Professional & Continuing Education Summer Institute June 25-29 2018

Early Numeracy

Instructor Remy Poon

Offered for 30 clock hours or 3 post-bac credits for $695

Face-to-face

Days: M-F

Time: 8:30-3:30, with an hour lunch break

Book(s):

Young Children’s Mathematics Cognitively Guided Instruction in Early Childhood Education by Thomas P. Carpenter, Megan L. Franke, Nicholas C. Johnson, Angela Chan Turrou and Anita A. Wager

Access and Equity: Promoting High Quality Mathematics in PK-2 (stock no.15199), published by The National Council of Teachers of Mathematics, Inc. www.nctm.org.

Course Description:

This course is designed to give participants an understanding of how children progress in their mathematical thinking and learning as well as to how to facilitate high quality learning experiences.  Participants will explore rigorous, developmentally appropriate mathematics content with an overarching focus on racial equity in teaching and learning early numeracy in order to provide opportunities and access for ALL students, especially students of color.

Learning Outcomes:

• Believe that all people can learn mathematics at high levels
• Be able to provide learning opportunities that nurture children’s mathematical mind set
• Understand the progression of content to teach math coherently
• Implement and embed research-based practices in daily routines that engage all students in discourse and sense making

Creating a STEM-cessful Environment in Your Classroom and Connecting Kids to STEM through Entrepreneurship 

OSPI STEM approved course

Instructors Dr. Katharine Geramita and Shoshanna Cohen, M.Ed.

Offered for 30 clock hours or 3 post-bac credits for $695

Face-to-face

Days: M-F

Time: 8:30 – 3:30 with an hour lunch break

Book(s): None

Course Description:

This course connects elementary educators and students to STEM through entrepreneurship and storytelling. Nothing replaces the power of learning through storytelling. Research continually demonstrates that sharing personal experiences and introducing relatable role models to students in elementary school is key to seeding early interest in STEM. 

This course is aimed specifically at improving educator comfort with STEM concepts and introducing them to the tools and materials CreositySpace developed that enable teachers to weave STEM concepts into their existing curriculum and out-of-school instruction time. Workshop participants will leave with ideas and  a complete, ready-to-use, Technology Entrepreneurship Curriculum digital module they can use immediately in their classrooms and out-of-school groups. 

What better way to make STEM real for kids--at a time when they ask, "What do I want to do when I grow up?"--than introducing them to the young entrepreneurs launching technology startups and creating new products to solve complex industrial and social challenges?

Learning Outcomes:

The three goals of the CreositySpace Educator Professional Development course are improved teacher confidence, flexibility, and capability in incorporating STEM into daily lessons.

• The training dispels the idea that STEM concepts are complicated and inaccessible.
• Course participants will leave feeling more comfortable with incorporating STEM topics easily into their existing curriculum and activities.
• Participants also will gain the confidence to investigate new ways to use STEM concepts while cultivating a collaborative and innovative environment in their classrooms.

Culture, Language, and Community

Instructor Dr. Jeom Ja Yeo

Offered for 3 post-bac credits for $695

Face-to-face

Days: M-F

Time: 8:30-3:30 with an hour lunch break

Book(s):

Au, W. (2014). Rethinking multicultural education: Teaching for racial and cultural justice (2^nd edition). Milwaukee, Wis: Rethinking Schools.

Suggested texts:

• Cultural Cues: An Inside Look at Linguistic and Cultural Differences in Seattle Public Schools
• International Rescue Committee’s Refugee Children and Youth Backgrounders.
• LaBelle, J. (2010). Selecting ELL textbooks: A content analysis of L2 learning strategies. Journal of Language Teaching and Research.
• Nieto, Sonia and Patty Bode. Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston: Pearson, 2012 (6^th edition).

Course Description:

This course is designed for participants to explore the ways in which language, culture, and communities intersect with teaching and learning. Course content includes the issues confronted by English language learners and their families as well as with available community resources that promote advocacy for ELL students and their families. Participants will take part in class discussions, hands-on activities, and small projects and learn strategies that help improve how participants communicate with ELL students, parents, and agencies.

Learning Outcomes:

• Understand about the interrelationship between language and culture and its effects on teaching and learning.
• Understand the diversity within the English language learner population (e.g. immigrant, migrant, refugee, and those born in the United States) and the impact of socioeconomic status, race, religion, class, national origin, disability, and gender on student learning.
• Know and understand how to advocate for the English language learner in a school environment.
• Recognize the contributions of diverse cultural groups to Washington State and to the United States.
• Explain the differences between assimilation, acculturation, and cultural pluralism and their potential impact on students’ cultural identity.
• Understand their own identity and how ethnicity, culture, and socioeconomic status influences teaching practices.
• Know and understand how to serve as an effective resource for working with English language learners and the importance of collaborating with other educational staff and community members.
• Identify culturally appropriate ways to engage, communicate with, and involve the student’s family and community.

Leveraging Technology for Teaching and Learning

Instructor Dr. Stacey Robbins and the Center for Digital Learning & Innovation               

Offered for 3 post-bac credits for $695

Hybrid

Days: M-F

Time: 8:30-11:30 face-to-face plus an additional 15 hours asynchronous online

Book(s): None

Course Description:

In this hybrid course, participants will explore the use of educational technologies. The culminating project will involve presenting digital tools that address participants’ problems of practice, and will include justification for the strategies selected, alignment with instructional objectives and consideration of learners’ strengths and constraints.

Learning Outcomes:

• Apply the technology adoption curve to the participant’s teaching practice
• Analyze the opportunities and constraints of using technology with your intended audience and within your learning environment
• Identify sources for educational technology tools that may be applied to your teaching
• Select appropriate learning technologies based on instructional objectives and methods
• Practice using new educational technologies to facilitate learning
• Implement a new digital tool to facilitate learning

Transition Services: Preparing Students for Life after High School

Instructor Dr. Cinda Johnson and Kris Hirschmann, M.Ed.

Offered for 3 post-bac credits for $695

Hybrid

Days: M-F

Time: 8:30-3:30 with an hour lunch break

Book(s): None

Course Description:

This course includes transition assessments, development of courses of study, identifying postsecondary goals, linkages to adult service agencies, understanding of post-school outcomes for youth with disabilities and the importance of self-determination and self-advocacy in partnership with community and family members from culturally and linguistically diverse backgrounds.

Participants will 1) learn evidence-based practices for supporting students with disabilities while in high school, 2) strategies to support students' transition to college, training and/or employment; 3) ways to increase self-advocacy skills and self-directed IEP meetings, and 4) understand the array of services offered by adult service agencies.

Learning Outcomes:

Upon completion, participants will be able to:

• Increase skills to provide services and supports necessary for students with disabilities to pursue their post-school expectations in education, training, employment, and independent living.
• Identify and describe the components of transition services.
• Determine the presence or absence of transition components within an IEP.
• Provide students with disabilities the skills and opportunities to participate in their IEP meetings and/or transition planning.
• Discuss student engagement levels and benefits of student IEP participation.
• Describe steps for developing student skill sets focusing on self-determination for IEP participation.
• Identify and explore instructional materials that can be infused or integrated into existing curriculum.
• Identify a variety of IEP participation formats to support students in leading their IEP meetings
• Reflect, apply and develop a plan for next steps back in your district.
• Identify and understand adult service agencies that are available to support students with disabilities.
• Identify ways to connect students and families with appropriate adult service agencies.
• Describe the difference between Pre-12 education services for students with disabilities and adult agencies that provide services to people with disabilities.

Mindfulness Skills: Science and Practice

Instructor Dr. Rachel Turow

Offered for 20 clock hours or 2 post-bac credits for $500

Face-to-face

Days: M-F

Time: 8:30-12:30

Book(s): Gunaratana, H. (2011). Mindfulness in Plain English. Somerville, MA: Wisdom Publications. https://www.urbandharma.org/pdf2/Mindfulness%20in%20Plain%20English%20Book%20Preview.pdf

Course Description:

Mindfulness skills—specific techniques for paying attention to present-moment experiences in a nonjudgmental way—have been shown to improve attention, academic performance, stress, self-criticism, relationships, physical health, and mental health. The course will address some of the historical, cultural and spiritual traditions related to mindfulness practices throughout the world, but will focus on the ways that specific mindfulness skills are currently implemented in educational, psychological, and medical contexts. We will address developmental, cognitive, emotional, neurological, and relational processes linked with mindfulness practice. Participants will consider past research, practice a range of scientifically supported mindfulness skills, and investigate their own hypotheses about mindfulness. 

Learning Outcomes:

• Following their participation in the course, students will be able to:
• Describe at least five specific mindfulness practices
• Identify special considerations for implementing mindfulness skills in educational settings
• Discuss scientific research supporting mindfulness-based interventions
• Apply specific mindfulness techniques to different situations and challenges
• Practice at least ten different mindfulness and self-compassion skills
• Select at least three mindfulness skills that resonate most strongly with current goals and difficulties
• Plan a personalized mindfulness program to prevent burnout and to enhance well-being

National Board Candidate Support Program

(9am – 1 pm on 6/23/18, 12/8/18, 3/2/19 at SU Campus and Regional Groups. Dates to be determined within regional groups.)

20-21 hours during regional (10 meetings of 2 hours each or 7 meetings of 3 hours each)

12 hours during cert-alike meetings (4 hours during orientation/foundation and 8 hours during cert-alike meetings)

Offered for up to 32 Clock Hours at $695

Instructor – Dr. Julie Kang

Orientation Date: June 23^rd 9am-1 PM

Face-to-face Orientation and Hybrid during the school year

Course Description:

National board Candidate Support Program will provide an overview of the NBPTS process. Candidates will learn how two NBPTS foundational documents—The Five Core Propositions and The Architecture of Accomplished Teaching—undergird the philosophy and structure of the certification. Candidates will engage in collaborative process of describing, analyzing and reflecting on these two frameworks, as well as learning how to navigate the NBPTS website. Note: This course is a requirement for embarking on the National Board Certification process, and must be completed prior to beginning any of the remaining regional and certificate-alike meetings.

Learning Outcomes:

Candidates will learn to write clearly and convincingly about pedagogical practices and developmentally appropriate content in their chosen certificate area. 

Through the process, candidates will self-assess their own content knowledge proficiency against these standards in order to identify personal challenges and identify strategies and resources to improve their teaching and learning.

Candidates will also participate in a mock assessment center experience to practice a timed writing using released items.

Candidates will engage with NBCTs and other candidates in cert-alike and district/regional groups in collaborative readings and discussions around NBPTS standards and best practices which align with the standards. 

Candidates will analyze student work samples for evidence of growth and will learn to write clearly and convincingly as they describe, analyze, and reflect on their instructional choices to achieve growth.

Candidates will cite evidence from a video recording to demonstrate how they engage students and impact student learning. 

Candidates will gather information from a variety of sources about a class. Candidates will analyze and reflect on how their knowledge of assessments and assessment practices positively impacts student learning. 

Candidates will learn to write clearly and convincingly to provide evidence of collaboration with families, the community, and colleagues, and to describe contributions to learning communities to advance students’ growth. 

Addiction Studies: Survey of Addiction

Instructor – Dr. Nicholaus Erber La-Pierre

Offered for 2 post-bac credits for $500

Asynchronous Online - 8 weeks

Book(s): None

Course Description:

Participants will explore how addiction affects the various stages of the human lifespan and across diverse populations. Included are the milestone areas of adolescence, adults, and older adults, as well as populations divided by race/ethnicity, gender, sexuality, and disability. The course will provide information pertaining to each sub group, and provide a framework for viewing the particular nature of each. Each stage has certain vulnerabilities to addiction and this will also be examined. This course satisfies the Survey of Addiction part of WAC 246-811-077 (educational requirements to apply for chemical dependency certification with alternative training).

Learning Outcomes:

• Identify the relationships between addiction and developmental stages/multicultural groups across the human lifespan.
• Summarize the relationships between addiction and multicultural or developmental groups across the lifespan.
• Use social justice principles to understand how addiction manifests in different communities of each developmental and multicultural group, including social, political, and economic factors.
• Differentiate vulnerabilities of each developmental and multicultural group as it applies to addictions work.
• Formulate diagnostic attitudes that are sensitive to multicultural and developmental groups who experience addiction.
• Assess personal attitudes toward multicultural and developmental groups who experience addiction and bring awareness to how this informs professional practice.

Foundations of Social Transformation

Instructor - Donald Summers

Offered for 3 post-bac credits for $695

Hybrid

Days: M-F

Time: 8:30-11:30, plus 15 hours asynchronous online

Course Description:

This course gives social enterprise executives, fundraisers and board members the tools and process to create powerful plans that transform organizations and achieve high impact. Participants will learn how to 1) bring their staff and stakeholders together around ambitious, exciting goals; 2) engage the community partners and funders essential for success; 3) define the financial and organizational resources necessary for success. Participants will leave with all the ideas, tools and templates to create their own investment-grade, world-class transformation plan for their social change efforts.

Learning Outcomes:

At the end of this course, students will:

• Be familiar organizational design and governance in the social sector
• Understand best practices for social sector organization planning and learn to apply them within a specific organizational context.
• Able to situate organizational change within the social sector operational context (local, regional, national and global)
• Developed a basic business plan and investment ‘pitch’ for scaling an existing social sector venture
• Acquired an understanding of the fields of social sector leadership and social “transformation”

Foundations of Catholic Education

Instructor - Dr. Brian Taberski

Offered for 3 post-bac credits for $695

Face-to-face

Days: M-F

Time: 8:30-3:30

Course Description:

This course introduces students to the mission and identity of Catholic Schools. Beginning with a survey of the basic tenets of the Catholic theological tradition, the course exams the history of Catholic education, and concludes with reflecting on the mission, vision, and values of Catholic schools in a contemporary context.

Learning Outcomes:

At the end of this course, students will:

• Explore and comprehend the development of Catholic Education
• Understand and articulate fundamental theological themes of the Catholic Tradition
• Demonstrate effective teaching strategies for religious education
• Identify the challenges and opportunities Catholic schools must navigate in today’s context
• Apply the course learning objectives in leadership practice within the Catholic Educational context.