This speaker series features engaging and accomplished experts who delve into cuttingedge topics in mathematics, science, computer science, and education.
Speaker: Jeffrey Morris, Ph.D.
TUESDAY, SEP 20
MƒA AUDITORIUM MATHEMATICS
When Does Breast Cancer Risk Begin?
Breast cancer in women under the age of 55 is increasing with an even higher incidence and more aggressive tumors in racial and ethnic minorities. However, breast cancer risk begins far earlier than in adulthood. In this Thursday Think talk, Dr. Jasmine McDonald discusses breast cancer and lifecourse epidemiology, or how socially patterned exposures during childhood, adolescence, and early adulthood, influence adult disease risk. Dr. McDonald highlights her research on exogenous environmental exposures (e.g., infection, endocrine disruptor chemicals) during windows of cancer susceptibility (e.g., in utero, puberty, pregnancy, postpartum) and increased breast cancer risk, as well as the associated health inequities. Teachers will gain new and alternative perspectives on when breast cancer risk begins and learn more about the current behavioral interventions related to equitable risk reduction.
and Data Science in Society
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022Statistics66
With the transformation of our modern society to an information-centric one driven by data and analytics in nearly all sectors, statistical literacy has become an essential life skill. Statistics and data science has emerged as one of the most popular fields of work and study, providing exciting opportunities for discovering and applying knowledge to help others and improve the world. In this Thursday Think talk, Dr. Jeffrey Morris shares how he found a passion for statistics and data science, along with the various professional uses for the field. He explores his efforts using statistics and data science during the COVID-19 pandemic to uncover insights into the virus, disease, treatments, and vaccines, and he demonstrates how the perspective of statistics and data science has been critical in discovering and
communicating reliable knowledge to the public. He highlights how misunderstandings of statistical principles, like base rate fallacy and Simpson’s Paradox, have contributed to confusion and misinformation, and how the development of strong statistics and data science skills among students can help them navigate society.
Dr. Morris received his B.A. in Mathematics Education at Messiah College in Grantham, PA in 1993, and his Ph.D. in Statistics from Texas A&M University in 2000. He worked as a professor of Biostatistics at the University of Texas M.D. Anderson Cancer Center in Houston, TX from 2000 to 2019, before moving to the Perelman School of Medicine at the University of Pennsylvania in 2019 to become Director of the Division of Biostatistics. He has over 250 publications in peer-reviewed journals, received numerous professional awards for research innovation and mentoring, and served in executive leadership positions in statistical professional societies and editorial leadership positions for academic journals. During the pandemic, Dr. Morris authored a blog https:// covid-datascience.com in which he attempts to use his skills and perspectives as a statistical data scientist to evaluate and synthesize accruing information in the pandemic, debunking misinformation and filtering out political and other sources of bias, to clearly communicate objective, empirically-based science about various aspects of the pandemic to the general audience. Through these efforts, he has been actively involved in scientific communication through television, radio, online, and print media sources.
Speaker: Jasmine McDonald, Ph.D.
MƒA AUDITORIUM SCIENCE
TUESDAY, NOV 15
Dr. McDonald is an Assistant Professor in the Department of Epidemiology at the Mailman School of Public Health at Columbia University. She received her Doctorate from the Biological Sciences in Public Health Program at Harvard University with a concentration in Immunology and Infectious Disease. She has postdoctoral training in breast cancer epidemiology from the University of Pennsylvania and Columbia University. Her research integrates individual level health behaviors and the macroenvironment (e.g. physical, social, microbial environment) with biological factors (e.g. endocrine disruption, epigenetic modification, tumor microenvironment) to inform how these multiple levels of etiology impact breast cancer risk across the lifecourse. Much of her research focuses on populations who have a higher burden of cancer including those with a genetic predisposition, racial and ethnic minorities, and young women. An avid teacher and mentor, Dr. McDonald was awarded the 2021 Columbia University Teaching Award for her dedication and excellence in teaching, mentoring, and community engagement. She teaches cancer epidemiology within the Mailman School, is the Assistant Director of the Cancer Research, Training, and Education Center at the Herbert Irving Comprehensive Cancer Center (HICCC,) and is the Co-Director of the CURE Program at the HICCC, which seeks to bring high school and undergraduate students from traditionally overlooked and underserved communities to cancer-related research fields. Dr. McDonald also
Thursday Thinks
THURSDAY, JAN 26
+ PLEASE NOTE: MASTER TEACHERS CAN SUBMIT A PROPOSAL TO SPEAK AT MT². PROPOSALS ARE DUE OCTOBER 23. GET STARTED HERE
MT²: Master Teachers on Teaching features original and thought-provoking presentations by MƒA Master Teachers, similar to a TEDx event. The theme for the eleventh annual Master Teachers on Teaching is “Sparking Curiosity,” explore what this means in your classroom and classrooms across New York City. Come find out and bear witness to these innovative and inspiring talks by our own MƒA Master Teachers!
actively engages with the community from a research and educational perspective on the harmful role of endocrine disruptors in personal care products.
MƒA AUDITORIUM SCIENCE
John Michelotti is the founder of Catskill Fungi, which empowers people with fungi through outdoor educational classes, cultivation courses, mushroom art, and mushroom health extracts. John is a former President of the Mid-Hudson Mycological Association (MHMA). He serves as Medicinal Mushroom Committee Chair and is a Poison Control Consultant for the North American Mycological Association. He was chosen by the Catskill Center as a “Steward of the Catskills” for
his contributions to the environment. He aims to educate and inspire people to pair with fungi to improve the environment, their health, and their communities.
Speakers: MƒA Master Teachers
Thursday Thinks
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202267
Fungi are everywhere: in the air we breathe, the soil we walk on, and the foods we eat, yet they are rarely included in current science curricula. From early human uses (e.g., fermentation and medicine) to modern implementation (e.g., ecological restoration and possible off-planet living), fungi have and continue to play, an essential role in science and human culture, so WTF (where are the fungi?) when it comes to classroom learning? In this Thursday Think talk, John Michelotti explores the science behind how fungi grow in our ecosystems, highlights how modern science is utilizing fungi, and shares exciting resources that can help fungi flourish in the classroom.
MƒA AUDITORIUM INQUIRY, PRACTICE, AND LEADERSHIP
THURSDAY, DEC 15
Mycology: Exploring Fungi in the Environment and in the Classroom
Speakers: John Michelotti
MT²: Master Teachers on Teaching
Equity Webinar Series
Equity Webinar Series (formerly Wednesday Webinars) are virtual workshops open to MƒA teachers, other Master Teacher programs, and people interested in learning more about MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers discuss how these powerful ideas can be applied in their classrooms. Teachers are expected to stay for the entire session, including the talk and the small group discussion.
Equity Webinar Series
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202268
Equity Webinar Series
WEDNESDAY, OCT 12
ONLINE
to scientific sensemaking via science practices. She will illustrate these ideas with classroom examples and share resources to help teachers reflect upon and update their instructional practices.
STEM Education That Cultivates Just, Thriving, and Sustainable Worlds p
Supporting Multilingual Students’ Scientific Sensemaking Through Translanguaging p Speaker: María González-Howard, Ph.D.
Dr. Megan Bang (of Ojibwe and Italian descent) is a Professor of the Learning Sciences and Psychology at Northwestern University. Dr. Bang studies the dynamics of culture, learning, and development across the life course. She is interested in knowledge organization, reasoning, and decision-making about complex socio-ecological systems and their intersections with identity, cultural variation, history, and power and focuses primarily on regenerating Indigenous systems of education for the 21st century. Dr. Bang is also a member of the National Academies of Education and serves on the Board of Science Education at the National Academy of Sciences.
Dr. González-Howard is an Assistant Professor in STEM Education at The University of Texas at Austin. Her research explores the intersections of teaching and learning science with multilingualism. Specifically, she focuses on supporting multilingual students’ engagement in science practices through translanguaging. Before receiving her doctorate from Boston College, she was a middle school science teacher in mainstream and sheltered English instruction classrooms in Texas and Massachusetts.
INQUIRY, PRACTICE, AND LEADERSHIP Societies grapple with profound issues, such as racial justice and income inequality, amidst rapidly shifting ecological systems and changing climates. Given these realities, what knowledge, reasoning, and decision-making skills do students need to navigate these challenges and become successful students and members of society? In this talk, Dr. Bang will present findings from a project implementing interdisciplinary field-based science education grounded in cultivating socio-ecological systems understandings. She will share educational tools that thoughtfully integrate cultural, power, and identity issues to support equitable STEM education.
Speaker: Megan Bang, Ph.D.
What counts as language, and how is a language used for scientific sensemaking? Narrow views of language and science practices have long perpetuated inequities in science education for multilingual students. In this talk, Dr. González-Howard will discuss developing new, more expansive understandings and pedagogies for supporting multilingual learners. She will adopt a translanguaging lens to unpack how language and languaging are central
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202269
WEDNESDAY, NOV 30 ONLINE SCIENCE
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202270
MƒAMƒAƒundamentalsƒundamentals
MƒA ƒundamentals is a sequence of virtual workshops that will orient teachers to the frameworks which serve as the basis for the MƒA model. MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms began in 2019 and continues this fall for teachers in the 2022 cohort. MƒA ƒundamentals are credit-bearing workshops and offered for each cohort at various points in your fellowship. Teachers are required to attend these workshops. MƒA will notify teachers about when and how to register. The expectation is that all teachers will engage in these workshops to help us develop a common language for (1) teaching that supports collaboration across classroom differences, (2) effective professional development, and (3) leadership at MƒA.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202271
ONLINE & FELLOWSHIP MEETINGS
+ PLEASE NOTE: ATTENDANCE IS REQUIRED FOR ANY MTII+ WHO BEGAN THEIR FELLOWSHIP IN FALL 2022 AND ANY MT WHO BEGAN THEIR FELLOWSHIP IN FALL 2022 WHO WERE UNABLE TO ATTEND SUMMER ORIENTATION. TEACHERS CAN CHOOSE TO ATTEND ON EITHER OCTOBER 20 OR DECEMBER 12.
MƒA ƒundamentals
MONDAY, DEC 12
THURSDAY, OCT 20
COHORT
MƒA ƒundamentals Part 1: The Five Dimensions of Powerful CoordinatedClassroomsBy:Chief Academic Officer Eileen Murray, Ph.D., and MƒA Master Teachers TBD
This is the first in MƒA’s sequence of ƒundamentals workshops to orient Master Teachers to the frameworks for teaching and learning that serve as the basis for our work at MƒA. In this workshop, teachers will explore the Teaching for Robust Understanding (TRU) framework that describes high-quality STEM instruction to deepen their understanding of the framework and develop a shared vision and language that will support collaboration and amplify MƒA’s overall impact. The TRU framework’s five dimensions of powerful classrooms apply to all learning environments and establish a common language around what matters most in teaching. Teachers will learn how MƒA uses this framework to develop fellowship opportunities and how they can use it to guide their professional growth and learning at MƒA and beyond.
Community Contributions are leadership opportunities for MTII+ (teachers in their second, third, or fourth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202072
Community Contributions
THURSDAY, OCT 27 ONLINE
MƒA Summer Think Planner
As an Equity Webinar Series Facilitator, you will assist in emceeing one webinar this fall including introducing the speaker and facilitating the second hour of discussion using an open space or similar protocol. Equity Webinar Series Facilitators will attend an introductory session to learn more about the series and the fall 2022 speakers, as well as best practices for introducing speakers and facilitating group discussions. Then, Facilitators will be connected with an Equity Webinar Speaker to learn more about the focus of the talk and how best to coordinate the discussion portion of the event.
+ PLEASE NOTE: YOU MUST BE AVAILABLE FOR AT LEAST ONE OF THE FALL EQUITY WEBINARS TO PARTICIPATE IN THIS COMMUNITY CONTRIBUTION:
Equity Advisory Committee p
COMMUNITY
COMMUNITY
+ PLEASE NOTE: INFORMATION SESSION HOSTS MUST BE AVAILABLE FROM 5:30 - 7:30 P.M. ON AT LEAST TWO OF THE FOLLOWING DATES: 11/7, 12/7, 1/11, 2/8
Current MƒA teachers are essential in encouraging and supporting prospective applicants through the application process. A great way to do this is by being an Information Session Host this fall! We are looking for teachers interested in helping to create an MƒA community built on diversity and excellence, and for those looking for a meaningful way to share their MƒA experiences with others. All Information Session Hosts will prepare by attending a virtual orientation meeting to become familiar with their roles and responsibilities. They will then be required to help facilitate two virtual Information Sessions this fall/winter.
M ƒA & ONLINE
THURSDAY, SEP 22 ONLINE
WEDNESDAY, NOV 16
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSION 3-7 WILL TAKE PLACE VIRTUALLY.
Coordinated By: MƒA Staff
Information Session Host
Once a PLT ends, what happens with the materials that teachers co-created? Are they destined to live in a Google Drive collecting electronic dust, or are there ways they can be shared with the wider MƒA community? MƒA Master Teachers have worked to create an organized database of excellent resources developed by MƒA teachers. The goal is to create more spaces where teachers can talk about what is and is not working in their classrooms, have an impact on each other while doing so, and demonstrate the power of a community. In this community contribution, Screeners will have the opportunity to review materials submitted by MƒA
11/30 - MARÍA GONZÁLEZ-HOWARD, PH.D.
WEDNESDAYS, DEC 7, JAN 11, FEB 15, MAR 15, APR 19, MAY 17, JUN 14
COMMUNITY
Coordinated By: MƒA Chief Academic Officer Eileen Murray, Ph.D.
Equity Webinar Series Facilitator p
How might we ensure that learning opportunities are equitable for all teachers at MƒA? As a member of the Equity Advisory Committee, you will have opportunities to advise MƒA leadership in our efforts to prioritize and build on diversity within the MƒA community. This team will
Coordinated By: MƒA Admissions & Recruitment Associates Keoma Distan and Bryan Galligan
TUESDAY, DEC 13 ONLINE
Learning Materials Screener
consider the different perspectives on equity espoused by MƒA teachers, help to refine a shared definition for MƒA, and provide feedback and input on action plans designed to foster an inclusive and empowering learning environment for all teachers at MƒA.
Coordinated By: MƒA Chief Academic Officer Eileen Murray Ph.D., and MƒA Master Teachers Jeffrey Lowenhaupt and Michelle Sims
Community Contributions
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2022202373
TUESDAYS, NOV 1, DEC 6, FEB 7, MAR 21, APR 25, MAY 9
M ƒA & ONLINE COMMUNITY
Coordinated By: MƒA Director of Professional Development Courtney Ginsberg and MƒA Manager for Events & Programming Sherry Yang
The MƒA Equity Webinar Series brings nationally recognized educators to MƒA to share ideas that support equity within STEM education. Each webinar includes an engaging talk from the invited speaker, followed by an opportunity for teachers to discuss in small groups how the ideas can be applied in their school environments.
If you’re a creative and passionate teacher, have innovative ideas about conference programming, possess time management and organizational skills, have an open and collaborative spirit, and have attended at least one MƒA Summer Think, then this community contribution is for you! Planners meet monthly to design, plan, and lead the 2023 MƒA Summer Think from December 2022 through July 2023. They are also expected to complete work in between sessions, including reading proposals, emailing teachers, and brainstorming ideas. Additionally, all Planners are expected to attend the 2023 MƒA Summer Think, which will take place in July 2023.
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1, 2, AND 7 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSIONS 3-6 WILL TAKE PLACE VIRTUALLY.
COMMUNITY
10/12 - MEGAN BANG, PH.D.
THURSDAY, OCT 6
M ƒA & ONLINE
MƒA CoordinatedConnectorBy: MƒA Director of Professional Development Courtney Ginsberg
Are you interested in sharing your knowledge with the MƒA community and connecting with your colleagues online? Join us as we help initiate discussions and respond to questions on the Small-World Network (SWN). Mobilizers will be asked to log into the SWN at least once per week to respond to posts or ask questions of their own. Mobilizers will also be responsible for selecting at least one post per week to highlight in the community digest email.
TUESDAYS, OCT 18, NOV 29, JAN 10, FEB 28, APR 4, MAY 23
THURSDAY, OCT 27
teachers, add these materials to a repository found on the Small-World Network, and influence discussion and shape practice of MƒA teachers across the city. As a Screener, you will continue the work of expanding our repository of materials created by and for MƒA Teachers.
Community Contributions
for addressing how we can make MƒA a safer space personally and structurally. Join us as we collaborate to establish a restorative justice program and help nurture MƒA as a space that supports and respects the inherent dignity and worth of all teachers and staff.
Small-World Network Community Mobilizer
12/14: GENERAL SCIENCE, PHYSICS, EARTH SCIENCE, AND 1/17:MATHEMATICSBIOLOGY AND MATHEMATICS
Restorative justice is a set of principles and practices based on the values of respect and accountability. These practices, with roots in Indigenous communities, can be used to build and maintain relationships, be used to repair harm when necessary, and become transformative for a community. In this community contribution, we will explore the foundations of restorative and transformative justice, community accountability, and strategies
Restorative Justice Collaborator p Coordinated By: MƒA Chief Academic Officer Eileen Murray, Ph.D.
COMMUNITY
Praxis Prep Session Facilitators play a key role in helping prospective MƒA applicants prepare to take the Praxis test in their content areas. Additionally, the facilitator often serves as a person on the frontline of recruitment, not only answering content-related questions, but also responding to general questions about MƒA fellowships.
Praxis Prep Session Facilitator
+ PLEASE NOTE: REGISTRATION DOES NOT GUARANTEE A MATCH. YOU WILL BE EMAILED IN AUGUST WITH THE STATUS OF YOUR MATCH. FOR MORE INFORMATION, YOU CAN READ THE M ƒA CONNECTOR FAQ .
Become an MƒA Connector and help welcome new teachers into the MƒA fellowship community! In this community contribution, you will help a teacher new to MƒA navigate the early months of their fellowship. From giving insight into course selection and providing registration tips to answering questions and discussing ways to get involved, MƒA Connectors share information and insight from their own time at MƒA to help teachers get the most out of their new MƒA fellowship. MƒA Connectors will be matched to a teacher based on similar subject areas and/or boroughs. Upon being matched and introduced via email, the MƒA Connector and partner teacher may communicate as often and through whichever format works best for them. The goal of this community contribution is to facilitate connections between current and new MƒA teachers in ways that are flexible, informative, and rewarding.
MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 202274
Miriam Ignatoff
COMMUNITY
ONLINE
COMMUNITY
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 6 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSIONS 2-5 WILL TAKE PLACE VIRTUALLY.
*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.
+ PLEASE NOTE: PRAXIS PREP SESSION FACILITATORS MUST BE AVAILABLE FROM 5:30 - 7:30 P.M.ON THE PRACTICE SESSION DATE ALIGNED TO THEIR CONTENT AREA:
Coordinated By: MƒA Admissions & Recruitment Associates Keoma Distan and Bryan Galligan
As part of this community contribution, Praxis Prep Session Facilitators will attend a virtual orientation to learn about their roles and responsibilities, and will later lead a two-hour virtual Praxis Prep Session with prospective applicants in the subject area they teach.
ONLINE
COMMUNITY
WEDNESDAYS, SEP 21, NOV 30
12/8: BIOLOGY, CHEMISTRY, ELEMENTARY MATHEMATICS, AND ELEMENTARY SCIENCE
Coordinated By: MƒA Director of Data Systems
