Byron Bears PD

Please select the top 2 areas of focus you would like to work on for the 18-19 school year based on the topics below. Once your selections have been made, you will be put into a cohort with other teachers who are also interested in that same topic. You will use district PD time to meet as a cohort. In April, you and your cohort will share your learning experience/evidence with others during a Teach Meet session.

Culturally Responsive Teaching

Description: Participants will learn about culturally responsive teaching such as how teachers can develop meaningful relationships with students, how teachers can develop and implement culturally responsive classroom management, and how teachers can develop expectations for students that will maximize their learning.

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Marzano Competencies

Description: Participants will take a deeper look at the different Marzano elements and best practices. They will choose at least 3 elements to explore and expand their understanding of each competency.

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Disciplinary Literacy

Description: Participants will focus on the content knowledge, experiences, and skills, surrounding their student's ability to read, write, listen, and speak in a way that is meaningful within the content area. Minnesota State Standards mandate Literacy in the K-12 Content Areas. How can students learn to read, write, speak, and listen critically and effectively?

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Real World Learning

Description: Participants will focus on student centered pedagogies that lead to an applied real world experience . As we prepare students to be college and career ready - how do we ensure real world skills (like creativity, collaboration, communication, and critical thinking and problem solving) are embedded into deep learning tasks and aligned to our essential learning outcomes?

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Google Educator

Description: Participants will work to demonstrate proficiency in integrating Google for Education tools. The Level 1 status indicates that an educator is able to successfully implement G Suite for Education into their teaching practice in order to enhance teaching and learning.

Educators who pass the Level 1 exam during the 18-19 school year will receive reimbursement from the district.

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Blended Learning

Description: Participants will tailor their instruction to meet the needs of specific students and use technology tools to personalize practice and allow students the freedom to research, communicate, collaborate and create both inside and outside of the classroom instead of a one-size-fits-all lesson. The blended classroom shifts the focus from the teacher to the student allowing the teacher to focus his/her time on working directly with students.

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Family Engagement

Description: Participants will focus on the various components that can lead to effective communication with families. According to the NCSL, "Children whose parents and families are engaged in and hold high expectations of their education tend to earn better grades, have higher graduations rates, and are more likely to enroll in postsecondary education."

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Student Goals Setting

Description: Participants will learn about strategies that could help produce important insights about students' personal experiences with goal setting. Our students need support with goal setting skills to articulate long and short term goals, to measure progress in meeting them, and evaluating if their goals align well with their current path/progress.

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Balanced Literacy

Description: Participants will learn about a successful balanced literacy program that is appropriate for each age level. Some of the components of a balanced literacy approach could be as follows: The read aloud, guided reading, shared reading, interactive writing, shared writing, Reading Workshop, Writing Workshop, or Word study.

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Diversifying Instruction and Learning

Description: Participants will learn a multitude of teaching strategies shown by research to be effective in educating diverse student learners. Diverse student learners include students from racially, ethnically, culturally, and linguistically diverse families and communities of lower socioeconomic status. If educators act on the knowledge research offers, we can realize the educational excellence we desire for all children.

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Standards based Learning and reporting

Description: Participants will learn methods of reporting what students have learned and how they demonstrate their learning of the content standards. The following are guidelines for standards-based grading:

  • Grades must be related to academic standards and course expectations
  • Public criteria and student work samples are reference points for grading
  • Grades should be based only on individual academic achievement
  • Grades are based on quality assessments and properly recorded achievement evidence

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Mastery Based Learning

Description: Participants will focus on identifying the learning objectives students should master and various ways to instruct and master designated objectives.

Mastery Learning is a model where students are expected to master an objective or goal, before they can move on to the next goal.

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Social Emotional Learning

Description: Participants will explore the 5 Social Emotional Learning (SEL) competencies that are important for students to possess: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making and find ways to integrate it into your curriculum. The most successful SEL implementation is not achieved through a stand-alone program or an add-on lesson; it must be a central part of how schools, communities and families value and support the social, emotional and academic development of their children.

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