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Keep It R. Responding to the linguistic and educational diversity of adolescents, the R.

An introduction to our publications and services

Relevant, Engaging, and Affirming Literacy method offers teachers a range of scalable activities, reading lists, and other resources, along with numerous suggestions on how to adapt them for students' particular needs. Choice and Agency in the Writing Workshop: Developing Engaged Writers, Grades Filled with rich portraits of in-class writing interactions and challenges, this book highlights various themes that help teachers become better observers and more responsive to the complexity of writing in children's lives.

Student-led writing centers harness the social and instructional power of students working and learning together, and this book includes specific lessons to teach students how to be effective peer tutors and how to be better writers. Coaching Teacher-Writers: Practical Steps to Nurture Professional Writing When teachers write, good things can happen; writing helps educators to better understand themselves, as well as students, parents, and colleagues.

Please complete our In-District Request Form or call FEA: Christy Stoehr cstoehr njpsa. All programs are a full day but can be customized to shorten the length of time in most cases. Additionally, some are multi-day programs. CAR is a three-day in-district program that provides a coherent process of school improvement. The framework connects standards, student learning, assessment, professional learning, educator effectiveness, and school climate and culture to the work of professional learning communities PLCs.

The focus is on how teachers and educators can collaborate to assist students in reaching the highest level of achievement. This model is endorsed by the NJ Department of Education because of these connections and the ultimate goal of improving student learning. CAR training is guided by a common language, creates a coherent plan for systemic implementation of effective practice, and makes curriculum development a priority — a shift from program to practice. A specific focus of this session will be on PLC conversation 6 — Designing the Learning Experience — with a special emphasis on exploring ways of thinking, reading, questioning, discussing, and designing lessons aligned with standards and learning objectives.

Help students better understand social studies content as well as connect and interpret content from primary and secondary sources. A specific focus of this session will be on PLC conversation 6 — Designing the Learning Experience — with a special emphasis on exploring ways of thinking, reading, questioning, discussing, engaging students, and designing lessons aligned with standards and learning objectives.

Whether bringing historical, scientific or other content into ELA class or connecting what students are learning in ELA with what they are learning in other classes, there are skills that can increase understanding. Help students better understand ELA content as well as connect and interpret content from primary and secondary sources.

Data… Data… Data.

Engaging students in writing - Using D&D in the classroom

Assessment data can be a powerful tool in learning about your curriculum, instruction and assessment practices, but you need to know where to look. Participants will be able to design a plan for utilizing data reports in a meaningful way to assess mathematics instruction practices in their own classroom, and also within their building.

Students have become comfortable in following procedures and waiting out teachers during math instruction.

Writing-Rich High School Classroom: Engaging Students in the Writing Workshop

But math education today stresses the need for students to become doers of math, requiring teachers to do more than simply leading students to the right answer. Research shows that students need to become engaged in productive struggle and mathematical discourse during lessons, while stressing that we are not learning math but are learning how to think like mathematicians.

Providing lessons that offer these opportunities is a new focus for math instruction, but teachers are often frustrated when trying to plan lessons that offer these opportunities. This workshop will offer a model lesson that is designed to engage teachers in productive struggle and math discourse, then provide them with strategies that assist in designing these types of learning activities. An additional focus will be placed on the standards for mathematical practice, and their role in planning for student engagement.

Resources for reviewing what the practices should look like in the classroom and for inspiring planning of real-world tasks will be shared.

Elements of a Literacy-Rich 21st Century Classroom

In order to guide students to a deeper understanding of content, it is critical that teachers become masterful questioners. While Guided Reading is recognized as one of the most effective ways to teach children to read, it can be challenging to manage the small groups. This session will guide the teachers to develop structures that support the learning needs of the youngsters in the small group, while simultaneously supporting the students who are working either at centers or independently.

How does Argumentative writing take shape in a Writing Workshop model? What are the components of a Writing Workshop mini-lesson? During the workshop teachers will gain a thorough understanding of Argumentative writing in a workshop model using Teachers College as a resource and aligned to the revised NJ Student Learning Standards. Participants will learn several protocols and strategies to highly engage their students in writing, learn how a writing workshop mini-lesson unfolds, and will have time to develop their own using a mentor text. Data should be the driver for a PLC.

However, identifying the data to use and how to use it to drive professional learning and improve instruction can present a significant challenge to PLCs. This session will examine protocols that can guide a PLC group through analysis of student achievement data to refine instruction, target student intervention, and drive professional learning. Given the changing demographics in our society, our schools are changing as well.

Culturally-relevant teaching has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds.

By making education culturally relevant, it is thought to improve academic achievement. This program will guide educators to increase their cultural competency and consider course content in relation to the cultural context of the students. It is more crucial than ever that educators use these strategies that reflect what we know about the brain and learning.

This session will assist you to:.

About the TCRWP Classroom Libraries

Far too often, students with executive functioning weaknesses get stuck with these labels. These ubiquitous markers prevent us, as educators, from intervening where it is needed most — targeted development of self-control. All research points to the fact that self-control is a strong indicator of future success, regardless of intelligence or social status. This workshop will provide the participants with strategies on how to transform their classrooms into rich, engaging and authentic writing environments while carving a niche for NJ Student Learning Assessment writing expectations and test preparation.


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This workshop is for Grades By the end of the workshop participants will:. Culled and developed from the works of Chris Lehman, author of Falling in Love with Close Reading and the book Notice and Note by Beers and Provost , the workshop will provide active participation of close reading strategies through a variety of lenses and take away strategies to share with faculty.

This is a hands-on workshop that is designed to put principals into practice. Tiering, cubing, centers and anchor activities are some of the differentiation strategies teachers can use to meet the diverse readiness, interests and learning profiles of their students. Participants will gain an understanding of each strategy an how to match the students to the strategies.

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Literacy-Rich Environments

Time will be allotted to access differentiation of instruction web sites to view resources, lessons, and templates for planning differentiation activities. What do the new Professional Standards for Educational Leaders mean for you, your school, and your district? It is a set of questions that align to the new educational leadership standards. They include the critical actions that are important for a full understanding about how the standards can positively impact leaders in your district.

The focus is on helping all leaders to grow in the practices that result in higher levels of student learning. In this session your administrative team will learn how the reflection tool will enable you to:. Great educational leaders need a strong philosophical and experiential knowledge about how to create positive change in the schools they lead. Maintaining focus on this foundation becomes challenging in the fast-paced educational environment in which we find ourselves. This workshop will help you to reflect on what your strongly held beliefs are, what type of leader you prefer to be, and how to maintain focus on these beliefs in the midst of constant change.

A strong foundation and firm compass will allow you to meet the challenges of leading complex organizations. Topics to be addressed in this session include:. How is the data from assessment used to inform instruction? Do all assessments align with the curriculum and the standards? Leaders are tasked with leading the development of a comprehensive and balanced assessment system that drives decisions for student and staff learning.

This session will provide you with an opportunity to gain new knowledge, strategies, and skills for leading this process. Feedback is a powerful professional learning tool for improving the practices of teachers and leaders. Build the capacity of all educators to give and receive feedback to support ongoing growth in a collaborative culture in which collective responsibility is focused on results for students.


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  5. Discuss implications for using feedback as a lever to improvement and current realities and strategies to support a change in culture and conversation. One of the biggest challenges facing building administrators today is ensuring that their teacher evaluation process will truly make a difference in both student and teacher growth. The teacher evaluation process presents an opportunity for educators to improve teacher expectations and performance, while also enhancing student achievement. To support the professional growth of teachers, educational leaders need a myriad of strategies for guiding their interactions with staff members to initiate and sustain teacher learning that is based on student learning needs.

    This program will focus on understanding and conducting learning-focused conversations by using The Continuum of Learning-Focused Interaction. Serving as an effective school or district leader, an instructional coach, a teacher leader or PLC facilitator requires knowledge, skills, and behaviors that help build the capacity of others to transform their own practice.

    In this workshop we will explore how to design collaborative spaces that support teams in all stages of development, move teams from compliance to engagement, and learn how to motivate, inspire, and support adult learners. This workshop is for anyone who wants to grow their facilitation skills to lead positive changes in the way we work.