Workshop Descriptions
Year 1
Year 1 Day 1 Induction Consortium Act 48, Instructional II, ESL Overview, Standards and Anchors
This workshop is available only to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
Year 1 Day 1 for new educators from districts in the IU1 Induction Consortium focuses on requirements for Act 48 and Instructional II, an overview of effective strategies for English Language Learners, and training on Pennsylvania academic standards, anchors, and eligible content.
Outside assignments are discussed. The outside assignments are a peer observation and the review and identification of three key concepts from the Pennsylvania Code of Professional Conduct. Completed assignments will be submitted via email to Keith Golebie by January 15 of the first year of induction. The Code of Professional Practice and Conduct for Educators and the Peer Observation form can be found in the first day folder and on the IU1 website.
Year 1 Day 2 Induction Consortium Procedures and Routines
This workshop is available only to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
Year 1 Day 2 for new educators from districts in the IU1 Induction Consortium focuses on the work of Harry Wong. The instructor will use videos, cooperative learning, and discussion to teach procedures, classroom routines, and strategies.
Year 1 Day 3 Induction Consortium School Law
This workshop is available only to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
Year 1 Day 3 for new educators from districts in the IU1 Induction Consortium will focus on school law and will assist new educators in the crucial areas of law relevant to working with students, staff, and parents in public and nonpublic schools. The workshop will focus on the legal foundations of education, the courts and the nonpublic schools, tenure, certification, Act 151, Act 195 (1970) and Act 88 (1992), student and teacher rights, teacher liability, recodification of the school code, the Code of Professional Practices and Conduct for Educators and recent developments in school law.
Year 1 Day 4 Induction Consortium Technology Integration and Online Learning
This workshop is available only to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
Year 1 Day 4 for new educators from districts in the IU1 Induction Consortium focuses on the effective integration of technology into all content areas, the use of PDE and the IU1 websites, the IU1 online interface, and resources from the IU1 Information Processing Department. In addition, educators have hands-on experience with resources and tools. Integration tools such as Nettrekker, United Streaming, and Marco Polo are presented.
Year 1 Course Options
Year 1 Days 1 and 2 Induction Consortium
This course is available only to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
Year 1 Day 1 for new educators from districts in the IU1 Induction Consortium focuses on requirements for Act 48 and Instructional II, an overview of effective strategies for English Language Learners, and training on Pennsylvania academic standards, anchors and eligible content.
Outside assignments are discussed. The outside assignments are a peer observation and the review and identification of three key concepts from the Pennsylvania Code of Professional Conduct. Completed assignments will be submitted via email to Keith Golebie by January 15 of the first year of induction. The Code of Professional Practice and Conduct for Educators and the Peer Observation form can be found in the first day folder and on the IU1 website.
Year 1 Day 2 for new educators from districts in the IU1 Induction Consortium focuses on the work of Harry Wong. The instructor will use videos, cooperative learning, and discussion to teach procedures, classroom routines, and strategies.
Year 1 Days 3 and 4 School Law and Technology Integration
This course is available to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
This course is designed to meet the requirement for Year 1 Days 3 and 4 for IU1 Induction Consortium Schools and teachers in grades K-12. It is in the PDE category of school administration and the subcategory of school law. Participants in the course will have hands on experience with Netrekker, United Streaming, Blended Schools, wikis, and educational websites using the Internet. Participants in the course will be required to complete pre and post tests and develop at least one lesson integrating technology and complete an action plan for implementation. The second half of the course will take pre and post tests in school law. In addition, they will write a paper summarizing a court case that they have read.
Objectives:
- Participants will develop knowledge and skills in integration of technology.
- Participants identify the crucial areas of school law relevant to working with students, staff, and parents in public and nonpublic schools.
Year 2
Year 2 Day 1 Induction Consortium Blended Schools Training
This workshop is available only to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
Year 2 Day 1 for new educators from districts in the IU1 Induction Consortium focuses on online learning. Participants will create a project using Microsoft Word, Excel, or PowerPoint and share the project using Blended Schools. At the completion of this workshop, participants will be comfortable using the Blended Schools online learning tool.
Year 2 Day 2 Induction Consortium Support for Excel, PowerPoint, and Word
This workshop is available only to teachers whose districts participate in the IU Induction Consortium. Registrants should notify their induction coordinator about registration.
Year 2 Day 2 for new educators from districts in the IU1 Induction Consortium focuses on the advanced use of the Blended Schools learning tool. Participants will develop a mastery of Blended Schools, participate in a group project, and develop an independent project using Microsoft PowerPoint, Excel or Word, sharing instructional techniques, disciplinary techniques and best practices. At the completion of this workshop, participants should be completely comfortable taking an online course.
Since this is an online workshop, participants may complete the module from home, school or may come to IU1 for the day chosen. Participants need a computer with Excel, PowerPoint, and/or Word, access to the Internet, and a working email account to work at school or home.
All participants must register for a session on Solutionwhere. Please email Charlotte Diehl the name of the module you wish to complete (Excel, PowerPoint, or Word) and if you are coming here to the IU1 for the day, or working from school or home.
Year 2 Course Options
Building Your ePortfolio
This course was created for professional educators committed to the idea of lifelong learning and reflection. The course will focus on identifying a rationale for creating an electronic portfolio of work, independent online training in the use of cutting edge ePortfolio tools, and the creation of an ePortfolio framework.
Developing Cultural Awareness/Sensitivity I Online
This course is based upon knowledge of behaviors, beliefs and attitudes of a multicultural approach to learning. Cultural awareness is a basic level on a scale from visible culture to deep culture for promoting school staff understanding about cultures. Participants will be required to demonstrate knowledge of fundamental concepts and practices of English as a Second Language instruction as related to cultural awareness based on the following competencies.
Differentiated Instruction Online
With the passing of the "No Child Left Behind" (NCLB) legislation, teachers are now faced with the task of meeting the needs of all students in their respective classrooms. This can be a challenging task, with students displaying a wide variety of needs. Differentiated instruction, a philosophical framework which supports a wide variety of content, tools, tasks, and strategies, is one of the best options available to today's educator.
Instructional Materials I Online
This course is designed for teachers of English Language Learners. Because ELL students come to us with a variety of backgrounds and at diverse levels of language acquisition, it is important for ESL teachers to have the knowledge and skills necessary to create and implement a developmentally appropriate curricular program for all students.
Upon completion of this course, teachers will be expected to be able to: design and implement an ESL program tailored to meet the needs of each student. Participants will be able to identify appropriate materials and resources to be used with children at each level of English Proficiency. This project will meet both the National TESOL Standards and Pennsylvania Language Proficiency Standards for English Language Learners.
Reading Apprenticeship Part 1
Reading Apprenticeship is a framework for helping students to improve reading comprehension skills in all subject areas. Teachers and students alike thrive in a Reading Apprenticeship environment because it:
- enhances content area classes through a focus on comprehension
- is an integrated, inquiry-based approach that gives teachers the power to teach in the true sense of being mentors, motivators, experts, and collaborators
- gives students the guidance and skills to take charge of their own learning.
- requires teachers to reveal the strategies, skills, and background knowledge they use to make sense of text, in much the same way a craftsperson might reveal the secrets of her trade
- allows students to collaborate with teachers and other students to solve real-world problems.
- is on-the-job training.
- allows teachers to guide the process as everyone contributes to the comprehension of the text.
- is not about re-teaching phonics to 16-year-olds
- is "metacognition," or thinking about how we think
- is helping students to gain confidence in their ability to understand complex, academic subject matter.
- is flexible.
Revised: July 21, 2008
