Professional Development Catalog
Teaching for Understanding Seminar
(four two-hour sessions)
Using a "backward design" process of planning, we will examine ways to develop lessons and units of study in which students are guided toward acquiring deeper understanding of the skills concepts, and principles they can apply and use in their lives. Teachers will craft and review understandings, essential questions, and assessments as they design purposeful activities.
Teaching for Understanding Reflective Session
(one two-hour session) Prerequisite: Teaching for Understanding Seminar
Are you using the Teaching for Understanding model in your classes? How are you doing? Would you like to share and exchange experiences with colleagues? In the reflective session you will see and hear what others are doing with Teaching for Understanding, discuss some of the benefits and difficulties that have arisen, reflect on the planning model, frame essential questions, and discuss effective assessments.
Those who volunteer to mentor a new teacher or a student teacher take on a demanding responsibility but also an opportunity for exciting professional growth. This course explores the issues, questions, and challenges confronted by the cooperating teacher, and provides valuable advice on making the experience a success for both the mentor and the "mentee." [A joint offering of the Professional Development Schools Partnership.]
This workshop addresses the question, "What kinds of things can you do when you do not have a computer for each student?" Strategies for managing the one to four computer classroom will be discussed and demonstrated. Student time and management techniques will be addressed, including scheduling tips and ideas. Collaborative projects that work will in a classroom with one to four computers will be shared. [A joint offering of the Professional Development Schools Partnership.]
This one-hour workshop is geared toward teachers who have ESL students in their classroom. It covers such topics as what you can expect from your student, "dos and don'ts" in the classroom, homework guidelines, evaluation and assessment.
As part of the district-wide implementation of the Teaching for Understanding framework, a cohort of teachers will receive supplementary support from both outside consultants and district personnel on integrating innovative technology to develop learner-active inquiry-based learning opportunities.
The purpose of this program is to introduce teachers new to Cranford to ideas, concepts and techniques that will aid them in their transition into the Cranford Public Schools. Each of the program's sessions focus on a specific topic or concept and allows time for the exploration of theory, demonstration of practice, and participation in practice and reflection. Sessions include Tour of Cranford, Classroom Management Strategies for First-year Novice Teachers, Creating a Positive Classroom Environment, Teaching for Understanding, Assessing Student Learning, Meeting the Needs of Diverse Students, Parental Involvement, Overview of Instructional Technology and e-mail Basics, Information Literacy, Multi-Cultural Issues, and Brain Research and Learning.
Elementary classroom and special subject teachers will learn how to integrate performing and visual arts into classroom activities to help students better achieve New Jersey Core Content Curriculum Standards in all subject areas. The training is conducted by Master Artists from the Artsgenesis Institute for the Multiple Intelligences and the Arts. [This training is provided through the Cranford Fund for Educational Excellence with funding made possible by the New Jersey State Council on the Arts, Department of State, through a grant administered by the Union County Division of Cultural and Heritage Affairs.]
Study groups serve as highly effective forms of professional development. Briefly, a study group is a group of staff members who have come together to examine a topic they would like to know more about. Study groups afford participants a forum for learning together. Colleagues may work together to explore a new concept, reflect on practice, or apply new knowledge to solve a problem or improve their work. Ideally, study groups should involve four to eight participants. The district will support study groups by providing released time, resources, and facilitators where needed.
(By individual arrangement)
Individual teachers have the opportunity to develop a professional growth plan of their own, by establishing learning goals then designing means to accomplish them. Participation in "action research" is highly encouraged. The district will provide support in terms of time and resources.