Professional Learning Teams (PLTs)

The Art of Co-Teaching: Developing Positive and Productive Relationships p

Facilitators: MƒA Master Teachers Helen Haritos and Jake Leibold

TUESDAYS, MAR 7, APR 4, MAY 9, JUN 13 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

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 co-teaching relationship isn’t very productive at all, leaving students without the 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.

Bending Curriculum for Equity and Joy p

Facilitators: MƒA Master Teachers Marcelle Good and Ariel Thompson

TUESDAYS, FEB 28, MAR 28, MAY 2, JUN 6

MƒA

 MATHEMATICS

How might we adjust curricula to increase access and spark joy for all elementary mathematics learners?

Join us as we find ways to manageably modify our current curricula to increase student engagement and create equitable learning experiences for all. We have two key assumptions: (1) using a curriculum and bending it to work for your students is key to equitable, accessible classrooms, and (2) entirely re-writing lessons is not sustainable. Using the Teaching for Robust Understanding (TRU) dimension of equitable access to content as a guiding lens, teachers will cocraft, implement, and reflect on modifications to their curriculum. We’ll explore resources from Illustrative Mathematics (IM), All Learners Learning Every Day (ALL-ED), and our own bodies of work. Creating meaningful contexts, incorporating movement, using personal whiteboards, and utilizing discussion protocols are some of the easy-to-implement strategies we will address. This PLT is open to all K-5 mathematics teachers using any curriculum.

Beyond Heroes and Holidays: CR-SE in the Science Classroom p

Facilitators: MƒA Master Teacher Olivia Ramirez and MƒA Emeritus Teacher Rachel Wax

MONDAYS, FEB 13, MAR 20, APR 24, MAY 22 ONLINE  SCIENCE

How might we modify our curriculum to center content and learning opportunities reflecting our students’ social, cultural, linguistic, and gender identities? If you feel too busy or overwhelmed by this undertaking, then this PLT is the perfect opportunity to get started in a collaborative and structured way! In our first session, we will assess our own curriculum using the Stages of

Multicultural Curriculum Transformation by Paul Gorski. Then, we will each identify our WHY and establish a realistic work goal to ground the following sessions. We will continue by evaluating a CR-SE-aligned exemplar, identifying a lesson or unit to enhance, and then working individually or in affinity groups to modify the lesson. We will conclude by presenting our work, sharing feedback, and setting future goals. This PLT is open to all science teachers interested in transforming their curriculum to reflect the diverse identities of their students.