SDW Professional Learning 2019-20

PROFESSIONAL LEARNING 2 019 - 2 0 2 0

DISTRICT GOALS • Increase college, career and community readiness • Increase coherence through a comprehensive system of behavior and academic support for all students • Increase the performance and engagement of all staff

Academic Indicators:

Standardized Testing Benchmarks (minimum score):

GPA 2.8 out of 4.0 and one or more of the following academic indicators:

GPA 2.8 out of 4.0 and one or more of the following academic indicators:

• 90% attendance

• Advanced Placement Exam (3+)

• ACT Exam: English (18) | Reading (22) | Science (23) | Math (22) Composite (21.3)

• 25 hours of community service

• Advanced Placement Course (A, B, or C)

• College readiness placement assessment (determined by postsecondary institution)

• Workplace learning experience

Academic Indicators:

• Dual Credit College English and/or Math (A, B, or C)

• Industry credential

• Algebra II (A, B, or C)

• Dual Credit Career Pathway Course • Two or more organized co-curricular activities (in or out of school)

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WHY DO WE VALUE PROFESSIONAL LEARNING? While we look ahead toward another year of student learning, we know that our practices are developed as a part of a rich network of professional learning. The goal of all SDW professional learning options is to continuously enhance the practice of our staff so the learning of our students is enhanced. Professional learning supports the foundation(s) of teacher practice, whether you are a teacher new to the profession or an experienced teacher who may be learning new practices or strategies. Professional learning supports continued development and depth of teacher practice regardless of where you may be in your own learning process.

Focus of professional learning is determined by • L5: Data and Results-Coherence • L4: Securing Accountability and Ensuring Excellence • L3: Deepening Learning and High Leverage Practice • L2: Cultivating Collaborative Cultures • L1: Focusing Direction: SAIL Theory of Action We are committed to the implementation of professional learning at the classroom, school and district level and know this is greatly impacted by practice, feedback, and coaching.

Effect Sizes for Training Outcomes by Training Components

Knowledge Skill

Transfer of Training

Information

0.63

0.35

0.00

Presentation of Theory

0.15

0.50

0.00

Demonstration

1.65

0.26

0.00

Theory + Demonstration

0.66

0.86

0.00

Theory + Demonstration + Practice

1.15

0.72

0.00

Theory + Demonstration + Practice + Feedback

1.31

1.18

0.39

Theory + Demonstration + Practice + Feedback + Coaching

2.71

1.25

1.68

Source: Joyce and Showers, 1995, p. 112.

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Fullan’s Phases of Implementation PHASES of the CHANGE PROCESS

Overview: Where Are We in the Change Process?

Adapted from the work of Michael Fullan, 2007

Questions to Ask and Answer

Answer the questions in each phase and determine where your district/building is in the change process. Check areas of strength. Mark with an “X” areas to improve or address.

INITIATION

✔ ✔

IMPLEMENTATION

INSTITUTIONALIZATION

How have we helped the implementers understand how innovation leads to improvement for themselves as well as for their students?

What is meant by full implementation of this innovation? What behaviors and practices are demonstrated at the early stage, mid-stage, and full implementation?

How widespread is implementation?

How have we mapped the theory of change and indicators of success to serve as benchmarks for assessing progress?

What conditions are needed to support implementation?

How many are not fully implementing the new practice?

How will we communicate with all stakeholders the goals of the innovations and processes and strategies for achieving them?

What supports are in place to meet the needs of those who are responsible for implementation?

Have practices become routine behaviors in classrooms? How do we know?

How will we help stakeholders understand the rationale and urgency for the innovation?

How are we giving feedback and ongoing professional learning to those who are implementing and leading change?

Based on the level of implementation, what needs attention from both leaders and primary implementers A. Deeper implementation?

B. Sustaining what we have implemented?

C. Or some combination of both?

What resources have been made available to support the initiation and the implementation?

How do we monitor and measure implementation and the results of implementation to continuously improve practice?

How will we be able to sustain the change over time?

Leaders’ actions and behaviors determine whether institutionalization is achieved. Those behaviors that support institutionalization are 1.

Developing constancy of purpose by sustaining commitment to implementation over time.

2.

Creating a safe space to challenge and explore assumptions so that dissonance, disruption, or dissatisfaction doesn’t derail implementation and success.

3.

Telling the truth about what is really going on to invite efforts toward continuous improvement.

To this end the School District of Waukesha provides multiple learning opportunities for our professionals.

This catalog represents a shared vision for the future of our most important service area: professional learning.

Research on High-Impact School Leadership Practices: As a professional organization, it is important that a continuous review of educational research occurs regarding the principal leadership practice that has the greatest impact on student and educator success. In some of his most recent (2015) research findings, John Hattie identified the following leadership practices with the highest effect sizes on student learning (as shown, in order): promoting and participating in teacher learning and development (.84); establishing goals and expectations (.42); planning, coordinating, and evaluating teaching and the curriculum (.42); resourcing strategically (.31); and ensuring an orderly and supportive environment (.27). The top findings of Hattie’s leadership impact research are consistent with recent work by Michael Fullan (The Principal: Three Keys to Maximizing Impact, 2014), who identifies these three keys for leadership impact as follows: leading learning, being a district and system player, and becoming a change agent.

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PROFESSIONAL LEARNING FRAMEWORK Professional Learning Framework - Supported by Instructional Coaches Our Values We believe that each and every minute of the 180 days of school time with students is vital; we value all instructional time between teachers and learners. Department and school budgets are aligned and planned in advance to support this work.

We offer professional learning that aligns with the district’s vision for teaching and learning and with student needs. Our professional development program fosters a culture of collaboration and continuous improvement while leveraging technology that creates and supports a customized experience for each teacher.

District coaches partner with school leaders to ensure a collaborative message of practice is consistent throughout our system.

Coaches are also responsible for assessing needs of the teachers they support, and in doing so, will seek out additional resources and professional learning opportunities to share with their teachers.

Professional Learning Framework - Flex Professional Learning Guidelines We promote the use of Flex PD to ensure instructional excellence across each school and classroom. This occurs when we design learning for students so that teachers can step out of the physical environment to engage in professional learning.

The Flex PD model supports the following: • A primary focus on the student’s instructional day; this is a top priority.

• A flexible learning design to create more student driven learning experiences directly connected to learning targets.

• A value-add experience for teachers and students.

• A cost-neutral, no subs, no students sent home, no loss of instructional time.

• A customized professional learning experience that promotes the application of learning for staff.

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TEACHER DEVELOPMENT PROGRAM SDW Credit Requirement for New Teachers All teachers hired are required to take courses offered by the School District of Waukesha and must equal nine credits during their first five years of employment. The courses are provided by the District at no cost to the teacher. These courses will not be eligible for additional compensation unless they are taken for graduate credit and paid for by the teacher except as stated below.

Salary Advancement for completing New Teacher Credit Requirement Additional step movement may be granted within the assigned lane for earning a valued certification and/or completing 9 paid SDW professional development credits.

1.

This is a one-time only option: One-time for nine paid SDW credits and one-time for earning a valued certification.

2.

Special consideration for teachers within their first five years on lane 1B: The teacher on lane 1B may audit the SDW courses and receive lane advancement to 2B if courses are completed within their first five years of employment in SDW. Teachers need not pay for these credits, but must provide proof of successfully completing the coursework by showing the course name, date taken, and teacher signature of completion.

3.

Special consideration for teachers within their first five years on lane 1M: The teacher on lane 1M who completes the nine new teacher credits within their first five years of employment may advance to lane 2M. Teachers must pay for these credits and provide a transcript showing completion of the credits.

New Teacher Support Sessions

New Teacher Support Sessions will be offered throughout the school year. This is a drop-in model where all topics stand alone; however, a New Teacher credit can be earned through participation in all of the support sessions and completion of all homework. Dates are listed below and sessions will run from 4:30-6:30 in Rooms 213-215 at the Lindholm Building.

September 11 November 13 January 8 March 11 May 13 Below are some suggested topics to address throughout the course of the New Teacher Support Sessions.

• Developing your SLO/PPG; Understanding the EEP process and Danielson Framework • Trauma Informed Care • Positive classroom environment • How to avoid Compassion Fatigue • Proactive Behavior Planning • Equity and Bias NEW TEACHERS - SPECIAL EDUCATION These courses constitute the foundations of instructional practice necessary for a new special education teacher. These are scheduled on the TDP calendar (on page 7) throughout the first year of employment.

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2019 Summer Institute New Teacher Pathway The School District of Waukesha is proud to host a two day Summer Institute when teachers return for the year. Hundreds of courses are offered and taught by our very own staff. These courses will provide a foundation as you begin your work in the School District of Waukesha.

See page 18 of this booklet for more information on the Summer Institute.

TDP (Teacher Development Program) Courses • TDP courses, Collegial Studies and self-paced courses via BB9 are offered each semester.

• These courses are offered to all educators in the School District of Waukesha.

• Semester 1 courses are offered from September 1, 2019, through December 6, 2019.

• Semester 2 courses are offered from January 6, 2020, through May 21, 2020.

• Each course will meet four times per month for a total of (8) hours. Additionally, students must complete a minimum of (8.5) hours per week of application time with blended, flexible options, and display evidence of embedded practice.

• Students can earn one graduate credit from Viterbo University based upon successful completion of each course and additional coursework. Contact Sara Orcholski (sorchols@waukesha.k12.wi.us) for credit forms. 1.0 credit fee is $220. A maximum of six credits can be earned per semester through Viterbo.

• Viterbo grades will be assigned at the END of each semester (December and early June).

Collegial Study A collegial study is a “study” of a certain topic with your fellow educators that focuses on district priorities. There is typically a collegial study “facilitator” who is the lead contact person for the study.

• Collegial Studies may be worth 1.0, 2.0, or 3.0 graduate credits (1.0 credit fee is $220.00) from Viterbo University based on the number of class hours, rigor of course, and amount of work completed.

• The number of credits applied to a collegial study will be determined by the study facilitator and communicated to participants through the syllabus created by the facilitator.

• Facilitators should obtain a syllabus template and Viterbo’s rubric for assessment of grades by contacting Sara Orcholski (sorchols@waukesha.k12.wi.us).

• All Collegial Study Proposals will be submitted to Sara Orcholski.

• All instructors need to submit final grades to Sara Orcholski.

Non-violent Crisis Intervention (NVCI) Trainings These sessions provide certification in strategies and skills to de-escalate a student who is at risk of emotional or behavioral outbursts and also addresses the appropriate handling when a student requires physical restraint. Contact your principal or special education chairperson prior to registering for these courses.

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2019-20 PROFESSIONAL DEVELOPMENT COURSE MENU

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2019 - 2020 PROFESSIONAL DEVELOPMENT & COURSE DESCRIPTIONS SDW PD: IF-THEN If …we provide foundational PD opportunities on district priorities…

If ...we offer multiple options/dates/delivery methods, and instructors …

If ...we monitor the success, application, results of our PD...

Then…our teachers will have the foundational understanding of key objectives and be able to apply these with students in order to help increase student growth and achievement.

Then...our teachers will be able to better customize their learning experience.

Then… we improve the overall PD experiences and student achievement will increase.

Literacy • System Literacy (CLM Connected) Focus: ✴ Literacy Essentials: Elementary - for new teachers to literacy (K-7 CLM) Danielson: 1c, 1d, 2c, 3c Teachers will dig into the foundational pieces of literacy instruction in SDW: Language Workshop, Reading Workshop, Writing Workshop, Word Work and how they fit together. We will also discuss setting up a literate environment and launching your workshops to allow for differentiation and small group instruction. ✴ Connecting Language Workshop to Reading and Writing Workshop (K-8 CLM) Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a Teachers will dig into the process of planning language workshops across a unit of study and connected to the essential question. Teachers will focus on connecting and transferring learning across the literacy workshops. You will create language workshops and connected reading and writing mini-lessons for an upcoming unit of study. ✴ Literature Discussion Groups (2-8 CLM) Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b Teachers will grow and apply their knowledge of intentional planning for small group book discussions using conversational moves among peers to facilitate and sustain discourse around big ideas and themes within complex text. You will create LDGs to match an upcoming unit of study. ✴ Next Steps in Literature Discussion Groups (LDGs) (2-8 CLM) Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b Come together with other teachers from around the district who have been facilitating Literature Discussion Groups. This course will dig into strategies to help teachers continue to elicit deeper student thinking, more student-to-student discourse and a more complex understanding of LDG texts. ✴ Guided Reading (4K-2 CLM) Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b Teachers will grow and apply their knowledge of intentional planning to design small group instruction that builds foundational skills, supports students in applying cognitive strategies, and developing fluency while reading for meaning in leveled texts. You will plan guided reading lessons for the upcoming school year.

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✴ Next Steps in Guided Reading (4k-2 CLM) Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b This course will focus on increasing intentionality during each component of the CLM guided reading framework.

Teachers will learn how to dig into student data and then how to plan in responsively from that data. Teachers will spend time learning about specific phonological awareness and phonics activities appropriate for their students. They will plan specific prompts to use while coaching individual readers during guided reading and dig into the differences between the writing prompt and the writing lesson. ✴ Conferring with Readers and Writers (4K-12 CLM) Danielson: 1b, 1f, 2b, 3b, 3d, 4b Teachers will grow their understanding of conferring with a student, keeping anecdotal notes, and using this formative data to plan instruction. You will learn how to use your conferences to provide students with just right instruction. Resources on conferring toolkits will be shared. ✴ Literacy Continuum in a Nutshell The Literacy Continuum offers teachers the opportunity to know what students are able to do and what are their next steps in learning. This course will look at Reading, Writing, and Speaking and Listening continuums and the resources that support the continuum work. Come talk about how it might look in your practice as you begin/ continue to use this instructional tool. ✴ Grammar: Patterns of Power Danielson: 1a, 1c, 1d, 1e, 2a, 2b, 3b, 3c, 3d, 3e Teachers will grow their knowledge around grammar and intentional instruction using the Patterns of Power framework. We will deepen our knowledge around the Language standards, explicit grammar instruction, and transfer of learning into student writing.

• Disciplinary Literacy 6-12 ✴ Fostering Inquiry through Hands on Learning in the Secondary Classroom Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a Teachers will learn strategies to foster inquiry by having students engage with materials in a hands on fashion.

Through both examples and application, teachers will find ways to incorporate movement into their classrooms, encourage students to engage with traditional and digital resources, and draft lesson plans to apply these strategies within their specific content areas. ✴ Building Collaboration Environments to Enhance the Inquiry Process Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a Teachers will learn how to build purposeful collaborative lessons and environments that foster students to think with each other to deepen their understandings of topics and ideas. ✴ Comprehension Strategies for the Secondary Classroom Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a Teachers will learn and apply reading comprehension strategies to help all students navigate text and monitor their understanding of text. Secondary Focus. ✴ Flexible Grouping: Data-Driven Instruction Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b Teachers will learn how to use data to create and facilitate flexible grouping in their classes. We will be looking specifically at how to use MAP data, ASPIRE and ACT data, as well as pre-assessment data to create and utilize flexible groups. Teachers will also learn how to implement and foster positive flexible groups that promote collaboration.

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Math • Desmos in Every Secondary Math Classroom Danielson: 1c, 1e, 2b, 3b, 3c, 3d, 3e, 4b Desmos is more than a graphing calculator app. Desmos can help every student learn math and love learning math. With that in mind, teachers will explore collections of unique and engaging digital activities from Desmos. And best of all? Every activity you see at teacher.desmos.com is free. Every secondary math classroom should be utilizing Desmos! Come learn the power of Desmos with support from your colleagues.

• Writing in Math (K-12 Math)

From writing to learn to learning to write, writing should be a part of every math class. Come join us as we explore how to make writing in math more doable than ever before. Teachers will explore and implement various writing strategies to enhance even the most procedural of math tasks.

• Tech out my Math (6-12 Math) Take out the iPads and get ready to leverage the technology the way you always wanted (or maybe never thought you could). From rich games to learning to manage classroom expectations, participants will explore various options related to their math content while maintaining a focus on increasing engagement and rigor. Whether you are a tech beginner or a tech guru, this course will enrich your tech toolkit.

• Math Essentials: Elementary - for new teachers to math (K - 5) Danielson: 1c, 1d, 2c, 3c The goal of this course is to provide new elementary teachers the foundational pieces of numeracy instruction. We will dig into the resources used in SDW to get at the math practice standards and content standards. We will also look at how our big rocks can be incorporated into a math workshop framework.

• Math Workshop Revisited (moving to the next level) Danielson: 2a-e, 3a-e Are you ready to take the next step in your math workshop or do you have questions as to how to make your math workshop run more efficiently? Come to this session to analyze, explore, and learn about various strategies and tools to get the most out of your math workshop. Discussion around application time, guided groups, and differentiation will also be included.

Grades K-5 math teachers.

• Guided Group Instruction in Math Danielson: 1c, 1e, 3c, 3d One way to help students move forward in math is by having small flexible groups. Guided math groups allow teachers to differentiate and responsively instruct students at the levels they need. In this class find out effective uses of guided groups, how to plan for the various students, a framework to follow for the lesson, and how to scaffold students’ learning through effective questioning. Grades K-5 math teachers.

• Discourse in the Math Classroom Danielson: 1c, 1e, 2a, 2b, 3a, 3b, 3e, 4a How can we encourage rich discourse in Math Workshop? If the goal is for students to carry the conversation and ask each other questions during our math workshop, how do we get there? This session will focus on the teacher role in discourse, how to use questioning to focus in on student thinking, and ways to use number talks and numeracy routines in math class.

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• Math Continuum in a Nutshell Danielson: 1c, 1d, 2c, 3c The Numeracy Continuum offers teachers the opportunity to know what students are able to do and what are their next steps in learning. This course will look at both the teacher and parent continuums, and the resources that support the continuum work. Come talk about how it might look in your practice as you begin/continue to use this instructional tool.

• Making Application Time Meaningful Application time is a large chunk of our math workshop block. Are you getting the most out of it possible? This TDP will look at what components should be part of application time, how to encourage problem solving and discourse with students, and what resources exist to help support this part of math workshop.

• Beyond CGI Problem Types and Into Student Thinking Danielson: 1a, 1b, 3b, 3d Have you ever wondered about the why behind CGI? Cognitively Guided Instruction is much more than just problem solving types. It is about teachers being inquisitive and curious about students’ thinking. It is about students learning with understanding and constructing meaning of math from the problems that they tackle. Attend these sessions to go beyond just giving various problem solving types - find the real power in observing children’s thinking!

• Add+VantageMR (AVMR) Course 1 Revisited (This course is for AVMR trained teachers) Danielson: 1a, 1b, 3b, 3d Did you complete Add+VantageMR Course 1 and end up with more questions once you got back to your classroom? This course will review the information learned in AVMR and provide the time to further develop your understanding. We will take time to ask questions, share ideas with each other, and look at resources with activities to do with students. We will focus on Number Words and Numerals, Structuring and Addition/Subtraction.

• Add+VantageMR (AVMR) Course 2 Revisited (This course is for AVMR trained teachers) Danielson: 1a, 1b, 3b, 3d When learning something new, it is often hard to remember all of the key concepts. This course will review the information learned in AVMR Course 2 and provide the time to further develop your understanding. We will take time to ask questions, share ideas with each other, and look at resources with activities to do with students. We will focus on Place Value and Multiplication and Division, as well as information in the red book.

• Differentiation of Add+VantageMR (AVMR) Games and Activities (This course is for AVMR trained teachers) Danielson: 1a, 1b, 3b, 3d How do you meet the needs of all students? One way is take a game or activity and consider how it can be tweaked for the different levels and constructs. That is exactly what we will do in this course! We will look at several games across the various AVMR areas and discuss how they could be differentiated for our students. (This course is for AVMR Trained teachers.)

Instructional Practices to Enhance Standards Based Grading and Waukesha One • Personalized Learning Elements Danielson: 1c, 3b, 3C, 3d, 4b

Immersing in the core components and the Learning and Teaching components of the honeycomb model.

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• Scaffolding Instruction so that All Students Will Learn Danielson: 1b, 1c, 1e, 1f, 3b, 3c, 3d, 3e Understanding the learning cycle that we all interact with as learners is essential in crafting engaging instructional practices.

• Standards Based Grading Essentials K-12 Danielson 1c, 1e, 1f, 2b, 3a, 3d, 3e, 4c This interactive TDP course will introduce participants to the principles of Standards-Based Grading while demonstrating how this approach provides the best practices in grading and reporting for students. Participants will then develop practical examples of how to turn the principles of SBG into practice in their own classrooms through standards, rubric, assessment, and feedback design. Finally, each participant will develop their own personalized action plan for how to implement the best practices of SBG in their own classrooms.

• Declaring Grades in a Standards-Based Grading System Danielson 1c, 1e, 1f, 2b, 3a, 3e, 4c As teachers continue to implement best practices in standards-based grading, such as providing high quality developmental feedback and using formative assessment to drive instruction, they continue to face the challenges of declaring and reporting final student grades. In this TDP course, participants will learn why declaring grades based on a body of evidence is a research-based best practice. Then using course assessment rubrics, participants will learn how to make fair and accurate judgements about student work in order to report grades that are accurate, fair, and reliable for all students.

• Making Thinking Visible through Digital Portfolios and Learner Profiles Danielson: 1c, 3b, 3c, 3d, 4b Teachers will explore various techniques and resources for curating student work as a means for infusing student ownership and voice in demonstrating proficiency. Teachers will examine the process of scaling from goal setting to full system implementation of learner profiles and digital portfolios.

Special Education NEW TEACHERS - SPECIAL EDUCATION These courses constitute the foundations of instructional practice necessary for a new special education teacher. These are scheduled on the TDP calendar throughout the first year of employment.

• Writing and Implementing IEPs-(September is for NEW teachers only) ✴ 5 beliefs and 5 step process to College and Career Ready IEPs ✴ Meeting compliance requirements ✴ Art of running an IEP meeting ✴ Re-evaluation Case Management College and Career Ready IEPs have been with us a short time and we need some refinement to our practice to truly align with the intentions. Learning about the 5 beliefs and practicing the 5 step process will assist staff in writing more intentional plans. Using the DPI audit expectations, staff will learn of key factors required to meet the compliance components as well as the reading drives achievement expectations. Running an IEP that is meaningful without boring or overwhelming the participants is a valuable skill and re-evaluation case management steps are critical to follow in our continuous efforts to meet compliance.

• Behavior and Academics ✴ FBA-BIP ✴ Progress monitoring for academics and behavior Student behavior can be a challenging barrier to academic growth, and we have a process to assist us in serving students with behavioral goals. A Functional Behavioral Analysis - Behavior Intervention Plan (FBA-BIP) is to be developed for students who are identified with an Emotional Behavioral Disorder (EBD) or Educational Autism that has a behavioral/communication component. This course will assist teachers in learning to develop and implement a plan, in addition to meaningful ways to progress monitor student growth on behavioral goals. Progress monitoring is also addressed in documenting growth in academic goals.

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SPECIAL EDUCATION - CONTINUING EDUCATION The skills for professional educators in special education require ongoing development in best practices. The following TDP courses will be offered to all staff for specific skill growth: • Writing and Implementing IEPs (October or January) ✴ 5 beliefs and 5 step process to College and Career Ready IEPs ✴ Meeting compliance requirements ✴ Art of running an IEP meeting ✴ Re-evaluation Case Management College and Career Ready IEPs have been with us a short time and we need some refinement to our practice to truly align with the intentions. Learning about the 5 beliefs and practicing the 5 step process will assist staff in writing more intentional plans. Using the DPI audit expectations, staff will learn of key factors required to meet the compliance components as well as the reading drives achievement expectations. Running an IEP that is meaningful without boring or overwhelming the participants is a valuable skill and re-evaluation case management steps are critical to follow in our continuous efforts to meet compliance.

• Collaborative Process and Strategies to Address Emotional Behavior Disorders This class will focus on the power of collaboration and the use of a positive, proactive framework to create successful options for any students who demonstrate emotional and behavioral needs.

• Social Cognition for Addressing Social and Behavioral Issues Michelle Garcia Winner’s work in Social Thinking has led to instruction with students of all ages in recognizing the non-verbal cues, understanding the expected and unexpected behaviors and increasing their ability to socially problem solve and find greater success in interactions. This course will provide an introduction and expansion of your skills in this area.

• Co-teaching/inclusive practices Each summer, a large cohort of SDW teachers attends the inclusion conference and we finding greater interest each year in providing for diverse learner needs in our general education contexts. Through literature review and collaborative work, this class will foster teachers’ abilities to serve all students in the least restrictive context.

NON-VIOLENT CRISIS INTERVENTION (NVCI) Trainings These sessions provide certification in strategies and skills to de-escalate a student who is at risk of emotional or behavioral outburst and also addresses the appropriate handling when a student requires physical restraint. Full day BASIC sessions will be scheduled throughout the school year and administrators should consult the staffing list to determine who needs the introductory course. The Refresher needs to be completed within two years of the BASIC and can be renewed in either a half-day faceto-face session or a FLEX refresher which is a combination of online and face-to-face instruction.

Self-Paced TDPs Available on BB9 • BB 101 - Using Blackboard to Augment Instruction Interested in having an online space to post documents and files, to allow students to access classroom content 24/7, or to encourage engaged learning through student interaction? Thinking about a flipped classroom, but unsure of where to put the videos you generate? Perhaps it is time you learned more about Blackboard, the learning management system available to Waukesha teachers and staff. This class is focused on creating and/or editing your online class environment. We will specifically look at how to create and post content for use with student iPads. This is a Blackboard class for those wanting to learn more about constructing a Blackboard class or editing a class shell. Come join us to establish your online classroom!

• BB 102 - Blackboard - Adding Collaboration, Assessment, and More Have a Blackboard class that you are already using with your students? This class is focused on adding to your already developed online class environment. We will use the collaboration, communication and other tools in Blackboard to expand your class content. How can we get our students to interact with each other to increase learning? Discussion Boards, Wikis and Blogs! “OH, MY!” We will specifically look at how to create and post content for use with student iPads. Come join us to make your Blackboard class more interactive!

• BB 103 - Blackboard - Adding Assessment and More So you have been building a Blackboard class to share your content, now it’s time to explore some Bb features that will add even more purpose and functionality to what you are creating! Enroll students, set parental options, explore Blackboard Assessment features, learn to use the Grade Center and class reporting tools. Want to make your class more personalized? Gamify the content? Blackboard can do that! Discover adaptive release and badging possibilities built right in Blackboard! Time to dig deeper into how Blackboard can enhance the learning experience!

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• Google 101 - Google Basics Google Basics places emphasis on the use of Google Tools (Chrome, Gmail, Calendar, Drive, and uses of Docs and Presentations). Class content will range from use of Gmail and setting up class email groups, to setting up shared classroom calendars and collaborative documents to use for learning. We ask that everyone complete these classes in order. This class models personalized learning with emphasis on the Google skills for students and teachers in a modern Waukesha One classroom. Teachers who are familiar with Google App concepts will be able to move through the class at their own pace.

• Google 102 - Collaborating, Assessing, Publishing, and Reflecting with Google Tools Google Apps for Education has changed the way our staff and students communicate, collaborate, teach, assess, and learn. This class is focused on finding ways to integrate the creation, communication, and collaboration features of Google Apps for Education into existing practices, and to begin to explore new instructional and assessment practices that will be aided by the use of these tools. We will focus on Google Drive, Docs, Slides, Forms, Sheets, and Sites The session is targeted at users who are already exploring and utilizing Google Apps for Education suite of products and are ready to use these tools for meaningful instructional purposes.

• Google 103 - Bringing It All Together!

Implementing Google Apps tools? It is time to use them meaningfully to take full advantage of these tools for the purpose of teaching and learning. We broaden the scope of what is possible with Google Apps exploring three add-on services: YouTube, Blogger, and built-in Add-ons. These tools aid teachers in resource delivery to students and more efficient workflow. They can aid students in making their thinking visible and going public with their learning. We will then explore the SAMR model to empower and inform teachers what meaningful technology integration can look like. Finally, students in the class will develop an instructional unit to use with students (using the Google Apps tools to support the lesson) and will evaluate it based upon the SAMR scale. The class will expand on your personal portfolio development and how these tools can enhance your classroom instruction.

• SAMR 101 SAMR is the foundational language used in the School District of Waukesha to discuss the use of technology to support instruction. In this class, educators begin to explore and uncover the hidden depths of SAMR, and ultimately understand SAMR in a way that helps educators to meaningfully select and utilize technology. This experience is designed a role-playing game to allow you to explore the "SAMR Sea" without risking your own safety. The adventures and investigations on the island are for your professional growth, but you may also earn special traveler tokens and badges along the way. These tokens and badges are intended to serve as a reminder of the progress you have made in your understanding of SAMR and meaningful uses of technology. Enjoy your time in this self-paced, self-directed class as you further your understanding of how the SAMR model can support best instructional practices in integrating technology meaningfully!

• Getting to the Core with Google Classroom In this self-paced course, teachers will learn how Blackboard and Google Classroom can work together to provide instructional resources and collect digital work. Teachers will also explore and experience the core apps (Notability, Explain Everything, Book Creator, Apple Apps) to see what is possible when students use technology to create, collaborate, and demonstrate what they know and are able to do.

• Literacy Essentials: Elementary The goal of literacy instruction in the School District of Waukesha is to create powerful readers and writers who read and write for real reasons. By creating confident, lifelong readers and writers with agency and independence, we aim to prepare kids for any reading, writing, speaking, or listening task that they may come across. Your role as the facilitator of this learning and growth, is essential. This BB9 course will provide valuable information to support a successful launch of your literacy workshops. This course will support new teachers and also be a refresher for teachers who have been in the district.

Through this course, teachers will explore the purpose and structure of literacy workshops, creating a literate environment, best practices in literacy instruction, the SDW curriculum, and the continuum. In addition, teachers will dig into the big rocks for literacy instruction in the district: language workshop and thoughtful logs, small group instruction, and conferring. Teachers will also take a closer look at the resources available to support instructional planning.

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• Math Foundations: Elementary Congratulations, you are going to be teaching math this year! Where do you begin? What essential knowledge do you need to know to teach math in Waukesha? This BB9 course will open the door to valuable information to enable teachers to set off on a successful launch into a new year. This course can also serve as a refresher for teachers who have been in the district but may need more information in a certain area or topic.

Throughout this course, teachers will open new doors into the different aspects of math instruction including setting up numeracy environment, the math workshop framework, the mathematical practices and standards, the SDW curriculum, and the continuum. In addition, teachers will explore the four big rocks for math instruction in the district: problem solving, discourse, small guided groups, and technology use. Finally, there is a section that outlines the various resources available for teachers to use when planning for instruction.

• Standards Based Grading Essentials

This course will provide participants an authentic learning experience with the principles and practices of standards-based grading.

In addition, participants will engage in reflective activities, practice scenarios and create a personalized grading and reporting "Action Plan" for implementing best practices in grading and reporting at the classroom level. Topics will include grading practices, setting instructional outcomes, designing student assessments, and using assessment to provide feedback.

This course is designed for both administrators and teachers and other site-based leaders. Some activities might need to be modified by the learner participant to meet their specific needs and roles. For example, an administrator's action plan might include some additional steps for site-level actions, but should still include the teacher components to help all learners have the same learning experiences in this course.

Your progression through the information and activities of this course starts in the W4L Fundamentals module. Due to the scaffolding design of the course, we ask that you continue through the modules in the order given in the navigation menu at the left. As you progress through each module, you will become acquainted with the concepts in the specific areas of setting instructional outcomes, designing assessments, using assessments to guide instruction, and involving students in effective feedback.

Since this is an interactive course you will help embed those concepts into your educational practice through creative exercises, blogs, and discussion boards. At the end of each module, you will fashion an action plan for your teaching/administration situation incorporating the main aspects of that module. When you are finished with the course those modular action plans will knit into a comprehensive action plan for improving your instructional practices.

We anticipate this course being completed over the course of the school year, perhaps one to two modules per quarter. This allows for deep reflection, as well as putting into action the practices and ideas participants learn about.

• Understanding Educator Effectiveness in SDW

Welcome to the School District of Waukesha's online learning module for Educator Effectiveness! As you prepare to enter the school year, we realize the balancing act that takes place immersing yourself in the culture of Waukesha while striving to meet local and state level expectations. Understanding Educator Effectiveness, and how this directly connects to our work in Waukesha, is imperative as we aim to have a successful school year with our students. This course has been developed with the central question of, "What do SDW teachers need to know day one to be successful in our schools?" Likewise, our goal is that this course serves as a learning platform for you both now and throughout the school year.

More is expected of teachers today than ever before. There may be times you feel you need SUPERHERO strength just to get through the day! As you prepare to launch into another school year, we would argue that a firm comprehension of Educator Effectiveness will be one of the strongest tools in your Superhero belt. We are passionate about the impact this system can make on improving instruction and maximizing the student experience.

We hope you enjoy this course, find the learning practical, and feel motivated to make a Superhero difference for your students.

Collegial Studies • Add+Vantage Math Recovery Danielson: 1a, 1b, 1e, 3d Add+VantageMR is a program that provides teachers with assessment tools to identify their students' current understandings of number concepts and then gives activities to help support data-driven instruction. You will learn about the numeracy continuum of learning in regards to the Learning Framework in Number. You will learn about assessments that can be administered to your neediest students to know exactly where they are in their numeracy development so you can make instructional decisions that will help to move the students along in their learning. Please note that you will need to administer assessments to a student.

Math Teachers/Special Education Teachers - Limited to 20 participants.

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• Comprehension Focus Groups (CLM) Danielson: 1c, 1e, 3c, 3d Comprehension Focus Groups are an intervention in the Comprehension Intervention Model. Teachers will learn how to plan and facilitate CFG’s to support students who are reading below grade level. (Target Audience: Interventionists, special education teachers, and classroom teachers.)

• Culturally Responsive Classrooms This class will be an opportunity for participants to reconsider their classroom environment, examples and images will be created and shared. Strategies for supporting all learners will be explored with the goal of becoming more culturally and socially responsive. The focus will be on: Features of Culturally Responsive Classrooms, Culturally Responsive Instructional Materials, and Culturally Responsive Content Delivery.

• Intro to Global Education This is an 11 module, self paced, online but collaborative and proctored course. You will learn the foundations of Global Education and how to integrate the vision and standards of Global Education into any curriculum and learning experience K-12. Contact D Garcia if interested.

• Path to Schoolwide AVID strategies In this course, participants will gain an understanding of how college readiness can be supported in all subject areas.

Additionally, participants will learn about AVID methodologies and WICOR strategies, such as goal-setting, focused note-taking, organization, and time management. This strand will focus on incorporating these college-readiness skills into all classes, from the content areas to the elective, in both middle school and high school. Site team planning time will be used to develop a site plan that links AVID to each school’s theory of action and pushes AVID out schoolwide.

Next fall, teachers will implement strategies and invite the AVID district coordinator in for feedback and coaching.

• Practical Classroom Management Strategies Danielson: 2c, 2d, 3a This course offers strategies in managing classroom, managing student behavior, and communicating with students.

• Math Essentials: Secondary Danielson: 1c,d,e,f 2a, 2c, 3c, 3d, 4a,b,d The goal of the course is to provide new secondary math teachers support and clarify expectations unique to the SDW math department. From exploring Blackboard course resources to grading practices in math, new teachers will leverage time to prepare for a successful first year in the district. Class sessions will be tailored to teacher’s needs and adapt throughout the school year. The course will run from September to May at various/flexible times.

• SCERTS Framework for Addressing Autism Spectrum Disorder For nearly two decades, our district has embraced the SCERTS framework as a model to shape our understanding of Autism and our interventions with students. This course will be an opportunity for those new to the framework and those with some experience to work with others to broaden their understanding of concepts and plan for future work with students.

Dual Language Collegial Studies • Dual Language Teaching for Bi-literacy: 4 Part Course for 3 credits Target Audience: REQUIRED Dual Language 4K-12th grade Teachers, open to coaches, Spanish World Language Teachers, and bilingual ESL teachers.

This course will introduce staff to modern concepts and methods of teaching for language acquisition in a Dual Language or other bilingual instructional setting. The course will prepare staff with introductory knowledge about the methods for oral language acquisition and the development of metalinguistic awareness. The course begins in August and finishes in December.

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• Success with English Learners 1 Target Audience: Teachers, Support, Administration English Learners are the fastest growing population of students in the United States. In SDW there are at least 38 identified home languages other than English. It is probable that you will be asked to meet the linguistic, cultural and academic needs of these students in your quest that all students obtain college and career readiness. Feel ready to do this work, but wanting some practical strategies? This intro course supports educator’s effectiveness with an underserved student demographic in our district. Get prepared to network, learn and improve your capacity to help students meet college and career readiness standards that are in part determined by excellent opportunities to learn.

• Teaching Math in the DL Classroom Teaching Language and content simultaneously requires a unique skill to bridge the student background content and language to the new learning and new language. This session is for Dual Language Math Teachers to bridge the academic language in the second language. Using advanced practice in Meta-Linguistic Awareness, this session will present a framework for bi-literacy to enhance student content learning, language acquisition and language transfer.

• Dual Language Essentials An 11 module, self-paced, online but collaborative and proctored, 22+ hour class ending August 23th. The class can be taken for 2.0 or 3.0 Viterbo Credits.

• Advanced Topics for Bilingual Education Advanced Topics for Bilingual Education incorporates just in time learning for topics determined by the Multilingual Department. This collegial study may be run several times throughout the year as needed.

• Topics in English Language Development in the Content Area Topics in English Language Development in the Content Area incorporates just in time learning for topics determined by the Multilingual Department. This collegial study may be run several times throughout the year as needed.

• Project GUEPA Reading Teachers attending UW-Stout's reading program through the Project GUEPA grant will participate in a collegial study aligning their learning to teaching in Waukesha and comprehensive literacy best practices.

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SUMMER INSTITUTE

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ONE CONFERENCE

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“ROLL-TIDE” OF PROFESSIONAL DEVELOPMENT School District of Waukesha 2019-2020

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SAIL ACADEMY (SCHOOL ADMINISTRATORS INSTITUTE FOR LEADERSHIP)

The School District of Waukesha began to do the work of SAIL (School Administrator Institute for Transformational Leadership) in 2014-15 as district administrator and teacher leader teams participated in SAIL. Framed and supported by the district leadership team, each school’s focused work led to creation of their vision to support best literacy practices and to provide professional development around those practices.

In the summer of 2016, the work continued at yet a more intentional and broader level. During Waukesha SAIL, each school was represented by a teacher leadership team whose charge was to create a shared understanding and focus of the work that was specific to their school. Through this process of developing deeper understanding and skill, the school is equipped to distribute leadership across the building more effectively so that it can more readily impact students. School SAIL teams are supported by Directors of Teaching and Learning as well as Directors of Student Services to ensure sustainability of systems and processes and lead to significant student achievement gains.

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Administrator Development in the School District of Waukesha Who

Assistant Superintendent(s)

How/What • Quarterly reviews and support

Directors of Teaching & Learning/Student Services

• Quarterly reviews & support

Peer Support

• Reviews practices and policies with new administrator. Access checklist to use here.

• On going school • Blended coaching • Assists with identifying SDW resources visits, (instructional + facilitative) • Helps new administrator understand district culture communication and • Support SAIL Work feedback • Reviews monthly checklist developed by AWSA to help with administrator support • Principal Practices Rubric Review (to be completed via MLP)

When

• Ongoing through school year

• 1-2 times per month

• Minimum of two meetings with new principal during the first two months • Intended for administrators new to SDW • Assigned by the Assistant Superintendent

Why

• Support/growth of • Develops relationships the principal with school leaders to assist with meeting • SAIL and School objectives, overcoming improvement work obstacles and celebrating successes • Support of student achievement goals • Supports reflection • Builds capacity • Creates possibilities for improved leadership • Supports principal in achieving school SAIL goals.

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• Orientation to the School District of Waukesha • Support in understanding of processes/procedures

CONTACT US

Teaching & Learning Jody Landish

Assistant Superintendent for Teaching & Learning

jlandish@waukesha.k12.wi.us

970-1067

Demetri Beekman

Director of Equity & Educator Development

dbeekman@waukesha.k12.wi.us

970-1077

Daniel Keyser

Director of Secondary Learning Grades 6 - 12

dkeyser@waukesha.k12.wi.us

970-1084

Melissa Yow

Director of Elementary Learning Grades 4K - 5

myow@waukesha.k12.wi.us

970-1051

Deirdre Garcia

Director of Multilingual Education

dmgarcia@waukesha.k12.wi.us

970-1018

Student Services Joe Koch

Deputy Superintendent of Student Services

jkoch@waukesha.k12.wi.us

970-1102

Patty Hovel

Director of Special Education

phovel@waukesha.k12.wi.us

970-1112

Karen Peterson

Director of Elementary Special Education

kpeterso@waukesha.k12.wi.us

970-1113

Jason Gahan

Director of Secondary Special Education

jgahan@waukesha.k12.wi.us

970-1483

Luke Pinion

Director of Student Services

lpinion@waukesha.k12.wi.us

970-1484

sthiede@waukesha.k12.wi.us

970-1031

Human Resources Sharon Thiede

Assistant Superintendent of Human Resources

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