Governor's Academy for Teaching Excellence

Infusing Technology

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.

Free, full-day training for new and experienced AP Coordinators

These free, full-day workshops are designed to help new and less experienced Coordinators learn how to effectively and successfully manage their schools' AP programs.

This workshop provides participants the chance to exchange best practices and learn new ways to handle an AP Coordinator's responsibilities. Participants are encouraged to bring and share templates or other materials they use to help organize their programs.

Goals

Participants will learn how to:

• Order AP Exams
• Conduct preadministration sessions
• Train proctors
• Arrange off-site testing
• Administer exams to students with disabilities
• Participate in the AP Course Audit
• Administer exams that require audio or visual equipment
• Maintain exam security
• Arrange late testing
• Handle testing incidents and disruptions
• Return AP Exams and generate an invoice

This academy for new principals, assistant principals, and vocational school directors will be delivered in three sessions and three locations during the 2010-2011 school year. Participants must attend each session. Participants can register only for the Charleston session at this time. Registration for the remaining two locations will be made available in the near future. Please continue to check the WVCPD web site frequently for this information.

This session is designed for teachers who are in their first, second or third year of teaching and who attended the Beginning Teacher Academy during the 2009-2010 school year. 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.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 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 designed for teachers who are in their first, second or third year of teaching and who attended the Beginning Teacher Academy during the 2009-2010 school year. 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.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 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 required for beginning teachers following Track One or Track Two.

This session is specifically designed for teachers who are in their first, second, or third year of teaching and did not attend the Beginning Teacher Academy in 2009-2010 or who followed Track Two of the 2009-2010 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.

Please note:  If you are not a beginning teacher 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 part of the Beginning Teacher Academy and is step one for beginning teachers following Track One or Track Two.

This session is specifically for teachers who are in their first, second or third year of teaching and who did not attend the Beginning Teacher Academy in the 2009-2010 school year or who followed Track Two of the Beginning Teacher Academy in 2009-2010. 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.

Please note:  If you are not a beginning teacher who is in their 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.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 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 Track One or Track Two.

This session is specifically for teachers who are in their first, second or third year of teaching and who attended the Beginning Teacher Academy in the 2009-2010 school year.  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.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 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 their 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 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.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 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 Track One or Track Two.

This session is specifically for teachers who are in their first, second or third year of teaching and who attended the Beginning Teacher Academy in the 2009-2010 school year.  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.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 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.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 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 attended the Beginning Teacher Academy during the 2009-2010 school year. 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 session is part of the Beginning Teacher Academy and is step one for beginning teachers following Track One or Track Two.

This session is specifically for teachers who are in their first, second or third year of teaching and who did not attend the Beginning Teacher Academy in the 2009-2010 school year or who followed Track Two of the Beginning Teacher Academy in 2009-2010. 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.

Please note:  If you are not a beginning teacher who is in their 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 part of the Beginning Teacher Academy and is a requirement for beginning teachers following Track One or Track Two.

This session is specifically for teachers who are in their first, second or third year of teaching and who attended the Beginning Teacher Academy in the 2009-2010 school year.  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.

Beginning Teacher Academy

Online Book Study

January-February

2011

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

Author: Annette L. Breaux

Beginning Teacher Academy

Online Book Study

January-February

2011

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

Author: Annette L. Breaux

Beginning Teacher Academy

Online Book Study

January-February

2011

Beginning Teacher Academy

Online Book Study

January-February

2011

New teachers will receive instruction on how to use the Thinkfinity website, which is one of the most comprehensive K-12 curriculum related websites in the world.  The search capability is exceptional for finding lesson plans and topic related resources searching by grade level, discipline, and key word. 

Professional Practice Elective

This session is based on Charlotte Danielson’s Framework Domain 4: Professional Responsibilities. This session will explore topics such as:

*Reflecting on teaching

*Maintaining accurate records

*Communicating with families

*Participating in a professional community

*Growing and developing professionally

*Practicing professionalism

This session will introduce participants to technology tools and resources and demonstrate how these tools can be used in the classroom for instruction to engage students and impact learning and student achievement.

The topics explored will be apart from those in Using Web Resources part one.

Experienced educators wishing to serve as mentor teachers during the 2010-2011 school year are encouraged to participate in this professional development to be certified as a mentor teacher. This session is offered for Mentors who attended the Foundations in Mentoring training during the 2006-2007, 2007-2008, 2008-2009, 2009-2010, and/or 2010-2011 academic year. Participants must verify, either with a completion certificate or other documentation, that they successfully completed the Foundations in Mentoring training.

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

New teachers will receive instruction on how to use the Thinkfinity website, which is one of the most comprehensive K-12 curriculum related websites in the world.  The search capability is exceptional for finding lesson plans and topic related resources searching by grade level, discipline, and key word. 

This session will introduce participants to technology tools and resources and demonstrate how these tools can be used in the classroom for instruction to engage students and impact learning and student achievement.

The topics explored will be apart from those in Using Web Resources part one.

This session is in Part Two of the Beginning Teacher Academy.

Professional Practice Elective

This session is based on Charlotte Danielson’s Framework Domain 4: Professional Responsibilities. This session will explore topics such as:

*Reflecting on teaching

*Maintaining accurate records

*Communicating with families

*Participating in a professional community

*Growing and developing professionally

*Practicing professionalism

This session is in part two of the Beginning Teacher Academy. For additional details, visit www.wvcpd.org.

New teachers will receive instruction on how to use the Thinkfinity website, which is one of the most comprehensive K-12 curriculum related websites in the world.  The search capability is exceptional for finding lesson plans and topic related resources searching by grade level, discipline, and key word. 

This session will introduce participants to technology tools and resources and demonstrate how these tools can be used in the classroom for instruction to engage students and impact learning and student achievement.

The topics explored will be apart from those in Using Web Resources part one.

This session is in Part Two of the Begining Teacher Academy. Participants must have attended the Beginning Teacher Academy during the 2009-2010 school year.

Professional Practice Elective

This session is based on Charlotte Danielson’s Framework Domain 4: Professional Responsibilities. This session will explore topics such as:

*Reflecting on teaching

*Maintaining accurate records

*Communicating with families

*Participating in a professional community

*Growing and developing professionally

*Practicing professionalism

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

Experienced educators wishing to serve as mentor teachers during the 2010-2011 school year are encouraged to participate in this professional development to be certified as a mentor teacher. This session is offered for Mentors who attended the Foundations in Mentoring training during the 2006-2007, 2007-2008, 2008-2009, 2009-2010, and/or 2010-2011 academic year. Participants must verify, either with a completion certificate or other documentation, that they successfully completed the Foundations in Mentoring training.

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 30 per location.

New teachers will receive instruction on how to use the Thinkfinity website, which is one of the most comprehensive K-12 curriculum related websites in the world.  The search capability is exceptional for finding lesson plans and topic related resources searching by grade level, discipline, and key word. 

Professional Practice Elective

This session is based on Charlotte Danielson’s Framework Domain 4: Professional Responsibilities. This session will explore topics such as:

*Reflecting on teaching

*Maintaining accurate records

*Communicating with families

*Participating in a professional community

*Growing and developing professionally

*Practicing professionalism

You may attend this session if you participated in the Beginning Teacher Academy last year.

This session will introduce participants to technology tools and resources and demonstrate how these tools can be used in the classroom for instruction to engage students and impact learning and student achievement.

The topics explored will be apart from those in Using Web Resources part one.

This is an elective session in Part Two of the Beginning Teacher Academy. Please refer to the brochure located at www.wvcpd.org if you have additional questions about your session selection.