Beginning Teacher Academy

Online Book Study

January-February

2012

Title:  101 "Answers" for New Teachers and Their Mentors

Author: Annette L. Breaux

Beginning Teacher Academy

Online Book Study

January-February

2012

Beginning Teacher Academy

Online Book Study

January-February

2012

Beginning Teacher Academy

Online Book Study

January-February

2012

Title:  101 "Answers" for New Teachers and Their Mentors

Author: Annette L. Breaux

January 9 – March 5, 2012

Title:                What Great Principals Do Differently: Fifteen Things That Matter Most

Author:            Todd Whitaker

Todd Whitaker’s What Great Principals Do Differently:  Fifteen Things That Matter Most is a quick read with a high impact.  Study of this practical guide to the administrator’s role is useful for those new to the job or those with many years of experience seeking to be more effective leaders.  Whitaker focuses on the most influential decisions to be made by principals.  The book study will be moderated by an experienced West Virginia administrator, and participants will be asked to make postings in response to questions based on their reading and also make postings in response to the postings of their peers. 

Upon registering, principals will receive an email confirmation and a copy of the text by mail, along with a guide about how to participate in the online book study.  Moderators and WVCPD staff will provide guidance and technical assistance. 

January 9 – March 5, 2012

Title:                What Great Principals Do Differently: Fifteen Things That Matter Most

Author:            Todd Whitaker

Todd Whitaker’s What Great Principals Do Differently:  Fifteen Things That Matter Most is a quick read with a high impact.  Study of this practical guide to the administrator’s role is useful for those new to the job or those with many years of experience seeking to be more effective leaders.  Whitaker focuses on the most influential decisions to be made by principals.  The book study will be moderated by an experienced West Virginia administrator, and participants will be asked to make postings in response to questions based on their reading and also make postings in response to the postings of their peers. 

Upon registering, principals will receive an email confirmation and a copy of the text by mail, along with a guide about how to participate in the online book study.  Moderators and WVCPD staff will provide guidance and technical assistance. 

January 9 – March 5, 2012

Title:                What Great Principals Do Differently: Fifteen Things That Matter Most

Author:            Todd Whitaker

Todd Whitaker’s What Great Principals Do Differently:  Fifteen Things That Matter Most is a quick read with a high impact.  Study of this practical guide to the administrator’s role is useful for those new to the job or those with many years of experience seeking to be more effective leaders.  Whitaker focuses on the most influential decisions to be made by principals.  The book study will be moderated by an experienced West Virginia administrator, and participants will be asked to make postings in response to questions based on their reading and also make postings in response to the postings of their peers. 

Upon registering, principals will receive an email confirmation and a copy of the text by mail, along with a guide about how to participate in the online book study.  Moderators and WVCPD staff will provide guidance and technical assistance. 

Challenging personalities within your faculty?  Finding it hard to advance school improvement efforts with staff members who are resistant to change? 

An online study of Todd Whitaker’s book Dealing with Difficult Teachers will provide a forum for experienced principals to discuss strategies that work in making progress with those most challenging personalities and behaviors among educators.  This book is not about the evaluation process, but about how to work daily to clarify expectations, motivate change, and eliminate negative behaviors.  As positive and highly productive staff members look to the principal for school leadership, Whitaker strategizes how to work with ineffective and sometimes obstinate staff in ways that actually build the principal’s credibility with those who are affected by the challenging behavior. 

As Whitaker states, “Dealing with difficult teachers is never easy.  Doing what is best for kids is often not easy either.  Great principals somehow find a way to do both.”   

Todd Whitaker is a Professor of Educational Leadership at Indiana State University and a former principal.  Dr. Whitaker has published books and articles and is a frequent presenter at educational conferences on many topics, including principal effectiveness, teacher leadership, change, and staff motivation. 

Challenging personalities within your faculty?  Finding it hard to advance school improvement efforts with staff members who are resistant to change? 

An online study of Todd Whitaker’s book Dealing with Difficult Teachers will provide a forum for experienced principals to discuss strategies that work in making progress with those most challenging personalities and behaviors among educators.  This book is not about the evaluation process, but about how to work daily to clarify expectations, motivate change, and eliminate negative behaviors.  As positive and highly productive staff members look to the principal for school leadership, Whitaker strategizes how to work with ineffective and sometimes obstinate staff in ways that actually build the principal’s credibility with those who are affected by the challenging behavior. 

As Whitaker states, “Dealing with difficult teachers is never easy.  Doing what is best for kids is often not easy either.  Great principals somehow find a way to do both.”   

Todd Whitaker is a Professor of Educational Leadership at Indiana State University and a former principal.  Dr. Whitaker has published books and articles and is a frequent presenter at educational conferences on many topics, including principal effectiveness, teacher leadership, change, and staff motivation. 

Challenging personalities within your faculty?  Finding it hard to advance school improvement efforts with staff members who are resistant to change? 

An online study of Todd Whitaker’s book Dealing with Difficult Teachers will provide a forum for experienced principals to discuss strategies that work in making progress with those most challenging personalities and behaviors among educators.  This book is not about the evaluation process, but about how to work daily to clarify expectations, motivate change, and eliminate negative behaviors.  As positive and highly productive staff members look to the principal for school leadership, Whitaker strategizes how to work with ineffective and sometimes obstinate staff in ways that actually build the principal’s credibility with those who are affected by the challenging behavior. 

As Whitaker states, “Dealing with difficult teachers is never easy.  Doing what is best for kids is often not easy either.  Great principals somehow find a way to do both.”   

Todd Whitaker is a Professor of Educational Leadership at Indiana State University and a former principal.  Dr. Whitaker has published books and articles and is a frequent presenter at educational conferences on many topics, including principal effectiveness, teacher leadership, change, and staff motivation. 

This session is a required course for part one of the Beginning Teacher Academy

This session is specifically for teachers who are in their first, second or third year of teaching and who have not previously attended the Beginning Teacher Academy. The goal is to equip these educators with a foundation of skills and practices that will lead to a career of classroom success.

A Framework for Understanding Poverty will expand beginning teachers' understanding of the impact of poverty on work habits, decision making, and learning.  The session provides practical support and guidance for overcoming barriers and helping others.

This session is an elective course in parts two and three of the Beginning Teacher Academy.

For additional details about the Beginning Teacher Academy, visit www.wvcpd.org.

This session is an elective course in parts two and three of the Beginning Teacher Academy.

This interactive, fun and uplifting workshop is tailor-made to fit the needs of Beginning Teachers as they learn how to identify and deal with difficult situations in all areas of their professional and personal lives.

For additional details about the Beginning Teacher Academy, visit www.wvcpd.org.

The purpose of the West Virginia Professional Development Schools Conference (PDS) is to support the development of West Virginia Professional Development Schools.

Themes for the 2012 PDS Conference include:

·        Building community involvement

·        Strengthening diversity

·        Expanding online learning opportunities

·        Enhancing global education

·        Preparing students for post secondary education

The purpose of the West Virginia Professional Development Schools Conference (PDS) is to provide the opportunity for collaboration and development of partnership skills to support the development of a new educational vision for the 21^st century.

Beginning educators are invited to be part of this process.

The conference will allow beginning teachers to:

*Have multiple opportunities to interact with educators at all levels

*Experience the expertise of keynote speakers

*Participate in a wide selection of break-out sessions that will enhance classroom management and teacher effectiveness as well as encourage leadership capacity and broaden knowledge base.

This session is an elective course in parts two and three of the Beginning Teacher Academy.

For additional details about the Beginning Teacher Academy, visit www.wvcpd.org.

This session is an elective course in parts two and three of the Beginning Teacher Academy.

For additional details about the Beginning Teacher Academy, visit www.wvcpd.org.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.

 During this session, participants will focus on:

• Ordering AP exams
• Conducting pre-administration sessions
• Training proctors
• Arranging off-site testing
• Administering exams to students with disabilities
• Meeting AP Course Audit requirements (as well as State Board Policy 2510)
• Participating in the AP Course Audit
• Maintaining exam security
• Arranging late testing
• Handling testing incidents and disruptions
• Returning AP exams and generating invoices
• Participating in the West Virginia Center for Professional Development's AP Fee Waiver Program and other activities

This session provides an in-depth survey of ways to start and support an AP Program.  It begins with a review of the benefits of the AP Program for schools, and goes on to explore ways in which administrators can support their AP teachers and students.

Goals:

• Understand the benefits of the AP Program for all stakeholders
• Learn to use data to promote equitable growth
• Use tools to assess strengths and weaknesses of AP Programs
• Gain appreciation of:
  • Effective school policies to expand AP programs and increase performance
  • The importance of professional development for AP teachers and the need for an articulated curriculum in the years leading to AP
  • The role and responsibilities of the AP Coordinator
  • The value of the AP Course Audit
  • WV State Board Policy 2510

This one-day workshop will focus on AP Biology course revisions as well as provide AP Biology teachers with a means to understand inquiry and its place in the classroom.  Participants will analyze how traditional labs differ from inquiry-based labs and investigate a system that they can use to modify traditional labs to make them inquiry-based.  In addition, participants will have an opportunity to plan how they will transition their curricula to focus on inquiry.  Participants will leave this workshop with the ability to confidently create inquiry-based labs that they can immediately use in their classrooms. 

Instructor:  Barbara Berthelsen

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The professional development will focus on supporting new teachers and setting the foundations for a successful mentor/mentee relationship.

This session is geared toward experienced teachers who will work as mentors for new teachers. Teacher who have attended mentor training prior to fall 2006 are invited to attend.

Teachers who receive effective support in their first few years of teaching are most likely to remain in the profession and become the committed, caring, quality educators of tomorrow. Mentors will receive training based on the New Teacher Center’s Foundations in Mentoring. This model focuses on the knowledge, skills, and understandings for those who mentor new teachers. The mentor training is guided by the belief that learning to teach is a career-long developmental process that involves a continuous cycle of planning, teaching, and reflecting. Some of the key concepts included are the following: • Creating a Vision of Quality Teaching • Defining Mentoring Roles • Identifying New Teachers' Needs • Building an Effective Mentoring Relationship • Selecting Support Strategies • Establishing an Environment for Professional Growth • Highlighting the Role of Professional Standards in Mentoring for a successful mentor/mentee relationship.

Experienced educators wishing to serve as mentor teachers during the 2011-2012 school year are encouraged to participate in this professional development to be certified as a mentor teacher. This session is geared toward experienced teachers who will work as mentors for new teachers. Both those who have never attended mentor training AND/OR those who attended mentor training prior to fall 2006 are invited to attend.

Teachers who receive effective support in their first few years of teaching are most likely to remain in the profession and become the committed, caring, quality educators of tomorrow. Mentors will receive training based on the New Teacher Center’s Foundations in Mentoring. This model focuses on the knowledge, skills, and understandings for those who mentor new teachers. The mentor training is guided by the belief that learning to teach is a career-long developmental process that involves a continuous cycle of planning, teaching, and reflecting. Some of the key concepts included are the following: • Creating a Vision of Quality Teaching • Defining Mentoring Roles • Identifying New Teachers' Needs • Building an Effective Mentoring Relationship • Selecting Support Strategies • Establishing an Environment for Professional Growth • Highlighting the Role of Professional Standards in Mentoring

Participation is limited to 60 per location.

This session is part of the Beginning Teacher Academy and is a requirement for beginning teachers following either Track One or Track Two.

Please note:  If you are not a beginning teacher who is in your first, second or third year of teaching or if you are a substitute teacher, but would like to attend the session, please send an email with your name, address, and home phone number to ngraybeal@wvcpd.org.  You will be contacted two weeks prior to the session if space is available for you to attend.

This session is designed for teachers who are in their first, second or third year of teaching and who have successfully completed part one of the Beginning Teacher Academy. This session will present new materials and instruction.

This session will continue building ways to use classroom management to increase student achievement. Topics will include working with and understanding difficult students, developing techniques for getting and keeping your students' attention, cooperative discipline, mutual respect and effective communication.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.

This session is an elective course in parts two and three of the Beginning Teacher Academy.

For additional details about the Beginning Teacher Academy, visit www.wvcpd.org.

This session is a required course for part one of the Beginning Teacher Academy

This session is specifically for teachers who are in their first, second or third year of teaching and who have not previously attended the Beginning Teacher Academy. The goal is to equip these educators with a foundation of skills and practices that will lead to a career of classroom success.

A Framework for Understanding Poverty will expand beginning teachers' understanding of the impact of poverty on work habits, decision making, and learning.  The session provides practical support and guidance for overcoming barriers and helping others.

This session is an elective course in parts two and three of the Beginning Teacher Academy.

For additional details about the Beginning Teacher Academy, visit www.wvcpd.org.

This session is a requirement for part two of the Beginning Teacher Academy.

   This session is specifically for teachers who are in their first, second or third year of teaching and who have successfully completed part one of the Beginning Teacher Academy. The goal is to equip these educators with a foundation of skills and practices that will lead to a career of classroom success.

This session will expand beginning teachers' understanding of the impact of poverty on work habits, decision making, and learning. The session provides practical instructional strategies that support and guide teachers to help their students overcome these barriers.

This session will provide new instruction and materials that build upon the Ruby Payne Part One session.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.

This one day session will allow you to experience professional development designed to enhance teaching and learning for the digital generation. Learn strategies to promote engagement and success for students in the digital world.

This session will provide the most up to date information available.