Creating a master schedule is the foundation for the successful school day, but how do you get all the pieces to fit?  Are there ways to “stretch” time?  What are important things to keep in mind?  How do you set the stage for staff buy-in? 

 

This session will include an overview of guiding principles and strategic questions you can use to check yourself as you plan the schedule for your school.  It will also provide time for you to work on a draft schedule for your building while receiving feedback and suggestions on ways to “tweak” it to fit your situation and best instructional practices.

 

 Participants are asked to bring information on 2008-2009 staff allotments, special area teachers assigned to the building, and other information—such as lunchroom capacity, playground space availability, etc.

Explore the meaning and significance of photography in communication and discuss the ethics of photojournalism with a professional photojournalist.  Analyze news photos, comics, political cartoons, ads and other graphic content found in newspapers and receive print and Web-based curricula to support your use of those features in your classroom. 

Choose from the varied content in a newspaper to appeal to students with different interests and abilities and build on what they know.  Thoughtful analysis of a newspaper’s visual elements also encourages and requires reading and writing and integrates different subjects.

Obtain prior approval from your local school system, and you will earn one reading renewal credit (1.0 CEU) for attending the two-day training led by a certified reading teacher and Newspaper in Education instructor. 

Creating a master schedule is the foundation for the successful school day, but how do you get all the pieces to fit?  Are there ways to “stretch” time?  What are important things to keep in mind?  How do you set the stage for staff buy-in? 

 

This session will include an overview of guiding principles and strategic questions you can use to check yourself as you plan the schedule for your school.  It will also provide time for you to work on a draft schedule for your building while receiving feedback and suggestions on ways to “tweak” it to fit your situation and best instructional practices.

 

 Participants are asked to bring information on 2008-2009 staff allotments, special area teachers assigned to the building, and other information—such as lunchroom capacity, playground space availability, etc.

**Session with NC Principal of the Year, Dr. Debra Morris**

The A. L. Brown High School community is in the midst of a transformation from a textile mill town to the center of Biotechnology with the construction of the North Carolina Biotechnology Research Campus. Under the direction of a new administrative team, the high school has also undergone a transformation in many ways with the implementation of school uniform policy, a freshman academy, and a focus on biotechnology.  A major component of the school’s success has been the deliberate outreach to the greater school community.

As a result of the school’s success, A. L. Brown recently received the ASCD Lighthouse Award for School Improvement and the school’s principal, Dr. Debra Morris has been named as the North Carolina High School Principal of the Year for 2008.

A.L. Brown has been recognized for many of the practices they have in place. The school’s 10^th grade writing scores have increased 25.3 points since 2004-2005. The SAT scores increased 41 points last year.  Students met all of their AYP goals and made high growth on the ABC model.  These achievements occurred in a school with a diverse student population in which over 60% of the students are on free and reduced lunch. 

Come join us for a day to experience the effective practices that have worked well for A. L. Brown High School.

Creating a master schedule is the foundation for the successful school day, but how do you get all the pieces to fit?  Are there ways to “stretch” time?  What are important things to keep in mind?  How do you set the stage for staff buy-in? 

 

This session will include an overview of guiding principles and strategic questions you can use to check yourself as you plan the schedule for your school.  It will also provide time for you to work on a draft schedule for your building while receiving feedback and suggestions on ways to “tweak” it to fit your situation and best instructional practices.

 

 Participants are asked to bring information on 2008-2009 staff allotments, special area teachers assigned to the building, and other information—such as lunchroom capacity, playground space availability, etc.

 

Objectives of this workshop:

· Train administrators in the use of the TPAI evaluation system for teachers.

· Understand the relationship between the NC Teacher Performance Appraisal System 2000 and the original TPAI.

· Describe the purpose and positive results of the teacher evaluation and set goals for teacher evaluation practice.

· Recognize and apply the eight major functions of the TPAI.

· Utilize videos to simulate evaluation session.

· Recognize teacher evaluation issues that are addressed by state policies.

Come and learn about Iredell Statesville’s experience with the deployment of the principal evaluation process.  School districts will walk away with: 

· a flow chart of the process

· a revised rubric that shows actual evidences linked with School Improvement Plans, Teacher Working Conditions Survey, test scores, and other NC specific evidences

· a district process for linking School Improvement Plans to the principal evaluation process

· a district process to review Principal Working Conditions Survey data and interpret results in alignment with the principal evaluation process

 Iredell Statesville’s Classroom Walkthrough process and Raising the Achievement Gap process will be explained to show linkage to the Principal Evaluation standards.

 

Effective Substitute Teacher Training is a course designed to introduce prospective substitutes to the world of education.  Throughout the course, participants will be exposed to the daily requirements of working in K-12 classrooms (Lesson Plan design, Student Challenges, Classroom Management and Discipline, Learning Styles, Functions of the Teacher Performance Appraisal Instrument).  Participants will encounter a variety of sample activities and strategies to managing a classroom as a substitute and will receive ideas for a "Bag of Tricks" as well as a "Substitutes Survival Guide."  Current educational topics such as teacher shortages, No Child Left Behind, standardized testing, teaching requirements, and many more will also be discussed.

Creating a Student-Centered Foreign Language Classroom through Technology for Grades 6-12

 

Have you ever thought about how much time students spend engaged in learning versus how much time you spend teaching in the foreign language classroom?  Participants will explore how the convergence of technology and a change in mindset create a student-centered language learning environment.  This LEARN NC experiential session offers strategies and free tools for revitalizing your foreign language classroom.

CAMMP I

Comprehensively Applied Manipulative Mathematics Program:

a constructivist approach to teaching K-6 mathematics

 

The Comprehensively Applied Manipulative Mathematics Program (CAMMP) is a constructivist approach to teaching K-6 mathematics.  CAMMP focuses on best practices that broaden and deepen students’ mathematics understanding.  This comprehensive instructional package includes procedures that focus teaching from concrete, representational, and transitional manipulatives, to varying symbolic approaches that include checking for reasonableness and accuracy.  Multiple teaching strategies readily adapt to any mathematics curriculum and nearly any textbook.  The workshop will enable teachers to go beyond worksheets and rote learning by using multiple manipulative and symbolic strategies with the K-6 math curriculum.  This one-day workshop focuses on the most innovative elements of CAMMP as exemplified by the concept of division.   

 

CAMMP II will be offered on October 17, 2008!

 

Writers Workshop (K-2) Day One

Participants will focus on the components of Writers Workshop including the architecture of a mini-lesson and an introduction to conferencing.  We will learn how to launch a Writers Workshop in K-2 classrooms and what to expect from writers of various ages and writing abilities.  Related topics such as, preparing your classroom, classroom management, and writing celebrations will be addressed.

 

Writers Workshop (K-2) Day Two

Participants will delve into the various units of study, including personal narratives, informational texts, and poetry.  We will look at possible teaching points for each unit of study and will begin developing mini-lessons.  In addition, we will discuss teaching students to emulate an author's craft and mentor texts that can be used for mini-lessons and conferring.

 

Do you need help in developing current and effective classroom writing instruction for your students as you seek to prepare them for the NC 4^th Grade Writing Test? If so, this two day session can provide classroom teachers with the "best of..." the tools, knowledge, and strategies needed to provide effective quality instruction.   

 

Day One Session will walk through specific featured mini-lessons, new and proven writing strategies, effective conferencing tips and tools, and an overall well-managed Writing Workshop approach that can provide students with instruction that makes sense and prepares them for success on the 4^th grade test.

 

Day Two will focus on ongoing assessment based on the NC Writing Rubrics, strategic monitoring, and the sharing of scoring materials from the most recent NCDPI Scoring and Training sessions. Participants will be able to emerge with confidence that they are leaving with a variety of exemplary teaching practices and the tools they need to prepare their students to be successful life-long writers who are ready to "show what they know".

Successful Strategies for Proficient and Powerful Writing in Grades 6-8: What Can I Do in my Content Area to Improve Writing?

 

What can I do in my content area to improve writing?  How can my students produce proficient or effective writing?  The session “Successful Strategies for Proficient and Powerful Writing” will focus on proven classroom applications that all content area teachers can immediately use to improve student writing.  With high writing expectations throughout our nation, teachers sometimes struggle in techniques to assist students in written communication.  Attend this session to capture these highly successful strategies appropriate for any subject area. The middle school session will focus on problem-solution and evaluative argument writing-the two domains assessed on the seventh grade writing assessment. 

 

What can I do in my content area to improve writing?  How can my students produce proficient or effective writing?  The session “Successful Strategies for Proficient and Powerful Writing” will focus on proven classroom applications that all content area teachers can immediately use to improve student writing.  With high writing expectations throughout our nation, teachers sometimes struggle in techniques to assist students in written communication.  Attend this session to capture these highly successful strategies appropriate for any subject area.  This high school session will focus on definition and cause/effect writing-the two domains assessed on the sophomore writing assessment.

 

The challenge of discipline in the classroom and school has never been greater. These sessions will focus upon providing the attendee with successful strategies that promote the occurrence of positive behavior in the classroom and school, prevent the occurrence of negative behavior in the classroom and school, and identify successful interventions for dealing with discipline problems when they occur in the classroom and school.

September 29, 2008

Read Aloud has been shoved to the side in many contemporary classrooms where the pressures for raising scores are squeezing the very life out of literacy.  Lester will lead you through a few simple ways to make every read aloud an intentional act in the life of your classroom.  Come join us as we rethink the essential role read aloud can have in developing language, essential content vocabulary and in unpacking loaded vocabulary often found in units of study in the subject areas.  We’ll explore the use of picture books and read aloud to build vocabulary, conceptual framework and an image bank to strengthen subject area study.

September 30, 2008

Lester cracks open the craft in two of his own picture books (Saturdays and Tea Cakes,  and Snow Day!) to make his writing decisions visible.  Through deep study of these two books, he shows how to explore any text with greater understanding of author's craft in order to support your student's development as writers.

 

“What ARE the Other Kids Doing”  while I am conducting small group instruction and one-on-one conferencing?  A meaningful literacy activity is the answer.  Making that happen in the primary grades, in a manageable way,  can be quite a  challenge.  This session will offer multiple center ideas and various classroom management ideas to meet the needs of the ever-growing diverse student populations.  This interactive Make-It-& Take-It session will enrich your mind and your classroom.  Bring a camera and come prepared to leave with multiple literacy rich ideas that you can see and make today, and use tomorrow. 

 

“What ARE the Other Kids Doing”  while I am conducting small group instruction and one-on-one conferencing?  A meaningful literacy activity is the answer.  But how to make that happen, in the already jam-packed instructional day, is a challenge.  This session will offer practical ideas and strategies for the 3-5 classroom teacher based on the five domains of reading as identified by the National Reading Panel.  Hands-on Literacy Stations and classroom management tools will be shared. You will also have an opportunity to make some Literacy Station tools to take back to your classroom.   Bring a camera and come prepared to leave with multiple literacy rich ideas that you can see and make, today and use tomorrow. 

 

The teaching/learning process breaks down if the teacher and learner do not apply active learning techniques.  In order for students to improve their personal understanding of skills and take ownership of learning, teachers must engage students actively in the learning process.  In this workshop, Kathy Kennedy will show K-12 teachers how to involve students in the process of “active” rather than “passive” learning strategies to ensure mastery of content.   Active participation throughout this workshop will enable participants to learn at least 5 easy to implement power strategies that guarantee teachers will become facilitators of student learning.  If you are searching for a sure way to increase student achievement………engaging all students in the learning makes all the difference.

 

Take home ideas, inspiration, and resources from this fast paced workshop that will enable you to implement research based best practice strategies in your classroom.  Participate in teacher friendly and student engaging activities from AIMS, sample lessons from the new K-12 Science Curriculum Project developed by DPI, and preview other materials that illustrate best practices and address the NC Science Standard Course of Study.

 

Take home ideas, inspiration, and resources from this fast paced workshop that will enable you to implement research based best practice strategies in your classroom.  Participate in teacher friendly and student engaging activities from AIMS, sample lessons from the new K-12 Science Curriculum Project developed by DPI, and preview other materials that illustrate best practices and address the NC Science Standard Course of Study.

 

Take home ideas, inspiration, and resources from this fast paced workshop that will enable you to implement research based best practice strategies in your classroom.  Participate in teacher friendly and student engaging activities from AIMS, sample lessons from the new K-12 Science Curriculum Project developed by DPI, and preview other materials that illustrate best practices and address the NC Science Standard Course of Study.

 

This one day workshop is designed for teachers who wish to expand their repertoire of skills in motivating students to learn.  It will examine the clinical definition of extrinsic and intrinsic motivation. Participants will learn two strategies for creating extrinsic motivation - Level of Concern and Knowledge of Results.  In addition, participants will learn about Attribution Theory, the concept that the brain is wired to link success and failure to some attribution and how that knowledge can create intrinsic motivation in students.

 

Participants will:

• Understand Motivation Theory

• Learn and plan to use Level of Concern and Knowledge of Results in the   

   classroom

• Understand Attribution Theory

• Identify areas of application of Attribution Theory in teaching practice

 

Beginning the Journey of Differentiated Instruction K-5 In this overview session, participants will examine elementary lessons that attend to learning differences in students.  Learning style and interests, when used to differentiate instruction, offer task choices that allow for students to be efficient and motivated in learning new material and skills. Readiness tasks provide a range in sophistication so that every student is challenged and asked to grow beyond what they know and can do. We will analyze practical K-5 strategies and the philosophical ‘big picture’ of how and why to vary instruction.

How does a principal know "what's happening" in his/her school and classrooms on a daily basis that directly impacts student achievement?  Strong instructional leaders have developed their own systems for monitoring teacher and student performance that result in continuous improvement in the teaching-learning process and student growth.  This presentation is designed to provide knowledge, strategies, and tools that will assist principals in becoming more effective in monitoring instruction and seeing a "Big Picture" of school improvement and student achievement. 

 

This session will focus on the strategies that active, thoughtful readers use when constructing meaning from text.  A range of books and other print in both fiction and non-fiction will be used, as well as teaching/learning artifacts from “real-live” classrooms.  Participants will be involved in actually trying strategies and will plan for their use in their own classrooms.

 

TOPICS:

· Learning about strategies from proficient reader research.

· Setting up a supportive environment for developing strategies and habits of readers.

· Assessing children’s reading strategies through oral reading, miscue analysis, and retell.

· Using read aloud and shared reading to demonstrate strategies.

· Using guided reading and literature studies to build a classroom of successful and enthusiastic readers.

· Expanding SSR or DEAR into Reader’s Workshop to include Just Right Books, mini-lessons and conferring.

 

This session will focus on the strategies that active, thoughtful readers use when constructing meaning from text.  A range of books and other print in both fiction and non-fiction will be used, as well as teaching/learning artifacts from “real-live” classrooms.  Participants will be involved in actually trying strategies and will plan for their use in their own classrooms.

 

TOPICS:

· Learning about strategies from proficient reader research

· Expanding SSR or DEAR into Reader’s Workshop to include Just Right Books, mini-lessons and conferring.

· Using interactive read aloud and shared reading to integrate science and social studies into strategy and comprehension lessons.

· Using guided reading and literature studies to build a classroom of successful and enthusiastic readers.

 

The 2008 Standard Course of Study includes a number of changes in the Number Sense strand. Participants will complete activities, discuss the standards, examine effective ways to teach the standards, and examine student work. The focus will be on K-2 mathematics. During the second meeting, teachers will continue their exploration, and connect the activities to their classroom teaching.

 

The North Carolina Standard Course of Study for Algebra I specifically requires students to build knowledge and skills to use in solving problems. Participants will explore, through activities and discussions, ways to take their students beyond knowledge and skills and into solving problems. During the second meeting, teachers will continue their exploration and connect the activities to their classroom teaching.

 

The Comprehensively Applied Manipulative Mathematics Program (CAMMP) is a constructivist approach to teaching K-6 mathematics.  CAMMP focuses on best practices that broaden and deepen students’ mathematics understanding.  CAMMP II illustrates how effective teachers apply the nine elements of CAMMP I (developed earlier with Addition, Multiplication, and Subtraction) with Division, Fractions, Decimals, Ratio/Proportion, Probability, and Pre-Algebra. Teachers learn how to diagnose misunderstandings/errors in order to prescribe appropriate instructional tactics for students of all abilities. Concrete, representational, transitional, and symbolic instructional activities will be illustrated allowing teachers to turn their classroom into a mathematics laboratory.

 

This two-day workshop will focus on a comprehensive writing program for secondary students.  Participants will explore how the NC Standard Course of Study supports the teaching of writing across the curriculum as well as in 10^th grade English.  Participants will explore strategies for teaching writing, keeping in mind the skills needed for success on a variety of writing assessments.

  

Strategies explored during the workshop include: 

• Setting up a climate for learning through the use of daybooks
• Integrating technology into the teaching of writing
• Valuing Process Writing in an Assessment Driven climate
• Teaching the elements of writing often found on assessment rubrics:  focus, organization, support and elaboration, style, and conventions
• Designing a plan that integrates literature and writing (the possibilities of multigenre writing for learning).

 

Participants will also explore some features of the assessment model: 

• Strategies for moving writers to higher performance levels.
• Activities that develop good writers and how these activities relate to the State’s Assessment Rubric 

 

Manipulatives are great tools for helping students conceptualize mathematical concepts.  For students to really learn the intended content,  however,  they need the right amount of teacher guidance, challenging questions to ponder during the learning process, and their  teacher's belief that the he/she can construct their own understanding.  Strategies for teachers to utilize in their classroom so that the students are not just playing with manipulatives but also creating their own understanding will be the focus of this workshop.  Participants will experience lessons that are ready for implementation in their classrooms with blackline masters.  Also, time will be allotted for conversation about why the content of the lesson was structured in such a way as to allow students to go from the concrete level to the semi-concrete level before tackling the concept in an abstract paper and pencil exercise. All lesson plans experienced at this workshop will be aligned with the NC Standard Course of Study and the National Council of Teachers of Mathematics principles and standards for high quality, engaging mathematics instruction.

 

This workshop is designed to show teachers a variety of methods for helping students to conceptualize and discover formulas that usually are just memorized.  Participants will experience lessons that allow  students to derive a formula for themselves and understand why it works.  Time will be allotted for participants to reflect on why learning content in this way may be the best way for students to remember and use formulas to solve problems.  This workshop will also focus on patterns, solving for X and measurement.  All lessons will be aligned to the NC Standard Course of Study and the National Council of Teachers of Mathematics Principles and Standards for high quality, engaging mathematics instruction.

 

The ability to access meaning from text is critical to academic success for all students. Yet, as students move into the secondary levels, their instruction in reading comprehension decreases even while the demands and variety of reading increases.

 

In this workshop, Amy Benjamin will help teachers to integrate research-based comprehension strategies into content area instruction. Topics will include:

 

· The difference between narrative and informational text

· Special demands of content area reading

· Strategies, adaptations, and supports

· Building academic vocabulary for background knowledge

 

This session will offer suggestions for teachers and strategies for students that support the teaching and learning of the “big ideas” in K-2 mathematics will be the focus of this professional development. Participants will examine student work, reflect on different strategies used to solve the same problems, and discuss ways to teach all strands of mathematics in ways that go beyond memorization and promote student thinking and reasoning.

 

Science notebooking is an effective instructional tool that promotes students' understanding of science.  Techniques for implementing this research-based approach will be presented with an emphasis on scientific inquiry and development of scientific understanding.  Perspectives on using notebooking as an assessment tool will also be highlighted. 

 

Discover how attention to school climate leads to academic performance.  Participants will learn how to establish and implement a shared vision that maximizes teacher, student and parent potential for success.  Understand the synergy released when focus is placed both on developing relationships and setting high expectations by everyone for everyone.  Presenters, including the former principal and character education chairs from a National School of Character, will provide specific, practical strategies for establishing a character or climate committee that will impact all areas of school life. Informational packets containing research, assessment tools and planning ideas will be provided to each school.  Schools are encouraged to send a team of 2-4 individuals, including an administrator and others interested in implementing a character education program.

 

Whether you are a beginning teacher or have several years of experience, you will always run into difficult situations with students.  It may be a talkative student who simply will not raise his/her hand, a student who refuses to cooperate and engage, or a student with anger issues, but we all have students in our class whom we find difficult to handle.  This workshop will help you identify and recognize what you as the classroom teacher can do to minimize and eliminate “difficult situations from occurring. Additionally, if inappropriate behavior does occur, they must be addressed.  We will explore and discuss effective strategies you can use to help get these students back on track.

 

Participants will focus on the importance of conferencing, including, the architecture and language of an effective writing conference.  Through the use of videos and student writing samples, we will begin to develop our own conferring skills.  Related topics, such as, conferring with reluctant writers, recording and using conference notes to drive instruction, and classroom management will be covered.

 

Join us for a different kind of Math workshop!

 

Participants in this workshop will gain understanding of children’s mathematical thinking how children approach problem solving informed decisions about instructional practice.  Throughout the workshop participants are encouraged to think about what their students know and to use that information to make instructional decisions.  

 

Activities in this workshop are designed to engage participants in the understanding of classification of problem types children’s solution strategies issues of assessment and classroom implementation.  Upon completion of the workshop teachers will have a deeper understanding of how children solve problems and how to plan instruction to bring each individual student to a higher level of thinking.  Manipulatives and hands on activities are recommended.

 

Successful implementation of CGI takes time, support, and thoughtful discussions among participants.  Therefore it is optimal for training sessions to be spread out over a period of time.  A time frame that allows for interaction with the content, then time with students, and a period of reflection before further discussion with the group enables participants to effectively implement CGI.  This type of staff development aligns with the National Staff Development Council recommendations.

Strategic Instruction = Successful Students:

 

What Does It Take to Ensure Success on the North Carolina Reading EOG?

 

Do you need help in planning for daily classroom literacy instruction that works to prepare your diverse group of students to be both life-long readers and successful test takers?  This session will provide multiple strategies and practical ideas that you can learn about today and use tomorrow.

 

The Southwest Education Alliance (SWEA) has launched a new and exciting award program aimed at recognizing the extraordinary efforts made by numerous schools from across the Southwest Region that are achieving amazing student success.  The STAR Awards Conference is an opportunity to shine the light of success on schools that are progressing and moving forward in providing amazing learning environments with demonstrated student achievements.

 

STAR – Schools That Attain Results - is an award program established with the purpose of highlighting, acknowledging, and “spreading the word” about schools that are making outstanding and innovative efforts in reaching all students for the advancement of learning.  In most cases, these are efforts that go unrecognized or may be lost in the sea of reported coverage on mandated testing and accountability results.  Often times this coverage fails to portray a more complete picture of a school system beyond “the test.”  The STAR Awards Conference is an opportunity to shine the light of success on schools that are progressing and moving forward in providing amazing learning environments with demonstrated student achievements.

 

SWEA is an organization comprised of superintendents from across the Southwest Region.  The concept for the STAR award program grew out of a need voiced by many superintendents to solicit positive coverage and attention for the encouraging strides that many schools are making in education.  STAR Awards is not intended to be a competition, but rather a recognition opportunity for schools. To be recognized for a STAR award, school districts must submit a nomination form for a qualifying school within the district.  Districts with a student population of over 20,000 students, may select two schools to be honored.

 

CAMMP III is designed to help teachers plan for implementing a developmentally sound mathematics program using a centers approach.  Teaching using running records, pacing guides, and small group instruction will be the focus of this half day workshop.  

 

A complete overview of Response to Intervention will be presented with a focus on the two fundamental elements, Problem Solving Model and Curriculum Based Measurement.  Implementation at the district level, school building level, and individual student level will be discussed.  Theoretical concepts as well as practical implementation tools will be covered, with real case studies to build the competency of the participant.   Each participant will receive a copy of the book When a Child Struggles in School by Dr. Tom Jenkins.

Legal Updates for School Administrators

This session will address important and interesting legal developments over the past year, exploring how the law has been applied to new situations and what to watch out for.   Topical areas will include free speech, cyberlaw, student discipline, negligence and others. Opportunity for Q&A and practical tips will also be included.

 

The need for safe schools in our nation today has never been as strong.  Administrators are required to know key elements for safety planning, comprehensive school crisis management plan development and the ability to respond to a crisis situation. 

 

This course will train participants in proven and effective strategies in dealing with school safety.  A special emphasis will include attention to prevention as well as specific procedures needed for the gamut of crisis that can occur in schools.

 

How do you become a global teacher?  You begin by opening your mind and your classroom to a wider world.  Come and learn how to gain a global perspective, find and use international resources, and teach global connections across the curriculum.  Workshop participants will receive teaching resources, take part in visual, aural, and kinesthetic global learning activities, and enrich a lesson plan with global connections.

Students' reading difficulties impact their math and science performance.  An overview of how students process math and science text will be presented.  The majority of the session will focus on examples of effective reading practices based on real student work in science and mathematics.  Participants will leave with a set of comprehensive reading strategies with a math and science focus.

 

This workshop will focus on students who are being served in the eligibility categories of Autism, Intellectual Disabilities and Multiple Disabilities.  There will be information presented in the areas of language processing and behavioral challenges and their impact on learning.  There will also be discussions and hands on activities which will focus on strategies which can be implemented for all students which will positively influence the learning and behavioral outcomes for students with special needs. 

 

As educators, we are responsible for extending the learning lives of all of our students, including multilingual students.  Anchored in recent research and best practices, this workshop will further inform educators’ understandings of English language learning while offering tools and strategies for day-to-day learning activity, assessment of learners’ growth and needs, and means for valuing new English Language Learners’ (ELL) accomplishments with respect to their experiences and school expectations.  Specifically, workshop participants will first develop shared frameworks for working with new ELL through the exploration of how additional languages may be acquired as well as the roles of students’ cultural and lived experiences within the contexts of U.S. schools. Participants will then explore specific strategies and practices that support new ELL as readers, writers, communicators and thinkers.

 

Beginning the Journey of Differentiated Instruction: 6-12 In this overview session, participants will examine secondary lessons that attend to learning differences in students.  Learning style and interests, when used to differentiate instruction, offer task choices that allow for students to be efficient and motivated in learning new material and skills. Readiness tasks provide a range in sophistication so that every student is challenged and asked to grow beyond what they know and can do. We will analyze practical strategies for grades 6-12 and the philosophical ‘big picture’ of how and why to vary instruction.

This workshop is designed to address the needs of future and current assistant principals.  The principal can no longer be the only instructional leader in the building; the assistant principal must assume a far greater role in the teaching-learning process.  The role of the assistant principal must expand and go beyond supervising and managing, buses, books, beans, and behavior.  Assistant principals will be introduced to knowledge, skills, and practices that will prepare him/her to be more productive in monitoring and improving teacher and student performance.  The North Carolina Standards for evaluating school principals will also be addressed throughout the session.

 

The mechanics dragon raises it’s ugly head every time we read student papers.  We resist the urge to slay it with our red pens because we know from experience that doesn’t work.  However, we have to do something! In this workshop, Karen Haag demonstrates ideas for improving style, spelling, and grammar in writing adapted from DPI, Constance Weaver, Diane Snowball, Stack the Deck, Karen’s own work, and others. Learn about implementing editing workshop as a part of writing workshop. Teach style as a way of knowing and then breaking the rules.  In addition, Karen shares minilessons for teaching students to find their own spelling and grammar errors in their writing so that the students do more work than their teachers. 

 

The one-day Co-teaching Training is characterized by a high degree of input and participation from Regular and Special Education staff members with minimal emphasis placed on lecture.  The models for co-teaching and  adapting instruction are presented in the morning session.  Participants will have the opportunity to examine their current practices vis-a-vis the model being presented.

 

The remainder of the training provides examples of how to adapt instruction to make it appropriate to the needs of the wide variety of learners present in an inclusion classroom. Participants will become the students. The room will be reorganized to model how to set up an inclusion class for instruction under the model discussed in the AM session. Participants will be placed in groups based on their learning styles and will receive instruction in all 4 content areas (Math, Language Arts/English, Social Studies/History, and Science.)

 

Participating teaching teams regularly report discovering untapped potential in students whom they previously regarded as beyond the reach of their efforts. They also express a willingness to accept more responsibility for educating these students. As students come to accept the new methodologies and teaching dynamics in the classroom, there is evidence of increased cooperation and respect among students, between teachers and students, and between general and special education teachers.

 

The one-day Co-teaching Training is characterized by a high degree of input and participation from Regular and Special Education staff members with minimal emphasis placed on lecture.  The models for co-teaching and  adapting instruction are presented in the morning session.  Participants will have the opportunity to examine their current practices vis-a-vis the model being presented.

 

The remainder of the training provides examples of how to adapt instruction to make it appropriate to the needs of the wide variety of learners present in an inclusion classroom. Participants will become the students. The room will be reorganized to model how to set up an inclusion class for instruction under the model discussed in the AM session. Participants will be placed in groups based on their learning styles and will receive instruction in all 4 content areas (Math, Language Arts/English, Social Studies/History, and Science.)

 

Participating teaching teams regularly report discovering untapped potential in students whom they previously regarded as beyond the reach of their efforts. They also express a willingness to accept more responsibility for educating these students. As students come to accept the new methodologies and teaching dynamics in the classroom, there is evidence of increased cooperation and respect among students, between teachers and students, and between general and special education teachers.

 

This session will focus on mathematical processes.  Mathematical processes – problem solving, reasoning, communication, connections, and representations – are ways that students learn and ways that they communicate what they have learned. We’ll explore simple problems in context, multi-step problems, and non-routine problems through the lens of NCTM’s process standards.

Motivating Unmotivated Students

Ron is a national expert on bullying, resiliency, and drug, alcohol and tobacco abuse.  He is a well known author of How to be a Successful Criminal:  The Real Deal on Crime, Drugs and Easy Money.  He has delivered his message in 37 states and 3 countries.

Powerful, hard-hitting, this compelling presentation goes beyond the classroom, and provides the audience a unique opportunity to see the world through the eyes of kids who have been labeled as uninterested, unenthusiastic, and just plain unmotivated.

Ron offers a fresh, new perspective on how to effectively connect with unmotivated students and encourage and inspire them to take charge of their learning and their lives.  He identifies the issues, and provides practical solutions to the issues confronting and hindering students from doing their very best to succeed.

• Recognize individual learning styles, and understand how they determine our strengths and weaknesses

• Understand the effect learning styles have on how we perceive and interact with our environment

• Discuss the correlation between family patterns, peer pressure and abuse-to- poor performance in the classroom, destructive decisions, drug and alcohol dependency, gang life and violent behavior

• Realize we are role-modeling our own choices and boundaries, and the impact this has on our youth

• Discover personal communication styles, and demonstrate practical ways to modify our verbal and non-verbal communications in ways that will promote optimal rapport with youth

• Gain 10 practical steps on working with kids at-risk

• Learn the 5 facets of student motivation

Effective Resource Management is open to principals, assistant principals, and central office personnel.  This topical seminar will give site-based public school administrators the techniques needed to manage a school's total resources. This one day seminar will look at several areas of school finance that are critical to maximizing resources. The complexity of State, Federal, and Local resources require specific knowledge to meet instructional goals.

 

Topics will include:

* Overview of the North Carolina public school budget process
* The principals' role in individual school accounting
* The school treasurer's role in school accounting
* How to Maximize resources through financial flexibility
* Working with the Superintendent and Finance Officer for effective, efficient operations
* Individual school accounting
* Effective internal controls for your school
* How to make legal purchasing decisions
* Complying with the Fair Labor Standards Act (FLSA)

 

Do not miss this opportunity to discover new ideas, strategies, and resources for using inquiry-based classroom activities to teach the NC Science Standard Course of Study.  Presenters of clinic sessions will model inquiry-based classroom activities linked to  the NC Science Standard Course of Study.  The conference will offer the opportunity to choose from over 45 sessions during four breakout periods.  During the breaks, you can chat with educators from other school districts about planning and implementing a successful science program.  You will have many opportunities throughout the day to visit and learn about science resources from the many onsite exhibitors. 

 

According to experts in the field, reading and language arts skills are best acquired when students are actively engaged in their own learning. Reading and Language Arts Worksheets Don’t Grow Dendrites focuses on brain-based literacy strategies for Grades K-12, structured around the International Reading Association and National Council of Teachers of English standards. It contains over 300 activities from hundreds of teachers as well as the author’s own classroom models.

 

This practical resource is dedicated to literacy strategies that apply to the way students learn to read and read to learn. These hands-on techniques will help you teach reading in relevant, motivating, and engaging ways.  Unless students are involved and actively engaged in learning, true learning rarely occurs. Invite your students to use their higher-level thinking skills, increase their comprehension, and make the learning their own!

This workshop will address how to change school climate and improve morale and motivation in order to recruit and retain high quality teachers.  A PowerPoint will address how to incorporate the North Carolina Working Conditions Survey into your school improvement plan and activities throughout the workshop will give participants strategies that enhance student learning and job satisfaction. 

Teacher Leadership: NC Professional Teaching Standards

 

The newly adopted NC Professional Teaching Standards list Teacher Leadership as one of the objectives all NC teachers must demonstrate. This session is designed for administrators and teachers interested in expanding the opportunities for "teacher-leadership". Leadership doesn't necessarily mean adding a coaching responsibility or sponsorship of a school club. There are countless ways that teachers could take on smaller levels of leadership within their schools and classrooms, but many teachers lack the training and skills to do this. 

 

In this session, we will work with teachers and administrators about creating opportunities for "teacher-leadership" within their schools and classrooms with their colleagues. We will discuss the basic principles of leadership, empowering teachers to discover ways to contribute, and how to create opportunities for leadership in a wide variety of circumstances; Administrators are invited to attend with their teachers, as a certain amount of empowerment from any administration must be encouraged in order for teachers to assume leadership in any given area.

 

The challenge of discipline in the classroom and school has never been greater. These sessions will focus upon providing the attendee with successful strategies that promote the occurrence of positive behavior in the classroom and school, prevent the occurrence of negative behavior in the classroom and school, and identify successful interventions for dealing with discipline problems when they occur in the classroom and school.

 

This session is for teacher leaders who are motivated and considering becoming a principal which includes applying for the Master of School Administration (MSA) degree.  There are pathways for both the bachelor degree teachers and also now a faster track for teachers with a masters degree in various other education specialties.

 

Come learn what is wonderful about being a principal.  There will be opportunities to hear from principal leaders about what inspires and motivates their leadership.  Participants will also be in discussion groups with each other to discuss key leadership issues and to respond to the presentations they have just heard.

 

In addition, representatives from UNC-Charlotte, Wingate and Gardner Webb will be available to provide information about MSA programs at each of these campuses.  This will be an inspirational day, packed with practical information about getting an MSA degree.

“I have more data than I know what to do with!”  In this session participants will receive tools to analyze the steady stream of data that inundates them on a daily basis.  With the use of Excel PivotTable and Chart Wizards participants will be able to look at data in a timely and precise manner and will also be able to create tables and charts that allow that data to be used prescriptively at the school, classroom and individual student level.

 

In addition, ways to use EVAAS to find trends and to analyze data will be integrated into the workshop.  In order to receive the maximum benefit from the data analysis workshop, participants need to have their current EOG/EOC data in an Excel file, and a working EVAAS user id and password.

 

Participants will interactively work with data, learn how to use Excel PivotTables to analyze data, and then work with data in Excel.  No matter the skill level of the participant, all participants will be able to use PivotTables and Charts due to the step-by-step instructions all participants will receive.

The end goal is that participants will see the need to be more data-driven, and will also leave with a valuable tool kit to help them be better data users.

Research and best practice consistently point out that parents play a significant role in high achieving schools. The North Carolina Standards for School Executives, Standard 6 (External Development Leadership) states: A school executive will design structures and processes that result in community engagement, support, and ownership, and creates processes that empower parents and other stakeholders to make significant decisions. 

 

This session looks at the research on parent engagement and how schools can move from parent involvement (think spaghetti supper) to parents who are actively engaged with the school to improve student learning. Following the discussion of best practices, area principals will share their strategies for engaging parents.

Teachers are always on the forefront of school law. However, few if any teachers have ever been trained in the area of legal issues for teachers. This full-day practical session focuses on two areas: (1) teacher and school liability issues, and (2) student and teacher rights. Case studies will provide the framework for an engaging discussion of major topics.

Are you searching for ways to jumpstart your instruction and rev-up your students as the real EOG “Countdown” begins?  This special session will offer a hands-on menu of effective, interactive, and high interest instructional strategies and activities that can provide a new approach for meaningful instruction and review in 3-5 classrooms. Participants will walk away with self-created EOG reading games and activities to move your instruction, and students’ understanding, to that next level.

Are you searching for ways to jumpstart your instruction and rev-up your students as the real EOG “Countdown” begins?  This special session will offer a hands-on menu of effective, interactive, and high interest instructional strategies and activities that can provide a new approach for meaningful instruction and review in 6-8 classrooms. Participants will walk away with self-created EOG reading games and activities to move your instruction, and students’ understanding, to that next level.

Making SIPs and IGPs Meaningful and Powerful

As School Improvement Plans and Individual Growth Plans have become part of the common language of schools, they have often become little more than exercises in meeting administrative expectations. Yet, they possess the power to transform our schools. These two sessions will focus on how to transform SIPs and IGPs into meaningful and powerful leadership tools.  

 

On day one, participants will review typical IGPs, and learn how to create, monitor, and measure best-of-class Individual Growth Plans.  Day two will focus on how to create, monitor and measure best-of-class School Improvement Plans

 

 NOTE: Participants are asked to bring copies of four  IGPs (with personal and school identifying info blacked out or removed) for Day One and their most recent SIP for Day Two.