Overview
Welcome to the BPS Teaching all Learners Course!
We will spend 2013-2014 school year supporting your work in inclusive education. We will think deeply, share perspective and most importantly produce curriculum, classroom strategies, and school structures that will support your classroom and school. Our work will be organized under four areas: Framework, Assessment, Instruction and Structures. Each area is intertwined and directly focused on classroom and school implementation of inclusive practices. The Framework holds our philosophy of Universal Design for Learning, Assessment holds the practice of close observation and looking at student work, Instruction holds our focus on Differentiated Instruction and Data-Driving Instructional Design, and Structures holds school-wide inclusive practices and teacher implementation support systems. A course requirement document is provided to orientate you to the course work. A Tiered Option System for Professional Credits (1, 2, and 3 credits) is provided for participant choice. Professional Development Points (PDPs) will be provided for non-professional credit participants.
Our work together will be divided into three areas:
When reviewing the Massachusetts Teacher Evaluation Model you will note that our work together ties directly with Standard II, 'Teaching All Students'. We will also work closely with the Office of Curriculum and Instruction in order to provide you with the latest resources and guides to ensure seamless integration and application. We will use a set of norms called 'Community Agreements' that were developed by the School Reform Initiative and will guide our interactions and work together.
We will meet Wednesday mornings. The dates are as follows:
October 3 and October 16 November 6 and November 20
December 4, January 8 and February 12 March 5 and March 19
April 2 and April 16 May 7, May 14 and June 11
We will spend 2013-2014 school year supporting your work in inclusive education. We will think deeply, share perspective and most importantly produce curriculum, classroom strategies, and school structures that will support your classroom and school. Our work will be organized under four areas: Framework, Assessment, Instruction and Structures. Each area is intertwined and directly focused on classroom and school implementation of inclusive practices. The Framework holds our philosophy of Universal Design for Learning, Assessment holds the practice of close observation and looking at student work, Instruction holds our focus on Differentiated Instruction and Data-Driving Instructional Design, and Structures holds school-wide inclusive practices and teacher implementation support systems. A course requirement document is provided to orientate you to the course work. A Tiered Option System for Professional Credits (1, 2, and 3 credits) is provided for participant choice. Professional Development Points (PDPs) will be provided for non-professional credit participants.
Our work together will be divided into three areas:
- We will engage in face-to-face professional development for all educators, administrators and support staff.
- In addition, we will engage in professional online development through our course website.
- Finally, and most importantly, throughout the year we will support your work back in your classrooms and other school structures.
When reviewing the Massachusetts Teacher Evaluation Model you will note that our work together ties directly with Standard II, 'Teaching All Students'. We will also work closely with the Office of Curriculum and Instruction in order to provide you with the latest resources and guides to ensure seamless integration and application. We will use a set of norms called 'Community Agreements' that were developed by the School Reform Initiative and will guide our interactions and work together.
We will meet Wednesday mornings. The dates are as follows:
October 3 and October 16 November 6 and November 20
December 4, January 8 and February 12 March 5 and March 19
April 2 and April 16 May 7, May 14 and June 11
Start Here
After each professional development morning session, you will find the work we will complete before we meet again online. We will always have a blog to engage in public reflection and support, content to review to develop background knowledge, and implementation work that is directly tied to classroom practice.
Please complete by June 25, 2014
Homework:
Learning Goal: Using a Universal Design for Learning Framework, educators and administrators will learn to use formative data, inclusive practices, rich curriculum and support structures to develop effective instructional strategies and resources for all students to learn.
Homework:
1. Content Review – Use the Website for Reference Materials
2. Assignments – Complete DCAP in my Classroom Intervention Plan
3. Complete All Required Assignments, Blogs, and Projects to obtain appropriate credits.
Please complete by June 25, 2014
Homework:
Learning Goal: Using a Universal Design for Learning Framework, educators and administrators will learn to use formative data, inclusive practices, rich curriculum and support structures to develop effective instructional strategies and resources for all students to learn.
Homework:
1. Content Review – Use the Website for Reference Materials
2. Assignments – Complete DCAP in my Classroom Intervention Plan
3. Complete All Required Assignments, Blogs, and Projects to obtain appropriate credits.
Framework
Our guiding philosophy is Universal Design for Learning and this will be our framework for the entire year.
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Assessment
We will use Boston assessments and other informal tools to help us observe and listen to our children as we create environments and curriculum to promote learning.
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Instruction
We will use the diagnostic results of our assessments to inform instruction, environment and teaching strategies. We will learn how to work as a team to look at student work and support each other in providing the best instructional design.
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STRUCTURES
As a school community, we will form Academic Achievement Framework (AAF) teams and modify required forms to document, plan and implement tiered intervention.
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