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A variety of professional learning opportunities have been scheduled to respond directly to the instructional needs of our component districts. Click on each to read more. The whole catalog of offerings is available (see button on the left). If you work in one of our OCM component districts, register for these sessions through your district contact person. If you have any questions or if you wish to register from a district outside of OCM BOCES, contact us!
Learning Matters in Central New York!
Coming Sessions
Cognitive Coaching® is a supervisory/peer coaching model that capitalizes upon and enhances cognitive processes. It’s a set of strategies, a way of thinking and a way of working that invites self and others to shape and reshape their thinking and problem solving capacities. In other words, Cognitive Coaching® enables people to modify their capacity to modify themselves. Days 5-8 remain: March 2-3, and April 6-7.
The Algebra 2/Trig Regents exam is scheduled for June 2010, which is closer than we think. This informal gathering is for ANY educator interested in participating in a dialogue designed to discover what’s happening and what’s being planned. March 18, 2010.
Teachers already monitor and adjust (assess) what they do in each and every classroom, each and every day. It’s what happens next in the instructional process that allows them to move forward with the learning process. This session will address assessment on a large scale as well as strategies for implementing a variety of formative assessment into the instructional process. Participants will be afforded the chance to put the theory into practice in between Days 1 and 2. Day 2 will feature sharing, listening, coaching and learning opportunities, reflecting on that practice. Please come ready to form new learnings about assessment as it relates to student success! March 23 and June 3, 2010.
Regardless of your district’s approach to writing, the language of 6 + 1 Traits of Writing can help teachers to teach and to assess student writing in all subject areas. Instruction in reading and writing in the content areas requires consistency among teachers in each grade and across all grade levels; 6 + 1 Traits can offer that consistency. March 9 & 10, 2010 (full with wait list). Second cohort added: April 15 & 16, 2010.
Serious Fun in the Classroom, Greatest Hits Volume 2, has been rescheduled for March 30th. Whether you've attended "Serious Fun" in the past or whether this would be your first time, come learn about the connections between humor, fun, and learning.
This professional development series, Enhancing the Professional Role of the School Secretary, is for those employees, without whom schools would surely falter. Please join us for one, two or, better yet, ALL THREE days (sessions are independent of one another).
Session 1: Working as a Member of Many Teams
School secretaries work with many people and ware a part of many different ”teams.” Secretaries work with administrators, teachers, staff, parents, and students — each of whom is a different person with different needs and styles. The session will help participants understand the central role secretaries have as an extension of the administrative team and how to work effectively with all the many people in a school community. The metaphor of True Colors© will be used. March 19, 2010, 9-11am.
Session 2: Effective Communication to Foster Positive Relationships
School offices can be busy places with human interactions with children, parents, administrators, and other school district staff. This workshop will take a deeper look at human communication and the power of our verbal and non-verbal communication. How to create a warm and caring environment that can feed the school-wide culture of your school. April 13, 2010, 9-11am.
Session 3: School Offices are Busy Places
This two-hour session will focus on the organizational skills, including prioritizing tasks, that an indispensable school secretary or administrative assistant must have. As the front line in a school, this person must not only be pleasant to all whom she encounters, but she must also be discrete and confidential. May 25, 2010, 9-11am.
Differentiated Instruction Made Easy is a workshop that will give participants an overview of what it means to differentiate their instruction and give those ways to match instruction and practice to meet the needs of their students. The focus will be on strategies, tips, and techniques that can be implemented immediately. April 14 & 15, 2010.
The Responsive Classroom® is an approach to elementary teaching that emphasizes social, emotional, and academic growth in a strong and safe school community. The goal is to enable optimal student learning. Created by classroom teachers and backed by evidence from independent research, the Responsive Classroom approach is based on the premise that children learn best when they have both academic and social-emotional skills. The approach therefore consists of classroom and school wide practices for deliberately helping children build academic and social-emotional competencies.
This Secondary Science Seminar will discuss ways in which area secondary science teachers can work with local Universities and Colleges to help improve their science teaching. These panel members will also discuss their own research, their affiliations with local school districts and organizations, and how they may be able to help other area school districts improve their science instruction. March 10, 2010, 9-11am.
Instruction for All Students from Just ASK Publications, a five-day series, is the current, research and best practices-based upgrade of Instructional Theory Into Practice (ITIP). It begins with an overview of the initiatives that are in the news and influencing our thinking as we implement instructional programs that lead to the achievement of high standards by all students. An important goal of the workshop series is for participants to become comfortable with and build skills at using the standards-based planning process. A special session has been scheduled for May 24-28.
New for 2010-2011: Tech Camp with Meg Ormiston
Learn cutting edge instructional strategies to increase student achievement and engagement. Every participant will create curriculum projects and a comprehensive plan to bring these Web 2.0 strategies to students. Participants will learn how to organize digital resources to share with colleagues. Other areas explored through course include assessment, differentiating curriculum, meeting the needs of students of all abilities, and engaging students to increase student achievement. Two camp sessions are scheduled: August 2-6 and August 9-13, 2010.
CI&A and Just ASK Publications Present:
To be truly committed to the achievement of all students, schools and districts must put learning first and foremost. Learning must come first for students. Learning must come first for teachers. Learning must come first for administrators. For many schools and districts, this requires a systemic and cultural shift. OCM BOCES and Just ASK Publications are proud to provide for you a comprehensive and aligned professional development program. The program provides a clear path toward schools that are organized around a shared commitment to the achievement of high standards by all of their students.
The 21st Century Mentor
Research shows how important a mentor is for new teachers (and it's a requirement in NYS). This course, based on best practices in mentoring, is just what mentors need to assist their mentee to success. There are pointers about best practices in a standards-based classroom including what to note, suggestions to make, and reflective questions to ask. Also included is a wide array of intervention strategies for the challenges and concerns faced by new teachers. Begins on September 2.
Why Didn't I Learn This in College
Within the first six months of their teaching experience, teachers adopt a teaching style that will be the basis of their decision-making throughout their careers. This course enables new teachers to develop their capacity (and habits!) in planning, teaching and assessing in a standards-based environment while they are still early in their careers. Why Didn’t I Learn This in College? provides the framework for this support. Teachers new to the classroom clearly need support and the opportunity for collegial discussions during their first years of classroom work. Begins on September 1.
Instruction For All Students
This five-day series is the current, research and best practices-based upgrade of Instructional Theory Into Practice (ITIP). It begins with an overview of the initiatives that are in the news and influencing our thinking as we implement instructional programs that lead to the achievement of high standards by all students. An important goal of the workshop series is for participants to become comfortable with and build skills at using the standards-based planning process. Participants learn how to go beyond planning how to teach facts to planning around concept-based essential understanding. They extend their thinking about assessment beyond an event at the end of learning to a continuum of assessment opportunities embedded in the instructional process. Participants learn to use task analysis and pre-assessment to identify the learning experiences most likely to lead to student success and then how to use best practice in instruction to engage learners in active meaningful learning experiences. Group A's first session is October 28. Group B's first session is January 19.
Leading the Learning
The purpose of the course is to empower and enable leaders to be able to make a difference in teacher practice and student learning. With a clear focus on the teaching and learning in the classroom, leaders can work with teachers to ensure that not only is it a good lesson, it also the right lesson. Working within the supervision and evaluation process, leaders can impact the culture, climate, and community of their school to improve student achievement. Participants in the course will expand their repertoire of skills for instructional leadership in ways that promote professional growth and student learning. Cohort A begins August 16 & 17, Cohort B begins August 5 & 6.
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