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Professional Development

Table of Contents

Growth Mindset

Growth vs Fixed Mindset - August 20, 2014

  • distinguish between growth and fixed mindset.

  • describe how a lesson is or is not rigorous.

SIOP & ELD

SIOP 101:  August 25, 2015

  • distinguish between content and language objectives

  • identify characteristics of building background and interaction

Content and Language Objectives:  September 21, 2015

  • distinguish between content and language objectives;

  • identify four categories of language objectives;

  • write language targets based on a given indicator; and

  • explain the impact language objectives have on planning & instruction.

Academic Language and Discourse:  October 19, 2015

  • analyze the academic language demands of grade-level content across the curriculum.

  • participate in collaborative conversations using conversation mats.

  • reflect on the benefits of using oral rehearsal as a precursor for writing.

Interaction SIOP Strategies:  November 23, 2015

  • practice new strategies to increase interaction and academic language with students.  (content objective)

  • explain how the strategies learned today can increase student interaction and use of academic language.  (language objective)

SIOP Lesson Planning:  January 11, 2016

  • identify the academic language embedded within a content indicator and sample learning task (content objective)

  • create a visual or resource that supports students’ ability to communicate a proficient response using the academic language of the content (content objective)

  • explain how their visual is aligned to the academic language embedded in the indicator and sample learning task (language objective)

SIOP & Guided Reading:  February 22, 2016

  • correctly apply lesson component time frames to a guided reading lesson  (content objective)

  • describe the before, during, and after structure of a guided reading lesson  (language objective)

  • incorporate appropriate SIOP strategies into a guided reading lesson  (content objective)

SIOP Strategy Rotation:  March 21, 2016

  • practice new strategies to increase interaction, building background and academic language with students.  (content objective)

  • explain how the strategies learned today can increase student interaction, building background and use of academic language.  (language objective)

SIOP 201 - Language Objectives:  August 24, 2016

  • Distinguish between activities, content objectives and language objectives.  (content objective)

  • Determine language targets for a given indicator or lesson. (content objective)

  • Write language objectives based on identified language targets. (language objective)

SIOP Strategies and Implementation:  September 26, 2016

  • examine a lesson and determine the most effective SIOP strategies to include so students will read, write, speak, listen and interact.  (content objective)

SIOP, Gradual Release and Writing:  October 17, 2016

  • integrate SIOP strategies to scaffold student written responses. (content objective)

  • discuss strategies to support student writing. (language objective)

SIOP and Interaction; evaluating a lesson:  January 23, 2017

  • evaluate a teacher’s lesson using the informal observation checklist (content objective)

  • discuss SIOP and interaction strategies observed (language objective)

SIOP - Interaction and Academic Language:  February 13, 2017

  • practice new SIOP strategies to increase interaction and academic language with students.  (content objective)

  • explain how the strategies learned today can increase student interaction and use of academic language.  (language objective)

WIDA Can-Do Descriptors:  March 13, 2017

  • identify scaffolding and learning strategies embedded in the Can-Do descriptors.  (content objective)

  • discuss current ELP levels of students and how to scaffold, differentiate and extend their learning.  (language objective)

  • utilize the R.A.C.E strategy to improve students’ written reading responses.  (content objective)

ELL Perspective:  April 24, 2017

  • identify best practices and missed opportunities when observing a teacher’s interactions with an English Language Learner.  (content objective)

  • discuss the perspective of an English Language Learner (language objective)

  • administer, accommodate and proctor the PARCC successfully  (content objective)

SIOP:  Beyond Turn and Talk:  September 23, 2019

  • Explain what is SIOP and how it helps English Language Learners.  (language objective)

  • Distinguish between content and language objectives.  (content objective)

  • Develop a plan to use a SIOP strategy in an upcoming lesson.  (content objective)

SIOP:  Constructing Collaborative Conversations:  October 21, 2019

  • Develop a better understanding of using lexiles and matching students with texts.  (content objective)

  • Expand repertoire of strategies to use with collaborative conversations.  (content objective)

ESOL:  Can-DO Descriptors and WIDA Model Reports:  December 10, 2021

  • Identify what ESOL students “can do” in each domain;

  • Determine the speaking level of an ELL student;

  • Analyze WIDA Model reports;

  • Discuss scaffolds and differentiation for ELLs based on the “can do” statements.

ESOL:  WIDA and Can-Do Descriptors:  February 28, 2022

  • Identify what ESOL students “can do” in each domain and discuss scaffolds and differentiation.

  • Analyze WIDA Model reports.

Equity

Cultural Proficiency:  August 30, 2017

  • framing cultural proficiency

  • key language

  • historical context

Race and Equity:  October 16 and 18, 2017

  • define, explain and practice using the four agreements. (content objective)

  • share their first racialized experience. (language objective)

Race and Equity:  November 14 and 20, 2017

  • match each of the six conditions with its main characteristics.  (content objective)

  •  identify the corner of the compass he/she enters a conversation.  (content objective)

  • engage in a courageous conversation using the Compass. (language objective)

Implicit Bias:  April 30, 2018

  • Heard the definition for implicit bias in MCPS;

  • Identified how the brain is “hardwired” for bias; and

  • Connected the definition of implicit bias to personal and institutional actions.

Equity - case study and historical look:  November 26, 2018

  • Develop connections between historical practices and current conditions.  (content objective)

  • Discuss the importance of and reasons behind engaging in equity work.  (language objective)

Equity - criminal justice system:  March 18, 2019

  • Analyze how the criminal justice system impacts schools and our students (content objective)

  • discuss how institutionalized racism and the criminal justice system coincide.  (language objective)

Equity -  microaggressions and Amygdala Hijack:  November 25, 2019

  • Expand their repertoire through the staff share-out;

  • Develop awareness of surface, shallow and deep culture amongst our staff through a community builder;

  • Define microaggression and describe the impact microaggressions have on others;

  • Explain how the  Amygdala Hijack occurs and ways to regain control.

Equity -  Ethnicity and Socio-Economics and Learning Partnerships:  February 24, 2020

  • analyze data through the lens of ethnicity and socio-economics (content objective)

  • examine the perspective of others by "making the familiar strange" (content objective)

  • discuss how to build learning partnerships through trust generators (language objective)

Equity -  Covid-19 racial impact and Equitable Practices:  February 3, 2021

  • Recognize Covid-19’s impact on others and disparities in vaccine distribution. (content objective)

  • Reflect on the Covid-19 privilege walk and data (language objective)

  • Determine next steps by examining and implementing equitable practices. (content objective)

Equity -  Equitable Practices:  April 14, 2021

  • Review student and parent survey results;

  • Connect survey results to equitable practices.  

Equity -  White Fragility:  April 25, 2022

  • Define the terms white fragility, racism, prejudice and discrimination;

  • Analyze white fragility and the social structure of racism;

  • Discuss quotes from the book, White Fragility.

Equity -  White Supremacy Culture:  August 26, 2022

  • Reflected on our work as anti-racist educators

  • Identified our Equity PLC Focus

  • Defined White Supremacy Culture 

Equity -  White Supremacy Culture:  September 20, 2022

  • Defined White Supremacy or Dominant Culture

  • Checked in on where we’re landing on the compass

  • Reflected on the characteristics of WSC

Equity -  White Supremacy Culture:  November 29, 2022

  • Researched and shared information about 3 characteristics of WSC

  • Reflected on how these characteristics affect our work with students

Equity -  White Supremacy Culture:  December 13, 2022

  • Sorted examples and non-examples of 3 characteristics of WSC

  • Generated MHES Antidotes

Equity -  LGBTQ+ Inclusive Picture Books:  February 2023

  • Explored the “why, what and how” of using LGBTQ+ inclusive books.

Equity -  District Professional Learning:  October 9-10, 2023

  • Built community that recognizes the impact of race, ethnicity, and culture.

  • Deepened their knowledge of how the characteristics of White Supremacy 

  • Culture present in educator behaviors and beliefs.

  • Heard an overview of the Equitable Teaching and Learning Framework with a 

  • focus on Core Component #2- School and Classroom Environment.

  • Reflected on the lessons that “troublemakers” teach us about our school and classroom environments.

Feedback

Feedback:  August 25, 2017

  • identify important components of feedback (content objective)

  • discuss the differences between feedback, advice and evaluation (language objective)

  • explore myMCPS classroom (language objective)

Effective Feedback:  September 25, 2017

  • discuss implementing the 6 Es into their daily work (language objective)

  • identify examples and nonexamples of effective feedback (content objective)

  • read and discuss the article, Preventing the Feedback Fizzle (language objective)

Feedback Characteristics:  November 27, 2017

  • analyze examples of feedback and discuss its characteristics.

  • distinguish between and discuss “good” and “bad” feedback.

  • demonstrate an understanding of how to adjust feedback for different types of learners.

Feedback Review and Application:  January 29, 2018

  • examine and evaluate samples of feedback.  (content objective)

  • write feedback that meets the characteristics of “good feedback”. (language objective)

Peer Feedback:  March 19 and 20, 2018

  • Activate prior learning of key features of feedback (content objective);

  • Watch a video and discuss ways to teach students how to give peer feedback (language objective);

  • Explore strategies to implement effective peer feedback (content objective).

Mathematics

Think-Share-Compare Routine:  November 21 & 28, 2016

  • describe the structured design of the Ready math think-share-compare routine. (language objective)

  • identify features of the think-share-compare routine that promote mathematical discourse.  (content objective)

  • Identify and plan one day per lesson sequence to implement the think-share-compare routine.  (content objective)

Mathematical Practices (Standards I and II):  October 22, 2018

  • Explore the 8 standards for student mathematical practice (content objective)

  • Discuss ways to implement strategies that utilize standards I and II in the math classroom (language objective)

Number Routines - kindergarten and 1st grade:  November 27, 2018

  • Describe the characteristics and purpose of a high quality number talk. (content objective)

  • Discuss two video clips of K-1 number talks.  (language objective)

  • Explore number talk resources.  (content objective)

Mathematical Practices (Standard III):  December 17, 2018

  • Identify the key features of constructing viable arguments and critiquing the reasoning of others (SMP #3).  (content objective)

  • View a teaching video and discuss evidence of Standards for Mathematical Practice #1-3.  (language objective)

  • Explore a variety of strategies to promote mathematical argument and critiques.  (content objective)

Mathematical Practices (Standard IV) and the 3-Act Task:  February 25, 2019

  • Identify the key features of modeling with mathematics (SMP #4).  (content objective)

  • View and participate in a 3-Act Task and discuss the link to SMP #4.  (language objective)

Operation and Algebraic Thinking Standards and Word Problems:  January 13, 2020

  • Unpack and analyze a math standard focused on word problems (content objective)

  • Examine how standards develop across grade levels (content objective)

  • Write variations of a word problem based on the four reasoning subclaims (language objective)

Modeling Subclaims:  March 3 & 5, 2020

  • Define mathematical modeling  (language objective)

  • Develop an understanding of the importance of providing students with opportunities to model mathematically  (content objective)

  • Revise a problem to provide an opportunity for mathematical modeling (language objective)

Eureka Enrichment:  December 2, 2020

  • Explore various strategies to provide enrichment in Eureka Math (content objective)

  • Discuss and plan enrichment for a future Eureka Math less (language objective)

"Back to School" Eureka:  August 24, 2021

  • Review Fluency and Sprints;

  • Discuss the Dos and Don'ts and Maybes of Eureka;

  • Explore the myMCPS Eureka Classroom.

Reading

Close Reading and Complex Text:  December 11, 2017

  • discussed the significance of all students reading grade-level complex text;  

  • reviewed resources to support student access to complex text;

  • received strategies and ideas for accessing complex texts with Close Reading methods.

Close Reading , Complex Text and Commonlit:  October 30, 2018

  • Analyze the features of a close reading lesson using complex text.

  • Explore the resource Commonlit.org

Foundational Skills:  November 20, 2018

  • Read an article and discuss ways this research may change their practice (language objective)

  • Explore resources around foundational skills and literacy. (content objective)

MAP-Reading Fluency:  January 9, 2019

  • Hear an overview of MAP-RF

  • Learn how to set up a MAP-RF testing session

  • Experience the MAP-RF test as a proctor and student

  • Discuss logistics and plan for the test

MAP-Reading Fluency Reports:  March 7, 2019

  • Interpret MAP-RF reports;

  • Determine students’ zone of proximal development and next steps for instruction;

  • Hand score audio recordings as needed.

Benchmark Advance:  August 27, 2019

  • heard recommendations and best practices for collaborative planning;

  • examined the Unit 1 assessment and standards; 

  • reviewed the pacing calendar and grading and reporting updates; 

  • planned for foundations/review and routines in grade level teams; and

  • discussed the implications for weekly collaborative planning.

Benchmark Advance:  Grades K-2 - September 26, 2019

  • identify the key components of various reading lessons within Benchmark.

  • distinguish between several components of Benchmark Advance and how best to use with students.

Oral Reading Records:  Grades K-2 - January 2 & 7, 2020

  • review guidelines of a running record.

  • understand the ORR assessment.

  • familiarize themselves with MIRL.

  • practice analyzing a running record.

Digital Oral Reading Records:  January 6, 2021

  • access digital oral reading records on Benchmark;

  • administer and analyze the oral reading record.

"I Can Statements":  August 24, 2021

  • understand the process of turning a standard into "I can" statements/learning targets/objectives;

  • work with a group to create "I can" statements/learning targets around a standard

  • consider the statements and how they build on each other to master a standard.

Vocabulary

Vocabulary Tiers and Strategies:  November 28 and 29, 2018

  • Categorize words into the three tiers of vocabulary;

  • Explore strategies for robust vocabulary instruction

Vocabulary Instruction:  January 24, 2019

  • Develop vocabulary instruction of Tier Two words;

  • Explore activities for robust vocabulary instruction

Vocabulary Assessment and Strategies:  March 21, 2019

  • develop an assessment to determine student learning of new vocabulary words.

  • explore “time-saving” strategies for students to interact with Tier II words.

Vocabulary Standards and the Frayer Model:  December 3, 2019

  • Distinguish the differences  between the Vocabulary Standards 4, 5, and 6

  • Explain the importance of Standard 6

  • Develop sample Frayer models to support vocabulary development in reading and math

Writing

Writing Mini-PD:  January 13, 2021

  • Increase writing output of students in the virtual classroom;

  • Utilize a variety of strategies to have students revise and edit their writing;

  • Develop multiple ways for students to publish their writing.

Co-Teaching

Co-Teaching:  August 24, 2021

  • Explain how co-teaching benefits staff and students;

  • describe a variety of co-teaching models;

  • list "my job, your job, our job" co-teaching roles.

Differentiation

Differentiation:  October 20, 2021

  • Read and discuss the article "What Differentiated Instruction Really Means" (language objective);

  • Brainstorm ways to differentiate Benchmark and Eureka lessons. (content objective)

Social Emotional Learning and Restorative Justice

Restorative Justice:  August 24, 2022

Participants will...

  •  gain a fundamental understanding of Restorative Justice and Restorative Practices.

  • learn about the restorative justice continuum

  • learn about the 3 principles of RJ and how it will be applied this school year.

  • reflect on RJ and share feedback

Building Relationships:  September 13, 2022

  • Created definitions of 3 elements to building relationships

  • Shared ways we build relationships in our classrooms

  • Set goals for continuing to build relationships with our students

Building Relationships:  September 13, 2022

  • Created definitions of 3 elements to building relationships

  • Shared ways we build relationships in our classrooms

  • Set goals for continuing to build relationships with our students

Restorative Practices:  March 14, 2023

  • heard updates on MHES Behavior Expectations and participated in problem solving some specific scenarios through a restorative practices lens

Restorative Practices:  April 18, 2023

  • heard responses to questions and comments regarding RJ at MHES;

  • sorted aspects of the continuum of Restorative Practices and given examples;

  • reviewed MHES classroom and office referral flowchart

Harmony SEL:  September 19, 2023

  • reviewed and planned Harmony SEL lessons.

Engagement

Engagement:  November 15, 2022

  • Elevated the school Vision & Mission and connected it to our work 

  • Identified examples and non-examples of communicating high expectations to students.

  • Read strategies for communicating high expectation.

  • Planned ways we can communicate high expectations to our reluctant learners in an upcoming lesson.

  • Committed to 1-2 strategies we will utilize to communicate high expectations to our reluctant learners

Engagement:  October 17, 2023

  • Identified, defined, & given examples of  the 8 engaging work qualities

  • Made connections between engagement and the levels of Bloom’s Taxonomy 

  • Thinking Skills

  • Analyzed a video lesson for the 8 engaging work qualities

Engagement:  November 28, 2023

  • Reviewed & reflected on baseline data about student engagement

  • Made connections between our SIP, Curriculum Study expectations, & 

  • Engagement

  • Specifically planned for engagement strategies for an upcoming lesson

Engagement:  December 12, 2023

  • Made connections between our SIP, Curriculum Study expectations, & 

  • Engagement

  • Specifically planned for engagement strategies for an upcoming lesson

Engagement:  March 19, 2024

  • Engaged with staff to experience hands on best practices for morning meeting and engagement

Technology

Remind:  May 21, 2024

  • Reviewed account settings and notification preferences to customize using Remind Hub to facilitate school community communication in their preferred way.

  • Reviewed the Remind Hub features available to send/receive messages to/from students, staff and parents/guardians.

  • Discussed ways to use Remind Hub to effectively engage their school community in equitably accessible and effective ways to communicate about students’ learning and experiences at school.

SWIRL

Link
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Growth Mindset
SIOP & ELD
Equity
Feedback
Mathematics
Reading
Vocabulary
Writing
Co-Teaching
Differentiation
SEL & RJ
Engagement
Technology
SWIRL

​© 2015 by Ilana Simhon

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