MƒA Fall 2020 Professional Development Course Catalog

Professional Development Catalog Fall Semester: September 2020 - January 2021

Contents General Information & Registration

3

MƒA Programming

4

Summary of Core Learning Opportunities

5

Summary of Additional Learning Opportunities

8

Professional Learning Teams (PLTs)

9

Mini-Courses

22

Extended Length Courses

38

Single Session Workshops

41

Interest Groups

59

Thursday Thinks

65

Community Contributions

67

2

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

VIRTUAL COURSE INFORMATION All MƒA workshops begin at 5:30 p.m., and most are two hours in length or shorter. Please refer to the course details in the Small-World Network for information on the time. Due to social distancing mandates, all upcoming MƒA programming will take place virtually on the Zoom platform. We will transition back to in-person workshops as it becomes safe to do so.

Accessing Zoom Workshops When teachers are registered for a course, they will receive an automated email reminder a week in advance, two days in advance, and on the day of the course that will include the Zoom link and the password needed to join the workshop.

Attendance Attendance will be tracked in the Fall semester using the Zoom participant records. In order to be marked present, teachers’ Zoom screen names must match the name that MƒA has on file.

REGISTRATION Registration is required for all MƒA professional development and must be done on the Small-World Network. Please refer to your school and DOE calendars before signing up for courses.

September 8, 4 p.m. - Limited Registration During the two-day Limited Registration Period, you may register for two credit-bearing courses and add yourself to two waitlists. You are free to register for as many non-credit bearing courses as you can commit to attending.

September 10, 4 p.m. - Open Registration When Open Registration starts, you may register for as many additional courses as you can commit to attending in full.

EQUITY AND INCLUSION p At MƒA we believe that issues related to equity and inclusion should be acknowledged and considered in every professional development experience, regardless of the focus of the course. MƒA also provides many options for teachers who want to take workshops with an explicit focus on issues of equity and inclusion in the classroom. In an effort to highlight these opportunities and make them easier for teachers to find, this year we are including this icon p next to courses that directly address the needs of students of color, non-binary and genderqueer students, students with disabilities, and students who are English learners. The icon will also be placed next to courses and affinity groups that support the unique challenges faced by educators who are Black, Indigenous, and People of Color (BIPOC), and educators within the Lesbian, Gay, Bisexual, Pansexual, Transgender, Genderqueer, Intersexed, Agender, Asexual, and Ally (LGBTQIA+) community.

Register at: mfa.force.com/smallworldnetwork 3

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

MƒA Core Learning Opportunities The following types of professional development satisfy fellowship attendance requirements. They are the primary way in which MƒA teachers learn and grow during their fellowship. These offerings satisfy minimum attendance requirements.

Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth. Learn more about PLTs here: bit.ly/MfAPLT.

Mini-Courses are a series of three connected workshops in which experts from academic institutions, local organizations, and from within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

Extended Length Courses are a series of six to eight connected workshops that meet throughout a semester or school year. Experts from academic institutions, local organizations, and from within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.

Single Session Workshops are one-time workshops in which experts from the MƒA Master Teacher community, as well as academic institutions and local organizations, engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

MƒA Additional Learning Opportunities The following meetings and events do not count towards fellowship attendance requirements. They are opportunities for MƒA teachers to expand their professional network, develop leadership skills, and explore their STEM passions. These offerings do not satisfy minimum attendance requirements.

Interest Groups are one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.

Thursday Thinks are monthly STEM talks open to both MƒA teachers and their colleagues from the larger mathematics and science community. This speaker series features engaging and accomplished experts who delve into cutting edge topics in math, science, and education.

Community Contributions are opportunities for MTII+ (teachers in their second, third, or fourth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.

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4

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Summary of Core Learning Opportunities COMPUTER SCIENCE AND TECHNOLOGY

INQUIRY, PRACTICE, AND LEADERSHIP

“Alexa, Grade My Tests!”: Utilizing Technology to Give Students Feedback (SSW)

Affirming Students’ Identities p (SSW)

Accessing Computer Science (PLT) Art and Design Using Bootstrap Algebra (SSW) Big Data: Machine Learning and Statistics (MINI)

An Anti-Bias Approach to Cultivating Equitable K-5 Classroom Communities p (SSW) Antidote for Racial Battle Fatigue: Embodied Self-Care for Black/Brown Teachers p (SSW) Building Rapport With Students p

Hard Conversations on Race and Equity Part II: Support for Teacher Leaders p (MINI) How to Design Project-Based Learning Curriculum (ELC) Human-Centered Problem Solving in a Virtual World (MINI) Implementing and Evaluating Mindfulness Practice in Your STEM Classroom (MINI) An Introduction to Upteach (SSW)

Coding an Epidemic Model (MINI)

(PLT)

Creating Engaging Google Forms (SSW)

Converting Pencil and Paper Exams to Virtual Assessments (SSW)

Data Science in the COVID-19 Era

Creating a Bigger Tent... Online p

(MINI)

(SSW)

Pedagogy of Ferguson p (SSW)

Designing Meaningful Coding Projects (PLT)

Creating a Healing-Centered (Virtual) Classroom p (MINI)

Peer Coaching in the STEM Classroom (PLT)

Disrupting Algorithms of Oppression p (SSW)

Creating Spaces that Empower Diverse Identities in the STEM Classroom p (MINI)

Planning Book Clubs for Equity p

Getting Sweet With Google Suite

Language That Labels: Deconstructing (Dis)Abling Discourse p (SSW)

(PLT)

Psychosocial Capacity Building With a Racial Justice Lens p (MINI)

(MINI)

Cultivating Resilience (ELC)

Introduction to Python Programming

Differentiation in a Blended Classroom p (SSW)

Race as Trauma in Education p (MINI)

Discovering ELL Strategies for STEM Classrooms p (PLT)

Racial Equity in the Classroom and Beyond p (PLT)

Education Revolution: Finding Your Seat at the Table p (MINI)

Restorative and Transformative Practices p (MINI)

Press Record: Making Your Instruction Work on Video (SSW)

Equity and Optimal Challenge: ALLED Discussion Routines p (MINI)

Rethinking “Teacher Burnout” (PLT)

Talk Less, Teach More: Using Video to Create a Blended or Flipped Classroom (MINI)

Examining Mastery-Based Learning Best Practices (PLT)

(MINI)

MƒA Tech Night (SSW) On Zoom and in the Room: Engaging and Assessing Students Online With Nearpod (MINI)

Using Screencastify to Enhance Instruction (SSW)

5

Fostering Compassionate and Vulnerable Spaces in the Classroom and Beyond p (ELC)

Queer your Classroom! p (SSW)

Sustainable Design in the STEM Classroom (MINI) Taking Culturally Responsive Teaching Back to Our Schools p (PLT) Teacher as Writer (PLT) Teacher, Know Thyself: Upending Racism and Shaping Change p (MINI) Teaching as a Human Endeavor: A Space to Reimagine and Redesign (MINI)

Teaching With Graphs From The New York Times (SSW) Trauma-Informed Teaching Practices p (MINI) Universal Design for Learning to Create More Equitable Classroom Communities p (SSW) Using Student-Created Podcasts as an Assessment Tool (SSW) We Got This! Equity, Access, and the Quest to Be Who Our Students Need Us to Be p (PLT) Where’s the Design in Universal Design for Learning? p (ELC) Working Towards National Board Certification (PLT)

Rethinking Homework (SSW) Self-Care Skills for Teachers and Students (SSW) Short and Long-Term Crisis Intervention in the Classroom p (SSW)

Fusing Science and Mathematics: Designing Relevant Interdisciplinary Lessons (PLT)

So You Want to Talk About Race? p

Giving Effective Feedback (SSW)

Stress Management in the New Normal (SSW)

(PLT)

STEM Icons in the Classroom p (PLT)

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Summary of Core Learning Opportunities cont.

MATHEMATICS Advanced Desmos Activity Builder (PLT)

Analyzing Free Formative Assessment Lessons in Mathematics for 6-12th Grade (PLT) Applying Calculus to Business (SSW) Apportionment: No Representation Without Calculation (SSW) Beyond a Reasonable Doubt: The Power of Conviction in Secondary Mathematics (SSW) Bringing Culturally Relevant Mathematics Pedagogy Into the Classroom p (MINI) Bringing Modern Mathematics Into the Classroom (SSW) Building a Project-Based Curriculum for Algebra II (PLT) Building Dynamic Explorations With GeoGebra (MINI) Building Mathematics Learning Communities p (PLT) Census 2020: Making It Count in the Classroom p (SSW) Cubic Polynomials and Euler’s Triangle Determination Problem (MINI) The Dark Side of Big Data p (MINI) Engaging Activities in Statistics in a Distance or Blended Learning Environment (PLT) Exploring Exploding Dots (SSW) Game Theory: An Introduction to Static and Dynamic Games (MINI) Fostering the Cultural and Mathematical Strengths of Our Students p (MINI) Geometry for All: Interactive Tasks to Encourage Access for ALL Students (PLT)

6

Illustrative Mathematics: An Algebra I Curriculum Study (ELC) In Utero Human Growth: A Comprehensive Life Science Project in Calculus (MINI) Interrogating “Common Sense” in Mathematics Education: Toward AntiRacist Lenses p (MINI) Let’s Talk About It: Fostering Discourse in the Mathematics Classroom (MINI) A “Lill” Magic (SSW) Making Algebra Accessible to All Remotely (PLT) Mathematical Language Routines

Student-Centered Mathematics in the Remote Elementary School Classroom (PLT)

Collisions Chemistry: Reconceptualizing Chemistry Through Play (SSW)

Teaching Mathematics as a Language

Consortium Science Curriculum Designed to Liberate Students p

(SSW)

Understanding Calculus (PLT) Unpacking the Next Generation Mathematics Learning Standards (PLT) Utilizing Games and Puzzles to Improve Mathematical Habits of Mind (MINI)

Voting Systems: How Does America Rank? (SSW) What’s the PROBLEM?: Exploring Number Theory Tasks (SSW)

(PLT)

Mathematics in Managing Type I Diabetes (SSW) Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer (MINI) Middle School Mathematics: Planning for Remote Learning (PLT) Mobilizing Mathematics Students to Demand Actions for Gun Safety (SSW) Numeracy and Algebra Routines in Virtual Spaces (MINI) Original Sources in Mathematics: The Fundamental Theorem of Calculus

SCIENCE The 5Es in Your NGSS Science Classroom: Elevate the Explanation (PLT)

Activating Student Potential in the Blended Chemistry Classroom (PLT) Advanced Biology: Incorporating Authentic Data Analysis Into Your Classroom (PLT) Biology Demo Derby: Virtual Edition!

(PLT)

Crossing Disciplines and Dimensions: Engaging Modern Physics With Physicists (PLT) Energy Conservation: It Can’t Be Created or Destroyed, But it Can Be Wasted! (SSW) Engaging Chemistry Students Virtually: Creating Resources for Online Labs (PLT) Enhancing Scientific Literacy Through Online Collaboration (SSW) Environmental Justice in the Science Classroom With WE ACT p (SSW) Exploring and Enhancing Science Assessments in the Virtual Classroom (PLT)

Faulty Forensics in Wrongful Convictions p (SSW) Fields Are Real (SSW) Food Equity in a COVID-19 World p

(SSW)

(SSW)

Our District, Our Data: Developing Insights From Internal Data p (MINI)

Birding and Nature: Engaging Students with Place-Based Learning p (MINI)

From Boring to Brilliant!

Understanding Through Scientific Journal Articles (SSW)

Pencil to Paper: Using Writing to See and Expand Mathematical Thinking

Building Conceptual Understanding in AP Chemistry (PLT)

(SSW)

Can Biology Class Reduce Racism? p

Proof Through Play: Exploring Axiomatic Systems and Proof With Games (MINI) Samurai, Kissing Circles, and the Geometry of Shinto Shrines (SSW)

(SSW)

(SSW)

Statistics Through Simulations (MINI)

Changing Genetics to Change Our Health (MINI) Chemistry Demo Derby: Virtual Edition! (SSW)

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Summary of Core Learning Opportunities cont.

From Mummies to Monuments: Chemistry in Art Conservation (SSW)

Sparking Independent Research With the Genes in Space Competition (PLT)

Genes in Space: A Free Experimental Design Contest From miniPCR (SSW)

Students as Scientists: Using Argument-Driven Inquiry Investigations (PLT)

Geologic Field Study of Central Park (SSW)

Sundials: Mathematics, Science, Art, and History

Grab Your Virtual Pipettes and Let’s Do Molecular Biology Labs Online! (SSW)

(MINI)

Great Diseases With Tufts: Vaccines, Epidemics, and Trials for COVID-19 (MINI) Guiding Your Students Through Student-Designed Experiments (MINI)

Uncovering the “Magic” and Science of Kaleidoscopes (SSW) Unlocking the NGSS: Growing Your Students’ Inner Scientist (PLT) Using Design Thinking to Tackle NYSSLS (ELC)

Hacking the Brain: The Science of Emotional Response (SSW)

Virtual Biology: Creating Inquiry Activities Using Online Labs and Simulations (PLT)

Hands-Off, Hands-On Earth Science (SSW) Have You Ever Seen a Crowd Go APES? (PLT)

A Walk Through the Miocene: A Paleobotany Workshop (SSW)

Hydroponics Labs 101 (MINI)

You Want Me to Teach Physics?? (MINI)

Imagining a Gender-Liberated Biology Classroom p (SSW)

Inquiry-Based Activities for the Physics Classroom (PLT)

Microbes in Your Fridge (MINI) Middle School Science Remote Learning Think Tank (PLT)

Next Generation Biology: Building Better Units the NGSS Way (PLT) Next Generation Chemistry (PLT) Nuclear Weapons: Science, Policy, and Human Dimension (MINI) Physics Demo Derby: Virtual Edition! (SSW) Queenshenge, Micromoons, and Space Systems (MINI)

The Science of (Remote) Learning (MINI) Science Three Act Lessons (PLT) The Social Biology of Ants (MINI) Solar Storms & Heliophysics: From Flares to Aurora (SSW)

7

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Summary of Additional Learning Opportunities INTEREST GROUPS & AFFINITY GROUPS

THURSDAY THINKS

All Levels Vinyasa Yoga

Learning From Within: Data-Driven Equity Work Using Internal Data p

Asian American Affinity Group p Black, Latinx, & POC Affinity Group p

Singing in the Brain

Board Games and Mathematics

Master Teachers on Teaching (MT2)

Creating Modular Mathematics Worksheets for Regents Practice

COMMUNITY CONTRIBUTIONS

Developing a Science Research Program

Applicant Screener

Earth Science Meet-Up

Equity Advisory Committee p

El Grupo De Lectura

Information Session Host

Elementary Teacher Meet-Ups

Instructional Materials Repository Screener

Grant It and It Shall Be Yours!

Praxis Prep Session Facilitator

It Is Never Too Early to Start Planning for Retirement!

Small-World Network Community Mobilizers

Juggling the Demands of Teaching and Parenting p

Summer Think Planner

LanDestini Information Session LGBTQIA+ Affinity Group p MƒA Game Night MƒA Trivia Night!

MƒA Virtual Open Mic National Ocean Science Bowl Information Session Overbooked Planning Remote Field Trips Problem-Solving Group Restorative Yoga Sound Meditation: Exploration and Experience Tips and Tricks for Online Learning Tutoring: Growing Your Side Gig UFT Chapter Leaders and Delegates: Fostering Leadership Unite: AP for All p Unpacking the AP Classroom Volunteer Opportunities During COVID-19 West Indian/Caribbean Affinity Group p 8

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs) Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth.

9

MÆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs) The 5Es in Your NGSS Science Classroom: Elevate the Explanation Facilitators: MƒA Master Teachers Grace Bennett and Danielle DeBenedetto WEDNESDAYS, OCT 7, NOV 4, DEC 16, JAN 20 ONLINE  SCIENCE

How might we rethink the “explain” phase of NGSSaligned 5E sequences? Have you ever considered letting students do the explaining? In this PLT, teachers will learn how the 5E model supports the NGSS and develop skills to design a captivating, student-driven, and phenomenon-based “explain” phase, the most critical step to students achieving mastery of the NGSS. We will begin by reviewing the 5Es, select an NGSS performance expectation to plan around, and determine relevant phenomena. Then, we will share examples of engaging “explain” phases to guide teachers as they collaboratively plan for their own virtual or hybrid classrooms. Finally, teachers will share student work cultivated during the “explain” phase and exchange feedback with the group. This course is intended for middle and high school science teachers who want to utilize the 5Es to better align their curriculum with the NGSS.

Accessing Computer Science Facilitators: MƒA Master Teachers Paige Healy and Phylicia Hoyt WEDNESDAYS, OCT 7, NOV 4, DEC 16, JAN 20 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

How might we ensure all of our computer science students are successful in both blended and remote learning classrooms? In this PLT, teachers will explore pair programming strategies to help students articulate their code, as well as different methods of 10

debugging pre-existing code. Teachers will also work

and data-driven biology activities that are aligned with

collaboratively to adapt and build strategies to better

NGSS/AP/IB standards and also address the Hallmarks

support students in blended and remote learning

of Strengthening Core Instruction, as outlined by the

settings. Throughout the PLT, we will use learning tools

NYCDOE Instructional Leadership Framework. We’ll

such as Replit, Github, Code.org, Edhesive, and more.

begin by forming breakout groups, then find appropriate

This course is for teachers of both AP and non-AP

articles and data sets, considering the data being

computer science courses.

interpreted to create activities that will allow us to bring the authentic work of data analysis into our classrooms.

Activating Student Potential in the Blended Chemistry Classroom Facilitators: MƒA Master Teachers Pravesh Shiwnarain and Aoife Walsh WEDNESDAYS, SEP 23, OCT 21, DEC 2, JAN 6

In our final session, we will report back to the group to iterate and strengthen the activities for future use.

This PLT is appropriate for biology teachers of AP, IB, or other advanced courses who wish to incorporate more student-centered data analysis into their lessons.

ONLINE  SCIENCE

How might we challenge our students to develop their inner chemist and facilitate their growth in our blended

Advanced Desmos Activity Builder Facilitators: MƒA Master Teachers Matt Baker and Deb Barnum

chemistry classrooms? Join us as we explore tools to

MONDAYS, SEP 14, OCT 26, NOV 23, DEC 21

deliver instruction in the blended classroom, develop

ONLINE

online lab resources, and create digital lessons. By

 MATHEMATICS

the end of each session we hope to create a library of

How might we use Desmos Activity Builder to improve classroom engagement, especially online?

The goal for this PLT is to support teachers in editing and creating activities through the Desmos Activity Builder to create an engaging classroom experience both in-person and online. Desmos activities allow students to demonstrate their thinking in a variety of ways and provide opportunities for teachers to give feedback to students. In this course, intended for teachers already familiar with Activity Builder, we plan to introduce new Desmos tools, create and troubleshoot activities, and delve deeper into the Computation Layer (the underlying programming language for Activity Builder). Teachers with familiarity with Desmos Activity Builder will best benefit from this course.

chemistry tools and lessons that can be used in both in-person and in remote classrooms. Throughout the PLT, we will work in small groups to develop resources around specific topics, implement those resources into our classrooms, and share back with the larger group for feedback and iteration. This course is open to all chemistry teachers interested in creating content for the blended classroom.

Advanced Biology: Incorporating Authentic Data Analysis Into Your Classroom Facilitators: MƒA Master Teachers Umang Desai and Marisa Wagner, Ph.D. MONDAYS, OCT 19, NOV 16, DEC 14, JAN 25 ONLINE  SCIENCE

How might we use diverse types of primary data with an eye towards strengthening our students’ science skills? The goal of this PLT is to experience and create a shared bank of student-centered, remotely accessible,

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

How might we create a project-based curriculum for Algebra II? This course is ideal for mathematics teachers who want to develop and implement student-driven projects in their classrooms. During this PLT, we will

Analyzing Free Formative Assessment Lessons in Mathematics for 6-12th Grade Facilitators: MƒA Master Teachers Alex Cristando and Danilsa Fernandez THURSDAYS, OCT 8, NOV 5, DEC 3, JAN 7, FEB 11, MAR 11, APR 8, MAY 6 ONLINE

explore how to support student projects during both remote and blended learning. In our first session, we will build a foundation of understanding as we read about and discuss project-based learning. Subsequent sessions will be spent developing projects and structures for both online and in-person instruction, implementing our projects, and sharing our experiences. While the focus

 MATHEMATICS

is Algebra II, this course would be beneficial for all high

+ PLEASE NOTE: WE ASK THAT TEACHERS COMMIT TO THIS PLT FOR THE DURATION OF THE SCHOOL YEAR.

school mathematics teachers.

We all know that we teach something better the

Building Conceptual Understanding in AP Chemistry Facilitators: MƒA Master Teacher Sin Li and MƒA Emeritus Teacher Anoopa Singh

second time around, but how might we utilize each other’s teaching experiences to teach a lesson better the FIRST time? In this year-long PLT, we will explore a free, high-quality instructional resource, containing a

THURSDAYS, OCT 15, NOV 12, DEC 10, JAN 14

set of 100 formative assessment lessons developed by

ONLINE

the Shell Centre. These resources, designed for 6-12th grade mathematics teachers, will help us consider how to maximize the use of formative assessment in our classrooms. We will do this by closely analyzing the mathematics of the tasks, putting ourselves in our students’ shoes by actually doing the mathematics together, watching videos of students as they interact with the lessons, and sharing stories of use in our classrooms. This year, we will also focus on how to make these resources remote-accessible, so we can bring them back into our classrooms. We hope to lean on each other to deepen our understanding of the mathematics we teach and devise new ways to share that experience more powerfully with our students.

This PLT is a part of a broader community of teachers doing similar work in Buffalo and Chicago.

Building a Project-Based Curriculum for Algebra II Facilitators: MƒA Master Teachers Nancy Buck and Marisa Shuman

How might we design chemistry experiences that develop conceptual understanding and help students engage in the six scientific practices outlined in the AP Chemistry Course and Exam Description? In this

Building Mathematics Learning Communities p Facilitators: MƒA Master Teachers Brittney Cook and Scott Gallagher

PLT, we will focus on the tough-to-teach concepts

WEDNESDAYS, SEP 30, OCT 28, DEC 9, JAN 13

of the fall semester to prepare students for not only

ONLINE

the successful completion of the course, but also an

 MATHEMATICS

integrated learning experience given the complexities of

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING MATHEMATICS LEARNING COMMUNITIES AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

blended learning and AP Chemistry. We aim to design lessons - for both inside and outside of the classroom - that will sustain students’ curiosity in real-world

How might we tap into our students’ pre-existing sense

chemistry. In each session, we will collaborate to unpack

of community to develop a collaborative and engaged

a chemistry concept and design phenomena-based and

collective of learners in our mathematics classrooms?

remote learning activities to support student growth.

Together, we will identify the existing community

Then, we will come back together to reflect on the

connections, determine what thwarts or supports our

efficacy of these activities. Our work will be structured

students’ growth as mathematicians, and develop a

by this content-specific design and inquiry cycle and

peer tutoring collaborative to promote learning and

aligned to the NGSS science practices laid out by the

achievement. We will begin by unpacking the myths and

College Board, focusing on teacher growth and student

realities of urban mathematics learners. We will continue

MONDAYS, SEP 21, NOV 2, NOV 30, JAN 4

understanding. Collaboration will be essential as we

by identifying how we can engage our students’ interests

ONLINE

modify activities, revamp questions, clarify the bigger

to support their mathematics journeys and developing

ideas, and support each other and our students.

a peer tutoring collaborative to test in our classrooms.

 MATHEMATICS

11

 SCIENCE

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

are expected to be their full selves; this course is for

science curricula, but also deliver a personalized

all teachers who are willing to take that risk and be

and student-driven curriculum that is framed around

vulnerable around others, and who are eager to put

students’ interests and passions. In our final session,

these strategies into practice.

we will reflect on the curriculum we have designed.

This course is ideal for consortium and international

In our final session, we will share our peer tutoring experiences, conclusions, and next steps for this work.

This work will be grounded in Erica Walker’s Building Mathematics Learning Communities, a book geared toward secondary mathematics teachers, but one which can be utilized by mathematics teachers of all levels.

Consortium Science Curriculum Designed to Liberate Students p Facilitators: MƒA Master Teachers Rayhan Ahmed and Nicole Beall THURSDAYS, OCT 15, NOV 12, DEC 10, JAN 14 ONLINE

Building Rapport With Students p Facilitators: MƒA Master Teacher Kimberly Elicker and MƒA Early Career Teacher Ismael Perez

 SCIENCE

school teachers who use consortium rubrics to evaluate student work but all teachers eager to learn more about an alternative to the Regents exam are welcome to join!

Crossing Disciplines and Dimensions: Engaging Modern Physics With Physicists Facilitators: MƒA Master Teachers Melanie Pflaum and Heidi Reich, Ph.D.

How might we as science teachers cultivate a liberatory

WEDNESDAYS, SEP 30, OCT 28, DEC 9, JAN 13

practice? In this PLT, science teachers from schools in

ONLINE

MONDAYS, SEP 21, NOV 2, NOV 30, JAN 4

the New York Performance Standards Consortium will

ONLINE

explore how to design science curriculum through the

 INQUIRY, PRACTICE, AND LEADERSHIP

lens of racial equity. We’ll begin by discussing excerpts

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF CULTURALLY RESPONSIVE TEACHING AND THE BRAIN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

from Brazilian educator and philosopher Paulo Friere to

How might we build better relationships with our

the students to become themselves.” We will continue

students? This work is more important now than ever

to develop not only a shared understanding of liberatory

ground ourselves in critical theory. Friere states, “What the educator does in teaching is to make it possible for

 SCIENCE

How might we challenge ourselves to become more comfortable with complex, theoretical physics concepts? In this PLT, we invite non-physicists and physics teachers alike to come together to read and discuss the acclaimed book, Hyperspace: A Scientific Odyssey Through Parallel Universes, Time Warps,

before, as many students and teachers have been newly called to confront systemic racism. We need to be present for every student, and this begins with building trusting relationships. In this PLT, we will discuss how relationships are the foundation for student learning and explore different strategies for building rapport with individual students, whole class groupings, and how to do both of these things virtually. We will use Zaretta Hammond’s book, Culturally Responsive Teaching and The Brain, to ground our goals. This book will illuminate relationship-building strategies as well as guide us through self-reflection, an essential component of engaging in this work. Our sessions will have cycles of brainstorming, application, and reflection to help all teachers explore different ways to build and sustain intentional relationships with specific students. We will conclude by discussing and drafting what Zaretta Hammond calls “a pact” that we can create with students to establish a learning partnership. Teachers 12

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

implement them in our classes and return to the PLT to reflect on what worked and what can be improved.

At the end of the course, all teachers will have an improved framework for designing meaningful coding

and the 10th Dimension, by Michio Kaku. No previous physics knowledge is necessary. The only thing teachers need to bring is a desire to understand truly fantastic and complex ideas about the universe. Each session will focus on one part of the book, I) Hyperspace History, II) Introduction to Hyperspace Theory, III) Implications to ideas about Space and Time, and IV) Practical implications of the Theory. During the course, we will invite physics professors to answer questions and also present the technical material in an accessible way. By the end, we guarantee an enriched perspective and broader understanding of where we stand in relation

Engaging Activities in Statistics in a Distance or Blended Learning Environment Facilitators: MƒA Master Teachers Paul Liebler and Sherri Shaarbafan

projects as well as a collection of projects designed

TUESDAYS, SEP 22, OCT 20, NOV 24, DEC 22

by their colleagues. This course is best suited for

ONLINE

computer science teachers but any teacher that wants

 MATHEMATICS

to incorporate a coding project into their mathematics

How might we engage students in the practice of

or science class is encouraged to join.

statistics during distance or blended learning? What innovations or modifications can we make to thoughtful,

Discovering ELL Strategies for STEM Classrooms p Facilitators: MƒA Master Teachers Brandi Kovac and Diana Lennon

shared statistics activities to enable students to make connections between the science of statistics and its applications in the real world? In this PLT, we will share our most engaging activities with the goal of designing,

TUESDAYS, OCT 6, NOV 3, DEC 8, JAN 12

executing, and critiquing them to allow students to

ONLINE

master both conceptual and procedural content. While

 INQUIRY, PRACTICE, AND LEADERSHIP

we plan to use resources and materials from the AP

is best suited for teachers who have an interest in the

How might we employ support strategies for English

Statistics curriculum, all high school statistics teachers

deeper questions of theoretical physics but don’t have

Language Learners (ELL) in science and mathematics

are welcome, including those thinking about teaching

the physics background to tackle those questions

classrooms to support all students, regardless of their

such a course in the future. Each of our PLT sessions will

alone. Of course, those with a physics degree are also

first language? In this PLT, we’ll start with the basics

focus on a different unit of the AP Statistics course. We

welcome, but the driving motivation for this course is

and read how ELL students are defined, classified,

will incorporate distance learning techniques, including

to open the world of hyperspace theory to those who

and supported in NYC schools. We’ll also review the

breakout rooms where small groups can work together

would like some expert guidance.

guidance offered to us by the Department of Education

before coming back to share their ideas. Come ready

and the UFT, utilizing the NYC DOE Bill of Rights, and

to share, improve, and, with the support of your peers,

the ELL Policy and Reference Guide. Next, teachers

return to your class with a new set of engaging activities.

to the cosmos, Earth, and our classrooms. This course

Designing Meaningful Coding Projects Facilitators: MƒA Master Teacher Adam Prado and MƒA Early Career Teacher Maha Hasen

will explore the ELL experience through a STEM lens. To anchor our work, we will use the guidance

TUESDAYS, OCT 13, NOV 10, DEC 15, JAN 19

from National Academies of Sciences, Engineering,

ONLINE

and Medicine’s “English Learners in STEM Subject:

 COMPUTER SCIENCE AND TECHNOLOGY

How might we design computer science coding projects that engage all students, and what makes a coding project meaningful in a computer science class?

In this PLT, we will work together to design enriching coding projects, ones that motivate a diverse set of students to improve their coding skills. During each session, we will collaborate to create projects that build on student choice, scaffolding, and cultural relevance, while also creating multiple entry points and levels of difficulty. After creating and sharing projects, we will 13

Transforming Classrooms, Schools, and Lives.” In our

Engaging Chemistry Students Virtually: Creating Resources for Online Labs Facilitators: MƒA Master Teacher Cailin Colarusso and MƒA Early Career Teacher Mary O’Keefe

final session, we will personalize our research and

MONDAYS, SEP 14, OCT 26, NOV 23, DEC 21

consider language acquisition strategies to incorporate

ONLINE

in our classrooms. This PLT is designed for educators

 SCIENCE

who are not currently familiar with these strategies, are

How might we utilize virtual laboratories to enhance

open to learning about what works for ELL students,

student understanding of chemistry? The abrupt shift to

and are willing to try these support strategies in their

distance learning left teachers scrambling to determine

classrooms, regardless of their student population.

how to remotely provide one of the most engaging and critical components of any science classroom - the labs! While there are many simulations and animations to support student understanding, the pandemic

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs) highlighted the need for high-quality, virtual labs with multiple entry points. In this PLT, our goal is to research

MBL and working towards bringing these instructional

Generation Science Standards and the Common Core

approaches to their classrooms.

Mathematics State Standards to determine specifically where synergies exist. We will continue in session two

Exploring and Enhancing Science Assessments in the Virtual Classroom Facilitators: MƒA Master Teacher Derek Dubossi and MƒA Early Career Teacher Mary O’Keefe

by investigating resources and designing lessons that address both the mathematics and science standards.

For the third session, we invite and encourage teachers to bring a STEM colleague from their schools or from

the best virtual labs, simulations, and animations, and

TUESDAYS, OCT 6, NOV 3, DEC 8, JAN 5

to collaborate on how to adapt these resources for our

within the MƒA community to work with them in the

ONLINE

lesson design process. We will conclude by reflecting

unique classrooms. Teachers will use these resources with their students between sessions and share their experiences with the group for continued iteration and improvement. This course is for any chemistry teacher looking to supplement their hybrid classroom with virtual labs.

Examining Mastery-Based Learning Best Practices Facilitators: MƒA Master Teachers Cameron Cassidy, Ashley Ferrara, and MƒA Emeritus Teacher Ariadne Prior-Grosch WEDNESDAYS, SEP 16, OCT 14, NOV 18, DEC 23 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we implement mastery-based learning (MBL)

 SCIENCE

on the creation and the implementation of the lessons.

How might we design context-based assessments for

This PLT is primarily for middle school mathematics and

the virtual science classroom? In this PLT, teachers

science teachers, as well as those who teach Algebra I

will share how they assess students virtually and work

and Living Environment.

together to modify existing assessments to meet the needs and challenges of distance learning. In session one, we will share current modifications for virtual assessments and discuss the variety of assessment platforms available. In sessions two and three, we will work collaboratively to update existing assessments and discuss how best to preserve academic integrity in a

TUESDAYS, SEP 22, OCT 20, NOV 24, DEC 22

virtual space. We will conclude with a discussion on how

ONLINE

to provide meaningful feedback to students. This course

 MATHEMATICS

is for all science teachers looking to offer students fair

How might we make geometry content accessible

and stimulating assessments.

for all learners in our classrooms? Join us as we focus

practices in our classrooms to support all students’ academic growth? In this PLT, we will examine how an MBL instructional model (also known as competencybased education and standards-based education), differs from a traditional classroom model and is designed to support all students’ individual growth. We will explore best practices around creating accessible mastery criteria for students, designing assessments, providing targeted feedback to students, and creating student groups. The facilitators are colleagues at the Academy for Software Engineering, which first

on creating innovative, cognitively demanding, and

Fusing Science and Mathematics: Designing Relevant Interdisciplinary Lessons Facilitators: MƒA Master Teachers Melissa Hendy and Arah Lewis

interactive tasks that illuminate high-level geometry concepts while encouraging all students to engage and participate fully. We will work together to share and adapt lessons, problems, projects, and materials so we

THURSDAYS, OCT 8, NOV 5, DEC 3, JAN 7

can explore ways to help all students access and probe

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geometry. The goal is to help students who struggle

 INQUIRY, PRACTICE, AND LEADERSHIP

to comprehend and use geometric principles and also

+ PLEASE NOTE: IN THE THIRD SESSION OF THIS PLT, A STEM COLLEAGUE FROM EACH TEACHER’S SCHOOL IS ENCOURAGED TO ATTEND.

those who feel confident to push themselves deeper.

implemented mastery-based learning five years ago, and

How might middle school mathematics and

it has successfully allowed them to focus on teaching

science teachers more effectively and meaningfully

transferable, culturally-responsive skills through STEM

collaborate? As STEM teachers, we are often asked to

content and develop individualized learning plans to

do so but without the necessary time and guidance

help each student with their unique needs. This PLT is

to authentically co-plan and design curriculum.

for teachers who are already using MBL and open to

This PLT is an opportunity to do just that. In session

sharing best practices and for teachers who are new to

one, we will begin with an exploration of the Next

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Geometry for All: Interactive Tasks to Encourage Access for ALL Students Facilitators: MƒA Master Teachers Sarah Geist and Carol Kinney, Ph.D., and MƒA Emeritus Teacher Rebecca Guarino

The course is geared for both Regents and non-Regents teachers, and for classrooms with diverse learners, including English Language Learners and students with IEPs.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs) Have You Ever Seen a Crowd Go APES? Facilitators: MƒA Master Teachers Laura Singleton and Sharisse Small MONDAYS, OCT 19, NOV 16, DEC 14, JAN 25 ONLINE  SCIENCE

How might we work collaboratively to implement the new AP Environmental Science (APES) Practices into our daily instruction? In this continuing PLT, we will modify activities, share best practices from both in-person and virtual learning, and build a library of resources, including lessons, labs, and projects, to support our students in engaging with and mastering the science skills and practices outlined in the new APES Course and Exam Description. Throughout the course, we will also

explore remote learning tools such as Edpuzzle, Albert.

How might we support our students as they learn

io, and Tuva, as well as a variety of digital texts and

algebra in a remote or blended environment? Join us

journals. In our final session, we will share student work

as we explore a variety of new and effective tools to

and classroom experiences, reflecting on successes

engage our students this Fall. In our first session, we will

and points for growth while also planning for continued

begin by reflecting on the challenges of remote teaching

progress. This course is best suited for APES teachers

and compile a list of tools and software/hardware that

who are interested in revising their current practices,

have been valuable in engaging students remotely. In

pre-AP teachers who will teach APES in the upcoming

subsequent sessions, we will continue to refine and add

academic year, and any teacher who is interested in

to this toolbox as we discuss how the tools have worked

teaching APES in the near future.

in our classrooms. Together, we will add to our ongoing list, check out new tools together, and give and receive

Inquiry-Based Activities for the Physics Classroom Facilitators: MƒA Master Teacher Bruce Greenspan and MƒA Emeritus Teacher Josh Paugh

feedback on how to make our classrooms accessible in both synchronous and asynchronous ways. The course is best suited for Algebra I and Algebra II teachers, but

MONDAYS, OCT 5, NOV 9, DEC 7, JAN 11

would be beneficial to anyone teaching 8-12 grade

ONLINE

mathematics courses.

 SCIENCE

How might we motivate our students to work through activities that are open-ended, challenging, and aligned with physics curricula, while also dealing with the constraints of remote learning? In this PLT, we will explore how to engage students through inquiry-based activities that challenge them to become part of the

Mathematical Language Routines Facilitators: MƒA Master Teachers Jason Garofalo and Jeffrey Hamilton TUESDAYS, OCT 13, NOV 10, DEC 15, JAN 19 ONLINE  MATHEMATICS

experimental design process. As they come up with

How might we make mathematics more accessible to

strategies, hypotheses, and procedures on their own,

all of our students, especially those who struggle with

student learning and engagement will increase as well.

mathematical language, during remote learning? The

We will start the PLT by demonstrating a variety of

Mathematical Language Routines (MLRs) were designed

inquiry-driven activities, then transition to modifying

by the Understanding Language/Stanford Center for

and creating activities based on teacher needs, and

Assessment, Learning and Equity at Stanford University

conclude with reflection and discussion on classroom

to promote the use of language to deepen students’

implementation. This PLT is for any Physics teacher

understanding of content. In this PLT, we will work

who would like to explore and adapt new inquiry-based

together to explore strategies for implementing four of

labs, videos, and simulations for the virtual or hybrid

the MLRs in the remote learning setting. During each

classroom.

session, we will study a different routine using readings and live models, plan routines to implement in our in-

Making Algebra Accessible to All Remotely Facilitators: MƒA Master Teachers Stephanie Murdock and Christina Varghese, Ph.D. WEDNESDAYS, SEP 16, OCT 14, NOV 18, DEC 23 ONLINE  MATHEMATICS

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person and virtual classrooms, and discuss the results of the activities with one another. The purpose of this reflective cycle is to collaborate on best strategies and grow in our teaching practice. We will use the article, “Principles for the Design of Mathematics Curricula: Promoting Language and Content Development,”

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs) from the Stanford Graduate School of Education to support our work. FlipGrid, Desmos, Google Meets, and Zoom will also be used to explore and implement the Mathematical Language Routines. This PLT is geared towards high school mathematics teachers, although the routines explored can be used by teachers of all subjects and grade levels.

Middle School Science Remote Learning Think Tank Facilitators: MƒA Master Teachers Olivia Bello and Ben Lewin

learning will also be shared.

 SCIENCE

How might we use what we’ve learned from remote teaching to more effectively engage middle school science students? The goals of this PLT are to share our challenges and successes with remote instruction, curate a technology resource bank, and improve student teaching experiences and forming collaborative teams to develop resources for future distance learning.

Sessions two and three will be devoted to sharing tools, best practices, and collaborating on projects. We will conclude by presenting each team’s contributions and reflecting on next steps. Over the course of the PLT,

 MATHEMATICS

we will explore tools such as PearDeck, Kahoot, and

How might we teach middle school mathematics more

Mentimeter to help us consider how to implement them

effectively in remote or hybrid classrooms? We spend

into our virtual or hybrid classrooms. All middle school

so much time developing hands-on and interactive

science teachers are welcome and encouraged to join!

mathematics material, but how do we translate this

how to create meaningful assessments, and exchange ideas for curriculum design. We will also share how we are currently teaching mathematics, what websites or programs we’ve found helpful, and how these strategies and tools are supporting student growth. Additionally, we will consider how to maximize Google Classroom and other virtual organization systems. Each PLT session will be organized by the major units of study: number system, ratios and proportions, algebra, and geometry, and teachers will be grouped by grade level.

Each session will also focus on sharing tools for remote learning; a task, activity, or investigation for the unit; and a way of assessing student understanding. This PLT is best for middle school mathematics teachers teaching with the Common Core Standards.

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foundational knowledge of the NGSS. Resources and strategies on how to incorporate NGSS for remote

ONLINE

to engage and excite students in mathematics, learn

returning teachers from last year or teachers with some

ONLINE

WEDNESDAYS, SEP 23, OCT 21, DEC 2, JAN 6

to the virtual world? Together, we will discuss how

biology, and life science teachers who are either

THURSDAYS, OCT 15, NOV 12, DEC 10, JAN 14

engagement. We will begin by reflecting on our remote

Middle School Mathematics: Planning for Remote Learning Facilitators: MƒA Master Teacher Morgan O’Brien and MƒA Emeritus Teacher Corey Levin

our own classrooms. This PLT is for Living Environment,

Next Generation Chemistry Facilitators: MƒA Master Teachers Cailin Colarusso and Stephen Mulick TUESDAYS, SEP 22, OCT 20, NOV 24, DEC 22 ONLINE  SCIENCE

How might we integrate the new NGSS standards into our current chemistry curriculum while adjusting to remote and hybrid learning? Our first session will focus on experiential learning, specifically on the concept of anchoring phenomena and how best to define and design anchors. As the PLT progresses, we will begin to incorporate anchors into our own classrooms, sharing and reflecting on our successes and challenges.

Using student-generated questions, we will work to build unit plans rooted in the three dimensional learning framework of the NGSS. We hope to develop a

Next Generation Biology: Building Better Units the NGSS Way Facilitators: MƒA Master Teachers Leovie Diaz and Deborah Reich

community in which to share experiences on unit design and implementation as we prepare for the shift to NGSS, whether in-person or through a digital classroom. All chemistry teachers are welcome.

TUESDAYS, OCT 13, NOV 10, DEC 15, JAN 19 ONLINE  SCIENCE

How might we use phenomena, storylines, and three

Peer Coaching in the STEM Classroom Facilitators: MƒA Master Teachers Shannon Guglielmo and Jonathan Katz

dimensional learning to make biology more engaging

MONDAYS, OCT 5, NOV 9, DEC 7, JAN 11

and meaningful to our students? We’ll begin this PLT by

ONLINE

exploring the foundations of NGSS with an immersive experience created by some of the teachers from our spring PLT. In sessions two and three, we will work in teams to modify and align existing units to include elements of NGSS. By the end of this PLT, we will have a toolbox of engaging anchor phenomena, possible storylines, and accompanying units to implement in

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we improve peer coaching in our schools?

Are you mentoring a new teacher? Have you reached a sticking point while coaching other teachers in your building? In this PLT we will come together as a community of teacher leaders to create a toolbox of best coaching strategies for teachers who observe, MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

your goal before selecting your text. A book club is not simply choosing a book that a group will decide to read together. It is a curation of activities, reflections, and readings that will help push the group closer

coach, support, and mentor other teachers. We will draw from professional texts as we find resources to support the major arc of the coaching cycle - planning, gathering data, and reflection. Each of the four sessions will be focused on one aspect of the coaching cycle with an additional session for sharing challenges, stuck points, and successes. We hope to leverage the variety of diverse experiences teachers will bring, as we reflect on how our toolbox worked in our coaching relationships. Throughout the course we will use texts to ground our work, including those from Elena Aguilar and Brené Brown, as well as excerpts from Maggie McGatha and Jennifer Bay-Williams’ book, Everything You Need for Mathematics Coaching. This PLT is designed for teacher leaders who are currently observing, coaching, or supervising other teachers in their schools or districts.

Planning Book Clubs for Equity p Facilitators: MƒA Master Teacher Shaniece Mosley and MƒA Early Career Teacher Genesis Grullón WEDNESDAYS, OCT 7, NOV 4, DEC 16, JAN 20 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF CULTIVATING GENIUS: AN EQUITY FRAMEWORK FOR CULTURALLY AND HISTORICALLY RESPONSIVE LITERACY, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

to the identified goal. It can be a space of inquiry, transformation, and planned action. It is a model that can be replicated and differentiated, and should be used strategically when considered as a vehicle for exploring and promoting equity. We will go through the different phases of planning for a book club by reading chapters of Dr. Gholdy Muhammad’s book: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. The goal of this PLT is to thoughtfully think through, and hopefully implement, a complete book club cycle that can encourage deeper thinking on an issue of equity.

Racial Equity in the Classroom and Beyond p Facilitators: MƒA Master Teachers Estefania Hereira and Trisha Wright WEDNESDAYS, SEP 16, OCT 14, NOV 18, DEC 23 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we improve the ways in which we support the students of color in our classrooms? In the midst of this pandemic, youth of color have been disproportionately impacted, shedding light on the inequities that have existed in this country for centuries.

As educators in NYC schools who serve a majority

are harmful to Black, Indegenous, People of Color (BIPOC) as well as white people. We understand this work is lifelong, and we hope to create a space in MƒA to facilitate and engage in these conversations in efforts of working towards dismantling racism in our classrooms, our school systems, and beyond.

of young people of color, we can no longer ignore the experiences that hurt our youth everyday. In this PLT, we invite you to join us to engage in courageous

How might we facilitate book clubs in order to hold

conversations about race and racism. Our work together

space for difficult conversations about equity, race,

will be centered around storytelling, a traditional

and injustice in our schools? Equity looks (and feels)

method used by Indigenous people to share knowledge

different to every person. As educators, we are faced

and disrupt the Eurocentric, colonial norms. We will

with issues around equity every day, and we sometimes

create and nurture a supportive, respectful, and brave

struggle to find concrete ways to address these issues

space by reinforcing community norms and agreements.

within our school building. A book can be helpful in

We will also focus on looking inward at the biases that

focusing a conversation or introducing a topic that

inform our beliefs and our practices and reflect on

needs to be discussed, but it is important to first know

the characteristics of white supremacy culture which

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show up in our organizations. These characteristics

Rethinking “Teacher Burnout” Facilitators: MƒA Master Teacher Alice Brea, MƒA Early Career Teacher Jenn Leyva, and MƒA Emeritus Teacher Kimberly Dempsey MONDAYS, OCT 19, NOV 16, DEC 14, JAN 25 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF DEMORALIZED: WHY TEACHERS LEAVE THE PROFESSION THEY LOVE AND HOW THEY CAN STAY, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

How might we promote career longevity for ourselves and our teaching communities? In this PLT, we will think MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

of their own, and discuss the merits and challenges of using the protocol in a science classroom. We will accomplish this by exploring examples from the students’ perspective, which will serve as the foundation

critically about the concept of “teacher burnout” and its impact on teacher retention. Our work will be anchored by the book Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay by Doris Santoro. While the national conversation on teacher retention is often centered around teachers early in their careers or on helping teachers avoid “burnout” through self-care, this book examines another reason why veteran teachers leave the field - “demoralization,” or a disjuncture between what a teacher considers “good teaching” and the demands and constraints of the job.

The book is a valuable read for any teacher beginning to identify their own feelings of demoralization, but it’s also a powerful text for teachers interested in the future of education and in the ethics of the profession.

The discussions we have in this group will be relevant to teachers of all grade levels and content areas and

for the creation of our own lessons. Throughout

TUESDAYS, SEP 29, OCT 27, DEC 1, JAN 5

the PLT, we will work in teams to brainstorm and

ONLINE

create these lessons and to discuss any obstacles we

 SCIENCE

encounter during implementation. We will conclude by

How might we support our students in learning about

sharing the lessons and accompanying student work

genetics, PCR, and cutting edge space science? If you

to seek feedback for future improvement. This PLT is

are looking for ways to supplement your genetics unit

appropriate for science teachers of all grade levels and

with hands-on, project-based learning, then join us as

content areas.

we guide each other and our students in creating and submitting proposals to the international Genes in Space

So You Want to Talk About Race? p Facilitators: MƒA Master Teachers Andrea Kung and Samantha Tulloch

submit research proposals to GIS. We will begin with an

 INQUIRY, PRACTICE, AND LEADERSHIP

introduction to miniPCR and GIS, as we look at proposal

+ PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF SO YOU WANT TO TALK ABOUT RACE, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

submissions from the past. In sessions two and three

with race, racism, and concepts related to such in a

teachers - who love teaching - might choose to leave

safe and supported way? In a city where 85% of our

the profession.

students are not white, race plays many roles in the lives of our students. Oftentimes, race and its effects are not talked about in either our professional or personal lives through a critical lens because talking about race can require admitting fault with ourselves and/or the status

THURSDAYS, OCT 15, NOV 12, DEC 10, JAN 14

quo. We hope that despite these challenges, you will

ONLINE

join us in talking about race. In this PLT, we will discuss

model for use in the science classroom? This successful teaching strategy allows educators to design lessons that foster student engagement, improve observational skills, and ask questions while working towards solving a real-world problem. During this PLT, teachers will gain an understanding of how this teaching strategy is typically implemented in a mathematics classroom, work in small groups to develop Three Act Lessons 18

scientific proposals, and learning about the applications

ONLINE

with the language to name and tools to address why

How might we adapt Dan Myers’ Three Act Lesson

to support students with experimental design, crafting of biotechnology with the intent of helping students

How might we critically examine our own relationships

 SCIENCE

(GIS) competition. In this PLT, teachers will explore how

TUESDAYS, SEP 29, OCT 27, DEC 1, JAN 12

will empower us to return to our school communities

Science Three Act Lessons Facilitators: MƒA Master Teacher Michael Donzelli and MƒA Early Career Teacher Erika Richardson

Sparking Independent Research With the Genes in Space Competition Facilitators: MƒA Master Teachers Lisa Lowenstein and Jessica Quenzer

the book So You Want to Talk About Race? by Ijeoma Oluo, and excerpts from other texts to critically examine our own relationships with race, racism, and white supremacy. We will also reflect on the implications of

we will continue by discussing miniPCR, how it works, and its classroom applications. By the end of the PLT, teachers will create a mock GIS proposal that can be used as a model for their students. This course is best suited for middle and high school science teachers who are interested in fostering independent research skills in their students. No previous experience with PCR or space science is necessary.

STEM Icons in the Classroom p Facilitators: MƒA Master Teachers Jude Julien and Jessica Weedon THURSDAYS, OCT 8, NOV 5, DEC 3, JAN 7 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

race in our teaching pedagogy and our interactions with

How might we incorporate STEM icons who represent

students, families, and staff in our schools. This PLT is

our students’ diverse backgrounds into our classrooms?

open to all teachers willing to step outside their comfort

Many existing STEM course curricula focus on a

zone and be an active participant in these potentially

Western and Eurocentric view by primarily highlighting

difficult conversations.

the accomplishments of white scientists and mathematicians. Students can be left with a biased view of who can be a scientist or mathematician which can MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

Student-Centered Mathematics in the Remote Elementary School Classroom Facilitators: MƒA Master Teachers Kady Safar and Ariel Thompson TUESDAYS, SEP 29, OCT 27, DEC 1, JAN 5

impact their science or mathematics identities. Research has shown it is important for students to develop these identities in order to continue in STEM disciplines at the collegiate and professional level. During this PLT, we will work together to expand an existing MƒA resource of scientists and mathematicians that reflects our student populations and develop creative ways in which we can incorporate a more racially expansive curriculum in a blended learning environment. After trying out this approach with our students, we will then share and reflect on these teaching experiences as we collaborate to develop more culturally relevant and equitable classrooms.

ONLINE  MATHEMATICS

How might we design student-centered, conceptual

successful, create and adapt activities to align with ADI principles, and implement our ADI-generated activities into our own virtual or in-person classrooms.

Taking Culturally Responsive Teaching Back to Our Schools p Facilitators: MƒA Master Teachers Katie Davey and Scott Gallagher

mathematics experiences during distance learning?

WEDNESDAYS, SEP 23, OCT 21, DEC 2, JAN 6

This PLT will provide elementary school teachers

ONLINE

time and support to collaboratively explore ideas for

 INQUIRY, PRACTICE, AND LEADERSHIP

building online communities, designing instructional

+ PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF CULTURALLY RESPONSIVE TEACHING AND THE BRAIN, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

materials, and implementing routines and investigations using online platforms. Each session will begin with a community-building activity that can be used

How might we increase buy-in of the principles of

with students, then highlight strategies for using

Culturally Responsive Teaching (CRT) to improve

various online platforms and resources, and finally,

school culture and student performance? This PLT is for

we will provide time and space for teachers to work

mathematics and science teachers interested in leading

collaboratively on designing new instructional tools.

school-based professional development around CRT practices with a focus on race and identity. By the end of

Students as Scientists: Using Argument-Driven Inquiry Investigations Facilitators: MƒA Master Teachers Brent Lawrence and Megan Wallner

this PLT, we will develop a deeper understanding of CRT as it relates to brain science, student experiences, and identity and race. We will prepare to lead school-based professional development to empower our colleagues

TUESDAYS, SEP 22, OCT 27, NOV 24, DEC 15

and administration to use these practices and develop

ONLINE

a cohesive plan to share this work in our schools.

 SCIENCE

Lastly, we will reflect on and troubleshoot the hurdles

How might we transform our classes into student-

that may arise when bringing CRT to our colleagues

centered learning labs where students run the show?

or using it with our students. We will use the book

The goal of this PLT is to increase engagement in our

Culturally Responsive Teaching and The Brain by Zaretta

classes by developing students’ identities as science

Hammond to anchor our work.

researchers. We will be using the Argument-Driven Inquiry (ADI) framework, an instructional approach that sets student argumentation as the basis for scientific investigations. This PLT is for science teachers at every

Teacher as Writer Facilitators: MƒA Master Teachers Lauren Brady and Tim Tschurjumov

grade level who want to create student-centered

MONDAYS, OCT 5, NOV 9, DEC 7, JAN 11

classrooms and foster higher-order thinking skills.

ONLINE

Throughout the PLT we will also explore multiple online

 INQUIRY, PRACTICE, AND LEADERSHIP

tools and platforms (e.g. Parlay, Flipgrid, and Padlet) to

How might we use writing as a means to make teaching

allow teachers to experience remote learning options

a more sustainable path? As teachers, we do a lot

that easily support an ADI investigation. We will work

of obligatory writing (lesson plans, emails, letters of

together to discuss what makes the ADI framework 19

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

Unlocking the NGSS: Growing Your Students’ Inner Scientist Facilitators: MƒA Master Teacher Kerine McIntosh and MƒA Early Career Teachers Nneka JoyetteDaniel and Caroline Phillips

recommendation, etc.). Rarely do we get a chance to

WEDNESDAYS, SEP 30, OCT 28, DEC 9, JAN 13

write for ourselves. This PLT approaches writing as a

ONLINE

restorative practice and a means for creative expression.

 SCIENCE

next five years and in this PLT, mathematics teachers of all grade levels are welcome to participate as we analyze key documents, including the grade-level Crosswalks and Snapshots, to help ease the transition. We will begin by examining the new standards and comparing them to the current Common Core standards. We will also track the progression of important skills through grade levels and develop a scope and sequence of individual units to

It’s a unique opportunity to unpack our classroom

How might we redesign our science classroom to be

and personal experiences by giving voice to ideas that

help students make connections across concepts and

more aligned with the NGSS? This PLT is geared towards

might not otherwise have an opportunity to grow --

skills. While delving into the standards, teachers will also

middle and high school science teachers interested in

all in the setting of a supportive community of other

share best practices for teaching individual topics. Our

implementing the Next Generation Science Standards

teachers. Join us as we come together to share original

goal is for teachers to leave with a better understanding

(NGSS), both online and in a traditional classroom.

writing (on any subject), exchange feedback, and use

of the new standards and a variety of resources to share

Teachers will collaborate to develop instructional

the resulting inspiration to improve our writing, and

with their school community.

sequences that allow students to work as scientists

ourselves. All genres of writing and experience levels are

while generating explanations and solving problems.

welcome.

We will begin by exploring disciplinary core ideas (DCIs), cross cutting concepts (CCs), and science and

Understanding Calculus Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada

engineering practices (SEPs), and use these elements to anchor our learning-sequences in investigative

MONDAYS, SEP 14, OCT 26, NOV 23, DEC 21

phenomena. Before implementing these 3D learning

ONLINE

MONDAYS, SEP 21, NOV 2, NOV 30, JAN 4

sequences with our own students, we will participate

ONLINE

in several rounds of peer feedback to optimize learning

 MATHEMATICS

experiences and deepen connections to each of the

How might we help calculus students build connections

three dimensions. We will return to the final session

between conceptual understanding and algebraic

with student work to share and analyze in the hopes of

fluency using focused calculus tasks? Join us as we

creating a repository of NGSS aligned science lessons

share tried and tested calculus materials developed

across grade levels. To adapt to the needs of virtual

by our own MƒA community. In this PLT, we will

learning, we will also explore and incorporate various

explore a wealth of resources as we reflect on our

online learning tools and platforms that support student

own experiences, ideas, and challenges. We will also

engagement.

discuss the use of technology platforms, like Desmos, to ensure students have the skills needed to succeed on the AP exam. As our work is centered on both student performance and teacher growth, this PLT is open to those who currently teach calculus; both AP and nonAP teachers are welcome.

Virtual Biology: Creating Inquiry Activities Using Online Labs and Simulations Facilitators: MƒA Master Teacher Marisa Wagner, Ph.D., and MƒA Early Career Teacher Elese Lau

 SCIENCE

How might we use virtual biology labs and simulations to dispel misconceptions and design inquiry-based experiences? Together, we will curate a library of virtual science content that we can use as the basis for student-centered activities in the remote, flipped, or in-person classroom. These activities will be similar to Process Oriented Guided Inquiry Labs (POGILs), with students using virtual components as “models” to answer a series of guided questions. We’ll begin by identifying common misconceptions and challenging

Unpacking the Next Generation Mathematics Learning Standards Facilitators: MƒA Master Teachers Brian Frechtman and Maria Leon Chu TUESDAYS, OCT 6, NOV 3, DEC 8, JAN 12 ONLINE  MATHEMATICS

topics, and based on the content we want to target, form smaller groups to identify available online resources aligned with these concepts. During sessions two and three, groups will create inquiry-based activities inspired by the online resources, and then take these back to their classrooms to try out with students. In the final session, teachers will share the activities and reflect

How might we explore the New York State Next

on students’ learning. This PLT is for all life science

Generation Mathematics Learning Standards to better

teachers including those who teach Living Environment,

prepare our students for the upcoming curricular

AP, IB, and elective courses.

changes? The standards will be implemented over the 20

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Professional Learning Teams (PLTs)

Working Towards National Board Certification Facilitators: MƒA Master Teachers Sharon Collins and Chereese Gardner TUESDAYS, SEP 15, SEP 29, OCT 6, OCT 27 ONLINE

We Got This! Equity, Access, and the Quest to Be Who Our Students Need Us to Be p Facilitators: MƒA Master Teachers Marisa Miller and Dwaina Sookhoo THURSDAYS, OCT 8, NOV 5, DEC 3, JAN 7 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF YOU GOT THIS: EQUITY, ACCESS, AND THE QUEST TO BE WHO OUR STUDENTS NEED US TO BE, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS PLT IS OPEN TO TEACHERS FROM THE SPRING 2020 PLT AND NEW TEACHERS AS LONG AS THEY ARE COMPLETING ONE OR MORE OF THEIR CERTIFICATION COMPONENTS OR PURSUING NATIONAL BOARD CERTIFICATION DURING THE 2020-2021 ACADEMIC YEAR.

How might we support one another as we work toward achieving National Board Certification? Are you a teacher currently in the process of applying for National Board Certification or are planning to apply for your certification during the 2020-2021 academic

How might we infuse our teaching with anti-racist

year? Come collaborate with and be supported by a

practices, student-centered instruction, and equitable

community of MƒA teachers also going through the

opportunities for student voices to be heard? Now, more

process. Most Nationally Board Certified teachers

than ever, striving for these should be at the forefront of

report that having the help of other educators made

our focus as we take on the challenges of teaching in a

the difference in their success in applying. In this PLT,

pandemic. Together we will read Cornelius Minor’s You

we will troubleshoot obstacles in the application,

Got This: Equity, Access, and the Quest to Be Who Our

practice giving and receiving feedback, and utilize our

Students Need Us to Be (2019). By reading the book,

shared expertise to become Nationally Board Certified

we will intentionally plan anti-racist teaching shifts in

teachers.

our blended or distance learning classrooms, hold each other accountable to hear what students are trying to tell us, and work towards becoming who they need us to be. These shifts will support student-centered instruction while lifting the voices of our young Black students and other students of color. In six digestible chapters, the author provides guidance and practice for teachers of all levels to reflect and respond to their students’ behavior and achievement. We will rely on a circle of colleagues to discuss and create actionable changes in each of our classrooms, including elevating student voice, redesigning curriculum, and being a good educator versus a good employee. This PLT is for anyone who is interested in authentically knowing themself as activists and wants to empower their students by showing them they are heard, regardless of the setting they are learning in.

21

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses Mini-courses are a series of three connected workshops in which experts from academic institutions, local organizations, and from within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

22

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

With the transition to remote teaching, you might

on mathematical knowledge, culturally responsive

think you’ve lost the ability to take your students into

pedagogy, and social justice issues. In this hands-

nature, but you haven’t! In this mini-course, we will

on mini-course, teachers will develop, critique, and

share strategies on how to bring placed-based learning

implement (virtually) mathematics lessons guided by

and outdoor lessons into a virtual space and create

the CRMT framework. In the first session, teachers will

an engaging and immersive virtual experience. We

explore the CRMT framework components, critique

TUESDAYS, OCT 27, NOV 3, NOV 10

will introduce place-based instruction by exploring

a lesson using CRMT, and begin to redesign a lesson.

ONLINE

online bird cams and digital journaling as a way to

Next, teachers will give and receive feedback to

excite students and encourage them to look outside

further develop their lessons. Lastly, they’ll implement

their own windows. We will continue by reviewing and

their lessons and reflect on the process. While this

critiquing an Argument-Driven Inquiry lab that can

course is best suited for middle and high school

enrich the bird cam lessons. Throughout the course,

teachers, teachers of all grade levels are welcome as

we will also discuss how place-based learning is a

they will develop their lessons and can focus on any

valuable opportunity to explore the intersectionality

mathematics content.

of environmental and racial justice, and elevate and

Dr. Zareen Rahman is an assistant professor of Middle and Secondary

center Black, Indigenous, Students of Color (BISOC)

Mathematics Education at James Madison University. She enjoyed being

voices in the context of nature writing, environmental

a high school mathematics teacher in New Jersey and loves combining

Big Data: Machine Learning and Statistics Facilitators: MƒA Master Teachers Melanie Battles, Renne Castro, and Jimmy Dillon

 COMPUTER SCIENCE AND TECHNOLOGY

From movie recommendations on Netflix to political ad placements on Facebook, the wide application of machine learning has impacted our lives as both consumers and citizens. Using sometimes immensely large data sets, computer scientists can teach computers to filter emails, operate driverless cars, and even predict human behavior, often with frightening accuracy. In this course, teachers will investigate and then emulate machine learning through a series of explorations, activities, and problem sets. By the end of the third session, teachers will have an indepth understanding of the statistics and computer science behind machine learning so they can share this engaging topic with their students. While basic statistical and programming experience is helpful, it is not required, as teachers will learn some of the statistical and programming functions behind machine

journalism, and history. This course is best for any teacher wondering how to incorporate place-based education when the “place” is no longer and who is also eager to amplify underrepresented voices in the life sciences or environmental movement.

Diana Lennon is an MƒA Master Teacher and science teacher at Columbia Secondary School in Manhattan.

Sarah Tazghini is an MƒA Master Teacher and science teacher at Fort Hamilton High School in Brooklyn.

learning.

Melanie Battles is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens.

Jimmy Dillon is an MƒA Master Teacher and computer science teacher at High School of Economics and Finance in Manhattan.

Bringing Culturally Relevant Mathematics Pedagogy Into the Classroom p Facilitator: Zareen Rahman, Ph.D.

WEDNESDAYS, NOV 4, NOV 18, DEC 2 ONLINE  MATHEMATICS

How can we promote discovery and inspire curiosity in the world of remote geometry teaching? In this course, teachers will learn how to use GeoGebra’s free web-based software to create dynamic explorations

ONLINE

geometric diagrams. Teachers will learn how to

 MATHEMATICS

of needs and a variety of backgrounds, and as teachers, we want to integrate mathematical thinking, language, culture, and social justice into our lessons. How can we honor and highlight our students’ diversity while also maintaining high-quality mathematics instruction? The

ONLINE

Culturally Responsive Mathematics Teaching (CRMT) framework allows teachers to develop and improve their lessons to make them more inclusive by focusing

23

Building Dynamic Explorations With GeoGebra Facilitators: MƒA Master Teachers Kevin Ehly and Benjamin Siegel

that allow students to build, manipulate, and analyze

MONDAYS, NOV 16, NOV 30, DEC 14  SCIENCE

learning.

TUESDAYS, DEC 8, DEC 15, DEC 22

Our students come to the classroom with a diverse set

Birding and Nature: Engaging Students with Place-Based Learning p Facilitators: MƒA Master Teachers Diana Lennon and Sarah Tazghini

practical and research-based approaches to mathematics teaching and

create digital worksheets to help students uncover new relationships, make conjectures, and test those conjectures in real-time. We will begin by customizing pre-built activities to suit the needs of our students and discussing best practices for creating explorations and writing effective questions that guide and assess student thinking. In later sessions, we will explore how to create applets in GeoGebra, allowing for a greater level of control and customization. Teachers will also learn how to integrate these activities with Google

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

best suited for middle and high school life science

Stefanie Ismail is an MƒA Early Career Teacher and science teacher at

teachers.

Hunters Point Community Middle School in Queens.

Dr. Tshaka Cunningham is a molecular biologist with a passion for

Classroom, allowing the ability to easily assess student work and provide feedback. This course is designed

precision medicine, gene therapy, and all things genomic. He is a cofounder of TruGenomix Health Inc., a precision genomics company developing solutions for post-traumatic stress disorder (PTSD) for

for geometry teachers who want to empower students

active-duty military, veterans, and civilians. Previously, he served as

to take an active role in their education during remote

the Program Manager for Neurodegenerative Diseases at the U.S.

learning and beyond.

Department of Veterans Affairs and provided subject matter expertise for the VA’s Million Veteran Program (MVP). He earned a B.A. in

Kevin Ehly is an MƒA Master Teacher and mathematics teacher at

molecular biology from Princeton University and a Ph.D. in the same

Brooklyn Frontiers High School in Brooklyn.

discipline from Rockefeller University. He completed his postdoctoral

Benjamin Siegel is an MƒA Master Teacher and computer science teacher at University Prep Charter High School in the Bronx.

Changing Genetics to Change Our Health Facilitator: Tshaka Cunningham, Ph.D. WEDNESDAYS, OCT 7, OCT 21, NOV 4 ONLINE  SCIENCE

Next-generation sequencing (NGS) and gene editing are emerging genetic technologies that have profound potential to diagnose and cure genetic diseases, while also raising significant concerns regarding their ethical

training in immunology and tumor immunotherapy at the Pasteur

Creating a Healing-Centered (Virtual) Classroom p Facilitator: Marieke van Woerkom MONDAYS, SEP 14, SEP 21, OCT 5, OCT 19 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

Recent research has shown that traumatic childhood

Institute in Paris, France, and at the National Institutes of Health in

experiences are much more common than previously

Bethesda, MD. Tshaka enjoys teaching, reading, and engaging in public

known or recognized. Add to that the collective

forums regarding genomics, gene editing, gene therapy, and the future

trauma of COVID-19, its disproportionate impact on

of medicine.

communities of color, and how that exemplifies this country’s ongoing racial trauma; and one thing should

Coding an Epidemic Model Facilitators: MƒA Master Teacher Taryn Martinez and MƒA Early Career Teachers Joseph Grogan, Ph.D., and Stefanie Ismail WEDNESDAYS, DEC 9, DEC 16, DEC 23 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

be clear: it makes no sense for schools to go back to “business as usual.” In this interactive mini-course, we will learn about trauma, how it impacts the developing brain, and how it impacts students’ ability to learn.

We will explore skills and practices that teachers can employ to create a more trauma-aware, sensitive, and healing-centered classroom to support all students’

applications to human and animal populations. Thus, it

How might we support content knowledge in biology

is imperative that we become familiar with these tools

and mathematics classrooms by developing a model

to gain a better understanding of how genomics will

for the spread of an epidemic? The goal of this course

shape our lives, health, and the environment in the

is to learn how to model the spread of disease using

psychology, she has worked in schools across the city to help

years to come. In this mini-course, teachers will learn

StarLogo Nova. Each session will include time to learn

strengthen classroom communities and create learning environments

about the biology of CRISPR/Cas9 gene editing as well

and practice coding as well as time to collaborate with

that are more conducive to teaching and learning for all. Her focus

as genomic sequencing methods, such as RNAseq and

other teachers. Throughout the course, we will code

DNA methylation profiling. Teachers will leave better

a “world” with infected and healthy individuals with a

prepared to teach students about these emerging fields

100% transmission rate, adjust code to reflect actual

and their impacts on human health. We’ll begin with

rates of infections for past and present epidemics,

an introduction to CRISPR gene editing technology

and utilize data analysis tools to interpret models. This

followed by an examination of how deadly genetic

course is ideal for biology and mathematics teachers

disorders such as sickle cell disease can be cured

who have never coded before and are interested in

through CRISPR/gene therapy treatments. Lastly, we

incorporating computer science into their classrooms.

MONDAYS, NOV 9, NOV 16, NOV 23

will explore the genetics of mental and behavioral

No previous coding experience is necessary.

ONLINE

health by examining post-traumatic stress disorder

Taryn Martinez is an MƒA Master Teacher and science teacher at Hunters

(PTSD) and the devastating consequences it can have

Point Community Middle School in Queens.

The classroom landscape is changing daily and

on front line healthcare workers battling the COVID-19

Joseph Grogan is an MƒA Early Career Teacher and mathematics teacher

becoming ever more diverse. As our students proclaim

pandemic as well as military veterans. This course is

at Academy for Careers in Television and Film in Queens.

their identities, representation in the classroom

24

learning, whether remotely or in-person.

Marieke van Woerkom has worked with students, educators, and administrators for over 20 years. With a background in social

is on how social and emotional learning (SEL) impacts the academic environment and how restorative practices help break the school to prison pipeline.

Creating Spaces that Empower Diverse Identities in the STEM Classroom p Facilitators: MƒA Master Teachers Gifty Asamani, Ph.D., and William Green, Ph.D.

 INQUIRY, PRACTICE, AND LEADERSHIP

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

Joseph Stern is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan.

Data Science in the COVID-19 Era Facilitators: Jeff Olson and Taylor Want MONDAYS, NOV 23, NOV 30, DEC 7

becomes critically important in affirming our students’ development and provides a safe space to learn. In

The Dark Side of Big Data p Facilitators: MƒA Master Teachers Megan Berdugo and Lavonne Hunter

this mini-course, we will develop an intersectional

THURSDAYS, JAN 7, JAN 14, JAN 28

approach to teaching in the STEM classroom. In the

ONLINE

first session, we will introduce an intersectionality framework, guide teachers through creating an intersectional map of their classroom, and explore class disparities and their impact on STEM teaching and learning. In the second session, we will create a space for teachers to participate in critical discussions around race, gender, and sexuality, and examine the dangers of teaching and learning through a single lens. In our final session, teachers will use the Intersectionality ReMix Tool to embrace the multiple identities of their individual classrooms. Teachers of every subject and grade level are invited into this work.

 MATHEMATICS

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Want to make sense of the coronavirus pandemic yourself instead of relying on the (often conflicting) analysis of others? In this mini-course, we’ll work to grow foundational data science skills through the lens

Since the advent of computing, big data and algorithms

of the COVID-19 pandemic. Best suited for teachers

have penetrated virtually every aspect of our social

with a strong foundation in Python, this course will

and economic lives. A review of the history tells an

examine COVID-19-related datasets using core data

intriguing and disturbing story, one in which data is

science tools like pandas, seaborn, and scikit-learn.

too often wielded as an instrument of oppression,

The primary goal is for teachers to walk away with

reinforcing inequality and perpetuating injustice. In

proficiency in pandas and a greater understanding of

this mini-course, we will draw examples from Cathy

the ways that data science helps us understand major

O’Neil’s book, Weapons of Math Destruction, and other

phenomena in the world around us.

resources to examine how mathematics has exploited unsuspecting citizens -- reinforcing discrimination,

Jeff Olson is the Director of Curriculum and Instruction at Upperline Code. Jeff has an undergraduate degree in neuroscience and American

punishing the poor, holding up the haves -- to answer

literature from Baylor University. Upon graduating in 2011, Jeff was

Gifty Asamani and William Green are MƒA Master Teachers and science

the focus question: How has math been used to cause

placed as an English teacher in Phoenix, Arizona with Teach For

teachers at the School for Excellence in the Bronx.

harm in a democratic society? Throughout the course,

America, and earned his M.Ed. in secondary education from Arizona

we will identify the problematic mathematical models

Cubic Polynomials and Euler’s Triangle Determination Problem Facilitator: MƒA Master Teacher Joseph Stern

State University. In 2015, Jeff began teaching beginner courses in software engineering, iOS app development, and web design to high

of everyday life including public education, banking,

school students in Los Angeles, California and New York City and

the insurance industry, job hunting, voting, medicine,

has come to believe that learning to code is the most empowering

law enforcement, and advertising. If you would like

experience a high school student can have. He believes that coding is

MONDAYS, JAN 4, JAN 11, JAN 25

to learn more about the nature and limitations of

ONLINE

algorithms and explore how to engage students in the

joyful and that all students deserve access to this life-changing form of fun.

Taylor Want is the Director of Strategy and Operations at Upperline

 MATHEMATICS

use-value of mathematics by virtue of its destructive

In this course, teachers will explore a modern proof

application, then join us. We welcome you to the dark

Carleton College, where she received her undergraduate degree in

published by the facilitator in 2007. This new proof

side of big data.

physics. She went on to join Teach for America in 2013 as a high school

reveals a surprising connection between Euler’s

Megan Berdugo is an MƒA Master Teacher and mathematics teacher at

triangle determination problem and the following

Brooklyn International High School in Brooklyn.

seemingly unrelated question: When will the three

Lavonne Hunter is an MƒA Master Teacher and science teacher at City-

engineering to high school students in Austin, TX. She went on to teach

complex roots of a cubic equation be equimodular

As High School in Manhattan.

with Upperline Code as the lead instructor at Kode with Klossy in the

(i.e., when will all three roots have the same absolute value)? By drawing on insights into equimodular cubics, we will obtain the remarkable answer that the locus

Code. Taylor first discovered her love of coding and education at

physics teacher in Fall River, MA. During this time, she received her M.Ed. in curriculum and teaching from Boston University. In the summer of 2015, Taylor began teaching introductory courses in software

summers of 2016 and 2017 while working as a high school physics and computer science teacher during the school year. She believes that all students should have access to the empowering challenge of a coding education.

for I is an open disk with one of its points deleted.

All mathematics teachers are welcome to attend. No special background beyond basic algebra and vectors is required.

25

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

levers to adjust our routines in response to diverse

to create welcoming mathematics classrooms. Using

learner strengths and needs, and we’ll explore how

the tenets of culturally responsive pedagogy and

the adjustments enable equitable access to content.

asset-based instruction, teachers will identify specific

This mini-course includes three one hour synchronous

norms and practices they will use in their classrooms to

sessions and three hours of asynchronous digital

provide all students with rich and relevant mathematics

learning and discussion boards. Everyone will have an

learning experiences. This course is suitable for

WEDNESDAYS, SEP 23, OCT 7, OCT 21

opportunity to practice adjusting teaching in a virtual

mathematics teachers of all grade levels.

ONLINE

classroom with avatar students.

Dr. Dorothy Y. White is a professor of mathematics education in the

Dr. Rhonda Bondie is a lecturer on education in special education for

Mary Frances Early College of Education at the University of Georgia.

the Harvard Teacher Fellows program, and the Director of Professional

Her research, teaching, and service interconnect and support

Learning at the Harvard Graduate School of Education. She enjoyed

empowering all students for success in mathematics by purposefully

being a classroom teacher and administrator in public schools for over

promoting collaborative relationships among mathematics teachers and

City? This COVID-19 pandemic has brought to light

twenty years. Rhonda has served on the faculty of Project Zero for many

researchers. She teaches undergraduate teacher preparation courses in

the immense inequities in our educational system.

years developing an expertise in Teaching for Understanding, Making

early childhood education and middle school mathematics education

A student’s zip code should never determine the

Thinking Visible, and Multiple Intelligences. She has planned this mini-

and graduate courses in critical issues and national trends in STEM

course with the support of Reach Every Reader.

education. She also provides professional development in mathematics

Education Revolution: Finding Your Seat at the Table p Facilitator: MƒA Master Teacher Sharon Collins

 INQUIRY, PRACTICE, AND LEADERSHIP

Do you believe teachers should be leading the revolution to transform education in New York

education they receive. Join this mini-course to collaborate with like-minded colleagues, propose actionable-solutions, engage with community education councils, write to politicians and educational leaders, and have an impact beyond the walls of your classroom. We will delve into the history of public education in New York City in order to better impact its present and future. Schools and teachers absolutely can be the incubators of the change we wish to see in society.

Sharon Collins is an MƒA Master Teacher and mathematics teacher at the New Heights Academy Charter School in Manhattan.

Equity and Optimal Challenge: ALL-ED Discussion Routines I & II p Facilitator: Rhonda Bondie, Ph.D. WEDNESDAYS, SEP 30, OCT 14, OCT 28 THURSDAYS, DEC 3, DEC 10, JAN 7 ONLINE

to PreK-8 classroom teachers at the local, state, and national levels.

Fostering the Cultural and Mathematical Strengths of Our Students p Facilitator: Dorothy Y. White, Ph.D. MONDAYS, NOV 2, NOV 9, NOV 16 ONLINE  MATHEMATICS

Culturally responsive pedagogies show great promise in creating equitable mathematics classrooms by building on students’ cultural backgrounds. However, to implement these approaches teachers must have a clear understanding of the meaning of culture and how it influences the teaching and learning of mathematics. In this mini-course, teachers will develop their cultural awareness and explore the role of culture in mathematics. In the first session, teachers will engage in activities to define culture, explore their own cultures, and reflect on their experiences as

 INQUIRY, PRACTICE, AND LEADERSHIP

mathematics learners. In the second session, we will

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PARTICIPATE IN TWO 90 MINUTE ASYNCHRONOUS ACTIVITIES IN BETWEEN SESSIONS. TWO SECTIONS OF THIS COURSE WILL BE OFFERED.

examine the intersection of cultures in mathematics

Let’s get practical with learning how to motivate students through discussion routines that can be used online, in-person, or with digital discussion boards.

In this mini-course, we will learn and practice these routines in the three different realms of live, remote, and asynchronous teaching. Then, we will use four 26

classrooms (e.g., mathematics, teachers, students, and the school community as a whole) and how classroom cultural norms can support or hinder students’ learning. Teachers will also broaden their understanding of students’ mathematical strengths in order to make mathematics more accessible to them. In our final session, we will focus on strategies MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

assessment skills using the Google Education Suite and

University. After completing his doctorate in immunology, he completed

the applications integrated within it. By the end of the

a postdoctoral fellowship in curriculum design and evaluation. His work

course, teachers will walk away with the knowledge

Game Theory: An Introduction to Static and Dynamic Games Facilitators: MƒA Master Teachers Patrick Cox and Andrea Kung

biomedical science. His current work is designing and disseminating

variety of ways with applications such as Quizizz,

biomedical and health-science curricula that teaches critical health-

Google Forms, Google Slides, Edpuzzle, and Flippity.

related concepts with the goal of increasing scientific and health

Academy for College Preparation and Career Exploration: A College Board School in Brooklyn.

Welcome to game theory, the study of analyzing situations to inform us of what decisions we should make based on the given information. We will focus on static and dynamic games with complete information during our first two sessions, and games with incomplete information during our last. By the end of this course, teachers will understand what the field of game theory is and will be able to take a given situation, analyze it, and understand why people make

Lauren Wells is an MƒA Master Teacher and science teacher at Brooklyn College Academy in Brooklyn.

Great Diseases With Tufts: Vaccines, Epidemics, and Trials for COVID-19 Facilitator: Berri Jacque, Ph.D. WEDNESDAYS, NOV 18, DEC 2, DEC 16 ONLINE

vaccine, teachers have the unique opportunity to bring

successful, and it is open to all teachers looking to

valuable, real-world connections to make the immune

explore this engaging subject!

system and vaccines come alive for their students.

In this mini-course, teachers will learn what makes a

Central Park East High School in Manhattan.

good vaccine, how vaccines and the immune response

Andrea Kung is an MƒA Master Teacher and mathematics teacher at

work, and which immunizations are recommended

Urban Academy Laboratory High School in Manhattan.

in the United States and why. This course will consist of three virtual sessions blended with two self-paced online modules. In the online modules, teachers will build a foundation of introductory immunology. In the virtual sessions, teachers will use this foundational

TUESDAYS, SEP 15, SEP 22, SEP 29

knowledge to navigate current clinical trial results

ONLINE

from COVID-19 (SARS-CoV-2) vaccine candidates.

frustration we cannot see? This course is for middle and high school educators of all content areas who are looking to expand or strengthen their formative

27

Are you stumped on how to conduct meaningful investigations and data analysis while teaching and what’s more, it even has some hidden benefits!

focused, but no prior knowledge is needed to be

question of how we assess students whose frowns of

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

remotely? It’s actually easier than you might imagine

scramble to develop a COVID-19 (SARS-CoV-2)

Among the many challenges of remote teaching is the

 SCIENCE

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO COMPLETE TWOTHREE HOURS OF ASYNCHRONOUS ASSIGNMENTS PRIOR TO EACH SESSION.

are extremely difficult. This course is mathematics-

 COMPUTER SCIENCE AND TECHNOLOGY

ONLINE

 SCIENCE

As governments and researchers across the world

Getting Sweet With Google Suite Facilitators: MƒA Master Teachers Shane Coleman and Lauren Wells

Guiding Your Students Through StudentDesigned Experiments Facilitator: Kristen Dotti MONDAYS, SEP 21, OCT 5, OCT 19, NOV 2

the decisions they make and why some decisions

Patrick Cox is an MƒA Master Teacher and mathematics teacher at

literacy.

Shane Coleman is an MƒA Master Teacher and science teacher at

TUESDAYS, NOV 24, DEC 8, DEC 22

Is there a dominant strategy in Rock, Paper, Scissors?

approaches that engage high school students and teachers in authentic

and skills necessary to assess student mastery in a

ONLINE  MATHEMATICS

focuses on broadening participation in science and understanding

Ultimately, the goal is to help teachers interpret results from these new candidates, explore numerous classroom resources, and discuss ways to incorporate these topics into their classrooms. This course is best suited for middle and high school life science teachers.

The goal of this course is for teachers to explore methods to help their students design and conduct authentic investigations at home. Throughout this course, teachers will play the role of the student to experience these methods firsthand. In session one, you will learn how to build curiosity by exploring a phenomenon and collecting observations. Each teacher will choose a factor that may be influencing the phenomenon to design a peer-reviewed experiment. In sessions two and three, we’ll practice writing scientific procedures, analyzing data, and drawing conclusions. The data, graphs, and reflections on these investigations will be shared in a jigsaw fashion so everyone benefits from the knowledge acquired by each individual. In the final session, we will brainstorm ideas for initiating this process so students never run out of ways to generate and collect data at home. Whether conducting classes virtually, in-person, or in a hybrid setting, the techniques shared will help you engage your students in exploration, observation, data collection, and analysis that can be utilized in any K-12 science classroom.

Dr. Berri Jacque is an Associate Professor of Medical Education and Director of the Center for Translational Science Education at Tufts

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

inclusion strategies, and physical and verbal de-escalation. She is a

Heidi Brant is certified by the Association of Master Trainers in the

licensed social worker and a certified health coach with over 10 years

Facilitation of the LEGO Serious Play method and materials. For over 10

of non-profit experience. She is also the Associate Director of Support

years, Heidi worked for the LEGO Group as a creative digital producer

Services at FEGS (Federation Employment Guidance Services) where

and experience design strategist, developing innovative and engaging

Kristen Dotti writes curricula and leads professional development

she supports 13 teachers in the NYCDOE with trainings, technical

content for children and their families. Heidi is a graduate of NYU’s

training for teachers who enjoy using student-centered techniques. As

assistance, and innovative protocols to more effectively work with

Interactive Telecommunications Program where her coursework

a teacher, geneticist, and life-long learner, she is constantly exploring

young people.

focused on storytelling and interactive installations. In addition, she received a B.A. in Psychology, Magna Cum Laude, from Brown

new topics from a scientific perspective to grow her mind and feed her passions. Although she travels to different schools each week to help them achieve their faculty development goals, she has made Asheville, NC home.

Human-Centered Problem Solving in a Virtual World Facilitator: Heidi Brant TUESDAYS, OCT 6, OCT 13, OCT 20

Hard Conversations on Race and Equity Part II: Support for Teacher Leaders p Facilitator: Lindsey Charles

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

WEDNESDAYS, JAN 6, JAN 13, JAN 27

How might we map a design thinking mindset onto

ONLINE

our new world of blended learning and remote

 INQUIRY, PRACTICE, AND LEADERSHIP

collaboration, whether we are live-streaming, teaching

+ PLEASE NOTE: THIS COURSE IS OPEN TO TEACHERS WHO HAVE PARTICIPATED IN HARD CONVERSATIONS PART I.

asynchronously, or teaching with a blended approach?

Have you participated in the Hard Conversations on

such as Miro and Jamboard to prototype ways of

Race and Equity mini-course in previous semesters,

applying the design thinking method in our blended

and would like to continue the conversation? If so, join

learning classrooms. We will learn by practicing the

us for Hard Conversations Part II. This mini-course

human-centered approach of design thinking. In the

will allow us to deepen our discussions on equity and

first session, we’ll start with an introduction to the

race while continuing to build community with other

basic principles of design thinking and engage with

MƒA teachers who want to engage in this work. We

a hands-on empathy-building activity. From there,

will participate in new activities and conversations

we’ll create journey maps and collect design research

that range from low-risk to high-risk, continue to

findings through peer-to-peer interviews. Looking

challenge our own bias and privilege, and keep on

at “pain points” on the journey maps, we’ll define a

developing our skills in leading hard conversations

problem space for the rest of our design process. In

on race and equity with school colleagues who are

the next session, with our problem space in mind,

just entering, resistant, and/or most impacted by

we’ll practice an ideation activity to come up with a

oppression. Some of the topics covered will be affinity

variety of potential solutions and experience different

groups, working with resistant staff, and how to apply

brainstorming methods to generate concepts for

this work to our school communities. This course is a

prototyping. We’ll also be joined by MƒA Master

great opportunity to share space and resources with

Teacher Joytrese George who will present a design

colleagues who are taking the lead in facilitating these

thinking project implemented at her school. In the

crucial conversations around equity, racial justice, and

final session, we will use a virtual whiteboard to

anti-oppression work in our schools and professional

create simple prototypes of potential solutions to the

communities.

problems (and opportunities) that we identified at

Lindsey Charles is a consultant for Vision Change Win where she works

the start of our process. Finally, we’ll present these

with clients on a variety of issues, including conflict resolution and

concepts to the group and gather valuable feedback.

mediation, restorative practice policies and protocols, diversity and

In this course, we will use interactive ideation tools,

University. She is the co-founder of Human Things, an innovation design practice, and currently teaches courses in Design Research at NYU.

Hydroponics Labs 101 Facilitators: MƒA Master Teachers Shakira Provasoli and JoEllen Schuleman TUESDAYS, NOV 3, NOV 17, DEC 1 ONLINE  SCIENCE

A hydroponic lab can inspire a generation of students to steward the Earth and engineer solutions with positive impacts. Over three, one-hour sessions, and in conjunction with NY Sun Works, a non-profit organization that builds innovative hydroponics labs in urban schools, teachers will learn how to set up and maintain hydroponic systems and discuss curricular connections. In session one, teachers will be introduced to the basics of hydroponic gardening, take a virtual tour of the original New York Sun Works greenhouse, and view several classroom conversion labs. In session two, the Sun Works director of education will present the innovative Discovering Sustainability K-12 Science curriculum which provides meaningful opportunities to both learn about sustainability science and *grow* within a hydroponic Greenhouse Classroom. Teachers will have the opportunity to preview lessons connected to their own curriculum and collaborate with other teachers. In session three, teachers will choose to either build their own working hydroponic system at home or learn how to apply for grants to fundraise and install hydroponics labs in their schools. This course is open to anyone who is new to hydroponics and/or wishes to install a lab at their school.

Shakira Provasoli is an MƒA Master Teacher and science teacher at P.S. 333 Manhattan School for Children in Manhattan.

28

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses JoEllen Schuleman is an MƒA Master Teacher and science teacher at P.S. 199 Jessie Isador Straus in Manhattan.

Interrogating “Common Sense” in Mathematics Education: Toward Anti-Racist Lenses p Facilitators: Jasmine Y. Ma, Ph.D., Daniela Della Volpe, Arundhati Velamur, and MƒA Master Teacher Sarah Ahmed TUESDAYS, OCT 6, OCT 13, OCT 20 ONLINE

Implementing and Evaluating Mindfulness Practice in Your STEM Classroom Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne

 MATHEMATICS

In the wake of a global pandemic that disproportionately affects already marginalized

MONDAYS, NOV 23, NOV 30, DEC 7

communities, as well as recent uprisings against anti-

ONLINE

Black and racist violence across the world, the ways in

 INQUIRY, PRACTICE, AND LEADERSHIP

Do you want to help improve your students’ mental health while cultivating a classroom of support and responsiveness? Classroom teachers have the unique ability and responsibility to create and foster healthy learning environments for their students and themselves. The practice of mindfulness proves to be an effective Social-Emotional Learning (SEL) strategy to promote student and staff well-being. Mindfulness practice has been shown to “support students in accessing and applying knowledge and skills needed to manage emotions, forge positive relationships, achieve goals and make responsible choices.” (Kuranishi, et.al, 2018). This course will provide educators with research-based methods to incorporate mindfulness practice into their general education, ICT, and/or 12:1 STEM classroom settings. Educators will engage in discussions and reflections on their own classroom practices and be provided with guidance and tangible activities and practices to move forward with a classroom-based mindfulness curriculum. A special focus on online and hybrid instruction of mindfulness practices will be incorporated into our work together.

This course is designed for educators of all subjects and grade levels.

Simone O. Kuranishi is a dance, yoga, and special education teacher with over a decade of experience in public schools. She currently works as a freelance consultant in mindfulness, yoga, and dance education.

Erika Stafne is an MƒA Master Teacher and science teacher at Repertory

which mathematical discourse perpetuates racism and state-sponsored discrimination must be surfaced. The practices of mathematics, and mathematics education, stem from a set of assumptions, or a “common sense” that is historically and culturally constructed.

For example, evaluating mathematical “ability” is a common sense way of determining someone’s “intelligence,” but rarely do we interrogate the necessity of these assessments, nor do we question the legitimacy of intelligence as a construct. Rarer still are opportunities to surface the consequences that arise from these common sense assumptions. Activists,

Dr. Jasmine Y. Ma is Associate Professor of Mathematics Education at NYU Steinhardt. Her research considers how young people engage

mathematicians, and scholars have highlighted the

in everyday activity across settings, and the ways this can inform

ways in which these assumptions around mathematics

designs for supporting their learning in the mathematics classroom.

have been deployed to support systems of oppression throughout the state. Mathematics education, which

As a part of this work, she investigates how dominant forms of mathematics instruction, as well as the assumption that modern academic mathematics is the only mathematics of value, actively and

plays an exaggerated role in mediating the racialized

systematically marginalizes particular populations of learners.

experiences of students in the United States, has also

Daniela Della Volpe is a doctoral student in the Department of Teaching

been implicated in these conversations. In this course,

and Learning at NYU Steinhardt and a former high school mathematics

we will collectively (1) interrogate common sense

teacher in Italy.

beliefs of systems of schooling and mathematics

Arundhati Velamur is a doctoral student in the Department of Teaching

education in the United States, delineate the political

amd Learning at NYU Steinhardt. Arundhati is also a former MƒA Early

and social premises from which these systems operate, and trace their consequences; (2) consider actions for teachers to take in classrooms and other school

Career Teacher.

Sarah Ahmed is an MƒA Master Teacher and mathematics teacher at Essex Street Academy in Manhattan.

spaces to subvert the harmful consequences of these systems on students; and (3) explore the ways in which mathematics teachers can participate in transformation at a broader, systemic level.

Company High School for Theatre Arts in Manhattan.

29

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

In Utero Human Growth: A Comprehensive Life Science Project in Calculus Facilitator: Amir H. Golnabi, Ph.D. WEDNESDAYS, DEC 2, DEC 16, DEC 23

Introduction to Python Programming Facilitators: MƒA Master Teachers Renne Castro, Andrew O’Grady, Ph.D., and MƒA Early Career Teacher Alex Duff

Do you teach Calculus and wonder how you can make

TUESDAYS, DEC 1, DEC 22, JAN 5, JAN 19

some of the fundamental concepts in calculus more interesting to your students? If you answered yes, then

 COMPUTER SCIENCE AND TECHNOLOGY

join as we explore how to implement comprehensive

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

projects to help students gain a deeper understanding

Python is a computer language that is easy to learn and

of key concepts such as data interpretation, functions,

teach. It is used by many professional programmers

differentiation, and antiderivatives, and how to

and is known for its readability. There is also an

apply these concepts to solve real-world biological

incredible amount of online support through the

problems. In this course, we will discuss, design, and

Python Software Foundation (PSF). While this course

ideally implement a project that will support students

is for computer science teachers who are interested

in: 1) building the essential skills to mathematically

in learning how to teach a course or unit in Python,

rationalize a biomedical-related scenario, 2) developing

other STEM teachers who wish to learn Python are

independent analytical thinking, and 3) cultivating an

also welcome to attend! During this course, teachers

“appreciation of mathematics” as an integral part of

will learn concepts in Python through lessons and

our world today. In the first session, we will review the

exercises, explore online resources available to the

overall structure and learning objectives of the project

Python community, and walk away with ideas for

through a fetal body composition problem during

scalable Python projects. There is no prerequisite

which we examine the in utero growth, including

knowledge for this course -- just an interest in learning

the fat and water composition of the human fetus.

programming as teachers will be grouped based on

During the second session, we will consider the

their skill level and interest to allow facilitators to better

project’s key mathematical concepts including how

differentiate each session.

clinical data is collected, graphs are presented, and

at Bayside High School in Queens.

Andrew O’Grady is an MƒA Master Teacher and mathematics teacher at Bronx Early College Academy for Teaching & Learning in the Bronx.

Alex Duff is an MƒA Early Career Teacher and science teacher at Renaissance High School for Musical Theater and the Arts in the Bronx.

Academy in New Hampshire. His interest in mathematics education includes: educational leadership, curriculum development, educational technology, and deep learning.

ONLINE  MATHEMATICS

ONLINE

Renne Castro is an MƒA Master Teacher and computer science teacher

currently an instructor in the Mathematics Department at Phillips Exeter

data points are generated; how to interpret graphs of a sequence; how to apply building blocks of calculus such as differentiation and integration to discrete data structures; and how to interpret the mathematicallyderived results and relate them to actual real-world phenomena. In the final session, we will discuss possible challenges, learning opportunities, and best

Let’s Talk About It: Fostering Discourse in the Mathematics Classroom Facilitator: Jameel Misbahuddin MONDAYS, OCT 5, OCT 19, OCT 26 ONLINE  MATHEMATICS

How do we plan lessons with mathematics discussions that are robust, innate, and involve all students?

Students need to struggle constructively, and by providing this complexity in our classrooms, we ask students to persevere, analyze, and critically think.

First, we’ll discuss ways to create tasks that provoke meaningful questions and deep thought, with a low barrier and high ceiling. However, designing such assignments that foster “constructive struggle” is only half the battle. Next, we’ll devote time to developing formative assessment techniques that include ALL learners. The information gained from these techniques will reveal our students’ thinking and provide us with information on how best to support their learning and growth. Finally, we’ll examine the ways students’ discussion and explanations inform our understanding of their approach to the task and show us how we can learn from the students’ process as much as their product. Although the content examples we’ll use will primarily focus on middle and high school mathematics standards, all mathematics teaches are welcome.

Jameel Misbahuddin is the STEM Department Chair at Columbia High School in Maplewood, New Jersey. Additionally, he’s been an adjunct professor for classes covering mathematical pedagogy and Algebraic

practices for implementing the project. All calculus

and Geometric learning and instruction. For over 10 years, Jameel has

teachers are encouraged to attend.

worked in NJ public education at all levels to promote student-centered

Dr. Amir H. Golnabi has a Ph.D. in Biomedical Engineering from

learning and innovative teaching styles.

Dartmouth College. He completed his Postdoctoral Research Fellowship in the Pulmonary Imaging and Bioengineering Laboratory at the Massachusetts General Hospital (MGH) and Harvard Medical School.

From 2014 to 2020, he was a faculty member in the Department of Mathematical Sciences at Montclair State University in New Jersey. He is

30

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer Facilitators: MƒA Master Teacher Phylicia Hoyt and Kate Litman THURSDAYS, SEP 24, OCT 1, OCT 8 ONLINE  MATHEMATICS

Have you dabbled with the Activity Builder in Desmos?

Are you tempted to explore the Computation Layer (CL) but don’t know where to start? Do you want to harness the power of the Desmos platform during remote learning without checking every student slide every day? If so, this workshop is for you! The CL lets you connect different mathematical representations to change what students see later based on their earlier work and to collect data from an entire class. We will practice creating Desmos activities to give verbal,

Together, we will use a variety of techniques including

opportunities that genuinely reflect the process of science. Jeanne is

visual, and symbolic feedback based on graphs, tables,

DNA precipitation, PCR, gel electrophoresis, and agar

formally trained as a lipid biochemist, earning her Ph.D. in metabolic

and numerical answers in real-time.

plating to identify the types of bacteria present in

Phylicia Hoyt and Kate Litman are MƒA Master Teachers and

store-bought and homemade yogurts and explore

mathematics teachers at Quest to Learn in Manhattan.

the primitive bacterial immune system known as CRISPR. This course is best for biology and chemistry

Microbes in Your Fridge Facilitators: Disan Davis, Ph.D., and Jeanne Garbarino, Ph.D.

teachers with some previous experience with PCR and gel electrophoresis and those who are interested in co-developing at-home science investigations for

MONDAYS, NOV 9, NOV 23, DEC 7

their students. This course is a collaboration with

ONLINE

RockEDU and teachers will be expected to share their

biology from Columbia University, then conducting postdoctoral studies on cholesterol transport at Rockefeller.

Nuclear Weapons: Science, Policy, and Human Dimension Facilitator: Ivana Nikolic Hughes, Ph.D. THURSDAYS, OCT 1, OCT 15, OCT 29 ONLINE  SCIENCE

Even in the midst of a pandemic, nuclear weapons

 SCIENCE

experiences to help refine and iterate these newly-

+ PLEASE NOTE: MOST MATERIALS AND EQUIPMENT WILL BE SHIPPED TO TEACHERS PRIOR TO THE COURSE. TEACHERS WILL NEED TO SUPPLY THEIR OWN COW’S MILK, WHICH CAN BE EASILY PURCHASED AT ANY SUPERMARKET.

developed biology resources.

Did you know the only difference between milk and

for high school students and teachers that emphasize the process of

how powerful they are, and why they represent such

science in accessible and equitable ways. Her work brings together her

a threat. In this mini-course, teachers will learn some

Ph.D. in biochemistry with her previous experience teaching chemistry,

of the science and history behind nuclear weapons,

yogurt is bacteria? Have you been tinkering with all things fermented to pass the time during the pandemic? Would you like to harness the power of microbes as a tool for authentic research? Then join us

Dr. Disan Davis is the Program Manager of RockEDU Science Outreach at the Rockefeller University, where she creates educational materials

biology, and physical science.

Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at The Rockefeller University, where she works to promote and support

still represent one of humanity’s greatest threats. And yet, students are often unaware of the basic facts, such as how many nuclear weapons exist in the world,

simulate nuclear stockpile reduction negotiations (modeled after prisoner’s dilemma), and discuss the nuclear legacy of the Marshall Islands, the US nuclear

in this Corner Store Science module and learn to make

science outreach within the scientific community, open channels for

your own yogurt as a way to practice good laboratory

community members to develop an appreciation for science as a human

testing ground in the 1940s and 1950s. Teachers will

endeavor, and to provide equitable access to scientific resources and

also use the topic of nuclear weapons as context for

techniques and culture bacteria in your kitchen.

31

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

loss” (which is a type of deficit thinking) but rather on

Leah Goldstein is an MƒA Early Career Teacher and science teacher at

building inclusive instructional spaces for all kids.

New Visions Charter High School for Advanced Math and Science II in Brooklyn.

Dr. Kara Imm is a K-12 mathematics educator based in New York City.

building and practicing several key scientific habits of mind: developing a sense of scale, making order

In her more than 20 year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. In her current role with Math in the City (City College,

of magnitude estimates, reading graphs (including

The City University of New York) she designs and leads site-based

log scales), calculating probabilities, and determining

professional development for teacher teams and leaders, with the goal

statistical significance through several active learning exercises. Teachers will walk away from this course

of developing inclusive math communities across the country and internationally. At MƒA, Kara has been invited to design and lead over 20 courses including design thinking, mathematical routines, models

with tools for implementing relevant science

and modeling, developing a coaching practice, and early algebra. Kara

lessons and effective synchronous remote learning.

has written several articles and books with and for teachers on the

All teachers are welcome, however, Chemistry, Environmental Science, and Physics teachers may find the content and resources most helpful.

Dr. Ivana Nikolic Hughes is the Director of the K=1 Project, Center for Nuclear Studies, Director of Frontiers of Science, a science course

teaching and learning of mathematics. A proud graduate of Minneapolis

graduated from Caltech in 1999 with a B.S. in chemical engineering with Honors and earned her Ph.D. from Stanford University in 2005, working in the Department of Biochemistry as an American Heart Association Fellow.

students are three times as likely as white students to incur a violation. What do these statistics look like in

impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

On Zoom and in the Room: Engaging and Assessing Students Online With Nearpod Facilitator: MƒA Early Career Teacher Leah Goldstein ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

ONLINE

and participation in your classroom — even during

help to build joyful communities of kids who see themselves as mathematicians with voice and agency.

Those of us who have experienced the power of physically gathering kids together for a mathematics routine (e.g., number string, quick image, notice/ wonder) are wondering how to create the same collective energy and shared knowledge-making across digital platforms. In this course, we will identify the key purposes of these routines, name the challenges of “transporting” this instructional practice, and design new, flexible routines for the students we are currently teaching. Some familiarity/experience with routines is recommended, but not required. Our focus is not on using routines to address “learning 32

supports and celebrates diversity, less than 10%

Graduate Center, The City University of New York) investigated the

How can you ensure optimal student engagement

In their best version, numeracy and algebra routines

In a Chicago area school that invests in student of students violate the code of conduct, yet Black

TUESDAYS, OCT 6, OCT 20, NOV 3  MATHEMATICS

 MATHEMATICS

Street College of Education. Her recent Ph.D. in Urban Education (The

WEDNESDAYS, SEP 16, SEP 30, OCT 14

Numeracy and Algebra Routines in Virtual Spaces Facilitator: Kara Imm, Ph.D.

MONDAYS, NOV 2, NOV 16, NOV 30 ONLINE

Public Schools, Kara earned degrees from Stanford University and Bank

required of all Columbia College freshmen, and a Senior Lecturer in Discipline in the Department of Chemistry at Columbia University. She

Our District, Our Data: Developing Insights From Internal Data p Facilitator: Lincoln Chandler, Ph.D.

remote learning? This course will show teachers how to maximize the powerful capabilities of Nearpod, a popular and rapidly expanding online learning platform for designing, planning, and executing multimedia presentations in the classroom. Teachers will see how they can incorporate virtual field trips, simulations, student collaboration, games, surveys, drawing tools, EdPuzzle-like videos, customized quizzes, and so

your school and how can educators utilize the data to affect policy change? It is essential for educators to review their own school data to understand how seemingly innocuous policies, like a late arrival policy, might impact the student experience. The recent shift to large scale online learning and remote tools has brought even more complexity to the student experience, amplifying the need for a local perspective on how students might navigate these new environments. In this mini-course, teachers will review examples of internal analyses of school data, learn a framework for “data-driven” decision making, and surface barriers and strategies for effective use of data.

Teachers of all levels and disciplines are welcome!

Examples will be provided for discussion, and teachers are encouraged to bring examples of shareable data from their own practice.

Dr. Lincoln Chandler advises public and private sector leaders on operations strategy, program evaluation, and data use. His work in education began with his dissertation on performance gaps in an

much more! Teachers will also learn to integrate this

elementary school district, and for the last several years, he has been

platform with tools like Explain Everything, Flipgrid,

retained as a facilitator of a community-wide committee on school

CK12, Gizmos, Flubaroo, Fivver, and Mote, which can engage students of all levels through exciting,

climate and culture. Dr. Chandler holds masters and Ph.D. degrees in applied mathematics from the MIT Operations Research Center, and a BS in Computer and Information Science from Florida A&M University.

hands-on learning experiences while keeping a real-

Prior to launching his own practice (Chandler Decision Services), he

time pulse on student progress. These platforms will

was a consultant with McKinsey & Company and the Civic Consulting

enhance both in-person and remote instruction and

Alliance, both in Chicago, IL.

revolutionize the student learning experience. The facilitator is a licensed Nearpod PioNear.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses Proof Through Play: Exploring Axiomatic Systems and Proof With Games Facilitators: Philip Dituri, Ph.D., and MƒA Master Teacher Paul Gray THURSDAYS, JAN 14, JAN 21, JAN 28

University and was a teacher and mathematics instructional coach at

In addition to his academic work, Miller has responded to, consulted

a public school in downtown Manhattan. While in public school, he

for, and written about many disasters including 9/11, Hurricane Katrina,

was a three-time Math for America Master Teacher and a Big Apple

the Asian tsunami, the Haitian earthquake, armed conflict in Northern

Award finalist. Phil has a B.A. in Mathematics from NYU and a Ph.D. in

Uganda, the Boston Marathon bombing and the elementary school

Mathematics Education from Columbia University. His research interests

tragedy in Newtown, Conn. He volunteers for a team that offers crisis

include proof and reasoning, problem solving, collaborative learning,

intervention responses to firefighters, police officers, and emergency

personal finance, and remote learning.

medical technicians after tragedies, is a clinician with the Crisis Care

Paul Gray is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.

Students of all levels have great difficulty learning to justify their claims using deductive reasoning and

Psychosocial Capacity Building With a Racial Justice Lens p Facilitators: Joshua Miller, Ph.D., and Peggy O’Neill, Ph.D.

struggle to generate their own proofs. Tinto (1988)

WEDNESDAYS, SEP 23, OCT 7, OCT 21, NOV 4

suggests that students even fail to comprehend both

ONLINE

the general idea of what proof is and its role in the

 INQUIRY, PRACTICE, AND LEADERSHIP

field of mathematics. According to her research, many

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

secondary school students think proof is used only to verify facts that are already known. But what if we could start over in a simple yet unknown “mathlike” space where we, like most of our students, are novices? The goal of this course is to give teachers a (re)introduction to the structure of mathematical proof and axiomatic systems through playing and strategizing around simple combinatorial games like tic-tac-toe, NIM, sprouts, etc. By starting with structures that teachers/students are familiar with and looking at them through a mathematical lens, we hope to help teachers better understand the nature of mathematical proof and provide them a possible framework for how to approach proof with their students -- all while having fun! The course will involve a mix of synchronous and asynchronous work. This course will appeal to educators who are interested in demystifying proof, exploring the role it plays in mathematics, and thinking critically about the ways our students experience it. Likewise, this course hopes to provide possible activities that teachers of proof could employ with their students.

responding to major disasters internationally. Prior to teaching, Miller spent 20 years as a community organizer, family therapist, group worker and researcher, and was the director of public and private nonprofit

ONLINE  MATHEMATICS

Network, and partners with local non-profit organizations when

The dual, interacting pandemics of COVID-19 and structural racism are having an extraordinary

child and family welfare agencies.

Dr. Peggy O’Neill joined the faculty of Smith College School for Social Work in 2012. Dr. O’Neill has taught across the clinical, Human Behavior & Social Environment and social enterprise administration methods.

With several years of experience working with diverse communities facing trauma post-9/11, Dr. O’Neill has worked on co-developing, implementing and evaluating resiliency-based, culturally and linguistically attuned psychoeducational groups and has 25 years of clinical and administrative social work practice in health/mental health care. Dr. O’Neill’s recent publications exemplify her dual commitments to developing evidence-based community interventions that foster resilience in marginalized communities, and developing resources

impact on NYC’s students. In this course, teachers

that foster social justice and anti-racism, in particular, in both social

will explore these ramifications and will learn

work education and community-based services. Most recently, she

tools and techniques to support students in their classrooms and school community. Psychosocial

co-developed the Critical Conversations Model, a dialogic intervention designed to increase capacity to deal directly with the interplay of societal and structural forces of oppression, power, and privilege active

capacity building (PCB) focuses on the intersection

interpersonally. Dr. O’Neill received her bachelor’s degree in special

of students’ social and psychological worlds, using a

education from Boston College, her master’s degree from the Columbia

racial justice framework. In this course, teachers will learn to identify and address the differential impact of COVID-19 and structural oppression on students as well as students’ psychosocial reactions to these dual pandemics. Additionally, they will learn how to use a PCB framework in their schools, and to draw upon international evidence-based practices well utilized in disaster relief that can be adapted to students in schools. There will be an emphasis on resilience and

University School of Social Work, and her Ph.D. in clinical social work from New York University.

Queenshenge, Micromoons, and Space Systems Facilitators: Jacqueline Faherty, Ph.D., and John Russell, Ed.D. TUESDAYS, NOV 10, NOV 17, NOV 24 ONLINE  SCIENCE

cultural lessons and strengths. The importance of

You’ve probably heard of Stonehenge and how the

teacher self-care and the ability to teach students self-

Sun rises past the Heel Stone on the Summer Solstice.

care strategies will also be addressed.

Perhaps you’ve heard of Manhattanhenge and how

Dr. Joshua Miller is a professor of social work at Smith College who

the Sun perfectly sets with the Manhattan grid just a

specializes in helping individuals and communities to recover from

couple of days of the year. But have you heard of Long

Dr. Philip Dituri has taught and inspired educators and children for over

disasters, war, and violence. He also teaches and writes about racism

Island City-henge? Astoria-henge? Williamsburg-

20 years. He is currently an educational consultant to various schools

in the United States and what to do about it. He is the author of

and districts and the Director of Education at the not-for-profit Financial

henge? Understanding our local “henges” and other

Psychosocial Capacity Building in Response to Disasters and co-author

Life Cycle Education. He served as a Visiting Professor at Fordham

of Racism in the United States: Implications for the Helping Professions.

33

phenomena such as micromoons and supermoons

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

Marieke van Woerkom has worked with students, educators, and administrators for over 20 years. With a background in social psychology, she has worked in schools across the city to help strengthen classroom communities and create learning environments

provides students the opportunity to wrestle with the content of space systems while applying it to their real

that are more conducive to teaching and learning for all. Her focus is on how social and emotional learning (SEL) impacts the academic environment and how restorative practices help break the school to

lives as New Yorkers. In this course, teachers will spend

prison pipeline.

each session on a common topic within astronomy,

Lavonne Hunter is an MƒA Master Teacher and science teacher at City-

including the path of the Sun and the elliptical orbits

As High School in Manhattan.

explored remotely and are ready to be adapted for use in the classroom. This course is open to all Earth

WEDNESDAYS, SEP 16, SEP 30, OCT 14 ONLINE  SCIENCE

The transition to remote instruction raises a variety of instructional challenges, while also offering new learning opportunities. In this mini-course, we will explore how psychology and neuroscience research

of the planets, to explore ways that students can apply these topics to their own lives. All materials will be

The Science of (Remote) Learning Facilitator: Ido Davidesco, Ph.D.

Restorative and Transformative Practices p Facilitators: MƒA Master Teachers Sage Forbes-Gray and Jamie Munkatchy

can inform the way we teach in virtual, face-to-face, and hybrid classrooms. We will begin by examining the cognitive aspects of learning, such as how attention

Science teachers as well as those eager to learn more

THURSDAYS, OCT 29, NOV 12, DEC 3

span can fluctuate and how active memory retrieval

about astronomy!

ONLINE

supports student learning. We will then focus on the

Dr. Jacqueline (Jackie) Faherty is a staff scientist and senior educator at the American Museum of Natural History (AMNH). Her research centers on novel techniques for refining the detection and characterization of

 INQUIRY, PRACTICE, AND LEADERSHIP

Do you have a passion for social justice, supporting

brown dwarfs, exoplanets, and exoplanet atmospheres. In addition,

student leadership, and facilitating conflict resolution?

Jackie is a passionate educator, preparing public programs at AMNH

In this course, we will examine how restorative and

and sharing her love of space with teachers within their Masters of Arts

transformative practices can empower students to take

in Teaching program.

John Russell is the Senior Education Researcher at Math for America.

ownership of their classroom experiences, both inperson and online. In the first session, we will look at how to build classroom and school communities using

Race as Trauma in Education p Facilitators: Marieke van Woerkom and MƒA Master Teacher Lavonne Hunter

pedagogical approaches and activities that develop socio-emotional awareness. The second session will focus on fostering community and relationships

emotional aspects of learning and discuss how to address the negative consequences of stress and social isolation on student learning. We will conclude by exploring the social aspects of learning. Specifically, we will examine what research says about collaborative learning and brainstorm ways to facilitate effective group work in virtual and face-to-face environments.

This course is open to any teacher interested in the science of learning.

Dr. Ido Davidesco is an Assistant Professor of Learning Sciences at the University of Connecticut. He studies how students learn science in classrooms using portable Electroencephalography (EEG) and

WEDNESDAYS, NOV 18, DEC 2, DEC 9, DEC 16

through the use of circles, including how to create

eye-tracking technologies. Additionally, he develops and evaluates

ONLINE

meaningful circles in a virtual space. And in the final

science curricula, educational software, and professional development

 INQUIRY, PRACTICE, AND LEADERSHIP

session, we will discuss school-wide implementation

for teachers to enhance classroom-based research experiences for

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

and support. All teachers are welcome regardless of

Is race real or imagined? What can we learn from

their experience with restorative and transformative

research that centers Blackness and the experience

practices. We will meet teachers where they are as

of the oppressed? How do the harm and trauma of

they expand and improve upon existing school-wide

slavery persist today? And how do we challenge race,

restorative justice initiatives or help them initiate new

racism, oppression, and privilege in American schools?

restorative programs.

We will explore these concepts and questions through

Sage Forbes-Gray is an MƒA Master Teacher and mathematics teacher at

the eyes of educators and the educated. Working

Sunset Park High School in Brooklyn.

in small and large groups, teachers will have the

Jamie Munkatchy is an MƒA Master Teacher and science teacher at the

opportunity to examine components of racial bias,

James Baldwin School in Manhattan.

how it operates, as well as the implications and impact they have on our own perceptions, our pedagogical choices, and our practice.

34

students.

The Social Biology of Ants Facilitators: Lizzie Krisch and Odaelys WalwynPollard, Ph.D. TUESDAYS, SEP 29, OCT 13, OCT 27 ONLINE  SCIENCE + PLEASE NOTE: MOST MATERIALS AND EQUIPMENT WILL BE SHIPPED TO TEACHERS PRIOR TO THE COURSE AND TEACHERS WILL RECEIVE SUPPORT IN HOW TO COLLECT WILD ANTS IN THE FIRST SESSION.

Ants are a fascinating species of study for learning about eusocial behavior and an accessible model

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

Statistics Through Simulations Facilitators: MƒA Master Teachers Melanie Battles and Douglas Shuman TUESDAYS, JAN 5, JAN 12, JAN 19

organism to collect, observe, and study in our own homes, neighborhoods, and greenspaces. In this Corner Store Science module, teachers will assemble their own ant enclosures, collect ants from a nearby greenspace, and then care for and observe these ants over time. Emphasis will be placed on the importance of categorization and classification as one style of scientific reasoning that scientists use to better understand the world around them. This system is flexible and customizable for a range of at-home animal behavior experiments, and these activities could be used as an at-home teacher demonstration or even extended as a hands-on experience for students. This course is best suited for life science teachers. As a collaboration with RockEDU, teachers will be expected to share their experiences to help refine and iterate these newly-developed biology resources.

Lizzie Krisch is the Program Coordinator at RockEDU Science Outreach at The Rockefeller University. In this position, Lizzie develops course

ONLINE

Sundials: Mathematics, Science, Art, and History Facilitator: MƒA Master Teacher Neil Farley THURSDAYS, JAN 14, JAN 21, JAN 28 ONLINE  SCIENCE

 MATHEMATICS

Simulations are ever-prevalent in the world of statistics, where big data and data science have blown up into ubiquitous fields. These fields require a skill set that is being taught more prominently in high school and college, and simulations form much of the foundation of statistical understanding. Simulations allow us to test claims against statistical models by running a series of trials to then generate a conclusion in order to seek truth and knowledge about the world. Teachers in this course will approach high school level probability and statistics through this lens, where we will see examples of how using simulations can help us understand simple probability and also more intractable problems involving binomial, geometric, and normal models.

We will see how a simulation led to a breakthrough in the specification of π four centuries ago, and how it is

Long before the Apple Watch, humans relied on the Sun to tell time. In this mini-course we will explore sundials using science, mathematics, art, history, and architecture as a framework to understand these intriguing and elegant devices. In session one, we will investigate the apparent motion of the Sun in order to provide a foundation for session two, in which we will explore how the various types of sundials work and construct our own sundials. In session three, we will discuss the analemma, why sundial time needs to be corrected, and how those corrections are determined.

Each session will include breakout groups providing opportunities for teachers to share ideas, activities, or resources they have used in the classroom. We will also use web-based NAAP simulation software developed by the University of Nebraska to investigate these concepts and more. This course is designed for high

curricula, co-teaches, manages the RockEDU Incubator Blog, and

used today, prominently in areas like political polls and

school math or science teachers, but is also relevant to

coordinates social media activity, all in the hopes of fostering an

sports analytics to predict future outcomes of real-life

invaluable, sustaining appreciation for scientific exploration among

anyone who has seen a beautiful sundial and wondered

events. Through simulations, we will explore statistical

how it worked.

students across New York City and beyond. Prior to joining the RockEDU team, Lizzie achieved her M.A. from Hunter College in Animal

inference and p-values using physical tools like dice

Behavior in Conservation. During her time at Hunter, Lizzie developed

and playing cards, as well as readily available applets,

her master’s thesis on horse cognition, pursued field opportunities in

and teachers will leave with a deeper understanding

conservation, and taught in the university’s undergraduate psychology

of simulations and how to implement and use them in

department.

their classrooms. Since simulation is the result of many

Dr. Odaelys Walwyn-Pollard works with RockEDU, Rockefeller

individual trials brought together, this course lends

University’s Science Outreach Program, as a scientist/educator who’s passionate about teaching and mentoring students in ways that can

itself especially well to a remote environment. Just

foster their appreciation for science. She’s an experienced high school

make sure you have your deck of cards, dice, and coins

and college educator with a background in microbiology/immunology

ready to go!

and is interested in conducting research using the foods we love.

Melanie Battles and Douglas Shuman are MƒA Master Teachers and mathematics teachers at Brooklyn Technical High School in Brooklyn.

Neil Farley is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.

Sustainable Design in the STEM Classroom Facilitators: Zakhia Grant and MƒA Master Teacher Vielca Anglin THURSDAYS, OCT 1, OCT 15, OCT 29 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we utilize problem-based learning (PBL) to engage students in meaningful, student-driven, sustainability-related learning and inspire future change-makers while teaching in a remote or blended classroom? In this mini-course, we will explore how the EcoRise curriculum, resources, and Eco-Audit grant funds can be used to engage K-12 students in

35

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses environmental literacy, scientific inquiry, and 21st century skills. Teachers will learn how the studentdriven Eco-Audit Grant process empowers students to solve real-world environmental issues on their campus and in their community, and they will engage in interactive activities and facilitated group dialogue to experience EcoRise’s NGSS-aligned Sustainable Intelligence curriculum. By the end of the course, teachers will use EcoRise’s Design Studio curricula, tailored to meet their content needs, to empower their students to identify specific campus-based or community challenges and design feasible, impactful, place-based solutions.

Zakhia Grant is the Northeast Program Manager for EcoRise and provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey, and

to enhance instruction ranging from explanatory help

race against a historical backdrop of white supremacy,

videos to a fully flipped classroom. In this course,

racism, and anti-Blackness. In the third session, we will

teachers will be guided through the production of

get real about what it means to cultivate the disposition

videos, explore different methods of presenting the

of an interrupter in our schools and in our daily lives.

videos to students, and look at methods for holding

Finally, we will bring it all together by populating our

students accountable for their video learning. We will

curricula and behavior management systems with anti-

use a variety of platforms to guide the course including

racism.

Explain Everything, Edpuzzle, Google Drive, and

Pamela M. Jones, M.S.Ed., M.P.A., is an Advisor and Instructor at Bank

Google Classroom.

Street College. Before joining Bank Street, Pam worked as a learning

Ryan Bittman is an MƒA Master Teacher and mathematics teacher at NYC iSchool in Manhattan.

College of Education. Pam is pursuing her doctorate in literacy at New York University.

Joshua Wickline is an MƒA Master Teacher and science teacher at Talent Unlimited High School in Manhattan.

Teacher, Know Thyself: Upending Racism and Shaping Change p Facilitator: Pamela Jones TUESDAYS, JAN 12, JAN 19, JAN 26, FEB 2 ONLINE

education. Zakhia holds a B.A. in Geology from George Washington

University and her Master of Science in Education from Bank Street

M.S. 839 in Brooklyn.

brings with her more than a decade of experience teaching science and passionate about equity and justice in sustainability and environmental

teacher. Pam earned a Master in Public Administration from Columbia

Alex Cristando is an MƒA Master Teacher and mathematics teacher at

Massachusetts. She is a geologist and a LEED Green Associate and sustainability at both the high school and collegiate levels in NYC. She is

specialist for grades K and one, and as a third and fifth grade classroom

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

Teaching as a Human Endeavor: A Space to Reimagine and Redesign Facilitator: Kara Imm, Ph.D. TUESDAYS, SEP 15, SEP 22, SEP 29 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

This is not a typical course because these are not typical times. This is not the place to get good ideas for teaching in this new virtual world. Instead, it is

University and an M.S. in Geology from Bowling Green State University.

We have known that “schools are places of

a chance to simply make sense of our experiences

Vielca Anglin is an MƒA Master Teacher and science teacher at City-As

racialization” (Patel, 2015), but amidst the COVID-19

as teachers and humans with the MƒA community,

High School in Manhattan.

pandemic and the centuries’ long devastation

connect it to others’ experiences (including other

perpetrated by racism, this reality has become even

moments of teaching in crisis), and begin to frame

more pronounced. Educators are more eager than

what is happening to teaching, learning, knowing,

ever to take up the work of becoming anti-racist and

and existing. Each session will be framed around a

the impulse is to rush to identify strategies that will

focused question and we will study a shared reading

alter the landscape of our schools. However, lasting

THURSDAYS, OCT 15, OCT 29, NOV 12

or video together, move into smaller break-out groups

change requires us to take a step back and ask the

ONLINE

to analyze and connect, and come back together for a

question, “How do we become people who are good

creative closing moment.

Talk Less, Teach More: Using Video to Create a Blended or Flipped Classroom Facilitators: MƒA Master Teachers Ryan Bittman, Alex Cristando, and Joshua Wickline

 COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: TEACHERS ARE STRONGLY ENCOURAGED TO HAVE A TABLET FOR EACH SESSION, SUCH AS AN IPAD, ANDROID, OR MICROSOFT TABLET AS EACH SESSION IS FOCUSED ON WORKING DIRECTLY FROM A TABLET.

at shaping change” (L.A. Tapia, 2020)? In this expanded

Dr. Kara Imm is a K-12 mathematics educator based in New York City.

iteration of the mini-course on racial literacy offered in

In her more than 20 year career, she has been a middle and high

the spring 2020 semester, we will take a critical eye to

school math teacher, staff developer, leadership coach, and teacher

the construct of race and ask questions such as, “How

education faculty. In her current role with Math in the City (City College, The City University of New York) she designs and leads site-based

Now more than ever, we are discovering the power

were we socialized to talk (or not talk) about race? Why

of video as a tool for learning and engagement.

do we think this was the case? How does our racial

Supplemental videos can help support blended-

socialization impact our students and our teaching?” In

internationally. At MƒA, Kara has been invited to design and lead over

learning experiences in our classrooms. Teachers can

the first and second sessions, we will explore who we

20 courses including design thinking, mathematical routines, models

use an iPad or tablet to create and deliver video lessons

are as racialized beings by unpacking the construct of

36

professional development for teacher teams and leaders, with the goal of developing inclusive math communities across the country and

and modeling, developing a coaching practice, and early algebra. Kara

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Mini-Courses

holds an Educational Specialist degree from the University of Virginia in curriculum and instruction, a post-master’s certificate from George Washington University in leadership and administration, and certifications in social-emotional learning, trauma, mindfulness, and

has written several articles and books with and for teachers on the

emotional intelligence.

Street College of Education. Her recent Ph.D. in Urban Education (The Graduate Center, The City University of New York) investigated the impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

Trauma-Informed Teaching Practices p Facilitator: Savanna Flakes

THURSDAYS, SEP 17, OCT 1, OCT 15 ONLINE

teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank

You Want Me to Teach Physics??

Facilitators: MƒA Master Teachers Jared Jax, Ed.D., and Marieke Thomas

Utilizing Games and Puzzles to Improve Mathematical Habits of Mind Facilitator: Anne Burgunder

 SCIENCE

Are you teaching physics for the first time or outside of your license area? In this mini-course, we aim

MONDAYS, SEP 21, OCT 5, OCT 19

to support these teachers, as well as anyone who

ONLINE

wants to brush up on their physics knowledge,

 MATHEMATICS

According to findings across multiple research

WEDNESDAYS, OCT 14, OCT 28, NOV 4

disciplines, spatial reasoning appears to be critically

ONLINE

important to a student’s academic success and

by discussing core ideas in physics and common student misconceptions. The first session will focus on kinematics and projectiles, the second session will focus on forces and energy, and the third session will focus on labs and demos, including experiments

 INQUIRY, PRACTICE, AND LEADERSHIP

mathematical ability. And yet, it is not a central focus

Trauma is a word, not a life sentence. Schools have an

of mathematics curriculum. In this course, classic

important role to play in providing stability and a safe

problems, like the Staircase Problem, are turned into

space for ALL children. This mini-course is designed

puzzle-like investigations. With the use of online

to help educators develop skills and strategies to

applications that will be provided during each session,

support students who have experienced trauma.

teachers will investigate some of the foundations

Educators will examine current research about trauma-

of number theory and discrete mathematics that

informed learning environments and gather evidence-

can be accessed in a play-like investigative manner

based practices that promote student learning and

for elementary school students, as well as older,

Jared Jax is an MƒA Master Teacher and science teacher at Staten Island

interpersonal skills for coping with trauma. In the first

more mature students. In addition, we will discuss

Technical High School in Staten Island.

session, teachers will describe the effects of trauma

the benefits of engaging students in experiences of

Marieke Thomas is an MƒA Master Teacher and science teacher at The

on the brain and how it impacts learning and behavior.

this type. The games and puzzles themselves are

Next, teachers will identify and adopt characteristics

appropriate for upper elementary and middle school

of trauma-informed classroom environments such

students but can be scaled up for high school.

as the development of strong relationships. In the

Anne Burgunder is widely regarded as a teacher’s teacher. Currently, she

final session, teachers will explore how classrooms

is a clinical faculty member of New York University’s Steinhardt School

that build student resilience and self-regulation can support students with trauma. By adopting a trauma-

will contain an overview of key ideas, followed by collaborative work to solve problems and discuss conceptual questions, and conclude with a wholegroup discussion. This course is primarily intended for non-physics majors who teach a section of physics as well middle school physical science teachers.

Bronx High School of Science in the Bronx.

of Education where she teaches mathematics methods courses and mentors student teachers in the field. Anne’s wide-ranging experience makes her a true mentor to new and seasoned teachers alike. She is

informed approach, our commitment can change the

dedicated to helping teachers increase student achievement through

life trajectory of vulnerable students and benefit ALL

improved instruction and the development of pedagogical content

students.

that students can perform at home. All sessions

knowledge.

Savanna Flakes is a National Board Certified Teacher and an education consultant specializing in differentiation, inclusion, co-teaching, Universal Design for Learning, and educational technology. Her prior instructional leadership roles include manager of professional learning, master educator, technology integration specialist, professor, and inclusion instructional specialist - coaching administrators and teachers on effective inclusive and instructional practices. Savanna

37

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Extended Length Courses Extended length courses are a series of six to eight cconnected workshops that meet throughout a semester or school year. Experts from academic institutions, local organizations, and from within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.

38

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Extended Length Courses Cultivating Resilience Facilitators: MƒA Early Career Teacher Jamie Kubiak and MƒA Emeritus Teacher Anoopa Singh

Fostering Compassionate and Vulnerable Spaces in the Classroom and Beyond p Facilitators: MƒA Master Teachers Katie Francis and Deborah Schaeffer THURSDAYS, SEP 17, OCT 29, NOV 12, DEC 10, JAN 14, FEB 11, MAR 11, APR 8 ONLINE

WEDNESDAYS, SEP 16, DEC 9, FEB 10, MAY 12

 INQUIRY, PRACTICE, AND LEADERSHIP

ONLINE

How might we nurture compassion and leverage

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF ONWARD: CULTIVATING RESILIENCE IN EDUCATORS, AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

vulnerability to foster braver spaces within our classrooms and our lives? In this year-long course, we will explore how cultivating compassion towards ourselves and others can help us to embrace

Are you feeling overwhelmed by the demands of

vulnerability and create learning environments that

teaching in these turbulent times? Wondering how you’ll

encourage both teachers and students to take risks and

ever make it to those milestone years? Craving a better

be their most authentic selves. Given the current realities

work-life balance? If you answered yes to any (or all) of

of the pandemic and the racial justice movements, we

these questions, you might be struggling with resilience.

hope this work can provide a pathway for us to navigate

This year-long book club is for any teacher who has felt

the challenges of this moment and develop tools to help

like giving up, needed a communal push to get their

ourselves and our students process the big emotions

teaching/personal life in order, or struggled with how to

associated with these experiences. We will start by

sustain their health and wellbeing throughout the school

drawing from the work of Dr. Brené Brown and reading

year. The goal of this course is to build our resilience

excerpts from her book Daring Greatly. We will use the

in a supportive space by reading and discussing Elena

text to investigate how shame can trigger us and our

Aguilar’s book Onward: Cultivating Emotional Resilience

students, and learn how to tap into our compassion and

in Educators. We will meet twice each semester for the

vulnerability to guide us through challenges and find

duration of the school year, reading approximately one

a deeper sense of connection. As we begin applying

chapter per month and developing strategies and tools

what we have learned, we will use our sessions to reflect

to help us make teaching a sustaining and rewarding

on how these practices impact our relationships with

career choice.

students and their capacity to be vulnerable. We will

Jamie Kubiak is an MƒA Early Career Teacher and science teacher at Park

also discuss how these concepts apply to questions of

East High School in Manhattan.

equity and racial justice in education. Our ultimate goal

Anoopa Singh is an MƒA Emeritus Teacher and science teacher at the

is to support one another in our continued growth as we

Manhattan Center for Science and Mathematics in Manhattan.

face hurdles that come our way and strive to create truly

How to Design Project-Based Learning Curriculum Facilitators: MƒA Master Teacher John Derian and MƒA Early Career Teacher Cristina Rade TUESDAYS, OCT 27, NOV 3, NOV 17, NOV 24, DEC 1, DEC 8 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Project-Based Learning (PBL) gives students the opportunity to learn by actively engaging in real-world and personally meaningful projects, helping them to find the “Why?” of their learning. It leads to deeper student engagement and a greater depth of learning as students solve problems in their own communities. PBL can be an excellent tool in a remote setting as it provides a template for authentic, place-based learning. This course is for teachers interested in developing or iterating on PBL curriculum in their mathematics or science courses. In this course, we will model and reflect on best practices for: embedding PBL curriculum with specific content and skills, using PBL to prepare for Regents exams, designing assessments, and how to scaffold and differentiate projects for all learners. These topics and more will be explored collaboratively and purposefully to inform teachers’ project designs. Teachers will walk away with a PBL unit to implement in their remote or hybrid class.

John Derian is an MƒA Master Teacher and science teacher at Brooklyn International High School in Brooklyn.

Cristina Rade is an MƒA Early Career Teacher and science teacher at Frank McCourt High School in Manhattan.

equitable learning spaces where students can thrive and develop resilience in the face of uncertainty.

Katie Francis is an MƒA Master Teacher and mathematics teacher at Curtis High School in Staten Island.

Deborah Schaeffer is an MƒA Master Teacher and science teacher at East Brooklyn Community School in Brooklyn.

39

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Extended Length Courses Illustrative Mathematics: An Algebra I Curriculum Study Facilitators: MƒA Master Teachers Marcelle Good, Alex Moyer, and Gabe Rosenberg, Ph.D. TUESDAYS, SEP 15, OCT 13, NOV 10, DEC 8, JAN 12 ONLINE  MATHEMATICS

Will you be using the Illustrative Mathematics curriculum for Algebra I this year, or have you heard about it and are curious to learn more? Join us as we unpack the Illustrative Mathematics Algebra I curriculum, unit by unit, throughout the 2020-21 school year. Our goal will be to collectively study, adapt, and implement the curriculum, with an emphasis on adjustments for remote or blended instruction as well as strategies for managing unfinished teaching and learning from the spring 2020 semester.

In each session, we will debrief what’s been happening in our classrooms, consider planning for upcoming lessons, and share resources, so that by the end of the course you will feel confident in your ability to navigate Illustrative Mathematics for Algebra I independently in the future.

Marcelle Good is an MƒA Master Teacher and mathematics teacher at Academy of Arts and Letters in Brooklyn.

Using Design Thinking to Tackle NYSSLS Facilitators: MƒA Master Teachers Jessica Ross and Mallory Womer

Where’s the Design in Universal Design for Learning? p Facilitator: Kara Imm, Ph. D.

TUESDAYS, SEP 22, OCT 20, NOV 17, DEC 22, FEB 9, MAR 9, APR 6, MAY 4

MONDAYS, SEP 21, OCT 5, OCT 19, NOV 2, NOV 16, NOV 30, DEC 14

ONLINE

ONLINE

 SCIENCE

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we engage our students in meaningful, NYSSLS-aligned science instruction? In this extended

+ PLEASE NOTE: THIS IS A SEVEN SESSION EXTENDED LENGTH COURSE, WITH AN OPTION TO MEET ONE-ON-ONE WITH KARA FOR FEEDBACK ON YOUR DESIGNS.

length course, we will start with a deep dive into the new

Universal Design for Learning (UDL) is, on the surface,

New York State Science Learning Standards (NYSSLS)

a powerful framework for ensuring that we design

and the pedagogical shifts required to meet them, such

instruction with all students in mind — particularly

as phenomenon-based instruction, driving question

creating access for students with disabilities. Yet, there is

boards, and 3D lesson planning. Armed with a stronger

little mention of starting with empathy, a central feature

background knowledge of the new standards, we

of design thinking, and the UDL framework is often

will use the design process to work together to solve

reduced to a static checklist. In this course, we explore

challenges that arise as we implement the standards into

the intersection and tension between UDL, focusing on

our classrooms. In this year-long course, teachers will

its origins and key principles, and Design Thinking, an

define problems as they relate to the roll-out of NYSSLS

iterative and human-centered process. Mindful of the

in your school, ideate solutions, test out their prototypes,

ways in which children with disabilities and their families

and receive feedback from the group. All high school

have been excluded from many aspects of remote

science teachers are welcome to attend.

learning, we will use this course to design specifically

Jessica Ross is an MƒA Master Teacher and science teacher at Midwood

for them. That is, we will prototype and iterate new

High School in Brooklyn.

processes, interactions, and experiences for children

Mallory Womer is an MƒA Master Teacher and science teacher at the

with disabilities and their families. Collaboratively, we will

Bronx High School of Science in the Bronx.

embed design thinking into UDL in order to transform it from a static checklist into a powerful process that centers your most vulnerable students’ needs.

Alex Moyer is an MƒA Master Teacher and mathematics teacher at Lower East Side Preparatory High School in Manhattan.

Dr. Kara Imm is a K-12 mathematics educator based in New York City.

In her more than 20 year career, she has been a middle and high

Gabe Rosenberg is an MƒA Master Teacher and mathematics teacher at

school math teacher, staff developer, leadership coach, and teacher

Bard High School Early College in Manhattan.

education faculty. In her current role with Math in the City (City College, The City University of New York) she designs and leads site-based professional development for teacher teams and leaders, with the goal of developing inclusive math communities across the country and internationally. At MƒA, Kara has been invited to design and lead over 20 courses including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education (The Graduate Center, The City University of New York) investigated the impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

40

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops Single session workshops are one-time workshops in which experts from the MƒA Master Teacher community, as well as academic institutions and local organizations, engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

41

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops Affirming Students’ Identities p Facilitator: MƒA Master Teacher Rami Abdelghafar

Online learning has brought a whole new set of

the implications that it has for their own schools and

challenges for grading students’ work and providing

communities of practice.

feedback. What if there were a way to streamline how

Anja Filan is in her 8th year as an early childhood educator and is

you gave students feedback by leveraging things like

currently a 4th grade teacher at Community Roots, the learning site for

Google Forms, Goobric, Formule, and spreadsheets to

Roots ConnectED, a national professional development organization.

THURSDAY, NOV 5

simplify your grading life and give students quick and

ONLINE

actionable feedback? In this workshop, we will explore

 INQUIRY, PRACTICE, AND LEADERSHIP

How can you and your school strive to affirm your students’ identities? During this workshop, we will explore three strategies that do just that: student choice, individualization, and mirrors and windows. Not only can student choice be incorporated into daily lessons, but it can also be embedded into a school’s curricular design and administrative processes to support students in taking on different roles, perspectives, and identities.

Individualization can happen at the instructional level in student activities and with holistic disciplinary practices that support students in following their passions, addressing their “growing edge.” Finally, mirrors and windows experiences allow teachers to provide culturally responsive education and prepare students to create change in the world outside the school. Teaching within a mirrors and windows framework creates spaces for students to see themselves mirrored while allowing themselves to be stretched by windows to the widest possible view of the world. In this workshop, we will ultimately explore ways to engage students through curricular content, hiring choices, special events programming, and experiential learning to consciously affirm their identities.

Previously she served as a Corps member with City Year Boston where she worked alongside AmeriCorps members to plan and facilitate before and after-school programming and engage students, families, and

ways to make grading and providing personalized

community organizations through school-wide initiatives. She holds an

feedback easier, more sustainable, and more effective

M.Ed. in special education from Hunter College.

for both teachers and students. We will identify the

Michelle McCree-Harrison is in her 10th year as an early childhood

challenges of quick, effective grading and feedback

educator. She has worked with schools in Texas, New Jersey, and New

(especially when teaching online), introduce various technological supports and how to use them, and have

York. Along with her classroom experience, she has experience as a community organizer working to elevate the voices of educators in policies that affect their classrooms. For the past five years, she has been

teachers build their own technological feedback tools.

a teacher at Community Roots Charter School in Brooklyn, New York, a

While we plan to focus on high school level feedback,

Roots ConnectED learning site. She is currently a member of the Anti-

this session will still be useful for any grade level teacher.

Disclaimer: While we will not actually use Amazon’s

Bias Education Collective (ABC) where she facilitates anti-bias education workshops for staff and families. She has been a workshop facilitator for Roots ConnectED for more than two years. Throughout her career

Alexa in this session, it does illustrate the purpose of

she has also led professional development on early childhood literacy

technology.

with Uplift Education, Teach for America, and The New Teacher Project.

Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.

Andrew Fitts is an MƒA Emeritus Teacher and mathematics teacher at NYC iSchool in Manhattan.

An Anti-Bias Approach to Cultivating Equitable K-5 Classroom Communities p Facilitators: Anja Filan and Michelle McCreeHarrison

She has a B.A. from Duke University and is currently pursuing a M.Ed. in Progressive Leadership with Bank Street College of Education.

Antidote for Racial Battle Fatigue: Embodied SelfCare for Black/Brown Teachers p Facilitator: Danielle Saint Louis THURSDAY, OCT 8 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

THURSDAY, OCT 29

Do you know where you hold racial fatigue in your

ONLINE

body? Do you try to show up fully with others and find

 INQUIRY, PRACTICE, AND LEADERSHIP

yourself depleted? Do you feel properly resourced for

How might we discuss race and equity in our

this moment? And the next... and the next... “Racial

elementary school classrooms? This workshop will

battle fatigue” (Smith, 2003) refers to the cumulative

focus on anti-bias education in practice for our city’s

psychophysiological impact of having to navigate

youngest students. Through curricular examples

and confront racial injustices and microaggressions,

and approaches, teachers will gain a foundational

unavoidable when the dominant culture minimizes,

understanding of the critical literacy framework as a

silences, and ignores the trauma experiences of Black

way to create elementary classrooms that specifically

and Brown people of African descent. In this long

TUESDAY, NOV 17

address race, power, privilege, stereotypes, and bias.

overdue moment of collective transformation regarding

ONLINE

Teachers will work in both small and large groups

structural racism on national and local levels, a ​healing

to unpack components of anti-bias education and

justice​(Page & Raffo, 2010) praxis in which individual

Rami Abdelghafar is an MƒA Master Teacher and science teacher at the Bronx Collaborative High School in the Bronx.

“Alexa, Grade My Tests!”: Utilizing Technology to Give Students Feedback Facilitators: MƒA Master Teacher Brittany Klimowicz and MƒA Emeritus Teacher Andrew Fitts

 COMPUTER SCIENCE AND TECHNOLOGY

42

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops and collective transformation is occurring, calls on us to notice and take care of the simultaneous internal and interpersonal changes we are experiencing. Through body-based activities grounded in contemplation and care, teachers will experience rest and release as practices of self-care. Together, we will co-create a space for deep listening, reflection, and support as we move through the present moment. This container will be held as a safe(r) affinity space for Black and Brown people of African descent only. Gender-expansive people and those new to body-based practices are particularly welcome.

Danielle Saint Louis is a mindfulness practitioner (ordained in the tradition of Thich Nhat Hanh’s Order of Interbeing) and the former Executive Director of the ​Brooklyn Zen Center.​Of Haitian and Canadian descent, Danielle is a Black, non-binary, queer mother residing in intentional community. Danielle completed the Interdependence Project’s M ​ indfulness and Meditation Teacher Training i​n 2016 and the Advanced Training in ​Social Presencing Theater course in 2017. They practice with the L​ove Circle Sangha f​ or BIPOC+ Comrades/Allies, a practice community they helped to seed and nurture in Brooklyn, NY.

Alexander Lord is an MƒA Master Teacher and mathematics teacher at

apportionment methods to those of other countries,

Francis Lewis High School in Queens.

and/or collaborate on classroom activities with these topics. The materials used for this session have been

Applying Calculus to Business Facilitator: MƒA Master Teacher Alexander Lord WEDNESDAY, JAN 27 ONLINE  MATHEMATICS

Calculus is known for its applications to the world of science, but what role does calculus serve in business or the social sciences? In this workshop, we will explore applications of limits, derivatives, integrals, and partial derivatives that apply to business. Such topics may include marginal utilities, inflation, elasticity of demand, consumers’ and producers’ surplus, marginal productivity of labor and capital, substitute and complementary commodities, and population density.

This workshop is for anyone who wants to learn about more applications of calculus beyond the sciences. No prior knowledge of business content is required, but some calculus background is preferred.

43

Apportionment: No Representation Without Calculation Facilitator: MƒA Master Teacher Courtney Ferrell

covered in previous gerrymandering sessions at MƒA. Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at Bronx Theatre High School in the Bronx.

WEDNESDAY, OCT 7 ONLINE  MATHEMATICS

Art and Design Using Bootstrap Algebra Facilitator: MƒA Master Teacher Luis Saltos

Have you ever wondered why the congressional

WEDNESDAY, OCT 28

district map looks the way it does? In this workshop,

ONLINE

teachers will learn the history and mathematics of the apportionment of congressional representation in the United States. Teachers will engage in virtual exercises on the Hamilton method and some of its paradoxes as well as divisor methods (including Adams, Webster, Jefferson, and Huntington Hill) and their biases. The history and political implications of these methods will be discussed as we go. In the second half, teachers can choose to discuss compactness measurements used in gerrymandering cases, compare and contrast these

 COMPUTER SCIENCE AND TECHNOLOGY

Bootstrap Algebra applies mathematical concepts and programming principles to create simple images and video games. In this introductory workshop, teachers will learn how to create images using text-based code and how to use various functions to combine images in different ways to create anything they can imagine.

Teachers will do this by designing their personal flags or recreating country flags that hold special meaning for them. Teachers will leave this session with some newly MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

Good demos can keep lessons relevant, make learning exciting and engaging, and help make challenging concepts more accessible. In this workshop, each

Can Biology Reduce Racism? p Facilitator: MƒA Early Career Teacher Cristina Rade, Ph.D. TUESDAY, NOV 10

developed basic programming skills and feeling ready

teacher will share a demo or activity illuminating a

to try this activity in their own classrooms. No coding

principle from biology or environmental science,

experience is required.

such as diffusion, blood typing, or acid rain. Teachers

 SCIENCE

Luis Saltos is an MƒA Master Teacher and computer science teacher at

will submit a short written description detailing the

Instead of leaving conversations about race to our

J.H.S. 189 Daniel Carter Beard in Queens.

topic, materials, and procedure so other teachers can

humanities counterparts, biology teachers must discuss

replicate the demo in their own remote or in-person

and dispel perceived racial differences for students

classrooms. Each teacher will walk away with a toolbox

to better understand how similar we really are and

of classroom-ready demonstrations to immediately

move toward creating a more equitable society. In this

bring back to their classrooms. This workshop is for

workshop, we will examine and modify four biology

MONDAY, OCT 26

any middle school life science, high school biology, or

lesson plans and related materials, which are part of an

ONLINE

Environmental Science teacher.

NSF-funded study on developing and analyzing ways

Olivia Ramirez is an MƒA Master Teacher and science teacher at Marble

to examine false scientific justifications for human

Hill High School for International Studies in the Bronx.

difference. The goal is to investigate how flawed

Deborah Reich is an MƒA Master Teacher and science teacher at World

reasoning and inaccurate data analyses are often used

View High School in the Bronx.

to justify racial intolerance, racist practices, and societal

Beyond a Reasonable Doubt: The Power of Conviction in Secondary Mathematics Facilitator: Julius Donisan, Ed.D.

 MATHEMATICS

How can we set our students up for success? By teaching them to prove! Although we typically associate proof with a geometry curriculum, opportunities exist for all students to develop their proving abilities in many contexts. Through a collaborative examination of student work and teacher questioning, this workshop

ONLINE

inequity. We will explore lessons on population diversity,

Bringing Modern Mathematics Into the Classroom Facilitator: MƒA Master Teacher Patrick Honner

PCR, transcription/translation, mutations, evolutionary connections to the environment, and more. Ultimately,

highlights Algebra I as a perfect course to teach

THURSDAY, JAN 21

the hope is to help our students develop skills to

prerequisite skills and understandings that build student

ONLINE

determine, avoid, and debunk errors in reasoning, become better citizens and scientists, and to celebrate

capacity for creating proofs. Join us as we explore a

 MATHEMATICS

different approach with familiar equations and uncover

New mathematics is created and discovered every

and understand more about one another. This course is

a path to greater conceptual understanding and access

day, yet the mathematics we teach is hundreds, if not

ideal for any middle or high school teacher who teaches

to proof.

thousands, of years old. How can we build connections

genetics and wants to become better equipped to lead

Dr. Julius Donisan earned his Ed.D. from Teachers College, Columbia

for our students between the mathematics we currently

students in crucial conversations about equity and racial

University and has taught mathematics at the secondary level for 14

teach and the mathematics at the edge of discovery?

bias.

years. While teaching in New York City, he completed both the MƒA

Join us as we explore exciting mathematical advances

Cristina Rade is an MƒA Early Career Teacher and science teacher at

and their curricular connections to arithmetic, algebra,

Frank McCourt High School in Manhattan.

Early Career Fellowship and the Carroll and Milton Petrie New York City Teacher Fellowship. He was later named a NYS Master Teacher. He currently teaches at New Rochelle HS and Pace University.

and geometry.

Patrick Honner is an MƒA Master Teacher and mathematics teacher at

Biology Demo Derby: Virtual Edition!

Facilitators: MƒA Master Teachers Olivia Ramirez and Deborah Reich TUESDAY, DEC 8 ONLINE

Stuyvesant High School in Manhattan.

Census 2020: Making It Count in the Classroom p Facilitator: MƒA Master Teacher Courtney Ferrell WEDNESDAY, OCT 21 ONLINE  MATHEMATICS

There is vast data available we could analyze and

 SCIENCE

discuss when it comes to the census, politics, funding,

+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A KITCHEN-BASED DEMO OR EXPERIMENT DURING THE WORKSHOP.

and representation. In this workshop, we will explore

44

the extensive volume of data found at Data2Go.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops NYC, a source that shows where census blocks and

Collisions Chemistry: Reconceptualizing Chemistry Through Play Facilitators: MƒA Master Teacher Dena Moharrem and MƒA Emeritus Teacher Roberto Lopez

current assessments. Finally, we will give one another feedback and reflect on our learning during the session.

We will use Google applications, such as Google Documents and Jamboard, as we collaborate. This

neighborhoods fall on various continuums, including

MONDAY, NOV 9

session is open to anyone regardless of their experience

the average number of years of education, the ratio

ONLINE

with virtual assessments. We welcome both teachers

 SCIENCE

who need support and those who can support others as

parent households, and the average income. We will

Are you looking for a better way to increase student

we transition to our hybrid model of learning.

also examine the data-inspired art shown in the exhibit

engagement and understanding of chemistry? Then

Suzette Nelson is an MƒA Master Teacher and science teacher at Clara

“Who We Are: Visualizing NYC by the Numbers“ at the

join us in this workshop as we discuss how to use

Barton High School in Brooklyn.

Museum of the City of New York. Lastly, we will analyze

Collisions, an open-source suite of interconnected,

Arlene Ramos is an MƒA Master Teacher and science teacher at High

and critique the 2020 Census questions with a focus on

virtual chemistry games, to engage your students,

School for Health Professions and Human Services in Manhattan.

what changes could be made so that all New Yorkers

deepen understanding, and enhance instruction. During

Ellie Williamson is an MƒA Master Teacher and science teacher at The

are represented, and brainstorm ways to affirm and

the workshop, teachers will gain a general overview of

Urban Assembly School of Design and Construction in Manhattan.

advocate for people in underrepresented groups. If time

the gaming platform, play a few games from a student

permits, teachers will also collaborate on classroom

perspective, and explore supporting teacher materials

projects/activities.

and student activities. Teachers will also learn how to

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at

use Collisions to create introductory activities, extended

THURSDAY, SEP 24

Bronx Theatre High School in the Bronx.

practice, and formative assessments. The collaboration

ONLINE

of bodegas to grocery stores, the percent of single-

will continue after the course as we hope to create a

Chemistry Demo Derby: Virtual Edition!

Facilitator: MƒA Master Teacher Steven O’Malley, Ph.D.

community of high school chemistry teachers who support each other through continued use and iteration.

Dena Moharrem is an MƒA Master Teacher and science teacher at

THURSDAY, SEP 24

PROGRESS High School for Professional Careers in Brooklyn.

ONLINE

Roberto Lopez is an MƒA Emeritus Teacher and science teacher at

 SCIENCE + PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A KITCHEN-BASED DEMO OR EXPERIMENT DURING THE WORKSHOP.

Let’s bring the hands-on aspect of chemistry to our students’ homes! In this kitchen-based demo derby, teachers will learn how to safely perform demonstrations and experiments right in their own homes using simple household items. While this workshop is intended for chemistry teachers, it is open to anyone who wants to experiment in their kitchen, and explain it with chemistry.

Steven O’Malley is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

Edward R. Murrow High School in Brooklyn.

Creating a Bigger Tent... Online p Facilitator: MƒA Master Teacher Matt Baker

 INQUIRY, PRACTICE, AND LEADERSHIP

We all want our students to feel welcome in our classrooms, and research shows that students learn better when they experience themselves as an integral part of the classroom community. Even in normal times, it can be challenging to build relationships within multiple classes of more than 30 students each, especially when teachers also need to develop content

Converting Pencil and Paper Exams to Virtual Assessments Facilitators: MƒA Master Teachers Suzette Nelson, Arlene Ramos, and Ellie Williamson MONDAY, DEC 14 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

From in class to online...traditional to virtual....how do we convert our assessments into an online platform?

The goal of this workshop is to modify those formative

and prepare students for exams. These issues are further magnified in remote classrooms. In this workshop, teachers will experience easy ways to build community with students from day one. These activities require only minimal planning and upkeep. By the end of the workshop, we will assemble a toolbox of low-lift and high-reward strategies that can be used online for the coming semester.

Matt Baker is an MƒA Master Teacher and mathematics teacher at Brooklyn Latin in Brooklyn.

and summative assessments that you already have into assessments that can be done well virtually. During this session, we will look at examples of modified assessments and share learning platforms that could be used to assess students and collaborate to modify our

45

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

Disrupting Algorithms of Oppression p Facilitator: MƒA Master Teacher Daniel August THURSDAY, DEC 10

Creating Engaging Google Forms Facilitator: MƒA Master Teacher Rebecca Battat

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

THURSDAY, SEP 24

How does teaching computer science position our

ONLINE

students as agents of change? Computer science

 COMPUTER SCIENCE AND TECHNOLOGY

education opens up pathways for students to careers

Are your students struggling with technology during

in the tech industry, an important force in the fight for

remote learning? Learn how to simplify the technical

social change and one that too often excludes women

aspects while still creating engaging assignments. In

as well as Black and Latinx people. But in addition

this workshop, we will look at ways of creating Google

to coding skills, we need to equip students with the

Forms that have increased student participation. We will

vocabulary and analysis to see how technology can be

explore different ways of asking a variety of questions

used to create, reinforce, or disrupt power structures.

with Google Forms, such as questions that gauge

In this workshop, a sequence of activities will be

students’ feelings and that do error analysis. Additionally,

demonstrated that help computer science teachers

we will learn how to embed short videos from YouTube

engage with ideas from Safiya Noble’s book Algorithms

and ways to include student interests in the form to

of Oppression. These activities are adaptable and

make it engaging and culturally responsive.

will outline a model to break down large sociological

Rebecca Battat is an MƒA Master Teacher and mathematics teacher at

concepts for computer science students.

the High School of Language and Innovation in the Bronx.

Daniel August is an MƒA Master Teacher and mathematics teacher at Essex Street Academy in Manhattan.

Differentiation in a Blended Classroom p Facilitators: MƒA Master Teachers Lauren Wells and Pravesh Shiwnarain TUESDAY, DEC 15 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How can we create a blended classroom where all

energy sector expected to grow in the next 20-30

Energy Conservation: It Can’t Be Created or Destroyed, But it Can Be Wasted!

Facilitator: Amy Colorado WEDNESDAY, OCT 14 ONLINE  SCIENCE

years. We will continue by building connections on how this topic is applicable to both homes and schools, as teachers use online data tools to analyze their school’s energy usage and carbon footprint, and generate ideas on how to lower the building’s electrical use. We will conclude with a discussion on how New York City institutions, such as the Department of Education, are

of our students can attain mastery? The secret is

As we spend more time at home than ever before,

differentiation. In this workshop, we will investigate

our energy use and consumption have increased

how various tools such as Edpuzzle, Pear Deck, Google

accordingly. But how much energy do you really

Sites, YouTube, Flipgrid, Padlet, and Whiteboard.fi, can

use, and how can this knowledge help you to reduce

be utilized to deliver content and formatively assess our

your energy consumption and be a more thoughtful

students. By the end of the session, teachers will walk

consumer? Join Solar One in this interactive workshop

away with new ideas on how they can provide multiple

as we explore energy conservation and efficiency.

access points while delivering math and science content

During the course, teachers will learn how to measure

remotely.

their electrical consumption, complete an energy audit,

in NYC schools for students and teachers. As a native New Yorker,

Lauren Wells is an MƒA Master Teacher and science teacher at Brooklyn

and explore strategies to save money and lower their

Amy loves being able to teach about New York City’s sustainability

College Academy in Brooklyn.

carbon footprint. We will begin by reviewing recent

initiatives and how teachers can incorporate climate education into

Pravesh Shiwnarain is an MƒA Master Teacher and science teacher at

environmental legislation that prioritizes conservation

York Early College Academy in Queens.

and sustainability for New York City, with jobs in the

46

advocating for and implementing changes to lower their energy usage. The completed activities will be especially useful for biology, Earth Science, and environmental science teachers, but the session is open to any teacher interested in energy conservation and its connection to carbon emissions.

Amy Colorado is the Lead Environmental Educator for Solar One where she has been working for the past three years leading programming

their curriculum. Amy holds a bachelor’s in environmental science and a master’s in environmental conservation education.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops Enhancing Scientific Literacy Through Online Collaboration Facilitator: MƒA Master Teacher Stephanie Kadison, Ph.D. THURSDAY, OCT 1

Environmental Justice in the Science Classroom With WE ACT p Facilitators: Taylor Morton and MƒA Master Teacher Jared Fox, Ph.D. THURSDAY, DEC 10 ONLINE  SCIENCE

Exploring Exploding Dots Facilitator: MƒA Master Teacher Rebecca Johnson TUESDAY, DEC 1 ONLINE  MATHEMATICS

Do you wish your secondary mathematics students had a better number sense and deeper understanding of

The environmental justice movement has been at the

place value? Then join us as we explore how “Exploding

forefront of addressing systemic inequities for decades,

Dots,” James Tanton’s web-based project, can be used

and its goals in the face of climate change and COVID

to enhance students’ understanding of place value

Literacy is paramount to scientific understanding, but

are more important than ever before. In this workshop,

and how to apply ideas of place value to arithmetic,

it can be challenging to engage students in reading

we will begin with a history of the environmental justice

polynomial algebra, infinite sums, and other advanced

science-based texts, especially in a remote setting.

movement, then review case study success stories of

mathematics topics. We will begin by exploring some

The goal of this course is to introduce teachers

WE ACT, a local environmental organization founded by

of the introductory activities together, then break

to Perusall, a free, interactive platform that allows

community activists and litigators. Teachers will learn

into smaller groups to examine the more complex

students to annotate texts asynchronously and in small

about these accomplishments as they go on a “toxins

applications. Finally, we will discuss how these activities

groups. Perusall allows teachers to upload their own

and treasures” virtual tour of Northern Manhattan. In the

can strengthen our students’ understandings of specific

documents, including texts, diagrams, and images,

second half of the workshop, teachers will examine an

secondary mathematical concepts, as well as how we

for students to annotate collectively. Additionally,

environmental justice curriculum with topics ranging

might scaffold the activities so that learners of all levels

students can view and reply to each other’s comments,

from climate justice to green space equity. In addition,

feel both challenged and supported.

supporting student collaboration and peer-to-peer

a cumulative student final project will be shared, as well

teaching. As an added bonus, the program has an

Rebecca Johnson is an MƒA Master Teacher and mathematics teacher at

as best practices for showcasing student work in the

the Boys and Girls High School in Brooklyn.

algorithm which automatically grades student work. In

form of a virtual environmental justice expo. Teachers

this workshop, we will begin by annotating a sample text

are encouraged to bring their unique perspectives

as a group to become familiar with the many available

and the environmental context of their school

functions of the program. As a next step, teachers will

communities, as we will conclude with a brainstorm

explore ways in which Perusall can be incorporated

of how this curriculum could be adapted for different

into their curriculum, to see how this platform might

classrooms. Any teacher looking for ways to incorporate

support remote learning in their classrooms. This

environmental justice into their curriculum or is

course is designed for any science teacher interested

interested in learning more about this work is welcome

Forensic science is often touted as the great equalizer

in enhancing literacy through the use of student

to attend.

that tips the scales of justice in favor of the truth. But

ONLINE  SCIENCE

collaboration and annotation.

Taylor Morton has been working with WE ACT for Environmental

Faulty Forensics in Wrongful Convictions p Facilitator: MƒA Master Teacher Bianca Brandon MONDAY, JAN 11 ONLINE  SCIENCE

is it a great equalizer and is it always used responsibly?

Stephanie Kadison is an MƒA Master Teacher and science teacher at Bard

Justice in Harlem since 2016, formerly as an intern, environmental

In 2009, the National Academy of Sciences (NAS)

High School Early College in Queens.

health fellow, and educational consultant. Their work has included

published the report, Strengthening Forensic Science

co-facilitating and creating curricula for the organization’s educational

in the United States, which called for an overhaul of

programs. Taylor also recognizes the importance of exposing minority, urban, and low-income youth to natural elements, and actively supports

47

forensic science practices. In this workshop, we will

this mission. Taylor holds a B.S. in Environmental Studies from Spelman

review some of these science practices and discuss

College, a M.S. in Environmental Policy and Sustainability Management

how they translate into courtroom testimony, as we

from The New School, and a M.S. in Education from the University of

explore several case studies in which forensic science

Pennsylvania.

was misused or misrepresented, often with dire

Jared Fox is an MƒA Master Teacher and science teacher at Washington

consequences. We will start with a brief breakout activity

Heights Expeditionary Learning School in Manhattan.

and overview of microscopic hair comparison. Teachers MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

teacher of 12 years, he recently earned his Master of Education from Wilfrid Laurier University in Waterloo, Ontario. His current passion is developing physics escape games with his Perimeter Institute colleagues.

will then examine criminal cases in which physical evidence was mistakenly used to secure a conviction to understand the extent to which different types of evidence can be individualized. We will close the session by reviewing the recommendations of the NAS for strengthening forensic science and brainstorming how our justice system can improve the quality of scientific

Food Equity in a COVID-19 World p Facilitator: MƒA Master Teacher Shangaza Banfield THURSDAY, NOV 5 ONLINE  SCIENCE

evidence. This course is for any teacher with an interest

Data suggests that the COVID-19 pandemic had a

in criminal justice or forensic science.

catastrophic effect on economically disadvantaged

Bianca Brandon is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.

communities due to pre-existing medical conditions.

Many who contracted COVID-19 had mild symptoms or none at all, but for a small percentage of the population,

Fields Are Real Facilitator: Sean Jackson THURDSAY, SEP 24 ONLINE  SCIENCE

COVID-19 can cause serious illness or death. In this workshop, we will explore how a lack of access to equitable food options may have played a role in this population being the most at risk for becoming seriously ill from COVID-19. We will use the Environmental Working Group (EWG) website which contains easy-to-

What is a field and why are fields important in physics?

use guides to help compare foods that are available in

In this workshop, teachers will begin by developing an

disadvantaged communities to those available in more

understanding of what a field is, what is meant by “fields

affluent neighborhoods. Using the guidelines from the

being real,” and exploring several hands-on activities

EWG, teachers will “score” food to determine the level

which can be done in either a remote or in-person

of toxicity and environmental friendliness. Although

classroom. Teachers will then tackle a STEM challenge

this course is primarily for middle and high school

TUESDAY, NOV 24

in which they analyze a magnetohydrodynamic

science teachers, it is a great resource for anyone who

ONLINE

apparatus and devise ways to make it more effective.

is interested in gaining a better understanding of how

The session will conclude as teachers consider the

access to “good” food can assist in combating the

strengths and weaknesses of models and analogies.

susceptibility of certain populations to COVID-19.

All activities will be accessible in the Fields classroom resource, a curriculum designed by educators in collaboration with Perimeter Institute researchers that engages high school students in building scientific models. This workshop is best suited for high school physics teachers.

Sean Jackson is a high school physics teacher working with the Perimeter Institute for Theoretical Physics as a teacher-in-residence.

From Boring to Brilliant! Understanding Through Scientific Journal Articles Facilitators: MƒA Master Teachers Brittany Klimowicz and Meng-Ping Tu, Ph.D.

 SCIENCE

Have you ever heard your students respond with, “But this is soooo boring!!” when asking them to read

Shangaza Banfield is an MƒA Master Teacher and science teacher at

primary scientific texts? Then join us as we discuss

Stuyvesant High School in Manhattan.

strategies to help students engage with challenging texts and go from thinking “boring” to thinking “brilliant”!

Now more than ever, helping students build scientific literacy is critically important. In this workshop, we will explore resources such as Science Journal for Kids, ScienceDaily, and PubMed to find relevant and

In his current role, he works as part of a dynamic team developing

simplified journal articles and then collaborate to modify

teacher resources and presenting workshops around the world. He is

resources to help scaffold the complex task of reading

a self-professed pedagogy and assessment nerd and loves discussing

and understanding the text. Throughout the session we

new approaches to tested teaching strategies. A veteran classroom

will also share a variety of lessons to increase scientific

48

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

Art Institute of Chicago before coming to Brooklyn 26 years ago. She

thesis focused on making molecular and synthetic biology accessible

also teaches objects conservation at NYU’s Institute of Fine Arts.

to classrooms and other educational settings. She is passionate about

David Connelly is an MƒA Master Teacher and science teacher at

literacy using primary research journals. This session is ideal for all high school science teachers or anyone looking to incorporate more primary texts into their curriculum.

Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.

Meng-Ping Tu is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

Science, Technology and Research Early College High School at Erasmus in Brooklyn.

everyone should have access to quality hands-on science education.

Dr. Katy Martin earned her Ph.D. in neuroscience from Emory University, but always knew her true passion was in science education. After

Genes in Space: A Free Experimental Design Contest From miniPCR Facilitators: Ezequiel Alvarez-Saavedra, Ph.D., Ally Huang, Ph.D., and Katy Martin, Ph.D. TUESDAY, OCT 20 ONLINE  SCIENCE

From Mummies to Monuments: Chemistry in Art Conservation Facilitators: Lisa Bruno and MƒA Master Teacher David Connelly

STEM outreach and volunteers at the MIT Museum. Ally believes that

leading multiple K-12 outreach initiatives as a graduate student, Katy began her career teaching high school biology and leading pre-college programs for science students. Katy strives to make every science classroom a place for exploration and fun.

Geologic Field Study of Central Park Facilitators: MƒA Master Teachers Carolina CastroSkehan and Richard Lebowitz

+ PLEASE NOTE: ALL MATERIALS NEEDED FOR THIS SESSION WILL BE SHIPPED TO TEACHERS AHEAD OF THE COURSE THROUGH THE MINIPCR LOANER BOX PROGRAM. TEACHERS WILL BE EXPECTED TO RETURN THE LOANER BOXES UPON COMPLETION OF THE COURSE.

 SCIENCE

WEDNEDAY, DEC 9

Genes in Space (GIS) is a free science competition that

+ PLEASE NOTE: THIS WORKSHOP WILL TAKE PLACE IN CENTRAL PARK.

ONLINE

invites middle and high school students to design DNA

THURSDAY, OCT 1 OFFSITE

Let’s take a trip to Central Park, an incredible outdoor

 SCIENCE

experiments for space! Students in the competition

Mummification, acid rain, oxidation, and inherent vice –

engage in self-guided experimental design at the

it’s all about chemistry! The world’s artistic and cultural

cutting edge of space biology and winners have

treasures are degraded by time, the atmosphere, light,

their experiment launched to the International Space

and physical forces, and the methods for conserving

Station (ISS). In this workshop, we will discuss ideas

and restoring these treasures require the intersection of

for integrating GIS into the biology classroom and

science and art. In this workshop, presented live from

also introduce teachers to the BioBits cell-free, gene

the Brooklyn Museum conservation laboratory, teachers

expression system through a hands-on lab activity.

will be introduced to real conservation case studies

Newly available to support student investigations on

where chemistry played a key role in the identification,

the ISS, BioBits offers a way to probe genetics concepts

deterioration, and/or restoration of an art object.

without the need to grow and maintain living cells. We’ll

Teachers will be challenged to solve each restoration

conclude by exploring how cell-free gene expression

riddle, before learning the actual steps taken by the

and other molecular technologies can enhance the

museum’s conservation team and the results of those

learning of space science, human genetics, agriculture,

treatments. We will conclude with a live demonstration

environmental science, and forensics. There are no fees

of micro-chemical tests and teachers will discuss how

or hands-on lab components required to participate in

to utilize these and other conservation techniques in

GIS, making it ideal for the remote classroom.

their own school laboratories. While especially directed

Dr. Ezequiel (Zeke) Alvarez-Saavedra is a Co-Founder at miniPCR. Zeke

to teachers of chemistry, this workshop is open to any

is a geneticist trained at MIT and Stanford. He has conducted biomedical

teacher inspired by art and historical objects.

research alongside two Nobel laureates and is an inventor of gene detection technologies. His work has been cited thousands of times and

Richard Lebowitz is an MƒA Master Teacher and science teacher at The

Lisa Bruno is the Carol Lee Shen Chief Conservator at The Brooklyn

profiled in The New York Times, National Public Radio, and the BBC. In

SEEALL Academy in Brooklyn.

Museum. She earned her undergraduate degree in Fine Arts at New

his spare time, Zeke explores soil in search of new species (one so far!).

York University before obtaining a M.S. at The University of Delaware/ Winterthur Museum Department of Art Conservation. She worked at the

49

teaching laboratory, to unearth clues about New York City’s geologic history. The goal of this outdoor and socially-distanced workshop is for teachers to become familiar with the various outcrops, formations, and evidence of glaciation scattered throughout the park in order to plan their own geologic or virtual field trip experience for their students. During this field lab, teachers will experience the lab as students, taking photos, collecting data, and answering questions in provided lab booklets, as we walk throughout the park observing geologic formations. We will also use smartphone-mounted microscopes to observe mineral crystals found in local bedrock. The field evidence we explore will help students conclude that glaciers covered New York City during our last ice age. This workshop is intended for all earth science teachers and geo-enthusiasts.

Carolina Castro-Skehan is an MƒA Master Teacher and science teacher at Comprehensive Model School Project M.S. 327 in the Bronx.

Dr. Ally Huang received her B.S in Biomedical Engineering from Johns Hopkins and her Ph.D. in Biological Engineering from MIT, with a

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

chain reactions, gel electrophoresis, restriction digests,

Jenn Leyva is an MƒA Early Career Teacher and science teacher at East

ELISAs, CRISPR-Cas system, and molecular cloning.

Side Community School in Manhattan.

Some of the resources we will explore include the DNA

Giving Effective Feedback Facilitators: MƒA Master Teacher Scott Gallagher and MƒA Emeritus Teacher Kimberly Dempsey

Learning Center Live, Labster experiment simulations, BioRad classroom resources, and Learn.Genetics virtual

Hands-Off, Hands-On Earth Science Facilitator: MƒA Master Teacher Bridget Mahoney

labs. Collectively, we’ll develop ideas for how to ground

TUESDAY, SEP 22

TUESDAY, SEP 29

such labs in real-world problems and inquiry-based

ONLINE

ONLINE

questions and also brainstorm best practices for how

 SCIENCE

 INQUIRY, PRACTICE, AND LEADERSHIP

to teach such labs in the blended or remote classroom.

How do you teach hands-on science when you can’t

Are you looking for, or eager to share, resources and

Although life science teachers will find the resources

actually get hands-on? In this workshop, we will share

tools around giving students feedback in a blended or

provided to be the most relevant to their classrooms, all

our experiences with virtual Earth Science labs, explore

remote classroom? Then join us in this workshop as we

science teachers navigating how to conduct labs at this

a variety of virtual platforms, including Prof Hartwick,

discuss how we have been giving students feedback

challenging time are welcome to attend.

ClassZone, BrainPop, EdPuzzle, and Gizmos; and we

and maintaining relationships through feedback during

Jason Econome is an MƒA Master Teacher and science teacher at

the transition to, and implementation of, online and

Stuyvesant High School in Manhattan.

lab experiences that can be easily embedded into the

hybrid learning. Together, we will consider how we can

Megan Wallner is an MƒA Master Teacher and science teacher at Sunset

Earth Science curriculum. We’ll begin the session by

leverage feedback as a means to communicate and

Park High School in Brooklyn.

identifying the essential hands-on Earth Science labs and challenges that have arisen during remote learning.

connect with students, explore the purpose of feedback in a virtual classroom, discuss which platforms have been useful, and share how we might transfer these ideas back to the live classroom.

will discuss ways to modify, adapt, and create virtual

Hacking the Brain: The Science of Emotional Response Facilitator: MƒA Early Career Teacher Jenn Leyva

Then, we will explore various online platforms through a carousel experience. We’ll close the session with suggestions, questions, and an exchange of resources.

Scott Gallagher is an MƒA Master Teacher and mathematics teacher at

TUESDAY, OCT 6

This course is best suited for middle and high school

J.H.S. 383 Philippa Schuyler in Brooklyn.

ONLINE

Earth Science teachers or anyone who would like to

Kimberly Dempsey is an MƒA Emeritus Teacher and science teacher at East Side Community High School in Manhattan.

Grab Your Virtual Pipettes and Let’s Do Molecular Biology Labs Online!

Facilitators: MƒA Master Teachers Jason Econome and Megan Wallner THURSDAY, JAN 7 ONLINE  SCIENCE

 SCIENCE

learn more about online Earth Science labs.

How can we apply our knowledge of the brain to

Bridget Mahoney is an MƒA Master Teacher and science teacher at High

help us better regulate our emotions? The goal of this workshop is to learn how the brain processes our emotional world and how we can “hack” the nervous system to take more control over our emotional responses. During this workshop, teachers will start with an overview of the nervous system with an emphasis on the components most involved in emotional response.

Then, teachers will explore different interventions, like

School for Environmental Studies in Manhattan.

Imagining a Gender-Liberated Biology Classroom p Facilitators: Alaina Daniels and MƒA Early Career Teacher Max Chomet TUESDAY, NOV 17 ONLINE  SCIENCE

Make a bacteria glow green, edit out a disease gene,

breathing techniques and movement, to model how

detect a toxin in a nearby stream, or identify the gene

these interventions affect the nervous system. We will

All scientific understanding is a simplified model of

that explains why you can’t stand the taste of broccoli,

conclude by addressing how our learning can be utilized

a more complex reality. While such models have

all in this virtual laboratory! Teachers will explore how

for a neuroscience unit and more widely for remote

considerable value, scientists must strive to see nuance

they can continue to teach molecular biology labs in

teaching. During the workshop we will utilize a variety of

and imperfection. In the biology classroom, “scientific”

a blended or fully remote classroom. We will discuss

online tools including Padlet and PhET simulations. This

language, textbooks, and curricula -- as well as

different online learning options for teaching exciting

course is designed for middle science teachers but all

individual perceptions -- can systemically reproduce

molecular biology techniques, such as polymerase

teachers are welcome to attend.

and reinforce white cisgender assumptions. How can

50

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops we as teachers work to challenge these assumptions

An Introduction to Upteach Facilitator: Roy Elis, Ph.D.

language are the limits of my world.” As educators, our language can limit student identities through which we

THURSDAY, SEP 17

subconsciously operate. During this workshop, we will

ONLINE

bring together research and practice to explore how to move from a deficit-based model of education to one

to create more equitable classrooms? This workshop

 INQUIRY, PRACTICE, AND LEADERSHIP

will foster collaborative engagement with how we view

It has never been more crucial for K-12 educators

biology, identity, sex, and gender in the classroom. As

to collaborate, share, and learn from one another.

“classify(ing) people on the basis of anatomy or genetics

Unfortunately, the current pandemic has left teachers

should be abandoned” (Editorial, 2018. Nature 563, 5.),

disconnected from one another and from their normal

educators will be empowered to make small tweaks,

support structures. UpTeach is a platform where

choose relevant curricular examples, and reimagine

teachers discover, create, and share curated content

Martha St Jean is an MƒA Early Career Teacher and mathematics teacher

discrete biological conceptions in ways that disrupt

through interest-based communities. It is designed

at J.H.S. 088 Peter Rouget in Brooklyn.

deficit models and make all members of the learning

to address the near-term challenges of this uncertain

community feel worthy of being loved, safe, and seen.

time and to support great instruction for years to come.

We will break into groups to examine sample curricula

During this workshop, teachers will create and share

and develop our ability to see these supremacist

engaging, multimedia activities using built-in templates,

TUESDAY, JAN 26

systems. Throughout the workshop, we will strive to be

adapt and remix existing content to meet their needs,

ONLINE

consistent with the “Transgender Affirming” principle of

add activities to the Upteach Library, collaborate and

 MATHEMATICS

Black Lives Matter in Education and use Sam Long et al.’s

innovate through the Upteach Communities platform,

“Framework for a Gender-Inclusive Biology Curriculum”

Think of all the ways you know to solve a quadratic

and learn how to use activities with students for both

lens. Teachers are encouraged to bring in their own

equation: factoring, grouping, completing the square,

in-person and remote instruction. Be prepared for an

lessons or units. This workshop is designed for biology

quadratic formula, graphing, and even Professor Po-

interactive, hands-on session. Teachers will leave with

teachers, but all teachers are welcome.

Shen Loh’s innovative method that was published last

a solid understanding of UpTeach, new professional

year. This course will introduce Lill’s Circle, a fascinating

Alaina Daniels (they/she) is a white, queer, non-binary trans woman who

connections, and with a toolbox of classroom-ready

has been teaching middle school Science, Activism, SexEd, Robotics,

new way to solve quadratics equations using nothing

activities.

more than basic high school geometry. The method

including at Manhattan Country School and the John Hopkins Center

Dr. Roy Elis is the Founder and CEO of UpTeach. Prior to starting

is highly visual, utilizing the intersection of circles and

for Talented Youth. Alaina is one of the co-founders of the NYC Trans

UpTeach, Roy was the lead researcher on student impact at Amazon Education and Teach for America. Roy got his start in education as a

right angle paths to locate the roots on the coordinate

Educator Network and their work has also contributed to the NYC Black Lives Matter in Education Week. She has presented at numerous

middle school math teacher in Washington Heights. He holds a B.A.

institutions and organizations including Brooklyn College, Hunter

from the University of Michigan and a Ph.D. from Stanford University.

Engineering and Queer Media in New York City schools for ten years

a B.A. from Amherst College and they passionately believe that science can be an incredibly powerful tool to educate for liberation. She loves scaffolding students as they find their voices and work to dismantle cisgender supremacist and white supremacist systems. Alaina has

educators can disrupt a narrative that negatively labels students, particularly those of color, and we will reflect on how we can change our own language to increase our collective impact as emancipatory educators.

A “Lill” Magic Facilitator: MƒA Master Teacher Christos Tsakalakos

plane. Extending beyond quadratics, Lill’s method can be used to solve cubic equations and polynomial equations of any degree. The sheer power and beauty

College, Chapin School, Allen-Stevenson, Free Minds Free Peoples, and the Academy for Teachers. Alaina holds an MAT from Smith College and

of growth and resilience. We will consider ways in which

Language That Labels: Deconstructing (Dis)Abling Discourse p Facilitator: MƒA Early Career Teacher Martha St Jean

of Lill’s method is truly awe-inspiring and will leave you wondering how this method is not more widely known and taught in our classrooms. Whether you are a mathematics teacher or simply a mathematics

devoted their career in education to elevating her transgender sisters’

THURSDAY, SEP 24

enthusiast, you’ll enjoy investigating a new way to solve

and siblings’ voices, especially those who are multiply marginalized, in

ONLINE

polynomials, and ultimately, to experience a “Lill” magic!

advocacy work in order to center, celebrate and support transgender youth.

 INQUIRY, PRACTICE, AND LEADERSHIP

Max Chomet is an MƒA Early Career Teacher and science teacher at The

“Those kids aren’t motivated.” How often do we hear

Bronx High School of Science in the Bronx.

language like this but dismiss it, instead of immediately

Christos Tsakalakos is an MƒA Master Teacher and mathematics teacher at Fiorello H. LaGuardia High School of Music & Art and Performing Arts in Manhattan.

identifying it as negative or damaging? Communications theorist Ludwig Wittgenstein, stated, “The limits of my 51

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

important misconceptions about diabetes management.

Teachers will then explore different data collected by someone managing Type I Diabetes and analyze

Mathematics in Managing Type I Diabetes Facilitator: MƒA Master Teacher Leigh Hill

trends and factors of blood glucose management and insulin dosing. Lastly, they will consider how to

Mobilizing Mathematics Students to Demand Actions for Gun Safety Facilitator: MƒA Early Career Teacher Eric Huang MONDAY, DEC 21 ONLINE

TUESDAY, JAN 26

hypothetically adjust insulin dosing by developing and

 MATHEMATICS

ONLINE

solving equations based on their observations. By both

How can we design a mathematics project that allows

analyzing data and adjusting insulin doses, teachers will

students to be activists against gun violence in their

learn about, appreciate, and support the mathematical

own community? The issue of gun violence is an

complexities people who live with diabetes manage on

important part of the political conversation happening

a daily basis.

across America and has directly impacted many of our

Leigh Hill is an MƒA Master Teacher and mathematics teacher at P.S. 011

students’ lives. We can help empower students to raise

William T. Harris in Manhattan.

awareness and educate others in their communities

 MATHEMATICS

Do you have students, friends, or family members who have diabetes? Did you know they solve complex mathematical equations every day as part of their diabetes management routine? Type I Diabetes treatment includes daily data collection and analysis

about gun safety issues with mathematics and by

and is an excellent real-life mathematics application problem. Often referred to as the “ultimate balancing act,” it involves a relationship of ratios and equations which include carbohydrate counting, insulin dosing,

MƒA Tech Night Facilitators: MƒA Master Teachers Amy Lee, Alexander Lord, and Gabe Rosenberg, Ph.D.

partnering with the Students Demand Action group. In this workshop, we will design a summative assessment for Algebra, Algebra II, Geometry, and Statistics classes

and adjusting treatments based on blood glucose

THURSDAY, SEP 17

by analyzing gun violence data. Remotely, we will

levels. In this workshop, teachers will first learn the

ONLINE

collaborate with teachers of the same subject in small

basics of balancing blood glucose levels and address

 COMPUTER SCIENCE AND TECHNOLOGY

Zoom breakout rooms to plan using the Project Design

Join us for a virtual MƒA Tech Night as we learn about

Rubric. Teachers will plan backward, centering the

and explore digital tools that support assessment,

project as the driving task throughout the main unit. A

differentiation, organization, and other classroom

representative from Students Demand Gun Action will

structures for both remote and in-person learning.

also join us to share some valuable resources.

Teachers will learn by doing as they hear from

Eric Huang is an MƒA Early Career Teacher and mathematics teacher at

colleagues who share tips, tricks, and strategies to

The Urban Assembly School of Design and Construction in Manhattan.

maximize these technologies in any STEM classroom.

All teachers are welcome! The specific tools showcased are to be determined but will be focused on supporting synchronous and asynchronous learning environments, student voice, communication with families, assessments, and elective classes.

Amy Lee is an MƒA Master Teacher and mathematics teacher at Queens High School for Language Studies in Queens.

Original Sources in Mathematics: The Fundamental Theorem of Calculus Facilitators: Philip Bartok, Ph.D., and Guillermo Bleichmar, Ph.D. MONDAY, DEC 14 ONLINE  MATHEMATICS

Alexander Lord is an MƒA Master Teacher and mathematics teacher at

The study of original texts in mathematics gives us a

Francis Lewis High School in Queens.

unique opportunity to witness mathematical invention

Gabe Rosenberg is an MƒA Master Teacher and mathematics teacher at

at work, and to consider more deeply the concepts

Bard High School Early College in Manhattan.

and procedures that seem obvious in a textbook, but in fact, represent revolutions in thought. Original texts allow us direct contact with the great mathematical minds of the past, demonstrating that mathematics has

52

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

with their students and design relevant, reparative, and

teacher interested in learning how to improve writing

transformative racial and social justice curriculum. It

production in a remote setting. Writing interventions will

will be culturally rooted, reclamative, and move beyond

be provided as resources and we will learn together how

been a long adventure in which we can all be fellow

theorized spaces to challenge systemic silencing,

to build writing skills remotely.

searchers. This workshop will explore Isaac Barrow’s

misdirections, denials, and willfully ignorant narratives,

Shana Henry, Abigail Kirchman, and Athena Leonardo are MƒA Master

geometrical proof of the first part of the fundamental

such as those visited upon students with disabilities,

Teachers and mathematics teachers at The James Baldwin School in

theorem of calculus, first published in his 1670 Lectiones

people of color, and LGBTQIA+ identifying identities.

Manhattan.

Geometricae. Barrow’s surprising proof, which predated

This workshop utilizes storytelling, writing prompts,

Newton’s and Leibniz’s more elaborate versions,

and envisioning techniques to support ways to imagine

captures the essential core of the theorem using only

classrooms that learn about, adapt to, and center Black

plane geometrical reasoning. All teachers interested

Lives.

in studying mathematics through original texts are

Dr. David Ragland is one of the founding co-directors of the Truth

THURSDAY, DEC 3

welcome to attend.

Telling Project, which began in the early days of the Ferguson Uprising

ONLINE

Phil Bartok and Guillermo Bleichmar teach in the Great Books Program at St. John’s College in Santa Fe, New Mexico, where students complete four years of mathematics based exclusively on primary sources, from Euclid to Einstein, and through seminar-style discussions. Phil grew up in northeast Connecticut and has degrees in physics and philosophy.

Guillermo is originally from Argentina, grew up in Mexico, and completed his academic training in English and comparative literature.

to shift the narrative of the protests and police violence. He also taught

 SCIENCE

at Pacifica Graduate Institute in Community Liberation and Eco-

+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.

Psychology. David’s academic background and research is in peace education, restorative justice, and teacher education. David co-leads the campaign for Truth & Reparations, which supports Faith & Spiritual

From cars to curling, physics applies to nearly every

Communities around the U.S. to co-create reparative relationships with

aspect of our daily lives, yet students often complain

Black-led Grassroots organizations, as an example of the possibilities

that it is the most abstract, difficult-to-understand

of reparations in our time. David was recently inducted into the Martin

scientific discipline. Allowing students to investigate

Luther King Jr. Collegium of Scholars at Morehouse College. David

Pedagogy of Ferguson p Facilitator: David Ragland, Ph.D.

Physics Demo Derby: Virtual Edition!

Facilitators: MƒA Master Teachers Jared Jax, Ed.D., and Marieke Thomas

has served on the board of directors for the Peace and Justice Studies

physical phenomena can spark their curiosity and

Association, the Fellowship of Reconciliation’s National Council, and as

ground equations in real life. In this workshop, each

U.N. Representative for the International Peace Research Association.

THURSDAY, SEP 17

teacher will share a demo, simulation, virtual lab, or

David is a contributing editor for Waging Nonviolence Magazine, co-

ONLINE

authored of “Systemic Humiliation in America”, recently published a

hands-on activity illustrating a principle of mechanics,

 INQUIRY, PRACTICE, AND LEADERSHIP

The COVID-19 pandemic, and the continued epidemic

chapter on Radical Truth Telling and Ferguson in the “Handbook on Violence in Education,” and recently wrote an article for Yes magazine

to replicate in their classrooms. The goal is for every

on reparations.

teacher to walk away with new ideas for how to anchor

of police violence, now with the recent murders of George Floyd, Breonna Taylor and others peel back the pervasive structural violence and its impact on Black, Indigenous, People of Color (BIPOC) and LGBTQ+ communities. Thanks to the efforts to decenter

lessons and units around physical phenomena and to

Pencil to Paper: Using Writing to See and Expand Mathematical Thinking Facilitators: MƒA Master Teachers Shana Henry, Ph.D., Abigail Kirchman, and Athena Leonardo

whiteness in teaching practice and K-12 schools and

THURSDAY, OCT 29

classrooms, curricula focusing on Black Lives continue

ONLINE

to emerge. What teachers and students need are strategies that help them address racially-charged social issues like police violence and their connection to structural issues. This workshop invites teachers to center the experiences of impacted communities through exploring The Pedagogy of Ferguson and the Truth Telling methodology. This analysis and approach aims to animate processes for teachers to collaborate

53

along with a short written description for other teachers

deepen students’ physical intuition and understanding.

Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.

Marieke Thomas is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.

 MATHEMATICS

How many sentences do students write in 5 minutes?

What supports them to get more on the page or the screen? This course will include various interventions including fill-in-the-blank tasks, student and teacher models, vocabulary building, buzzword protocol, and outlines. Join us to see how writing production can shift over time. This workshop is designed for any

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

practice about how to best support, represent, and

Danilsa Fernandez and Siaka Kone are MƒA Master Teachers and

affirm queer students in their classrooms. By the end of

mathematics teachers at the City College Academy of the Arts in

this workshop, teachers will explore the problems that

Press Record: Making Your Instruction Work on Video Facilitators: MƒA Master Teachers Daniel Horowitz and Hannah Yeats

arise when queer students are not affirmed, identify areas of opportunity in STEM curricula, name and work on areas of improvement in practice, and begin to collaborate with teachers to redesign curriculum to be

WEDNESDAY, SEP 23

inclusive of queer identities. Teachers will leave with a

ONLINE

comprehensive list of strategies for their classrooms and

 COMPUTER SCIENCE AND TECHNOLOGY

schools to make LGBTQIA+ students feel affirmed in

The current global situation has forced a huge shift

their identities and not simply tolerated, but accepted.

in teacher practice. One of the best ways to keep

They will also leave feeling empowered to make simple,

instruction effective and familiar for students learning

yet impactful, changes to their current curriculum (with

from home is for a teacher to create their own videos

access to a shared Google Drive of resources) and

to post online. There are many great tools out there to

interactions with all students, queer and not.

help make this possible, but it can be difficult to find the

Jamie Kubiak is an MƒA Early Career Teacher and science teacher at Park

time to explore and gain confidence in learning to create

East High School in Manhattan.

Loom, and Flipgrid), learn tips for how best to adapt your instruction to video, and have time to play around

Rethinking Homework Facilitators: MƒA Master Teachers Danilsa Fernandez and Siaka Kone

with at least one program. At the heart of this work, we

MONDAY, OCT 26

will look for ways to incorporate our personalities into

ONLINE

the videos so students can still feel connected to their

 INQUIRY, PRACTICE, AND LEADERSHIP

teachers and the content.

In these times of remote and blended learning, nearly

Daniel Horowitz is an MƒA Master Teacher and mathematics teacher at

every class assignment has become “homework,”

M.S. 255 Salk School of Science in Manhattan.

and now is an important moment to reconsider this

Hannah Yeats is an MƒA Master Teacher and mathematics teacher at A.

educational staple. Perceived by many educators as an

Philip Randolph Campus High School in Manhattan.

integral part of the learning process, homework is also

Queer your Classroom! p Facilitator: MƒA Early Career Teacher Jamie Kubiak

Samurai, Kissing Circles, and the Geometry of Shinto Shrines Facilitators: David Clarke and MƒA Master Teacher Andy Brockmann TUESDAY, NOV 17 ONLINE  MATHEMATICS

Are your modern Western mathematics skills a match for the traditional mathematics puzzles of the East? In this workshop, we will investigate sangaku (wooden tablets inscribed with mathematics problems) and their purpose in 17th and 18th century Japan, including worship, scholarship, and entertainment. We will bring our prior knowledge and experience to the table as

video content. During this workshop, teachers will get an overview of various tools (including Educreations,

Manhattan.

we collaborate to work through a handful of sangaku problems, make connections to algebra, geometry, and basic trigonometry, and discuss ways to engage and enrich diverse learners in our middle and high school classrooms. By the end of the workshop, teachers will be able to connect Japanese mathematics and culture in a historical context, identify the aesthetic of traditional geometry problems, and apply basic techniques to solve them.

David Clark is Professor of Mathematics at Randolph-Macon College in Ashland, Virginia. In 2017, David organized and hosted an international conference on Japanese mathematics in Ashland, and is currently

questioned by others who doubt the integrity of any

editing a volume of work stemming from that meeting. He has taken

assignment that is completed away from the supervision

three groups of students to Japan to experience sangaku in person, and

of a teacher. Students’ attitudes towards homework

TUESDAY, NOV 10

often mirror their mindsets about the learning process.

ONLINE

In this workshop, we’ll discuss the traits of homework

 INQUIRY, PRACTICE, AND LEADERSHIP

that foster a growth mindset and the characteristics

Queer people are frequently marginalized in STEM

homework assignments must exhibit for them to

classrooms. As educators, we have an opportunity

be meaningful and developmentally appropriate for

to not only include, but also normalize, represent,

students. This workshop will also provide a platform for

and celebrate LGBTQIA+ people in science and

teachers to engage in a reflection of student feedback

mathematics. This workshop is for any teacher (queer

as we review, “The Five Hallmarks of Good Homework,”

or ally) who wants to expand their knowledge and

an article published by the Association for Supervision

to watch sumo.

Andy Brockmann is an MƒA Master Teacher and mathematics teacher at J.H.S. 088 Peter Rouget in Brooklyn.

and Curriculum Development.

54

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

clinical and administrative social work practice in health/mental health

spent 20 years as a community organizer, family therapist, group worker

care. Dr. O’Neill’s recent publications exemplify her dual commitments

and researcher, and was the director of public and private nonprofit

to developing evidence-based community interventions that foster

child and family welfare agencies.

resilience in marginalized communities, and developing resources

Self-Care Skills for Teachers and Students Facilitators: Josh Miller, Ph.D. and Peggy O’Neill, Ph.D. WEDNESDAY, NOV 18 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

The ongoing stress of the dual pandemics of structural racism and COVID-19 necessitate attention by teachers on self-care to manage their own trauma and reactions.

How can this be done despite many challenges and how can these skills be taught to students as well? In this workshop, teachers will come to understand the

that foster social justice and anti-racism, in particular, in both social work education and community-based services. Most recently, she co-developed the Critical Conversations Model, a dialogic intervention designed to increase capacity to deal directly with the interplay of societal and structural forces of oppression, power, and privilege active interpersonally. Dr. O’Neill received her bachelor’s degree in special education from Boston College, her master’s degree from the Columbia University School of Social Work, and her Ph.D. in clinical social work from New York University.

Dr. Peggy O’Neill joined the faculty of Smith College School for Social Work in 2012. Dr. O’Neill has taught across the clinical, Human Behavior & Social Environment and social enterprise administration methods.

With several years of experience working with diverse communities facing trauma post-9/11, Dr. O’Neill has worked on co-developing, implementing and evaluating resiliency-based, culturally and linguistically attuned psychoeducational groups and has 25 years of clinical and administrative social work practice in health/mental health care. Dr. O’Neill’s recent publications exemplify her dual commitments to developing evidence-based community interventions that foster resilience in marginalized communities, and developing resources

Short and Long-Term Crisis Intervention in the Classroom p Facilitators: Joshua Miller, Ph.D. and Peggy O’Neill, Ph.D.

that foster social justice and anti-racism, in particular, in both social work education and community-based services. Most recently, she co-developed the Critical Conversations Model, a dialogic intervention designed to increase capacity to deal directly with the interplay of societal and structural forces of oppression, power, and privilege active

importance of self-care, and see it as an integral piece

WEDNESDAY, DEC 2

to building one’s own resilience rather than a luxury for

interpersonally. Dr. O’Neill received her bachelor’s degree in special

ONLINE

education from Boston College, her master’s degree from the Columbia

the privileged. They will also review a range of self-care strategies, develop individual self-care plans, practice different forms of mindfulness activities, and review ways of helping students to develop self-care skills.

Dr. Joshua Miller is a professor of social work at Smith College who specializes in helping individuals and communities to recover from

 INQUIRY, PRACTICE, AND LEADERSHIP

is in crisis. This workshop will present evidenced-based interventions that help students stabilize and recover in the short-term as well as thrive over an extended period of exposure to structural oppression and the

in the United States and what to do about it. He is the author of

stressors caused by COVID-19. Teachers will learn crisis

Psychosocial Capacity Building in Response to Disasters and co-author

intervention assessment and intervention skills, review

of Racism in the United States: Implications for the Helping Professions.

how to work collaboratively with students to ensure

for, and written about many disasters including 9/11, Hurricane Katrina,

their safety and well-being, and understand and practice

the Asian tsunami, the Haitian earthquake, armed conflict in Northern

assessment and crisis-related problem solving skills that

Uganda, the Boston Marathon bombing and the elementary school

can be taught to students.

tragedy in Newtown, Conn. He volunteers for a team that offers crisis intervention responses to firefighters, police officers, and emergency medical technicians after tragedies, is a clinician with the Crisis Care Network, and partners with local non-profit organizations when responding to major disasters internationally. Prior to teaching, Miller spent 20 years as a community organizer, family therapist, group worker and researcher, and was the director of public and private nonprofit child and family welfare agencies.

from New York University.

Teachers are often the first adults to see a student who

disasters, war, and violence. He also teaches and writes about racism

In addition to his academic work, Miller has responded to, consulted

University School of Social Work, and her Ph.D. in clinical social work

Dr. Joshua Miller is a professor of social work at Smith College who specializes in helping individuals and communities to recover from

Solar Storms & Heliophysics: From Flares to Aurora Facilitator: MƒA Master Teacher Jared Jax, Ed.D. TUESDAY, JAN 5 ONLINE  SCIENCE

Abrupt changes in the Sun create flares and coronal mass ejections, producing powerful solar storms that are sent out into space. NASA scientists are using this data, collected from satellites and observatories, to predict these storms and to protect human interests in

disasters, war, and violence. He also teaches and writes about racism

space and on Earth. In this workshop, teachers will use

in the United States and what to do about it. He is the author of

authentic data to promote inquiry-based learning with

Psychosocial Capacity Building in Response to Disasters and co-author

technology. When course content is integrated into the

of Racism in the United States: Implications for the Helping Professions.

In addition to his academic work, Miller has responded to, consulted

classroom, students will use data as the core for these

for, and written about many disasters including 9/11, Hurricane Katrina,

activities as students analyze scientific information. The

Dr. Peggy O’Neill joined the faculty of Smith College School for Social

the Asian tsunami, the Haitian earthquake, armed conflict in Northern

workshop will focus on the Sun-Earth connection using

Work in 2012. Dr. O’Neill has taught across the clinical, Human Behavior

Uganda, the Boston Marathon bombing and the elementary school

& Social Environment and social enterprise administration methods.

free online resources from NASA. Topics will include

tragedy in Newtown, Conn. He volunteers for a team that offers crisis

With several years of experience working with diverse communities

intervention responses to firefighters, police officers, and emergency

solar structure, magnetic fields, orbits, light, aurora,

facing trauma post-9/11, Dr. O’Neill has worked on co-developing,

medical technicians after tragedies, is a clinician with the Crisis Care

convection and radiation. NASA data makes tracking a

implementing and evaluating resiliency-based, culturally and

Network, and partners with local non-profit organizations when

solar storm easy and can be incorporated into a middle

linguistically attuned psychoeducational groups and has 25 years of

responding to major disasters internationally. Prior to teaching, Miller

school or high school curriculum.

55

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.

Stress Management in the New Normal I & II Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne WEDNESDAY, SEP 30 MONDAY, NOV 2 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS COURSE IS OFFERED TWICE ON TWO DIFFERENT DATES.

Do you want to help improve your mental health as you juggle returning to the classroom, global stressors, and home and family life? Mindfulness practices prove to be effective Social-Emotional Learning (SEL) strategies to promote well-being. This workshop will provide educators with research-based methods to incorporate mindfulness practice into their daily life. Educators will engage in discussions and reflections on their own coping behaviors and stress triggers, and be provided with guidance and tangible activities to move forward with a mindfulness practice and stress reduction strategies.

our English Language Learners, more effectively. In this workshop, we will examine some of the problems that arise when using mathematical symbols, discuss

THURSDAY, OCT 15

strategies for fostering mathematical communication,

ONLINE

and explore how to promote mathematical precision for all students. We will also implement social-emotional

Simone O. Kuranishi is a dance, yoga, and special education teacher

learning and culturally responsive teaching techniques

with over a decade of experience in public schools. She currently works

(described in more detail in the facilitators’ book, The

as a freelance consultant in mindfulness, yoga, and dance education.

Erika Stafne is an MƒA Master Teacher and science teacher at Repertory Company High School for Theatre Arts in Manhattan.

Teaching Mathematics as a Language Facilitators: MƒA Master Teachers Larisa Bukalov and Bobson Wong THURSDAY, JAN 28 ONLINE  MATHEMATICS

If mathematics is a language, shouldn’t that inform how we teach it? Thinking about mathematics as a language allows us to teach and support our students, particularly

56

Teaching With Graphs From The New York Times Facilitators: C. Ross Flatt and Rachel Manley

Math Teacher’s Toolbox) that can improve students’ mathematical fluency and confidence. Lastly, we will discuss strategies for using remote learning tools to strengthen students’ mathematical language skills.

Mathematics teachers at all levels are welcome.

 INQUIRY, PRACTICE, AND LEADERSHIP

Join The Learning Network to explore how to teach and learn with the award-winning graphics from The New York Times. Teaching students how to read, interpret, and question graphs, maps, and charts are key 21stcentury skills. One of The Learning Network’s weekly features, “What’s Going On in This Graph?”, provides an authentic way for students to interpret graphs, evaluate their reliability, and draw logical conclusions.

Larisa Bukalov and Bobson Wong are MƒA Master Teachers and

In this workshop, we will walk teachers through the

mathematics teachers at Bayside High School in Queens.

components of the “What’s Going On in This Graph?” feature. We will also think about how to select graphs that will engage students and connect to their lives, as well as the curriculum, and explore how this feature can foster in-depth student discussion, activate critical thinking, and strengthen skills in making observations and inferences. Additionally, we will discuss successful MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops

Universal Design for Learning to Create More Equitable Classroom Communities p Facilitators: Molly Nestor and Sophie Rutstein

ways that teachers have used “What’s Going On in This

THURSDAY, NOV 5

Graph?” with their students — both in the classroom and

ONLINE

degree in Childhood Education and Special Education and has been a workshop facilitator with Roots ConnectED since early 2018.

Using Screencastify to Enhance Instruction Facilitator: MƒA Master Teacher Lauren Friedman

 INQUIRY, PRACTICE, AND LEADERSHIP

TUESDAY, SEP 15

C. Ross Flatt is responsible for managing the professional development

Oftentimes, when conversations center around racial

ONLINE

programs at The Learning Network at The New York Times. Before

equity in a school or classroom, the focus is solely on

 COMPUTER SCIENCE AND TECHNOLOGY

joining the Learning Network in 2019, Ross was a social studies teacher,

content. However, one of the most critical ways for us

Using videos in your virtual and traditional classroom

to achieve equity in our classrooms is by recognizing

has become exponentially more important over the

the variability of learners that make up our communities

last few months. Screencastify is a helpful add-on to

Development Manager in 2020. Before joining The New York Times,

and ensuring that all learners have access to the

your browser that makes it easy to record, edit, save,

Rachel was a classroom teacher, as well as professional development

curriculum in a way that ultimately gives them the

and upload videos. The goal of the workshop is to

manager for a global education non-profit.

power to own their own learning. To do this, we must

discuss and develop ideas on using Screencastify to

develop a mindset that has no room for the myth of

incorporate videos and enhance instruction. We will

the average learner. In this session, we will share the

start with an overview of Screencastify and learn how

mindset shifts required to recognize learning needs

to record videos. Teachers will be given time to record

as an issue of equity and justice in our classrooms.

a sample on their own and then come back together to

Using the framework of Universal Design for Learning

discuss how to use this in their classrooms, whether in a

THURSDAY, OCT 29

(UDL), teachers will consider UDL as an approach and

synchronous or asynchronous setting. Teachers will be

ONLINE

understand what the framework means within the

provided with links and resources to continue to work

 SCIENCE

context of planning and curriculum, even in remote

with Screencastify after the session is complete. This

The word kaleidoscope comes from Greek and means

learning. Teachers will see examples of what UDL-based

workshop is suitable for all teachers.

“an instrument for viewing beautiful forms.” Behind

instruction looks like in both in-person and online

Lauren Friedman is an MƒA Master Teacher and mathematics teacher at

this simple but dazzling device is a great teaching

classrooms, and explore concrete practices that support

Susan E. Wagner High School in Staten Island.

tool to simultaneously explore optics and geometry

it. Teachers will leave with a deeper understanding of

concepts, including angles, reflections, circumferences,

UDL and the implications of this work for their own

symmetries, and more. In this workshop, teachers

classrooms and communities.

will learn about these concepts by designing and

Molly Nestor has been an educator for ten years, working with students

manipulating their own kaleidoscope. Prior to the

in pre-K through 4th grades in New York City and Southeast Michigan.

workshop, teachers will be provided with instructions

Her professional work has centered on the interactions of power and

via remote learning.

assistant principal, and curriculum manager in public schools and nonprofit organizations.

Rachel Manley joined The Learning Network as Professional

Uncovering the “Magic” and Science of Kaleidoscopes Facilitators: MƒA Master Teachers Jay Jammula and Sean McCann

and resources for gathering the basic building supplies.

identity in inclusive school spaces. Molly has most recently worked as a 2nd grade ICT teacher at Community Roots Charter School in Brooklyn,

We will begin the session by showcasing a simple

New York, a Roots ConnectED learning site where she launched and

homemade kaleidoscope, discuss its origins, and go

developed a UDL school-wide initiative. Molly has extended her work

through the basic structural components. Teachers

on UDL and inclusion over the past three years as an Educational Coach

will then break out into smaller groups to build their kaleidoscopes and to discuss applications to their own classrooms. This workshop will be especially useful to

with Roots ConnectED. Sophie Rutstein has been the special education teacher in a cotaught ICT classroom at Community Roots, the learning site for Roots

Using Student-Created Podcasts as an Assessment Tool Facilitators: MƒA Master Teachers Lindsay Melachrinos and Daniel Perkowski TUESDAY, JAN 12 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

As teachers, we strive to provide students with the ability to express their own voice and agency while also assessing their understanding of content. Studentcreated podcasts are an engaging and remote-friendly

ConnectED, since 2017. She works to integrate an anti-bias lens to

assessment choice that give students the ability to

middle school science and mathematics teachers, but

project based curriculum and facilitates training for families to close the

demonstrate their mastery in a creative and expressive

high school teachers are also welcome to attend.

home-school gap in education. Her work with Roots ConnectED allows

way. The goal of this course is to provide resources

Jay Jammula and Sean McCann are MƒA Master Teachers and science teachers with the NYC Department of Education’s Home Instruction program.

57

her to share her practical classroom experience with educators around the country in the practices of anti-bias and inclusive education in deep and meaningful ways. She graduated from New York University with a

and background knowledge on the technology and processes required for students to create and share a MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Single Session Workshops podcast, and also to provide space and community to brainstorm possible structures and assessments that could enrich our curriculum.

Lindsay Melachrinos is an MƒA Master Teacher and science teacher at M.S. M245, The Computer School in Manhattan.

Daniel Perkowski is an MƒA Master Teacher and science teacher at The Facing History School in Manhattan.

Voting Systems: How Does America Rank?

Facilitator: MƒA Master Teacher Courtney Ferrell

A Walk Through the Miocene: A Paleobotany Workshop Facilitators: John Cunningham, Bill Rember, Ph.D., and MƒA Master Teachers Maria Giambanco, Elisa Margarita, Ph.D., Lola Oyediran, and Kay Sirianni THURSDAY, OCT 8 ONLINE  SCIENCE + PLEASE NOTE: TEACHERS WILL RECEIVE A SMALL SHIPMENT OF FOSSILS PRIOR TO THE COURSE WHICH THEY MAY KEEP FOR CLASSROOM USE.

Condorcet. We will start by utilizing a given data set for fictitious candidates to come up with potential voting systems in which each candidate could win, compare and match the derived systems to those listed, and discuss when each type of system was used historically and geographically. The second half of the workshop will give teachers a chance to discuss how political strategists use polling and electoral votes to make political campaign recommendations, and time will be allocated for collaborating on classroom activities around this content.

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at Bronx Theatre High School in the Bronx.

knowledge of this significant but undervalued geologic resource.

Maria Giambanco is an MƒA Master Teacher and science teacher at High School of Telecommunication Arts and Technology in Brooklyn.

Elisa Margarita is an MƒA Master Teacher and science teacher at Brooklyn Technical High School in Brooklyn.

Lola Oyediran is an MƒA Master Teacher and science teacher at Beacon High School in Manhattan.

Technical High School in Brooklyn.

fossil beds in Idaho as a case study to promote the preserved fossils that it is referred to as a “lagerstätte,”

instant runoff voting, Borda count, approval score, and

Idaho for decades and promotes the ongoing interest and scientific

Kay Sirianni is an MƒA Master Teacher and science teacher at Brooklyn

ONLINE

including plurality, random, survivor, top-two runoff,

has been unearthing and studying the Clarkia fossil flora of northern

workshop will focus on using fossils from the Clarkia NGSS standards.The Clarkia area is so dense with well-

This workshop will look at a variety of voting systems

University of Idaho and director of UI’s Tertiary Research Center. He

With the move towards three dimensional learning, this

THURSDAY, OCT 1  MATHEMATICS

Dr. Bill Rember is an affiliate professor of Geological Sciences at the

a German phrase meaning “Earth Treasure.” Many fossils in Clarkia are so well preserved, in fact, that

What’s the PROBLEM?: Exploring Number Theory Tasks Facilitators: MƒA Master Teachers Josue Cordones and Mimi Ong Ante

leaves look as if they have just fallen from their trees.

WEDNESDAY, JAN 27

Paleobotany lends itself to a larger story about life on

ONLINE

Earth, connecting easily to both the physical and life

 MATHEMATICS

sciences. In this workshop, teachers will use actual

The most important role for the mathematics teacher

fossils to identify species and explore an activity to

becomes creating a classroom in which all students

solve the “mystery of the missing plants,” specimens

can reflect on mathematics and communicate their

that were once plentiful in the fossil record but then

thoughts and actions. If you’re interested in figuring

suddenly disappeared. This activity connects SEPs and

out how such a classroom can be created, then this

CCCs such as analyzing data, drawing conclusions,

is the workshop for you. We will closely look at a

and generating predictions with processes such as

sequence of number theory tasks and how they provide

sedimentation, evolution, and climate change. In

opportunities for students to construct mathematical

addition to learning about Clarkia, studying the fossils,

understanding through reflections and communication.

and solving the mystery of missing plants, we’ll have two

Join us as we explore how to problematize mathematics

experts join us to guide us through the workshop and

instruction with the intention of achieving deeper

to answer questions, Dr. Bill Rember, a paleo-botanist

mathematical understanding. In this workshop, we

and geologist, and John Cunningham, both of whom

will also highlight how teachers can create a virtual

have been studying the site for nearly two decades. This

classroom that provides students with the opportunity

course is suitable for all science teachers of any grade

to reflect and communicate their mathematical thinking.

level.

John Cunningham received a B.A. in Biology from Hofstra University, and an M.S. in Anthropology from NYU. He taught secondary science for 29 years and remains passionate about science education and advocacy.

He is an active member of the Science Council of NYC, STANYS retiree

Josue Cordones is an MƒA Master Teacher and mathematics teacher at the Bronx Collaborative High School in the Bronx.

Mimi Ong Ante is an MƒA Master Teacher and mathematics teacher at Hunter College High School in Manhattan.

section/legislative and funding committees, and the NYS Science Education Consortium.

58

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Interest Groups Interest Groups are one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.

59

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Interest Groups All Levels Vinyasa Yoga Facilitators: Emilie Brockmann

Creating Modular Mathematics Worksheets for Regents Practice Facilitators: MƒA Master Teachers Charlie Michaelson and Brittany Murdock

Elementary Teacher Meet-Ups Facilitator: MƒA Elementary Master Teachers MONDAYS, SEP 21, OCT 19, NOV 16, DEC 14, JAN 11 ONLINE

MONDAY, DEC 7

 COMMUNITY

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in developing worksheets composed

Are you a K-5 educator interested in connecting with

of Regents problems without having the exact same

other elementary school teachers? Join us in this

problems year after year? This group will provide you

monthly virtual space to connect and support one

Are you interested in starting a yoga practice but feel a

with access to a spreadsheet database of past Regents

another as we continue to tackle challenges of teaching

bit intimidated? Vinyasa yoga incorporates all levels of

problems (Geometry and Algebra II) in which numbers

through the pandemic.

movement, making it perfect for beginners. In this hour-

and answers re-generate each time you print out a new

long session, we will move the body safely through

set. Instructions will be provided on how to make your

carefully curated yoga postures as we explore different

own custom worksheets. Knowledge of Microsoft Excel

breath techniques, build heat in the body, seek balance,

is beneficial but not required.

MONDAYS, SEP 21, OCT 26, NOV 9, DEC 14, JAN 11 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

and stretch and strengthen the muscles. By linking breath to movement our practice will become a moving meditation.

Board Games and Mathematics Facilitators: MƒA Master Teachers Patrick Cox and Andrea Kung

Developing a Science Research Program Facilitators: MƒA Master Teacher Jessica Weedon and MƒA Early Career Teacher Max Chomet ONLINE

vocabulary? By experiencing learning a new language

 INQUIRY, PRACTICE, AND LEADERSHIP

science research program at your school? Come learn about The Bronx High School of Science research

social games such as Codenames, and deeply complex strategy games such as Terraforming Mars or Settlers of Catan. We will use online gaming platforms such as Steam in order to play the games remotely. If you have enjoyed playing any board game before, then there will be a board game for you!

for the content we teach, we can better support our ELL students. Join other novice Spanish speakers for El Groupo de Lectura, a scientific article club conducted in Spanish.

program and exchange ideas with other STEM teachers to support student research at your school.

Are you interested in playing board games virtually while as we play games of deception such as Avalon or Spyfall,

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in practicing content-specific Spanish

ONLINE

also exploring the mathematics of each game? Join us

 COMMUNITY

THURSDAY, NOV 12

Are you interested in starting or further developing a

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

TUESDAY, OCT 13 ONLINE

TUESDAY, NOV 3 WEDNESDAY, DEC 23  COMMUNITY

El Grupo De Lectura Facilitator: MƒA Master Teacher Lauren Belliard

Earth Science Meet-Up Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun THURSDAY, JAN 7 ONLINE  SCIENCE

Are you interested in sharing materials, lesson plans, and ideas with other Earth Science teachers in MƒA? Join us for an informal brainstorming session about engaging resources for the Earth Science virtual or blended

Grant It and It Shall Be Yours!

Facilitators: MƒA Master Teachers Jerry Citron and Jason Econome TUESDAY, DEC 22 ONLINE  COMMUNITY

Are you interested in writing a grant proposal to transform your classroom into a more vibrant and engaging learning environment? Join us to learn which educational funding organizations are the most generous and what they look for in a successful application.

classroom.

60

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Interest Groups It Is Never Too Early to Start Planning for Retirement!

Facilitator: MƒA Master Teacher Lena Cosentino

of collaboratively exploring our local and global food

recorded video. Instructions on how to add your name

systems.

as a performer will be sent separately.

MƒA Game Night Facilitators: MƒA Master Teachers Aaron Loboda, Deborah Reich, and Matt Steiniger

National Ocean Science Bowl Information Session Facilitators: MƒA Master Teachers Kimberly LauHoang and Stephan McClellan

THURSDAY, JAN 21

TUESDAYS, OCT 27, JAN 26

MONDAY, NOV 9

ONLINE

ONLINE

ONLINE

 COMMUNITY

 COMMUNITY

 SCIENCE

Are you interested in knowing more about what TRS,

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in exciting your science students

TDA, and QPP mean to you as a NYCDOE teacher? Join us as we hear from an MƒA teacher, who is also a UFT

Are you interested in strategy and diplomacy or

Pension Representative, to help answer questions you

backstabbing and intrigue? How about learning

have about tiers, retirement, savings, and more.

and sharing new games while socializing with your colleagues in an informal virtual setting? If so, join us for the MƒA Game Night!

Juggling the Demands of Teaching and Parenting p Facilitator: MƒA Master Teacher Janice Kwan THURSDAYS, OCT 1, DEC 3 ONLINE

through competition? The National Ocean Science Bowl is a great way for students to gain exposure to all of the ocean science careers. This competition also helps today’s students become stewards of tomorrow’s oceans by immersing them in oceanic sciences. Both facilitators have had experience at Regional Bowls and can answer any questions about the competition

MƒA Trivia Night Facilitators: MƒA Master Teachers Peter D’Amico and Theresa Stanley

 COMMUNITY

THURSDAY, JAN 28

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

ONLINE  COMMUNITY

Are you interested in meeting other teachers also trying

Are you interested in putting all of the science and

to find a healthy balance between teaching demands

mathematics facts you’ve acquired to good use? Come

and parenting young children during the COVID-19

hang out at this virtual showdown and demonstrate

pandemic? Let’s come together to provide support and

your trivia prowess!

and related competitions. Join us as we explore the objectives and inner workings of the competition through a student’s eyes.

offer creative ideas to one another as we strive to find this healthy balance.

LanDestini Information Session Facilitator: MƒA Master Teacher Lauren Belliard THURSDAY, JAN 14 ONLINE  SCIENCE

Are you interested in learning more about an international sustainable food production and consumption exchange program? Join us for an introduction to LanDestini, a program which pairs NYC Schools with French High Schools in the pursuit 61

MƒA Virtual Open Mic Facilitators: MƒA Master Teachers Lauren Brady and JC Whittaker MONDAY, JAN 25 ONLINE  COMMUNITY + PLEASE NOTE: A TECH REHEARSAL WILL BE HELD ON TUESDAY, JAN 19 FOR ALL PERFORMERS.

Are you interested in being an audience member or a performer at an MƒA virtual open mic? Join us for an evening of music, singing, dancing, digital media, poetry, stand-up comedy, and more! Teachers will be able to perform a five-minute piece live or by preMƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Interest Groups Overbooked Facilitators: MƒA Master Teachers Phylicia Hoyt and Theresa Stanley

Planning Remote Field Trips Facilitators: MƒA Master Teachers Alexander Lord and Violetta Pinkhasova

muscles to release and over time increase flexibility.

Whether you’re brand new to yoga or a lifetime

 INQUIRY, PRACTICE, AND LEADERSHIP

ONLINE

bring museums, zoos, space exploration, and more to

field trips? Join us as we explore opportunities to our remote classrooms through tools like Discovery Education.

fiction) for enjoyment! In the past we have read books

Problem-Solving Group Facilitator: MƒA Master Teacher Michael Wijaya

such as Red, White and Royal Blue by Casey McQuiston,

TUESDAY, OCT 6

The Yellow House by Sarah M. Broom, My Sister, the

ONLINE

Serial Killer by Oyinkan Braithwaite, Exit West by Mohsin Hamid, The Dreamers by Karen Thompson Walker, The Immortalists by Chloe Benjamin, and many more!

practitioner, restorative yoga is for you!

Sound Meditation: Exploration and Experience Facilitators: Emilie Brockmann and MƒA Master Teacher Andy Brockmann MONDAYS, NOV 2, DEC 21 ONLINE

Are you interested in reading for FUN but don’t always have time? Join our book club as we read (mostly

system. This breath-centered practice allows the

ONLINE

TUESDAYS, SEPT 22, OCT 20 MONDAYS, NOV 30, JAN 4

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

stimulate circulation and the parasympathetic nervous

THURSDAY, SEP 24

Are you interested in learning how to plan remote

 COMMUNITY

both the mind and body. The postures we will explore

 MATHEMATICS

 COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in experiencing sound meditation and learning about the instruments, acoustics, applications, and states of consciousness? Join us for an evening

Are you interested in collaborating on challenging

of exploration and relaxation through sound. In order

mathematics problems with other MƒA teachers? Do

to optimize your virtual sound meditation experience,

you want to try out Coauthor, a new online tool to

good computer speakers or headphones and a quiet,

facilitate collaborative work? Would you like to learn

comfortable space are recommended.

to typeset mathematics using LaTeX? We will start with a self-paced tutorial on typesetting mathematics and other essential features of Coauthor. Then, we will work together on a low-threshold/high-ceiling problem, and at the same time, put into practice what we learned from the tutorial.

Tips and Tricks for Online Learning Facilitator: MƒA Master Teacher Samantha Adams TUESDAY, SEP 15 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Restorative Yoga Facilitator: Emilie Brockmann TUESDAY, DEC 1 WEDNESDAYS, OCT 7, NOV 18, JAN 27 THURSDAY, OCT 15

Are you interested in sharing what works -- and what doesn’t! -- when it comes to online learning? Join us as we create a space to share our best practices and get fresh ideas from one another.

ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you feeling stress, tightness, or pain in your body?

An hour of restorative yoga could help! This passive practice is slow and meditative and can soothe the nervous system, promote rest, and restore health to 62

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Interest Groups

the methods we can use to recruit more students into our classes, and the resources we can implement to help our students grow and succeed.

Tutoring: Growing Your Side Gig Facilitators: MƒA Master Teachers Joseph Buro and Felicia Giunta MONDAY, SEP 14 ONLINE  COMMUNITY

Are you interested in discussing ways to take the classic teacher side-job of tutoring and turn it into an amazing source of income? We have been tutoring for years and have a lot to share on strategies to make the business practice of tutoring something that you can scale to your desire -- without any worries about conflicts of interest or inconvenience to your free time.

UFT Chapter Leaders and Delegates: Fostering Leadership Facilitators: MƒA Master Teacher David Price and MƒA Emeritus Teacher Robert Robinson MONDAY, OCT 5 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in meeting other Chapter Leaders and UFT Delegates within the MƒA community? Join us as we establish our own network within MƒA so that we

Unpacking the AP Classroom Facilitator: MƒA Emeritus Teacher Petya Herz TUESDAY, JAN 5 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in discovering AP Classroom digital tools and opportunities to support your instruction this year? Join us in this journey of unpacking AP Classroom resources, such as personalized timelines, course information, question banks, assessment tools, and more. Let’s dive in together to improve our practice!

Volunteer Opportunities During COVID-19 Facilitator: MƒA Master Teacher Stacy Goldstein THURSDAY, SEP 17 ONLINE  COMMUNITY

Are you interested in giving back to your community by volunteering during this unprecedented pandemic?

Let’s meet and find a project (virtual and/or in-person) that we can work on together to make an impact in our communities!

can all improve our leadership skills, learn from each other’s experiences, and assist each other in having a successful year!

Unite: AP for All p Facilitator: MƒA Master Teacher Alexander Lord THURSDAY, OCT 29 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in having a conversation about the AP for All initiative? Let’s unite current and prospective AP teachers across STEM disciplines to discuss and share what steps our schools are taking to fulfill this initiative, 63

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Affinity Groups + PLEASE NOTE: FOR ALL AFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

LGBTQIA+ Affinity Group p Facilitator: MƒA Master Teachers Pooja Bhaskar and Lisa Bueno, and MƒA Early Career Teacher Nakita VanBiene TUESDAYS, SEP 29, NOV 24 WEDNESDAYS, OCT 14, JAN 13 THURSDAY, DEC 10 ONLINE

Asian American Affinity Group p Facilitators: MƒA Master Teachers Brian Lam, Sin Li, and Cathy Xiong

 COMMUNITY

Are you interested in meeting other queer educators in the MƒA community? Collaborate and recharge with

WEDNESDAYS, SEP 16, OCT 7, NOV 4, DEC 2, JAN 6

like-minded LGBTQIA+ STEM teachers and discuss the

ONLINE

common challenges we may face. Our agenda will be

 COMMUNITY

set by the needs of our community.

Are you interested in joining a group of Asian American educators to share experiences and discuss challenges faced by Asian Americans in the field of education? Join us as we encourage and support one another while strengthening and amplifying Asian American voices in education.

Black, Latinx, & POC Affinity Group p Facilitators: MƒA Master Teachers Eric Portales, Michelle Sims, and Alvis Wilson, and MƒA Early Career Teacher Josh Modeste

West Indian/Caribbean Affinity Group p Facilitator: MƒA Master Teacher Stephen Jackson WEDNESDAYS, SEP 30, OCT 28, DEC 9, JAN 20 ONLINE  COMMUNITY

Are you interested in joining a group of West Indian/ Caribbean educators to discuss the educational experiences and challenges faced by both teachers and students in this community? Join us as we provide

WEDNESDAYS, SEP 23, OCT 21, NOV 18, DEC 16, JAN 27

support and mentorship for each other in our endeavors

ONLINE

in STEAM education.

 COMMUNITY

Do you identify as a Black, Latinx, Indigenous, or POC educator who is interested in discussing the experiences and challenges faced by BIPOC in the world of education? Join us as we consider the issues faced by our communities and support one another in our endeavors in STEM education. We will meet once per month, and our agenda will be set by the needs of our community.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Thursday Thinks Thursday Thinks are monthly STEM talks open to both MƒA teachers and their colleagues from the larger mathematics and science community. This speaker series features engaging and accomplished experts who delve into cutting edge topics in math, science, and education.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Thursday Thinks

applied mathematics from the MIT Operations Research Center, and a

received a bachelor’s degree in biology and mathematics from Hunter

BS in Computer and Information Science from Florida A&M University.

College. He earned his Rockefeller doctorate in 1995 for research

Prior to launching his own practice (Chandler Decision Services), he

conducted in the laboratory of Fernando Nottebohm, where he studied

was a consultant with McKinsey & Company and the Civic Consulting

genes linked to vocalization canaries. An Investigator of the Howard

Alliance, both in Chicago, IL.

Hughes Medical Institute since 2008, Dr. Jarvis is the recipient of numerous awards, including the National Science Foundation’s Alan T. Waterman Award, an NIH Director’s Pioneer Award, the 2015 Ernest Everett Just Award from the American Society for Cell Biology, and a 2019 NIH Director’s Transformative Research Award. He is also a member of the Hunter College Alumni Hall of Fame.

MT²: Master Teachers on Teaching Speakers: MƒA Master Teachers THURSDAY, DEC 17 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

MT²: Master Teachers on Teaching features original and thought-provoking presentations by MƒA Master Teachers, similar to a TEDx event. The theme for the ninth annual Master Teachers on Teaching is “Disruption: Finding a Way Forward.” What does this mean in your classroom, and in classrooms across New York City?

Come find out by bearing witness to these innovative

Learning From Within: Data-Driven Equity Work Using Internal Data p Speaker: Lincoln Chandler, Ph.D. THURSDAY, OCT 22 ONLINE  MATHEMATICS

In this talk, Dr. Lincoln Chandler takes a look at the debates happening on schools and school reform at the national, state, and city level, focusing on how an individual school might use its own data and resources to assess school policies and implement positive change on campus. This talk will introduce a process that supports “data-driven” decision making in schools and illustrates how the process is supporting racial equity work within a large high school in Chicago.

Dr. Lincoln Chandler advises public and private sector leaders on

and inspiring talks by our own MƒA Master Teachers!

Singing in the Brain Speaker: Erich Jarvis, Ph.D. THURSDAY, NOV 19

MT2. Proposals are due October 19. Get started here.

ONLINE  SCIENCE

In this talk, neurobiologist Dr. Erich Jarvis uses innovative research techniques that often defy convention to demonstrate what songbirds can reveal about the evolution of the human brain, spoken language, and singing. Through integrating computational, behavioral, physiological, and molecular techniques, Dr. Jarvis explores the neural genetics of vocal learning and the evolution of this complex behavior.

operations strategy, program evaluation, and data use. His work in

Dr. Erich Jarvis, an alumnus of The Rockefeller University, returned to

education began with his dissertation on performance gaps in an

campus in 2016 as a tenured professor heading the new Laboratory

elementary school district, and for the last several years, he has been

of Neurogenetics of Language. Dr. Jarvis investigates vocal learning

retained as a facilitator of a community-wide committee on school

in songbirds and other animals as a model for understanding spoken

climate and culture. Dr. Chandler holds Masters and Ph.D. degrees in

language in humans. Born and raised in New York City, Dr. Jarvis

66

Note: Master Teachers can submit a proposal to speak at

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Community Contributions Community Contributions are opportunities for MTII+ (teachers in their second, third, or fourth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Community Contributions

by MƒA teachers, help to refine a shared definition for

created, and how they might be vetted, organized, and

MƒA, and provide feedback and input on action plans

retrieved.

designed to foster an inclusive and empowering learning environment for all teachers at MƒA.

Applicant Screener Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid THURSDAY, OCT 15 ONLINE  COMMUNITY

Information Session Host Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid

Praxis Prep Session Facilitator Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid THURSDAY, OCT 29 ONLINE

THURSDAY, OCT 29

 COMMUNITY

ONLINE

+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE CERTAIN THAT YOU ARE AVAILABLE ON OCTOBER 29 FOR THE ORIENTATION, AND YOU ARE AVAILABLE FOR THE PRAXIS PREP SESSION ALIGNED TO YOUR CONTENT AREA:

Screeners help MƒA identify teachers with a strong

 COMMUNITY

foundation in content, pedagogy, and knowledge of

Current MƒA teachers are essential in encouraging and

students to become part of our community of teachers.

supporting prospective applicants through the application

Screeners will be assigned to an interview panel to help

process. A great way to do this is by being an Information

gather more information about fellowship finalists as they

Session Host this fall! We are looking for teachers

participate in a two-part interview process. Screeners

interested in helping to create an MƒA community built

Praxis Prep Session Facilitators play a key role in helping

will first attend a mandatory virtual orientation meeting

on diversity and excellence, and for those looking for

prospective MƒA applicants prepare to take the Praxis

to learn about the screening process. Then, on their

a meaningful way to share their MƒA experiences with

exam in their content areas. In many cases, the facilitator

assigned screening day, they will collaborate with a team

others. All Information Session Hosts will prepare by

serves as a person on the frontline of recruitment,

of two experts to observe applicants’ presentations and

attending a virtual orientation meeting to become familiar

answering not only content-related questions but also

conduct interviews via Zoom. Screeners must be available

with their roles and responsibilities. They will then be

responding to general questions about MƒA fellowships.

from 8:00 a.m.-4:00 p.m. on at least one of the following

required to participate in two virtual Information Sessions

As part of this community contribution, Praxis Prep

interview days: Saturday, October 17; Sunday, October

in the fall semester (dates are TBD).

Session Facilitators will attend a virtual orientation

four to six teacher candidates and provide insight as to whether candidates meet the Master Teacher Fellowship criteria.

Instructional Materials Repository Screener Coordinated By: MƒA Senior Education Researcher John Russell, and MƒA Master Teachers Michelle Sims and Jeffrey Lowenhaupt THURSDAYS, SEP 17, DEC 10

Equity Advisory Committee p Coordinated By: MƒA Staff THURSDAYS, SEP 24, NOV 5, DEC 10, MAR 4, APR 15, MAY 6 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we ensure that learning opportunities are equitable for all teachers at MƒA? As a member of the Equity Advisory Committee, you will have opportunities to advise MƒA leadership in our efforts to prioritize and build on diversity within the MƒA community. This group will consider different perspectives on equity espoused 68

WEDNESDAY, DEC 9: MATHEMATICS, ELEMENTARY MATH, BIOLOGY, PHYSICS

meeting to learn about their roles and responsibilities, and

18; Saturday, October 24; or Sunday, October 25. Over the course of the screening day, screeners will interview

WEDNESDAY, DEC 2: EARTH SCIENCE, CHEMISTRY, GENERAL SCIENCE, ELEMENTARY SCIENCE

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Once a PLT ends… what happens with the materials that

will later lead a virtual two-hour Praxis Prep Session with prospective applicants in the subject area they teach.

Small-World Network Community Mobilizers Coordinated By: MƒA Head of Data Systems Miriam Ignatoff WEDNESDAYS, SEP 30, DEC 9 ONLINE

teachers created together? Are they destined to live in

 COMMUNITY

a Google Drive collecting electronic dust, or is there a

Share your knowledge with the MƒA community! Help

way that they can be shared with others through the

start discussions and respond to questions on the Small-

Small-World Network? In this community contribution,

World Network (SWN). Mobilizers will be asked to log

we will start the work of building a repository of materials

into the SWN at least once per week to respond to posts

created by MƒA teachers. We will consider how other

or ask questions. Teachers will also be responsible for

organizations screen and evaluate teacher-created

selecting at least one post per week to be included in the

resources, think through how materials at MƒA are

community digest email.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020

Community Contributions Summer Think Planner Coordinated By: MƒA Program Officer Courtney Ginsberg MONDAYS, DEC 7, JAN 4, FEB 1, MAR 8, APR 12, MAY 10, JUN 14 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

If you’re a creative and passionate teacher, have innovative ideas about conference programming, possess time management and organizational skills, have an open and collaborative spirit, and have attended at least one MƒA Summer Think, then this community contribution is for you! Planners meet monthly to design, plan, and support the 2021 Summer Think and must be willing to do work in between sessions, including proposal reading, emailing teachers, and brainstorming ideas. Additionally, all Planners are expected to attend the 2021 Summer Think.

*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2020