BP-01 Creating and
Using Meaningful Rubrics that Assess Student Work
As defined by
rubric guru Heidi Goodrich, a rubric as "a
scoring tool that lists the criteria for a piece of work or 'what
counts.'" This course will give teachers the tools
to clearly identify the goals and objectives of a student product
and to assess various aspects of those student products.
Participants will investigate various theories for creating
rubrics, visit websites with online rubric creators and develop
their skills for creating meaningful rubrics that can enhance
the quality of their student work. Participants will engage
in readings, discussion, exploratory activities and create rubrics
that assess student products for learning while focusing students
on the goals and objectives of their assignments.
BP-02 Utilizing a Mentoring Program Effectively
Mentoring is an
effective way of keeping new teachers in the profession. Coaching
is an essential tool the mentor uses to help new teachers develop.
Coaching involves being non-judgmental, helping teachers to solve
their own challenges, and using data collected during observations
to help new teachers solve problems that they’ve
identified. This course will provide the trained mentor with
additional practice in coaching techniques so they can be more
effective at guiding new teachers.
BP-03 Data Driven Teaching
No Child Left Behind and high-stake
testing have changed the way teachers conduct and apply assessments
in their classroom. This course will prepare you to make data driven
decisions in your teaching. This course is intended to introduce
participants to various types of assessments used in the classroom,
focusing primarily on the use of formative and summative assessments.
During the course, participants will develop their understanding
of formative and summative assessments and be able to determine
how assessments can guide teaching decisions. This class is designed
for both Regular and Special Educators.
BP-04 Using Differentiated Instruction Effectively in the Classroom
This course is designed for K-8 educators. Kindergarten through
grade 8 classroom teachers will be attracted to this course which
is well suited for teachers with either novice or intermediate
level knowledge of differentiated instruction (DI). The course
will provide a model for DI in the classroom and assist teachers
in the development of lesson plans that meet the needs of all students. This
resource rich online course is a must see and do!
BP-05 Understanding the
Follow the Child Philosophy
Participants will study the critical attributes of the Follow the
Child Initiative in New Hampshire, analyzing the 8 Conditions
that Make a Difference and reflecting on the presence of those
conditions in their schools and educational experiences. Participants
will understand the relationship between No Child Left Behind
and Follow the Child and work together to identify best practices
for the complementary implementation of both initiatives. Throughout
the course, action plans will be developed that address the 8
Conditions that Make a Difference that can be used in your schools
to ensure the success of all students.
CE-01 Designing a Virtual Field Trip for the Elementary Classroom
Are there places you’d like to take your classroom to enrich
your curriculum, but can’t due to budget, time constraints
and distance? You can still visit those places with a virtual
field trip! This course will enable teachers in grades 1-6
to use Internet resources to design a virtual field trip to extend
and enrich their curriculum. Participants will become familiar
with strategies and resources, and tips and tricks that will allow
you and your students to “visit” any place in the world. By
the end of the course participants will design effective and engaging
virtual field trips that are aligned to state and national standards.
CE-02 Engaging K-12 Students with Digital Portfolios
This course
is for teachers interested in helping their students develop a
reflective digital portfolio that meets New Hampshire's ICT Literacy
Program standards and that engages and motivates students. Participants
will learn about characteristics of reflective portfolios, be introduced
to tools and process steps for creating digital portfolios, and
review examples of portfolio contents and organization. As a final
product, each course participant will work with a cohort of K-12
students to create their own samples of student digital portfolios.
CE-03 Aligning Curriculum with Grade Level Expectations
This course
will guide kindergarten through eighth grade teachers through the
process of aligning curricula to the Grade Level Expectations/Grade
Span Expectations. Teachers will learn how read the GLEs/GSEs,
how to identify GLEs not currently addressed and adjust lesson
plans to incorporate them. The importance of the GLEs in the NECAP
assessments will be addressed. Participants will choose 1
Cluster/Strand of the GLEs and align their existing curricula to
it. Participants will use the Backward Design Process to set new
learning goals and create or modify curriculum. This course is
meant to be the first step in an ongoing process for teachers in
aligning curriculum to the GLEs.
CE-04 Meeting the New Standards for School Approval
This course
is designed for school administrators and leaders who want to understand
the changes in the minimum standards for school approval. Every
public school up for school approval will have to meet the new
minimum standards of Ed 306, which were adopted in July of 2005. There
are many changes and new requirements in the standards that might
be challenging for some districts to meet. There are resources,
such as technical advisories and comparison charts, issued by the
DOE that will be used to help participants understand the changes
and what they mean to schools and districts. A timeline for
implementation of the new standards will be created for use by
a school-reform committee.
CE-05 Developing Competencies for High School Courses
This course has
been designed to provide educators with a tool kit to translate
New Hampshire Grade Level/Span Expectations (GLEs/GSEs) into competencies
to guide instruction. Throughout
this seven-week course, exemplary practices and research will be
analyzed to encourage a deep understanding of competency-based
instruction. Participants will gain practical knowledge about design
strategies and will be skilled in writing quality competencies
that can define their course content.
|
