Professional Development Workshops

Reader's Workshop

Our Goal:  to differentiate, or personalize, instruction in order to accommodate the learning needs of all students while fostering a love for reading by involving students in authentic reading experiences that focus on the strengths and needs of each individual student.

Why use Reader's Workshop?

Once implemented, Reading Workshop can quickly become students' favorite part of the day. 

Since the format gives students tools for selecting and comprehending literature, students who were once reluctant to read now find themselves with the skills needed to be successful readers. Over the course of the year, students read many books and are encouraged to do as good reader's do in exploring different genres, authors, and texts. 

The program emphasizes the interaction between readers and text. Students learn to ask questions, make connections with prior knowledge and previously read texts, and ask questions to clarify faulty comprehension they recognize has occurred. 

The program includes peer conferences and teacher conferences with students but emphasizes students' independence and allows them to become successful readers outside of the classroom.  (borrowed from Readers Workshop.org) 

These pages will house all of the Reader's Workshop information for our implementations for grades K-4, and upper grades as the program is expanded over time. 

Work Sampling System

What is Work Sampling System? 

The Work Sampling System (WSS) is a performance-based assessment instrument designed to help classroom teachers document and evaluate children's development and accomplishments.  It is based on national and state standards.  This system reaches across a wide variety of curriculum areas and developmental domains. It is an authentic assessment that documents activities in which children engage on a daily basis, for grades PreK-6. 

 Children are observed during regular classroom activities and their progress is recorded three times a year with a:

  • Developmental checklist
  • Portfolio collection
  • Summary report

This type of authentic assessment through careful observation and documentation gives teachers in-depth knowledge of children, which helps them plan instruction that is more responsive to individual children as well as to the class as a whole.

Writers Workshop

Introduction

Our Goal: create students with confidence and fluency in the writing skills that will be necessary for secondary and post-secondary education.

Writer's Workshop is an interdisciplinary writing technique which can build students' fluency in writing through continuous, repeated exposure to the process of writing. Teachers can introduce elements of Writer's Workshop at any elementary grade. Ideally, however, the process begins in Kindergarten.
 
The basic philosophy behind writing workshop is to allow students to spend time dailywriting for real purposes about things that interest them. Students can experiment with a variety of genres. English, spelling, handwriting and other mechanics are taught within the writing workshop. Students learn the craft of writing through practice, conferring, and studying the craft of other authors. The ultimate goal of a writing workshop is always to develop life-long writers.
 
These pages will house all of the Writer's Workshop information for our implementations for grades K-4, and upper grades as the program is expanded over time. 

 

Collaborative Team Teaching to Enhance Student Achievement

Making Co-teaching Work:  
Collaborative Team Teaching to Enhance Student Achievement
presented by Judith Mack
 
Day 1: Fundamentals for Inclusion/Co-teaching

Overview
What is co-teaching? What is inclusion? Why co-teach?
What co-teaching is and is not
How does inclusion support the needs of students?
6 models of Co-teaching
Video clips of the 6 models in the classroom

Day 2: Partnership Agreement:  Discuss and Develop

Reflection: Exploring the individual prerequisites of co-teaching
Issues of parity/fairness
Problem solving
Communication: Creating a partnership agreement

Day 3: How to Design Effective Differentiated Lessons

How to design a co-taught lesson  
What do we know about differentiation? How do we differentiate in a co-taught classroom?
How to differentiate content, process, product, and environment
Low-prep strategies that work
Break out session with partner: Design a co-taught, differentiated lesson
Assessment/Grading
On-going reflection
Wrap-up discussion
Where to go next

 

 

Extra Resources