2022 SDW Professional Learning

SCHOOL DISTRICT OF WAUKESHA

PROFESSIONAL LEARNING

WHY DO WE VALUE PROFESSIONAL LEARNING?

While we look ahead toward another year of student learning, we know that our practices are developed as a part of a rich net work of professional learning. The goal of all SDW professional learning options is to continuously enhance the practice of our staff so the learning of our students is enhanced. Professional learning supports the foundation(s) of teacher practice, whether you are a teacher new to the profession or an experienced teacher who may be learning new practices or strategies. Profes sional learning supports continued development and depth of teacher practice regardless of where you may be in your own learning process.

Focus of professional learning is determined by

Data and Results-Coherence

Securing Accountability and Ensuring Excellence

Deepening Learning and High Leverage Practice

Cultivating Collaborative Cultures

Focusing Direction: SAIL Theory of Action

are committed to the implementation of professional learning at the classroom, school and district level and know this is greatly impacted by practice, feedback, and coaching.

Sizes for Training Outcomes by Training Components Knowledge Skill Transfer of Training

PROFESSIONAL LEARNING FRAMEWORK

Professional Learning Framework - Supported by Instructional Coaches

Our Values

We believe that each and every minute of the 180 days of school time with students is vital; we value all instructional time be tween teachers and learners. Department and school budgets are aligned and planned in advance to support this work.

We offer professional learning that aligns with the district’s vision for teaching and learning and with student needs. Our professional development program fosters a culture of collaboration and continuous improvement while leveraging technology that creates and supports a customized experience for each teacher.

District coaches partner with school leaders to ensure a collaborative message of practice is consistent throughout our system. Coaches are also responsible for assessing needs of the teachers they support, and in doing so, will seek out additional re sources and professional learning opportunities to share with their teachers.

Professional Learning Framework - Flex Professional Learning Guidelines

We promote the use of Flex PD to ensure instructional excellence across each school and classroom. This occurs when we de sign learning for students so that teachers can step out of the physical environment to engage in professional learning. The Flex PD model supports the following:

• A primary focus on the student’s instructional day; this is a top priority.

• A flexible learning design to create more student driven learning experiences directly connected to learning targets.

• A value-add experience for teachers and students.

• A cost-neutral, no subs, no students sent home, no loss of instructional time.

• A customized professional learning experience that promotes the application of learning for staff.

TEACHER DEVELOPMENT PROGRAM

SDW Credit Requirement for New Hires in the Teacher Employee Group

All hired staff in the teacher employee group are required to take courses offered by the School District of Waukesha and must earn nine credits during their first five years of employment. The courses are provided by the District at no cost to the teacher. These courses will not be eligible for additional compensation unless they are paid for by the employee except as stated below.

Salary Advancement for completing New Teacher Employee Group Credit Requirement

Additional step movement may be granted within the assigned lane for earning a valued certification and/or completing 9 paid SDW professional development credits.

1. This is a one-time only option: One-time for nine paid SDW credits and one-time for earning a valued certification.

2. Special consideration for teachers within their first five years on lane 1B: The teacher on lane 1B may audit the SDW courses and receive lane advancement to 2B if courses are completed within their first five years of employment in SDW. Teachers need not pay for these credits, but must provide proof of successfully completing the coursework by showing the course name, date taken, and teacher signature of completion.

3. Special consideration for teachers within their first five years on lane 1M: The teacher on lane 1M who completes the nine new teacher credits within their first five years of employment may advance to lane 2M. Teachers must pay for these credits and provide a transcript showing completion of the credits.

New Professional Staff (Teacher Employee Group) Support Sessions

New Professional Staff Support Sessions will be offered throughout the school year. This is a drop-in model where all topics stand alone; however, one TDP credit can be earned through participation in all five of the support sessions and completion of all home work assigned by the facilitator of each session. Dates are listed below and sessions will run from 4:30-6:30 in Rooms 213-215 at the Lindholm Building.

September 21, 2022

November 9, 2022

January 11, 2023 March 8, 2023 May 10, 2023

Below are some suggested topics to address throughout the course of the New Professional Staff Support Sessions.

• Developing your SLO/PPG; Understanding the EEP process and Danielson Framework

• Social and Emotional Learning

• Understanding Diverse Learners

• Proactive Behavior Planning

• Equity and Bias

New Teacher e-Learning Sessions - New for 2022-23!

New Teacher eLearning Sessions will be offered virtually throughout the school year. These sessions will focus on supporting teachers new to the profession. Professional learning will be designed to meet the needs of new teachers that are in years 1-3 of teaching. New teachers can earn one TDP credit for successful completion of the e-Learning Sessions. Dates are listed below and sessions will run virtually 4:30-6:30 via Webex.

October 12, 2022, December 14, 2022, February 8, 2023, & April 12, 2023

NEW TEACHERS - SPECIAL EDUCATION

These courses constitute the foundations of instructional practice necessary for a new special education teacher. These are scheduled on the TDP calendar (on page 7) throughout the first year of employment.

2022 Summer Institute New Teacher Pathway

A variety of courses are offered and taught by our very own staff as well as dedicated curricular sessions within each content area. These courses will provide a foundation as you begin your work in the School District of Waukesha.

See page 21 of this booklet for more information on the Summer Institute.

TDP (Teacher Development Program) Courses

•

TDP courses, Collegial Studies and self-paced courses via BB9 are offered each semester.

• These courses are offered to all educators in the School District of Waukesha.

• Most TDP courses will meet four times per month for a total of (8) hours. Additionally, students must complete a mini mum of 20 hours of application time with blended, flexible options, and display evidence of embedded practice.

• Students can earn credit upon successful completion of each course and additional coursework. Contact Sara Orcholski (sorchols@waukesha.k12.wi.us) for credit forms. 1.0 credit fee is $100, 0.25 credit fee is $25.

• Grades will be assigned at the END of each month.

Collegial Study

A collegial study is a “study” of a certain topic with your fellow educators that focuses on school and/or district priorities. There is typically a collegial study “facilitator” who is the lead contact person for the study.

• Collegial Studies may be worth 1.0, 2.0, or 3.0 credits (1.0 credit fee is $100.00) based on the number of class hours, rig or of course, and amount of work completed.

• The number of credits applied to a collegial study will be determined by the study facilitator and communicated to par ticipants through the syllabus created by the facilitator.

• All Collegial Study Proposals will be submitted to Sara Orcholski.

• All instructors need to submit final grades to Sara Orcholski.

Non-violent Crisis Intervention (NVCI) Trainings

These sessions provide certification in strategies and skills to de-escalate a student who is at risk of emotional or behavioral outburst and also addresses the appropriate handling when a student requires physical restraint. Full day BASIC sessions will be scheduled throughout the school year and administrators should consult the staffing list to determine who needs the introduc tory course. The Refresher needs to be completed within two years of the BASIC and can be renewed in either a half-day faceto-face session or a FLEX refresher which is a combination of online and face-to-face instruction.

PROFESSIONAL DEVELOPMENT COURSE MENU

TDP courses, Collegial Studies and self paced courses via BB9 are offered each semester.

• Collegial Study options, once approved, can be offered throughout the school year.

• Flexible options can be available and are determined by instructors and students enrolled in specific TDP courses.

• Additional courses may be offered. Please refer to the CONNECT and district website for any changes.

• Grades will be assigned at the end of each month

AUGUST 2022 TDP’s

SEMESTER 1 TDP COURSE OFFERINGS

SEPTEMBER 6, 13, 20, 27 4:15-6:15 pm

• Math Essentials: Elementary K-5

• Standards Based Grading

• Literacy Essentials

OCTOBER 4, 11, 18, 25 4:15-6:15 pm

• AVMR Course 1 Revisited

Self-Paced Courses-offered via BB9 (all 1 cr):

• Blackboard 101

• Blackboard 102

• Blackboard 103

Google 101

Google 102

Google 103

SAMR 101

Standards Based Grading Essentials

Educator Effectiveness in SDW

Self-Paced Courses-offered via Google Classroom:

SUCCESS w/ Linguistically & Culturally Diverse Learners (3 cr)

• Dual Language Essentials (1 cr)

• Mastery in Dual Language Word Study (0.5 cr)

NOVEMBER 1, 8, 15, 29 4:15-6:15 pm

• AVMR Course 2 Revisited

• Planning for Unit 2 & 4 in 1st Gr. Math

• Best Practices in IEP Writing & Delivery

• Planning for Fraction Units in 3rd, 4th, & 5th Grades

• Serving Students on the Autism Spectrum

DECEMBER

No courses offered due to low enrollment

• Math Journal - Beginning the Journey (9/27)

• Planning for Unit 2 Gr. K-5

• Utilizing Phonics Assessments (10/4)

• Getting Started with Guided Reading (10/18)

• Math Journals - Scaffolding to Gain Independence (11/15)

• Using PALS Data to Drive Instruction: Kindergarten (11/15)

•

0.50 Credit Option

• Students Don’t Know Their Addition/ Subtraction Facts! Teaching the Strategies & Getting to Fluency (10/11 & 10/25)

• Students Don’t Know Their Multiplication/DivisionFacts! Teaching the Strategies & Getting to Fluency (10/4 & 10/18)

0.50 Credit Option

• Next Steps in LDG (11/8 & 11/15)

PROFESSIONAL DEVELOPMENT COURSE MENU

SEMESTER 2 TDP COURSE OFFERINGS

JANUARY 3, 10, 17, 24 4:15-6:15 pm

• Planning for Unit 10 & 13 in Kindergarten - Adding & Subtracting with Drawings and Numbers

• Guided Group Instruction in Math

• Planning for Unit 7 in 2nd Gr. - Building Number Sense - Applying Addition and Subtraction Strategies (Fosnot: Ages and Timelines)

• Collaborative Process and Strategies (FBA-BIP, behavior, progress monitoring)

JANUARY 31 FEBRUARY 7, 14, 21 4:15-6:15 pm

• Differentiation of AVMR Games & Activities

• Errorless Learning

FEBRUARY 28 MARCH 7, 14, 21 4:15-6:15 pm

• Making Math Application Time Meaningful

• Functional Skills for Students with Disabilities

APRIL DATES LISTED BELOW

• Beyond CGI Problem Types and into Student Thinking

• Rich Problem Solving Tasks

• Scaffolding Instruction So That All Students Will Learn

• Tech out my Math

• Fostering Inquiry through Hands on Learning in the Secondary Classroom

• Planning for Unit 4 Gr. K-5 (1/10)

• Explicit Mini Lessons to Drive Application Gr. K-5 (1/17)

• Writing About Reading in Guided Reading (2/7)

• Planning for Unit 5 Gr. K-5 (2/21)

0.50 Credit Option

• Beyond CGI Problem Types and into Student ThinkingAddition & Subtraction (1/31 & 2/14)

• Beyond CGI Problem Types and into Student ThinkingMultiplication & Division (2/7 & 2/21)

• Conferring with Readers and Writers (2/21 & 2/28)

• Analyzing Running Records and Planning for Instruction (3/7)

• My Thinking: Utilizing the Thoughtful Log Rubric (3/14)

• Facilitating the Transfer of Phonics into Writing, Reading, and Application Time (4/4)

• Planning for UNit 6 Gr. K-5 (4/11)

0.50 Credit Option

• Rich Problem Solving Tasks for Full Class Disclosure and Collaboration Within a Problem Solving Workshop (4/4 & 4/11)

• Rich Problem Solving Tasks for Individual Students to Think Deeper During Application Time. (4/18 & 4/25)

PROFESSIONAL DEVELOPMENT & COURSE DESCRIPTIONS

SDW PD: IF-THEN

If …we provide foundational PD opportunities on district priorities…

If ...we offer multiple options/dates/delivery methods, and instructors …

If ...we monitor the success, application, results of our PD...

Then…our teachers will have the foundational understanding of key objectives and be able to apply these with students in order to help increase student growth and achievement.

Then...our teachers will be able to better customize their learning experience.

Then… we improve the overall PD experiences and student achievement will increase.

LITERACY

• ELEMENTARY LITERACY TDPs:

Elementary Literacy Instruction and Intervention (1.0 cr)

Note: This TDP course is required within the first two years of employment for new K-2 teachers who teach literacy. Elementary Literacy Instruction and Intervention (ELII) is designed to provide teachers with strategies for literacy in struction and intervention in the elementary classroom. Through a collaborative and constructive environment, this TDP course will increase K-2 teachers’ understanding of early literacy theory and practices. Participants will study ways of assessing students to determine their strengths and instructional needs. Participants will learn how to plan effec tive small group reading instruction in order to meet all learners’ needs. We will study specific teaching practices that help children build a processing system and become independent learners. Close observation of children’s talk, read ing, and writing provides an essential foundation for teaching emergent and early learners. Specific instructional rou tines, intervention lesson formats, and prompting language for students with reading difficulties will extend partici pants’ knowledge. Immediately putting into practice what they read, discuss, and learn in class, participants will fur ther improve their literacy instruction through self-assessment and reflection. Course content will be differentiated by participant need and grade level, as necessary.

Literacy Essentials: Elementary (1.0 cr)

Teachers will dig into the foundational pieces of literacy instruction in SDW: Language Workshop, Reading Workshop, Grammar, and Phonics, and how they all fit together. We will also discuss setting up a literate environment and launch ing your workshops to allow for differentiation and small group instruction.

Conferring with Readers and Writers (0.50 cr)

Teachers will grow their understanding of conferring with a student, keeping anecdotal notes, and using this forma tive data to plan instruction. You will learn how to use your conferences to provide students with just right instruction.

Planning for Unit 2 in K-5 (0.25 cr)

Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

Utilizing Phonics Assessments (0.25 cr)

This session will dig into the procedures of giving cumulative phonics assessments and give suggestions on how to fit this into your daily schedule and how to track student progress to drive your classroom instruction.

Getting Started with Guided Reading (0.25 cr)

Teachers will learn the structure of a guided reading lesson and how to intentionally design instruction that builds foundational skills, supports students in applying cognitive strategies, and developing fluency while reading for mean ing in leveled texts.

Using PALS Data to Drive Instruction: Kindergarten (0.25 cr)

You administered the PALS test, now what? Dig into how your PALS data can support whole group and small group instruction, while collaborating with other kindergarten teachers.

Next Steps in LDG (Literature Discussion Groups) (0.50 cr)

Teachers will explore intentional planning for small group book discussions. Strategies to elicit deeper students think ing and growing students discourse will be discussed.

Analyzing Running Records and Planning for Instruction (0.25 cr)

After you've administered the running records, come learn the next steps! During this course will learn how to analyze a running record, set student goals, and plan for responsive small group instruction.

Planning for Unit 4 in K-5 (0.25 cr)

Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

Explicit Mini lessons to Drive Application Time in Grades K-5 (0.25 cr)

This session will review the mini lesson structure and how it ties into the CLM framework. We will spend time learning how to build off of shared literacy experiences to create mini-lessons. We will dive into using an inquiry based format that leads to higher engagement.

Writing About Reading in Guided Reading (0.25 cr)

Digging into the Writing Phase of the Guided Reading for Below Level Readers lesson.

Planning for Unit 5 in K-5 (0.25 cr)

Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

My Thinking: Utilizing the Thoughtful Log Rubric (0.25 cr)

Looking to give your My Thinking section a boost? Want to find new ways to inspire all students to be reflective thinkers, readers, and writers? In this session, we will revisit the purpose of the My Thinking section, how it connects and is supported by the other sections of the Thoughtful Log, and how to expand students’ writing through various scaffolds. We will also explore ways to utilize the My Thinking rubrics for student self-assessment and to guide teacher instruction.

Facilitating the Transfer of Phonics into Writing, Reading, and Application Time (0.25 cr)

Looking for ways to promote transfer of phonics into your Reading and Writing Workshops? We will explore various components of the Benchmark lessons that lend themselves to opportunities for independent application.

Planning for Unit 6 in K-5 (0.25 cr)

Collaborate with grade level colleagues from across the district to plan for your next unit of study utilizing the district resources for language workshop, reading mini lessons, phonics, grammar, and writing workshop.

• SECONDARY LITERACY TDPs:

Fostering Inquiry through Hands on Learning in the Secondary Classroom

Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a

Teachers will learn strategies to foster inquiry by having students engage with materials in a hands on fashion. Through both examples and application, teachers will find ways to incorporate movement into their classrooms, en courage students to engage with traditional and digital resources, and draft lesson plans to apply these strategies within their specific content areas.

Building Collaboration Environments to Enhance the Inquiry Process

Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a

Teachers will learn how to build purposeful collaborative lessons and environments that foster students to think with each other to deepen their understandings of topics and ideas.

MATH

Comprehension Strategies for the Secondary Classroom

Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a

Teachers will learn and apply reading comprehension strategies to help all students navigate text and monitor their understanding of text. Secondary Focus.

Flexible Grouping: Data-Driven Instruction

Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b

Teachers will learn how to use data to create and facilitate flexible grouping in their classes. We will be looking specifi cally at how to use MAP data, ASPIRE and ACT data, as well as pre-assessment data to create and utilize flexible groups. Teachers will also learn how to implement and foster positive flexible groups that promote collaboration.

• Tech Out My Math (Secondary) (1.0 cr)

Take out the iPads and get ready to leverage the technology the way you always wanted (or maybe never thought you could). From rich games to learning to manage classroom expectations, participants will explore various options related to their math content while main taining a focus on increasing engagement and rigor. Whether you are a tech beginner or a tech guru, this course will enrich your tech toolkit.

• Math Essentials: Elementary - For teachers new to math in SDW (K-5) (1.0 cr)

The goal of this course is to provide new elementary teachers the foundational pieces of numeracy instruction. We will dig into the resources used in SDW to get at the math practice standards and content standards. We will also look at the math workshop framework and how to plan for math instruction.

• Guided Group Instruction in Math (1.0 cr)

K-5 Math Teachers. One way to help students move forward in math is by having small flexible groups. Guided math groups allow teachers to differentiate and responsively instruct students at the levels they need. In this class find out effective uses of guided groups, how to plan for the various students, a framework to follow for the lesson, and how to scaffold students’ learning through effective questioning.

• Making Math Application Time Meaningful (1.0 cr)

K-5 Math Teachers. Application time is a large chunk of our math workshop block. Are you getting the most out of it possible? This TDP will look at what components should be part of application time, how to encourage problem solving and discourse with students, and what resources exist to help support this part of math workshop.

• Add+VantageMR (AVMR) Course 1 Revisited (1.0 cr) (This course is for AVMR trained teachers) Did you complete Add+VantageMR Course 1 and end up with more questions once you got back to your classroom? This course will review the information learned in AVMR and provide the time to further develop your understanding. We will take time to ask questions, share ideas with each other, and look at resources with activities to do with students. We will focus on Number Words and Numerals, Structuring and Addition/Subtraction.

• Add+VantageMR (AVMR) Course 2 Revisited (1.0 cr) (This course is for AVMR Course 2 trained teachers)

When learning something new, it is often hard to remember all of the key concepts. This course will review the information learned in AVMR Course 2 and provide the time to further develop your understanding. We will take time to ask questions, share ideas with each other, and look at resources with activities to do with students. We will focus on Place Value and Multi plication and Division, as well as information in the red book.

• Math Journal - Beginning the Journey (.25 cr)

K-5 Math Teachers. Writing in math is a great way for students to process information and our math journals allow for a great resource for students to use throughout the year. Come to this one night class to find out how to set up your math journals and some best ways to integrate it into your math workshop

• Planning for Unit 7 in Second Grade - Building Number Sense - Applying Addition and Subtraction Strategies (Fosnot: Ages and Timelines) (.25 cr)

Second Grade Teachers - Join this one night session to plan your upcoming Unit 6 on Measurement - Time and Money (Fos not: Trades, Jumps and Stops) We will look at laying out the entire unit and then planning the details for the days. We will also dig into the Fosnot unit Trades, Jumps and Stops as time allows.

• Planning for Unit 10 and 13 in Kindergarten - Adding and Subtracting with Drawings and Numbers (1.0 cr)

Kindergarten Teachers - Join this course to plan for your upcoming units 10 and 13 on Adding and Subtracting with Drawings and Numbers. We will look at laying out the entire unit and then planning the details for the days.

• Planning for Unit 2 and Unit 4 in first Grade Math (1.0 cr)

First Grade Teachers - Did you know that last year units 2 and 4 were revised? During this time, look at the differences be tween units 2 and 4, learn the reason for the change, and determine the best way for instruction. We will look at laying out the entire unit and then plan the details for the days.

• Planning for Fraction Units in 3rd, 4th, and 5th Grades (1.0 cr)

3rd-5th Grade Math Teachers. Fractions are a large part of the curriculum in third, fourth, and fifth grade. During this course, we will look at how fractions develop and plan for the upcoming units in the 3rd, 4th, and 5th grade levels. We will look at laying out the entire unit and then planning the details for the days.

• Math Journals - Scaffolding to Gain Independence (0.25 cr)

K-5 Math Teachers. Writing in math is a great way for students to process information and our math journals allow for a great resource for students to use throughout the year. In this one night session, you will learn how to scaffold learning when us ing the math journal so students can do the activities and work independentl

• Rich Problem Solving Tasks for Full Class Discourse and Collaboration Within a Problem Solving Workshop (0.50 cr)

K-5 Math Teachers. Many times when we think of math tasks, we think of problems that take a full class period or several days to solve. While it is great for our students to experience these problems, it is also important that they solve smaller prob lems on a regular basis. In this course, we will look at various types of problems that are all ready created that could be used in your math workshop class each week.

• Rich Problem Solving Tasks for Individual Students to Think Deeper During Application Time (0.50 cr)

K-5 Math Teachers. Many times when we think of math tasks, we think of problems that take a full class period or several days to solve. While it is great for our students to experience these problems, it is also important that they solve smaller prob lems on a regular basis. In this course, we will look at various types of problems that are all ready created that could be used in your math workshop class each week for individual students to solve independently.

• Students Don't Know Their Addition/Subtraction Facts! Teaching the Strategies and Getting to Fluency (0.50 cr)

K-5 Math Teachers. Do you have students who do not know their facts? Are you frustrated because their fact fluency is get ting in the way of them doing more challenging math? Join this two night session to learn more about the Addition/Subtrac tion Origo Book and Box of Facts to teach strategies for knowing facts and then spend time digging into the best ways for students to practice so that they can be fluent in their math facts.

• Students Don't Know Their Multiplication/Division Facts! Teaching the Strategies & Getting to Fluency (0.50 cr)

K-5 Math Teachers. Do you have students who do not know their multiplication/division facts? Are you frustrated because their fact fluency is getting in the way of them doing more challenging math? Join this two night session to learn more about the Multiplication/Division Origo Book and Box of Facts to teach strategies for knowing facts and then spend time digging into the best ways for students to practice so that they can be fluent in their math facts.

• Differentiation of Advantage MR Games and Activities (1.0 cr) (This course is for AVMR trained teachers)

How do you meet the needs of all students? One way is take a game or activity and consider how it can be tweaked for the different levels and constructs. That is exactly what we will do in this course! We will look at several games across the various AVMR areas and discuss how they could be differentiated for our students.

• Beyond CGI Problem Types and into Student Thinking - Addition and Subtraction (0.50 cr)

K-5 Math Teachers - Have you ever wondered about the why behind CGI? Cognitively Guided Instruction is much more than just problem solving types. It is about teachers being inquisitive and curious about students’ thinking. It is about students learning with understanding and constructing meaning of math from the problems that they tackle. Attend these sessions to go beyond just giving various problem solving types - find the real power in observing children’s thinking.

• Beyond CGI Problem Types and into Student Thinking - Multiplication And Division (0.50 cr)

K-5 Math Teachers. Have you ever wondered about the why behind CGI? Cognitively Guided Instruction is much more than just problem solving types. It is about teachers being inquisitive and curious about students’ thinking. It is about students learning with understanding and constructing meaning of math from the problems that they tackle. Attend these sessions to go beyond just giving various problem solving types - find the real power in observing children’s thinking.

Instructional Practices to Enhance Standards Based Grading and Waukesha One

•

Personalized Learning Elements

Danielson: 1c, 3b, 3C, 3d, 4b

Immersing in the core components and the Learning and Teaching components of the honeycomb model.

• Scaffolding Instruction so that All Students Will Learn

Danielson: 1b, 1c, 1e, 1f, 3b, 3c, 3d, 3e

Understanding the learning cycle that we all interact with as learners is essential in crafting engaging instructional practices.

• Standards Based Grading Essentials K-12

Danielson 1c, 1e, 1f, 2b, 3a, 3d, 3e, 4c

This interactive TDP course will introduce participants to the principles of Standards-Based Grading while demonstrating how this ap proach provides the best practices in grading and reporting for students. Participants will then develop practical examples of how to turn the principles of SBG into practice in their own classrooms through standards, rubric, assessment, and feedback design. Finally, each par ticipant will develop their own personalized action plan for how to implement the best practices of SBG in their own classrooms.

• Declaring Grades in a Standards-Based Grading System

Danielson 1c, 1e, 1f, 2b, 3a, 3e, 4c

As teachers continue to implement best practices in standards-based grading, such as providing high quality developmental feedback and using formative assessment to drive instruction, they continue to face the challenges of declaring and reporting final student grades. In this TDP course, participants will learn why declaring grades based on a body of evidence is a re search-based best practice. Then using course assessment rubrics, participants will learn how to make fair and accurate judgements about student work in order to report grades that are accurate, fair, and reliable for all students.

• Making Thinking Visible through Digital Portfolios and Learner Profiles

Danielson: 1c, 3b, 3c, 3d, 4b

Teachers will explore various techniques and resources for curating student work as a means for infusing student ownership and voice in demonstrating proficiency. Teachers will examine the process of scaling from goal setting to full system imple mentation of learner profiles and digital portfolios.

SPECIAL EDUCATION TDPs

• Best Practices in IEP writing and delivery

College and Career Ready IEPs have been with us a short time and we need some refinement to our practice to truly align with the intentions. Learning about the 5 beliefs and practicing the 5 step process will assist staff in writing more intentional plans. Using the DPI audit expectations, staff will learn of key factors required to meet the compliance components as well as the reading drives achievement expectations. Running an IEP that is meaningful without boring or overwhelming the participants is a valuable skill and re-evaluation case management steps are critical to follow in our continuous efforts to meet compliance.

• Collaborative Process and Strategies (FBA - BIP, behavior, progress monitoring)

Student behavior can be a challenging barrier to academic growth, and we have a process to assist us in serving students with behavioral goals. A Functional Behavioral Analysis - Behavior Intervention Plan (FBA-BIP) is to be developed for students who are identified with an Emotional Behavioral Disorder (EBD) or Educational Autism that has a behavioral/communication com ponent. This course will assist teachers in learning to develop and implement a plan, in addition to meaningful ways to progress monitor student growth on behavioral goals. Progress monitoring is also addressed in documenting growth in aca demic goals.

• Errorless Learning

In this session, participants will explore the idea of creating an “errorless learning environment” for students in special educa tion who present some of the most challenging behavioral and academic needs. Typically, these students are not able to tol erate taking risks; they require a very safe space where they can trust before they will be vulnerable to any new learning. The class will explore the importance of intentional trust building, setting expectations, and allowing students to maintain some control of their learning environment. The class will look into case studies of students who have benefitted from an errorless learning environment. Through the case studies, teachers will be able to take away strategies that can be applied to their learning environments.

• Functional Skills for Students with Disabilities

Students who demonstrate the most significant challenges to learning may be educated using Essential Elements as the guid ing curriculum for their IEP goals. This class will assist you in assessment and decision making leading to quality goal writing on the IEP and lesson planning.

• Serving Students on the Autism Spectrum

These sessions will provide teachers with an in-depth understanding of key components that are paramount in planning and implementing an educational program for students with Autism. Topics will include; self-regulation, sensory integration, visual supports, social learning, behavior intervention plans, and language/communication strategies. The facilitators of these ses sions will utilize case examples as they walk through each component. Session participants are encouraged to bring an IEP to reference throughout the sessions.

SELF-PACED TDPs AVAILABLE on BB9

• BB 101 - Using Blackboard to Augment Instruction

Interested in having an online space to post documents and files, to allow students to access classroom content 24/7, or to encourage engaged learning through student interaction? Thinking about a flipped classroom, but unsure of where to put the videos you generate? Perhaps it is time you learned more about Blackboard, the learning management sys tem available to Waukesha teachers and staff. This class is focused on creating and/or editing your online class environ ment. We will specifically look at how to create and post content for use with student iPads. This is a Blackboard class for those wanting to learn more about constructing a Blackboard class or editing a class shell. Come join us to establish your online classroom!

• BB 102 - Blackboard - Adding Collaboration, Assessment, and More

Have a Blackboard class that you are already using with your students? This class is focused on adding to your already developed online class environment. We will use the collaboration, communication and other tools in Blackboard to ex pand your class content. How can we get our students to interact with each other to increase learning? Discussion Boards, Wikis and Blogs! “OH, MY!” We will specifically look at how to create and post content for use with student iPads. Come join us to make your Blackboard class more interactive!

• BB 103 - Blackboard - Adding Assessment and More

So you have been building a Blackboard class to share your content, now it’s time to explore some Bb features that will add even more purpose and functionality to what you are creating! Enroll students, set parental options, explore Black board Assessment features, learn to use the Grade Center and class reporting tools. Want to make your class more per sonalized? Gamify the content? Blackboard can do that! Discover adaptive release and badging possibilities built right in Blackboard! Time to dig deeper into how Blackboard can enhance the learning experience!

• Google 101 - Google Basics

Google Basics places emphasis on the use of Google Tools (Chrome, Gmail, Calendar, Drive, and uses of Docs and Pre sentations). Class content will range from use of Gmail and setting up class email groups, to setting up shared class room calendars and collaborative documents to use for learning. We ask that everyone complete these classes in order. This class models personalized learning with emphasis on the Google skills for students and teachers in a modern Waukesha One classroom. Teachers who are familiar with Google App concepts will be able to move through the class at their own pace.

• Google 102 - Collaborating, Assessing, Publishing, and Reflecting with Google Tools

Google Apps for Education has changed the way our staff and students communicate, collaborate, teach, assess, and learn. This class is focused on finding ways to integrate the creation, communication, and collaboration features of Google Apps for Education into existing practices, and to begin to explore new instructional and assessment practices that will be aided by the use of these tools. We will focus on Google Drive, Docs, Slides, Forms, Sheets, and Sites The session is targeted at users who are already exploring and utilizing Google Apps for Education suite of products and are ready to use these tools for meaningful instructional purposes.

• Google 103 - Bringing It All Together!

Implementing Google Apps tools? It is time to use them meaningfully to take full advantage of these tools for the pur pose of teaching and learning. We broaden the scope of what is possible with Google Apps exploring three add-on ser vices: YouTube, Blogger, and built-in Add-ons. These tools aid teachers in resource delivery to students and more effi cient workflow. They can aid students in making their thinking visible and going public with their learning. We will then explore the SAMR model to empower and inform teachers what meaningful technology integration can look like. Final ly, students in the class will develop an instructional unit to use with students (using the Google Apps tools to support the lesson) and will evaluate it based upon the SAMR scale. The class will expand on your personal portfolio develop ment and how these tools can enhance your classroom instruction.

SAMR is the foundational language used in the School District of Waukesha to discuss the use of technology to support instruction. In this class, educators begin to explore and uncover the hidden depths of SAMR, and ultimately under stand SAMR in a way that helps educators to meaningfully select and utilize technology. This experience is designed a role-playing game to allow you to explore the "SAMR Sea" without risking your own safety. The adventures and investi gations on the island are for your professional growth, but you may also earn special traveler tokens and badges along the way. These tokens and badges are intended to serve as a reminder of the progress you have made in your under standing of SAMR and meaningful uses of technology. Enjoy your time in this self-paced, self-directed class as you fur ther your understanding of how the SAMR model can support best instructional practices in integrating technology meaningfully!

• Standards Based Grading Essentials

This course will provide participants an authentic learning experience with the principles and practices of standards-based grading. In addition, participants will engage in reflective activities, practice scenarios and create a personalized grading and reporting "Ac tion Plan" for implementing best practices in grading and reporting at the classroom level. Topics will include grading practices, setting instructional outcomes, designing student assessments, and using assessment to provide feedback.

This course is designed for both administrators and teachers and other site-based leaders. Some activities might need to be modi fied by the learner participant to meet their specific needs and roles. For example, an administrator's action plan might include some additional steps for site-level actions, but should still include the teacher components to help all learners have the same learning experiences in this course.

Your progression through the information and activities of this course starts in the W4L Fundamentals module. Due to the scaf folding design of the course, we ask that you continue through the modules in the order given in the navigation menu at the left. As you progress through each module, you will become acquainted with the concepts in the specific areas of setting instructional outcomes, designing assessments, using assessments to guide instruction, and involving students in effective feedback.

Since this is an interactive course you will help embed those concepts into your educational practice through creative exercises, blogs, and discussion boards. At the end of each module, you will fashion an action plan for your teaching/administration situation incorporating the main aspects of that module. When you are finished with the course those modular action plans will knit into a comprehensive action plan for improving your instructional practices.

We anticipate this course being completed over the course of the school year, perhaps one to two modules per quarter. This al lows for deep reflection, as well as putting into action the practices and ideas participants learn about.

• Understanding Educator Effectiveness in SDW

Welcome to the School District of Waukesha's online learning module for Educator Effectiveness! As you prepare to enter the school year, we realize the balancing act that takes place immersing yourself in the culture of Waukesha while striving to meet lo cal and state level expectations. Understanding Educator Effectiveness, and how this directly connects to our work in Waukesha, is imperative as we aim to have a successful school year with our students. This course has been developed with the central question of, "What do SDW teachers need to know day one to be successful in our schools?" Likewise, our goal is that this course serves as a learning platform for you both now and throughout the school year.

More is expected of teachers today than ever before. There may be times you feel you need SUPERHERO strength just to get through the day! As you prepare to launch into another school year, we would argue that a firm comprehension of Educator Effec tiveness will be one of the strongest tools in your Superhero belt. We are passionate about the impact this system can make on improving instruction and maximizing the student experience.

We hope you enjoy this course, find the learning practical, and feel motivated to make a Superhero difference for your students.

COLLEGIAL STUDIES

•

Add+Vantage Math Recovery

Danielson: 1a, 1b, 1e, 3d

Add+VantageMR is a program that provides teachers with assessment tools to identify their students' current under standings of number concepts and then gives activities to help support data-driven instruction. You will learn about the numeracy continuum of learning in regards to the Learning Framework in Number. You will learn about assessments that can be administered to your neediest students to know exactly where they are in their numeracy development so you can make instructional decisions that will help to move the students along in their learning. Please note that you will need to administer assessments to a student.

Math Teachers/Special Education Teachers - Limited to 20 participants.

• Comprehension Focus Groups (CLM)

Danielson: 1c, 1e, 3c, 3d Comprehension Focus Groups are an intervention in the Comprehension Intervention Model. Teachers will learn how to plan and facilitate CFG’s to support students who are reading below grade level. (Target Audience: Interventionists, special education teachers, and classroom teachers.)

• Culturally Responsive Classrooms

This class will be an opportunity for participants to reconsider their classroom environment; examples and images will be created and shared. We will explore strategies for supporting all learners to become more culturally and socially re sponsive. The focus will be on: Features of Culturally Responsive Classrooms, Culturally Responsive Instructional Mate rials, and Culturally Responsive Content Delivery.

• Intro to Global Education

This course is an 11 module, self-paced, online, but collaborative and proctored course. You will learn the foundations of Global Education and how to integrate the vision and standards of Global Education into any curriculum and learning experience K-12. Contact Deirdre Garcia if interested.

• Path to Schoolwide AVID strategies

Danielson: 1d, 1e, 3c, 4e, 4a

In this course, participants will gain an understanding of how college readiness can be supported in all subject areas. Additionally, participants will learn about AVID methodologies and WICOR strategies, such as goal-setting, focused note-taking, organization, and time management. This strand will focus on incorporating these college-readiness skills into all classes, from the content areas to the elective, in both middle school and high school. Site team planning time will be used to develop a site plan that links AVID to each school’s theory of action and pushes AVID out schoolwide. Next fall, teachers will implement strategies and invite the AVID district coordinator in for feedback and coaching.

• Practical Classroom Management Strategies

Danielson: 2c, 2d, 3a

This course offers strategies in managing classroom, managing student behavior, and communicating with students.

• Math Essentials: Secondary

Danielson: 1c,d,e,f 2a, 2c, 3c, 3d, 4a,b,d

The goal of the course is to provide new secondary math teachers support and clarify expectations unique to the SDW math department. From exploring Blackboard course resources to grading practices in math, new teachers will lever age time to prepare for a successful first year in the district. Class sessions will be tailored to teacher’s needs and adapt throughout the school year. The course will run from September to May at various/flexible times.

DUAL LANGUAGE

COLLEGIAL STUDIES

• Dual Language Teaching for Bi-literacy: 4 Part Course for 3 credits

Target Audience: REQUIRED Dual Language 4K-12th grade Teachers, open to coaches, Spanish World Language Teachers, and bilingual ESL teachers.

Required for Dual Language teachers, introduces new DL teachers to the instructional shifts of Dual Language Educa tion, planning for oracy and language objectives. Serves as orientation to the Dual Language Program.

• Success with English Learners 1 (Google Classroom)

Target Audience: Teachers, Support, Administration

English Learners are the fastest growing population of students in the United States. In SDW there are at least 38 identi fied home languages other than English. It is probable that you will be asked to meet the linguistic, cultural and acade mic needs of these students in your quest that all students obtain college and career readiness. Feel ready to do this work, but wanting some practical strategies? This on-line, intro course supports educator’s effectiveness with an un derserved student demographic in our district. Get prepared to network, learn and improve your capacity to help stu dents meet college and career readiness standards that are in part determined by excellent opportunities to learn.

• Dual Language Essentials (Google Classroom)

An 11 module, self-paced, online but collaborative and proctored, 22+ hour class. This class can be taken for 2.0 or 3.0 credits.

• Advanced Topics for Bilingual Education

Advanced Topics for Bilingual Education incorporates just in time learning for topics determined by the Multilingual De partment. This collegial study may be run several times throughout the year as needed.

Evaluating Writing From a Multilingual Lens

Dual Language Teachers learn how to evaluate writing through a multilingual lens by placing the writing side by side. This session will inform assessment practices that offer opportunity for planning English and Spanish Language in struction.

• Topics in English Language Development in the Content Area

Topics in English Language Development in the Content Area incorporates just in time learning for topics determined by the Multilingual Department. This collegial study may be run several times throughout the year as needed.

• FORT Training and Coaching

FORT Preparation and coaching for in-service teachers preparing to take this exam. Specific attention will be made to work with multilingual staff who are in their licensure program.

School District of Waukesha 2022-2023

Date(s) Description of Opportunity Time Location

6/13-6/14

SDW School SAIL Team Training (School Teams)

8:00 - 4:00 PM Les Paul

July Ongoing School teams may take the opportunity for site learning Ongoing School Sites

8/9, 8/10, & 8/11 All Administrator Learning

8/18 SDW New Professional Staff Orientation

Orientation will kick off in school sites - Principals plan A.M. and provide lunch for new staff

District Professional Learning

• Mentoring Program & Onboarding for New Staff

• Elementary Science & Secondary ACP

8/19 SDW New Professional Staff Orientation

8:00 - 9:00 AM - Welcome Breakfast

* Introduction of DIstrict Leadership Team

* Superintendent Address

* WEF Presentation

* Community Building Activity

9:00 -11:30 AM - District Professional Learning: Department Time

12:30 - 3:30 PM - TBD

* Additional PD time (AVID, EE, Blackboard, etc.)

8:30 - 3:30 PM Les Paul

8:00 - 11:00 (Building Time)

11:00 - 12:00 (Lunch - Provided)

12:30 - 3:30 PM (District Time)

8:00 - 11:30 AM (District Time)

School Sites Les Paul

Les Paul

11:30 - 12:30 PM (Self Lunch) 12:30 - 3:30 PM (District Time)

8/22 Teaching for Biliteracy - Dual Language New Teacher Orientation (D. Garcia) 8:30 - 4:00 Lindholm - 215

8/23 SAIL Launch/Professional Learning at school sites - 4 Hours (Staff Work Time = 3.5 Hours, Lunch = 30 minutes)

8:00 - 4:00 School Sites

8/24 Summer Institute: Professional Learning (District Dept. Time, Pathways) 8:00 - 4:00 West HS

8/25 Summer Institute: Professional Learning - 3.5 Hrs (District Dept.Time, Pathways) (Staff Work Time = 4.0 Hours, Lunch = 30 minutes)

8/30 Staff report to assigned buildings. Principals are able to use up to 3.5 hours for organized professional learning and meetings. The remaining time is staff work time.

8/31 Staff report to assigned buildings. Staff work day.

8:00 - 4:00 PM West HS School Sites

School Workday School Sites

School Workday School Sites

10/26 Early Release Day/Staff Work Time: This day is staff driven/staff time only. Early Release School Sites

10/27 Site Professional Learning: Principals are able to use up to 4 hours for organized professional learning and meeting time. The remaining time is staff work time.

1/16 SDW Winter Institute/Professional Learning

1/23 Site Professional Learning: Principals are able to use up to 2 hours of this day for organized professional learning and meeting time. The other 6 hours are staff work time.

School Workday School Sites

8:00 - 4:00 PM West HS

School Workday School Sites

2/16 Early Release Day/Staff Work Time: This day is staff driven/staff time only. Early Release School Sites

5/26 Early Release Day/Staff Work Time: This day is staff driven/staff time only. Early Release School Sites

6/9 Staff Work Day - All time is staff driven and staff work time only.

On-going Each school site will develop a schedule for regular professional development.

School Workday School Sites

SAIL ACADEMY (SCHOOL ADMINISTRATORS INSTITUTE FOR LEADERSHIP)

The School District of Waukesha began to do the work of SAIL (School Administrator Institute for Transformational Leadership) in 2014-15 as district administrator and teacher leader teams participated in SAIL. Framed and supported by the district leader ship team, each school’s focused work led to creation of their vision to support best literacy practices and to provide profes sional development around those practices.

In the summer of 2016, the work continued at yet a more intentional and broader level. During Waukesha SAIL, each school was represented by a teacher leadership team whose charge was to create a shared understanding and focus of the work that was specific to their school. Through this process of developing deeper understanding and skill, the school is equipped to distribute leadership across the building more effectively so that it can more readily impact students. School SAIL teams are supported by Directors of Teaching and Learning as well as Directors of Student Services to ensure sustainability of systems and processes and lead to significant student achievement gains.

Mission: To develop in our students the capacity and skills to be community, college, and career ready.

Vision: To be a 21st Century learning organization dedicated to equity, innovation, excellence and collaboration.

Strategic SAIL Goals:

• Increase college, career, and community readiness.

• Increase coherence through a comprehensive system of behavior and academic support for all students.

• Increase the performance and engagement of all staff.

CONTACT US

Executive Cabinet

Darren Clark Chief Information Officer: Business Services dclark@waukesha.k12.wi.us 970-1042

Joe Koch Deputy Superintendent of Student Services jkoch@waukesha.k12.wi.us 970-1102

Jody Landish Assistant Superintendent for Teaching & Learning jlandish@waukesha.k12.wi.us 970-1067

Steve Schlomann Chief Information Officer: Technology sschloma@waukesha.k12.wi.us 970-1075

James Sebert Superintendent of Schools jsebert@waukesha.k12.wi.us 970-1012

Sharon Thiede Assistant Superintendent of Human Resources sthiede@waukesha.k12.wi.us 970-1031

Teaching & Learning

Tiara Rogers Director of K-12 Extended Learning & Educator Development trogers@waukesha.k12.wi.us 970-1077

Rachel Hermann Director of Secondary Learning: Gr. 6 - 12 rhermann@waukesha.k12.wi.us 970-1084

Melissa Yow Director of Elementary Learning: Gr. 4K - 5 myow@waukesha.k12.wi.us 970-1051

Deirdre Garcia Director of Multilingual Education dmgarcia@waukesha.k12.wi.us 970-1018

Sara Orcholski Administrative Assistant orchols@waukesha.k12.wi.us 970-1086

Student Services

Jason Gahan Director of Secondary Special Education jgahan@waukesha.k12.wi.us 970-1483

Patty Hovel Director of Special Education phovel@waukesha.k12.wi.us 970-1112

Amanda Mack Director of Elementary Special Education amack@waukesha.k12.wi.us 970-1113

Marc Lehnerer Director of Student Services mlehnerer@waukesha.k12.wi.us 970-1484