Live, Online Professional Development
Seminars in History and Literature
SPRING 2010 SCHEDULE
Thurs., Jan. 28 Deism and the Founding of the U.S.
Ryan K. Smith
VCU
Thurs., Feb. 4 Rethinking Booker T. and W.E.B.
Kenneth Janken
UNC-CH; NHC Fellow
Thurs.,
Feb. 18 The Idea of Progress in the 19th Century
Henry Binford
Northwest University; NHC Fellow
Tues., Feb. 23 Picturing America in the
1930s: Reading Farm; Security Administration: Photographs
Anthony W. Lee
Mount Holyoke College
NEW DATE
Thurs., Feb. 25 The Role of the West in the Reunification of the U.S. after the Civil War
Heather Cox Richardson
UMASS, Amherst
Thurs.,
Mar. 18 Walt Whitman's Civil War Poetry*
Franny Nudelman
Carleton University
Wed., Mar. 24 Hamilton's America
- Jefferson's America*
Peter Onuf
UVA
Cost: $35.00
Reading Assignments: Seminar texts are provided free online at the National Humanities Center's Toolbox Library and TeacherServe® websites. Prior to each seminar, reading assignments will be made available to participants.
Recertification Credit: The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation.
Technical Requirements: The seminars are conducted online using conferencing software. To participate, you need a computer, an internet connection, speakers, and a microphone. Request a headset.
Sponsor: The National Humanities Center, located in North Carolina's Research Triangle Park, is the country's only independent institute for advanced study in all branches of the humanities. Since 1984, it has been offering rigorous, content-based professional development programs for high school teachers.
Be sure to visit the Center's online resources for teachers:
The Toolbox Library, which provides primary sources - historical documents, literary texts, visual images, and audio material - illuminated by notes and discussion questions.
TeacherServe®, collections of essays by leading scholars that explore important topics in American culture and offer advice on how to teach them.
Tuesday, December 15, 2009
Workshop: The Giants of Africa: Politics and Popular Culture in 20th Century Nigeria and South Africa
I'd like to announce PHE's next workshop, "The Giants of Africa: Politics and Popular Culture in 20th Century Nigeria and South Africa." Dr. Lisa A.
Lindsay, Associate Professor of History at the University of North Carolina at Chapel Hill, will lead the workshop. It will be on Saturday January 30, 2010, from 10 am to 3 pm at the Carolina Center for Educational Excellence.
Lisa will lead us through a workshop that will question our common assumptions about Africa in the twentieth century. After providing an framing overview of the decolonization experience in Africa, she will use Fela and soccer as two case studies to explore new ways to teach African political economy, apartheid, and youth movements. Fela, for example was one of the world's most influential musicians in the late twentieth century. By combining American music styles and political movements with African rhythm, politics, and culture, Fela used music to speak out against the abuses of the recently de-colonized state of Nigeria. Fela's life reveals how politics and culture intersect in ways that can broaden our understanding of what we think we know and broaden our approach to teaching the material to our students.
Lisa is an expert in late nineteenth and early twentieth century West Africa. Her current book project explores the connections between West Africa and the southern United States through the experience of one man and his family. She regularly teaches the popular course, the Atlantic Slave Trade, to undergraduates at UNC.
This workshop will be on Saturday January 30, 2010 from 10 a.m. to 3 p.m.
It is free and open to the public, though donations are accepted to off-set workshop costs. Food and beverage are provided throughout the day. It will be at the Carolina Center for Educational Excellencee in Chapel Hill. The Center has ample parking. Directions to the Center can be found here:
www.unc.edu/ccee/directions
To register for this workshop, please fill out a brief survey:
http://uncodum.qualtrics.com/SE?SID=SV_dgVrU73IljLTA8s&SVID=Prod
You can also register by sending an email to phe[at]unc.edu; please write "Registration" in the subject line.
For more information, including the competency goals this workshop meets, please see the attached flyer. Also, help spread the word about this workshop by passing on our flyer to your colleagues or directing them to the PHE blog: http://community.learnnc.org/weblogs/partners/phe/
Lindsay, Associate Professor of History at the University of North Carolina at Chapel Hill, will lead the workshop. It will be on Saturday January 30, 2010, from 10 am to 3 pm at the Carolina Center for Educational Excellence.
Lisa will lead us through a workshop that will question our common assumptions about Africa in the twentieth century. After providing an framing overview of the decolonization experience in Africa, she will use Fela and soccer as two case studies to explore new ways to teach African political economy, apartheid, and youth movements. Fela, for example was one of the world's most influential musicians in the late twentieth century. By combining American music styles and political movements with African rhythm, politics, and culture, Fela used music to speak out against the abuses of the recently de-colonized state of Nigeria. Fela's life reveals how politics and culture intersect in ways that can broaden our understanding of what we think we know and broaden our approach to teaching the material to our students.
Lisa is an expert in late nineteenth and early twentieth century West Africa. Her current book project explores the connections between West Africa and the southern United States through the experience of one man and his family. She regularly teaches the popular course, the Atlantic Slave Trade, to undergraduates at UNC.
This workshop will be on Saturday January 30, 2010 from 10 a.m. to 3 p.m.
It is free and open to the public, though donations are accepted to off-set workshop costs. Food and beverage are provided throughout the day. It will be at the Carolina Center for Educational Excellencee in Chapel Hill. The Center has ample parking. Directions to the Center can be found here:
www.unc.edu/ccee/directions
To register for this workshop, please fill out a brief survey:
http://uncodum.qualtrics.com/SE?SID=SV_dgVrU73IljLTA8s&SVID=Prod
You can also register by sending an email to phe[at]unc.edu; please write "Registration" in the subject line.
For more information, including the competency goals this workshop meets, please see the attached flyer. Also, help spread the word about this workshop by passing on our flyer to your colleagues or directing them to the PHE blog: http://community.learnnc.org/weblogs/partners/phe/
Monday, December 14, 2009
UNC Chapel Hills Asia Seminar
2009-10 North Carolina Teaching Asia Network (NCTAN)
Seminar at
University of North Carolina at Chapel Hill
The major themes to be covered in the 2009-10 NCTAN Seminar are the geographic determinants shaping the culture, history and economic development of East Asia; the nature of East Asian society, politics, literature, and culture; interactions among East Asian societies; East Asian history in the context of world history. The countries of China, Japan, Korea and Vietnam are the primary focus of the seminar.
The objectives of the seminar workshops are to:
• Build a solid foundation of knowledge about East Asia, that is China, Japan, Korea and Vietnam
• Explore ways that might make East Asia and its culture more accessible to students
• Introduce new teaching materials—videotapes, books, articles, web sites
• Develop new tools for more effective teaching about East Asia
The Saturday workshop sessions are arranged chronologically and cover a broad range of disciplines; geography, history and politics, religion and philosophy, literature, music and art. Each session is divided into a number of informative workshops which are led by faculty members and NCTAN Alumni teachers. Participants will be provided selected readings and assignments during the seminar. Three distance learning session will be held with Columbia University. The seminar is limited to 25 participants.
Seminar Locations:
The University of North Carolina at Chapel Hill, FedEx Global Education Center. The Center is located at 301 Pittsboro Street where Pittsboro crosses McCauley Street. To enter parking garage under the building, you need to take a left of Pittsboro onto McCauley and the next right onto Pharmacy Lane and right into underground parking. See UNC Maps at: http://www.maps.unc.edu/
Proposed Seminar Schedule:
January 9, Saturday 9:00 a.m. – 4:00 p.m.
9:00 a.m. – 12:00 p.m. Seminar orientation and overview of East Asian people and their Historical Beginnings. Chinese History and Civilization.
12:00 p.m. – 1:30 p.m. NCTAN will pay for your Lunch at 35 Chinese on Franklin Street.
1:30 – 4:00 p.m. Strategies for teaching about China.
January 23, Saturday 9:30 a.m. – 4:00 p.m.
9:30 a.m. – 1 p.m. GEC Room 1009. Distance Learning Video Session with Columbia University. Celebrating Lunar New Year in China and Vietnam-- Across the Elementary Curriculum
(The focus is on the 3rd grade level, with activities that can be adapted to all grades.)
Karen Kane will give a presentation she has given at the American Museum of Natural History, complete with power point and hands on activities
1:00 – 2:00 p.m. Lunch is on your own.
2:00 – 4:00 p.m. View the documentary film “Eating the Scorpion” that profiles NC teachers travel in China.
February 6, Saturday 9:30 a.m. – 4:00 p.m.
9:30 a.m. – 1:00 p.m. GEC Room 1009 Distance Learning Video Session. How to look at a Chinese Painting by Maxwell Hearn, Douglas Dillon Curator of Chinese Art, Metropolitan Museum of Art
1:00 – 2:00 p.m. Lunch is on your own.
2:00 – 4:00 p.m. Korea, Politics history, culture and art.
February 20, Saturday 9:30 a.m. – 4:00 p.m.
9:30 a.m. – 12:00 p.m. Japan’s History, culture and economic development.
12:00 – 1:30 p.m. Lunch is on your own.
1:30 – 4:00 p.m. Modern Japan and its relations with the West. Art, culture and social norms. View the documentary film “Sayonara NC” that profiles NC teachers travel in Japan.
March 6, Saturday 9:30 a.m. – 4:30 p.m.
9:30 a.m. – 1:00 p.m. GEC Room 1009 Keys to Understanding Japanese Art with Matthew McKelway
Atsumi, Associate Professor of Japanese Art History Director of Art Humanities, Columbia University
1:00 – 2:00 p.m. Lunch is on your own
2:00 – 4:00 p.m. Vietnam: It’s more than a war. Reflections on culture, people and country.
4:00 – 4:30 Participants that are finalizing their travel applications meet and resolve any last questions, concerns.
March 20, Saturday 9:30 a.m. – 4:00 p.m.
9:30 – 12:00 p.m. Modern East Asia.
12:00 – 1:30 p.m. NCTAN will pay for your Lunch at 35 Chinese on Franklin Street
1:30 – 4:00 p.m. Asian Social and Religious ceremonies.
One open session. We will plan this workshop around input from the participants relating to Asia and information that was not sufficiently covered in previous workshops.
April 10, Saturday 9:30 a.m. – 4:00 p.m. Final session.
We will summarize the workshops on Asia. Participants will present on their assigned research projects. NCTA Graduation and Presentation of certificates. Lunch will be provided by NCTAN and we will have a Keynote speaker. All applications from current seminar participants for travel to China and Vietnam will need to be submitted.
Orientation sessions for participants accepted into China, Vietnam travel program.
April 24, Saturday 9:30 a.m. – 4:00 p.m. Room 1304 GEC.
You will need to bring a current passport and checks for visa processing. You will also need to provide a check to the University of North Carolina at Chapel Hill as you share of travel costs. We are currently projecting that the cost to you for the three to four week program will be $1800 plus an additional $200 in cash for each participant to cover gratuities. We will be providing a complete travel packet with itinerary, list of hotels and activities by March 6th.
2009-10 NCTAN APPLICATION FORM
To register for the UNC-Chapel Hill 2009-10 seminar, fill out and send by email to: leja@email.unc.edu or by fax to (919) 962-5375.
The NCTAN Seminar is limited to North Carolina teachers and Schools of Education students who aim to include Asia in their teaching.
Participants will receive $200 worth of seminar materials. Participants who complete the seminar are eligible to apply to a subsidized three-week study tour to China and Vietnam in June/July 2010.
Name: ___________________________________________________________________________
Subject that you aim to or teach: ______________________________________________________
School/University __________________________________________________________________
Your Address: _____________________________________________________________________
City: ________________________ State: ______________________________ Zip: _____________
School Principal/University Advisor: ___________________________________________________
Telephone: __________________________________ Fax: _________________________________
Your E-mail: ______________________________________________________________________
Please Answer:
For In-service teachers:
When in your school year do you teach about China, Japan and Korea? _________________________________________________________________________________
How much time do you have as an in-service teacher? _________________________________________________________________________________
For Students and Teachers:
Please indicate your level of knowledge about East Asia (China, Japan, Korea and Vietnam).
Limited Intermediate Advanced
How much time during the school year do you spend teaching/learning about Asia?
One Week Three Weeks More than Five Weeks
Have you traveled in East Asia? When and Which countries? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How will this program help you teach your students about East Asia?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Applicant Signature __________________________________________ Date: ________________
Seminar at
University of North Carolina at Chapel Hill
The major themes to be covered in the 2009-10 NCTAN Seminar are the geographic determinants shaping the culture, history and economic development of East Asia; the nature of East Asian society, politics, literature, and culture; interactions among East Asian societies; East Asian history in the context of world history. The countries of China, Japan, Korea and Vietnam are the primary focus of the seminar.
The objectives of the seminar workshops are to:
• Build a solid foundation of knowledge about East Asia, that is China, Japan, Korea and Vietnam
• Explore ways that might make East Asia and its culture more accessible to students
• Introduce new teaching materials—videotapes, books, articles, web sites
• Develop new tools for more effective teaching about East Asia
The Saturday workshop sessions are arranged chronologically and cover a broad range of disciplines; geography, history and politics, religion and philosophy, literature, music and art. Each session is divided into a number of informative workshops which are led by faculty members and NCTAN Alumni teachers. Participants will be provided selected readings and assignments during the seminar. Three distance learning session will be held with Columbia University. The seminar is limited to 25 participants.
Seminar Locations:
The University of North Carolina at Chapel Hill, FedEx Global Education Center. The Center is located at 301 Pittsboro Street where Pittsboro crosses McCauley Street. To enter parking garage under the building, you need to take a left of Pittsboro onto McCauley and the next right onto Pharmacy Lane and right into underground parking. See UNC Maps at: http://www.maps.unc.edu/
Proposed Seminar Schedule:
January 9, Saturday 9:00 a.m. – 4:00 p.m.
9:00 a.m. – 12:00 p.m. Seminar orientation and overview of East Asian people and their Historical Beginnings. Chinese History and Civilization.
12:00 p.m. – 1:30 p.m. NCTAN will pay for your Lunch at 35 Chinese on Franklin Street.
1:30 – 4:00 p.m. Strategies for teaching about China.
January 23, Saturday 9:30 a.m. – 4:00 p.m.
9:30 a.m. – 1 p.m. GEC Room 1009. Distance Learning Video Session with Columbia University. Celebrating Lunar New Year in China and Vietnam-- Across the Elementary Curriculum
(The focus is on the 3rd grade level, with activities that can be adapted to all grades.)
Karen Kane will give a presentation she has given at the American Museum of Natural History, complete with power point and hands on activities
1:00 – 2:00 p.m. Lunch is on your own.
2:00 – 4:00 p.m. View the documentary film “Eating the Scorpion” that profiles NC teachers travel in China.
February 6, Saturday 9:30 a.m. – 4:00 p.m.
9:30 a.m. – 1:00 p.m. GEC Room 1009 Distance Learning Video Session. How to look at a Chinese Painting by Maxwell Hearn, Douglas Dillon Curator of Chinese Art, Metropolitan Museum of Art
1:00 – 2:00 p.m. Lunch is on your own.
2:00 – 4:00 p.m. Korea, Politics history, culture and art.
February 20, Saturday 9:30 a.m. – 4:00 p.m.
9:30 a.m. – 12:00 p.m. Japan’s History, culture and economic development.
12:00 – 1:30 p.m. Lunch is on your own.
1:30 – 4:00 p.m. Modern Japan and its relations with the West. Art, culture and social norms. View the documentary film “Sayonara NC” that profiles NC teachers travel in Japan.
March 6, Saturday 9:30 a.m. – 4:30 p.m.
9:30 a.m. – 1:00 p.m. GEC Room 1009 Keys to Understanding Japanese Art with Matthew McKelway
Atsumi, Associate Professor of Japanese Art History Director of Art Humanities, Columbia University
1:00 – 2:00 p.m. Lunch is on your own
2:00 – 4:00 p.m. Vietnam: It’s more than a war. Reflections on culture, people and country.
4:00 – 4:30 Participants that are finalizing their travel applications meet and resolve any last questions, concerns.
March 20, Saturday 9:30 a.m. – 4:00 p.m.
9:30 – 12:00 p.m. Modern East Asia.
12:00 – 1:30 p.m. NCTAN will pay for your Lunch at 35 Chinese on Franklin Street
1:30 – 4:00 p.m. Asian Social and Religious ceremonies.
One open session. We will plan this workshop around input from the participants relating to Asia and information that was not sufficiently covered in previous workshops.
April 10, Saturday 9:30 a.m. – 4:00 p.m. Final session.
We will summarize the workshops on Asia. Participants will present on their assigned research projects. NCTA Graduation and Presentation of certificates. Lunch will be provided by NCTAN and we will have a Keynote speaker. All applications from current seminar participants for travel to China and Vietnam will need to be submitted.
Orientation sessions for participants accepted into China, Vietnam travel program.
April 24, Saturday 9:30 a.m. – 4:00 p.m. Room 1304 GEC.
You will need to bring a current passport and checks for visa processing. You will also need to provide a check to the University of North Carolina at Chapel Hill as you share of travel costs. We are currently projecting that the cost to you for the three to four week program will be $1800 plus an additional $200 in cash for each participant to cover gratuities. We will be providing a complete travel packet with itinerary, list of hotels and activities by March 6th.
2009-10 NCTAN APPLICATION FORM
To register for the UNC-Chapel Hill 2009-10 seminar, fill out and send by email to: leja@email.unc.edu or by fax to (919) 962-5375.
The NCTAN Seminar is limited to North Carolina teachers and Schools of Education students who aim to include Asia in their teaching.
Participants will receive $200 worth of seminar materials. Participants who complete the seminar are eligible to apply to a subsidized three-week study tour to China and Vietnam in June/July 2010.
Name: ___________________________________________________________________________
Subject that you aim to or teach: ______________________________________________________
School/University __________________________________________________________________
Your Address: _____________________________________________________________________
City: ________________________ State: ______________________________ Zip: _____________
School Principal/University Advisor: ___________________________________________________
Telephone: __________________________________ Fax: _________________________________
Your E-mail: ______________________________________________________________________
Please Answer:
For In-service teachers:
When in your school year do you teach about China, Japan and Korea? _________________________________________________________________________________
How much time do you have as an in-service teacher? _________________________________________________________________________________
For Students and Teachers:
Please indicate your level of knowledge about East Asia (China, Japan, Korea and Vietnam).
Limited Intermediate Advanced
How much time during the school year do you spend teaching/learning about Asia?
One Week Three Weeks More than Five Weeks
Have you traveled in East Asia? When and Which countries? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How will this program help you teach your students about East Asia?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Applicant Signature __________________________________________ Date: ________________
Monday, October 19, 2009
Want to learn about the world from the comfort of your home? Ohio State Globalization Course
OHIO STATE UNIVERSITY GRAD COURSE for TEACHERS
ONLINE WINTER QUARTER 2010
EDU T&L 883d Teaching World Cultures and Global Issues will be taught totally online (no coming to campus) WI10.
OVERVIEW 883d is a 3 credit hour graduate course prepares teachers to use online (and other resources) from Africa, East Asia, Latin America, the Middle East and Slavic and Eastern Europe to teach diverse cultures, world history and literature, and global issues. A focus of the course is learning about other cultures and the global status quo through the knowledge, voices, and experiences of diverse people around the world. Includes online cross-cultural interaction with educators in other countries.
READINGS All readings will be online and free. The course is resource rich.
ASSIGNMENTS There are 5 assignments including 1--a bios discussion (short student-developed autobiographies in which we find global connections), 2--small group discussions of some readings and websites, 3-- individual projects designed to fit student needs and interests, 4 & 5 --choices from a number of online chats, threaded discussions, or Skype discussions with cultural consultants from various world regions on student-generated topics.
REQUIREMENTS Students will need to access to the course homepage at least twice a week from January 4-March 16, and some weeks will need to be online 5-7 hrs in order to complete assignments. Students should have high speed Internet access and some experience with online teaching and learning.
INSTRUCTOR Merry M. Merryfield is a professor in social studies and global education at Ohio State. She has been teaching online courses since 1997. Dr. Merryfield is the winner of 2009 James Becker Award for Global Understanding given by the National Council for the Social Studies and the 2009 Global Scholar award given by the International Assembly of NCSS.
For more information see http://people.ehe.ohio-state.edu/mmerryfield/ or email the instructor, Merry Merryfield at merryfield.1@osu.edu .
>>>>>>>>>><<<<<<<<<<<
Merry M. Merryfield, Professor
Social Studies & Global Education
School of Teaching and Learning
The Ohio State University
333 Arps Hall
1945 N. High Street
Columbus, OH 43210
Tel 614/292-4314 FAX 614/292-7695
merryfield.1@osu.edu
http://people.ehe.ohio-state.edu/mmerryfield/
ONLINE WINTER QUARTER 2010
EDU T&L 883d Teaching World Cultures and Global Issues will be taught totally online (no coming to campus) WI10.
OVERVIEW 883d is a 3 credit hour graduate course prepares teachers to use online (and other resources) from Africa, East Asia, Latin America, the Middle East and Slavic and Eastern Europe to teach diverse cultures, world history and literature, and global issues. A focus of the course is learning about other cultures and the global status quo through the knowledge, voices, and experiences of diverse people around the world. Includes online cross-cultural interaction with educators in other countries.
READINGS All readings will be online and free. The course is resource rich.
ASSIGNMENTS There are 5 assignments including 1--a bios discussion (short student-developed autobiographies in which we find global connections), 2--small group discussions of some readings and websites, 3-- individual projects designed to fit student needs and interests, 4 & 5 --choices from a number of online chats, threaded discussions, or Skype discussions with cultural consultants from various world regions on student-generated topics.
REQUIREMENTS Students will need to access to the course homepage at least twice a week from January 4-March 16, and some weeks will need to be online 5-7 hrs in order to complete assignments. Students should have high speed Internet access and some experience with online teaching and learning.
INSTRUCTOR Merry M. Merryfield is a professor in social studies and global education at Ohio State. She has been teaching online courses since 1997. Dr. Merryfield is the winner of 2009 James Becker Award for Global Understanding given by the National Council for the Social Studies and the 2009 Global Scholar award given by the International Assembly of NCSS.
For more information see http://people.ehe.ohio-state.edu/mmerryfield/ or email the instructor, Merry Merryfield at merryfield.1@osu.edu .
>>>>>>>>>><<<<<<<<<<<
Merry M. Merryfield, Professor
Social Studies & Global Education
School of Teaching and Learning
The Ohio State University
333 Arps Hall
1945 N. High Street
Columbus, OH 43210
Tel 614/292-4314 FAX 614/292-7695
merryfield.1@osu.edu
http://people.ehe.ohio-state.edu/mmerryfield/
Friday, October 16, 2009
PD 360 Strong Leadership, Powerful Learning
| Strategy of the Week is a free service from School Improvement Network highlighting helpful professional development tips and resources for educators. Strong Leadership, Powerful Learning The Leadership and Learning Framework is a comprehensive, research-based school improvement program focused on helping all administrators, teachers, and students succeed through personalized coaching and mentoring. Participants receive specialized leadership training and learn how to use instructional strategies to hit learning targets, make instruction intentional, and engage students at the beginning of every lesson. To learn more about The Learning Framework, click on either of the following PD 360 segments below. Use your PD 360 login and password to access the segments. If you do not have a login, click here for free access. http://www.pd360.com/pd360.cfm?&ContentId=2511&refCode=100809_LF_1 http://www.pd360.com/pd360.cfm?&ContentId=2520&refCode=100809_LF_1 |
Thursday, October 1, 2009
PD 360 Differentiation
Strategy of the Week is a free service from School Improvement Network highlighting helpful professional development tips and resources for educators.
Knowing the Learner from Differentiating Instruction for All Students
Knowing the Learner from Differentiating Instruction for All Students
For teachers to successfully differentiate instruction, they must know the learners in their classroom. Having a clear picture of who each student is and how he or she learns, enables teachers to effectively meet and respond to varied learning needs.
To learn more about how to know the learners in your classroom, watch the following PD 360 segments. To view these video segments, click on the links below. Use your PD 360 login and password to access the segments. If you do not have a login, click here for free access.
Video Conferences
Apologies for cross-posting. MAGPI is very pleased to announce the following fall videoconference programs that are open to Non-MAGPI members. In order to participate, your school must be connected to your state and/or national research and education network (Internet2 in the USA), and have H.323 capabilities. There are no fees to register for these programs; however, please see the note regarding our new registration system at the bottom of this announcement. Thanks!
October and November Programs
The Digital Flat Stanley Program
Open to National and International Participation!
November 2009- May 2010
REGISTRATION DEADLINE: October 15, 2009
Grades K-3
More Information/Registration:http://www.magpi.net/Community/Programs/Digital-Flat-Stanley-Project
What happens when a normal boy finds himself flattened by a bulletin board and is sent through the mail to places all across the country? Your students can find out during this fun project, based on the 1964 book written by Jeff Brown! Classes across the country will participate in this project and send their Flat Stanleys around the USA to visit different students. Every journey, one school’s Flat Stanley will visit another partner school. Students will take their new flat friend on different adventures near their school and record the adventures on a wiki page. At the end of each journey, partner schools will meet via videoconference for 30 minutes to greet one another, discuss their hometown and experiences with their flat friends. At the end of the project, Flat Stanley will have visited 4 places and - - and so will your students!
Open to National and International Participation!
November 2009- May 2010
REGISTRATION DEADLINE: October 15, 2009
Grades K-3
More Information/Registration:http://www.magpi.net/Community/Programs/Digital-Flat-Stanley-Project
What happens when a normal boy finds himself flattened by a bulletin board and is sent through the mail to places all across the country? Your students can find out during this fun project, based on the 1964 book written by Jeff Brown! Classes across the country will participate in this project and send their Flat Stanleys around the USA to visit different students. Every journey, one school’s Flat Stanley will visit another partner school. Students will take their new flat friend on different adventures near their school and record the adventures on a wiki page. At the end of each journey, partner schools will meet via videoconference for 30 minutes to greet one another, discuss their hometown and experiences with their flat friends. At the end of the project, Flat Stanley will have visited 4 places and - - and so will your students!
Global Passport to Clean Water
A Collaboration with the Fairmount Water Works Interpretive Center and the Global Water Initiative
OPEN TO NATIONAL AND INTERNATIONAL PARTICIPATION
Grades 9-12
More Information/Registration: http://www.magpi.net/Community/Programs/Global-Passport-Clean-Water
A Collaboration with the Fairmount Water Works Interpretive Center and the Global Water Initiative
OPEN TO NATIONAL AND INTERNATIONAL PARTICIPATION
Grades 9-12
More Information/Registration: http://www.magpi.net/Community/Programs/Global-Passport-Clean-Water
- Kick-Off Videoconference
Tuesday, October 27, 2009 * 10:00 a.m. - 12:00 p.m. ET - Teacher Professional Development Videoconference
Wednesday, November 19, 2009 * 3:30 p.m. – 5:30 p.m. ET - World Water Day Videoconference
Monday, March 22, 2010 * 10:00 a.m. - 12:00 p.m. ET
One of the eight United Nations Millennium Development Goals agreed upon by the world’s countries and leading development institutions is to reduce by half the number of people without sustainable access to safe drinking water and basic sanitation by the year 2015. This six month program will introduce students to the facts about the world water crisis, allow students to investigate and support various water-related projects, take an active role in moving the world toward the millennium goal and publicize their efforts through a media project video collaboration.
The project kicks off in celebration of UN Day, with an interactive videoconference featuring an engaging panel of experts that will challenge and motivate students. Following the kick-off, students will begin their own research into issues surrounding clean water, sanitation and hygiene in various parts of the world and select projects they would like to support. Teachers will attend a virtual professional development event with Fairmount Water Works Interpretive Center staff that will help them support their students in their clean water action projects and video development projects. To help kick-start their projects, MAGPI and the Fairmount Water Works Interpretive Center staff will arrange for an interaction (most likely Skype or live chat) for each school with a water project team overseas. Following the implementation of their projects, students will produce a media project such as a video, podcast or Power Point presentation highlighting their efforts and share their projects in a culminating videoconference on World Water Day in March.
2008 Pew Fellows in Painting Panel DiscussionNovember 10, 2009 * 1:00pm - 2:15pm
Grades 8-12
Open to NATIONAL AND INTERNATIONAL PARTICIPATION
More Information/Registration: http://www.magpi.net/Community/Programs/2008-Pew-Fellows-Painting
Artists use a variety of inspirations and techniques to arrive at creating a work of art. In four short films about the 2008 Pew Fellows in painting – Charles Burwell, Matthew Cox, Anne Seidman and Mauro Zamora - students will learn about the influences and sources of material each artist reflects upon within their artistic practices. An interactive discussion with the artists and filmmaker Glenn Holsten will follow the screenings.
2008 Pew Fellows in Playwriting Panel Discussion
November 12, 2009 * 1:00pm - 2:15pm
Grades 8-12
Open to NATIONAL AND INTERNATIONAL PARTICIPATION
More Information/Registration: http://www.magpi.net/Community/Programs/2008-Pew-Fellows-Playwriting
In four short films about the 2008 Pew Fellows in playwriting – J. Rufus Caleb, Russell Davis, Katharine Clark Gray, Edgar J. Shockley III – students will learn about the artists’ inspirations and ideas for writing their plays. In addition, actors and stage directors along with the playwrights will be seen in readings, rehearsals and performances, providing further insight into the creative process. An interactive discussion with the playwrights and filmmaker Glenn Holsten will follow the screenings.
2008 Pew Fellows in Folk and Traditional Arts Panel Discussion
November 17, 2009 * 1:00pm - 2:15pm
Grades 8-12
Open to NATIONAL AND INTERNATIONAL PARTICIPATION
More Information/Registration: http://www.magpi.net/Community/Programs/2008-Pew-Fellows-Folk-Traditional-Arts
Students are invited to visit the cultures of Ghana, Ukraine and Cuba to hear the music and see the traditional folk art of these countries. In three short films about the 2008 Pew Fellows in folk and traditional arts – Nana Korantemaa, Vera Nakonechny, Venissa Santà – they will learn about Akan drumming techniques; Ukrainian embroidering, bead-making and weaving; and the musical heritage of Cuba. An interactive discussion with the artists and filmmaker Glenn Holsten will follow the screenings.
About our new registration system!
If you've logged onto the MAGPI website recently, you've noticed that we have a brand new registration system. In order to see program dates and times, you must LOG IN to our website (button is in the upper right-hand corner of the webpage). To log in, you can use your existing MUSE user name and password (if you have one) or simply create a new account. When you create a new account, please note that it will take up to 24 business hours for your account to be approved before you can register for programs.
If you are the TECHNOLOGY COORDINATOR for your school, district or organization, please create a site for your schools, district or organization. Creating a site allows all of your technical information to be stored in MAGPI's database - - alleviating the need to fill in this information each time a teacher registers or require teachers to know this information when registering. After you create your sites, your teachers will be able to simply log into their accounts and select their site when registering. As the creator of the site, you will be considered the site manager and will be copied on all email correspondence to registered teachers. Sites need to be created before individuals register for programs.
Even if you've participated in MAGPI programs before, you will need to go through these new steps in order to register for programs.
If you've logged onto the MAGPI website recently, you've noticed that we have a brand new registration system. In order to see program dates and times, you must LOG IN to our website (button is in the upper right-hand corner of the webpage). To log in, you can use your existing MUSE user name and password (if you have one) or simply create a new account. When you create a new account, please note that it will take up to 24 business hours for your account to be approved before you can register for programs.
If you are the TECHNOLOGY COORDINATOR for your school, district or organization, please create a site for your schools, district or organization. Creating a site allows all of your technical information to be stored in MAGPI's database - - alleviating the need to fill in this information each time a teacher registers or require teachers to know this information when registering. After you create your sites, your teachers will be able to simply log into their accounts and select their site when registering. As the creator of the site, you will be considered the site manager and will be copied on all email correspondence to registered teachers. Sites need to be created before individuals register for programs.
Even if you've participated in MAGPI programs before, you will need to go through these new steps in order to register for programs.
Heather Weisse Walsh
Manager of Educational Services
MAGPI
3401 Walnut Street, Suite 233A
Philadelphia, PA 19104
p: 215-573-6417
aim: magpik20
twitter: hlw2
Thursday, September 24, 2009
PD 360 Bullying
Strategy of the Week: Bullying from The Compliance Series
According to the U.S. Department of Education, bullying in the classroom has increased 5% in recent years. Children who are bullied are more likely to experience loneliness, anxiety, and depression. It's important that teachers understand the various forms of bullying, as well as how to effectively intervene when bullying takes place in the classroom.
To learn more about bullying, watch the following PD 360 segment. To view this video segment, click on the link or copy and paste the link into your browser. Use your PD 360 login and password to access the segment.
Video segment - http://www.pd360.com/index.cfm?ContentId=2448
Forward to a friend >
Discuss with Others
Want to learn more? Visit the PD 360 Learning Community at http://www.pd360.com/index.cfm?loc=1&locType=3&thread=17 to collaborate with educators across North America.
If you have forgotten your PD 360 password, go to http://www.pd360.com/ to have it emailed to you. If you have any questions or problems, please call 800-572-1153 and ask for tech support.
School Improvement Network
32 West Center Street
Midvale, UT 84047
http://www.schoolimprovement.com/
According to the U.S. Department of Education, bullying in the classroom has increased 5% in recent years. Children who are bullied are more likely to experience loneliness, anxiety, and depression. It's important that teachers understand the various forms of bullying, as well as how to effectively intervene when bullying takes place in the classroom.
To learn more about bullying, watch the following PD 360 segment. To view this video segment, click on the link or copy and paste the link into your browser. Use your PD 360 login and password to access the segment.
Video segment - http://www.pd360.com/index.cfm?ContentId=2448
Forward to a friend >
Discuss with Others
Want to learn more? Visit the PD 360 Learning Community at http://www.pd360.com/index.cfm?loc=1&locType=3&thread=17 to collaborate with educators across North America.
If you have forgotten your PD 360 password, go to http://www.pd360.com/ to have it emailed to you. If you have any questions or problems, please call 800-572-1153 and ask for tech support.
School Improvement Network
32 West Center Street
Midvale, UT 84047
http://www.schoolimprovement.com/
Wednesday, September 23, 2009
Interested in a Video Conferencing Class?
Class #1: Planning Interactive Curriculum Connections
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Wondering how to integrate interactive video conference technology in your curriculum? This introduction to videoconferencing in the classroom provides an overview of the resources and tools to help you use videoconferencing in your curriculum. Designed for teachers and videoconference coordinators, you'll network with participants, and learn about exciting sources of content and collaborative projects to engage your students.
Dates: October 5-30, 2009
Time commitment: Plan to spend about 3-5 hours per week on the course.
Cost: $200
Target audience: Designed for teachers, media specialists, and distance learning coordinators.
More Information and Registration:
http://www.cilc.org/search/professional-development-provider-program.aspx?id=2824
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Class #1: The Blogs That Bind
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Making connections with students, parents, and the world beyond the traditional 50 minute class period has become essential for educators. In this online class we¹ll create teacher blogs and use them to explore how blogs can be used as a tool to enhance school communication and collaboration.
Dates: October 5-30, 2009
Time commitment: Plan to spend about 3-5 hours per week on the course.
Cost: $200
More Information and Registration:
http://www.cilc.org/search/professional-development-provider-program.aspx?id=2834
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Class #3: Connecting & Collaborating with Web Tools
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The web offers a wide variety of free tools whose use is appropriate and even essential for educators. Participants will learn to integrate various online technologies in their classroom instruction to promote student learning as well as teacher productivity. Teachers will use these online tools to extend their classroom onto the web and share with other students, teachers, parents, and beyond.
Dates: October 12 - November 20, 2009
Time commitment: Plan to spend about 3-5 hours per week on the course.
Cost: $300
More Information and Registration:
http://www.cilc.org/search/professional-development-provider-program.aspx?id=2832
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Class #4: Kid2Kid Videoconference Connections
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An in-depth six week focusing on collaborative projects. You¹ll receive assistance creating, advertising and implementing a collaborative project with another classroom.
Dates: November 2 - December 18, 2009
Time commitment: Plan to spend about 3-5 hours per week on the course.
Cost: $300
More Information and Registration:
http://www.cilc.org/search/professional-development-provider-program.aspx?id=2837
Monday, September 21, 2009
Collaborative Projects
To access the URL for these projects, you must create a CAPspace account at http://projects.twice.cc/
Title: International Peace Day 9/21/09:
URL: http://projects.twice.cc/?l=collaboration&id=347
Connections: H.323
Grades: 5, 6, 7, 8, 9
Subjects: Language Arts/English, Social Studies/History
Dates: September 9 through September 21
Description: Suffern Middle School sixth grade seeking another school to collaborate and connect with on The International Day of Peace, September 21 http://www.internationaldayofpeace.org/
Julia Jaffee, Humanities Teacher
Eleanor Schuster, Library Media Specialist
Suffern Middle School, Suffern, NY
Title: Pen Pals:
URL: http://projects.twice.cc/?l=collaboration&id=348
Connections: H.323
Grades: 3
Subjects: Language Arts/English
Dates: October and April
Description: We would like to collaborate with another third grade class that would be willing to write once a month and possibly conference two times during the school year. Email: lwalker@richlandone.org S Kilborne Elementary School Columbia, SC
Title: Who's school is bigger?:
URL: http://projects.twice.cc/?l=collaboration&id=349
Grades: 6
Subjects: Mathematics
Dates: to be decided later
Description: I would like to collaborate when my classroom reaches area and perimeter and compare our school with a collaborating classrooms school size
renee.coghill@carroll.kyschools.us Carroll County Middle School, Kentucky
Title: Debate Class:
URL: http://projects.twice.cc/?l=collaboration&id=346
Connections: H.323
Grades: 9, 10, 11, 12
Subjects: Language Arts/English
Dates: Between Sept. 8 and Dec. 11, 2009
Description: Our high school in California has a Speech and Debate class and the teacher wants to have the students debate any topic with another speech class. They meet between 12 and 1:25 every other day.
925-634-0037 Heritage High School, Brentwood, CA
Diane Alexander alexande@libertyuhsd.k12.ca.us
Title: Spanish:
Status: Open
URL: http://projects.twice.cc/?l=collaboration&id=345
Connections: H.323
Grades: 9, 10, 11, 12
Subjects: World Language
Dates: October 1,2009 thru April 30, 2010
Description: A rural Catholic high school in Southeast Iowa (CDT) would like to collaborate with another school in order to practice Spanish language skills. The teachers would discuss format and topics prior to the actual collaboration.
Title: Second Grade Pen Pal Project:
Status: Open
URL: http://projects.twice.cc/?l=collaboration&id=338
Connections: H.323
Grades: 2
Subjects: Elementary All Subjects
Dates: September 2009 - June 2010
Description: We would like to collaborate with another second grade class that would be willing to write once a month and possibly conference two or three times during the school year. cturek@northbranch.k12.mn.us
North Branch, Minn.
Grades: 6, 7, 8
Subjects: Social Studies/History
Description: Our school is having an open evening and we would like to connect with children in the U.S. to find out about their lives etc. Dates: Sept 17th 2009 18:30 - 20:30 GMT (BST)Sign up method:Email: jocoleman@westleigh.rmplc.co.uk
Geography Staff Development
NCGA Geo-Gram
September 19, 2009
2nd Annual Conference of the NCGA and SCGA Consortium for Geography Action!
Saturday, October 24, 2009 10:00 AM - 3:00 PM
Registration begins at 9:30 AM
University of North Carolina - Charlotte, McEniry Building
Charlotte, North Carolina
The North Carolina Geographic Alliance and the South Carolina Geographic Alliance are excited to present the Geography Action! Mapping Europe Toolkit at our second annual Geography Action! Conference to be held on Saturday, October 24, 2009 at UNC-Charlotte in Charlotte, NC. K-12 educators, pre-service teachers, college instructors, media specialists, curriculum coordinators, and the general public are invited to attend the Geography Action! Conference. The conference will include teaching strategies from the toolkit for the elementary, middle, and high school classroom as well as content lessons. The toolkit is designed to help you celebrate geography in your school during Geography Awareness Week (November 15-21, 2009) and throughout the school year. The toolkit includes tips for planning a highly interactive and festive event for students, families, and communities to enjoy. The activities and games in the toolkit are easy, fun, and educational. Students who participate in a Geography Action! Mapping Europe event will come away with a new understanding of how fun maps can be and the diversity of people and landscapes in Europe.
Registration information and can be found on the NCGA website:
http://www.ngsednet.org/community/resource_uploads/GeoAction Flyer_Program.pdf
Steve Pierce, Coordinator
North Carolina Geographic Alliance
828-442-8482 (cell)
Free NASA Video Conferencing Workshops
NASA would like to announce an exciting panel of presenters for the DLiNFocus Videoconference series starting September 9th. The series is aimed at middle school and high school students to expose them to the variety of careers and research being done at NASA. Each Wednesday a researcher will talk about their work for about 20min and their career path for 10min. Following the presentation is a chance for 5 schools to ask questions to the speaker about their research and career. All other schools are welcome to participate a view only site. The series is every Wednesday at 10:00 PDT (1:00 EDT).
Details
Cost: FREE
Website: http://erc.arc.nasa.gov/dln
Registration: http://erc.arc.nasa.gov/dln
Questions: ca.dln.studios@gmail.com
Webcast: Sessions will be webcast, see URL above for webcast link each week. (no registrations required)
List of Speakers:
Sept. 9 – Astronomy – Kepler Mission, searching for earth like planets
Sept. 16 – NASA historian/ writer – learn about being a science writer and recording history
Sept. 23 – Aeronautics – learn about how we test/ design airplanes
Oct. 7 – Robotics – learn about current and future robotic missions
Oct. 21 – Astrobiology – learn about the search for life
Nov. 4 – Lunar Exploration – the LCROSS mission will have just impacted the moon – get the most recent results!
Dec. 2 – Astrobiology - learn about the search for life using chemistry
(Dates in between will be filled in as presenters are confirmed)
Greg Pitzer
Digital Learning Network Coordinator
NASA Ames Research Center
MS 253-2
Moffett Field, CA 94035-1000
Voice: 650-604-3292
FAX: 650-604-3445
Gregory.E.Pitzer@nasa.gov
Details
Cost: FREE
Website: http://erc.arc.nasa.gov/dln
Registration: http://erc.arc.nasa.gov/dln
Questions: ca.dln.studios@gmail.com
Webcast: Sessions will be webcast, see URL above for webcast link each week. (no registrations required)
List of Speakers:
Sept. 9 – Astronomy – Kepler Mission, searching for earth like planets
Sept. 16 – NASA historian/ writer – learn about being a science writer and recording history
Sept. 23 – Aeronautics – learn about how we test/ design airplanes
Oct. 7 – Robotics – learn about current and future robotic missions
Oct. 21 – Astrobiology – learn about the search for life
Nov. 4 – Lunar Exploration – the LCROSS mission will have just impacted the moon – get the most recent results!
Dec. 2 – Astrobiology - learn about the search for life using chemistry
(Dates in between will be filled in as presenters are confirmed)
Greg Pitzer
Digital Learning Network Coordinator
NASA Ames Research Center
MS 253-2
Moffett Field, CA 94035-1000
Voice: 650-604-3292
FAX: 650-604-3445
Gregory.E.Pitzer@nasa.gov
Thursday, June 18, 2009
Online Spanish Class for Educators
Working Spanish Online still has a few openings left for the Summer!
Are you a Teacher, Faculty Member or Administrator struggling to
communicate with Spanish speakers in your school or place of work?
WorkingSpanish for Educators, produced by the Center for
International Business Education and Research (CIBER) at UNC's Kenan-
Flagler Business School, is designed to enable teachers,
administrators, and other school personnel to learn enough Spanish to
communicate with Hispanic students and their families.
This course is offered through weekly one hour and 15 minute ONLINE
workshops. Students are also required to attend a one hour
conversation session per week, which is offered online or in-person
depending on the student's location. The course is intended for true
beginners or people with little functional knowledge of the language.
This course is offered as a non-credit course through KFBS at UNC – Chapel Hill.
CEUs are available. The cost of each Level is $300.00 dllrs., including materials.
Beginner Level 1 covers Units 1 and 2: (June 15 through August 9)
Unit 1 - Building Relationships: At the end of this unit participants
should be able to greet a variety of people at different
times of the day, use appropriate forms of address, introduce
themselves and others formally and informally, engage in small talk by forming questions,
ask and give information on simple topics of acquaintance,
and recognize and use numbers 1-1000. They should be able to use the
personal subject pronouns in context and some basic conversational
verbs (estar, ser, llamar(se), trabajar, estudiar, vivir) in statements and questions.
Unit 2 – At School: At the end of this unit participants should be
able to describe their school organization, delineate job functions and responsibilities
of different job titles, and explain what
someone does when performing his or her job routine. Students will
use regular verbs of three conjugations (ar, er, ir) in the present
tense, form the present tense of some irregular verbs, recognize and utilize
cognates relating to the field of education, and be familiar with propositions of space, permanent and moving.
For more information on WorkingSpanish for Educators and how to
register, please contact Marybeth Lavrakas at lavrakam@unc.
919.962.7843 or Maria Elena Rodriguez at rodrigum@kenan-
Thursday, May 14, 2009
Differentiation and Marzano
Differentiation in instruction appears to be one of the buzz words in education, but, just what does it mean to differentiate your instruction? Many people are already familiar with Classroom Instruction that Works by Robert Marzano, but if you are not familiar with the material, then I am going to give you a crash course over the next couple of weeks to help you as you plan new lessons for next year.
In a nutshell, Marzano details 9 differnent instructional strategies. But why did Marzano use these 9...because based on a study undertaken by McRel, these strategies seemed to demonstrate the strategies that had the most impact on student learning and for that reason, I will generalize them for you over the next several days. They include the following:
In a nutshell, Marzano details 9 differnent instructional strategies. But why did Marzano use these 9...because based on a study undertaken by McRel, these strategies seemed to demonstrate the strategies that had the most impact on student learning and for that reason, I will generalize them for you over the next several days. They include the following:
- Identifying Similarities and Differences
- Summarizing and Note Taking
Reinforcing Effort and Providing Recognition - Homework and Practice
- Nonlinguistic Representations
- Cooperative Learning
- Setting Objectives and Providing Feedback
- Generating and Testing Hypotheses
- Cues, Questions, and Advance Organizers
I promise to stay general, but if you read anything that you like, then I encourage you to explore a couple new tricks to put in your tool box for next year.
Friday, April 17, 2009
Version 3 of 3 Systemic Improvement-Actions of Effective Leaders
In the Spring, 2009 of The AdvancEd Source, Brian MCulty, Ph.D. writes that the single biggest challenge among educators is the lack of follow through. There is not a lack of knowledge, but a instead a lack of action throughout the system. He refers to this as the "knowing-doing gap." This is true not only of leaders but of teachers as well. How often have we attended some really good workshops, but came back and never implemented what we learned. This is probably more then norm rather than the exception. In this last post on Actions of Effective Leaders, we will look briefly at the last two of the "Five Actions of Success."
Action 4, Implement Deeply: Doug Reeves (2006) believes until you have high levels of implementation (90%) across the school, then you will not get desired outcomes. This calls for leaders to monitor regularly to make sure that implementation is happening across the board. This requires a lot of will on the parts of leaders.
Action 5, Monitor, provide feedback, and support: In this step, leaders will know what implementation looks like when it is being handled well. A rubric can be used to determine when this happens. Leaders will then develop a set of deadlines or a report schedule when the goals are to be met. This will also include formative assessment techniques that demonstrates that the goals are actually being useful for the students.
When Leaders use these steps on a regular basis, they should begin to see the type of implementation that makes a difference in classrooms, school and to the district.
Action 4, Implement Deeply: Doug Reeves (2006) believes until you have high levels of implementation (90%) across the school, then you will not get desired outcomes. This calls for leaders to monitor regularly to make sure that implementation is happening across the board. This requires a lot of will on the parts of leaders.
Action 5, Monitor, provide feedback, and support: In this step, leaders will know what implementation looks like when it is being handled well. A rubric can be used to determine when this happens. Leaders will then develop a set of deadlines or a report schedule when the goals are to be met. This will also include formative assessment techniques that demonstrates that the goals are actually being useful for the students.
When Leaders use these steps on a regular basis, they should begin to see the type of implementation that makes a difference in classrooms, school and to the district.
Version 2 of 3 Systemic Improvement-Actions of Effective Leaders
In the Spring, 2009 of The AdvancEd Source, Brian MCulty, Ph.D. writes that the single biggest challenge among educators is the lack of follow through. There is not a lack of knowledge, but a instead a lack of action throughout the system. He refers to this as the "knowing-doing gap." Further elaborating on Brian McNulty's article "Five Actions for Success..."
Action 1, Use data well: Although we often give lip service to collecting and using data, are we taking the data and establish performance targets? Once this is done, are we continuing to collect data and analyze our progress? Lastly, is it having an impact on student learning?
Action 2, Focused goal setting: This process is get everyone's attention on a limited number of focused goals and strategies. This means get a whole lot of focus on just a few items for implementation. Revisiting the goals frequently in our formal and informal meetings helps. Does everyone in your school (district) know what the goals are for the school (district)?
Action 3, Focus on developing shared instructional practices: School and districts that are successful are clear about goals and expectations (here is where I make my shameless plug for the class Crucial Confrontations which spends a great deal of time discussion how make your expectations clear). It may also mean that we even whittle the wording town to 3 or 4 catchy phrases that are the focus for your school.
Tomorrow, we will continue our look at the last two steps to improve your implementation of your goals for the year.
Action 1, Use data well: Although we often give lip service to collecting and using data, are we taking the data and establish performance targets? Once this is done, are we continuing to collect data and analyze our progress? Lastly, is it having an impact on student learning?
Action 2, Focused goal setting: This process is get everyone's attention on a limited number of focused goals and strategies. This means get a whole lot of focus on just a few items for implementation. Revisiting the goals frequently in our formal and informal meetings helps. Does everyone in your school (district) know what the goals are for the school (district)?
Action 3, Focus on developing shared instructional practices: School and districts that are successful are clear about goals and expectations (here is where I make my shameless plug for the class Crucial Confrontations which spends a great deal of time discussion how make your expectations clear). It may also mean that we even whittle the wording town to 3 or 4 catchy phrases that are the focus for your school.
Tomorrow, we will continue our look at the last two steps to improve your implementation of your goals for the year.
Version 1 of 3 Systemic Improvement-Actions of Effective Leaders
In the Spring, 2009 of The AdvancEd Source, Brian MCulty, Ph.D. writes that the single biggest challenge among educators is the lack of follow through in initiatives. There is not a lack of knowledge, but instead, a lack of action throughout the system. He refers to this as the "knowing-doing gap." This is true not only of leaders but of teachers as well.
How often have we attended some really good workshops, but came back and never implemented what we learned? This is probably more the norm rather than the exception. Williams (2007) further adds that the most important variable in effective classrooms is what teachers do as opposed to what they know. More effective teachers act on what they know works. Further, this can be applied to administrators as well.
The more effective principals have not only commitment to reform strategies, but they also have a high degree of follow-through on the implementation of the strategies. In addition, this would be true of all Central Office personnel and superintendents. McNulty has provided "Five Actions of Success" that might be helpful in carrying out the reform strategies. They are:
How often have we attended some really good workshops, but came back and never implemented what we learned? This is probably more the norm rather than the exception. Williams (2007) further adds that the most important variable in effective classrooms is what teachers do as opposed to what they know. More effective teachers act on what they know works. Further, this can be applied to administrators as well.
The more effective principals have not only commitment to reform strategies, but they also have a high degree of follow-through on the implementation of the strategies. In addition, this would be true of all Central Office personnel and superintendents. McNulty has provided "Five Actions of Success" that might be helpful in carrying out the reform strategies. They are:
- Use data well
- Develop a limited number of focused goals
- Focus on instructional practices
- Implement deeply, and
- Monitor and provide feedback and support
Thursday, April 2, 2009
Version 3-What's Available for UCPS in PD?
There are numerous ways to stay involved with professional development at the county level. But, it seems that there is so much coming down the pipe, that it is almost impossible to keep up. In this article, I will attempt to give you a view from 30,000 feet of three ways to stay abreast.
- Skype: This is a type of VOIP (voice over IP) phone system. Users can "dial" computer to computer or even to outside landlines and cell phones. There may be some bandwidth issues with Skype so it may not be around forever for use in UCPS. In addition, one can use Skype for virtual conferences and instant messaging.
- TokBox: This product is similar to Skype except is does not allow for calls to landlines and cell phones. Both products allow for video communication.
- DimDim: This product is similar to our very own Elluminate...only cheaper. It provides a means to have virtual, online meetings with several people.
Version 2-What's Available in UCPS for PD?
There are numerous ways to stay involved with professional development at the county level. But, it seems that there is so much coming down the pipe, that it is almost impossible to keep up. In this article, I will attempt to give you a view from 30,000 feet of three ways to stay abreast. Today's tools will focus on communication tools.
- Twitter-It seems that more and more people are using this online, microblogging tool to get out their message to the world. The UCPS Staff Development office uses Twitter (ucps_pd) to send out daily reminders about meetings that are on tap and ongoing staff development news from the educational world. Twitter often links to our next tool.
- Blogger-This tool for blogging by Google offers more information about PD needs that Twitter for more in depth study. Twitter allows for 160 characters, but Blogger allows for more in depth posts and the possibility to post comments about articles that you find interesting.
- Distance Learning Labs-Currently, every cluster in the county now has a video distance learning lab for delivery of content. The ultra modern system can deliver workshops or classes (PDC included) to any local high school and even around the world. Workshops are currently scheduled for next fall for deliver to our site from the remote site at UNC Chapel Hill. In addition, the NC School of Natural Sciences and NASA among others can deliver courses to our schools now.
Version 1-What is available in UCPS for PD
There are numerous ways to stay involved with professional development at the county level. But, it seems that there is so much coming down the pipe, that it is almost impossible to keep up. In this article, I will attempt to give you a view from 30,000 feet of three ways to stay abreast.
- Moodle-Everyone is familiar with Moodle. This provides a way for collaboration to happen with a larger audience than with just your school. Coming soon in Moodle will be "Job Alike" groups which are virtual professional learning communities centering around your grade or the subject matter in which you teach.
- PD 360-This online set of videos covers most any topic imaginable in education. UCPS Staff Development Offices offers 2 courses (PD 360 Pick 1 and PD 360 Pick 3) for teachers to use in their own professional learning or the videos can be used by principals and PD leaders to supplement workshops that are already taking place.
- Elluminate-This tool for virutual collaboration allows for meetings virtually to save on time and travel. It allows for video, audio and instant messaging as well as powerpoint delivery and an interactive whiteboard.
What is the Real Definition of Professional Development?
There are many definitions floating around that claim to be the real definition, but what is the real definition? For our source here in Union County, we have turned to the National Staff Development Council (NSDC) to determine the real definition. The NSCD defines it with the following terms and ideas:
- fosters collective responsibility
- aligned with state standards
- conducted in learning teams
- facilitated by well prepared, principals, coaches, mentors, teachers and other leaders
- occurs multiple times per week
- continuous cycle of improvement through analysis, goals, evidence-based learning strategies, provides transfer to the classroom, regularly assesses the effectiveness of the pd
- may be supported and strengthened by courses, workshops, institutes and conferences
What's on Tap for Thursday and Friday, April 2 and 3, 2009
What's on Tap for Thursday and Friday, April 2 and 3, 2009
Thursday
Thursday
- General Principals' Meeting
- PBH Advisory Council
- Transportation Specialist
- 5th New to Trailblazers
- 2nd New to Trailblazers
- School Nurse General Meeting
- Speech Pathology Issues in the Public Schools
- Spanish for Prekindergarten
- New Elementary Spanish Teachers
- Chinese Language Class
- Middle School TI User Group
- The Who, What, When Where, How and Why of Globalization
- Crucial Confrontations
- Elementary Staff Meeting
- Poplin Elementary
- Superintendent's Student Advisory Council MTG
- Middle School Staff Meeting
- Teacher Assistant of the Year Interviews
Tuesday, March 31, 2009
PD 360
This is the time of the year when many teacher's are looking for ways to gather that last unit of CEUs right before their license expires. UCPS has provided a means for teacher's to choose the things that they feel are most relevant to the teaching assignment through the PD 360 video series. Noted educators such as Doug Reeves, Margaret Mooney, Rick Stiggins, Richard and Rebecca DuFour are just a few of the presenters that are available on demand for staff to view. Two courses are available in Moodle for credit. Under the Professional Development Category, you will find "PD 360 Pick 1" and "PD 360 Pick 3." The requirements for each are listed below:
PD 360 "Pick 1"
Requirements:
- Meet with a minimum of 3 and up to 5 people.
- Schedule 3 days to meet on successive weeks.
- Meetings will be 1 hour if you watch the video privately
- Meetings will be2 hours if you watch with the group.
- Divide your video into 3 parts/segments.
- Document a principle that you would like to implement in the classroom over the next week after watching your video segment.
- Answer Reflective Questions that are associated with the video. This should be done inside the PD 360 Learning Environment.
- Discuss how to best implement with your group.
- Implement in the classroom.
- Return to your next meeting and discuss successes and failures.
- Repeat Steps 4-8 at each meeting.
- Submit "PD 360- "Pick 1" Verification form from the top of the page to Staff Development Office - sheila.chaney@ucps.k12.nc.us
What do I have to do to take a personal course in PD 360?
- Register for a PD 360 course in the Online Registration Program. It will be titled “PD 360…”
- Get a personal login (not another person’s login). You can get this from an Administrator or contact the Staff Development Office for details.
- Watch the Webinar
- 1 hour for Introduction of how to navigate in PD 360
- Watch your videos
- Reflect by answering the questions that are provided
- Plan ways that you will utilize this in your classroom or ways that it will be shared in your PLC
- Have your administrator sign off on completion by providing them with your report of time watching videos, your reflection questions and your plan for implementation.
- Submit entire packet of info as an attachment to Staff Development Office (Sheila.chaney@ucps.k12.nc.us ).
How do I login to the Webinar?
- Login to www.pd360.com
- On the bottom right hand side of the page, you will see “Explore the Content”
- Scroll down to Webinars and expand
- Scroll down to PD360 User Instruction
- Learn how to use PD 360 Version 2 - http://www.pd360.com/pd360.cfm?&ContentId=1511
PD 360
Staff Development Course-“Pick 3”
1 .0 CEUs
What do I have to do to take a personal course in PD 360?
- Register for a PD 360 course in the Online Registration Program. It will be titled “PD 360…”
- Get a personal login (not another person’s login). You can get this from an Administrator or contact the Staff Development Office for details.
- Watch the Webinar
- 1 hour for Introduction of how to navigate in PD 360 Watch your videos
- 1 hour for each selection of videos=3 hours "Share a Link" with a colleague
- Share a link from each of the three sets of videos with a colleague
- 1 hour for each set of questions completed=3 hours
- 1 hour for each plan or implementation =3 hours Have your administrator sign off on completion by providing them with your report of time watching videos, your reflection questions and your plan for implementation. li>
-
Submit entire packet of info as an attachment to Staff Development Office (Sheila.chaney@ucps.k12.nc.us ).
How do I login to the Webinar?
- Login to www.pd360.com
- On the bottom right hand side of the page, you will see “Explore the Content”
- Scroll down to Webinars and expand
- Scroll down to PD360 User Instruction
- Learn how to use PD 360 Version 2 - http://www.pd360.com/pd360.cfm?&ContentId=1511
What do I do when I am finished?
- Fill out the Verification Form at the top of the page and submit it to the Staff Devlopment Office with the proper signatures.
What's on Tap for Wednesday, April 1, 2009
What's on Tap for Wednesday, April 1, 2009
- Elementary Asst. Principals Academy
- Crucial Confrontations
- EC Round Table
- ASP Coordinator Meeting
- Speech Pathologist Issues in the Public Schools
- Roldan meeting at WBEC
Thursday, March 26, 2009
What's on Tap for Friday, March 27, 2009
What's on Tap for Friday, March 27, 2009
- Crucial Confrontations
- Middle School Compacted Math
- After School Staff Orientation
- Board of Education Retreat
High Quality PD gleaned from The Learning Principal
In a recent article of The Learning Principal (Volume 4, No. 5, Feb. 2008), an ongoing study of professional learning sponsored by the Bill and Melinda Gates foundation, the MetLife foundation and the Wallace foundation pointed our several items that contrast professional learning in the United States with professional learning worldwide. The article said, "If teachers with a school are not learning and collaborating, student learning will not improve...one important role for principals is facilitating professional learning." Facilitating is defined as making the process easier or to impartially control all tasks needed to conduct optimal meetings and workshops. Linda Darling Hammond who has been actively involved in studying this learning made the following observations:
Darling-Hammond, L. (1997). The right to learn: a blueprint for creating schools that work. San Francisco, CA: Jossey Bass.
- Effective professional learning must be planned and organized to engage all teachers regularly and to benefit all students.
- One of the keys to increasing quality teaching is by creating the time for teachers to learn collaboratively
- Collaboratively is job embedded professional learning structured within the work day
- Collaborative time should be focused on both improving their grasp of context and on pedagogical strategies proven to affect student achievement
Darling-Hammond, L. (1997). The right to learn: a blueprint for creating schools that work. San Francisco, CA: Jossey Bass.
Monday, March 23, 2009
What's On Tap for Monday, March 23, 2009
What's On Tap for Monday, March 23, 2009
- EC Data manager Meeting
- RTI Training
- Preschool Meeting
- Drug Insight Class
- Middle School Science Alliance
- Middle School Math Alliance
Thursday, March 19, 2009
What's on Tap for Friday, March 20, 2009
What's on Tap for Friday, March 20, 2009
- Partners for Math
- School Psychologists Meeting
- Elementary Literacy Staff Meeting
- MTC Staff Meeting
- Science Planning
- Middle School Staff meeting
Wednesday, March 18, 2009
What's On Tap for Thursday, March 19, 2009
What's On Tap for Thursday, March 19, 2009
- Test Coordinators meeting
- Middle School AP meeting
- Behavior Intervention, Part II-Elementary
- HS Classroom Management
- DEC 3 Process Training-Secondary
- Chinese Language Class
- MS EC Math Alliance Meeting
- The Who, What, When, Where, How and Why of Globalization
Tuesday, March 17, 2009
Professional Development-3 Phase Follow-up
DPI recommends that each teacher's professional development follow a "3 Phase Follow-Up" (see article at http://tiny.cc/0XlyF). This includes the following:
Phase 1: Should be completed immediately following every professional learning activity or experience. A summary of the change (knowledge, skill, behavior, attitude, or other) resulting from the professional learning activity or experience. The teacher should create an action plan detailing specific action that they will take based on the change described.
Phase 2: The teacher should revisit the action plan two following the professional learning activity or experience and respond to the following:
Phase 3: Revisit your action plan six weeks following the professional learning activity or experience and respond to the following:
Phase 1: Should be completed immediately following every professional learning activity or experience. A summary of the change (knowledge, skill, behavior, attitude, or other) resulting from the professional learning activity or experience. The teacher should create an action plan detailing specific action that they will take based on the change described.
Phase 2: The teacher should revisit the action plan two following the professional learning activity or experience and respond to the following:
- Detail: What actions did I take to implement my plan?
- Reflect: What worked? Why? What didn't work? Why not?
- React: What are my next steps?
Phase 3: Revisit your action plan six weeks following the professional learning activity or experience and respond to the following:
- Detail: What actions did I take to implement my plan?
- Reflect: What worked? Why? What didn't work? Why not?
- React: What are my next steps?
#6-5 Practical Steps to Continue your Professional Learning
The National Staff Development Council has produced a handy bookmark entitled "If not a workshop, then what?" This bookmark lists 30 strategies that a teacher could use to continue to grow when they are not attending workshops. Some of these may be applicable to you and some may not. Pick and choose a couple that might improve your professional development. Over the next several days, I will be posting some of these strategies. Today's five are:
- Read journals, edducational magazines, books
- Participate in a critical friends group
- Do a self-assessment
- Shadow a student, a teacher or another professional in the field
- Keep a reflective log or journal
#5-5 Practical Steps to Continue your Professional Learning
The National Staff Development Council has produced a handy bookmark entitled "If not a workshop, then what?" This bookmark lists 30 strategies that a teacher could use to continue to grow when they are not attending workshops. Some of these may be applicable to you and some may not. Pick and choose a couple that might improve your professional development. Over the next several days, I will be posting some of these strategies. Today's five are:
- Join a professional network
- Use a tuning protocol to examine student work
- Maintain a professional portfolio
- Write an article about your work
- Observe others teachers teaching
#4-5 Practical Steps to Continue your Professional Learning
The National Staff Development Council has produced a handy bookmark entitled "If not a workshop, then what?" This bookmark lists 30 strategies that a teacher could use to continue to grow when they are not attending workshops. Some of these may be applicable to you and some may not. Pick and choose a couple that might improve your professional development. Over the next several days, I will be posting some of these strategies. Today's five are:
- Lead a schoolwide committee or project
- Participate in lesson study
- Map your curriculum
- Coach a colleague
- Be a mentor-be mentored
#3-5 Practical Steps to Continue your Professional Learning
The National Staff Development Council has produced a handy bookmark entitled "If not a workshop, then what?" This bookmark lists 30 strategies that a teacher could use to continue to grow when they are not attending workshops. Some of these may be applicable to you and some may not. Pick and choose a couple that might improve your professional development. Over the next several days, I will be posting some of these strategies. Today's five are:
- Write assessments with a colleague
- Participate in a videconference or conference calls with experts
- Do a classroom walk-through
- Give presentations at conferences
- Research on the Internet
#2-5 Practical Steps to Continue your Professional Learning
The National Staff Development Council has produced a handy bookmark entitled "If not a workshop, then what?" This bookmark lists 30 strategies that a teacher could use to continue to grow when they are not attending workshops. Some of these may be applicable to you and some may not. Pick and choose a couple that might improve your professional development. Over the next several days, I will be posting some of these strategies. Today's five are:
- Consult an expert
- Examine student data
- Be coached by a peer or an expert
- Lead a book study
- Visit another school
#1-5 Practical Steps to Continue your Professional Learning
The National Staff Development Council has produced a handy bookmark entitled "If not a workshop, then what?" This bookmark lists 30 strategies that a teacher could use to continue to grow when they are not attending workshops. Some of these may be applicable to you and some may not. Pick and choose a couple that might improve your professional development. Over the next several days, I will be posting some of these strategies. Today's five are:
- Conduct action research projects
- Analyze teaching cases
- Be observed and receive feedback
- Join a cadre of in-house trainers
- Plan lessons with a teaching colleague
What's on Tap for Wednesday, March 18, 2009
What's on Tap for Wednesday, March 18, 2009
- Chinese Language Teachers Curriculum meeting
- Test Coordinators meeting
- EC Round Table
- Monroe Bus Driver Meeting
- ASP Cluster Meeting
- Transportation Specialist meeting
- Middle/High School Nurse Meting
- Child Nutrition Meeting
Monday, March 16, 2009
What's on Tap for Tuesday March 17, 2009
What's on Tap for Tuesday March 17, 2009
- High School Principals' Meeting
- AIG Teacher Meeting
- EC Math Training
- Conversational Spanish for PreKindergarten
- Behavior Intervention, Part II, Secondary
- Health Science Program Meeting
Friday, March 13, 2009
PD Thoughts for the Day
In a recent article off Education Week (February 11, 2009), an article cited some interesting facts concerning effective staff development. This list included the following items:
- Programs of 30-100 hours of time over six months to a year-positively influenced student achievement, while those with fewer than 14 hours had little effect
- Sustained curriculum that is connected to teachers’ classroom practice, focuses on specific content, aligns with school improvement goals and fosters collaboration among staff.
- Lesson Study-observing another teacher’s lessons and then analyzing it for strengths and weaknesses.
- Lesson Plans should be developed collaboratively.
- Observe teachers’ lessons, provide feedback and model instructional practices.
Keeping these thoughts in mind, we can see the importance of the Professional Learning Community organization that many of our schools are using. In addition, we see the importance of moving way from the "one and done" type of workshops to development that is sustained over a longer period of time. Lastly, this also suggest the importance of coaching in our schools. Keep these thoughts in mind as you plan your next professional development activities.
What's On Tap for Monday, March 16, 2009
What's On Tap for Monday, March 16, 2009
- School Psychologist Training, Conners 3rd edition
- Elementary Staff Development
- HS Differentiation Workshop
- HS Science Alliance
- Middle School Second Language Teachers
- Mentor Training
Wednesday, March 11, 2009
Friday, March 13 at the PDC
Friday, March 13, 2009
- Battle of the Books
- NC Division of Career Development and Transition
- Elementary Literacy Coaches
What's on Tap for Thursday, March 12, 2009
Thursday, March 12, 2009
- RTI Local Trainer's Meeting
- Transportation Specialist Assistant Meeting
- Language! Winter Follow Up Part 1
- Science Workshop Make-Up Elem
- Mentor Contact meeting
- HS Second Language Chairs
- Chinese Language Class
- High Scho0l Differentiation Workshop
- The Who, What, When, Where, How and Why of Globalization
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