MƒA Fall 2021 Professional Development Course Catalog by mathforamerica

Professional Development Catalog Fall Semester: September 2021 - January 2022

Contents General Information & Registration

MƒA Programming

Summary of Core Learning Opportunities

Summary of Additional Learning Opportunities

Professional Learning Teams (PLTs)

Mini-Courses

Extended Length Courses

Single Session Workshops

Affinity Groups

Interest Groups

MƒAdventures

Thursday Thinks

Wednesday Webinars

Fellowship Meetings

Community Contributions

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

GENERAL INFORMATION In fall 2021, MƒA will offer a variety of in-person and virtual programming sufficient for all teachers to comfortably meet attendance requirements. For the 2021-2022 school year, teachers can satisfy their minimum attendance requirements of 7 Core Learning workshops with any mix of in-person and virtual programming.

IN-PERSON COURSE INFORMATION To minimize the spread of COVID-19, teachers, external facilitators, and guests of MƒA who wish to attend in-person programming are required to attest that they have received a COVID-19 vaccine. If you do not plan to be fully vaccinated by the start of the courses you register for, please make sure to choose courses with the location listed as “online.” MƒA takes many other safety measures aimed at minimizing the risk of spreading COVID-19. Our 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 up to date HERE. If it becomes unsafe to host in-person workshops, we will either move the course to Zoom or cancel it, depending on the preferences of the facilitator. In the event of these changes, course participants will be notified via email at least one week prior to the workshop. 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. The MƒA office houses a lounge and library for all MƒA community members as well as classrooms and conference rooms for workshops. 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. In the event of an NYC DOE public school closing, in-person MƒA programming will be canceled or held virtually that day.

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. Accessing Zoom Workshops When teachers are registered for a course, they will receive an automated email reminder a week in advance, two days in advance, and on the day of the course that will include the Zoom link and the password needed to join the workshop. Zoom Attendance Attendance will be tracked in the fall semester using the Zoom participant records. In order to be marked present, teachers’ Zoom screen names must match the name that MƒA has on file, and teachers must attend more than half of the workshop. 3

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

VIRTUAL COURSE INFORMATION CONT. Accessibility MƒA wants to make virtual programming as accessible as possible. In some virtual courses, we will be able to activate the closed captioning feature if requested. If you have a disability and would like to request closed captioning or additional accommodations in order to fully participate, please contact MƒA’s Manager for Events and Programming, Sherry Yang, syang@mathforamerica.org to discuss your specific needs.

REGISTRATION Registration is required for all MƒA professional development and must be done through the Small-World Network. Please refer to your school and DOE calendars before signing up for courses. August 31, 4 p.m. - Limited Registration 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. September 2, 4 p.m. - Open Registration When Open Registration begins, you may register for as many additional courses as you can commit to attending in full. Please note the following DOE Parent Teacher Conference Dates and check your school calendar before registering for MƒA courses. Parent Teacher Conferences Elementary School

November 3 & 4

Middle School

November 17 & 18

High School

November 10 & 12

EQUITY AND INCLUSION p 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 are including this icon p next to courses that directly address the needs of students of color, non-binary and genderqueer students, students with disabilities, and students who are English Language Learners. The icon will also be placed next to courses and affinity groups that support the unique challenges faced by educators who are Black, Indigenous, and People of Color (BIPOC), and educators within the Lesbian, Gay, Bisexual, Pansexual, Transgender, Genderqueer, Intersexed, Agender, Asexual, and Ally (LGBTQIA+) community.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

MƒA Core Learning Opportunities The following types of professional development satisfy fellowship minimum attendance requirements. They are the primary way in which MƒA teachers learn and grow during their fellowship. 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. Learn more about PLTs here.

Mini-Courses are a series of three connected workshops in which experts from academic institutions, local organizations, and from within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

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 from within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.

Single Session Workshops are one-time workshops in which experts from the MƒA Master Teacher community, as well as 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.

MƒA Additional Learning Opportunities 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 STEM passions. 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.

MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet members of the MƒA community outside of the MƒA office.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

MƒA Additional Learning Opportunities cont. Thursday Thinks are monthly STEM talks open to both 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.

Wednesday Webinars are virtual workshops open to MƒA teachers and teachers applying to MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers stay to consider how these powerful ideas can be applied in their own classrooms.

Community Contributions are 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.

Fellowship Meetings and MƒA ƒundamentals Fellowship Meetings are one-time workshops for teachers to attend with their cohort at distinct points during their fellowship. These are either informational and meant to assist teachers in applying to their next fellowship, or they are workshops from the MƒA ƒundamentals series.

MƒA ƒundamentals is a new sequence of virtual workshops that will orient teachers to the frameworks which serve as the basis for the MƒA model. The rollout of the workshops begins during this year’s orientations, and continues this fall for the cohort of teachers who began MƒA in the fall of 2019. MƒA ƒundamentals workshops will be credit-bearing and offered for each cohort at various points in your fellowship. These are the only required workshops you will take during your fellowship, and you will be notified about how and when to register. They do not count towards the two-course limit during limited registration.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Annual MƒA Events MƒA Fall ƒunction is an annual celebration of teaching, honoring the entire MƒA community of 1,000+ New York City public school mathematics, science, and computer science teachers. Each year, MƒA teachers and their guest, as well as 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 out via email in early fall. This year‘s gala is on November 13 - mark your calendar!

End of Year Celebration and Muller Award Ceremony takes place in June as MƒA teachers come together to mark the end of the school year. The End of Year Celebration is also when we honor the winners of the MƒA Muller Award for Professional Influence in Education, an annual award given to two extraordinary teachers from within the MƒA Master Teacher community who influence the teaching profession in exceptional ways. Registration for this event occurs through the Small-World Network in the spring. This year, we will be honoring the 2021 Muller Award recipients and runners-up in a scaled back ceremony on October 18, 2021.

MƒA Summer Think is a three-day long teacher-designed, teacher-focused, and teacher-led conference held each July. 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 PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Summary of Core Learning Opportunities COMMUNITY

Organizing Your Digital Space (SSW)

Asian American Affinity Group p (AG)

Transforming Lessons Through the SAMR Model (SSW)

Black, Latinx, and PoC Affinity Group p (AG) LGBTQIA+ Affinity Group p (AG) White Anti-Racist Educators Affinity Group p (AG)

COMPUTER SCIENCE AND TECHNOLOGY

Unrecognized: Algorithmic Bias in Facial Recognition p (SSW)

Dismantling Segregation in the Most Segregated School System in the Country p (PLT)

People and Place: How We Develop Belonging For Our Students (and Ourselves) p (MINI)

Emotional Intelligence in the Classroom and Beyond (PLT)

The Power of UDL: Providing Meaningful Access for Students With Exceptionalities p (MINI)

Engineering Tomorrow: Vaccine Distribution Demo (SSW)

INQUIRY, PRACTICE, AND LEADERSHIP Academic Mindfulness: Supporting Executive Function Skills in Students p (SSW)

Establishing Classroom Norms for Vital Conversations of Current Events p (SSW) Examining and Revising Our Curriculum Through a CRSE Lens p

Psychosocial Recovery Skills to Support Students p (SSW) Queer Your Classroom! p (SSW) Racial Equity in the Classroom and Beyond p (PLT)

(PLT)

Recognizing and Assessing Risk in Your Students p (SSW)

Book Club: Change Your Feedback to Drive Student Learning (PLT)

Fostering Humanizing and Loving STEM Classrooms p (SSW)

Restructuring Resilience (ELC)

(SSW)

Book Club: Grading for Equity p (PLT)

Code Puzzles in the Classroom (MINI)

Book Club: Teacher Remoralization

Gaining A Deeper Understanding of Students Through Their IEPs p (SSW)

All Hands on Deck: Tech Tools to Get Every Student Involved and Engaged (SSW)

Become a Google Workspace Guru!

Computer Science Strategies for Multilingual Learners p (MINI) Desmos Activity Builder for Beginners (MINI)

Excel Training for Data Specialists and Enthusiasts (SSW) Game Development With JavaScript and p5.js (MINI) Integrating Computer Science Into the STEM Classroom (PLT) Introduction to Python Programming (MINI)

JavaScript and Google’s Firebase Realtime Database (SSW) JavaScript: Let’s Create Responsive Applications (SSW) Learning Google Sheets Functions by Tasks (SSW) MƒA Tech Night (SSW) Open Broadcasting Software: A MiniProduction Studio for Instructional Videos (MINI) 8

The Art of Co-Teaching p (SSW)

(PLT)

Book Club: We Want to Do More Than Survive p (PLT) Building Equity Through Group Work p (PLT) Building Learning Communities in Our Classrooms p (ELC) Caste: Reckoning With Our History and Changing the Future p (ELC)

Grit and Resiliency Skills to Increase Engagement and Prevent Burnout (MINI)

Socratic Seminars in the Mathematics and Science Classrooms (SSW) Spot It! Game Design Workshop (SSW)

Hard Conversations on Race and Equity Continued: Support for Teacher Leaders p (ELC)

STEM Icons in the Classroom p (PLT)

Challenging “Learning Loss” and Designing an Alternative Way Forward (MINI)

Holding Onto the Silver Linings (PLT)

Co-Generative Dialogues: Help Your Students Help You p (PLT)

How to Design Project-Based Learning Curriculum (ELC)

The Construction and Implications of the High School Dropout Rate p (ELC)

Impactful Classroom Management Through Thoughtful Accountability

Creating Belonging Through Transformative Justice Practices p

(SSW)

The Dark Side of Big Data p (MINI)

Self-Care Skills for Teachers and Students (SSW)

Growing Forward: What Have Educators Learned From the COVID-19 Pandemic? (MINI)

High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking (MINI)

(MINI)

Revisiting LEGO Serious Play (SSW)

Lessons from Remote Learning (SSW) Meeting the Moment: Reflecting on Pandemic Innovations to Promote Equity p (PLT)

Standards-Based Grading Collaboration (PLT) Talk Less, Smile More: Debate and Discussion in the STEM Classroom (MINI)

Teacher as Writer (PLT)

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW) Affinity Groups (AG)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Summary of Core Learning Opportunities cont. Teacher, Know Thyself: Upending Racism and Shaping Change p (MINI)

Discrete Mathematics in the K-8 Classroom (MINI)

Teacher Leadership: Building Learning Communities to Improve Instruction (MINI) Teachers as Tinkerers: Cultivating Daring Risk-Takers in the STEM Classroom (PLT)

Engaging Activities in Statistics (PLT) Exploring Blended Learning Models to Differentiate Mathematics Instructions p (PLT) Exploring Cozmo: Learning How to Program a Virtual Robot (SSW)

Unpacking Your Implicit Bias p (SSW)

Fibonacci Inspired Geometric Art

Why Building Community Matters Now More Than Ever p (SSW)

(MINI)

Working Towards National Board Certification (PLT) Work Smarter, Not Harder: Assessment and Feedback Techniques (SSW)

MATHEMATICS Analyzing Free Formative Assessment Lessons in Grades 6 - 12 Mathematics (PLT)

Are Your Students Ready for Calculus? (PLT) The Astounding Story of Place-Value Throughout the Entire Curriculum

Focus on the Process: Opening Up Questions in the Mathematics Classroom (SSW) Fostering the Cultural and Mathematical Strengths of Our Students p (MINI) Geometric Construction: Making Dynamic Sculptures (MINI) Geometry for All: Interactive Tasks to Encourage Deep Learning in Every Student p (PLT) Infusing Narrative and Relevance Into Mathematics Planning (MINI) Interrogating “Common Sense” and Working Toward Anti-Racism in Mathematics p (MINI) Introduction to Egyptian Fractions

(MINI)

(SSW)

Book Club: Mathematics for Human Flourishing p (PLT) Building a Project-Based Algebra II Curriculum (PLT) Common Content: Transitioning From Middle School to High School Mathematics (MINI) Creating Project-Based Learning Adventures in Mathematics (MINI) Culturally Responsive Mathematics: Creating Tools for Teaching p (PLT) Developing Math Tools Centers That Work: Why and How? (SSW)

It’s All Linear Algebra (SSW)

It’s a Mod, Mod, Mod, Mod World!

Middle School Mathematics: Strategies for Returning to the Classroom (PLT) Misleading Graphs and the Stories We Tell (SSW) Performance-Based Assessment in the K-5 Mathematics Classroom (PLT)

Utilizing Games and Puzzles to Improve Mathematical Habits of Mind

Putting the Fun Back in Functions

When Mathematics Rules Expire (SSW) Where Are My Students in the History of Mathematics? p (PLT)

(SSW)

Queer Pedagogy: Disrupting Oppressive Conditions in the Geometry Classroom p (MINI) Questioning Techniques for Deeper Mathematics Learning Using Teaching WalkThrus (SSW) Rubik³s Cube: An Introduction (MINI) Samurai, Kissing Circles, and the Geometry of Shinto Shrines (MINI) Seeing is Believing: A Visualization of the Triangle Congruence Theorems (SSW)

Shifting Instructional Practice to Create Anti-Racist Mathematics Classrooms p (MINI) Student-Centered Mathematics in the Elementary School Classroom (PLT) Student Supports in Algebra I Illustrative Mathematics p (PLT) Taking Note of Note-Taking in the Mathematics Classroom (SSW)

(SSW)

Teaching Calculus (PLT)

Making Algebra Accessible to All (SSW) Manipulatives in the Mathematics Classroom (SSW) Mathematical Connections Across Grades K-12 (PLT) Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer (MINI) Meaningful Sports Tasks in the Mathematics Classroom (SSW)

Teaching for Justice in Mathematics p (MINI) Trading Spaces: An Introduction to Discrete Math Pre-Collegiate (DMPC) (SSW)

Uncovering Our Students’ Mathematical Thinking (PLT) Unpacking the Next Generation Mathematics Learning Standards (PLT)

(MINI)

Voting Systems: How Does America Rank? (SSW) What Is Straight?: Geometry on Many Surfaces (SSW)

SCIENCE AP/IB Biology: Developing FreeResponse Questions to Improve Science Skills (PLT) Are We Alone? Abiogenesis and Life in the Universe (SSW) Biology Demo Derby (SSW) Birding and Nature: Engaging Students With Place-Based Learning p (MINI) Black Hole “Breakout”! Bringing Escape Rooms to Classrooms (SSW) Brain and Behavior: Designing Activities to Cross the Divide (PLT) The Brains Behind Bird Behavior (SSW)

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW) Affinity Groups (AG)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Summary of Core Learning Opportunities cont. Bridging the Gaps Through Vertical Alignment in Science (PLT) Chemistry Co-Design: Tinkering With Emulsions for Fun Classroom Experiences (MINI) Chemistry Teachers Have Solutions: Teaching AP Chemistry Through Observation (PLT) Citizen Science: Using Macroinvertebrates to Measure Health of the Bronx River (MINI) The City That Never Sleeps: Exploring Sound and Noise in NYC (MINI)

Exploring the Geology and Geography of Northern Manhattan and the Bronx (MINI)

Race and Evolutionary Biology: The Legacy of Misuse and Misinterpretation p (SSW)

Geologic Field Study of Central Park

The Return of General Relativity!

(SSW)

(MINI)

Getting Kids to Care About Climate Change (PLT)

Science from the Bottom of the World (SSW)

Great Diseases With Tufts: Antibiotic Resistance and the Tragic Case of Stan (MINI)

Shifting Standards on Science Teaching (PLT)

Green Chemistry: Elevate Student Engagement and the Environment

Solving the Mystery: Incorporating Forensic Investigations Into Science Class (SSW)

(SSW)

Stem Cells: Let’s Get Specialized!

Consortium Science Curriculum Designed to Liberate Students p (PLT)

The Higgs Mechanism and How It Shaped the Universe (SSW)

(SSW)

COVID-19: An Inquiry Through the Lens of Ethics (SSW)

Illustrate to Stimulate: Understanding Earth Science Through Drawings

COVID-19: Uncovering Vaccines and Equity Through the 5E Learning Cycle

(SSW)

(MINI)

Creating Classroom Ethos: All Students Are Learners With HHMI BioInteractive p (MINI) Crickets in the Classroom (SSW) Designing Engineering Curriculum to Inspire Innovation (PLT) Desmos: Beautiful, Free Science! (MINI)

Discovering CHRE: Infusing Historical and Cultural Context Into Science p (PLT)

Enter the Shark Tank: Project-Based Problem-Solving in Science (MINI) Environmental Justice With EcoRise p (MINI) Exploring Human Origins Through Mitochondrial DNA Sequencing (MINI) Exploring Magnetism (SSW)

Indigenizing Science! Bringing Indigenous Ways of Knowing Into Our Classrooms p (PLT) An Introduction to Statistics for the Hesitant Science Teacher (MINI) Investigating Global Coral Bleaching Using Real Data (MINI) Let’s Talk About Sex (Ed): How to Teach Inclusive Sex Education p (MINI)

Leveraging Virtual Biology Activities to Enhance In-Person Learning (PLT) Making With Meaning: Bridging Engineering Design With Content

(SSW)

The Underrepresentation Curriculum: Social Justice & Student Identity in Science p (MINI) Using Biology Class to Promote Racial Justice p (PLT) Using Portfolios to Authentically Assess Lab Skills (SSW)

FELLOWSHIP MEETINGS MƒA ƒundamentals Part 1: The Five Dimentsions of Powerful Classrooms

(PLT)

KEY

Physics Demo Derby (SSW)

Professional Learning Teams (PLT)

Physics Teachers: Check Your Units!

Mini-Courses (MINI)

(PLT)

Polymers: More Than Common Consumer Plastics (SSW) Post-Pandemic Brains: Lessons Learned From Brain Plasticity (MINI)

Storytelling in Science: How MiniDocumentaries Can Engage Students

Extended Length Courses (ELC) Single Session Workshops (SSW) Affinity Groups (AG)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Summary of Additional Learning Opportunities INTEREST GROUPS

Staying Inspired in the Classroom

FELLOWSHIP MEETINGS

Activating Activists: Empowering Students for Political Change

Supporting Immigrant Students p

2018 Master Teacher Information Session: Applying for Your Next Fellowship

All-Levels Vinyasa Yoga APES Meet-Up Authentic Relating

Visual Note-Taking: Moving Beyond the Outline and T-Chart The Wonder of Science: NGSS Tools From Paul Andersen

Chess Club Facilitation Cooperating Teachers for Student Teachers

MƒADVENTURES

COVID-19 Survivors

Calling All Pint-Size MƒA Ninja Warriors!

Developing a Research Program

Ethnobotany in NYC

Earth Science Meet-Up

The Journey South: Bird Migration in Prospect Park

Elementary Teacher Meet-Ups

Teachers, Take a Hike!

Escape the Confines of Your Classroom With Virtual Reality Exploring a Plant-Based Path Getting Started With Grant Writing and DonorsChoose

THURSDAY THINKS

MT²: Master Teachers on Teaching

Juggling the Demands of Teaching and Parenting

Living With Chimpanzees

Navigating Allyship p Nerdy Makers Overbooked Parents of Children With Special Needs Support Group Purposeful Planning for Special Events Racism and Health: How Racial Discrimination Affects Well-Being p Science Olympiad Coaching

Equity Advisory Committee p Information Session Host MƒA Connector Praxis Prep Session Facilitator Recruitment Advisor Teaching Resources Screener

Would We Know Life if We Saw It?

It Is Never Too Early to Start Planning for Retirement!

Mindful Yoga Practice

2022 MƒA Summer Think Planner

The Science of Wonder The Mathematics of Card Shuffling

MƒA Game Night

COMMUNITY CONTRIBUTIONS

Small-World Network Community Mobilizer

Grant It and It Shall Be Yours!

Making Dollars and Sense: Financial Freedom for Educators

Working Towards Master Teacher

WEDNESDAY WEBINARS What the COVID-19 Pandemic Has Taught Us About Teaching and Learning in STEM Diversity, Inclusion, Equity, and Settler Colonialism in Mathematics The Underrepresentation Curriculum: Supporting Social Justice & Student Identity Shifting Our Mindsets and Practices Toward EquityFocused STEM Instruction The Value of Reconnecting With Our Pedagogical Commitments How Emergent Bilingual Students Problematize Phenomena Through Translanguaging

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs) 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 2021

Professional Learning Teams (PLTs) Analyzing Free Formative Assessment Lessons in Grades 6-12 Mathematics Facilitators: MƒA Master Teachers Danilsa Fernandez and AnnaMarie Hauser THURSDAYS, SEP 30, OCT 28, DEC 9, JAN 20, FEB 17, MAR 24, APR 28, JUN 2 MƒA & ONLINE  MATHEMATICS

AP/IB Biology: Developing Free-Response Questions to Improve Science Skills Facilitators: MƒA Master Teachers Rami Abdelghafar and Marissa Maggio

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

MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13

teachers, including those who may be teaching Calculus

ONLINE

in the coming years.

 SCIENCE

How might we design free-response questions (FRQs) that are both engaging and data-driven? In this PLT, teachers will work collaboratively to develop freeresponse questions and rubrics that can be used as

Book Club: Change Your Feedback to Drive Student Learning Facilitators: MƒA Master Teachers Chereese Gardner, Chris Weisbrot, and Rabi Whitaker

both formative and summative assessments and align

WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19

+ PLEASE NOTE: WE ASK THAT TEACHERS COMMIT TO THIS PLT FOR THE DURATION OF THE SCHOOL YEAR. THIS IS A HYBRID COURSE. SESSIONS 1, 3, 5, AND 7 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2, 4, 6, AND 8 WILL TAKE PLACE VIRTUALLY.

to the scope and sequence for most first semester

ONLINE

We all know we teach something better the second

exemplars to deconstruct their structure, and share

time around, but how might we utilize each other’s

primary and secondary resources which can be used as

teaching experiences to teach a lesson better the

source material, including Data Nuggets and HHMI. In

How might we improve the feedback we give to our

FIRST time? In this year-long PLT, we will explore a

sessions two and three, we will work in small groups to

students? A growing body of research has shown that

free, high-quality instructional resource, containing

develop our FRQs. Between sessions, we will pilot the

feedback can play a transformative role in supporting

a set of 100 formative assessment lessons developed

questions in our classrooms and bring our experiences

student learning. In this PLT, we will use Susan M.

by the Shell Centre. These resources, designed for

and student work back to the group. We’ll conclude by

Brookhart’s book How to Give Effective Feedback to

secondary mathematics teachers, will help us consider

reflecting on their implementation, providing feedback,

Your Students as a guiding framework. Anchored by this

how to maximize the use of formative assessment in

and iterating for improvement. By the end of the PLT,

text, we will explore a variety of feedback strategies and

our classrooms. We will do this by closely analyzing

teachers will leave with a repository of FRQs for future

in between sessions, implement these strategies in our

the mathematics of the tasks, solving the problems

use. This course is best suited for AP and IB Biology

own classrooms. In subsequent sessions, we will share

together to put ourselves in our students’ shoes,

teachers.

artifacts and discuss how to further refine our feedback

AP and IB Biology units. In session one, we’ll discuss

 INQUIRY, PRACTICE, AND LEADERSHIP

what makes a great free-response question, review

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF HOW TO GIVE EFFECTIVE FEEDBACK TO YOUR STUDENTS BY SUSAN M. BROOKHART AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

watching videos of students as they interact with the lessons, and sharing stories of use in our classrooms. While we expect to implement these formative assessment lessons for in-person learning, many of the resources have also been adapted for remote learning if needed. We hope to 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 Buffalo and Chicago.

skills using protocols to guide our work. Over the course

Are Your Students Ready for Calculus? Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada TUESDAYS, OCT 12, NOV 16, DEC 14, JAN 18

in addition to written feedback on assignments. This PLT is for any teacher interested in making meaningful feedback a fundamental part of their classroom.

MƒA  MATHEMATICS

How might we prepare our students to succeed in Calculus? Join us as we examine our high school

Book Club: Grading for Equity p Facilitators: MƒA Master Teachers Joseph Grogan, Ph.D., and Beth Henry

mathematics curriculum to uncover the topics

THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 20

necessary to prepare students for calculus-level courses

ONLINE

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

of the PLT, we will examine oral and visual feedback

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF GRADING FOR EQUITY BY JOE FELDMAN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs)

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,

How might we integrate equitable assessment policies and practices into our classrooms? How we assess our students should create a culture centered on learning rather than compliance, 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 future 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 will delve into accurate grading and the mathematical consequences of our choices. Then, we will examine how to develop biasresistant 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 contents and grade levels.

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 bring or amplify these virtues in our classrooms. This course is open to all mathematics teachers.

Book Club: Teacher Remoralization Facilitators: MƒA Master Teachers Alice Brea, Kimberly Dempsey, and Jenn Leyva MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF DEMORALIZED BY DORIS SANTORO AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

How might we develop strategies to remain active, enthusiastic, balanced, and passionate educators? Teaching can be a rewarding, invigorating, and dynamic profession, but it can also be a very difficult one, with regularly documented and discussed high rates of

Book Club: Mathematics for Human Flourishing p Facilitators: MƒA Master Teachers Phylicia Hoyt and Brittany Murdock

turnover. While much of the national conversation on teacher retention has centered around teachers early in their careers, or around helping teachers

WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12

avoid “burnout,” there is another reason why veteran

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teachers leave the field – “demoralization.” In this PLT,

 MATHEMATICS

we will consider the struggles we (and our colleagues)

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF MATHEMATICS FOR HUMAN FLOURISHING BY FRANCIS SU AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

experience through the lens of “demoralization” rather

How might we move toward a more humanist

They Love and How They Can Stay by Doris Santoro to

and inclusive approach to teaching mathematics?

develop and engage in strategies for remoralization.

In his book, Mathematics for Human Flourishing,

As the book describes, demoralization develops

mathematician Dr. Francis Su contends that “math

not necessarily from the forces that lead to burnout

than “burnout.” This course will build on the work of Demoralized: Why Teachers Leave the Profession

(demanding hours, poor work/life balance, lack of self14

care on the part of the teacher) but instead from value conflicts with pedagogical policies, reform mandates, and school practices. This PLT is open to teachers of all grade levels and content areas.

Book Club: We Want to Do More Than Survive p Facilitators: MƒA Master Teachers Brittney Cook and Scott Gallagher WEDNESDAYS, SEP 22, OCT 20, DEC 1, JAN 5 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF WE WANT TO DO MORE THAN SURVIVE BY BETTINA LOVE AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

How might we identify, challenge, and dismantle the oppressive structures and habits in our own teaching practice? In this PLT, we will work to identify the oppressive structures that exist in our classrooms, schools, and communities; and we will examine the role we have played in this oppression using Bettina MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs) Love’s We Want to Do More Than Survive to anchor our work. We will begin by unpacking Love’s concept of “Educational Survival” and exploring its impact on our students. With this common understanding, we will recognize the importance of mattering and challenge the idea of character education as a solution in today’s educational landscape. We will then define what it means to be an Abolitionist teacher and examine the need for joy in our instruction. In doing so we will not only challenge our role in upholding oppressive structures but also develop and implement action plans to move toward becoming Abolitionist teachers. Love’s book will be used in conjunction with various protocols for discussion of text, student work, and problems of practice. Teachers of all subjects and grade levels are invited to participate.

Brain and Behavior: Designing Activities to Cross the Divide Facilitators: MƒA Master Teachers Jen D’Anna and Arlene Ramos

teams will report back to the group to share, reflect, and

elementary to middle and finally to high school. In

strengthen their activities. We will use case studies and

sessions two and three, we will work collaboratively

peer-reviewed literature to anchor our work. This PLT is

to create lessons that integrate these crucial skills,

most appropriate for high school biology, psychology,

affirm our students’ identities, and build on the vertical

and neuroscience teachers, however, middle school life

alignment of standards from K-12, rather than looking

science teachers are also welcome to attend.

at grades or grade bands in isolation. Between sessions, teachers will try out the lessons with their students.

Bridging the Gaps Through Vertical Alignment in Science Facilitators: MƒA Master Teachers Ben Lewin and Elizabeth Whelan

We will conclude by sharing our plans and reflecting on the successes and challenges of these lessons. This PLT is for any science teacher interested in partnering with teachers across grade bands to get a broader

TUESDAYS, SEP 21, OCT 19, NOV 23, DEC 21

perspective on science teaching and learning in New

MƒA

York City.

 SCIENCE

How might we create learning experiences across K-12 classrooms that allow our students to grapple with “big concepts” while also nurturing students’ identities and intellectual development? In this PLT, we will use the vertical progression of the NGSS as a framework to explore this question. In session one, we will identify the NGSS skills and concepts that foster a connection to and confidence in science as students move from

TUESDAYS, OCT 12, NOV 16, DEC 14, JAN 18 ONLINE  SCIENCE

How might we create engaging lessons that strengthen our students’ understanding of the relationship between the human brain and behavior? In session one, we will introduce common brain myths, discuss recent research on brain development, and brainstorm ideas for meaningful activities that motivate students to ask more questions about how this mysterious organ can do so much. In sessions two and three, we will work in small groups to create NGSS-aligned activities that challenge students to think critically, help them learn more about brain-related processes and behavior, and allow them to gain a deeper understanding of the complexities of nature and nurture. In our final session, 15

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs)

We will begin with a group work task and an analysis of this experience to launch into individualized teacher inquiry. We will each identify a problem of practice around group work and delve into exploring this with

Building a Project-Based Algebra II Curriculum Facilitators: MƒA Master Teacher Francesca Pascale and MƒA Early Career Teacher Rasa Guarnaccia TUESDAYS, OCT 4, NOV 8, DEC 6, JAN 10 ONLINE  MATHEMATICS

the support of the PLT community. In the remaining

THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 20

sessions, we will focus on selecting pedagogical

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practices that address our individually-defined

 INQUIRY, PRACTICE, AND LEADERSHIP

problems, collecting a variety of data in between

How might we use co-generative dialogues (or cogens)

sessions, and analyzing how the group work practices

to get feedback from our students and position them

impact student outcomes. We welcome teachers from

as decision makers in their own learning? Popularized

all contexts and disciplines.

by Christopher Emdin in his influential book For White

How might we design engaging, student-centered curricula for Algebra II? In this PLT, we will explore how to leverage project-based learning (PBL) in the Algebra II classroom. In our first session, we will build a foundation of understanding as we read about and

Co-Generative Dialogues: Help Your Students Help You p Facilitators: MƒA Master Teachers Brian Palacios and MƒA Early Career Teacher Elissa Levy

Folks Who Teach in the Hood…and the Rest of Y’all Too,

Chemistry Teachers Have Solutions: Teaching AP Chemistry Through Observation Facilitators: MƒA Master Teachers Peter D’Amico and Rachel Mancini

cogens are formal conversations between teachers and a small group of students with the goal of improving their classroom community. These structured dialogues foster student critique of our teaching and, in many

discuss PBL and examine projects designed by teachers

TUESDAYS, OCT 5, NOV 9, DEC 7, JAN 11

in previous Algebra II PLTs. Subsequent sessions will be

ways, challenge the inherent power dynamic that exists

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in traditional classrooms. In this PLT, we will review

spent developing projects and structures for instruction, trying our projects out in our classrooms, and sharing and reflecting on our experiences. This course is ideal for mathematics teachers who want to develop and implement student-driven projects in their Algebra II classrooms.

Building Equity Through Group Work p Facilitators: MƒA Master Teacher Rebecca Caporale-Guarino and MƒA Early Career Teachers Elese Lau and Sara Smithback WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

 SCIENCE

more than written surveys, and support each other as

build conceptual understanding and also help

we implement cogens in our classrooms — discovering

students engage in the six science practices laid

firsthand what works well and what falls flat with

out by the College Board? Join us in this PLT as we

our students. No previous experience with cogens

investigate the use of content-specific, hands-on

is necessary, only a willingness to try. All secondary

activities and protocols to help students build their

teachers are welcome.

knowledge through observation. Together, we will design observation-based chemistry investigations students can complete in 20-30 minutes. In session one, we will begin by collaboratively developing an activity within a unit of interest. Between sessions

THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 13

classrooms and prepare to share the outcome with

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the group. Then, we will present and discuss how it

teachers, we understand the power collaboration has to

went and use the feedback to iterate and develop new

deepen learning while we also recognize the challenges

activities as well as free-response questions. In our

of fully engaging every student. So, how might we make

final session, we will consider how we will assess these

group work more accessible and equitable to ensure

chemistry investigations. This course is best suited for

all students reach their learning goals and achieve

AP Chemistry teachers but all chemistry teachers are

success? There are many ideas and strategies for

welcome to attend.

through an inquiry cycle to discern which of these are actually effective for our students and our classrooms. 16

Consortium Science Curriculum Designed to Liberate Students p Facilitators: MƒA Master Teachers Alana Burgos and Heather Lochridge

two and three, teachers will try the activities in their

Group Work. Love it? Hate it? Want to make it better? As

classroom collaboration, and in this PLT we will move

the cogen literature, discuss how cogens can achieve

How might we design AP Chemistry activities that

 SCIENCE

How might we cultivate a liberatory practice in our science classrooms? In this PLT, science teachers from schools in the New York Performance Standards Consortium will explore how to design science curriculum through the lens of racial equity. We’ll begin by reading and analyzing abolitionist pedagogy from Bettina Love, Gholdy Muhammad, Gloria Ladson Billings and others to ground ourselves in critical theory. We will

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs)

Designing Engineering Curriculum to Inspire Innovation Facilitators: MƒA Master Teachers Ghada Nehmeh, Ph.D., Artur Wala, and MƒA Early Career Teacher Nathan Webber

continue to develop not only a shared understanding

TUESDAYS, SEP 28, OCT 26, NOV 23, DEC 21

of culturally relevant science curricula but also deliver

MƒA & ONLINE

a personalized and student-driven curriculum that is

 SCIENCE

framed around students’ interests and passions. In

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.

our final session, we will reflect on the curriculum we have designed. This course is ideal for Consortium and

authentically? Scientific discoveries never occur in a vacuum. Social norms and cultural beliefs at the time of these breakthroughs greatly influenced which discoveries occurred and how they were documented. Today, as we celebrate these scientific advancements we often neglect the complete story: the story of those who were marginalized and disenfranchised. Join us as we develop our students’ critical thinking skills using a more authentic narrative of these events and through the lens of culturally and historically

How might we create and adapt engineering curriculum

responsive education (CHRE). We will begin by exploring

to inspire student innovation? Engineering design is a

lessons that interweave history, culture, and science

critical component of STEM education and the NGSS.

in an identity-affirming way. In the second session,

In this PLT, we will work collaboratively to design

we will form small groups to brainstorm areas in our

high-quality engineering curriculum utilizing resources

curriculum that are ripe for reform. In the third session,

from our own classes, Columbia University’s Hk Maker

teachers will be provided with resources and examples

Lab, and from Engineering Tomorrow, a nonprofit

to begin designing lesson plans that empower students

organization devoted to increasing the number of high

to see themselves as scientists, and try these lessons

school students who pursue engineering degrees.

out before the final session. Finally, we will reflect on

In our first session, we will work on normalizing our

how these lessons went, debrief our successes and

THURSDAYS, SEP 30, OCT 28, DEC 2, JAN 13

understanding of an engineering curriculum at the high

challenges, and set goals for future work. All middle and

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school level and explore what it looks like in various

high school science teachers are welcome.

international school teachers who use Consortium rubrics to evaluate student work but all teachers eager to learn more about an alternative to the Regents exam are welcome to join!

Culturally Responsive Mathematics: Creating Tools for Teaching p Facilitators: MƒA Master Teachers Kent Hansan and Matthew Mitchell

 MATHEMATICS

school contexts. During sessions two and three, we will

How might we design resources to bring culturally

upgrade and adapt engineering projects for our unique

responsive teaching (CRT) into our mathematics

classrooms and try them out before the final session.

classrooms? CRT allows us to recognize the unique

We’ll conclude by reflecting on the successes and

identities of our students and build an environment where

challenges of teaching these engineering projects. This

those identities are central to their education. In this PLT,

course is best suited for high school teachers currently

MONDAYS, NOV 15, NOV 22, DEC 13, DEC 20

we will develop strong examples of CRT in mathematics,

teaching or interested in teaching engineering.

MƒA

try these lessons out in our classrooms, and reflect on their execution. We will work together 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

Dismantling Segregation in the Most Segregated School System in the Country p Facilitators: MƒA Master Teachers Matthew Fleck and Jamie Munkatchy

 INQUIRY, PRACTICE, AND LEADERSHIP

Discovering CHRE: Infusing Historical and Cultural Context Into Science p Facilitators: MƒA Master Teacher Joseph Moll, Ph.D., and MƒA Early Career Teacher Kevin Kinlocke

How might we leverage our power as MƒA teachers to break the cycle of school segregation? New York City’s public schools are among the most segregated in the nation. What are the mechanisms that led to this

relevant to that topic from students and their families, and

TUESDAYS, SEP 21, OCT 19, NOV 23, DEC 21

modify activities based on those survey responses. We

outcome and what can be done to establish a more

MƒA & ONLINE

equitable system? In this PLT, we will begin by taking a

will use texts such as Culturally Responsive Teaching and

 SCIENCE

The Brain: Promoting Authentic Engagement and Rigor

closer look at our own schools to better understand their

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.

demographics, criteria for admissions (including screens),

How might we integrate the cultural and historical

of the common mechanisms that lead to our segregated

context of scientific discoveries to teach science more

schools, we will focus on one specific and high-impact

Among Culturally and Linguistically Diverse Students by Zaretta Hammond to ground our work. Mathematics teachers of every grade and content area are welcome.

and school diversity plans. With a deeper understanding

screen: the Specialized High School Admissions Test 17

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs) (SHSAT). We will then use subsequent sessions to form committees to question the assumptions behind these mechanisms and research existing efforts to dismantle them. We’ll also consider alternatives that promise more equitable outcomes and determine how we can best support the movement to create a school system that honors all students.

Emotional Intelligence in the Classroom and Beyond Facilitators: MƒA Master Teachers Ben Barnes and Deborah Schaeffer

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 content. Each session will

THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 20

focus on a different topic of the AP Statistics curriculum.

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Come ready to collaborate, support your peers, and

 INQUIRY, PRACTICE, AND LEADERSHIP

return to your class with a new set of engaging activities.

+ PLEASE NOTE: TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED TO PURCHASE THEIR OWN COPIES OF PERMISSION TO FEEL BY MARC BRACKETT AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

While we plan to use resources and materials from the AP Statistics curriculum, all high school Statistics teachers are welcome.

How might we cultivate emotional skills in our students and ourselves for better teaching, learning, and living? We are conditioned to think of emotions as something to be controlled, avoided, or even suppressed in the classroom. Yet emotions are integral to the thinking,

Examining and Revising Our Curriculum Through a CRSE Lens p Facilitators: MƒA Master Teachers Zachary Itzkowitz and Paul Kehoe

learning, and relationships that underlie every aspect of

MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20

teaching and learning. In this PLT, our guiding text will

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be Marc Brackett’s Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive and his RULER framework, which teaches us the elements of emotional intelligence and how to become “emotion scientists.” Through this work, we hope to co-create a space where we can share openly, deepen our self-awareness, and support one another in cultivating classroom environments that give our students permission to feel and inspire them to channel those feelings into learning and personal growth. This PLT is for all teachers who want to bravely venture into the territory of talking about feelings and transforming their classrooms.

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we examine and revise our curriculum through the lens of culturally responsive and sustaining education (CRSE)? Too often, STEM teachers are not fully equipped to cultivate a culturally responsive and sustaining space for their students. However, “students deserve to learn about STEAM subjects in ways that reflect themselves and their communities, are critical of power, identity, problems and solutions, and foster imagination about STEAM possibilities” (Peoples, Islam, and Davis 2021). In this PLT, we will explore CRSE tools and resources specifically designed for STEAM educators. We will begin by contextualizing the historic and systemic eschewing of using a CRSE

Engaging Activities in Statistics Facilitators: MƒA Master Teachers Mimi Ong Ante and MƒA Early Career Teacher KC Hankins

lens in STEAM curricula and move on to collaboratively and thoughtfully audit our own curriculum, using the NYU Metro Center’s CRSE scorecard. Finally, we will

WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19

support one another as we make meaningful changes

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to heighten the relevance of our lessons and unit plans.

 MATHEMATICS

In all sessions, we will leverage the diverse backgrounds,

How might we captivate Statistics students through

knowledge, expertise, and brilliance of the teachers in

meaningful and engaging activities? In this PLT, we will

the room to support one another in reimagining our

create and try out thoughtful activities that enable our

curriculum. This course is open to anyone looking to

students to make connections between the science

really dig into their curriculum and work collaboratively to foster classroom communities that are more

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs) responsive to the interests, identities, and cultures of their students.

PLT, we will collaborate to make content accessible

contributions. The final session will offer time to share

and engaging to all learners as we create innovative,

student work including videos of students taking action

interactive, and cognitively demanding tasks. As we

and caring about climate change. This course is for

adapt and create materials, we will share feedback to

any teacher interested in learning more about climate

refine tasks, improve geometric comprehension for

change and supporting student activism.

struggling students, and challenge our more confident students to push themselves even deeper into geometry connections and extensions. This PLT is designed for

Exploring Blended Learning Models to Differentiate Mathematics Instructions p Facilitators: MƒA Master Teachers Irene Espiritu and Deva Thomas MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3

high school Geometry teachers who want to improve accessibility for their diverse learners including English Language Learners, students with IEPs, and visual or kinesthetic learners.

ONLINE  MATHEMATICS

After more than a year of remote and hybrid instruction, teachers must reflect on how blended learning has supported students and how we might continue to learn and benefit from it to differentiate instruction for our diverse mathematics learners. The goals of this PLT are to examine a variety of blended learning models including, Station Rotation, Lab Rotation, Individual Rotation, Flipped classroom, Flex, A La Carte, and Enriched Virtual, and provide support for teachers to try them out in their classrooms. During each session, teachers will explore a blended learning model and unpack how the model provides increased access to content. Teachers will then collaboratively design an instructional plan that integrates blended learning, try it out in their classrooms, and reflect on their students’ experiences. All mathematics teachers are welcome.

Getting Kids to Care About Climate Change Facilitators: MƒA Master Teachers Shakira Provasoli and Adam Zaid TUESDAYS, OCT 5, NOV 9, DEC 7, JAN 11 ONLINE  SCIENCE

How might we cultivate a community of student activists equipped with the knowledge and desire to change the world? Although youth activist Greta Thunberg states “No one is too small to make a difference,” our students often feel disconnected or powerless to initiate real change when it comes to the climate crisis. In this PLT, we will collaborate to plan lessons and projects that will motivate our students to not only learn more about climate change, but also to become passionate about educating and energizing others. In each session, we will discuss a climate topic sparked by a guest speaker, video, article, or artifact, followed by time to develop relevant lessons and projects. Teachers will also explore

Geometry for All: Interactive Tasks to Encourage Deep Learning in Every Student p Facilitators: MƒA Master Teachers Sarah Geist, Carol Kinney, Ph.D., and Rebecca Caporale-Guarino

and practice facilitation techniques that encourage and

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we retain and refine the successes or silver linings that emerged from the challenges of remote instruction? In spite of the stress and trauma caused by COVID-19, many teachers discovered and developed new pedagogical practices, resources, and ways to connect with students that were fun, engaging, and impactful. In order to cultivate a classroom of teaching and learning that honors these new discoveries, we need time to process and reflect. In each session, we will share our most successful activities and the new tools and platforms that promote personalized learning, student agency, participation, and social-emotional development. We’ll discuss and reflect on what worked during remote learning and how we can continue to use these strategies and tools in our classrooms. We will also share and document the new tools and practices as we celebrate our accomplishments and ultimately spark joy for the new academic year. This PLT is designed specifically for the needs of K-8 science and mathematics teachers.

first session a guest speaker from the Youth Climate Leaders will demonstrate how to develop a new mindset based on independence and activism. In the second

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session, Cafeteria Culture will share their successes at getting students to care and act in ways that enact

How might we create interactive tasks to encourage

change. In the third session, we’ll focus on a topic of the

access and depth for all Geometry students? In this

group’s choosing using videos, articles, and/or teacher

TUESDAYS, SEP 21, OCT 19, NOV 23, DEC 21 ONLINE

inspire students to become independent leaders. In our

TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4  MATHEMATICS

Holding Onto the Silver Linings Facilitators: MƒA Master Teachers Brandie Hayes and Sjene Kendrick

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs) Indigenizing Science! Bringing Indigenous Ways of Knowing Into Our Classrooms p Facilitators: MƒA Master Teachers Denice Gamper and Sarah Gribbin TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4 MƒA  SCIENCE + PLEASE NOTE: TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED, TO JOIN THE MƒADVENTURE, ETHNOBOTANY AND MEDICINAL HERBS IN NYC.

Integrating Computer Science Into the STEM Classroom Facilitators: MƒA Master Teachers Izagma Alonso, Jonathan Swotinsky, and Cathy Xiong MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

How might we integrate computer science into our STEM classrooms? In this PLT, we will collaboratively design STEM activities that bridge coding skills with mathematics and science. Our goal is to make coding more accessible to all students and use computer science to promote and strengthen content knowledge. Computer science (CS) is a broad discipline that is

How might we integrate indigenous and ancestral

often oversimplified. Together we will discuss what CS

ways of knowing to honor and acknowledge the

is and uncover its relevance to our classrooms looking

diversity of our science classrooms? Too often we find

at activities aligned to the unique classes we teach. We

ourselves teaching the history of science to our students

will spend time creating and differentiating CS-aligned

through a Eurocentric lens without considering the

activities while supporting and refining our colleagues’

contributions made by Indigenous communities to

work. While we will concentrate on block-based

this body of knowledge. In this PLT, we will celebrate

languages such as Scratch and Blockly for Python/

ancient and Indigenous knowledge and culture

JavaScript to provide multiple entry points for students

alongside Eurocentric scientific discoveries. We will

and teachers with various CS skill levels, those who

create, try out, and evaluate tasks that utilize new and

work collaboratively to develop laboratory activities

prefer text-based programming can easily adapt the

existing digital resources to support all biology students.

and lesson plans that weave Indigenous ways of

tasks for coding in Python or JavaScript. Teachers will

Before designing these virtually inspired tasks, we’ll

knowing into our curricula. We will begin by exploring

also explore physical computing using the Micro:bit.

address common misconceptions and challenging

and discussing primary and secondary resources,

Coding experience is welcome, but not required!

topics and form small groups to identify available online

such as Braiding Sweetgrass by Robin Wall Kimmerer, The Botany of Desire: A Plant’s-Eye View of the World by Michael Pollan, and “Seeds of a Cure” by Brendan Borrell to identify a specific aspect of our curriculum on which we would like to focus. In sessions two and three, we will work in groups to develop activities or adapt a unit to incorporate Indigenous knowledge and practices. In our final session, we will present activities, lessons, or student work for feedback and iteration. By the end of the PLT, teachers will leave with a variety of resources and tools to continue this work in their school communities. This course is for all middle and high school science teachers.

resources. In subsequent sessions, groups will create

Leveraging Virtual Biology Activities to Enhance In-Person Learning Facilitators: MƒA Master Teacher Marisa Wagner, Ph.D., and MƒA Early Career Teacher Elese Lau

activities and pilot the tasks with students. In the final session, teachers will share activities and reflect on student learning. This PLT is for all life science teachers.

TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4 ONLINE  SCIENCE

During remote teaching, we explored a world of virtual learning resources that helped reinforce concepts, illustrated abstract ideas, and allowed our students to do science. How might we use these virtual tools to dispel misconceptions and design inquiry-based biology experiences for in-person learning? In this PLT, we will

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs) Making With Meaning: Bridging Engineering Design With Content Facilitators: MƒA Master Teachers Jessica CiminiSamuels and Diane Pflug

Mathematical Connections Across Grades K-12 Facilitators: MƒA Master Teachers Johanna Cinquegrana, Alana Gross, and Meera Zucker

solutions for our current classrooms. Finally, we will take some time to celebrate our work and reflect on how

 MATHEMATICS

to move forward both within and beyond the walls of

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 4 WILL TAKE PLACE VIRTUALLY.

our classrooms. We welcome STEM teachers across all

MƒA & ONLINE

connections from grades K-12? Teachers often think

 SCIENCE

about mathematics content only through the lens of

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.

the grade level they teach. In this PLT, we will broaden

experiences for students? We all love the classic egg drop experiment, but it has been widely used and may not align well with the content we teach or our limited resources. The goal of this PLT is to collaboratively develop and adapt new engineering performance tasks that are meaningful, reinforce or introduce content, and allow students to engage with the engineering design process. During the in-person sessions, we will engage in hands-on engineering design tasks that can be adapted to our own classrooms. Then, we will explore resources to inspire the development of new engineering tasks that align with the NGSS and fit into a unit sequence or as a stand alone unit. In our virtual sessions, we will work in teams to identify opportunities within our curriculum where we can incorporate the engineering design process and craft engineeringcentered curriculum. This course is geared towards middle school science teachers, but all are welcome to join.

our approach to mathematics instruction in ways that make connections across grade levels, through vertical alignment using common language and themes. As a team, we will first dive deep into the most critical

content and grades.

Middle School Mathematics: Strategies for Returning to the Classroom Facilitators: MƒA Master Teachers Corey Levin and Morgan O’Brien MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13 ONLINE  MATHEMATICS

Common Core mathematics topics across grade

How might we create a nurturing and engaging middle

levels, including the number line, proportions, and

school mathematics classroom as students return to

area models. We will deepen our understanding of

in-person learning? In this PLT, we will collaborate

our mathematical content, where it stems from, and

to create a vibrant classroom culture, give students

where it goes. Throughout, we will focus on students

equitable access to the curriculum, and incorporate

as mathematicians and what that looks like at every

best practices from remote instruction. We will discuss

grade level. This PLT is open to all mathematics teachers

how to reengage our mathematics students in-person,

looking for ways to stretch their thinking and find

learn how to create meaningful assessments, exchange

connections across grade levels.

ideas for curriculum design, and consider how these strategies and tools support student growth and

Meeting the Moment: Reflecting on Pandemic Innovations to Promote Equity p Facilitators: MƒA Master Teachers Pooja Bhaskar and Megan Wallner WEDNESDAYS, OCT 13, NOV 17, DEC 22, JAN 26 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we use the promising practices from pandemic teaching to innovate for equity in our schools? The goal of this PLT is to reflect and build

in two cycles of design thinking to refine and realize

MƒA & ONLINE

How might we build upon and align the mathematical

to create authentic, challenging, and engaging

articulate current problems of practice. We will engage

WEDNESDAYS, SEP 22, OCT 20, NOV 17, DEC 22

WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12

How might we use the engineering design process

Dr. Gholdy Muhammad, as lenses through which we can

assessment. This PLT is suitable for all middle school mathematics teachers.

Performance-Based Assessment in the K-5 Mathematics Classroom Facilitators: MƒA Master Teachers Grace Chang and Jessica Smith TUESDAYS, OCT 5, NOV 9, DEC 14, JAN 18 MƒA  MATHEMATICS

on actions for equity that are emerging as we teach

How might we foster sense-making, problem-solving,

through the COVID-19 pandemic. We will first share

perseverance, construction, and mathematical

our new and creative practices from a year and a half

modeling skills in our elementary students? In this

of remote instruction, using these ideas as a foundation

PLT, we will design innovative performance-based

for further growth. Then, we will explore models of

assessments (PBAs) and make a shift away from typical

equity, drawing upon the work of Dr. Bettina Love and

elementary assessments. Over four sessions, we’ll MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs) explore how to adapt the PBA model for use in the elementary mathematics classroom, develop ageappropriate student tasks, and consider the instructional implications of using PBAs in elementary instruction. We will also read about project-based learning, analyze sample PBAs, and work together to develop and pilot PBA tasks and rubrics. This PLT is open to all elementary mathematics teachers who would like to incorporate PBAs in their classrooms.

Physics Teachers: Check Your Units! Facilitators: MƒA Master Teachers KC Reddy and Andrew Wallace

and racism through the practice of storytelling. We will have an opportunity to listen to and learn from a variety of visitors including young people who will

TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4

share their experiences and highlight how educators

ONLINE

can best support them. Engaging in this work must

 SCIENCE

be continuous and intentional, and we hope to create

How might we make physics relevant to our students?

a space within MƒA to facilitate and engage in these

In this PLT, we will work together to develop physics

conversations to dismantle racism in our classrooms,

units that are rooted in real-world problem-solving,

our school systems, and beyond.

encourage engineering innovation, and build on a foundation of social justice. We will begin with a review of our current curricula, drawing upon our existing expertise and resources. In subsequent sessions, we

Shifting Standards on Science Teaching Facilitators: MƒA Master Teachers Suzette Nelson, Jessica Ross, and Mallory Womer

will work in small groups to design robust projects

TUESDAYS, OCT 5, NOV 9, DEC 7, JAN 11

and assessments grounded in relevant applications of

ONLINE

physics. We will conclude by showcasing, celebrating,

 SCIENCE

and iterating on our work. All physics teachers, from

How might we support one another as we shift to the

first-time conceptual physics teachers to those

New York State Science Learning Standards (NYSSLS)?

more experienced with the AP Physics curriculum,

The implementation of new standards can be a scary

are encouraged to attend. Teachers will leave with a

process and this can feel especially daunting as

unique unit plan and end-of-unit assessment designed

we continue into another year of teaching during a

specifically for their classroom.

pandemic. Our purpose is to change teachers’ thinking about current science classroom practice with a focus

Racial Equity in the Classroom and Beyond p Facilitators: MƒA Master Teachers Estefania Hereira and Jenn Ozinegbe

on integrating the NYSSLS into our curricula. We will begin by looking at strategies to make student thinking visible and then testing those strategies in our own

THURSDAYS, SEP 30, OCT 28, DEC 2, JAN 13

classrooms. In session two we will discuss how to

ONLINE

create high-quality NYSSLS lesson plans, followed by

 INQUIRY, PRACTICE, AND LEADERSHIP

the design and implementation of NYSSLS-aligned

How might we cultivate a responsive and equitable

assessments in session three. We will conclude by

environment in our classrooms, school communities,

reflecting on the process, our progress toward full

and beyond? As New York City educators who serve a

NYSSLS integration, and our continued goals moving

majority of young Black, Indigenous, and Students of

forward. This course is for all high school science

Color (BISOC), we are responsible for cross-examining

teachers regardless of previous experience with NYSSLS.

how our collective socio-cultural identities inform the development and sustainability of culturally responsive environments in our school communities. In this PLT, we will explore where and how white supremacy shows up in our curriculum and in our pedagogical approaches. Together, we will engage in the cultivation of spaces for courageous conversations about race

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs)

and impact their science or mathematics identities. Research has shown it is important for students to develop these identities to continue onto STEM disciplines at the collegiate and professional level. In

Standards-Based Grading Collaboration Facilitators: MƒA Master Teachers Liz Maron and Marisa Shuman THURSDAYS, SEP 30, OCT 28, DEC 2, JAN 13 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

this PLT, we will work to develop creative ways in which

MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13

we can incorporate more racially expansive history into

MƒA

our existing curriculum. After trying out this approach

 MATHEMATICS

with our students, we will share and reflect on these

How might we increase accessibility and support for

teaching experiences as we collaborate to develop more

Illustrative Mathematics Algebra I students? Illustrative

culturally relevant and equitable classrooms. All STEM

Mathematics (IM) is a free and rigorous problem-

teachers of any grade level and subject are welcome.

based curriculum where students learn by doing

How might we make standards-based grading (SBG) a more authentic tool to support student learning? SBG involves numerous variations, countless ways to assess, and multiple levels of granularity. But done well, SBG can also be a meaningful route to authentic assessment

Student Supports in Algebra I Illustrative Mathematics p Facilitators: MƒA Master Teachers Rachel Griffin and George Ludovici

mathematics, solving problems in mathematical and

Student-Centered Mathematics in the Elementary School Classroom Facilitators: MƒA Master Teachers Shannon Craig, Susie Harter, and Martina Meijer

real-world contexts, and constructing arguments using precise language. In this PLT, we will delve into the IM resources and consider how to modify them to include real-time, data-based support. First, we

and a deeper understanding of academic progress for

MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3

will discuss how IM can build a classroom culture that

both students and teachers. Join us as we collaborate to

MƒA

supports student-centered mathematics. Then, we will

adapt our SBG practices to best serve students’ needs. Over the course of our four sessions together we will focus on standards, rubrics, and assessment design; and we’ll consider how we can provide feedback and support each other in investigating our relationship with SBG. Ultimately, each teacher will grow and develop their SBG practice in order to improve student learning in their classrooms. This PLT is ideal for any teacher currently implementing standards-based grading in their classroom.

STEM Icons in the Classroom p Facilitators: MƒA Master Teachers Jude Julien and Jessica Weedon MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

 MATHEMATICS

examine the pacing of the units to prioritize standards.

How might we design student-centered, conceptual

Next, we will use data to augment the curriculum

mathematics experiences for our elementary students?

with real-time support for heterogeneous classes.

In this PLT, we will explore how to build mathematics

Finally, we will develop ways to increase access and

communities, design instructional materials and

inclusivity for all students. Our goal is to adapt the

assessments, and implement routines and investigations

IM Algebra I curriculum so our students can thrive as

using hands-on materials. We will also examine best

mathematicians. We will use NCTM’s Mathematics

practices from remote instruction that might continue

Teaching Principles and A Pathway to Equitable Math

to be relevant and helpful for our in-person classrooms.

Instruction toolkit as a foundation for our work. This

Each session will begin with a community-building

unique and exciting course is a great place for Algebra I

activity that can also be used with students, followed

teachers to optimize IM for their students’ unique needs!

by a discussion of strategies for using mathematics resources, and end with an examination of student work. We will conclude by collaboratively designing new instructional tools which we will test out with our students.

Teacher as Writer Facilitators: MƒA Master Teachers Lauren Brady and Brooke Sossin WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12 ONLINE

How might we celebrate our students’ diverse

 INQUIRY, PRACTICE, AND LEADERSHIP

backgrounds by incorporating STEM icons into our

How might we create space to nurture our own unique

classrooms? Most STEM curricula primarily focus

voices and creativity? As teachers, we do a lot of

on a Western and Eurocentric view by highlighting

obligatory writing including lesson plans, emails, and

the accomplishments of white scientists and

letters of recommendation. Rarely do we get a chance

mathematicians. This can leave students with a biased

to write for ourselves. In this PLT, we will approach

view of who can become a scientist or mathematician 23

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs)

Teaching Calculus Facilitators: MƒA Master Teachers Aziz Jumash and Ben Elias Morgenroth MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3

ways that push their mathematical thinking. The focus of our work will be on listening to and watching our students, not evaluating teacher practice. This PLT is open to mathematics teachers of all grade levels.

ONLINE

writing as a restorative practice and a means for creative expression. Join us in this safe and supportive community as we unpack our classrooms, share our personal experiences through writing, and give space for new ideas to emerge and flourish. In each session, we will share original writing (on any subject), exchange feedback, and use the resulting inspiration to improve our writing and ourselves. All genres of writing and experience levels are welcome.

Teachers as Tinkerers: Cultivating Daring RiskTakers in the STEM Classroom Facilitators: MƒA Master Teachers Shannon Guglielmo and Jonathan Katz MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20 MƒA

 MATHEMATICS

How might we support our Calculus students to build connections between conceptual understanding and algebraic fluency? In this PLT, we will explore calculus content and effective pedagogical techniques through

TUESDAYS, OCT 12, NOV 16, DEC 14, JAN 18

resource sharing, presentations, and collaborative

ONLINE

task design. We will consider both the conceptual

 MATHEMATICS

understanding and problem-solving skills needed as we

How might we explore the New York State Next

design focused calculus tasks. Teachers will be grouped

Generation Mathematics Learning Standards to better

based on interest, experience level, and topic of focus.

prepare our students for the upcoming curricular

We will also build on a wealth of resources from past

changes? These standards will be fully implemented by

Calculus PLTs. Teachers of both AP and non-AP Calculus

the fall of 2022 and in this PLT, mathematics teachers of

classes are encouraged to join, as well as those who

all grade levels are welcome to participate as we analyze

aspire to teach it in the future. This PLT is designed and

key documents, including the grade-level Crosswalks

differentiated with all experience levels in mind.

and Snapshots, to ease and support the transition. We will compare and contrast the new standards with the

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we as teacher leaders cultivate the qualities that encourage teachers to take pedagogical risks and experiment with new strategies? As teachers, we must constantly adapt to new changes, from standards and pedagogy to unexpected learning modalities and an endless slew of buzz words. Innovative teachers jump

Unpacking the Next Generation Mathematics Learning Standards Facilitators: MƒA Master Teachers Brian Frechtman and Maria Leon Chu

Uncovering Our Students’ Mathematical Thinking Facilitators: MƒA Master Teachers Liz Clark-Garvey, Alex Cristando, and Gary Cruz

current Common Core standards, track the progression of important skills through the grade levels, and develop a scope and sequence of individual units to help

WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19

students make connections across concepts and skills.

MƒA

While delving into the standards, teachers will also share

 MATHEMATICS

best practices for teaching individual topics. Teachers will leave with a better understanding of the new

into the unknown with daring aplomb, but just what is

How might we uncover our students’ true

the “it” factor that gives them the courage to take the

understanding of mathematics? Good teaching is often

plunge? In this PLT, we will collaborate to develop that

like detective work; what a student writes or says is only

courage as we tinker and experiment in our classrooms

a small piece of what they know. In a matter of seconds,

and wider school communities. In the first two sessions,

a teacher must hear what a student shares, infer their

we will define what it means to take risks and identify

underlying understanding, and then respond in real-

the conditions for teacher risk-taking in the classroom.

time to facilitate their learning. Reflecting on classroom

In the last two sessions, we will dive into case studies

videos can be a powerful tool to help us with this. In this

WEDNESDAYS, OCT 6, NOV 3, DEC 1, JAN 5

and support each other as we brainstorm and reflect on

PLT, we will first put ourselves in our students’ shoes by

MƒA & ONLINE

our own “risk-project.” Join us as we strive to become

doing the mathematics together. Then, we will use video

 SCIENCE

educational daredevils eager to experiment with

clips from our classrooms to gather evidence about

pedagogy, content, and tools backed by professional

what knowledge our students are taking in. We will work

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

and original research!

together to get better at the difficult skill of uncovering

How might we use biology to promote racial justice

what students understand and how best to respond in

and understanding? Instead of leaving conversations

standards and resources to share within their school community.

Using Biology Class to Promote Racial Justice p Facilitators: MƒA Master Teachers Cristina RadeAnderson, Ph.D., and Alvis Wilson

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Professional Learning Teams (PLTs)

acknowledge the contributions of all cultures and peoples. This leaves students with a biased view of who can and cannot be a mathematician which negatively impacts their mathematical identity. In this PLT, we

about race to our humanities counterparts, biology teachers also have a responsibility to discuss and dispel perceived racial differences. Integrating a biological critique of race will help students understand how similar we really are and move toward creating a more equitable society. In this PLT, we will examine and modify lesson plans and related materials from the Howard Hughes Medical Institute, American Museum of Natural History, and the National Science Foundation focused on countering false scientific justifications and analyzing evidence for human difference along racial lines. We will also explore lessons on population diversity, PCR, mutations, evolutionary connections to the environment, and more. Then we’ll develop plans to use these materials in our classes and reflect on the experience. Finally, we’ll discuss and draft plans on how to connect what students learn about race to racism and anti-racist actions. Our work together will help our students develop skills to determine, avoid, and debunk errors in reasoning; become more thoughtful citizens

will work together to expand our knowledge of the relationship between mathematics and culture. As we explore the history of mathematics, we will develop creative ways to include our student populations in a more culturally inclusive classroom. We will read excerpts from the book, The Crest of the Peacock: Non-European Roots of Mathematics by George Gheverghese Joseph, solve related mathematics problems, design lessons to implement in our classrooms, and reflect on our teaching experiences and their impact on how students see themselves in the history of mathematics. This PLT is open to mathematics teachers of all grade levels.

Working Towards National Board Certification Facilitators: MƒA Master Teachers Sharon Collins and Chereese Gardner WEDNESDAYS, SEP 22, OCT 20, DEC 1, JAN 5 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

and scientists; and celebrate and better understand

How might we support one another as we work

one another. This course is ideal for any middle or high

toward achieving National Board Certification? Are

school teacher who teaches genetics and wants to lead

you a teacher currently in the process of applying for

students in crucial conversations about equity and racial

National Board Certification or planning to apply for

bias.

your certification during the 2021-2022 academic year? Come collaborate with and be supported by a

Where Are My Students in the History of Mathematics? p Facilitators: MƒA Master Teachers Eliza Buffington and Jason Ovalles

community of MƒA teachers also going through the process. Most Nationally Board Certified teachers report that having the help of other educators made the difference in their success in applying. In this PLT,

WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12

we will troubleshoot obstacles in the application,

MƒA

practice giving and receiving feedback, and utilize our

 MATHEMATICS

How might we integrate both our students’ cultural

shared expertise to become Nationally Board Certified teachers.

identities and the history of mathematics into our classrooms? Many mathematics classrooms focus on Western and European contributions and fail to 25

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Mini-courses are a series of three connected workshops in which experts from academic institutions, local organizations, and from within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses The Astounding Story of Place-Value Throughout the Entire Curriculum Facilitator: James Tanton, Ph.D. TUESDAYS, OCT 12, OCT 19, OCT 26 ONLINE  MATHEMATICS

Birding and Nature: Engaging Students With Place-Based Learning p Facilitators: MƒA Master Teachers Diana Lennon and Elisa Margarita WEDNESDAYS, SEP 22, OCT 6, OCT 20 MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

Challenging “Learning Loss” and Designing an Alternative Way Forward Facilitator: Kara Imm, Ph.D. TUESDAYS, NOV 30, DEC 7, DEC 14 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

In this mini-course, we will first unpack the central ideas, key assumptions, historical underpinnings, and implications of “learning loss” — a paradigm that is

Birdwatching has been one of the fastest growing

increasingly shaping teaching and learning across the

pastimes during the COVID-19 pandemic. Now that

U.S. and beyond. Together, we will explore some of

we’re back in the classroom, how can we continue

the following key questions: If learning loss is primarily

to create a bridge between our curriculum and

about supporting kids and helping them to “catch

the natural world? Numerous studies suggest that

up,” why are we challenging it? Who is promoting the

place-based education (PBE) invigorates educators,

narrative of learning loss as a deficit? Why might they

increases student comprehension, and fosters

have a vested interest in it? How do we acknowledge

positive relationships between students, teachers, and

systemic equity issues within K-12 education without

their communities. In this course, we will introduce

participating in systems that rank, sort, and punish

PBE with a protocol for nature journaling in nearby

students (and their teachers)? Throughout the course,

public spaces, explore how live webcams create

teachers will identify how the ideas of learning loss

engaging and immersive virtual experiences, and

might shape curriculum, instruction, identities, and

discuss how digital journaling can be used to increase

extra-curricular activities for both students and

ecological perspective and scale, from local to global.

teachers. Teachers will leave the course with newly

Throughout the course, we will also discuss how PBE is

designed routines, rituals, assignments, and artifacts to

a valuable opportunity to explore the intersectionality

launch the school year, moving away from learning loss

of environmental and racial justice, elevating Black,

and moving towards building joyous, welcoming, and

Indigenous, Students of Color (BISOC) voices in the

inclusive spaces for all students to learn and thrive.

consults with teachers, and leads demonstration classes and

context of nature writing, environmental journalism,

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In

professional development sessions across the globe. He has taught

and history, and focusing on Indigenous and African

her more than 20-year career, she has been a middle and high school

mathematics both at university and high school institutions and is

American wisdom through excerpts of Robin Wall

math teacher, staff developer, leadership coach, and teacher education

The invention of place value is one of humankind’s greatest intellectual achievements. It is surprisingly nuanced and permeates the K-12 mathematics curriculum and beyond. Many mathematics standards rely on a deep understanding of it. In this course, we’ll take a deep dive into the story of place value and use powerful visual models -- the approach of Exploding Dots -- to transform how we see, use, and perhaps even teach the core arithmetic algorithms, the work of fractions and decimals, the study of repeating decimals and irrational numbers, and more. Let’s take the mathematics we know so well and see it in an astounding new light! While this course is best suited for upper elementary and middle school educators, anyone looking to experience joy in mathematics is welcome. Dr. James Tanton earned his Ph.D. in mathematics from Princeton University. He writes books and video courses, advises on curriculum,

deeply committed to promoting effective and joyful mathematics thinking, learning, and doing at all levels of the education spectrum.

Kimmerer’s, Braiding Sweetgrass and Carolyn Finney’s, Black Faces, White Spaces. This course is for any

faculty. At MƒA, Kara has been invited to design and lead over 20 courses on topics including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara

teacher looking for strategies to incorporate PBE into

has written several articles and books with and for teachers on the

their curriculum and amplify underrepresented voices

teaching and learning of mathematics. A proud graduate of Minneapolis

in the life sciences and environmental movement.

Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education from

Diana Lennon is an MƒA Master Teacher and science teacher at

The Graduate Center, The City University of New York investigated the

Columbia Secondary School in Manhattan.

impact of mathematical modeling for high school girls of color who had

Dr. Elisa Margarita is an MƒA Master Teacher and science teacher at

experienced the gate-keeping effects of algebra.

Brooklyn Technical High School in Brooklyn.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Chemistry Co-Design: Tinkering With Emulsions for Fun Classroom Experiences Facilitators: Disan Davis, Ph.D., and Jeanne Garbarino, Ph.D.

make our own lotion using accessible ingredients,

fish populations. In our final session, we will meet

and explore how this chemistry can impact our

indoors to explore and analyze our data to determine

environment using case studies. While this course

the overall health of the Bronx River. Throughout the

is best suited for chemistry teachers as it will hit on

course, teachers will learn about citizen science tools

concepts included in high school chemistry curricula,

and how to lead this work with their own students,

it will also include elements that relate emulsion

including tips and suggestions for troubleshooting and

chemistry to biology and human health making it

how to partner with local organizations. This course

THURSDAYS, OCT 14, OCT 21, OCT 28

applicable to life science teachers as well.

is best suited for middle and high school life and

MƒA

Dr. Disan Davis is the Program Manager of RockEDU Science Outreach

environmental science teachers, but anyone interested

at The Rockefeller University, where she creates educational materials

in citizen science fieldwork and using authentic data in

for high school students and teachers that emphasize the process of

the classroom is welcome to attend.

 SCIENCE

Ice cream. Milk. Latex paint. Mayonnaise. Lotions and creams… Emulsions are all around us, but do

science in accessible and equitable ways. Her work brings together her Ph.D. in biochemistry with her previous experience teaching chemistry,

Justin Grimm-Greenblatt is an MƒA Early Career Teacher and science

our students know the link between these everyday

biology, and physical science.

teacher at Urban Assembly Maker Academy in Manhattan.

materials and the amazing chemistry behind them? In

Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at

this course, we will explore the chemistry of familiar

The Rockefeller University, where she works to promote and support

emulsions, applying our current understanding of

science outreach within the scientific community, open channels for

intermolecular forces to develop new and fun ways to present these concepts in the classroom. We will use specialized dyes to determine emulsion types,

community members to develop an appreciation for science as a human endeavor, and 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.

Citizen Science: Using Macroinvertebrates to Measure Health of the Bronx River Facilitator: MƒA Early Career Teacher Justin GrimmGreenblatt

WEDNESDAYS, OCT 6, OCT 20 MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION, HYBRID MINI-COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSION 2 WILL TAKE PLACE IN-PERSON AT MƒA.

How does sound affect our quality of life in New York City? What is the difference between sound and noise? How can students and teachers better understand their

WEDNESDAYS, SEP 22, SEP 29, OCT 6

relationship to sound and noise in their communities?

MƒA & OFFSITE

Join the NYC Department of Environmental Protection

 SCIENCE

(DEP) to discover fun ways to introduce these sound

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN THE FIELD AND SESSION 3 WILL TAKE PLACE IN-PERSON AT MƒA.

and noise topics to your students. In this mini-

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 wade into the Bronx River to observe, collect, and analyze macroinvertebrates and fish populations. In session one, we will meet at a Bronx River location where we will learn and utilize techniques to collect and identify macroinvertebrates. In session two, we’ll return to the river, this time to a brackish location to learn about seining, collecting, and surveying local 28

The City That Never Sleeps: Exploring Sound and Noise in NYC Facilitator: Robin Sanchez

course, teachers will explore the DEP’s online, multidisciplinary Sound and Noise Education Module. The first session will take place virtually, focusing on an introduction to sound and the differences between sound and noise. The second session will occur inperson and feature online resources from the module and activities in the surrounding outdoor area. Both sessions will highlight ready-to-use lessons and activities that incorporate research, mapping, data analysis, and engineering. Teachers will be encouraged to try these lessons out with their students and iterate on them to help further the discussion. This minicourse is recommended for K-8 science teachers. MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses

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

Robin Sanchez is the Director of Education for the NYC Department of

Upperline Code, she built, managed, and trained teachers for computer

Environmental Protection, which provides pre-K to 12th grade students

science education programs in partnership with organizations like

and teachers with a wide range of free programs and resources about

Google, JPMorgan Chase, the New York City Department of Education,

New York City’s vital water supply, wastewater treatment system,

and Cornell Tech. She is now CodePath’s Head of Programs, where she

impacts of climate change, and sound and noise quality. Education

brings a deep commitment to increasing equity in computer science to

opportunities include field trips, virtual tours, hands-on activities, the

her role.

annual Water Resources Art and Poetry Contest, teacher training, online education modules, and more.

Code Puzzles in the Classroom Facilitators: Jeff Olson and Taylor Want

Common Content: Transitioning From Middle School to High School Mathematics Facilitators: MƒA Master Teachers Shari Eng and Dwaina Sookhoo

Computer Science Strategies for Multilingual Learners p Facilitators: MƒA Master Teachers Izagma Alonso and Luna Ramirez WEDNESDAYS, OCT 13, OCT 20, OCT 27 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Are you looking for new ways to engage and support your multilingual learners (MLs)? Then join us in this course as we explore computer science (CS) strategies that specifically meet the needs of our multilingual students. In each session, we will discuss a curated strategy that can be used to support MLs in their CS

MONDAYS, SEP 20, OCT 4, OCT 25

TUESDAYS, DEC 7, DEC 14, DEC 21

content acquisition. Teachers will have a chance to

MƒA

ONLINE

test the strategy and leave with the resources and

 COMPUTER SCIENCE AND TECHNOLOGY

 MATHEMATICS

Whether you’re writing your first line of code or you’ve

Students often see the same mathematics content

majored in computer science, you’ve likely heard of

taught and represented in a variety of ways throughout

the code challenges that companies like Google use

middle and high school. What if high school teachers

as part of their hiring process. These puzzles require

knew how their students were exposed to these

critical thinking, perseverance, curiosity, and excellent

important Algebra concepts in middle school and

problem-solving skills — all attributes teachers would

middle school teachers knew how these topics were

love to see in their STEM students! Join us to learn the

uncovered in the high school curriculum? Would it

basics, sharpen your coding skills, and dig deep into

influence their instruction and impact student learning

solving code puzzles. We’re excellent debuggers, ready

and comprehension? Join us as we explore the

to support teachers at their current coding level and

mathematics topics that appear in both our middle

to act as thought partners on the best ways to adapt

and high school classrooms! We will engage in rich

these games for each teachers’ students, classrooms,

discussions on concepts that overlap in curricula,

and school communities. All coders are welcome, from

build lasting professional relationships, develop a

beginners to advanced.

database of resources to help our students better understand mathematics, and share best practices to

Jeff Olson is the Director of Curriculum and Instruction at Upperline Code. Jeff has an undergraduate degree in neuroscience and American

transition middle school students to high school more

literature from Baylor University. Upon graduating in 2011, Jeff was

seamlessly. This workshop is ideal for both middle and

placed as an English teacher in Phoenix, Arizona with Teach For

high school mathematics teachers.

America, and earned his M.Ed. in secondary education from Arizona State University. In 2015, Jeff began teaching beginner courses in software engineering, iOS app development, and web design to high

Shari Eng is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.

school students in Los Angeles and New York City and has come to

Dwaina Sookhoo is an MƒA Master Teacher and mathematics teacher at

believe that learning to code is the most empowering experience a high

Academy for Young Writers in Brooklyn.

school student can have. He believes that coding is joyful and that all students deserve access to this life-changing form of fun. Taylor Want holds a B.A. in Physics from Carleton College and a M.Ed. in Curriculum and Teaching from Boston University and has built her

knowledge needed for classroom implementation. These strategies can be seamlessly embedded into CS content and are not time-consuming. The purpose is to support MLs while also helping all students master the content. While specifically designed for Computer Science classrooms, the tools and resources can be adapted to any STEM classroom. Izagma Alonso is an MƒA Master Teacher and computer science teacher at Manhattan Bridges High School in Manhattan. Luna Ramirez is an MƒA Master Teacher and computer science teacher at Thomas A. Edison Career and Technical Education High School in Queens.

COVID-19: Uncovering Vaccines and Equity Through the 5E Learning Cycle p Facilitator: MƒA Master Teacher Michael Becker WEDNESDAYS, SEP 29, OCT 13, OCT 27 MƒA  SCIENCE

Millions of lives have been protected with the swift creation of COVID-19 vaccines. And yet, we must also consider which individuals are receiving the vaccines and how equity plays a role in this process. Together, we will work through a 5E learning cycle to answer these questions and stay current as new information is discovered. In session one, we will engage in an inquiry of COVID-19 and its associated demographics and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses explore the history of vaccines and medical research. In session two, we will explain the issues related to our current COVID-19 vaccination process and elaborate on issues of medical racism and equity, particularly focusing on the current vaccine trials. In our final session, we will evaluate our learning through the

activities and examine existing activities through the

professional development in a variety of settings. Prior to joining HHMI,

lens of transformation. Throughout, we will also share

she was a biology teacher in Washington, D.C.

tools and resources to better understand how identities

Jim Clark taught Biology, Anatomy & Physiology, and AP Biology

influence a student’s sense of belonging. All teachers

for 33 years at Arroyo High School, an urban high school in the San

are welcome.

is best suited for middle and high school life and environmental science teachers. Michael Becker is an MƒA Master Teacher and science teacher at KIPP NYC College Prep High School in the Bronx.

with science teachers in his district and led NGSS implementation and

Sage Forbes-Gray is an MƒA Master Teacher and mathematics teacher at

professional development. Now that he’s no longer teaching full time,

Sunset Park High School in Brooklyn.

he likes writing curricula and working with new teachers, hiking long

Jamie Munkatchy is an MƒA Master Teacher and science teacher

trails, and continuing his own lifelong learning.

at James Baldwin School: A School for Expeditionary Learning in

Samantha Johnson teaches Biology and AP Biology at Arroyo High

Manhattan.

School, an urban public school in the San Francisco Bay Area. What

creation of a campaign to promote vaccine use and spend time reflecting on our experiences. This course

Francisco Bay Area. After transitioning out of the classroom, he worked

she loves about teaching science is students asking and answering

Creating Classroom Ethos: All Students Are Learners With HHMI BioInteractive p Facilitators: Sydney Bergman, Jim Clark, and Samantha Johnson

questions that relate to real-world problems and solutions, getting to figure out phenomena that are interesting and relevant to them, and collaborating to learn science and how to learn. When she’s not teaching, she’s reading a book, cooking a new recipe, or training for her next marathon.

WEDNESDAYS, OCT 13, OCT 20, OCT 27 ONLINE

Creating Belonging Through Transformative Justice Practices p Facilitators: MƒA Master Teachers Sage Forbes-Gray and Jamie Munkatchy WEDNESDAYS, OCT 6, OCT 20, NOV 3 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

As we return to the physical classroom, we have a renewed opportunity to support and empower our students. In this mini-course, our goal is to discover how to do this using transformative justice practices. In our first session, we will explore classroom and school community-building with socio-emotional driven pedagogy and activities. In the second session, we will focus on building community and relationships through the use of restorative circles. And in our final session, we will discuss school-wide implementation and necessary supports. We will ground our work in Culturally Responsive Teaching and the Brain by Zaretta Hammond, The Little Book of Circle Processes: A New/Old Approach to Peacemaking by Kay Pranis, and curricula and activities developed by the NYC

 SCIENCE

In order for students to engage in three dimensional phenomena-based lessons, we need a fourth dimension: a strong classroom ethos. Most of the time our ethos is known but not spoken. Join us in this course as we explore free, classroom-ready HHMI BioInteractive resources and activities that will allow you to co-create a class ethos with your students, positioning all learners as valuable members of the community and helping them to feel a sense of belonging and agency over their own learning. Together, we will investigate ways to teach with HHMI Biointeractive resources that shift student status, ensure equitable interactions within the classroom, and create a space where all students are invited into the learning process. Teachers will leave with ready to implement strategies and an action plan to continue to develop an ethos for an even more inclusive classroom. This workshop is best suited for high school biology and environmental science teachers. Sydney Bergman is a program officer with HHMI BioInteractive. Her work focuses on outreach and professional learning for high school

Office of Youth and Safety, and James Baldwin and

educators in the United States and Canada. She partners with large

Sunset Park High Schools. We will try out these new

school systems and other educational providers to deliver tailored

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses

The Dark Side of Big Data p Facilitators: MƒA Master Teachers Megan Berdugo and Lavonne Hunter MONDAYS, OCT 25, NOV 8, NOV 22

Creating Project-Based Learning Adventures in Mathematics Facilitator: Kristen Dotti

ONLINE

Desmos Activity Builder for Beginners Facilitators: MƒA Master Teachers Patricia Yee and Mehmet Zubaroglu WEDNESDAYS, OCT 6, OCT 20, NOV 3 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

 COMPUTER SCIENCE AND TECHNOLOGY

MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20

A review of our nation’s history tells an intriguing

Are you interested in utilizing Desmos to design

ONLINE

and disturbing story, one in which the disciplines

interactive lessons and activities to engage and support

 MATHEMATICS

of mathematics and science have been used as

your students? Join us in this introduction to Desmos’

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

instruments of oppression, reinforcing inequality and

free Activity Builder platform as we design unique

perpetuating injustice. Since the advent of computing,

activities and uncover how Desmos can foster class

big data and algorithms have also served to perpetuate

discussion and support shared student work. We will

this trend, penetrating virtually every aspect of our

use pre-existing Desmos activities as a starting point to

socio-cultural, economic, and psychological lives.

create and modify our own. We will also learn to create

In this mini-course, we will begin by exploring these

slides for text responses, card sorts, multiple-choice

hard and complex truths through a broader historical

questions, and more. We will spend each session

lens and then through a more narrow, data-focused

designing, creating, and receiving feedback on our

perspective. We will draw upon examples from Cathy

Desmos activities. This course is open to all teachers

O’Neil’s book, Weapons of Math Destruction, and other

new to Desmos Activity Builder.

Addressing mathematics standards using projectbased learning (PBL) is a fantastic way to invite students to use mathematics as a means to achieve their personal goals, defend their position, or discover areas of interest. A well-planned PBL unit develops common skills and content incrementally so teachers can ensure all students learn what is required while the open structure encourages opportunities for differentiation and divergence. We will begin by putting our student hats on as we explore a case study of a socio-economic equity problem that opens the door to different avenues of individual research. Subsequent sessions will focus on creating templates, generating ideas, and preparing rubrics for assessment to pave the way for creating a unit that is tailored to every teacher’s unique classroom. We’ll conclude by reflecting on the process and discussing tools for troubleshooting. All mathematics teachers are welcome. Kristen Dotti writes curricula and leads professional development training for teachers who enjoy using student-centered techniques. As

resources to examine how mathematics has exploited unsuspecting citizens -- reinforcing discrimination, punishing the poor, holding up the haves -- to answer the focus question: How has mathematics been used not be examining the specific mathematics content behind these algorithms and models but rather will focus on illuminating the racist applications of them. If you would like to learn more about the nature and limitations of algorithms and explore how to engage students in the use-value of mathematics by virtue of

a teacher, geneticist, and lifelong learner, she is constantly exploring new topics from a scientific perspective to grow her mind and feed her

you to the dark side of big data.

them achieve their faculty development goals, she has made Asheville, NC home.

Brooklyn Technical High School in Brooklyn. Mehmet Zubaroglu is an MƒA Master Teacher and mathematics teacher at International High School at Union Square in Manhattan.

to cause harm in our democratic society? We will

its destructive application, then join us. We welcome

passions. Although she travels to different schools each week to help

Patricia Yee is an MƒA Master Teacher and mathematics teacher at

Desmos: Beautiful, Free Science! Facilitators: Nicora Placa, Ph.D., and MƒA Master Teacher Theresa Stanley MONDAYS, NOV 8, NOV 22, DEC 6 MƒA  SCIENCE

Mathematics teachers use Desmos to help students learn in creative and engaging ways. Why should they

Megan Berdugo is an MƒA Master Teacher and mathematics teacher at

get all the fun? In this course, we will explore how to

Brooklyn International High School in Brooklyn.

utilize Desmos in the science classroom. Desmos is a

Lavonne Hunter is an MƒA Master Teacher and science teacher at City-

platform that allows teachers to create digital activities

As-School in Manhattan.

for students to collaborate and explore concepts visually while teachers monitor student work in realtime. It can be easily integrated into both in-person or virtual classrooms. These activities are not limited only to graphing as they also include tables, sketches, card sorts, graphics, and more. Using exemplars to guide our work, we will begin with an introduction to the

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses

are fun and engaging for students of all levels, require

Josh Modeste is an MƒA Early Career Teacher and science teacher at The

no prerequisite knowledge, and provide insight into

Urban Assembly School for Global Commerce in Manhattan.

how mathematicians think and work. By the end of features of Desmos and a discussion on how it can be most effectively integrated into the science classroom. In our second and third sessions, we will work in small content-based groups to create at least two science lessons on the Desmos platform. We will conclude by sharing how these lessons went and troubleshooting any design flaws and challenges. Throughout, teachers

this course, teachers will leave with the materials to begin teaching discrete mathematics topics as well as a better understanding of the value of discrete mathematics in the K-8 classroom. Dr. Susan Picker was a mathematics teacher and coach for nearly three decades. She worked for MƒA as an Early Career Advisor for five years

Environmental Justice With EcoRise p Facilitators: Zakhia Grant and MƒA Master Teacher Vielca Anglin MONDAYS, NOV 15, NOV 29, DEC 13 MƒA  SCIENCE

and continues to provide mathematics support in NYC schools. She met

The environmental justice movement provides an

discrete mathematics first as a participant and then as a lead teacher

intersectional opportunity to connect students, their

will be guided and supported in the design process.

and instructor at Rutgers University’s Leadership Program in Discrete

Science teachers of any level are welcome!

Mathematics. She has authored several articles and book chapters and has presented workshops and talks in the U.S., The Netherlands, Israel,

this mini-course, teachers will explore sustainability

Dr. Nicora Placa is an assistant professor in the School of Education at

Spain, Germany, and England.

through the lens of culturally responsive teaching,

Hunter College and conducts professional development for teachers

equity, and social justice using a framework and

both nationally and internationally. Previously, she taught elementary and middle school mathematics in New York City. She received her Ph.D. in Mathematics Education from New York University. Her current research is focused on exploring teacher learning, particularly urban K-8 mathematics teachers and teacher leaders. She is a co-PI on an NSF study titled “Taking a Deep Dive: Investigating PD impact on what teachers take up and use in their classroom.” She is also the author of a book on collaborative coaching that describes how school culture can

communities, and their health to climate science. In

Enter the Shark Tank: Project-Based ProblemSolving in Science Facilitators: MƒA Master Teacher Aja Brown and MƒA Early Career Teacher Josh Modeste

resources created by EcoRise. Since 2015, EcoRise has been empowering youth to tackle real-world challenges in their schools and communities, cultivating climate literacy, and developing change-

TUESDAYS, SEP 21, OCT 5, OCT 19

makers. Teachers will learn how the EcoRise curriculum

ONLINE

(free for NYC teachers) and resources can be used

be transformed through mathematics coaching practices, scheduled to

 SCIENCE

be released in 2021.

Are you looking for a fun, new way to incorporate

environmental literacy and environmental justice.

Theresa Stanley is an MƒA Master Teacher and science teacher at Quest

problem-solving into a science class project? Join us to

Through facilitated group dialogue and interactive

learn how to use the hit show Shark Tank to empower

activities, teachers will explore elements of project-

students to use their voice and creativity as they solve

based learning and inquiry to develop the skills they

real-world issues related to the health and sustainability

need to empower students to design feasible, inclusive,

of their communities. We will begin with an overview

place-based solutions to sustainability challenges.

of what a Shark Tank project looks like and how to

Zakhia Grant is the Northeast Program Manager for EcoRise and

implement the project. Then we will share student

provides professional development to K-12 teachers participating in

examples for teachers to contextualize the process.

the Sustainable Intelligence Program in New York, New Jersey, and

to Learn in Manhattan.

Discrete Mathematics in the K-8 Classroom Facilitator: Susan Picker, Ph.D. MONDAYS, SEP 27, OCT 18, NOV 1 MƒA  MATHEMATICS

to build 21st-century skills and engage students in

Massachusetts. She is a geologist and a LEED Green Associate and

Students often proclaim, “I don’t like math!” and

Teachers will explore the resources to determine how

while this may be true, it’s likely connected to the

they can incorporate them into their classrooms.

fact they haven’t experienced any real mathematics.

Finally, we will collaborate to develop content-specific

passionate about equity and justice in sustainability and environmental

Discrete Mathematics is quickly becoming one of the

Shark Tank projects and reflect on project ideas. Each

education. Zakhia holds a B.A. in Geology from George Washington

most important areas of mathematical research and

session will also include opportunities for cross-

University and an M.S. in Geology from Bowling Green State University.

can give students a taste of what mathematicians

curricular collaboration and discussion associated

Vielca Anglin is an MƒA Master Teacher and science teacher at City-As-

are currently grappling with. Specifically designed

with tasks based on the design thinking process. This

for elementary and middle school teachers, this

course is for any middle or high school science teacher

mini-course will provide a hands-on introduction to

looking for ways to bring real-world problem-solving

Common Core-aligned topics in Discrete Mathematics.

and culturally relevant resources into their curriculum.

Topics will include vertex coloring, network (graph)

Aja Brown is an MƒA Master Teacher and science teacher at The

theory, fair division, and secret codes. These topics

Metropolitan Soundview High School in the Bronx.

brings with her more than a decade of experience teaching science and sustainability at both the high school and collegiate levels in NYC. She is

School in Manhattan.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Exploring Human Origins Through Mitochondrial DNA Sequencing Facilitator: Allison Mayle, Ph.D. TUESDAYS, OCT 26, NOV 9, NOV 23 OFFSITE  SCIENCE + PLEASE NOTE: ALL THREE SESSIONS WILL TAKE PLACE AT THE DNA LEARNING CENTER AT THE NEW YORK CITY COLLEGE OF TECHNOLOGY (CITY TECH) IN BROOKLYN.

Would you like to explore the theories behind how modern humans evolved and how related you might be to other New Yorkers and people from around the world? In this mini-course, teachers will explore one of the DNA Learning Center’s (DNALC) footlocker labs, an experiment that allows you to examine your own DNA. In session one, teachers will prepare a sample of their DNA and learn how it can be used to explore human origins and migration. In session two, polymerase chain reaction (PCR) will be used to amplify a small region of the mitochondrial DNA and then confirm amplification through agarose gel electrophoresis. The amplified PCR products will then be sent to GENEWIZ and the procedure to obtain the DNA sequence will be discussed. In session three, teachers will learn how to use DNALC’s online bioinformatics tools to compare

Exploring the Geology of the Bronx Facilitators: Steven Jaret, Ph.D., and MƒA Master Teachers Constance Giannakakis and Gloria Nicodemi WEDNESDAYS, SEP 22, OCT 6, OCT 20 MƒA & OFFSITE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN ISHAM AND INWOOD PARKS AND ORCHARD BEACH. SESSION 3 WILL TAKE PLACE IN-PERSON AT MƒA.

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

Fibonacci Inspired Geometric Art Facilitator: MƒA Master Teacher Arnulfo Farinas

local environment.

WEDNESDAYS, JAN 12, JAN 19, JAN 26

Dr. Steven Jaret is a geologist at the American Museum of Natural

MƒA

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

 MATHEMATICS

Optical illusions are mesmerizing pieces of art -- often

DNA sequences and use them to explore human

geosciences from Stony Brook University, a master’s in geology from

origins. We will conclude with a discussion on how

Harvard University, and a bachelor’s in geology from the University of

created with geometric transformations. Join us as

Tennessee, Knoxville. Steven’s research focuses on the geology and

we explore how to spark student interest in geometry

geochemistry of New York City and broader New England as well as

with these phenomenal designs. Teachers will create

to modify and incorporate this lab into AP Biology, genetics, or biotechnology-based courses. Teachers

planetary geology, where he studies the effects of meteorite impacts on

who complete the course are eligible to borrow and

the Earth.

rent the kits for future classroom use.

Constance Giannakakis is an MƒA Master Teacher and science teacher

Dr. Allison Mayle is the Assistant Director of the DNA Learning Center

at High School for Construction Trades, Engineering and Architecture

(DNALC) NYC, an operating unit of Cold Spring Harbor Laboratory’s DNA

in Queens.

Learning Center. Allison is formally trained as a molecular geneticist,

Gloria Nicodemi is an MƒA Master Teacher and science teacher at East-

earning her Ph.D. in Molecular and Human Genetics from Baylor

West School of International Studies in Queens.

College of Medicine, then conducting postdoctoral studies on leukemia at Memorial Sloan Kettering Cancer Center.

Fibonacci-inspired optical illusions in their classrooms and discuss how to teach this design process to students. We will first explore 2D illusions, both on paper and digitally, then construct 3D illusions, with a focus on symmetrical and rotational designs and their combinations. Teachers will also see how these design techniques influence sustainable architecture projects. All mathematics teachers of any grade level are welcome. Arnulfo Farinas is an MƒA Master Teacher and mathematics teacher at Manhattan Comprehensive Night and Day High School in Manhattan.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Fostering the Cultural and Mathematical Strengths of Our Students p Facilitator: Dorothy Y. White, Ph.D.

Game Development With JavaScript and p5.js Facilitator: MƒA Master Teacher Margaret Tanzosh

than a standard hexagon would), a kaleidocycle (a ring of tetrahedrons that can be rotated to make it

TUESDAYS, JAN 4, JAN 11, JAN 18, JAN 25

move in a spellbinding way), and soma cubes (akin

MƒA

to 3D tangrams). We will bring our prior knowledge

 COMPUTER SCIENCE AND TECHNOLOGY

and experience to the table as we collaborate to work

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

through a handful of challenges, make connections

TUESDAYS, NOV 9, NOV 16, NOV 23

What’s more fun than improving your coding skills by

to algebra and geometry, and discuss ways to engage

ONLINE

creating games? In this mini-course, we will develop

and enrich our middle and high school mathematics

two to three intermediate-level games using the

classrooms.

popular JavaScript library, p5.js. First, teachers will be

Saida Atmaca is an MƒA Master Teacher and mathematics teacher at P.S.

guided step-by-step through a code-along and then

049 Dorothy Bonawit Kole in Queens.

collaboratively complete each game. Possible games

Quratul Waqas is an MƒA Master Teacher and mathematics teacher at

created will include Pong, Breakout, and a platformer

I.S. 230 in Queens.

 MATHEMATICS

Culturally responsive pedagogy is a powerful approach to nurture students’ cultural identities and build equitable mathematics classrooms. To implement this approach, teachers must have a clear understanding of “culture” and how it influences the teaching and learning of mathematics. In this mini-course, teachers will use the tenets of culturally responsive pedagogy and asset-based instruction to develop their cultural awareness, explore the role of culture in mathematics, and identify specific norms and practices they will use in their classrooms to provide all students with rich and relevant mathematics learning experiences. In the first session, teachers will engage in activities to define culture, explore their own cultures, and reflect on their experiences as mathematics learners. In the

or side-scrolling game like Super Mario. Teachers will utilize object-oriented programming (OOP) concepts, including JavaScript classes and constructor functions. These types of games encourage students

Great Diseases With Tufts: Antibiotic Resistance and the Tragic Case of Stan Facilitator: Berri Jacque, Ph.D.

to develop problem-solving and algorithmic thinking

THURSDAYS, OCT 14, OCT 21, OCT 28

skills, including geometric and algebraic principles

MƒA & ONLINE

for collision detection, movement, angles, distance, and other concepts. This course is best for Computer Science teachers who want to create engaging 2D games and build a more in-depth understanding of JavaScript, p5.js, and OOP, as well as those who want

 SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY. EACH TEACHER WILL RECEIVE AN INDIVIDUAL KIT TO CONDUCT THE LAB REMOTELY. THIS COURSE WILL ALSO INCLUDE ONE HOUR OF PREP WORK TO BE COMPLETED PRIOR TO EACH SESSION.

to teach these concepts by creating engaging 2D

The use and misuse of antibiotics has led to a

games. Teachers should have a basic understanding of

frightening and increasing prevalence of antibiotic

programming concepts, preferably in JavaScript and/

resistance. Can we imagine a post-antibiotic world? In

or p5.js.

this mini-course, teachers will explore the importance

support or hinder students’ learning. Teachers will also

Margaret Tanzosh is an MƒA Master Teacher and computer science

of antibiotic resistance as they engage in a lab-based

broaden their understanding of students’ mathematical

teacher at New Explorations into Science, Technology and Math High

case study, the Tragic Case of Stan. During the lab,

School in Manhattan.

teachers will learn about the fictional character, Stan,

second session, teachers will examine the intersection of cultures -- mathematics, teachers, students, and the school community as a whole -- in mathematics classrooms and how classroom cultural norms can

strengths to make mathematics more accessible. In our final session, we will focus on strategies to create welcoming mathematics classrooms. This course is suitable for mathematics teachers of all grade levels. Dr. Dorothy Y. White is a professor of mathematics education in the Mary Frances Early College of Education at the University of Georgia, where she teaches undergraduate teacher preparation courses in early childhood and middle school mathematics education and graduate courses in critical issues and national trends in STEM education. Dr. White also leads professional development for PreK-8 mathematics

who undergoes a surgical procedure and faces a

Geometric Construction: Making Dynamic Sculptures Facilitators: MƒA Master Teachers Saida Atmaca and Quratul Waqas WEDNESDAYS, NOV 3, NOV 17, DEC 1 MƒA  MATHEMATICS

complication as a result of a bacterial infection. To diagnose the cause of Stan’s infection, teachers will perform various tests similar to those used in clinical settings. They will also tackle the challenge of selecting a treatment for Stan and examining the standard of care as well as novel approaches to treating bacterial infections. The goal is for every teacher to feel

Have you ever constructed a moving sculpture? In

prepared to use the lab in their own classrooms and

this mini-course, we will explore and build our own

have some fun while doing it! This course is best suited

mathematics by promoting collaborative relationships among teachers

3D sculptures including a hexaflexagon (a paper

for middle and high school life science teachers.

and researchers.

hexagon whose sides flex revealing more surfaces

teachers at the local, state, and national levels. Her research, teaching, and service interconnect to empower all students for success in

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Dr. Berri Jacque is an Associate Professor of Medical Education and Director of the Center for Translational Science Education at Tufts University. After completing his doctorate in immunology, he completed a postdoctoral fellowship in curriculum design and evaluation. His work focuses on broadening participation in science and understanding approaches that engage high school students and teachers in authentic biomedical science. His current work is designing and disseminating biomedical and health-science curricula that teach critical healthrelated concepts to increase scientific and health literacy.

Grit and Resiliency Skills to Increase Engagement and Prevent Burnout Facilitator: Jessica Gifford TUESDAYS, OCT 26, NOV 9, NOV 16 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Teachers and students have been through a challenging year and continue to face ongoing

author of “The Resiliency Skills Training Workbook: 10-Minute Exercises

and learning, and build upon what they have learned to

changes, safety issues, and social concerns. Even

to Improve Your Health and Happiness.”

grow as educators and support their students.

positive change can cause stress, and chronic stress takes a physical and emotional toll that can erode well-being and the ability to fully focus and engage academically. In this course, we will discuss the factors

Jo Ann Kraus is a technology consultant providing coaching and

Growing Forward: What Have Educators Learned From the COVID-19 Pandemic? Facilitators: Jo Ann Kraus and Paul Rubeo

that contribute to burnout and disengagement, and

TUESDAYS, OCT 5, OCT 12, OCT 19

what can be done to address them. We will also

ONLINE

explore a wide range of evidence-based strategies

creative solutions to teachers and administrators in K-12 schools. She is a former technology and library media director serving a large school district in the Mid-Hudson Valley. Her career path includes working as a computer teacher, technology integration specialist, and adjunct teacher for public and private universities in New York State. Jo Ann enjoys building collaborative solutions for teaching and learning. She

 INQUIRY, PRACTICE, AND LEADERSHIP

loves the outdoors and is an enthusiastic photographer.

to build grit, resiliency, and engagement. This mini-

Though the pandemic has presented numerous

Paul Rubeo is currently the Assistant Director of the Mid-Hudson

course is highly interactive and experiential. Teachers

challenges, it has also given rise to innovative teaching

Teacher Center (MHTC) at the State University of New York at New Paltz.

will explore and practice each strategy as they consider

opportunities and approaches to nurture student

which ones they would like to incorporate into their

engagement and agency. This course is designed to

own lives and classrooms. All teachers who want

explore these innovative approaches and gain a deeper

to improve their grit and resiliency and that of their

understanding of effective ways to help students

students are welcome!

thrive. Teachers will discuss and share understandings

Jessica Gifford, LICSW, has a master’s degree in Social Work from Smith

and strategies developed as they teach through the

College School for Social Work and spent her early career providing

COVID-19 pandemic and identify where and how these

individual and group counseling in a variety of clinical settings. For the past fifteen years, Jessica has been focused on developing programs

educators in the Mid-Hudson Valley region of NY State. During the past four decades, he has worked as a middle and high school social studies teacher, technology integration specialist, and school principal.

strategies can be integrated into their STEM instruction.

and curricula that build resilience and promote well-being. Jessica is

This course is open to all educators willing to share

the founder of ProjectConnect, a program that builds positive peer

their pandemic teaching experiences, reflect on how

connection and community in schools and colleges. She is also the

the pandemic affects their understanding of teaching

The MHTC provides professional development to approximately 10,000

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking Facilitators: MƒA Master Teachers Jared Jax, Ph.D., and Everton Henriquez

sufficient time for students to discuss, relate, and

schooling practices, rooted in assimilationist labor,

internalize ideas. In this mini-course, we will disrupt

military-industrial, and capitalist agendas. We will

this common practice by designing units that fuse

continue some of the work initiated in the fall 2020

content with storytelling. Through peer collaboration,

course, Interrogating ‘Common Sense’ in Mathematics

a sharpened focus on standards, and purposeful tasks,

Education: Toward Anti-Racist Lenses, by interrogating

we will consider best practices for building relevance,

skills, posing and reframing new problems, delving

linkage, and narrative within and across units. In

deeper into the sociopolitical history that has

THURSDAYS, JAN 13, JAN 20, JAN 27

session one, we will hone in on our understanding of

shaped the practices and problems of contemporary

MƒA

standards and how they impact student outcomes as

mathematics education, and using this knowledge

well as dedicate time to craft opportunities for content

to generate potential solutions and possibilities to

association and coherence. In session two, we will

transform our classrooms and communities. Both

share our unit plans for peer feedback and refinement,

new and returning teachers are welcome to join this

reflect on the process, and make a commitment to

reflective community as we reframe positions shaped

incorporate narrative and relevance in our future units.

by “common sense” assumptions.

This course is best suited for mathematics teachers

Dr. Jasmine Y. Ma is Associate Professor of Mathematics Education at

who want to revamp their existing curricula.

NYU Steinhardt School of Culture, Education, and Human Development.

 INQUIRY, PRACTICE, AND LEADERSHIP

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, using various amounts of technology. Join us as we share best practices for structuring a PBL approach to teaching and learning and provide sample projects that utilized our school’s makerspace. We will use simulated environments, hands-on equipment such as Arduinos

Nicole Padula George, Founder and Principal of NPG Education Consulting, LLC, currently serves as a school leader focusing on mathematics and science instruction. Along with a bachelor’s degree in Mathematics from Haverford College and a master’s degree in

and breadboards, as well as traditional consumables

Educational Leadership from Columbia University, she has over 14 years

like wood and glue to design and create projects that

of experience in education as a teacher, instructional coach, and STEM

can be immediately incorporated into the classroom. Additionally, we will also discuss Design Thinking,

program director. Nicole leads with heart and responsibility, always

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. Dr. Jared Jax and Everton Henriquez are MƒA Master Teachers and science teachers at Staten Island Technical High School in Staten Island.

learning in the mathematics classroom. As a part of this work, she investigates how dominant forms of mathematics instruction, as well as the assumption that modern academic mathematics is the only mathematics of value, actively and systematically marginalizes particular populations of learners. Daniela Della Volpe is a doctoral student in the Department of Teaching

of student growth and achievement as well as public recognition.

and Learning at NYU Steinhardt School of Culture, Education, and Human Development and a former high school mathematics teacher in

Interrogating “Common Sense” and Working Toward Anti-Racism in Mathematics p Facilitators: Jasmine Y. Ma, Ph.D., Daniela Della Volpe, Arundhati Velamur, and MƒA Master Teachers Sarah Ahmed and Pearl Ohm MONDAYS, SEP 20, OCT 4, OCT 18

Italy. Arundhati Velamur is a doctoral student in the Department of Teaching and Learning at NYU Steinhardt School of Culture, Education, and Human Development and a former MƒA Early Career Teacher. Sarah Ahmed and Pearl Ohm are MƒA Master Teachers and mathematics teachers at Essex Street Academy in Manhattan.

ONLINE  MATHEMATICS

Infusing Narrative and Relevance Into Mathematics Planning Facilitator: Nicole Padula George

across settings and how this informs designs for supporting their

putting students first. This mindset has led to a successful track record

which focuses on promoting creative problem-solving in the project cycle and using feedback to refine

Her research considers how young people engage in everyday activity

During this tumultuous and challenging school year teachers and students have experienced an ever-worsening global pandemic, widespread

TUESDAYS, OCT 19, OCT 26

racist violence, and a fraught presidential election

ONLINE

complicated by fascist narratives and attempts to

Introduction to Python Programming Facilitators: MƒA Master Teachers Renne Castro, Alex Duff, and Andrew O’Grady, Ph.D. TUESDAYS, SEP 21, SEP 28, OCT 5, OCT 12 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

 MATHEMATICS

circumvent the democratic process. In this context,

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

we will come together as a collective to question

Python is a computer language that is both easy to

Storytelling is a powerful medium for communication,

and reimagine a different landscape for mathematics

learn and easy to teach. It is used by many professional

engagement, learning, and connection. Mathematics

education. We recognize that education has played

programmers and is known for its readability.

is often taught in silos, in abstract ways, and without

a significant role in perpetuating white supremacy in

New users can find a robust and supportive online

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses

as we delve into additional ways of describing data

During the second session, teachers will investigate

including variance, standard deviation, standard error

the temporal and spatial patterns of global coral

of the mean, and the 95% confidence interval. Finally,

bleaching by analyzing and interpreting geographic

we will learn to express error on a graph using quartiles

data, both on the likelihood of bleaching and reports

or error bars. This course will give you the tools and

of actual bleaching events during the past thirty years.

confidence you need to better incorporate statistics in

The course is best suited for middle and high school

your own classroom. It is designed for those looking to

life and environmental science teachers, but anyone

authentically incorporate statistics into the discussion

wanting to learn more about the biology of corals and

and presentation of data, which especially includes AP,

their ecological importance is welcome to attend.

IB, and Consortium science teachers.

Dr. Adriana Aquino is a Senior Science Content Specialist for Teacher

Kristen Dotti writes curricula and leads professional development

Professional Development at the American Museum of Natural History’s

training for teachers who enjoy using student-centered techniques. As

Education Division. Adriana is also an ichthyologist, and as such she

a teacher, geneticist, and lifelong learner, she is constantly exploring

does research on the diversity of armored catfishes.

new topics from a scientific perspective to grow her mind and feed her

Uzma Shah is a Program Officer for Professional Development at Math

STEM teacher wishing to learn Python is welcome to

passions. Although she travels to different schools each week to help

for America.

attend!

them achieve their faculty development goals, she has made Asheville,

community through the Python Software Foundation (PSF). During this course, teachers will be grouped based on their skill level and interest. They will 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 course or unit in Python, any

NC home.

Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens. Alex Duff is an MƒA Master Teacher and science teacher at Renaissance High School for Musical Theater and the Arts in the Bronx. Dr. Andrew O’Grady is an MƒA Master Teacher and computer science teacher at Bronx Early College Academy for Teaching & Learning in the Bronx.

An Introduction to Statistics for the Hesitant Science Teacher Facilitator: Kristen Dotti

Investigating Global Coral Bleaching Using Real Data Facilitators: Adriana Aquino, Ph.D., and MƒA Program Officer for Professional Development Uzma Shah

Let’s Talk About Sex (Ed): How to Teach Inclusive Sex Education p Facilitator: MƒA Master Teacher Kristen Brown TUESDAYS, DEC 7, DEC 21, JAN 4 MƒA  SCIENCE

WEDNESDAYS, NOV 3, NOV 17

Are you teaching sex education (sex ed) or thinking

MƒA

about taking on that role? If so, this course will

 SCIENCE

introduce you to a comprehensive and inclusive sex

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

ed curriculum centered on reproductive and sexual

TUESDAYS, SEP 28, OCT 12, OCT 26, NOV 9

Coral reefs are one of the most diverse ecosystems

health equity. The course will focus on five main

ONLINE

on the planet. In fact, the livelihood of one in fifteen

themes: the state of sex ed in the United States and

 SCIENCE

people depends on them. However, corals are also the

why it is important we make it more inclusive; teaching

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

canary in the coal mine with half of coral reefs being

reproductive anatomy with the biological sex and

lost in the past three decades. In this mini-course,

gender spectrum; menstruation equity; childbirth with

teachers will learn about corals and their primary

a focus on the rising rates of maternal mortality; and

threats and will engage in a data-driven investigation,

contraception and STD/STI prevention. In our first

aligned to the NGSS crosscutting concepts.

session, we will discuss the current state of sex ed and

Specifically, we will look at how the study of coral

the importance of inclusivity as we experience a lesson

bleaching can provide students with opportunities to

from a student perspective. In our second and third

explore patterns. In session one, teachers will learn

sessions, we will explore additional curricula and work

about the biology of corals and their role as reef-

to adapt or create new lessons. This course is designed

building organisms. After being introduced to the

for middle and high school teachers who are new to

phenomenon of coral bleaching, they will learn about

teaching sex ed or teachers who want to modify their

and apply to a small dataset, a method for predicting

existing curriculum and practices to make their current

the likelihood of coral bleaching around the globe.

sex education course more inclusive and equitable.

Have you ever felt hesitant to teach statistics in your science classroom? Then join us in this four session introductory course as we dive into descriptive statistics, methods used to report the level of uncertainty or error associated with a set of measurements and are also the foundation of hypothesis testing. We will begin with an exploration of the different ways we report error in sample measurements. Then, we’ll consider the strengths and weaknesses of the most commonly used descriptive statistics in K-12 classrooms including mean, median, mode, and range. Next, we will expand our choices 37

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Kristen Brown is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.

Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer Facilitators: MƒA Master Teachers Phylicia Hoyt and Kate Litman

used to create content on platforms like YouTube and

will ground our work in theory and research, develop

Twitch. With OBS, teachers have complete control

a useful bank of belonging questions, learn from

over what viewers can or cannot see during live video

interviews with students and colleagues, and design

conferences or recorded videos for their classes. Users

some events, actions, and materials to cast a wider net

can combine multiple windows or video sources in

of who belongs in our STEM classrooms.

a canvas-like interface to create professional-quality

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In

content without needing to engage in time-consuming

her more than 20-year career, she has been a middle and high school

post-production editing. In this mini-course, teachers

math teacher, staff developer, leadership coach, and teacher education

will have the opportunity to explore, create, and showcase their content creation using OBS. In session

THURSDAYS, OCT 14, OCT 21, OCT 28

one, teachers will be introduced to the interface of

has written several articles and books with and for teachers on the

ONLINE

OBS and basic scene creation. In session two, teachers

teaching and learning of mathematics. A proud graduate of Minneapolis

 MATHEMATICS

Have you dabbled with the Activity Builder in Desmos? Are you tempted to explore the Computation Layer (CL) but don’t know where to start? Do you want to harness the power of the Desmos platform without having to check every student slide daily? If so, this workshop is for you! The CL lets you connect different mathematical representations to change what students

will dive deeper into scene creation, experiment with seamless scene switching, and explore various outputs

impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

and give and get feedback on their creations. This course is for teachers of any discipline who are seeking to improve their skills in creating digital content or live videos for their classrooms.

data from an entire class. We will practice creating

teachers at Brooklyn Technical High School in Brooklyn.

Desmos activities to give verbal, visual, and symbolic

Susie Li is an MƒA Master Teacher and computer science teacher at P.S.

feedback based on graphs, tables, and numerical

126 Jacob August Riis in Manhattan.

People and Place: How We Develop Belonging For Our Students (and Ourselves) Facilitator: Kara Imm, Ph.D.

THURSDAYS, OCT 14, OCT 21, OCT 28 ONLINE  SCIENCE

What are the potential impacts of more than a year brains as well as our own? In this mini-course, we will explore the phenomenon of brain plasticity and its implications for education in the post-pandemic era.

TUESDAYS, SEP 28, OCT 12, OCT 26

We will begin by reviewing animal and human research

MƒA

on brain development and plasticity, focusing on

 INQUIRY, PRACTICE, AND LEADERSHIP

Belonging — one of the most important human needs

MONDAYS, OCT 18, NOV 1, NOV 15

— can be described as the perceived “fit” between a

ONLINE

person and a social context. A variety of important

 COMPUTER SCIENCE AND TECHNOLOGY

questions emerge in our pursuit of belonging: Who am

Do you want to make your instructional videos

I here? Who can I become? Am I seen? Am I valued?

seamless and engaging? Rather than scouring the

Are people like me compatible with this place? In this

internet for a video that is “good enough,” teachers

course, we will consider classrooms as one social

can become the content creators their students need.

context where students and teachers, perhaps now

Open Broadcasting Software (OBS) is a free, open-

more than ever, want to experience a deep connection

source solution for live streaming and video recording

and sense of belonging that affirms their identities. We

Post-Pandemic Brains: Lessons Learned From Brain Plasticity Facilitator: Ido Davidesco, Ph.D.

of remote teaching and learning on our students’

answers in real-time.

Open Broadcasting Software: A Mini-Production Studio for Instructional Videos Facilitators: MƒA Master Teachers Mohammed Alomeri, Susie Li, and Nancy Yi

The Graduate Center, The City University of New York investigated the

be a showcase, to share what teachers have learned

Mohammed Alomeri and Nancy Yi are MƒA Master Teachers and science

mathematics teachers at Quest to Learn in Manhattan.

Street College of Education. Her recent Ph.D. in Urban Education from

for their broadcast or recording. The last session will

see later based on their earlier work, as well as collect

Phylicia Hoyt and Kate Litman are MƒA Master Teachers and

Public Schools, Kara earned degrees from Stanford University and Bank

neural networks that continue to mature throughout adolescence. In the second session, we will use this research basis to discuss how the pandemic may have affected the development of students’ brains. We will investigate how increased stress, social isolation, and prolonged screen time may have affected students’ brains and discuss studies of student brain scans before and after school vacations. We will conclude in session three by translating this research into classroom practices that can support students’ brain development and learning - socially, emotionally, and cognitively - as we transition back to face-to-face teaching. MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Dr. Ido Davidesco is an Assistant Professor of Learning Sciences at the University of Connecticut. He studies how students learn science in classrooms using portable Electroencephalography (EEG) and eye tracking technologies. Additionally, he’s currently working on developing science curricula and educational technology to enhance classroom-based research experiences for students.

The Power of UDL: Providing Meaningful Access for Students With Exceptionalities p Facilitator: Savanna Flakes THURSDAYS, OCT 21, OCT 28 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

Universal Design for Learning (UDL) is a powerful approach, providing all students meaningful access to content and supporting them to become expert learners. The UDL framework supports teachers in removing barriers and to personalizing learning using flexible options in engagement, representation, and expression. In this mini-course, teachers will explore the UDL framework and examine how it can be used to meet the needs of all learners. We will first establish a common language and understanding around UDL. Then, we will analyze technology, tools, resources, and strategies to provide students with equitable access to the curriculum. Teachers will leave with a

Queer Pedagogy: Disrupting Oppressive Conditions in the Geometry Classroom p Facilitators: Arundhati Velamur and Brandie E. Waid, Ph.D. THURSDAYS, OCT 14, OCT 21, OCT 28 ONLINE  MATHEMATICS

general relativity through a differentiated approach.

plays a role in creating oppressive conditions for

In this mini-course teachers will join one of three

BIPOC, disabled, language minority, and queer

collaborative small groups: one that will pursue physics

students. In our own practice, we have found the use

and mathematics of a significantly advanced nature,

of queer theory and queer pedagogy, which emphasize

one that pursues GR using mathematics at the level of

taking a questioning stance to all knowledge and

introductory calculus, and one that pursues bringing

learning (particularly those that are deemed “normal”

practical GR activities to the classroom. We will begin

or “routine”), to be a useful lens through which to

with a discussion on possible starting points for each

disrupt such oppressive conditions for our students.

group, relying heavily on Thomas Moore’s, A General

In this mini-course, we will focus on the use of

Relativity Workbook. Each team will then determine

queer theory and pedagogy to challenge normative

its own trajectory for the following sessions, carrying

practices in the teaching of geometry and reimagine the classroom as a humanizing space. Teachers will 1) discuss the basics of queer theory and mathematical inqu[ee]ry (a form of queer pedagogy) as they pertain to geometry, 2) explore how to utilize tenets of mathematical inqu[ee]ry to “queer” geometric proof, and 3) collaboratively identify other ways to queer the teaching and learning of geometry. This course is most appropriate for high school geometry teachers. Arundhati Velamur (she/her) is a doctoral student in the Department of Teaching and Learning at NYU Steinhardt School of Culture, teaching high school mathematics and working with pre-service and

classrooms.

in-service teachers to reenvision mathematics to be more equitable

Savanna Flakes is a National Board Certified Teacher and an education

mathematics as gendered and racialized.

learning, master educator, technology integration specialist, professor, and inclusion instructional specialist - coaching administrators and teachers on effective inclusive and instructional practices. Savanna holds an Educational Specialist degree from the University of Virginia in Curriculum and Instruction, a post-master’s certificate from George Washington University in Leadership and Administration, and

Are you looking to increase your knowledge of general relativity (GR)? Then join us as we explore

Education, and Human Development. She has several years’ experience

prior instructional leadership roles include manager of professional

MƒA  SCIENCE

begun to grapple with how mathematics education

of UDL alongside technology tools to customize their

Universal Design for Learning, and educational technology. Her

MONDAYS, NOV 15, NOV 29, DEC 13

Over the past several years, mathematics teachers have

deepened understanding of how to use the principles

consultant specializing in differentiation, inclusion, co-teaching,

The Return of General Relativity! Facilitators: MƒA Master Teachers David Deutsch and Seth Guiñals-Kupperman

for all students. Her research centers on the study and practice of

Dr. Brandie E. Waid (she/ella) is an independent mathematics coach and scholar, founder of The Queer Mathematics Teacher (QMT), and co-founder of The Radical Pedagogy Institute. She was formerly an assistant professor of teacher education and has taught middle and high school mathematics. Brandie’s research and work at QMT and the Institute center on using a queer lens to challenge traditional practices in teaching and learning. To learn more about her work, visit the QMT website: www.TheQueerMathematicsTeacher.com.

certifications in social-emotional learning, trauma, mindfulness, and emotional intelligence.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses out unique activities related to GR and sharing major

Samurai, Kissing Circles, and the Geometry of Shinto Shrines Facilitators: David Clark, Ph.D., and MƒA Master Teacher Andy Brockmann

Shifting Instructional Practice to Create AntiRacist Mathematics Classrooms p Facilitators: Mary Leer, Ed.D., and MƒA Master Teacher Dawoun Jyung

MONDAYS, OCT 18, NOV 1, NOV 15

TUESDAYS, DEC 21, JAN 11, JAN 25

MƒA & ONLINE

 MATHEMATICS

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 2 WILL TAKE PLACE VIRTUALLY.

Are your modern Western mathematics skills a match

How might we critically incorporate anti-racist

for the centuries-old mathematics puzzles of the

practices into our mathematics classrooms? This mini-

East? In this mini-course, we will investigate sangaku

course provides a reflective and courageous space for

(wooden tablets inscribed with mathematics problems)

mathematics educators to examine the actions and

and their purpose in 17th and 18th century Japan,

beliefs that drive their daily instructional decisions.

including worship, scholarship, and entertainment.

Teachers will begin by unpacking the idea of anti-racist

MONDAYS, NOV 8, NOV 22, DEC 6

We will bring our prior knowledge and experience to

teaching as they share their classroom routines (e.g.

MƒA

the table as we collaborate to work through a handful

analyzing mathematics tasks). Then, these discussions

of sangaku problems; make connections to algebra,

will be used to uncover implicit and explicit biases

geometry, and basic trigonometry; and discuss ways

that stymie even the best intentions to transform

to engage and enrich diverse learners in our middle

instructional practice. Teachers will develop an anti-

and high school classrooms. By the end of the mini-

racist stance that addresses the historical biases of

course, teachers will be able to connect Japanese

mathematics education as a gatekeeper for students

mathematics and culture in a historical context, identify

of color. The goal is for every teacher to leave with

the aesthetic of traditional geometry problems, apply

actionable steps and tools to shift their instructional

basic techniques to solve them, and finally create

practices to be anti-racist and to dismantle common

sangaku of their own.

practices that block access and equity. This course is

Dr. David Clark is a Professor of Mathematics at Randolph-Macon

for all who seek a lifelong journey toward becoming

College in Ashland, Virginia. In 2017, David organized and hosted an

anti-racist mathematics educators.

take-aways and discoveries with the larger group. This course is aimed primarily at physics teachers, but all GR enthusiasts are welcome! David Deutsch is an MƒA Master Teacher and science teacher at Manhattan Center for Science and Mathematics in Manhattan. Seth Guiñals-Kupperman is an MƒA Master Teacher and science teacher at The Brooklyn Latin School in Brooklyn.

Rubik³s Cube: An Introduction Facilitators: MƒA Master Teachers Bob Burton, Patrick Cox, and James Milana

 MATHEMATICS

There are many approaches for how to solve a Rubik’s Cube with varying degrees of speed and difficulty. In this mini-course, we will focus on solving it using the Beginner’s Method. While the primary goal is that everyone will leave having solved the cube, we will also explore insights into the mathematics of the cube, including standard notation, algorithms, and their reflections and inverses. This course is designed for teachers who have little to no experience solving a Rubik’s Cube but have always wanted to learn how to

international conference on Japanese mathematics in Ashland, and is

Dr. Mary Leer of Visualizing Education, Reframing Achievement

do so. In our first two sessions, we will focus on the

currently editing a volume of work stemming from that meeting. He

notation and representations of the Cube and how to

has taken three groups of students to Japan to experience sangaku in-

fully solve it. In our last session, teachers will expand

person and to watch sumo.

and apply their knowledge to solve related puzzles,

Andy Brockmann is an MƒA Master Teacher and mathematics teacher at

practice began 30 years ago through a seminal project (Math3, U

learn more about the mathematics behind the Cube,

J.H.S. 088 Peter Rouget in Brooklyn.

Pittsburgh) that engaged teachers in thinking critically about how

and how to integrate Cubes in their classrooms or

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 math education and anti-racist

student-teacher interactions (accountable talk©) maintain or decrease cognitive demand and student learning. These ideas continue to

clubs.

support her collaborative work with educators striving to co-create an

Bob Burton is an MƒA Master Teacher and computer science teacher at

anti-racist math environment that is not an opaque gatekeeper, but a

Explorations Academy High School in the Bronx.

transparent game-changer for students of color.

Patrick Cox is an MƒA Master Teacher and mathematics teacher at

Dawoun Jyung is an MƒA Master Teacher and mathematics teacher at

Central Park East High School in Manhattan.

Metropolitan Expeditionary Learning School in Queens.

James Milana is an MƒA Master Teacher and mathematics teacher at Forest Hills High School in Queens.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses Talk Less, Smile More: Debate and Discussion in the STEM Classroom Facilitators: MƒA Master Teachers Matt Baker and Devin Sprague

Teacher, Know Thyself: Upending Racism and Shaping Change p Facilitator: Pamela Jones MONDAYS, OCT 4, OCT 25, NOV 1, NOV 8 ONLINE

Teacher Leadership: Building Learning Communities to Improve Instruction Facilitator: Alan Cheng MONDAYS, SEP 27, OCT 4, NOV 1, NOV 8 MƒA

 INQUIRY, PRACTICE, AND LEADERSHIP

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

TUESDAYS, NOV 9, NOV 16, NOV 23

While we know that “schools are places of racialization”

Teacher leaders hold essential roles in our schools.

MƒA

(Patel, 2015), the COVID-19 pandemic and the

They are responsible for supporting the learning

centuries of devastation perpetrated by racism has

and professional growth of teaching communities

made this reality even more pronounced. Educators

and ensuring equity and access for all students. In

are more eager than ever to take up the work of

this mini-course, teacher leaders will collaborate to

becoming anti-racist and the impulse is to rush to

deepen their knowledge of processes and protocols for

identify and implement strategies that will alter the

building school-based learning communities. Together,

landscape of our schools. Lasting change, however,

we will consider how to change the way we talk about

requires us to take a step back and ask the question,

our teaching with colleagues to give and receive

“How do we become people who are good at shaping

honest and meaningful feedback. We will explore

change?” (L.A. Tapia, 2020). In this expanded iteration

facilitation practices that optimize time together in

of the mini-course on racial literacy offered in the

meetings and foster vulnerability and collaboration.

Fall 2020 semester, we will take a critical eye to the

We will also discuss the pitfalls to avoid when leading

construct of race and ask questions such as: How were

teacher teams. This mini-course is designed for

we socialized to talk (or not talk) about race and why?

teacher leaders who have the time and energy (and

How does our racial socialization impact our students

support of their administration) to help develop new

and our teaching? In the first two sessions, we will

routines to improve instruction in their schools.

explore who we are as racialized beings by unpacking

Alan Cheng is a former MƒA Fellow and co-facilitator of the MƒA School

the construct of race against a historical backdrop of

Leader Fellowship. Alan is currently a superintendent for NYC high

white supremacy, racism, and anti-Blackness. In the

schools in the Consortium, previously serving as the Principal of City-

 INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in creating more space for student talk time by reducing your own? Do you want to know what students are thinking and hear them reason through and defend their arguments? In this minicourse, we 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 that promote student discussion and debate in and about both mathematics and science. Throughout the course, we will explore methods for increasing student talk, develop studentto-student conversations, and find ways to get students on their feet excitedly debating mathematics problems and scientific ideas. Time will be given to assess and evaluate these ideas and develop ways of implementing appropriate structures into our classrooms. Matt Baker is an MƒA Master Teacher and mathematics teacher at The Brooklyn Latin School in Brooklyn. Devin Sprague is an MƒA Master Teacher and science teacher at Edward R. Murrow High School in Brooklyn.

third session, we will grapple with what it means to cultivate the disposition of an interrupter in our schools

his doctorate in Adult Learning and Leadership at Teachers College, Columbia University.

and daily lives. Finally, we will bring it all together by infusing our curricula and classroom management systems with anti-racism strategies. We will move beyond reductive framings of anti-racist education and consider the impact of racial capitalism, white supremacy, and settler colonialism on systemic oppressions in US schooling. Pamela M. Jones, M.S.Ed., M.P.A., is an advisor and instructor at Bank

Teaching for Justice in Mathematics p Facilitator: Anjali Deshpande, Ph.D. TUESDAYS, SEP 21, SEP 28, OCT 5 ONLINE  MATHEMATICS

How can we plan for and infuse equity-forward

Street College. Before joining Bank Street, Pam worked as a learning

practices in the mathematics classroom? In this mini-

specialist for kindergarten and first grade, and as a third and fifth grade

course, we will take a deep, analytical dive into the

classroom teacher. Pam earned a master’s in Public Administration from

key pedagogical practices and design tools that can

Columbia University and her Master of Science in Education from Bank

promote agency and positive mathematical identity

Street College of Education. Pam is pursuing her doctorate in literacy at New York University.

As-School High School for many years. In his free time, he is pursuing

development. We will define what it means to teach

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Mini-Courses

this course will delve into one of the units of the URC: 1) Exploring the nature of science and the necessity of inclusive representation, 2) Learning about barriers

for justice and examine teaching materials and student work through a justice lens. Teachers are invited to test parts of their lessons with their students between sessions two and three and to bring artifacts back for review. We will conclude by discussing the Innovator’s Compass, a design tool, to help unpack the most important principles of teaching for justice. This mini-course is appropriate for middle and high school mathematics teachers who want to go deeper into justice-promoting lesson design practices. Teachers

faced by scientists with certain identities, and 3) Preparing to take action to reduce and eliminate

Utilizing Games and Puzzles to Improve Mathematical Habits of Mind Facilitator: Anne Burgunder MONDAYS, SEP 20, OCT 4, OCT 25 MƒA

these barriers in our own communities and beyond.

 MATHEMATICS

Throughout, teachers will experience activities and

According to findings across multiple research

make plans for potential implementation in their own

disciplines, spatial reasoning is critically important to a

classrooms. This course is best suited for all middle

student’s academic success and mathematical ability.

and high school science teachers.

And yet, it is not the central focus of most mathematics

Angela Flynn has been teaching middle school math and science since

curricula. In this course, classic problems will be turned

2006. She has presented her work on developing anti-racist science

into puzzle-like investigations as teachers investigate

curriculum at national and regional conferences including the People of Color Conference (PoCC). She is a co-editor of the Underrepresentation

some of the foundations of number theory and

will be asked to complete a few short readings before

Curriculum Project (URC) and is committed to working with other

discrete mathematics that can be accessed in a play-

each session.

educators to develop a more inclusive curriculum in STEM. She is also

like manner. In addition, we will discuss the benefits

the creator of the TedEd lesson, “”The Science of Skin Color.”” Angela

Dr. Anjali Deshpande is a professor of Mathematics Education at The

of engaging students in experiences of this type by

earned a B.A. in mathematics and her M.A.T. in History/Social Studies

High Meadows Graduate School of Teaching and Learning in affiliation

with a certification in mathematics/economics from Brown University.

building their capacity to reason and speak about

with MIT. Dr. Deshpande served as a public school teacher in the South

mathematics. The games and puzzles will be most

Bronx and a secondary mathematics coach in New York City for eight

Moses Rifkin is a veteran high school physics teacher working in Seattle,

years. Her passions include investigating effective assessment practices,

WA. He is a member of the collective behind the Underrepresentation

analyzing and implementing strategies that foster the development of

Curriculum Project (URC), a free resource for science teachers looking

Anne Burgunder is widely regarded as a teacher’s teacher. Currently,

positive mathematics identity, and promoting justice and equity through

for ways to bring social identity, courageous conversation, and social

she is a clinical faculty member of NYU Steinhardt School of Culture,

mathematics education.

justice action into their curriculum. He has written about the URC in

Education, and Human Development where she teaches mathematics

Edutopia, Rethinking Schools, The Science Teacher, and The Physics

methods courses and mentors student teachers in the field. Anne’s

Teacher, and is committed to working with other teachers to critically

wide-ranging experience makes her a true mentor to new and seasoned

examine and improve education for all students. He earned his M.Ed in

teachers alike. She is dedicated to helping teachers increase student

Curriculum and Instruction from the University of Washington and a B.S.

achievement through improved instruction and the development of

in Geophysics from Brown University.

pedagogical content knowledge.

The Underrepresentation Curriculum: Social Justice & Student Identity in Science p Facilitators: Angela Flynn, Moses Rifkin, and Johan Tabora TUESDAYS, NOV 16, NOV 30, DEC 14 ONLINE  SCIENCE

Johan Tabora is a National Board Certified physics teacher in Chicago. He is interested in uncovering how students’ socio-cultural, -historical, and -political backgrounds shape their identities as learners and doers of science. His current research centers on understanding the experiences of Filipino-American students in science. Johan works as a

+ PLEASE NOTE: THIS MINI-COURSE WILL TAKE PLACE AFTER MOSES RIFKIN’S WEDNESDAY WEBINAR ON NOVEMBER 17.

co-editor for the Underrepresentation Curriculum Project. He holds a

What if you could use the tools of science to teach

an M.S. in Electrical Engineering from the University of Wisconsin-

about identity, improve the culture of your classroom,

Madison, and an Ed.M. in Secondary Education from the Harvard

and help students make the world a more just and

useful for elementary mathematics teachers.

B.S. in Aerospace Engineering from the Florida Institute of Technology,

Graduate School of Education. He is currently finishing his doctorate in science education at the University of Illinois at Chicago.

equitable place? The Underrepresentation Curriculum (URC) is a free, flexible curriculum for STEM educators that helps students look critically at science through the lens of equity and inclusion. In diverse classrooms across the country, the curriculum has helped teachers to fuse their science teaching goals with their commitment to justice. Each of the three sessions of 42

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Extended Length Courses 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 from within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Extended Length Courses Building Learning Communities in Our Classrooms p Facilitators: MƒA Master Teachers Scott Gallagher, Ph.D., and Anoopa Singh THURSDAYS, SEP 30, OCT 28, DEC 2, FEB 10, MAR 31, APR 28 MƒA

Caste: Reckoning With Our History and Changing the Future p Facilitators: MƒA Master Teachers Leton Hall and Andrea Kung MONDAYS, OCT 4, OCT 18, NOV 1, NOV 15, NOV 29, DEC 13 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE A COPY OF CASTE BY ISABEL WILKERSON, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

 INQUIRY, PRACTICE, AND LEADERSHIP

Are you ready to dig deeper into the history of race

How might we tap into our students’ pre-existing sense

in our country and its effects on our educational

of community to develop a collaborative and engaged

system? If so, join us as we explore race and equity in

community of learners in our classrooms? In this

our classrooms through the lens of Caste: The Origins

course, we will identify which community connections

of Our Discontents by Isabel Wilkerson. There will be

exist in our classrooms and determine what conditions

varying levels of discomfort with this text depending

thwart or support our students’ growth. We will craft

on each reader’s understanding and comfort with their

vision statements for how a class community should

racial identity. We will work to create a safe space where

look; critically examine how our class communities

all are prepared to dive deep into the conversation. This

function; and create, implement, and refine an action

text will be used as the framework for accessing why

plan for reaching our vision. In the fall, we will focus

educational and racial inequities exist and deepening

on how to give our communities a much-needed fresh

our own racial identities in the process. We will discuss,

start and how to give students agency and ownership

investigate, and analyze race and the educational system

over membership. Throughout the spring, we will

as a whole with the expectation that we can work on

reassess our classrooms’ needs and reflect on how

things within the locus of our control and enact change

the community authentically grows and transitions.

in our classrooms, and possibly even our schools and

This course will function like a year-long PLT, with a

communities. This course is for teachers who are willing

structure of collaborative inquiry around our guiding

to be self-critical, recognize areas of growth within their

question, grounded by a selection of texts on learning

own practices, and believe that even if we can’t change

communities. We will encourage shared facilitation as

our pasts, we can change the future!

we nurture our learning community. Teachers of all

Leton Hall is an MƒA Master Teacher and science teacher at Pelham

subjects and grade levels are welcome to participate.

Gardens Middle School in the Bronx.

Dr. Scott Gallagher is an MƒA Master Teacher and mathematics teacher at J.H.S. 383 Philippa Schuyler in Brooklyn. Anoopa Singh is an MƒA Master Teacher and science teacher at

Andrea Kung is an MƒA Master Teacher and mathematics teacher at Urban Academy Laboratory High School in Manhattan.

The Construction and Implications of the High School Dropout Rate p Facilitator: MƒA Master Teacher Shana Elizabeth Henry, Ph.D. TUESDAYS, OCT 5, NOV 9, DEC 7, JAN 11, FEB 8, MAR 8, APR 5, MAY 3 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Every single year, approximately 1.2 million students do not earn a high school diploma. This raises many questions including: How are high school dropout rates constructed? Are these rates important? If so, to whom? If 75.9% graduate and 7.5% don’t finish, what about the remaining 16.6% of students? Who’s accountable for reporting accurate rates? In this extended length course, we will explore the construction and implications of the high school dropout rate using components of the facilitator’s dissertation, “Keeping Count of All and Losing Count of a Few: The Construction of the High School Dropout Rate.” The first four sessions will look at the theory and literature around high school completion rates, exploring NYC as a case study and also coming to understand a quantitative overview of this data on a national level. In the final four sessions, we will collaboratively examine the implications of public school statistics, how they impact our work, and the action steps we can take to improve educational outcomes for our students. Together, we will explore these topics and use our experience as teachers to forge a path forward. This course is for all teachers who want to delve deep into research that focuses on the accountability of public school statistics. Dr. Shana Elizabeth Henry is an MƒA Master Teacher and computer science teacher at James Baldwin School: A School for Expeditionary Learning in Manhattan.

Manhattan Center for Science and Mathematics in Manhattan.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Extended Length Courses

supports teachers in the NYC DOE with training, technical assistance, and innovative protocols to more effectively work with young people. Sharine Stevenson is an MƒA Master Teacher and science teacher at City-As-School in Manhattan.

Hard Conversations on Race and Equity Continued: Support for Teacher Leaders p Facilitators: Lindsey Charles and MƒA Master Teacher Sharine Stevenson WEDNESDAYS, SEP 29, OCT 6, DEC 1, JAN 5, FEB 9, MAR 9, APR 6, MAY 4 MƒA & ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: PRIORITY REGISTRATION WILL BE GIVEN TO TEACHERS WHO HAVE TAKEN THE INTRODUCTORY LEVEL COURSES WITH LINDSEY CHARLES. THIS IS A HYBRID COURSE. SESSIONS 1, 3, 4, 7, AND 8 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2, 5, AND 6 WILL TAKE PLACE VIRTUALLY.

Talking about race and racism is hard… LEADING that conversation in your school or other professional spaces may be even harder. In this year-long course, teachers will find a team of educators, dedicated to learning, building on, and practicing skills that can help teachers lead conversations that will influence the culture of their schools. Throughout this course, we will learn activities that support equity work, identify the risk levels associated with each activity, learn protocols to engage in hard conversations, and explore how to facilitate conversations with adults with various perspectives who are entering into (and possibly resisting) the conversation around equity. In addition, teachers will have the opportunity to facilitate activities and give and receive feedback from each other. This course is a great opportunity to share space and resources with colleagues who are taking the lead in facilitating this crucial work around equity, racial justice, and antioppression in their schools. This course is intended for teachers who are supporting and leading conversations about race and racism in school settings. Lindsey Charles is a consultant for Vision Change Win where she works with clients on a variety of issues, including conflict resolution and mediation, restorative practice policies and protocols, diversity and inclusion strategies, and physical and verbal de-escalation. She is a

Restructuring Resilience Facilitators: MƒA Master Teachers Jamie Kubiak and Anoopa Singh WEDNESDAYS, NOV 3, DEC 8, JAN 26, MAR 9, MAY 4 MƒA

How to Design Project-Based Learning Curriculum Facilitators: MƒA Master Teachers John Derian and Cristina Rade-Anderson, Ph.D.

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE A COPY OF ONWARD BY ELENA AGUILAR, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

THURSDAYS, SEP 30, OCT 14, OCT 28, NOV 18, DEC 9, JAN 13

How might we cultivate resilience within ourselves and

MƒA

think critically about advice given to teachers about

 INQUIRY, PRACTICE, AND LEADERSHIP

Project-based learning (PBL) gives students a greater sense of purpose for the “why” of learning -- especially when the product has an impact in their community or their lives. As a result, teachers often see engagement and deeper learning increase during project-based classroom experiences. In this extended length course, teachers will use PBL design and evaluation tools, experience learning protocols and strategies they can incorporate into the curriculum, explore ways to align the projects with specific content and skills, and (if applicable) align their PBL unit with Regents standards and content. We will also 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. These topics and

resilience from beyond the classroom? The goal of this year-long course is to strengthen (or rediscover) our collective resilience by examining, revising, and implementing the advice given in Elena Aguilar’s Onward: Cultivating Emotional Resilience in Educators. Over our five sessions, we’ll read the advice offered by Aguilar and others with a critical lens, and flex our resilience muscles by rewriting the “rules” to work for us. If you are in need of support beyond your STEM content, and looking for a sustainable balance, this course is for you. It’s also for those who have felt like giving up, needed a push to get their teaching and personal life in order, or struggled to sustain themselves. Jamie Kubiak is an MƒA Master Teacher and science teacher at Park East High School in Manhattan. Anoopa Singh is an MƒA Master Teacher and science teacher at Manhattan Center for Science and Mathematics in Manhattan.

more will be explored collaboratively and purposefully to inform the project teachers will design over our six sessions. By the end of this course teachers will leave with a high-quality PBL unit to implement in their class. This course is for teachers who are interested in developing a new PBL unit or iterating on an existing PBL unit. John Derian is an MƒA Master Teacher and science teacher at Brooklyn International High School in Brooklyn. Dr. Cristina Rade-Anderson is an MƒA Master Teacher and science teacher at Frank McCourt High School in Manhattan.

licensed social worker and a certified health coach with over 10 years of non-profit experience. She is also the Associate Director of Support Services at Federation Employment Guidance Services (FEGS) where she

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops Single session workshops are one-time workshops in which experts from the MƒA Master Teacher community, as well as 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 2021

Single Session Workshops Academic Mindfulness: Supporting Executive Function Skills in Students p Facilitator: Rhys McGovern

All Hands on Deck: Tech Tools to Get Every Student Involved and Engaged Facilitators: MƒA Master Teacher Amy Brenner and MƒA Early Career Teacher Amany Esa

biology, chemistry, and physics teachers may find the content most relevant. Dr. Hakeem Oluseyi is an astrophysicist, author, educator, inventor, voice actor, and science communicator. He is a Clarence J. Robinson

MONDAY, OCT 25

Professor of Physics and Astronomy at George Mason University. He

ONLINE

received a dual bachelor’s in Physics and Mathematics from Tougaloo

 COMPUTER SCIENCE AND TECHNOLOGY

College and a master’s degree and doctorate in Physics from Stanford

Bring the best of remote instruction into your brick-and-

understand our universe and develop innovative new technologies,

 INQUIRY, PRACTICE, AND LEADERSHIP

mortar classroom with tech tools that focus on student

leveraging techniques for interpreting electromagnetic radiation,

+ PLEASE NOTE: THIS WORKSHOP BEGINS AT 4 PM.

autonomy through high engagement. Experience

Even when it is clear our students are trying, it doesn’t

platforms like Pear Deck, Jamboard, Padlet, Mentimeter,

always translate to a strong academic performance.

and Poll Everywhere from a student’s perspective, and

frequent appearances on the Science Channel, Discovery Channel, and

Perhaps a student does great in class but never turns in

create mini-lesson components you can use in your

National Geographic. Dr. Oluseyi holds several patents, has received a

homework or maybe your class is zoning out… again.

physical classrooms. This workshop will support both

variety of awards and accolades, and has published numerous scientific

How can you identify and address these problems

mathematics and science teachers with tools to serve all

before they happen? Executive function skills are what

students, including students with disabilities and English

allow us to conceptualize, plan, and follow through

Language Learners. Teachers will be able to turnkey

on all the daily tasks we encounter. In this course, we

these tools and strategies to use in their classrooms

will explore different types of executive function skills,

immediately.

identify what it looks like when the demands of a school

Amy Brenner is an MƒA Master Teacher and mathematics teacher at

environment exceed a student’s skill set, and discuss

Midwood High School in Brooklyn.

how any educator can nourish these skills in their

Amany Esa is an MƒA Early Career Teacher and mathematics teacher at

 INQUIRY, PRACTICE, AND LEADERSHIP

students. Teachers will leave with an understanding

International High School at Prospect Heights in Brooklyn.

+ PLEASE NOTE: WE ENCOURAGE CO-TEACHER PAIRS TO JOIN OUR SESSION (NON-MƒA COLLEAGUES WILL BE INVITED TO REGISTER).

WEDNESDAY, OCT 13 ONLINE

of executive function variability along with strategies to incorporate executive function skill-building into their classroom in hopes of positively impacting the academic experience for all students. Rhys McGovern is a hard-of-hearing, bilingual speech-language pathologist and teacher who grew up in New England and currently lives in the Boston area. He holds a Master of Science in Communication Sciences and Disorders from Emerson College, Massachusetts State

Are We Alone? Abiogenesis and Life in the Universe Facilitator: Hakeem Oluseyi, Ph.D.

University. Dr. Oluseyi’s research focuses on “hacking stars’’ to better

laboratory plasma physics, computational modeling, machine learning, time-domain informatics, big data analytics, and high-performance computing. He is a regular contributor to news programs and makes

articles. His most recent publication is his memoir, A Quantum Life: My Unlikely Journey from the Street to the Stars.

The Art of Co-Teaching p Facilitators: MƒA Master Teachers Shari Eng and Helen Haritos WEDNESDAY, OCT 27 ONLINE

Have you taught an ICT class, but struggled to coteach in ways that were impactful for both teachers and

TUESDAY, OCT 12

students? Join us as we discuss what successful co-

MƒA

teaching looks like and how to optimize our co-teaching

 SCIENCE

SLP and Teaching licensure, and the ASHA Certificate of Clinical

Are we alone in the universe? How can we know? Join

Competence. Rhys has been working with children, teens, and young

us in this interactive lecture as we explore the origins of

adults for over 15 years, and founded his private practice New Leaf

life and consider if life might exist beyond our Earth. We

Language in 2018.

will begin by discussing the birth of the universe and the formation of planets, solar systems, and galaxies. Then we will proceed to abiogenesis, the origins of life from non-living matter, and discuss the different types of life and worlds that might exist. Finally, we will explore what life elsewhere in the universe could look like, and how we might be able to detect its current or past existence on other solar system bodies and beyond. This course

relationships. We will consider ways to include both the special education and the general education teacher in the STEM ICT classroom, analyze different models of co-teaching, and discuss effective co-teaching strategies. Additionally, the facilitators will share best practices that have worked in their seven years of team teaching, including a year of remote teaching. While best suited for teachers working with a co-teacher, all teachers with special education students will benefit from exploring the art of co-teaching. Shari Eng and Helen Haritos are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.

is open to all science teachers, however, advanced 47

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops Become a Google Workspace Guru! Facilitators: MƒA Master Teacher Devon Williamson and MƒA Early Career Teacher Emma Tapada WEDNESDAY, OCT 13 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

“Is this right?!” If your students frequently ask you this question, this workshop is for you! Join us as we create engaging, self-checking mathematics assignments to provide students with real-time feedback using Google Forms. In this workshop, teachers will learn how to embed images, videos, and scaffolds into a Google Form assignment to best meet the unique needs of their students. Teachers will explore ways to differentiate and allow for student choice on the same Google Form using sections. Additionally, we will learn how to create matching activities on Google Slides, as well as how to model mathematics on Google Drawings. Although this workshop will focus on creating mathematics assignments for all levels, the strategies shared can be adapted for any content. All are welcome! Devon Williamson is an MƒA Master Teacher and mathematics teacher at Mott Hall II in Manhattan. Emma Tapada is an MƒA Early Career Teacher and mathematics teacher at Mott Hall II in Manhattan.

making learning more engaging, and helping to make abstract concepts accessible. Prior to the session, teachers will submit a short written description detailing the topic, materials, and procedure of their demo so

WEDNESDAY, OCT 27

other teachers can replicate it in their own classrooms.

ONLINE

During the workshop, teachers will present their demo or activity in a round-robin format culminating in a Q&A session. The goal is for everyone to leave with a toolbox of classroom-ready demonstrations. All middle

Biology Demo Derby Facilitators: MƒA Master Teachers Olivia Ramirez and Deborah Reich TUESDAY, NOV 23 MƒA  SCIENCE

Black Hole “Breakout”! Bringing Escape Rooms to Classrooms Facilitators: Dave Fish and Tonia Williams

school life science, Living Environment, AP Biology, or Environmental Science teachers are welcome. Olivia Ramirez is an MƒA Master Teacher and science teacher at Marble Hill High School for International Studies in the Bronx. Deborah Reich is an MƒA Master Teacher and science teacher at World View High School in the Bronx.

 SCIENCE

Do you want to take your students to an escape room but don’t have the time or the funding? What if you could bring the escape room to your students instead? And what if that escape room was all about black hole science? Breakout activities are tabletop escape rooms where students solve a series of challenges in the context of an exciting scenario. In this workshop, we will begin by discussing what makes a great breakout activity

+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.

and exploring possible classroom applications. Then,

How can we help students visualize the volume of

researchers to complete the online version of Perimeter

fresh water on Earth, where the color receptors of

Institute’s, The Search for EHE (Event Horizon Explorer):

the human eye are located, or how enzymes catalyze

Breakout Activity and safely bring the EHE space probe

reactions? Captivating demos can answer these

back to Earth. Whether your team finishes first or last,

questions and more by keeping lessons relevant,

everyone will return to the main session for a discussion

teachers will work together as a team of black hole

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

fieldwork, research, and citizen science. While this workshop is especially geared towards high school life science teachers, all ornithophiles are welcome.

and idea exchange. The breakout challenge will draw

Dr. Emily Mackevicius is a postdoctoral neuroscientist at Columbia

upon knowledge of standard physics curricula, including

University in the lab of Professor Dmitriy Aronov where she investigates

Newton’s Law of Universal Gravitation, Kepler’s Laws,

the learning mechanisms in the brain that give us the power to form and

and the Doppler Effect. This session is most appropriate

use memories. Emily is also a fellow in the Simons Society of Fellows.

Crickets in the Classroom Facilitators: Peri Mason, Ph.D., and MƒA Master Teacher Emily Schmidt, Ph.D. TUESDAY, OCT 19 MƒA  SCIENCE

She received her B.S. in Mathematics at the University of Chicago

Join us as we delve into the world of animal behavior

for high school physics teachers, but everyone is invited

and her Ph.D. in Neuroscience at MIT. Emily enjoys learning to do

on the wings of the house cricket, a fascinating and

to attend.

new things, including pottery-making, bouldering, weaving, and bird

commercially available study organism. These insects

watching.

exhibit an array of behaviors that can be described and

Dave Fish has been a high school physics teacher for over 25 years.

quantified by students, from foraging and defense of

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 both Perimeter Exploration and Perimeter Inspiration resources. Dave has given workshops on modern physics at the local, national, and

COVID-19: An Inquiry Through the Lens of Ethics Facilitators: Jacob Appel, M.D., and MƒA Master Teacher Deame Hua

territory to expressions of personality. In this workshop, we will reveal how the house cricket can be used as a vehicle for learning about the causes and consequences

international levels. In his spare time, he enjoys reading, traveling,

THURSDAY, JAN 13

of animal behavior, while also strengthening skills in

sports, and spending time with his wife and three children.

MƒA

experimental design. We will develop an ethogram

 SCIENCE

for the house cricket, brainstorm questions students

The pandemic has been a time of great fear, hardship,

might explore with crickets, and design and execute

and loss for every New Yorker. But for some, particularly

an experiment aimed at understanding a specific

of international educators dedicated to sharing Perimeter’s modern

the elderly, frontline workers, and persons of color,

behavior we have observed. This workshop is for any

physics resources, striving to increase science literacy around the world.

the pandemic has posed additional layers of difficulty

teacher interested in developing labs for AP Biology

Tonia completed her undergraduate studies in health sciences and

and distress. Join us in this workshop as we explore

or animal behavior courses, who teaches principles

the ethical conversations and conflicts that have arisen

of experimental design, or who is looking for a way to

useful educational materials and to implement impactful professional

during the pandemic. We will discuss and debate issues

inspire students at any grade level. We think you’ll find

learning opportunities.

including vaccine distribution, healthcare access and

that crickets are more than just lizard food!

treatment, resource allocation, and priority setting.

Dr. Emily Schmidt is an MƒA Master Teacher and science teacher at the

Teachers will have a chance to examine current data on

Bronx High School of Science in the Bronx.

the COVID-19 pandemic and work together to explore

Dr. Peri Mason is a science teacher at Bard High School Early College

MONDAY, OCT 25

the data from both a scientific and ethical standpoint.

Queens in Queens.

MƒA

Student-facing materials regarding the pandemic will

Tonia Williams is a Program Manager at Perimeter Institute in the area of Educational Outreach. Her work is focused on the delivery and development of current and engaging science educational content for teachers. Tonia manages the Teacher Network which includes hundreds

subsequently, earned a Bachelor of Education and master’s degree in education. She is passionate about interacting with teachers to develop

The Brains Behind Bird Behavior Facilitator: Emily Mackevicius, Ph.D.

 SCIENCE

Have you ever wondered how small birds survive the winter? Or what’s going on in birds’ brains as they practice their songs? Did you know bird brains have many of the same parts as human brains, from the

also be shared and analyzed. This course is for any middle or high school science teacher who would like to incorporate ethics analysis into their curriculum. Dr. Jacob M. Appel is a physician, bioethicist, attorney, author, and

Developing Math Tools Centers That Work: Why and How? Facilitators: MƒA Master Teachers Lauren Anderson and Kyla MacDonald

poet. He is currently the director of Ethics Education in Psychiatry

TUESDAY, OCT 5

and teaches at Mount Sinai School of Medicine. His publications

MƒA

hippocampus, to auditory and motor cortices, to

include pieces on reproductive ethics, neuroethics, organ donation,

dopaminergic reward centers? Join us in this workshop

and euthanasia. His novel, The Man Who Wouldn’t Stand Up, won the

as we look into the structures of the bird brain, explore

Dundee International Book Prize in 2012. Dr. Appel is also the subject

How might we create a dedicated space in our

of the 2019 documentary film, Jacob, by director Jon Stahl. He has a

classrooms for mathematics tools that enhance

J.D. from Harvard Law School and an M.D. from Columbia University of

understanding and cultivate student autonomy? In this

bird behaviors through case studies on singing and food caching, observe neural activity, and draw scientific conclusions. We will end by discussing opportunities for students (and teachers!) to get involved in avian 49

Physicians and Surgeons. Deame Hua is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

 MATHEMATICS

workshop, we will learn how manipulatives enhance student understanding, explore how mathematics MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

Kristine Budill has seven years of teaching experience in the areas

current events with our students, and we will create

of engineering, computer science, math, and finance. Prior to her

norms that honor all perspectives and support a deeper

role as an educator, Kristine spent over ten years working at a private equity fund and served as the Director of Business Development at

understanding of these issues. We hope you join us for

tool centers can support student independence,

Haemonetics Corporation, where she was responsible for analyzing,

this workshop, geared towards supporting educators

and discuss how to facilitate their use. Together, we

negotiating, and managing corporate investments in new technologies.

from grades K-12 in doing this critical work.

will work to create a designated classroom space for

Her early career included a variety of technical roles at ITT Fluid

students to recognize and self-select the tools needed

Technology Corporation and GE Aircraft Engines. Kristine holds a NYS Teacher Certification from Manhattanville College, a master’s degree in

Brandi Forté has worked in educational settings and communities in California and New York since 2004. She joined Community Roots, a Roots ConnectED learning site, in 2006 as a founding teacher. Holding

to support them in their mathematics learning and

Management Science from MIT Sloan School of Management, a master’s

problem-solving. Teachers will leave ready to create

degree in Electrical Engineering from MIT, and a bachelor’s degree in

a mathematics tools center in their classrooms. This

Electrical Engineering from Yale University.

course is best suited for teachers of grades 3-8.

Dr. Timothy McNiff is the Executive Director of Engineering Tomorrow.

is a unique space to build empathy, understanding, and to refine our

Before that, he served as a school superintendent for 30 years with

reflective capacity.

Lauren Anderson and Kyla MacDonald are MƒA Master Teachers and mathematics teachers at P.S. 321 William Penn in Brooklyn.

his most recent position being the school superintendent for the Catholic schools in the Archdiocese of New York. During his tenure as an educator and school administrator he also served as an adjunct

Engineering Tomorrow: Vaccine Distribution Demo Facilitators: Kristine Budill and Timothy McNiff, Ph.D. TUESDAY, OCT 5 MƒA  SCIENCE

Are you looking for ways to bring free, hands-on engineering experiences to your students? In this workshop, teachers will explore resources developed

professor for the University of Notre Dame, a board member for the U.S. Chamber of Commerce’s Education Committee, and has been a keynote speaker both nationally and internationally.

multiple roles and teaching grades K-5 led to a lens informed by experiences working with a range of ages, diverse learners and families, and collaborating with different teams. She feels that Roots ConnectED

Jayne Sohn has been an educator since 2001 and, in that time, she has taught students from 4th through 8th grades in both Los Angeles and New York City. Since 2009, she has been a teacher at Community Roots Charter School in Brooklyn, New York, a Roots ConnectED learning site. She has been an educational coach and workshop facilitator for Roots ConnectED since 2016, where she has supported educators and school leaders in adopting anti-bias education approaches to classroom

Establishing Classroom Norms for Vital Conversations of Current Events p Facilitators: Brandi Forté and Jayne Sohn

culture and curriculum development with a focus on critical literacy and social studies, as well as supporting staff development around how our own identities, power, and privilege impact the work we do.

WEDNESDAY, OCT 13 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Excel Training for Data Specialists and Enthusiasts Facilitator: MƒA Master Teacher Dave Richardson THURSDAY, NOV 18

by Engineering Tomorrow (ET), a nonprofit organization

Educators across the country are returning to their

founded by engineers to inspire young people to pursue

classrooms, both virtual and physical, to be with

careers in engineering. The ET Curriculum is developed

students again, while the nation as a whole still grapples

and delivered by engineers and offers both in-person

with a global pandemic which has caused hardships and

Are you a new data specialist at your school, planning to

and virtual engineering labs. Along with each lab kit, ET

losses for many families. With this, the pandemic has

take on this role in the coming year, or simply interested

provides NGSS-aligned teacher guides and interactive

exposed more broadly the longstanding inequities that

in learning new data analysis skills? If so, join us as we

student workbooks. ET will also bring an engineer or

impact so many who are systematically marginalized by

dive into the fundamentals of Excel and learn to run a

college engineering student to your classroom via

institutions in our society. Furthermore, the continued

variety of reports for use in our school communities.

Zoom. In this workshop, guided by an ET engineer,

protests over police brutality and subsequent movement

We will explore skills such as the VLOOKUP and

teachers will explore the program and engage in a

for change across the country have led to a national

SUMPRODUCT functions, pivot tables, and more to

simulation of the Vaccine Distribution lab, becoming

conversation and stirring of consciousness around racial

create reports that highlight various statistics. By the

familiar with the teacher guide, interactive student

injustice. As teachers, with all that is going on in our

end of this workshop, you will be able to confidently

workbook, and accompanying materials. This workshop

world, we hold the incredible responsibility of making

run data reports for your school community that can

is best suited for any high school STEM teacher who

space for students to process a range of emotions,

call attention to inequities and important trends that

wants to incorporate more engineering into their

ask questions, and consider ways in which they can

may exist. While this course is best suited for new data

classroom.

contribute to making change. If done irresponsibly,

specialists, all excel enthusiasts are welcome to join.

we run the risk of doing more harm to students while

Dave Richardson is an MƒA Master Teacher and mathematics teacher at

widening gaps in their understanding. In this workshop,

High School of Economics and Finance in Manhattan.

MƒA  COMPUTER SCIENCE AND TECHNOLOGY

we will look at how we can talk responsibly about 50

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

sensor in their phones to study the relationship between magnetic field and distance. This course is best suited for physics teachers, but all middle and high school

Exploring Cozmo: Learning How to Program a Virtual Robot Facilitator: MƒA Master Teacher Ramona Fittipaldi MONDAY, NOV 1 MƒA  MATHEMATICS

Are you interested in starting a virtual robotics club, but need support? Come join us as we explore the foundations of programming Cozmo, a virtual robot, using the Calypso software. The software allows you to teach Cozmo to move and turn, collect cubes, follow

STEM teachers are welcome. Dr. Greg Fuchs is an associate professor in the Department of Applied and Engineering Physics at Cornell University where his research focuses on magnetic materials, spin dynamics, and developing new forms of magnetic microscopy. He earned his B.S. in Physics and Chemistry Education from the University of Wisconsin-Madison and taught high school science for five years. He earned his Ph.D. at Cornell and was a postdoc at University of California, Santa Barbara until returning to Cornell as a faculty member. Jialun Luo received his B.S. in Physics and Mathematics from Carleton College in Minnesota. He is working towards a doctoral degree in physics in the Fuchs Lab, where he develops and fabricates nanostructures that enhance single photon emissions from defects in

voice commands, and play games. Resources used with

2D materials such as hexagonal boron nitride. The single photon source

a virtual robotics club will be shared as we navigate

is a key element in photon-based quantum communication processes.

the software and complete challenges. No prior

Dr. Brendan McCullian received his B.S. in Physics at Penn State and

programming knowledge is necessary and all teachers

his Ph.D. at Ohio State University. He is now working as a postdoctoral

are welcome. Ramona Fittipaldi is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School in Manhattan.

researcher in the Fuchs lab, utilizing mechanical driving to engineer stable single photon emission from defects in diamond for quantum information science applications. Mark Walsh is the Outreach Programs Coordinator for the Cornell Center for Materials Research. He received his B.S. in Biology from

Exploring Magnetism Facilitators: Greg Fuchs, Ph.D., Jialun Luo, Brendan McCullian, Ph.D., and Mark Walsh WEDNESDAY, NOV 3 ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HANDS-ON COURSE AND TEACHERS WILL NEED TO COME TO MƒA IN ADVANCE OF THE SESSION TO PICK UP MATERIALS.

Magnetism plays a key role in modern technology, with applications ranging from navigation to information storage and computation. Understanding magnetism at a fundamental level will be central to developing the next generation of technologies, including energyefficient information storage and quantum information platforms. In this workshop, members of the Fuchs lab at Cornell University will share some of their work on magnetism and magnetic resonance in novel and nanoscale systems. Following the presentation and utilizing the free app, Arduino Science Journal, teachers will explore a hands-on activity using the magnetometer 51

Hartwick College and taught middle and high school science for 20

course materials to incorporate these “open questions”

years in New York City, Turkey, the United Arab Emirates, and Malaysia.

that ask students to truly understand the entire problem-solving process. Examples of “open questions”

Focus on the Process: Opening Up Questions in the Mathematics Classroom Facilitators: MƒA Master Teachers Renu Budhraja and Andy Deegan

can be found at Robert Kaplinsky’s and Nanette Johnson’s website: www.openmiddle.com. Renu Budhraja and Andy Deegan are MƒA Master Teachers and mathematics teachers at Millennium Brooklyn High School in Brooklyn.

TUESDAY, NOV 16 MƒA  MATHEMATICS

How might we change the language and structure of

Fostering Humanizing and Loving STEM Classrooms p Facilitator: Tia Madkins, Ph.D.

mathematical tasks to encourage students to analyze

MONDAY, SEP 27

the problem-solving process? For example, rather than

MƒA

asking students to “Solve: cos x = 1,” what happens

 INQUIRY, PRACTICE, AND LEADERSHIP

if we instead say, “The cosine of an angle is almost 1.

Can you remember a teacher in your K-8 schooling who

What could the angle be?” Open-middle and open-

you knew genuinely and deeply cared for you? Almost

ended questions require students to focus on analysis,

all of us have at least one memory of an educator

planning, and process, rather than asking students to

who impacted our educational lives in this way - but

memorize procedures. In this workshop, high school

rarely do we associate loving, humanizing, and caring

mathematics teachers will learn how to modify existing

classrooms with STEM teachers. In this course, we will MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

Geologic Field Study of Central Park Facilitators: Rich Lebowitz and MƒA Master Teacher Carolina Castro-Skehan

sustainability, equity, and green chemistry principles as they develop the skills and knowledge to update their chemistry curricula in topics such as Le Chatelier’s

explore why we should foster classroom environments

THURSDAY, SEP 30

Principle, exothermic and endothermic reactions,

where students feel loved and valued while learning

OFFSITE

and acid-base chemistry. Bring your own goggles as

STEM. Teachers will build upon the practical examples

 SCIENCE

we delve into sample lab activities and discuss how

shared to understand how they can develop their

Let’s take a trip to Central Park, an incredible outdoor

each can be updated through a green equity lens. All

own humanizing approaches to STEM teaching and

teaching laboratory, to unearth clues about New

chemistry teachers are welcome.

learning. While this course is best suited for elementary

York City’s geologic history. The goal of this outdoor

Scott Carlson is a science teacher at W. H. Maxwell Career and Technical

and middle school teachers, all teachers who want

workshop is for teachers to become familiar with the

Education High School in Brooklyn.

to understand and strengthen their culturally relevant

various outcrops, formations, and evidence of glaciation

Andrea Steele is an MƒA Master Teacher and science teacher at East New

and responsive teaching mindsets and practices are

scattered throughout the park in order to plan their own

York Family Academy in Brooklyn.

welcome!

geologic field study or virtual field trip for their students.

Dr. Tia C. Madkins is an assistant professor of STEM Education at

During this field lab, we will experience the lab as

The University of Texas at Austin. Dr. Madkins’ research focuses on

students, taking photos, collecting data, and answering

supporting PK-16 educators to engage equity-focused teaching

questions in provided lab booklets, as we walk

practices to transform STEM classrooms for minoritized learners. After earning a bachelor’s degree in Biology and master’s degree in Science

throughout the park observing geologic formations.

Education, she taught elementary and middle school students in Los

We will also use smartphone-mounted microscopes to

Angeles and Oakland, California.

observe mineral crystals found in local bedrock. The

The Higgs Mechanism and How It Shaped the Universe Facilitators: MƒA Master Teachers Joshua Ilany and Nathaniel Wight WEDNESDAY, DEC 15 MƒA

field evidence we explore will help students conclude

 SCIENCE

that glaciers covered New York City during our last ice

You may have heard about the Higgs boson and how it

age. This workshop is intended for all Earth Science

gives mass to other particles, but did you know that the

teachers and geo-enthusiasts.

Higgs mechanism also gave us light, electromagnetism,

THURSDAY, OCT 14

Carolina Castro-Skehan is an MƒA Master Teacher and science teacher

and the weak force? Until the universe cooled to a paltry

ONLINE

at Comprehensive Model School Project M.S. 327 in the Bronx.

quadrillion °C, causing a symmetry of the Higgs field

 INQUIRY, PRACTICE, AND LEADERSHIP

Rich Lebowitz is a science teacher at South Side Middle School in

to “spontaneously break,” none of these existed and

If you teach students who have individualized education

Rockville Centre, NY.

all other particles were massless. In this workshop, we

Gaining A Deeper Understanding of Students Through Their IEPs p Facilitator: MƒA Master Teacher Diana Chan

will explore the concept and examples of spontaneous

plans (IEPs), reading through their IEPs can be an intimidating task. In this workshop, we will explore the information teachers can glean from the IEP, review special education terms and acronyms, and dive into the components of the IEP by logging onto NYC DOE SESIS to view and unpack our students’ IEPs. The objective of this workshop is to assist general education teachers across all grade levels to gain a better understanding of

Green Chemistry: Elevate Student Engagement and the Environment Facilitators: Scott Carlson and MƒA Master Teacher Andrea Steele

symmetry breaking in the context of more familiar phenomena, like magnetism, before applying it to the Higgs mechanism itself. We will use graphs and mathematical analysis to discover how a Higgs-like field

THURSDAY, NOV 18

fractures at “low” temperatures into pieces – particles –

MƒA

with varying properties, and how these affect the other

 SCIENCE

particles. We’ll conclude by exploring the implications of

IEPs and how to use them to best serve their students.

Do you want to sustain student engagement while also

the Higgs mechanism on the long-term stability of the

Diana Chan is an MƒA Master Teacher and mathematics teacher at

sustaining the environment? You can do both through a

universe. This workshop is best suited for teachers with

Benjamin N. Cardozo High School in Queens.

pedagogical shift to green chemistry. From Silent Spring

a basic familiarity of complex numbers and fields who

to household products, ocean plastics to sneakers, join

want a deeper understanding of the Higgs boson and its

us as we contextualize chemistry through real-world

role in our understanding of the universe.

examples and culturally relevant education. In this

Joshua Ilany is an MƒA Master Teacher and science teacher at The Bronx

interactive workshop, teachers will learn how to bridge

High School of Science in the Bronx.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops Nathaniel Wight is an MƒA Master Teacher and science teacher at Beacon High School in Manhattan.

Illustrate to Stimulate: Understanding Earth Science Through Drawings Facilitators: MƒA Master Teachers Marna Lehnert Chaky and Angela Oldenburg THURSDAY, NOV 18 MƒA  SCIENCE

Impactful Classroom Management Through Thoughtful Accountability Facilitators: MƒA Master Teachers Michael Holmes and Amos Levy

the sum of unit fractions. We will also discuss related mathematical techniques and show how to bring these ideas into the classroom. This workshop is open to all mathematics teachers as well as anyone who wants

THURSDAY, OCT 14

to learn a new (and very old) way of thinking about

MƒA

fractions.

 INQUIRY, PRACTICE, AND LEADERSHIP

How can we instill a sense of accountability in our

Kiersten Franz and Steven Stein are MƒA Master Teachers and mathematics teachers at Brooklyn Technical High School in Brooklyn.

classrooms while maintaining the flexibility to address the social-emotional issues the COVID-19 pandemic has more prominently surfaced in our students?

It’s All Linear Algebra Facilitator: MƒA Master Teacher Patrick Honner

Whether you are a strict disciplinarian with a top-down

MONDAY, NOV 8

code of conduct, or you seek to create a community

ONLINE

Whether it is Darwin’s famous finches or Copernicus’

dialogue where everyone has a say in the rules, we

 MATHEMATICS

revolutionary sketches of our heliocentric solar system,

have all needed to reimagine our management styles

drawing has been deep-rooted throughout the history

Linear algebra plays a fundamental role in some of

since COVID-19 took hold. In this workshop, we will

and evolution of science and discovery. Regardless of

mathematics’ most important and modern applications,

use a case study that highlights the choice between

artistic level, science illustration can be used as a tool

such as data science, differential equations, statistics,

categorical rules (for order) and unit cohesion (for

to strengthen student observation and metacognitive

and machine learning. While mathematics students

morale) to better appreciate management choices in

skills, foster an understanding of complex and abstract

usually don’t take a linear algebra course until college,

our classrooms. This workshop will set teachers up for

ideas, and provide an outlet for creativity, stress-relief,

the essential ideas are present throughout secondary

prioritizing the social and emotional needs of students

and growth. We will begin by defining what makes a

mathematics curricula. Join us and learn how some of

by creating a safe place of thoughtful accountability.

“good” scientific illustration and looking at literature

the big ideas of linear algebra — such as independence,

All teachers of any subject or grade level will find this

supporting the benefits of using science illustrations. We

span, and systems — are woven into the algebra,

workshop beneficial.

geometry, and calculus classes we teach, and see how

will then 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

Michael Holmes is an MƒA Master Teacher and science teacher at High

you can make mathematical connections throughout

School of American Studies at Lehman College in the Bronx.

the curriculum and beyond for yourself and your

Amos Levy is an MƒA Master Teacher and mathematics teacher at

students. No prior knowledge of linear algebra is

Brooklyn Technical High School in Brooklyn.

required.

and strengthen the use of science illustrations in the classroom. This course is best suited for Earth Science teachers, but all teachers are welcome. Marna Lehnert Chaky is an MƒA Master Teacher and science teacher at High School of Hospitality Management in Manhattan. Angela Oldenburg is an MƒA Master Teacher and science teacher at World Journalism Preparatory: A College Board School in Queens.

Introduction to Egyptian Fractions Facilitators: MƒA Master Teachers Kiersten Franz and Steven Stein MONDAY, NOV 8 MƒA  MATHEMATICS

How do you split nine loaves of bread between ten people? You might say, give everyone 9/10 of a loaf, but the ancient Egyptian method was: give everyone one-half of a loaf, then give everyone one-third of a loaf, and finally, give everyone 1/15 of a loaf. Why and how was this done? In this workshop, we will learn how the Egyptians were able to express any fraction as 53

Patrick Honner is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan.

It’s a Mod, Mod, Mod, Mod World! Facilitators: MƒA Master Teachers Michael Riccardo and Scott Schwartz TUESDAY, NOV 30 ONLINE  MATHEMATICS

As members of MƒA, we all know that 7+8=15, right? Maybe not. Sometimes the answer is 7+8=3. After all, it is a mod world in which we live. Bad puns aside, modular arithmetic can be used to justify divisibility

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops tests, determine what day of the week it will be a certain number of days from today, and even solve linear

JavaScript: Let’s Create Responsive Applications Facilitators: Alex Theodoridis and MƒA Master Teacher Rami Abdelghafar WEDNESDAY, JAN 19 ONLINE

Diophantine equations. In this workshop, we’ll play with

 COMPUTER SCIENCE AND TECHNOLOGY

fun problems and explore how modular arithmetic can

JavaScript is one of the most flexible and powerful

help. Along the way, we’ll consider how these ideas

programming languages on the web. In this workshop,

connect to our classrooms and pop culture. Hurry up

we will learn programming fundamentals and concepts

and register… The clock is ticking! This workshop is

using the latest JavaScript syntax. From taking apart a

best suited for middle and high school mathematics

popular webpage to programming interactive games,

teachers.

JavaScript opens the door to numerous possibilities in

Michael Riccardo and Scott Schwartz are MƒA Master Teachers and

education through the affirmation of one’s own learning

mathematics teachers at Bayside High School in Queens.

needs, knowledge, and skills. We will learn and use basic knowledge of JavaScript to build a maze and implement

JavaScript and Google’s Firebase Realtime Database Facilitator: Ashwin Ramanathan

an algorithm to solve this maze collaboratively. Finally, we will look over resources to help continue growing our JavaScript content and skills through multiple forms.

WEDNESDAY, DEC 1

Alex Theodoridis has been a passionate software engineer for 22 years.

ONLINE

He has worked extensively in building systems and providing solutions

 COMPUTER SCIENCE AND TECHNOLOGY

Websites have become more and more interactive,

that drive and support business in the financial, DevOps, logistics, and e-commerce sectors. He is currently the Senior Software Engineer for the Olayan Group, where he works on system integration between

asking users to input various information such as

enterprise solutions for accounting, front and back-office activities,

including SUMIF, FILTER, QUERY, RAND, and conditional

restaurant orders, Like button clicks, and subscription

legal, as well as financial reporting. His experience as a founding

formatting to complete tasks such as course outlines

member and CTO of Ferto - a grocery delivery startup in Greece -

that automatically highlight the row of today’s lesson,

information. This information often needs to be saved to and read back from a database in order to be useful

has been a deep learning experience in logistics and the business to business (B2B) and business to consumer (B2C) fields. He has had the

tracking monthly spending by category, searching

and have some permanence once the webpage is

pleasure and honor of contributing to the academic sector by creating

student information, and generating different versions

closed. In this workshop, teachers will learn the basics

Metalogon for MIT, a tool that assists with the rhetorical analysis of

of questions and answers. This course is best suited for

student presentations.

teachers with some basic knowledge of spreadsheets.

of creating a website’s back-end using JavaScript and Google’s Firebase Realtime Database. No background in JavaScript or coding is needed to jump right into this

Rami Abdelghafar is an MƒA Master Teacher and science teacher at Bronx Collaborative High School in the Bronx.

Huo Chen is an MƒA Master Teacher and mathematics teacher at The Bronx High School of Science in the Bronx.

workshop. Ashwin Ramanathan is a computer science teacher at Jamaica Gateway to the Sciences in Queens.

Learning Google Sheets Functions by Tasks Facilitator: MƒA Master Teacher Huo Chen THURSDAY, DEC 2 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Lessons from Remote Learning Facilitators: MƒA Master Teachers Shana Henry, Ph.D., Abigail Kirchman, and Athena Leonardo MONDAY, SEP 20 MƒA

Are you looking for ways to simplify your day-to-day

 INQUIRY, PRACTICE, AND LEADERSHIP

school tasks? Join us as we learn and discuss different

In March 2020, our world was turned upside down.

ways to use Google Sheets functions to automate

We experienced immediate personal and community

our work. We’ll explore various functions and tools

changes as our schools shifted to remote instruction. In

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops the subsequent year, our school communities endured

Stephanie Murdock is an MƒA Master Teacher and mathematics teacher

ways to build on an area of student and teacher

at Bronx Center for Science and Mathematics in the Bronx.

interest. We will evaluate different tasks, discuss topics

Dr. Christina Varghese is an MƒA Master Teacher and mathematics

of interest, and create activities that can be used in

teacher at Mott Hall V in the Bronx.

our classrooms. While this course is best suited for middle and high school mathematics teachers who

constant policy changes, a struggle to connect and communicate, and countless schedule modifications amidst a global pandemic and a national racial

Manipulatives in the Mathematics Classroom Facilitator: Jon DeLise

are passionate about sports, all teachers who want to incorporate meaningful sports tasks are encouraged to

reckoning. How did this past year and a half transform us

THURSDAY, SEP 30

join.

and our students? What lessons can we take away from

MƒA

Jennifer Pedraza is an MƒA Master Teacher and mathematics teacher at

the remote learning experience, and what do we want

 MATHEMATICS

The Bronx High School of Science in the Bronx.

to bring with us back into the classroom? This course is

Let’s take the edge off mathematics! In this workshop,

Adam Pisco is an MƒA Master Teacher and mathematics teacher at

designed for all teachers who are interested in reflecting

mathematics teachers will look at new ways of

International High School at Union Square in Manhattan.

together about our remote learning experiences. Join

introducing topics using a variety of hands-on

the small and whole group conversations to consider

activities. These activities require materials that are

how this experience may have shifted our philosophies

easily obtained, inexpensive household items. The

and practices.

activities aim to develop mathematical concepts and

Dr. Shana Henry is an MƒA Master Teacher and computer science

MƒA Tech Night Facilitators: MƒA Master Teachers Amy Lee, Alexander Lord, Ed.D., and Gabe Rosenberg, Ph.D.

can be adapted to most grade levels. Some time will be

THURSDAY, SEP 30

teacher at James Baldwin School: A School for Expeditionary Learning

spent developing activities for each teacher’s unique

ONLINE

in Manhattan.

classroom. The focus will primarily be on middle and

 COMPUTER SCIENCE AND TECHNOLOGY

Abigail Kirchman and Athena Leonardo are MƒA Master Teachers

high school topics, but all mathematics teachers are

Want to explore game-changing technology to lighten

welcome to attend.

your load? Join us for MƒA Tech Night as we explore

Jon DeLise is a “retired” mathematics department chairperson

digital tools to support feedback, collaboration,

with over forty years of experience. He focuses on using hands-on

assessment, and discussion in our classrooms. Teachers

activities to motivate students and help develop their understanding of

will learn by doing as they hear from their colleagues

and mathematics teachers at James Baldwin School: A School for Expeditionary Learning in Manhattan.

Making Algebra Accessible to All Facilitators: MƒA Master Teachers Stephanie Murdock and Christina Varghese, Ph.D. THURSDAY, NOV 18 ONLINE  MATHEMATICS

mathematics. Jon has taught mathematics in middle school and high school to students with a wide range of abilities and has also served as

who will share tips, tricks, and strategies to maximize

an adjunct at local colleges. He has presented at local, regional, and

these technologies in any STEM classroom. These

national professional conferences. Jon is a graduate of The City College

presentations will be quick overviews of various

of New York with advanced degrees from Yeshiva University and Queens

tools with a chance to ask questions, rather than in-

College. His favorite math formula is V+F=E+2.

How might we support our students as they learn algebra during a pandemic and over a year of remote learning? Join us as we explore a variety of new and effective tools to engage our students this fall and increase their retention. We will begin by reflecting on the challenges of remote teaching and compile a list of tools, software, and hardware that have been valuable in engaging students remotely. We will collaboratively

Meaningful Sports Tasks in the Mathematics Classroom Facilitators: MƒA Master Teachers Jennifer Pedraza and Adam Pisco WEDNESDAY, JAN 5 ONLINE  MATHEMATICS

technology tools and applications showcased, and teachers will choose which specific tools they would like to learn more about. Presentations will include Edpuzzle, Doceri, Jamboard, Autocrat, mail merge, and more. Check the Small-World Network for the full list of tech tools. All teachers are welcome! Amy Lee is an MƒA Master Teacher and mathematics teacher at Queens High School for Language Studies in Queens.

check out new tools, as well as give and receive

Are you a sports fan who is disappointed by the poorly

feedback on how to make our classrooms accessible to

contextualized sports tasks that show up in most

all our learners in both synchronous and asynchronous

mathematics curricula? In this workshop, we will

ways. The course is best suited for Algebra I and Algebra

develop authentic, sports-related assessment tasks

II teachers, but would be beneficial to anyone teaching

to be used in middle and high school mathematics

mathematics courses for grades 8-12.

classrooms. Join us and other sports fans to discuss

depth explorations. There will be multiple rounds of

Dr. Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens. Dr. Gabe Rosenberg is an MƒA Master Teacher and mathematics teacher at Bard High School Early College in Manhattan.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

Lauren Friedman is an MƒA Master Teacher and mathematics teacher at

developments across the medical, transportation,

Susan E. Wagner High School in Staten Island.

and personal care industries. In this workshop, we will explore an overview of polymer synthesis, structures,

Misleading Graphs and the Stories We Tell Facilitator: MƒA Master Teacher Kendra Din MONDAY, NOV 29 ONLINE  MATHEMATICS

Confusing graphs are everywhere, and intentionally misleading graphs are pervasive in all forms of media.

Physics Demo Derby Facilitators: MƒA Master Teachers Jared Jax, Ed.D., and Marieke Thomas

and applications and also discuss both the positive and negative societal and environmental impacts resulting from the development and use of polymer materials.

THURSDAY, OCT 21

Examples of existing polymers, polymer research, and

MƒA

polymerization experiments will also be incorporated

 SCIENCE

into the session. This course is best for high school

+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.

chemistry teachers but anyone interested in learning more about polymer chemistry is welcome to attend.

But can students tell the difference? This workshop

From sports to travel, physics applies to nearly every

will introduce teachers to eight common methods of

aspect of our daily lives, yet students often complain

deception used by savvy statisticians for their calculated

that it is the most abstract, difficult-to-understand

purposes -- usually to swindle or bias their audience.

his B.S. in Chemistry, with a concentration in Polymer Chemistry at the

science discipline. Allowing students to investigate

University of Pittsburgh. He completed his Ph.D. in Organic Materials

In this workshop, the teaching of an entire unit on

physical phenomena can spark their curiosity and may

Chemistry at the University of Michigan and a Postdoctoral Fellowship

misleading graphs and media duplicity will be modeled

even ground equations in real life. In this workshop,

as teachers explore existing deceptive graphs online.

each teacher will share a short demo or activity, along

Teachers will join a working group of their choice to

with a written description for the other teachers to

delve deeper and will leave with a full unit curriculum

replicate the demo in their classrooms. The goal is

that can be modified for students at any statistical ability

for every teacher to leave with new ideas to deepen

level with a gauntlet of immediately usable resources for

students’ physical intuition and understanding and to

in-person and remote mathematics classrooms.

anchor lessons and units around physical phenomena.

Kendra Din is an MƒA Master Teacher and mathematics teacher at City-

Teachers are encouraged to share demos specifically on

As-School in Manhattan.

topics related to mechanics, but any physics demo of interest is welcome.

Organizing Your Digital Space Facilitator: MƒA Master Teacher Lauren Friedman

Dr. Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.

WEDNESDAY, SEP 22

Marieke Thomas is an MƒA Master Teacher and science teacher at The

MƒA

Bronx High School of Science in the Bronx.

 COMPUTER SCIENCE AND TECHNOLOGY

Spring cleaning may be a good time to get your house in order, but let’s get to fall cleaning our digital “homes”

Polymers: More Than Common Consumer Plastics Facilitator: John Henssler, Ph.D.

now. We will explore the benefits of organizing our

WEDNESDAY, JAN 19

digital spaces, learn tips on how to organize our digital

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lives in ways that not only are less daunting but will help

 SCIENCE

Dr. John Henssler is a Clinical Professor and Director of the Organic Chemistry Teaching Laboratories at New York University. He received

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.

Psychosocial Recovery Skills to Support Students p Facilitator: Peggy O’Neill, Ph.D. THURSDAY, SEP 30 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Structural oppression and the on-going challenges posed by COVID-19 continue to cause trauma or reopen old trauma wounds for students. In this workshop, teachers will learn trauma-informed and evidence-based foundational psychosocial recovery skills to support students in the ongoing effects of long-standing and intersecting pandemics. These interventions include grounding techniques, active listening, reflection, establishing safety, and psychoeducation. By the end of this workshop, we will establish a common definition of trauma-informed

us become more efficient, and discuss the mental health

Plastic bags, bottles, toys, and packaging. These are

benefits of doing these activities. Teachers will have time

foundational skills and explore how to support

just a few examples of common consumer polymers.

to practice these new skills and will be provided with

psychosocial recovery individually and in school-based

With the many unique solutions they offer, consumer

tips for success to continue on their digital organization

groups as teachers. This workshop is for all teachers,

polymers have become an integral part of our daily lives.

journey. This session is perfect for teachers who enjoy

regardless of grade level or subject, who are interested

So much so, it can be hard to imagine life without them.

being organized but may not be that organized (yet).

in supporting their students with psychosocial recovery.

Advanced synthetic polymers have led to significant

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

Putting the Fun Back in Functions Facilitator: MƒA Master Teacher Kent Freeman, Ph.D.

of improvement in their classes, identify areas of strength in their curricula, and think about the redesign of a lesson or unit to be inclusive of queer identities.

Dr. Peggy O’Neill received her bachelor’s degree in special education

MONDAY, DEC 6

Teachers will discuss and learn different strategies,

from Boston College, her master’s degree from the Columbia University

MƒA

ranging from simple to complex, to best support queer

School of Social Work, and her Ph.D. in clinical social work from New

 MATHEMATICS

students. They will also learn how to implement this

for Social Work in 2012. She served as the Associate Dean of Academic

Once upon a time, an Algebra II teacher assigned a

work school-wide and how to advocate for the changes

Affairs for three years, from 2015 through 2017. Prior academic

silly-looking homework problem asking students to

needed to support queer students both in and out of

appointments include serving eight years as senior lecturer at Columbia

find two functions ƒ(x) and g(x) that satisfy a particular

their classrooms. This workshop is intended for any

deepening authentic connections and relationships across differences

relationship. Although the problem appears at first

teacher (LGBTQIA+ or ally) of any level who wants to

with particular attention to challenging oppression and finding

glance to be deceptively simple, it has revealed itself

support, represent, and affirm queer students in their

resilience in the face of trauma.

to be full of surprises. After years of gestation, four

STEM classrooms.

distinct families of solutions have been found, including

Jamie Kubiak is an MƒA Master Teacher and science teacher at Park East

one family discovered by a group of Algebra II Honors

High School in Manhattan.

York University. Dr. O’Neill joined the faculty of Smith College School

University School of Social Work. Dr. O’Neill is especially interested in

students. Have all of the solutions been found? Attend this workshop and decide for yourself. This problem and its variants can be used to create rich assignments for all students at the Algebra II level and beyond. The problem

Questioning Techniques for Deeper Mathematics Learning Using Teaching WalkThrus Facilitator: Tom Sherrington

does not appear on the internet and is being presented

WEDNESDAY, SEP 29

for the first time outside of the facilitator’s school. This

ONLINE

workshop is designed for Algebra II and Pre-Calculus

 MATHEMATICS

teachers, but is appropriate for mathematics teachers of

How do we ensure all our students are deeply thinking?

all levels.

How do we find out what they are thinking about,

Dr. Kent Freeman is an MƒA Master Teacher and mathematics teacher at

how they understand the mathematical processes

Bard High School Early College Queens in Queens.

and models we are trying to teach them, and where their misconceptions lie? In this workshop, teachers

Queer Your Classroom! p Facilitator: MƒA Master Teacher Teacher Jamie Kubiak

will explore a range of questioning techniques and routines that allow them to support students in giving better verbal responses, checking their understanding,

TUESDAY, OCT 19

and developing their fluency in mathematical thinking.

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We will discuss how to create a positive culture of

 INQUIRY, PRACTICE, AND LEADERSHIP

error so students are not inhibited by the fear of being

Queer people have frequently been marginalized in

wrong and also collaborate to establish a hierarchy

the science and mathematics fields. Often, a student’s

of questions to create a ladder of difficulty within the

experience with queer identities in school is limited. As

same topic. All of this will be supported by a selection

teachers we have an opportunity to not only include,

of strategies from the popular Teaching WalkThrus

but also affirm, represent, and normalize queer people

materials written by the facilitator, a set of visual five-

in STEM classrooms. In this workshop, teachers will

step guides to support teachers everywhere. The course

identify specific issues which arise when queer students

is open to mathematics teachers at any grade level as

are not affirmed and represented in their curricula,

we will use examples from a range of contexts.

explore data that support this work, reflect on areas

Tom Sherrington is an education consultant and author. He writes the popular blog teacherhead.com and his books include The Learning

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

Dr. Kaia Tombak is a postdoctoral researcher in the Department of Anthropology at Hunter College, CUNY and a Junior Fellow at the Simons Society of Fellows. She holds an MSc from McGill University and a Ph.D. in Ecology and Evolutionary Biology from Princeton University.

Revisiting LEGO Serious Play Facilitator: Heidi Brant TUESDAY, DEC 7

Rainforest and best-seller Rosenshine’s Principles in Action. Most

Her main line of research investigates the evolution of social behavior,

recently he co-authored Teaching WalkThrus with Oliver Caviglioli.

including how egalitarianism or hierarchies emerge in primates and

 INQUIRY, PRACTICE, AND LEADERSHIP

With 30 years of experience as a physics and mathematics teacher and

what social and ecological factors determine group size in zebras. She

school leader, including 11 years as a Headteacher, Tom is in demand

is passionate about incorporating anti-racism and social justice into

from schools around the world to deliver continuing professional

teaching and research practices in academia.

+ PLEASE NOTE: THIS WORKSHOP IS LIMITED TO TEACHERS WHO HAVE PREVIOUSLY COMPLETED AT LEAST ONE LEGO SERIOUS PLAY MINI-COURSE AT MƒA WITH HEIDI BRANT.

development for teachers and leadership teams. He works with several

Are you interested in taking a deeper dive into how

schools and colleges providing consultancy support on curriculum and improving the quality of teaching. He is a regular keynote speaker and contributor to conferences and education festivals.

Race and Evolutionary Biology: The Legacy of Misuse and Misinterpretation p Facilitator: Kaia Tombak, Ph.D.

MƒA

Recognizing and Assessing Risk in Your Students p Facilitator: Lujuana Milton, LICSW

you might use the LEGO Serious Play method in your classroom? LEGO Serious Play is designed to actively immerse every teacher in the process while embracing

MONDAY, OCT 4

a “leaning forward” approach where everyone

ONLINE

contributes. The bricks are used as a medium to build

 INQUIRY, PRACTICE, AND LEADERSHIP

and share ideas through storytelling and metaphors.

TUESDAY, SEP 28

With the ongoing challenges posed by COVID-19,

The method is inclusive, adaptable, and can be utilized

MƒA

students and families continue to be under a great deal

in a variety of situations to solve complex problems. In

 SCIENCE

of stress. Teachers are often on the frontline of noticing

this workshop, teachers who are familiar with the LEGO

Long before Darwin, evolutionary theories were brewing

when a child may be struggling. In this workshop,

Serious Play method will practice applying their skills

among both Western and non-Western thinkers, alike.

teachers will learn to recognize normal, abnormal,

and incorporating them into socio-emotional learning

When Darwin published On the Origin of Species, social

and severe reactions to stress and outline the essential

at the high school level. Teachers will facilitate at least

change in the West was slowly allowing evolutionary

elements of risk assessment and safety planning.

one build with guidance from the lead facilitator and

theory to become more acceptable to the public, but

We will explore symptoms of depression, suicidality,

feedback from their peers.

generally only in altered forms that justified the social

aggressive behavior, and self-harming strategies, as well

Heidi Brant is certified by the Association of Master Trainers in the

order as a natural one. Unfortunately, evolutionary

as discuss interventions and guidance for when to make

Facilitation of the LEGO Serious Play method and materials. For over 10

biology is still often misused and misinterpreted today

a specialized referral.

- even by some scientists - so that it fits racist biases.

Lujuana Milton is a licensed independent clinical social worker (LICSW).

content for children and their families. Heidi is a graduate of NYU’s

While racism is sufficiently unjustified on moral grounds,

She graduated with a B.A. and an M.S.W. from Boston College. With over

Interactive Telecommunications Program where her coursework

it is helpful to understand the pressure points of the

14 years of clinical experience in the field, she has worked in a variety of

focused on storytelling and interactive installations. In addition,

settings integrating a number of approaches. Since 2013, she developed

she received a B.A. in Psychology, Magna Cum Laude, from Brown

and operates her own private group practice, South Shore Child and

University. She is the co-founder of Human Things, an innovation design

Family Counseling, LLC. Milton has taught at Fisher College in Boston,

practice, and currently teaches courses in Design Research at NYU.

logic of a biological concept of race. In this workshop, we will begin by discussing what evolution is (and what it isn’t), then delve into how evolutionary principles

MA and currently is adjunct faculty at Boston College School of Social

became twisted to give rise to the biological concept

Work and Smith College School for Social Work.

of race, and finally break into small groups to discuss how these misconceptions and manipulations have fed justifications for racism throughout history and today. The course is best suited for middle and high school life science teachers but is open to anyone interested in how a better understanding of evolutionary biology can stop pseudoscientific justifications for racism in their tracks.

years, Heidi worked for the LEGO Group as a creative digital producer and experience design strategist, developing innovative and engaging

Science from the Bottom of the World Facilitator: MƒA Master Teacher Sarah Slack TUESDAY, OCT 5 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,

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops and the Doomsday Glacier. This is Antarctica. Join us in

Dustin Shutes is a mathematics teacher at Brooklyn Technical High

is just for you! The Socratic seminar allows students

School in Brooklyn.

to engage in authentic discussions, take ownership of

Vivi Nguyen is an MƒA Master Teacher and mathematics teacher at

their opinions and research, and build relationships with

Brooklyn Technical High School in Brooklyn.

each other through conversation. During this workshop, teachers will learn the traditional use of Socratic

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

Self-Care Skills for Teachers and Students Facilitator: Annemarie Gockel, Ph.D.

seminars, best practices for designing and implementing them, and discover ways of adapting them to meet the

Crosscutting Concepts of stability and change, cause

MONDAY, SEP 27

needs of their students, both in-person and remotely.

and effect, and patterns, we’ll examine satellite imagery,

ONLINE

Time will be given at the end of the workshop to

land and sea-based research results, and even data

 INQUIRY, PRACTICE, AND LEADERSHIP

share ideas and brainstorm how to implement these

collected by seals to reveal what we know and have yet

The ongoing stress of structural racism and the fallout

techniques. This course is intended for middle school

to learn about Antarctica. We will also discuss how to

of the COVID-19 pandemic mean it is more important

mathematics and science teachers, but can easily be

get our students invested in one of the most foreign

than ever to take care of and orient ourselves to the

adapted for high school as well.

environments humans have ever encountered. This

people and practices that nurture us. This workshop

Kelly Hudson is an MƒA Master Teacher and mathematics teacher at

course is ideal for anyone who has dreamed of being a

provides tips and tools for taking care amidst the

Scholars’ Academy in Queens.

scientific explorer and wants to encourage that same

challenges we face. Teachers will learn mindfulness

Breanna Podmore is an MƒA Master Teacher and science teacher at

thirst for adventure and understanding in their students.

skills, positive activities, the importance of helping

Scholars’ Academy in Queens.

Sarah Slack is an MƒA Master Teacher and science teacher at J.H.S. 223

oneself, and more. By the end of our time together,

The Montauk in Brooklyn.

teachers will understand the importance of self-care, review a range of self-care strategies, identify practices

Seeing is Believing: A Visualization of the Triangle Congruence Theorems Facilitators: Dustin Shutes and MƒA Master Teacher Vivi Nguyen

to add to their toolkit, practice different forms of mindfulness activities, and review ways of helping students to develop self-care skills. Dr. Annemarie Gockel (Lead Instructor), M.S.W., Ph.D., LICSW, SEP,

Solving the Mystery: Incorporating Forensic Investigations Into Science Class Facilitator: MƒA Master Teacher Bianca Brandon THURSDAY, DEC 2 MƒA  SCIENCE

TUESDAY, NOV 30

is an Associate Professor of Social Work at Smith College School for

Are you or your students fans of the Investigation

MƒA

Social Work. She researches mindfulness in clinical education and

Discovery channel, Law and Order: SVU, or Buzzfeed

 MATHEMATICS

community-based intervention, and integrates mindfulness into her teaching and clinical practice. Gockel has had an ongoing personal

Unsolved? Are you looking for a way to engage your

Have you ever wondered how the triangle congruence

practice of mindfulness for more than ten years. She trained in MBSR

students in solving a mystery while they learn science?

theorems actually work? Sometimes mathematics is

at the University of Massachusetts Center for Mindfulness. She teaches

Or are you thinking of starting a forensic science class

presented as a set of ideas accepted as facts, but it is

mindfulness at Smith College and local community health and social

at your school but don’t know where to start? Then join

always more powerful when we can see and experience why and how these ideas became fact. In this workshop, we will explore ways to demonstrate how the most common theorems and postulates SSS, SAS, ASA, AAS, HL, and even sometimes SSA are true! We will begin by using common classroom materials such as a compass and straightedge or pipe cleaners and coffee stirrers to build 2D and 3D triangles. Then, we will discuss the benefits of these approaches as well as potential pitfalls

service organizations.

Socratic Seminars in the Mathematics and Science Classrooms Facilitators: MƒA Master Teachers Kelly Hudson and Breanna Podmore MONDAY, DEC 6 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

and misconceptions. Finally, we will discuss ways to

Are you interested in having student-led discussions in

implement these strategies in the classroom as we

your mathematics or science classroom? Do you want

develop and revise lesson plans.

to push your pedagogy to the next level with regard to questioning and discussion? Then the Socratic seminar

this workshop to become familiar with topics in forensic science that could be taught as a stand-alone class or as part of the science curriculum for a Regents course. Teachers will participate in hands-on forensic science activities, explore the multidisciplinary nature of forensic science, and brainstorm how to infuse forensic science into the classes they currently teach. Teachers will leave with a treasure trove of forensic science resources, ideas on how to get started, and a network of colleagues with whom to share ideas. This session is best suited to high school science teachers, though all grade levels and subjects are welcome. MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops

models for early embryonic development, and conclude

supports high school and college educators from all over the country

by investigating how planaria can be used as a model

to teach them how Retro Report can help them include more videos

organism for learning about stem cells. Throughout the

in their curriculum. Varejão is from Brazil, where she graduated in journalism from the Pontifical Catholic University of Rio de Janeiro

Bianca Brandon is an MƒA Master Teacher and science teacher at Staten

workshop, teachers will participate in group activities to

and worked for eight years as a reporter, four of which were dedicated

Island Technical High School in Staten Island.

engage with classroom materials and resources while

to covering science and public health. She holds a master’s degree

considering how these could be modified to support

in Engagement Journalism from the Newmark Graduate School of

Spot It! Game Design Workshop Facilitators: MƒA Master Teachers Phylicia Hoyt and Kate Litman TUESDAY, NOV 30

ELLs. This workshop is best suited for high school living environment teachers.

Want to be a game designer but don’t know where to start? Look no further! In this workshop, teachers will play the delightful game Spot It! and learn the ingenious

Storytelling in Science: How Mini-Documentaries Can Engage Students Facilitators: Isadora Varejão and MƒA Master Teacher Derek Dubossi THURSDAY, OCT 21

simple design. Teachers will then use the design cycle

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to identify a learning goal from their content area and

 SCIENCE

begin building a card deck for immediate use in their

According to organizational psychologist Peg

classrooms. Teachers will also troubleshoot gameplay

Neuhauser, “learning which stems from a well-told story

and discuss various modifications to the core mechanics

is remembered more accurately, and for far longer, than

of the game. This workshop is applicable to all content

learning derived from facts and figures.” Retro Report,

areas and levels and best suited to those with a creative

an award-winning, nonprofit news organization based

mindset and playful spirit.

in New York City, has mastered the art of storytelling

Phylicia Hoyt and Kate Litman are MƒA Master Teachers and

through mini-documentaries, bringing historical

mathematics teachers at Quest to Learn in Manhattan.

context and critical thinking to the classroom. Their videos serve the needs of many teachers who seek to explain the complexities of events that have shaped our society in the last century. In this workshop, we will explore two videos about genetically modified foods

TUESDAY, JAN 11

and nuclear power and their accompanying lesson

MƒA

plans to help students connect the past to the present,

 SCIENCE

Curious about stem cells? Wondering how to implement stem cell science into your curriculum, especially in a way that supports your English Language Learners (ELLs)? Then join us as we explore a performancebased assessment task (PBAT) grounded in research

H. LaGuardia High School of Performing Arts in Manhattan.

science teachers at International Community High School in the Bronx.

mathematical principle behind the game’s deceptively

Stem Cells: Let’s Get Specialized! Facilitators: MƒA Master Teachers Jesusa Merioles and Ioana Paunescu

Derek Dubossi is an MƒA Master Teacher and science teacher at Fiorello

Jesusa Merioles and Ioana Paunescu are MƒA Master Teachers and

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Journalism at CUNY.

develop critical thinking skills, and build an empathetic understanding of historical events and how science and society intersect. Any science teacher looking for new ways to engage students and forge stronger connections between content and society will benefit from this workshop.

Taking Note of Note-Taking in the Mathematics Classroom Facilitator: MƒA Master Teacher Rebecca Johnson, Ed.D. THURSDAY, DEC 2 ONLINE  MATHEMATICS

Between Cornell notes, guided notes, and interactive notebooks, there are countless ways for students to take notes in mathematics class. What are the most effective note-taking strategies that promote understanding, engagement, and help students capture and synthesize information and ideas? In this workshop, we will briefly discuss the research regarding the best note-taking formats and take a deeper dive into the wide variety of note-taking options. We will also consider the pros and cons of interactive digital notebooks. This workshop is most applicable to middle and high school mathematics teachers. Dr. Rebecca Johnson is an MƒA Master Teacher and mathematics teacher at Boys and Girls High School in Brooklyn.

Trading Spaces: An Introduction to Discrete Math Pre-Collegiate (DMPC) Facilitators: Melody Morris and Osvaldo Soto, Ph.D. TUESDAY, OCT 12 ONLINE  MATHEMATICS + PLEASE NOTE: THIS WORKSHOP BEGINS AT 6 PM.

experiences from the Rensselaer Center for Stem

Isadora Varejão is the engagement producer at Retro Report, a nonprofit

Cell Research and the Columbia University Summer

news organization dedicated to making historical documentaries that

Are you interested in discrete mathematics as a tool to

give context to current news events. She helped develop Retro Report

teach problem-solving? This workshop will introduce

in the Classroom, an education site that offers free lesson plans based

teachers to the Discrete Math Pre-Collegiate (DMPC)

Research Program for Science Teachers. We will begin with an introduction to stem cells, then construct 60

on the organization’s award-winning short documentaries. Varejão

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops curriculum, an open-source curriculum funded by the California Department of Education. First, teachers will act as students, working together to solve a rich, discrete mathematics task. Next, they will discuss pedagogical moves to create a classroom culture in which students feel empowered to own their mathematical thinking and engage in whole-class conversations about mathematical concepts. Then, they will examine a set of student work curated to further their understanding of the DMPC curriculum. Teachers will leave with classroom-ready materials and hopefully feel inspired to nurture brilliance in their students. Melody Morris is a mathematics teacher leader in the Sweetwater Union High School District (SUHSD) in Chula Vista, CA. She started teaching high school mathematics in 2004 at Mar Vista High School. She is a resource teacher for SUHSD’s DMPC courses and has taught DMPC for the past four years. Ms. Morris is passionate about teacher professional development as it relates to equitable access to rigorous mathematics education for all.

decisions. We will build on each other’s expertise to

we will explore questions such as: In what ways have

choose the best tools, technological or otherwise, to

people been biased for or against you? How might you

in the development of secondary teachers’ proof schemes and how

achieve our lesson and unit objectives. This workshop is

be biased and how might that affect your teaching?

teachers draw on their content knowledge to guide instruction. He

open to all teachers.

What solutions can you use or share with others to

Amy Brenner is an MƒA Master Teacher and mathematics teacher at

mitigate implicit bias? This workshop is intended for

Midwood High School in Brooklyn.

teachers of all grades and disciplines and does not

Dr. Osvaldo Soto is the director of the Discrete Math Project Collaborative and Math for America San Diego. Dr. Soto is interested

brings nearly two decades of secondary teaching and research-based professional development experience.

count toward the NYC DOE Implicit Bias Training.

Transforming Lessons Through the SAMR Model Facilitator: MƒA Master Teacher Amy Brenner WEDNESDAY, OCT 6 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Unpacking Your Implicit Bias p Facilitators: MƒA Master Teachers Grace Hu and Andrew Wallace MONDAY, NOV 29 MƒA

The Substitution, Augmentation, Modification,

 INQUIRY, PRACTICE, AND LEADERSHIP

and Redefinition (SAMR) model is a framework for

How might our implicit biases harm our students? This

considering how technology can best be utilized

workshop will be a time for teachers to reflect and

in lessons. As we transition back to fully in-person

discuss how their unconscious biases might influence

Grace Hu and Andrew Wallace are MƒA Master Teachers and science teachers at World View High School in the Bronx.

Unrecognized: Algorithmic Bias in Facial Recognition p Facilitators: MƒA Master Teachers Megan Berdugo and Marisa Shuman THURSDAY, JAN 20 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

teaching, this framework can guide us as we consider

their role as educators and explore how to minimize the

how and when we should utilize our remote tech tools,

effect of those biases in the classroom. Teachers will

Technology is constantly evolving, but is that always a

and when it would be better to let them go. In this

take an anonymous implicit bias test to “measure” their

good thing? Facial recognition software is being used

workshop, we will share and discuss lessons and how to

biases for or against certain populations and discuss

in various sectors of society but is often built with

use the SAMR model to make thoughtful pedagogical

strategies to minimize the effect of this bias. As a group,

major flaws and biases. It is constantly watching but

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops doesn’t always understand what it sees. In one study,

Ronnie Almonte is an MƒA Master Teacher and science teacher at Bard

spheres, hyperbolic surfaces, cones, and cylinders. We

High School Early College in Manhattan.

will use various objects to explore what happens on

Devin Sprague is an MƒA Master Teacher and science teacher at Edward

surfaces that are not flat to make insights about features

R. Murrow High School in Brooklyn.

of the flat plane that might otherwise be taken for granted. Together, we will engage with these ideas and

researchers for the National Institute of Standards and Technology found that facial recognition algorithms falsely identified African-American and Asian faces 10 to

Voting Systems: How Does America Rank? Facilitator: MƒA Master Teacher Courtney Ferrell

100 times more than Caucasian faces. In this workshop,

WEDNESDAY, OCT 27

we will get a better sense of machine learning, its

ONLINE

build our own meanings and understandings. There will also be time to plan for classroom implementation of these ideas. Kate Belin is an MƒA Master Teacher and mathematics teacher at Fannie

relationship to algorithmic bias, and the harm it

 MATHEMATICS

causes. Through interactive activities, we will question

Were you excited, perplexed, or curious by the recent

whether or not this technology should continue to be

shift to rank-choice voting in the NYC democratic

implemented. This workshop is open to all.

primaries? Join us in this workshop as we examine a

Megan Berdugo is an MƒA Master Teacher and mathematics teacher at

variety of voting systems including plurality, random,

Brooklyn International High School in Brooklyn.

survivor, top-two runoff, instant runoff voting, Borda

WEDNESDAY, DEC 15

Marisa Shuman is an MƒA Master Teacher and computer science teacher

count, approval score, and Condorcet. We will start by

MƒA

at Young Women’s Leadership School of the Bronx in the Bronx.

utilizing a data set for fictitious candidates and design

 MATHEMATICS

potential voting systems in which each candidate could

Many rules taught in mathematics classrooms “expire”

win, compare and match the derived systems to those

when students develop more sophisticated knowledge.

listed, and discuss when each type of system was used

In this workshop, we will identify and investigate the

historically and geographically. In the second half of the

“mathematics rules” taught to young learners that often

THURSDAY, OCT 28

workshop, we’ll examine ranked-choice voting using

lead to unintended misconceptions. These rules “seem

MƒA

the 2021 NYC Mayoral Primary data by reviewing and

to hold true at the moment, given the content the

 SCIENCE

critiquing media campaigns around the ranked voting

student is learning at that time. However, students will

Are you feeling overwhelmed with endless stacks of

process, discussing the opportunities for alliances

later find that these rules expire. Such experiences can

labs to grade? Is your back in pain from dragging lab

between candidates, and collaborating on classroom

be frustrating and promote the belief that mathematics

notebooks back and forth from school to home? Do you

activities around this content. This course is best suited

is a mysterious set of tricks and tips to memorize rather

worry about the fairness of assessing labs individually

for mathematics teachers hoping to incorporate this

than concepts that relate to one another” (Karp et al.,

when much of the value from these activities comes

work in their classrooms.

2015). We will discuss when these rules expire and

from collective work? In this workshop for middle and

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at

how they influence the understanding of subsequent

high school science teachers, we’ll ease the transition

Bronx Theatre High School in the Bronx.

topics. Teachers will share their classroom experiences

Using Portfolios to Authentically Assess Lab Skills Facilitators: MƒA Master Teachers Ronnie Almonte and Devin Sprague

move the incentive towards critical thinking and away

When Mathematics Rules Expire Facilitators: MƒA Master Teachers Lauren Anderson and Meera Zucker

and how these rules have impacted conceptual

to an in-person laboratory experience utilizing lab portfolios and other flexible lab assessments that

Lou Hamer Freedom High School in the Bronx.

What Is Straight?: Geometry on Many Surfaces Facilitator: MƒA Master Teacher Kate Belin

understanding. After the workshop, teachers will be able to use precise language in combination with a

from copying or mere completion. We will explore

TUESDAY, DEC 21

better understanding of content standards to create a

what flexible assessment of lab work could look like in

MƒA

simplicity of language in mathematics without creating

our classrooms, examine methods for assessing labs without having to grade individual lab reports, define what mastery of each lab skill should look like, and examine how we can clarify and communicate this for our students.

 MATHEMATICS

Geometry is often taught on a flat plane only. In this workshop, we will explore ideas such as straight paths, symmetry, and more beyond the flat plane including

rules that expire. While this course is especially relevant for elementary mathematics teachers, teachers of all levels will greatly benefit. Lauren Anderson is an MƒA Master Teacher and mathematics teacher at P.S. 321 William Penn in Brooklyn.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Single Session Workshops Meera Zucker is an MƒA Master Teacher and mathematics teacher at New Explorations into Science, Technology and Math High School in Manhattan.

Why Building Community Matters Now More Than Ever Facilitators: Brandi Forté and Sophie Rutstein

a degree in Childhood Education and Special Education and has been a workshop facilitator with Roots ConnectED since early 2018.

Work Smarter, Not Harder: Assessment and Feedback Techniques Facilitators: MƒA Master Teachers Rachel Mancini and Jenny Salerno TUESDAY, SEP 28 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

WEDNESDAY, SEP 22

How might we assess our students’ understanding

ONLINE

during lessons while doing things we already do, such

 INQUIRY, PRACTICE, AND LEADERSHIP

as circulating and listening to student discussions?

As students reacclimate to in-person learning after

How can we give them actionable, efficient feedback

more than a year of isolation, the need to connect as

AND still have time to reach every student? In this

members of a school community becomes even more

workshop, we will share tools to create meaningful

imperative. While advisory is a great opportunity to

trackers to assess student learning and collaborate to

connect with our students, support them academically,

create “feedback banks” that let students know what to

and share information, we can also foster a space that

work on next. These tools allow teachers to do more in

allows our students to see the humanity in one another

less time, gain valuable formative assessment data, and

through community builders and shared experience. In

provide quick and efficient feedback. This workshop

this workshop, we will explore a variety of community

is for mathematics and science teachers who wish to

building activities to foster a deeper sense of connection

improve in these areas. Knowledge of Excel or Google

and make space for everyone to be more open and

Sheets is helpful, but not required.

vulnerable. We will also discuss the importance of

Rachel Mancini and Jenny Salerno are MƒA Master Teachers and science

setting group norms prior to a community building

teachers at Tottenville High School in Staten Island.

activity and creating space afterwards for a debrief of the activity. Teachers will leave with a deeper understanding of how to use and make the most of community building activities in their classrooms. Brandi Forté has worked in educational settings and communities in California and New York since 2004. She joined Community Roots, a Roots ConnectED learning site, in 2006 as a founding teacher. Holding multiple roles and teaching grades K-5 led to a lens informed by experiences working with a range of ages, diverse learners and families, and collaborating with different teams. She feels that Roots ConnectED is a unique space to build empathy, understanding, and our reflective capacity. Sophie Rutstein was a special education teacher in a co-taught ICT classroom at Community Roots, the learning site for Roots ConnectED, from 2017 until 2020. She works to integrate an anti-bias lens to projectbased curriculum and facilitates training for families to close the homeschool gap in education. She graduated from New York University with

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Affinity Groups

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.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Affinity Groups

LGBTQIA+ Affinity Group p Facilitators: MƒA Master Teachers Pooja Bhaskar and Lisa Bueno, and MƒA Early Career Teacher Nakita VanBiene TUESDAYS, SEP 21, OCT 12, NOV 23, DEC 14, JAN 11

+ PLEASE NOTE: FOR ALL AFFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

ONLINE  COMMUNITY

Are you interested in meeting other queer educators

Asian American Affinity Group p Facilitators: MƒA Master Teachers Brian Lam, Sin Li, and Cathy Xiong TUESDAYS, SEP 28, NOV 9 WEDNESDAYS, OCT 13, DEC 8, JAN 12

in the MƒA community? Join us as we collaborate and recharge with LGBTQIA+ STEM teachers and discuss common challenges we may face. Our agenda will be set by the needs of our community.

ONLINE  COMMUNITY

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.

Black, Latinx, and PoC Affinity Group p Facilitators: MƒA Master Teachers Shangaza Banfield, Leton Hall, Eric Portales, Samantha Tulloch, and MƒA Early Career Teacher Josh Modeste WEDNESDAYS, SEP 22, OCT 20, NOV 17, DEC 15, JAN 19

White Anti-Racist Educators Affinity Group p Facilitators: MƒA Master Teachers Heather Berry, Jenna Denino, Matthew Fleck, and Scott Gallagher WEDNESDAYS, OCT 6, NOV 3, DEC 1, JAN 5 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.

ONLINE  COMMUNITY

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.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

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 2021

Interest Groups Activating Activists: Empowering Students for Political Change Facilitator: Andrew Wells MONDAY, NOV 22 ONLINE  COMMUNITY

Are you interested in addressing student concerns for the climate crisis and environmental justice? In this interest group, we will foster collaborative action and advocacy in students and teachers alike through involvement with local affiliates and campaigns such as the Sunrise Movement, Democratic Socialists of America

APES Meet-Up Facilitator: MƒA Master Teacher Scott Wassmuth

the climate crisis might especially benefit, teachers of all subjects are encouraged to join! Andrew Wells is a science teacher at New Explorations into Science, Technology and Math High School in Manhattan.

MONDAYS, OCT 4, JAN 3

and explore activities and ideas to grow the club at your school. Any teacher interested in revamping or starting a

 SCIENCE

chess club is welcome!

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Justin Mulvey is a mathematics teacher at Frank Sinatra School of the

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,

THURSDAY, SEP 30

emotional learning and culturally responsive teaching

ONLINE

into our curricula. Join us to collaborate and reflect on what you envision your APES course could be!

Authentic Relating Facilitator: MƒA Master Teacher Deborah Schaeffer

right decision for you and your class, this interest group

 COMMUNITY

community where the only agenda is to connect with

is for you. Join us as we ask questions, share ideas, and collaborate on how to make the most out of student and cooperating teacher relationships.

one another? The authentic relating movement is all

moment and being witnessed fully as we express what

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

is present for us. In this interest group, we will explore

Are you interested in starting a yoga practice but feel

for building community throughout the school year

a bit intimidated? Vinyasa yoga incorporates all levels

ahead.

these practices with one another as we share our ideas

of movement, making it perfect for beginners. In this

become a moving meditation.

to learn how to be a supportive CT or are interested in hosting a student teacher but are wondering if it is the

 COMMUNITY

By linking breath to movement, our practice will

Whether you currently have a student teacher and want

THURSDAY, OCT 21

transformation by witnessing another person in the

seek balance, and stretch and strengthen the muscles.

Are you interested in becoming a cooperating teacher

ONLINE

about cultivating genuine connection and personal

different breathing techniques, build heat in the body,

 INQUIRY, PRACTICE, AND LEADERSHIP

(CT) and mentoring new student teachers this year?

TUESDAYS, NOV 16, JAN 18

through carefully curated yoga postures as we explore

Cooperating Teachers for Student Teachers Facilitator: MƒA Master Teacher Natalie PatrizioTully

as well as share ideas on how to incorporate social

ONLINE

hour-long virtual session, we will move the body safely

Arts High School in Queens.

Are you interested in collaborating with teachers to

Are you interested in participating in a supportive

All-Levels Vinyasa Yoga Facilitator: Emilie Brockmann

discuss problems of practice in facilitating chess clubs

ONLINE

(DSA), Extinction Rebellion, East River Park Action, and Stop the Money Pipeline. While those who already teach

in starting a chess club? In this interest group, we will

COVID-19 Survivors Facilitators: MƒA Master Teachers Neil Farley, Andrew Wallace, and Jessica Weedon TUESDAY, DEC 7 ONLINE  COMMUNITY

Are you interested in meeting other teachers who have had COVID-19 during the pandemic? In this interest

Chess Club Facilitation Facilitators: Justin Mulvey and MƒA Master Teacher Jasper DeAntonio

group, we will create a safe space as we gather, share our experiences, and support one another in our healing and recovery.

MONDAY, SEP 20 ONLINE  COMMUNITY

Emilie Brockmann is a yoga instructor, sound meditation facilitator, and wellness practitioner.

Are you a chess club facilitator thinking about ways to re-engage students this fall or are you interested

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Interest Groups

Elementary Teacher Meet-Ups Facilitator: MƒA Elementary School Teachers MONDAYS, OCT 18, NOV 15, DEC 13, JAN 24

Developing a Research Program Facilitators: MƒA Master Teacher Jessica Weedon and MƒA Early Career Teacher Max Chomet MONDAY, JAN 10 ONLINE  SCIENCE

Are you interested in starting or further developing a science research program at your school? Join us as we explore the research program at The Bronx High School

ONLINE  COMMUNITY

MONDAY, NOV 29

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

ONLINE  COMMUNITY

Are you a K-5 educator interested in connecting with

Are you interested in acquiring resources for your

other elementary school teachers? Join us in this

classroom but don’t have the budget to do so? Then

monthly virtual space to connect with and support

look no further than DonorsChoose. Our team of grant

one another. Our agenda will be set by the interest and

writing experts will help you create a DonorsChoose

needs of the teachers in our group.

account, teach you the craft of grant writing, and support you in writing and submitting DonorsChoose

of Science and learn how the school supports students through a four-year research track. We will discuss course structures and objectives and how to support students in a variety of local and national science

Getting Started With Grant Writing and DonorsChoose Facilitators: Andy Yung and MƒA Master Teachers Steven Oszust and Jordan Wolf

Escape the Confines of Your Classroom With Virtual Reality Facilitator: MƒA Master Teacher Jeffrey Lowenhaupt

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.

competitions. Several students in our research program

MONDAY, DEC 6

Andy Yung is a pre-K teacher at P.S. 244Q The Active Learning

will share their research and discuss their experiences.

ONLINE

Elementary School. He has used DonorsChoose.org to raise over

Teachers will have an opportunity to share their goals

 COMPUTER SCIENCE AND TECHNOLOGY

for student-led research and consider next steps.

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN VR GOGGLES AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

Earth Science Meet-Up Facilitator: MƒA Master Teachers James Anderson and Jeanne Kopun

$35,000 for his classroom, school, and community.

Are you interested in using virtual and augmented reality to offer your students engaging activities not otherwise possible in the classroom? Then join us as we explore

THURSDAY, JAN 27

some of the apps currently available and develop a

ONLINE

toolkit for implementation in your classroom.

 SCIENCE

Are you interested in sharing materials, lesson plans, and ideas with other Earth Science teachers? Join us for an informal brainstorming session around best teaching

Exploring a Plant-Based Path Facilitators: MƒA Master Teachers Daniel Holstein and Ursula Lovings

practices for Earth Science. A special focus will be

THURSDAY, JAN 20

placed on reviewing virtual resources that were useful

ONLINE

during our remote learning period.

 COMMUNITY

Are you interested in exploring the transition to a plantbased lifestyle? In this interest group, we will explore this choice and share resources on how to strategically and sustainably shift to a plant-based diet to experience improved health, increased energy, and a commitment to environmental sustainability.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Interest Groups Grant It and It Shall Be Yours! Facilitator: MƒA Master Teacher Jason Econome TUESDAY, DEC 21 ONLINE  COMMUNITY

Are you interested in writing a grant proposal to transform your classroom into a more vibrant and engaging learning environment? Join us to learn

It Is Never Too Early to Start Planning for Retirement! Facilitator: MƒA Master Teacher Lena Cosentino

MƒA Game Night Facilitators: MƒA Master Teachers Deborah Reich and Matt Steiniger

THURSDAY, OCT 14

WEDNESDAY, DEC 22

ONLINE

 COMMUNITY

Are you interested in learning more about what TRS,

Are you interested in strategy, diplomacy, backstabbing

TDA, and QPP mean to you as a NYC DOE teacher? Join

and intrigue? How about learning and sharing new

us as we hear from a UFT Pension Representative to

games while socializing with your colleagues in an

help answer questions you have about tiers, retirement,

informal virtual setting? If so, join us for the MƒA Game

savings, and more.

Night!

Juggling the Demands of Teaching and Parenting Facilitator: MƒA Master Teacher Janice Kwan

Mindful Yoga Practice Facilitator: Roque Rodriguez

which educational funding organizations are the most generous and what they look for in a successful application.

THURSDAYS, OCT 28, JAN 13

TUESDAYS, OCT 5, JAN 25

ONLINE

 COMMUNITY

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in meeting other teachers who are

Are you looking for an hour of mindfulness and self-

trying to find a healthy balance between the demands

care? Join us for a yoga experience in which we turn

of teaching and parenting young children? Let’s come

our attention inward and link our movement and breath.

together to provide support and offer creative ideas to

We’ll begin by warming our bodies, then move through

one another as we strive to find a healthy balance.

a vigorous, yet mindful yoga flow, and conclude with a guided yoga nidra meditation. This session is open to all

Making Dollars and Sense: Financial Freedom for Educators Facilitator: MƒA Master Teacher Andrew Rodriguez

yoga practitioners - from first-timers to seasoned yogis. Roque Rodriguez is a yoga instructor and founder of Suryaside Yoga and Wellness in Queens, NY.

TUESDAY, NOV 30 ONLINE  COMMUNITY + PLEASE NOTE: TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED TO PURCHASE THEIR OWN COPY OF EVERYDAY MILLIONAIRES AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

Navigating Allyship p Facilitators: MƒA Master Teachers Danilsa Fernandez and Courtney Ferrell MONDAY, SEP 27 ONLINE

Are you interested in attaining financial freedom on a

 COMMUNITY

teacher’s salary? Do you want to share your financial

Are you interested in dialoguing with teachers from

journey and learn from others? If so, join our group as

various intersections of privilege about allyship? Would

we read Everyday Millionaires by Chris Hogan and learn

you like to share experiences or ask difficult questions

strategies teachers can use to build a strong financial

in a small, intimate setting? No one is an expert, but we

foundation.

can build strength and support as we work together for equity. Join us in this safe space to share experiences

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Interest Groups and ideas that we can bring to our allyship practice in our schools, communities, and lives.

Nerdy Makers Facilitator: MƒA Master Teacher Brooke NixonFriedheim

Parents of Children With Special Needs Support Group Facilitator: MƒA Master Teacher Violetta Pinkhasova MONDAYS, OCT 25, DEC 13 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Racism and Health: How Racial Discrimination Affects Well-Being p Facilitators: MƒA Early Career Teachers Bill Rodriguez and Kevin Zhou THURSDAY, DEC 2 ONLINE  COMMUNITY

Are you interested in learning how racism affects

Are you a parent of a child with special needs hoping

mental health? In this interest group, we will explore

to connect with other parents? Join us as we talk about

the implications of racial discrimination on the mental

MONDAY, NOV 1

the daily successes and struggles and share advice and

health of both students and adults. We will examine the

ONLINE

resources based on our own experiences. Topics will

research on the connection between racism and mental

include, but are not limited to, emotional support for

health and then discuss how we can use this research

parents, effective methods of potty training, resources

to empower ourselves and our school communities and

and activities for your child, and finding service

improve emotional well-being. In this iteration, we will

providers and proper schools for your child. Each

also include a special focus on racism towards members

session will focus on the needs of the members in our

of the AAPI community.

 COMMUNITY

Are you interested in arts, crafts, building, and other handiwork, all with a STEAM flair? Join us to share projects, learn about new techniques, and meet some other creative folks. If there is interest, we will also plan a few outings to studios and makerspaces throughout

group.

the city.

Overbooked Facilitators: MƒA Master Teachers Phylicia Hoyt and Theresa Stanley

Purposeful Planning for Special Events Facilitators: MƒA Master Teachers Sage Hunter and Rose Ventimiglia TUESDAY, OCT 26 ONLINE

Science Olympiad Coaching Facilitators: MƒA Master Teacher Naoual Eljastimi and Stefanie Fier WEDNESDAY, SEP 29 ONLINE  SCIENCE

TUESDAY, OCT 19 MONDAY, NOV 29 MONDAY, DEC 20 WEDNESDAY, JAN 26

Are you interested in planning for special events like

ONLINE

extracurricular STEM team for your middle or high

Latinx Heritage Month, Black History Month, Women’s

 COMMUNITY

school students? Join us to learn about starting,

History Month, Pride Month, or Earth Day? These

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

improving, and coaching a Science Olympiad team!

events offer a unique opportunity for us to be culturally

We’ll discuss how to increase student commitment,

responsive and increase equity in our classrooms. In this

Are you interested in reading for FUN but don’t always

navigate parent engagement, and work within the

interest group, we will collaborate to thoughtfully plan

have time? Join our book club as we read (mostly

constraints of school budgets. Come workshop ideas

for these special events and celebrate the diversity and

fiction) for enjoyment and come together to discuss

that will enhance the experience for both you and your

interests of our students.

students in this long-standing, rigorous, and fun science

the book. In the past we have read books such as Beartown by Fredrik Backman, The Yellow House by

 COMMUNITY

Are you interested in starting a competitive

competition.

Sarah M. Broom, My Sister, the Serial Killer by Oyinkan Braithwaite, Exit West by Mohsin Hamid, Dancing in the Mosque by Homeira Qaderi, and many more! Stay tuned for this fall’s book picks.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Interest Groups

as sketchnoting, templates, and infographics to boost student learning.

Staying Inspired in the Classroom Facilitator: MƒA Master Teacher Jasper DeAntonio TUESDAY, JAN 4 ONLINE  COMMUNITY

Teaching during the pandemic has been challenging and exhausting. Join us as we discuss how we are re-

The Wonder of Science: NGSS Tools From Paul Andersen Facilitator: MƒA Master Teacher Ida Bulalang and Olena Kebalo WEDNESDAY, OCT 27 ONLINE  SCIENCE

entering schools with positive energy to support our

Are you interested in using resources from Paul

students, ourselves, and our colleagues. We will share

Andersen’s The Wonder of Science? Join us as we

new ideas for what sustains our practice and keeps us

explore this valuable resource and collaborate on how

motivated and passionate.

best to incorporate these tools to create NGSS-driven and phenomena-based classrooms. This group will

Supporting Immigrant Students p Facilitator: MƒA Master Teacher Juan Carlos Perez

meet after Paul Andersen’s Thursday Think talk on September 23. We hope you will join both!

MONDAY, NOV 8 ONLINE  COMMUNITY

Are you interested in collaborating to support your immigrant students and their families? Join us as we share resources to help students and their families navigate the ongoing changes in immigration policy and discuss how to support these communities given the economic and social-emotional consequences of the pandemic.

Visual Note-Taking: Moving Beyond the Outline and T-Chart Facilitator: MƒA Master Teacher Laurie Matthews THURSDAY, DEC 9 ONLINE  COMMUNITY

Are you interested in learning how to incorporate visual note-taking and sharing strategies into your classroom? Research has shown that recording information visually extends student understanding and improves information recall. Join us as we investigate powerful and engaging visual note-taking tools such 71

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

MƒAdventures

MƒAdventures MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet members of the MƒA community outside of the MƒA office.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

MƒAdventures

The Journey South: Bird Migration in Prospect Park Coordinated By: MƒA Master Teachers Ronnie Almonte and Sabrina Miller SATURDAY, SEP 25

Calling All Pint-Size MƒA Ninja Warriors! Coordinated By: MƒA Master Teacher Lisa Cover THURSDAY, NOV 11 OFFSITE  COMMUNITY

OFFSITE  SCIENCE + PLEASE NOTE: TEACHERS WILL NEED A PAIR OF BINOCULARS FOR THIS EXPERIENCE. SOME WILL BE AVAILABLE TO BORROW FROM THE FACILITATORS WITH ADVANCE NOTICE.

When we return to school this fall, millions of birds will

Are you the parent or guardian of a high-energy kid? Do

be flying overhead on their journey back south. During

you find it challenging to match their level of enthusiasm

this time, it’s not unusual to observe a few dozen species

and excitement? If you answered yes to either question,

in a single day, especially at hotspots such as Prospect

consider joining us for an MƒAdventure at the Brooklyn

Park. We can observe birds in trees snatching insects, on

Zoo! We will spend time with our loved ones while

the ground plucking worms, and soaring high above in

connecting with other MƒA teachers. This event will

search of prey. Join us in finding the songbirds and hawks

involve adults tackling a challenging obstacle course with

that pass through our urban backyard. We will record our

their children (the recommended ages are 5-17). The

observations on eBird, a citizen science app designed by

course is highly interactive and designed for parents and

Cornell University and used by birders worldwide. We

children to work together. We hope you can join us!

hope you will be inspired to include bird watching in your classroom practice. All levels of birding experience are

Ethnobotany in NYC Coordinated By: MƒA Master Teachers Denice Gamper and Sarah Gribbin TBD OFFSITE

welcome!

Teachers, Take a Hike! Coordinated By: MƒA Master Teacher Courtney Ferrell

 SCIENCE

TBD

Are you interested in exploring local gardens and learning

OFFSITE

more about their connections to ethnobotany and

 COMMUNITY

health? Join us as we celebrate ancient and Indigenous

Are you interested in hiking as a means to rejuvenate and

knowledge and culture found right here in New York City.

reflect as a teacher? Join us for a weekend hike! While

Sites may include the herb garden of the Met Cloisters,

previous hikes have included the Hudson Valley and

the High Line, the New York Botanical Garden, and the

Palisades, new suggestions are welcome and appreciated!

Brooklyn Botanic Garden. These field visits are connected

Once registered, teachers will be asked about available

to the PLT, Indigenizing Science! Bringing Indigenous

dates, ability levels, car pool needs, and location

Ways of Knowing Into Our Classrooms, but anyone

preferences and ideas. See you on the trail!

interested in learning more about ethnobotany may attend.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Thursday Thinks Thursday Thinks are monthly STEM talks open to both 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 PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Thursday Thinks

around the world. Paul has provided training for thousands of students,

Dr. Clara Sousa-Silva is a quantum astrochemist at the Center for

teachers, and administrators nationally and internationally. The Wonder

Astrophysics | Harvard & Smithsonian. She investigates how molecules

of Science website was created to support the next generation of

interact with light so they can be detected on faraway worlds. Dr.

science teachers. The website aggregates resources developed by Paul

Sousa-Silva spends most of her time studying molecules that life can

and other science teachers implementing the Next Generation Science

produce so that one day she can detect an alien biosphere. When

Standards (NGSS).

she is not deciphering exoplanet atmospheres, she is working hard to persuade the next generation of scientists to become an active part of the astronomical community. Dr. Sousa-Silva holds a doctoral degree in quantum chemistry from the University College London, and a master’s degree in physics and astronomy from the University of Edinburgh in Scotland. Among her many achievements, Clara is the recipient of the prestigious 51 b Pegasi Fellowship from the Heising Simons Foundation. The fellowship supports the growing field of planetary astronomy and exceptional postdoctoral scientists who make unique contributions to the field of astronomy. Dr. Sousa-Silva’s work and commentary have been featured in the BBC, WIRED, and the New York Times, among others. Prior to joining the Center for Astrophysics, Clara served as a research scientist at MIT.

The Science of Wonder Speaker: Paul Andersen THURSDAY, SEP 23 ONLINE  SCIENCE

Photo Credit: Bex Coates

Would We Know Life if We Saw It? Speaker: Clara Sousa-Silva, Ph.D. THURSDAY, OCT 7 ONLINE

Wonder is one of our greatest emotions. It drives us to build knowledge by asking and then answering questions about our world. Student wonder can be a powerful driver in the classroom as well. However, unstructured inquiry can be frustrating to both teachers and learners alike. In this Thursday Think talk, Paul Andersen will model a three dimensional cycle of inquiry centered on authentic phenomena and problems. Paul Andersen is an educational consultant and YouTube creator living in Bozeman, MT. He is an experienced educator, having taught science

 SCIENCE

Over the last few decades, scientists have found thousands of planets beyond our own. Some of those planets might be habitable, and perhaps even inhabited already; but how can we tell? Dr. Clara Sousa-Silva looks for signs of life on other planets using astronomical tools such as spectroscopy to detect the faint signals emitted by potential alien biospheres. In this Thursday Think talk, Dr. Sousa-Silva will answer the question, “Would we know life if we saw it?” drawing on her

in Montana for 20 years. He was the 2011 Montana Teacher of the Year

experience investigating peculiar molecules on foreign

and was also one of four finalists for the 2011 National Teacher of the

planets, such as the possibility of phosphine on Venus

Year. In addition to teaching, Paul has created hundreds of YouTube

and through her collaborations with students of all ages.

science tutorials that have been viewed millions of times by students

The Mathematics of Card Shuffling Speaker: Francis Su, Ph.D. THURSDAY, NOV 4 ONLINE  MATHEMATICS

It is often said that it takes seven shuffles to mix a deck of cards. What does that mean, and how do we know it to be true? In this Thursday Think talk, Dr. Francis Su MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Thursday Thinks explains the key ideas behind this mathematical riddle, including some of the delightful combinatorial insights about the standard riffle shuffle, in which half of the deck is held in each hand and the cards are released by the thumbs so that they fall to the table interleaved. In addition, he will demonstrate a selection of card “tricks” based on the mathematics of card shuffling. These are mathematical card tricks, meaning they work on mathematical principles and not sleight of hand! Bring a deck of cards to follow along! Dr. Francis Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a former president of the Mathematical Association of America. His research is in geometric combinatorics and applications to the social sciences. 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 math is, who it’s for, and why anyone should learn it.

MT²: Master Teachers on Teaching Speakers: MƒA Master Teachers THURSDAY, DEC 16 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

MT²: Master Teachers on Teaching features original and thought-provoking presentations by MƒA Master Teachers, similar to a TEDx event. The theme for the tenth annual Master Teachers on Teaching is “Strength in Numbers”. What does this mean in your classroom, and classrooms across New York City? Come find out

Living With Chimpanzees Speaker: Zarin Machanda, Ph.D. THURSDAY, JAN 6 ONLINE  SCIENCE

In this Thursday Think talk, Dr. Zarin Machanda will discuss what it’s like to be a field primatologist studying chimpanzees in Uganda. She will highlight the basics of chimpanzee behavior and how researchers collect data on a species so closely related to our own. In particular, Dr. Machanda will discuss some of her recent research findings on how and why chimpanzees form friendships, how these change as individuals get older, and what this might tell us about our own aging process. Dr. Zarin Machanda is the Usen Family Career Development Assistant Professor of Anthropology at Tufts University and one of the Directors of the Kibale Chimpanzee Project which has been studying the

and bear witness to these innovative and inspiring talks

Kanyawara community of chimpanzees in Uganda since 1987. Zarin’s

by our own MƒA Master Teachers! Note: Master Teachers

research is focused on understanding how and why chimpanzees

can submit a proposal to speak at MT². Proposals are due October 19. Get started here.

form long-term bonds at all stages of their lives. She is also involved in several other chimpanzee projects studying hunting, cooperation, and communication.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Wednesday Webinars

Wednesday Webinars Wednesday Webinars are virtual workshops open to MƒA teachers and teachers applying to MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers stay to consider how these powerful ideas can be applied in their own classrooms.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Wednesday Webinars

and socio-emotionally, and how we can provide support

conversations of justice, equity, diversity, and inclusion in

for the necessary shifts in the labor of teaching.

mathematics by asking: How do diversity and inclusion

Dr. Ann R. Edwards is a Senior Research Associate in Mathematics at WestEd and is the Director of Research and Implementation for the Carnegie Math Pathways. Her research and development work address mathematics cognition, instruction, curriculum, and teacher learning, and she brings a deep commitment to addressing issues of equity that shape mathematics teaching and learning at all levels. She has published in numerous journals and books including the NADE Digest, Journal of Teacher Education, Journal for Research in Mathematics Education, Teachers College Record, and the Handbook of Research on Learning and Instruction.

efforts in mathematics and mathematics education directly empower marginalized communities? Dr. Belin Tsinnajinnie (he/him) is Diné and Filipinx from Na’ Neelzhiin, New Mexico. Dr. Tsinnajinnie received his Ph.D. in Mathematics at the University of Arizona with a doctoral thesis focused on notions of mathematical identity in the context of Indigenous and Latinx students. He is a full-time faculty member in the mathematics department at Santa Fe Community College. Dr. Tsinnajinnie is interested in identifying and articulating issues pertaining to social justice and equity in mathematics education through Indigenous perspectives.

What the COVID-19 Pandemic Has Taught Us About Teaching and Learning in STEM Speaker: Ann Edwards, Ph.D. WEDNESDAY, SEP 1 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

The COVID-19 pandemic will have lasting effects on students, teachers, and how we think about teaching and learning more generally. As we return to classrooms, we need to address these effects on student learning and social-emotional well-being, including mindsets, selfefficacy, and sense of belonging. In doing so, we should recognize this moment as an opportunity to define what is most important in educating our students and changing

Diversity, Inclusion, Equity, and Settler Colonialism in Mathematics Speaker: Belin Tsinnajinnie, Ph.D. WEDNESDAY, OCT 13 ONLINE  MATHEMATICS

the status quo to be more effective, equitable, and just.

In this talk, Dr. Belin Tsinnajinnie discusses diversity

In this talk, Dr. Ann Edwards will reflect on the challenges

and inclusion initiatives informed by frameworks that

facing students and teachers in STEM education as we

identify mathematics education as settler colonialism, as

transition back to in-person learning, what teachers and

well as his own experiences of inclusion and exclusion.

schools can expect to see in their students cognitively

Dr. Tsinnajinne calls for a shift in the ways we frame

The Underrepresentation Curriculum: Supporting Social Justice & Student Identity Speaker: Moses Rifkin TUESDAY, NOV 9 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

STEM and STEM education have all too often been spaces of exclusion and injustice. As STEM teachers, we must reconstruct our classrooms into spaces of inclusion that transform unjust systems of power and privilege. In this

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Wednesday Webinars talk, Moses Rifkin will explore The Underrepresentation Curriculum (URC) project as one possible path to a more just society. The URC is a free, flexible set of lessons designed by STEM teachers to help others do just that. By inviting students to explore, ask questions of, and critically consider the lack of representation present in STEM, teachers help students apply the skills and processes of science to transform the STEM classroom into a space of brave dialogue, identity self-awareness, and take concrete steps for social justice. Moses Rifkin is a veteran high school physics teacher working in Seattle, WA. He is a member of the collective behind the Underrepresentation Curriculum Project (URC), a free resource for science teachers looking for ways to bring social identity, courageous conversation, and social justice action into their curriculum. He has written about the URC in Edutopia, Rethinking Schools, The Science Teacher, and The Physics Teacher, and is committed to working with other teachers to critically examine and improve education for all students. He earned his M.Ed. in Curriculum and Instruction from the University of Washington and a B.S. in Geophysics from Brown University.

Shifting Our Mindsets and Practices Toward Equity-Focused STEM Instruction Speaker: Tia Madkins, Ph.D. WEDNESDAY, DEC 8 ONLINE

The Value of Reconnecting With Our Pedagogical Commitments Speaker: Darryl Yong, Ph.D. WEDNESDAY, JAN 12 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Although there is an increasing focus on “equity” in

Each of us has a set of moral and ethical values about

STEM education, it is not usually clear how this term is

teaching that help shape what we do in the classroom.

defined. In this talk, Dr. Tia Madkins focuses on equity

These pedagogical commitments, particularly those

from a justice orientation and shares how we can shift our

about justice and equity and what it means to be a

thinking about what it means to teach K-8 mathematics

teacher, have been shaken after a year like no other. In

and science using this lens. Dr. Madkins will share ways

this talk, Dr. Darryl Yong will help teachers develop a

to engage in equity-focused teaching and learning that

continuing practice of self-reflection to cultivate greater

are also standards-aligned (NGSS, CCSS) using examples

alignment between what they value and what they do in

from her own teaching and research experience.

their professional lives.

Dr. Tia C. Madkins is an assistant professor in the STEM Education

Dr. Darryl Yong is a professor of mathematics at Harvey Mudd College.

Program at The University of Texas at Austin. Dr. Madkins’ research

He helped found and continues to help lead Math for America Los

focuses on supporting teachers to engage in equity-focused teaching

Angeles. His scholarship touches on the retention and professional

practices to transform STEM classrooms for minoritized learners. After

development of secondary school mathematics teachers, effective

earning a bachelor’s degree in biology and master’s degree in science

teaching practices in undergraduate STEM education, and equity,

education, she taught elementary students in Los Angeles, California for

justice, and diversity in higher education.

several years. She earned her Ph.D. in education from UC, Berkeley.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Dr. Enrique (Henry) Suárez is committed to making science learning

Wednesday Webinars

equitable for all students and teachers, emphasizing the importance of learning about the natural world through investigation. Specifically, Dr. Suárez’s research focuses on designing learning environments that create opportunities for elementary-aged emergent, multilingual students to leverage their conceptual resources and translanguaging practices for learning science. Henry also works to support pre- and in-service teachers to identify and respond to students’ sense-making repertoires as intellectually generative in science. Dr. Suárez received his Ph.D. in Science Education from the University of Colorado, Boulder in 2017. Before working in classrooms, Dr. Suárez spent 10 years studying the accelerated expansion of the universe. He grew up in Venezuela, has lived in all continental time zones of the US, and enjoys making arepas for friends and family.talk, Moses Rifkin will explore The Underrepresentation Curriculum (URC) project as one possible path to a more just society. The URC is a free, flexible set of lessons designed by STEM teachers to help others do just that. By inviting students to explore, ask questions of, and critically consider the lack of representation present in STEM, teachers help students apply the skills and processes of science to transform the STEM classroom into a space of brave dialogue, identity self-awareness, and take concrete steps for social justice. Moses Rifkin is a veteran high school physics teacher working in Seattle, WA. He is a member of the collective behind the Underrepresentation Curriculum Project (URC), a free resource for science teachers looking for ways to bring social identity, courageous conversation, and social justice action into their curriculum. He has written about the URC in Edutopia, Rethinking Schools, The Science Teacher, and The Physics

How Emergent Bilingual Students Problematize Phenomena Through Translanguaging Speaker: Enrique (Henry) Suárez, Ph.D.

Teacher, and is committed to working with other teachers to critically examine and improve education for all students. He earned his M.Ed in Curriculum and Instruction from the University of Washington and a B.S. in Geophysics from Brown University.

WEDNESDAY, FEB 2 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we support emergent bilingual learners to make meaning of the natural world? Policies, research, and common pedagogical practices claim that English fluency is a prerequisite for learning science. In this talk, Dr. Enrique Suárez uses the construct of Translanguaging -- making use of the full linguistic repertoire, including features from multiple languages -- to question that assumption and explores how these students benefit when we allow a range of communication practices. Drawing from studies in formal and informal science learning environments, he will analyze how young emergent bilingual students leverage their translanguaging practices when co-constructing ideas. 80

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Fellowship Meetings

Fellowship Meetings Fellowship Meetings are one-time workshops for teachers to attend with their cohort at distinct points during their fellowship. These are either informational and meant to assist teachers in applying to their next fellowship, or they are workshops from the MƒA ƒundamentals series.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Fellowship Meetings

five dimensions of powerful learning environments apply to all classrooms and establish a common language around what matters most in teaching. You

2018 Master Teacher Information Session: Applying for Your Next Fellowship Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid

will learn how MƒA uses this framework to develop your fellowship opportunities, and how you can use it to guide your own professional learning experience at MƒA over the course of your fellowship.

TUESDAY, OCT 19 ONLINE  COHORT & FELLOWSHIP MEETINGS

Would you like to learn more about applying for a Master Teacher II+ Fellowship? This information session is for current 2018 Master Teachers or Master Teacher Emeriti who plan to apply for their second (or more) Master Teacher Fellowship, known as a Master Teacher II+ Fellowship (MTII+). The session will provide an overview of the MTII+ application process and what makes this fellowship different from a previous Master Teacher Fellowship by highlighting the guiding frameworks used during the application process to reflect on past and possible future fellowships. The

Working Towards Master Teacher Coordinated By: MƒA Director of Strategic Initiatives Eileen Murray WEDNESDAY, OCT 27 ONLINE  COHORT & FELLOWSHIP MEETINGS

Are you thinking about applying for an MƒA Master Teacher Fellowship and want to learn more? The session is designed to provide an overview of the Master Teacher Fellowship application process for current 2018 Early Career Teachers who plan to apply in the spring of 2022.

MTII+ application is due in January of 2022.

MƒA ƒundamentals Part 1: The Five Dimentsions of Powerful Classrooms Coordinated By: MƒA Director of Strategic Initiatives Eileen Murray THURSDAY, OCT 14 TUESDAY, JAN 11 ONLINE  COHORT & FELLOWSHIP MEETINGS + PLEASE NOTE: ATTENDANCE IS REQUIRED FOR ANY MASTER TEACHERS ACCEPTED IN THE 2019 COHORT, AND TEACHERS CAN CHOOSE FROM ONE OF THE TWO DATES.

This is the first in MƒA’s sequence of workshops to orient you to the frameworks for teaching and learning that serve as the basis for the work we do at MƒA. The purpose of MƒA ƒundamentals is for MƒA teachers to develop a common language that will support collaboration and amplify MƒA’s overall impact. In this workshop, you will learn about a framework that describes high-quality STEM instruction called Teaching for Robust Understanding (TRU). The TRU framework’s 82

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Community Contributions Community Contributions are 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: FALL 2021

MƒA, and provide feedback and input on action plans

Community Contributions 2022 MƒA Summer Think Planner Coordinated By: MƒA Program Officer for Professional Development Courtney Ginsberg and MƒA Manager for Events & Programming Sherry Yang MONDAYS, DEC 13, JAN 10, FEB 7, MAR 14, APR 11, MAY 16, JUN 13 ONLINE  COMMUNITY

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 2022 MƒA Summer Think from December 2021 through July 2022. They must also be willing to complete work in between sessions, including reading proposals, emailing teachers, and brainstorming ideas. Additionally, all Planners are expected to attend the 2022 MƒA Summer Think, which will take place the last week of July.

designed to foster an inclusive and empowering learning environment for all teachers at MƒA.

Information Session Host Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid THURSDAY, OCT 28 ONLINE  COMMUNITY

ONLINE  COMMUNITY + 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 MƒA CONNECTOR FAQ.

+ PLEASE NOTE: IN ADDITION TO THE ORIENTATION, PLEASE BE CERTAIN YOU ARE AVAILABLE FOR AT LEAST ONE OF THE FOLLOWING INFORMATION SESSION DATES:

Become an MƒA Connector and help welcome new

NOVEMBER 9, 2021

semester-long community contribution, you will be

DECEMBER 7, 2021

matched with a teacher new to MƒA and help them

JANUARY 4, 2022

navigate the early months of their fellowship. From giving

JANUARY 11, 2022

insight into course selection and providing registration

FEBRUARY 2, 2022

tips to answering questions and discussing ways to get

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 building on MƒA’s diversity and inclusion efforts and willing 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

Equity Advisory Committee p Coordinated By: MƒA Staff: Keoma Distan, Tsamchoe Dolma, Michael Driskill, Eileen Murray, and Sherry Yang

MƒA Connector Coordinated By: MƒA Program Officer for Engagement & Communications Jennifer Cody

required to help facilitate two virtual Information Sessions in the fall semester.

teachers into the MƒA fellowship community! In this

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.

TUESDAYS, SEP 28, NOV 9, DEC 14, FEB 8, MAR 8, APR 12, MAY 10 ONLINE  COMMUNITY

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 consider the different perspectives on equity espoused

*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.

by MƒA teachers, help to refine a shared definition for

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

Community Contributions

Praxis Prep Session Facilitator Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid THURSDAY, OCT 28

as they apply for an MƒA fellowship? Recruitment

groundwork to build a repository of materials created by

Advisors will assist the Admissions and Recruitment (A&R)

and for MƒA Teachers, whether in PLTs or through other

team’s recruitment efforts from October through April

courses or PD opportunities. We will also consider how

with phone outreach to candidates, facilitating special

other organizations screen and evaluate teacher-created

recruitment events, and working with the A&R team

resources and think through how materials at MƒA are

to create new recruitment opportunities. Recruitment

created and how they might be vetted, organized, and

Advisors will prepare by attending a virtual orientation

retrieved.

meeting to become familiar with their responsibilities and will be contacted regularly throughout the year to support recruitment initiatives focused on increasing diversity at MƒA.

ONLINE  COMMUNITY + PLEASE NOTE: IN ADDITION TO THE ORIENTATION, PLEASE BE CERTAIN YOU ARE ARE AVAILABLE FOR THE PRAXIS PREP SESSION ALIGNED TO YOUR CONTENT AREA:

Small-World Network Community Mobilizer Coordinated By: MƒA Director of Data Systems Miriam Ignatoff

DECEMBER 8: ELEMENTARY MATH, ELEMENTARY SCIENCE, CHEMISTRY, BIOLOGY

TUESDAYS, SEP 14, DEC 7

DECEMBER 9: GENERAL SCIENCE, PHYSICS

ONLINE

DECEMBER 14: MATHEMATICS, EARTH SCIENCE

 COMMUNITY

Praxis Prep Session Facilitators play a key role in helping

Are you interested in sharing your knowledge with the

prospective MƒA applicants prepare to take the Praxis

MƒA Community and connecting with your colleagues

exam in their content areas. Often the facilitator serves

online? Join us as we help initiate discussions and

as a person on the frontline of recruitment, not only

respond to questions on the Small-World Network (SWN).

answering content-related questions, but also responding

Mobilizers will be asked to log into the SWN at least once

to general questions about MƒA fellowships. As part

per week to respond to posts or ask questions of their

of this community contribution, Praxis Prep Session

own. Mobilizers will also be responsible for selecting at

Facilitators will attend a virtual orientation to learn

least one post per week to be included in the community

about their roles and responsibilities, and will later lead

digest email.

a two-hour virtual Praxis Prep Session with prospective applicants in the subject area they teach.

Recruitment Advisor Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid THURSDAY, OCT 28 ONLINE

Teaching Resources Screener Coordinated By: MƒA Senior Education Researcher John Russell, and MƒA Master Teachers Jeffrey Lowenhaupt and Michelle Sims TUESDAYS, SEP 21, DEC 7 ONLINE  SCIENCE

 COMMUNITY

Once a PLT ends, what happens with the materials that

+ PLEASE NOTE: THE DATES OF THESE RECRUITMENT INITIATIVES ARE TBD.

teachers created together? Are they destined to live in a

Are you interested in helping to build on MƒA’s diversity

they can be shared with others through the Small-World

and inclusion efforts? Are you looking to support teachers

Network? In this community contribution, we will lay the

Google Drive collecting electronic dust, or are there ways

*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2021

MƒA Fall 2021 Professional Development Course Catalog

Articles inside

Community Contributions

Interest Groups

Fellowship Meetings

Affinity Groups

MƒA Programming

Mini-Courses

Single Session Workshops

Professional Learning Teams (PLTs

Summary of Additional Learning Opportunities

Extended Length Courses

Summary of Core Learning Opportunities

General Information & Registration