In-Person, On-Site Professional Development Workshops
As rates of adverse childhood experiences continue to increase, so do their impact on academic and behavioral outcomes. This interactive workshop will help educators identify the many traumatic experiences that students may experience and how the brain and body respond to these stressors. We will explore a variety of strategies and tools, with a focus on promoting protective factors and resiliency. Participants will also identify how the experience of trauma can affect both themselves and the school climate overall, and how schools can use trauma-sensitive practices as a way to create positive outcomes for all.
Once instructors have a thorough understanding of NJSLA’s Type I, II and III items, they should transition to the most effective and targeted instructional approaches possible. This workshop begins with an overview of the Standards and item types, in relation to the possible points for each type. Next, the presenter will suggest specific activities and lessons for each of NJSLA’s constructs. Lastly, the presenter, in collaboration with the participants, will discuss expected challenges and suggestions for how to provide intervention strategies foreach item and student need.
During this workshop, the presenter will provide an overview of the NJSLA items, how they are scored, and how many points they are worth in relation to the overall point values. Next, participants will learn specific strategies and receive a plethora of activities and lesson plans that they can use to address each student’s unique needs as they pertain to the writing and reading tasks. Lastly, the presenter will talk about how to “rollout” a program (similar to a successful coach) to ensure that students are appropriately prepared to perform at their personal bests on NJSLA, without being over or under exposed to essential knowledge and skills.
This workshop was created for district and school administrators to consider their roles in creating a school fully immersed in technology integration. During the workshop, participants will explore nine topics that define what successful integration includes: online learning and blended learning, technology-based PBL, game-based learning, mobile and handheld Devices, interactive whiteboards and responders, web-based projects, podcasts and digital storytelling, Wikis and Google Docs, and socialMedia. The workshop concludes with a self-evaluation that displays the group’s results of what exists and what they want to work towards.
Administrators will find value in analyzing NJSLA’s Evidence Statements coupled with theirDistrict Performance Level Summaries. During this workshop, administrative teams are led through an evaluation of their own district reports to conduct an item analysis of outliers, consider each grade’s performance in relationship to state results by identifying the lowest performing cohorts, and, most importantly, create a plan to address their findings. At the conclusion of this workshop, administrators will have a thorough understanding of the documents, along with a plan to address curriculum holes and individual and cohort needs.
The NJSLA test results present novel challenges for administrative teams who must determine how to effectively use the data to inform instruction. This workshop begins with a brief overview of the test results:test scale, meaning and implications of averages, and score comparisons. Next, the presenter explains how specific items fall into the testing categories and how item types are scored. In the second half of the workshop, the presenter reviews the major, supporting, and additional Standards that are assessed on each grade level.Participants receive resources, lesson plans, and activities they can use to help students master all three item type son the NJSLA mathematics tests.
The NJSLA test results present novel challenges for administrative teams who must determine how to effectively use the data to inform instruction. This workshop begins with a brief overview of the test results:test scale, meaning and implications of averages, and score comparisons. Next, the presenter explains how specific items fall into the testing categories and how NJSLA scores the EBSRs, TECRs, and PCRs (essays). In the second half of the workshop, participants explore various methods of instructional support for each class’ and student’s individual needs. Activities include using NJSLA tools and released sample items, simulating the test construct in the classroom, and ensuring students’ ability to complete RSTs and LATs.
This workshop provides administrators with a review of rigor and the hallmarks of a rigorous,Standards-aligned classroom. Administrators will consider their values, non-negotiables, and ultimate goal(s) of instruction to create a checklist for walkthroughs. Once the checklist is created, administrators will conduct mini-walkthroughs, and then come back to consider amending their checklists, share their observations, and plan for next steps based on their observations.
This workshop begins with a discussion of what rigor is and is not. Next, the three areas that BarbaraBlackburn identifies with rigor (environment, instruction, and demonstrated learning) will be addressed.Specifically, we will take a deep dive into these areas through the lens of the Danielson (Domains 2 and 3) and Marzano(Domain 1) frameworks. Tools such as Blooms Taxonomy and Webb’s Depth of Knowledge will be explored through hands-on activities. Participants will then use “Look Fors” to identify these best practices in video clips of real classrooms. Finally, participants will engage in discussion about how administrators can set expectations and support rigor in the classroom.
This administrative workshop presents the mathematics shifts and implications for supporting instructors in the classroom. Each shift will look at Implications for Instruction, Classroom Evidence, Mind theGap (explanation of why there is a gap between the previous state Standards and the new Standards), andAdministrative Support. This knowledge is essential to administrators as they endeavor to create a fully aligned school. Throughout the workshop, administrators, supervisors, and curriculum support personnel learn how to identify fully aligned classes as well as useful methods to support instructors as they align their classes.
These administrative workshops will present the English/Language Arts shifts and implications for supporting instructors in the classroom. Each shift will look at Implications for Instruction, ClassroomEvidence, Mind the Gap (explanation of why there is a gap between the previous state Standards and the newStandards), and Administrative Support. This knowledge is essential to administrators as they endeavor to create a fully aligned school. Throughout the workshop, administrators, supervisors, and curriculum support personnel learn how to identify fully aligned classes as well as useful methods to support instructors as they align their classes.
This workshop can be either the second a three-part (for schools who currently do not have aPLC program in place) or the first of a two- part (for schools who currently do have a program in place) series.Aimed at administrators, this workshop focuses on the implementation of PLCs, including expectations of the process. Participants will work on identifying and defining roles, expectations, and norms of PLCs. As a whole group, multiple implementation ideas and best practices will be shared, modeled, and discussed.
Effective Professional Learning Communities (PLCs) can provide multiple benefits to schools, including improving relationships between teachers and school leaders, and improving school climate. This workshop is the first of a three-part series aimed at schools/districts who currently do not utilize PLCs. This workshop is geared towards school leaders, and present current trends and research on PLCs with a focus on the administrator role. Participants will walk away with an implementation plan that covers the specifics ofPLC planning.