Vermont-NEA Professional Learning

If you have any special requests for training, please contact Juliette Longchamp at [email protected].

The Danielson Group Trainings
with Dr. Juliette Longchamp, Danielson Framework Specialist

The Framework for Teaching: A Common Vision of Instructional Excellence - Designed for teachers, instructional coaches, and school leaders, this 1-2 day course will build a foundational understanding of the Framework for Teaching. Participants will draw connections between the Framework and their own practice as we focus on using the Framework as the centerpiece of a learning culture and teacher-directed inquiry.  The workshop will include the revised FFT-at-a-Glance, and when available, the updated Framework for Teaching (2022). ($2,700/day for up to 25 participants)

Talk About Teaching:  Growth-Focused Observation and Feedback - Designed for instructional coaches and school leaders, as well as those who want to build their observation and feedback skills, this 2 day course will prepare participants to support a culture of adult learning and growth in schools. Participants will develop a deeper understanding of the Framework’s components and rubrics, practice aligning evidence to the rubrics, and develop plans for observation and coaching cycles. ($2700/day for up to 25 participants)

Framework for Teaching: A Deeper Dive Into the Domains - Utilizing the FFT, Participants will dig deeper into a chosen domain utilizing professional learning communities to examine lesson and unit plans, learning environments, instructional strategies, assessment practices, and engagement techniques.  The day will be a combination of examination of the framework, independent analysis and improvement of current practice, and professional collaboration.  ($2500/day for 25 participants)

Vermont-NEA Developed Workshops

Professional Boundaries - This popular Vermont-NEA workshop explores professional boundaries educators need in order to achieve the environment that promotes the strongest student learning.  Vermont-NEA attorney and uniserv director discusses boundaries in three categories:  Physical, Emotional, and Knowledge.  Additionally, they will address laws pertinent to teachers and ESPs such as mandatory reporting, FERPA, and restraint laws.  Embedded in this three-hour workshop (ideally) are scenarios for participants to analyze and discuss, applying what they have learned.  Smaller groups (under 30) allow for richer and more relevant discussions. 

Creating Strong Text-Dependent Questions for both Fiction and Nonfiction Reading - The goal in developing text-dependent questions is to support students referring back to the text and making high level connections to the reading under study.   This workshop will provide teachers the tools to develop strong text dependent questions in both fiction and nonfiction text in order to raise the bar in student comprehension and application of knowledge obtained from the text. Teachers should bring text from their classroom in order to develop and critique text-dependent questions.  (2.5 hrs to 6 hrs. depending on the depth and amount of application time.  All grades and content areas.)

Introduction to the Common Core Math Practices - Common Core State Standards in mathematics are divided into Content Standards and Mathematical Practice Standards.  This workshop addresses the eight standards for Mathematical Practice.  Participants will understand and apply these practices as they solve math problems.  A strong emphasis will be placed on using questions as a tool to find an "entry point" for students in solving problems as well as how the math practices are integrated into the math content. This workshop is appropriate for teachers and paraprofessionals.  (2.5 hrs)

Vocabulary and Language Development - There is a myth that words teach themselves, however, context clues alone seldom allow students to conceptualize unknown words.  Furthermore, academic vocabulary is one of the strongest indicators of how well students will learn subject area content (Varias, 2012).  This workshop will introduce teachers and paraprofessionals to the research, types of vocabulary, how CCSS address vocabulary, and strategies to both select words and teach vocabulary to learners.  With schools that select a full-day workshop, embedded grammar will also be addressed.  (2.5 hours - 6 hrs, depending on the depth and amount of application time.  All grades and content areas.)

National Board Certification Candidate Support and National Board Renewal – Vermont-NEA is the Candidate Support Network for National Board Certification in the state.  Research shows Board Certification leads to improved practice and, ultimately, student learning.  We have online cohorts to support Candidates through all four Components.  If your school would like to host an in-person cohort, contact [email protected]

Strategies for Close Reading – With greater text complexity comes the need for stronger skills in close reading.  Studies show that close reading benefits all students, from those who are struggling to more advanced readers.  This workshop introduces educators to strategies for close reading to support students in uncovering layers of meaning that lead to deep comprehension.  (2.5 hours- 6 hrs, depending on the depth and the amount of application time.  All grades and content areas.)

Formative Assessment Strategies for Everyday Use to Improve Student Learning – Formative assessment is one of the most important classroom practice that influences student learning.  Using Jan Chappuis’ work from her book, “Seven Strategies for Assessment for Learning”, participants will gain practical formative assessment strategies that empower students in the process of learning.  Jan Chappuis will be coming to Vermont in the Summer of ’16 to offer a two-day workshop as part of the Student Learning Objectives Training. This workshop would be an excellent introduction to her work. (2.5 hours) 

Discussion Techniques and Protocols – There is a strong link between oral communication skills and academic performance.  When students assume increased responsibility for discussions, when they interact with a wide range of peers on diverse topics, deeper thinking occurs.  Fisher and Frey (2104) stress that productive student talk is essential to teaching and learning.  This workshop will look at the CCSS (1-3), classroom ideas to foster foster productive talk, and strategies to support academic discussions. (2.5 – 3 hrs)

 

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