in the era of the common core - institute for student achievement · tony wagner for a return...
TRANSCRIPT
Transforming America’s High Schools
Deep, Diverse and Inclusive Learning
Era of the Common Corein the
Summer Institute 2013
The Long Island MarriottUniondale, N.Y.June 26–28, 2013
Institute for Student Achievement TM
A Division of ETS
The ISA Model
ISA’s evidence-based model, uniquely designed for large, urban, under-performing schools, is framed by seven research-based principles that lead to improved student achievement and significantly increased high school graduation and college-going rates.
CONTINUOUS DISTRIBUTED
DE
DIC
ATE
D TE
AM
CONTINUOUS EXTENDED SCHOOL
PA
RE
NT
ORGANIZATIONAL COUNSELING™
OF
TEA
CH
ER
S A
ND
PROFESSIONAL DAY AND
INV
OLV
EM
EN
T
COLLEGE
PREPARATORY
INSTRUCTIONAL
PROGRAM
Preparing all students
for success in college
PROVIDING A CONSISTENT, FOUR-YEAR SUPPORT NETWORK
ESTABLISHING A PROFESSIONAL LEARNING COMMUNITY
LEVERAGING TRUSTING ADULT/STUDENT RELATION-SHIPS THAT INCREASE ACHIEVEMENT AND PROVIDE A SAFETY NET OF CARE AND SUPPORT
PROGRAM ACCOUNTABILITY: USING DATA TO MONITOR PROGRAM
IMPLEMENTATION AND STUDENT PERFORMANCE OUTCOMES
ADDITIONAL OPPORTUNITIES FOR STUDENTS TO EXPERIENCE
SUCCESS WITH A CHALLENGING COLLEGE PREP CURRICULUM
EMPOWERING PARENTS TO PARTICIPATE IN THEIR
CHILDREN’S EDUCATION
CO
UN
SE
LOR
S
DEVELOPMENT SCHOOL YEAR
IM
PROVEMENT
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Table of Contents
Welcome 2
AgendA 5
KeYnoTe 6
TeAm plAnnIng TIme 7
leAderShIp neTWorK 8
counSelor neTWorK 9
currIculum SeSSIon Schedule 10
ThemATIc SeSSIon Schedule 11
currIculum SeSSIon deScrIpTIonS 12
ThemATIc SeSSIon deScrIpTIonS 18
fAcIlITATor bIoS 24
generAl conference InformATIon 31
long ISlAnd mArrIoTT floor plAn 32
noTeS 33
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Welcome
Dear Colleagues,
As we reflect upon the 12th year of ISA’s work helping high schools develop as excellent, equitable and vibrant learning communities for underserved and underperforming students, enduring questions remain. In each of our schools, are we implementing educational practices that spark imagination, demand higher order thinking, facilitate elaborated writing, and foster perseverance? Are our school cultures based on collaboration, authentic problem-solving, interdisciplinary inquiry, and intrinsic motivation? Are our school communities guided by core values, respectful relations, civic mindedness, and the overarching desire to better society? Ultimately, are our students fully prepared to succeed in college and other meaningful post-secondary pursuits?
How do we progress toward positive responses to these questions about our work in ISA schools as we navigate emerging standards and assessments, budget shortfalls, new evaluation programs, and myriad other system-based constraints? How do we reach each student, address educational gaps, and enrich the life of each student in ways that support individual development while building school cultures and communities we are proud to promote as the foundation for students who follow?
Utilizing ISA’s Seven Principles as a framework for action planning, the Summer Institute is designed to help us engage in ways that address these questions so that the practices and tools we use back at school are increasingly effective in raising the achievement of each young person as student, as citizen, as neighbor, and in whatever field of endeavor she or he sets as a goal or imagines in his or her dreams. It is designed to inspire and provide the space to consider big ideas and to process them with colleagues in and across schools, disciplines and job titles. It is also designed to get work done: to help us develop materials and plans that will address both large issues and detailed concerns we face back at our schools.
We are pleased to welcome more than 350 educators to explore this year’s theme of Deep, Diverse and Inclusive Learning in the Era of the Common Core. We believe it recognizes both opportunities and challenges the Institute seeks to embrace. Beyond the educational challenges already mentioned, we face ever growing economic, environmental and societal challenges, and are fortunate to welcome Tony Wagner for a return engagement at the Summer Institute to give the keynote address. Drawing from his new book, Creating Innovators: The Making of Young People Who Will Change the World, he makes the case for the “need to develop the creative and enterprising capacities of all of our students,” and the need to augment critical thinking skills with “design thinking skills.”
GERRY HOUSE
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We are also pleased to welcome President Karen Gross and Provost Al DeCiccio from Southern Vermont College to discuss our partnership that implemented a break-the-mold college admissions process and support system that has resulted in a very high degree of college success for two cohorts of students. They will also share evidence of gaps in their preparedness and discuss what might be done in response. This will be done in a special convening of school leaders and counselors on Wednesday. The Leadership Network will continue in the following days to develop strategies to support teachers with a special focus on the use of videotapes in professional development. On Thursday and Friday, the Counselor Network will be introduced to an internationally acclaimed program of communication techniques to increase trust, empathy and non-violent communication that can be adapted to enhance distributed counseling within our school communities.
With a primary focus on ISA’s first principle of implementing a strong college preparatory instructional program, this year we have a particularly rich array of curriculum and thematic sessions. A substantial number of them will be co-facilitated by a combination of outside educators, ISA coaches, ISA teachers, and researchers from ETS. Noteworthy is the rise in digital and technological tools integrated into the sessions ranging from using webquests, web-based analytic tools and smartphone applications to utilizing Google Docs, creating screencasts and generating online professional communities through Twitter. Throughout the sessions, explicit reference will be made to our overarching theme. Together we will process the most engaging and effective ways to implement the Common Core with particular attention to the diverse student population for which we are all responsible. We welcome our partners from ETS, who within the leadership and thematic sessions, will share their research and insights in domains including English language learner diagnostic tools, formative assessments, learning progressions in mathematics, and in-depth analysis of Common Core assessment items.
We trust that these three days of sharing and learning, planning and networking will both enrich and refresh you as educators of the whole child. We realize that much is asked of you with all too little recognition for the critical and wonderful work you do with young people. All of us at ISA are honored and humbled to be part of your team. Have a great Institute!
Warmly,
Gerry House
President, ISA
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AgendaWednesday, June 26
7:00 am to 8:45 am Breakfast and Registration
9:00 am to 11:45 am Team Planning Sessions
12:00 pm to 1:00 pm Lunch
1:00 pm to 2:15 pm Team Planning Sessions
2:30 pm to 5:00 pm Curriculum Sessions Leadership & Counselor Networks
6:00 pm to 7:00 pm Welcome Reception
7:00 pm to 8:30 pm Dinner
THuRsday, June 27
7:00 am to 8:15 am Breakfast
8:20 am to 9:20 am Interactive Keynote Program
9:30 am to 12:00 pm Curriculum Sessions Leadership Network Counselor Network
12:00 pm to 1:00 pm Lunch
1:15 pm to 3:30 pm Team Planning Sessions
3:45 pm to 6:00 pm Thematic Sessions
6:30 pm to 9:00 pm Dinner
FRIday, June 28
7:00 am to 8:15 am Breakfast
8:30 am to 11:00 am Curriculum Sessions Leadership Network Counselor Network
11:15 am to 1:15 pm Team Planning Sessions - Working Lunch
1:30 pm to 3:30 pm Optional Team Time
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Keynote Speaker
Tony Wagner recently accepted a position as the first Innovation Education Fellow at the Technology & Entrepreneurship Center at Harvard. Prior to this, he was the founder and co-director of the Change Leadership Group at the Harvard Graduate School of Education for more than a decade. Tony consults widely to schools, districts, and foundations around the country and internationally. His previous work experience includes twelve years as a high school teacher, K–8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility.
Tony is also a frequent speaker at national and international conferences and a widely published author. His work includes numerous articles and five books. Tony’s latest, Creating Innovators: The Making of Young People Who Will Change the World, has just been published by Simon & Schuster to rave reviews and will soon be available in Spanish and Chinese translations. His 2008 book, The Global Achievement Gap has been an international best seller and has also been translated into Chinese. Tony has also recently collaborated with noted filmmaker Robert Compton to create a 60-minute documentary, “The Finland Phenomenon: Inside The World’s Most Surprising School System.”
Tony earned an M.A.T. and an Ed.D. at the Harvard University Graduate School of Education.
TONY WAGNER
Creating InnovatorsCreating innovators: the Making of Young PeoPle Who Will Change the World
Now available! Tony’s latest book takes a provocative look at why innovation is today’s most essential real-world skill and what young people need from parents, teachers, and employers to become the innovators of America’s future. Please visit www.tonywagner.com for more book details, latest news and upcoming events.
When information is ubiquitous and free, and when basic education is available to billions of people worldwide, only one set of skills can ensure this generation’s economic future: the capacity for innovation. What must parents, teachers, mentors, and employers do to develop the capacities of many more young people to be the innovators that they want to be—and that we need them to become? What do the best schools and colleges do to teach the skills of innovation? In a talk based on his latest book, Creating Innovators: The Making of Young People Who Will Change the World, Tony Wagner addresses questions vital to the future of our country.
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Team planning TimeWednesdaY, June 269:00 am to 11:45 am 1:00 pm to 2:15 pm
thursdaY, June 271:15 pm to 3:30 pm
fridaY, June 2811:15 am to 1:15 pm1:30 pm to 3:30 pm (Optional)
sChool naMe
Academy for Conservation & the Environment
Arts & Media Preparatory Academy
Booker T. Washington Early College High School
Bronx Compass High School
Bronx Envision Academy
Bronxdale High School
Brooklyn Institute for Liberal Arts
Brooklyn Laboratory High School
Brooklyn Preparatory High School
Bushwick Leaders’ High School for Academic Excellence
George Washington Carver School of the Arts
Harvest Collegiate High School
High School for Energy & Technology
High School for Media & Communication
Hillside Arts & Letters Academy
Hudson High School of Learning Technologies
Institute for Health Professions at Cambria Heights
Manhattan Business Academy
North Community High School Academy of Arts & Communications
Pablo Neruda Academy for Architecture & World Studies
Park East High School
Queens High School of Teaching
River Rouge High School
Rockaway Collegiate High School
South Atlanta School of Computer Animation and Design
South Atlanta School of Law and Social Justice
Sunset Park High School
Wyandanch Memorial High School
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network Sessionssessions will be held on the following dates and times:
Wednesday, June 26 2:30 am to 5:00 pm
Thursday, June 27 9:30 am to 12:00 pm
Friday, June 28 8:30 am to 11:00 am
leadeRsHIp neTWoRK
The Leadership Network sessions will begin with a real-time assessment of ISA and other newly enrolled high school graduates from the point of view of educators at a private college working with such students. Participants will be joined by counselors and social workers for the Wednesday session. Participants will then bridge to process ways to support teachers so they may better prepare our students for college success by addressing what good teaching looks like, and how to develop schoolwide systems so each teacher has the opportunity and the support needed for ongoing improvement. The focus will be to explore the use of classroom observations and the role of videotaping lessons as strategies to foster such improvement.
What does College Readiness look like in action? (Wednesday)
FAciliTATORS: KAREN GROSS ANd Al dEcicciO cONvENOR: JAcKiE ANcESS
In this session, both the President and Provost of Southern Vermont College, a small private college where a group of 12 ISA students is thriving, will discuss how to increase college access for students from low-income families, particularly to private colleges. President Karen Gross recently worked at the US Department of Education on higher-education issues, and will be able to provide the most current related information. The presenters will also discuss what strengths students are exhibiting at college as well as area of deficit. Time will be allocated for participating ISA school leaders to assess their students’ strengths and deficits against those discussed by the presenters. Leaders and counselors will problem solve organizational, instructional, and student support strategies to enhance the strengths and address the deficits so that all students increase their chances of college success. During the session, participants will process the prospective impact of the Common Core, particularly in the area of writing.
using Video to support professional development (Thursday & Friday )
FAciliTATORS: cAROliNE WYliE & TERRY EGAN
Given the attention that is currently being given to classroom observations as part of teacher evaluation, this session will explore the role of the use of videotapes of teaching practice to support professional development. Given changes such as the shift to the Common Core Standards, there is an increasing need for school-based learning opportunities for teachers. Sharing practice can build community and improve instruction in order to meet the needs of diverse student populations. This session will provide principals and school leaders with an opportunity to examine how video can be used to support teacher professional development, including the structures that need to be put in place to make video-based learning truly effective. In addition, leaders will examine strategies for moving from analysis of third-party videos to self-reflection regarding each one’s own teaching captured on video to analysis and discussion of video shared by peers as part of a community of learners. Participants will develop a plan for the practical institutional structures that need to be considered to make this type of professional development feasible.
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CounseloR neTWoRK
The Counselor Network sessions will begin with a real-time assessment of ISA and other newly enrolled high school graduates from the point of view of educators at a private college working with such students. Participants will join school leaders for this session. Participants will then bridge to sessions where they will consider ways to help students develop as empathic, community-minded individuals, and to help prepare them for life in their high school and post-secondary environments. Relevant models and research as well as specific approaches and techniques will be explored.
What does College Readiness look like in action? (Wednesday)
FAciliTATORS: KAREN GROSS ANd Al dEcicciO cONvENOR: JAcKiE ANcESS
In this session, the President and Provost of Southern Vermont College, a small private college where a group of 12 ISA students is thriving, will discuss how to increase college access for students from low-income families, particularly to private colleges. President Karen Gross recently worked at the US Department of Education on higher-education issues, and will be able to provide the most current related information. The presenters will also discuss what strengths students are exhibiting at college as well as areas of deficits. Time will be allocated for participating ISA school leaders to assess their students’ strengths and deficits against those discussed by the presenters. Leaders and counselors will problem solve organizational, instructional, and student support strategies to enhance the strengths and address the deficits so that all students increase their chances of college success. During the session, participants will process the prospective impact of the Common Core, particularly in the area of writing.
developing empathy, Trust, & non-Violent Communication in school Community (Thursday & Friday )
FAciliTATOR: JESSiE KlEiN
Since the 80’s, social isolation has tripled. Students are developing serious depression and anxiety at increasingly younger ages; empathy and trust have also significantly decreased. This program, “Developing Empathy, Trust, and Non-Violent Communication in School Community,” presents powerful communication techniques that will help students, as well as faculty, develop more supportive and empathic relationships with themselves and others. Participants will experience firsthand the life-affirming and joyful techniques that produce laughter, compassion, and delight among diverse peoples. These methods of communication are used regularly in peaceful school curricula and have even been effective in resolving tough international conflicts. Participants will develop an innovative and creative approach to individual, group, and other forms of relational counseling throughout the school; we will work together to help members of your school communities develop a stronger and more caring relationship with the self and others.
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Curriculum Session ScheduleWednesdaY, June 262:30 pm to 5:00 pm
thursdaY, June 279:30 am to 12:00 pm
fridaY, June 288:30 am to 11:00 am
subJeCT CuRRICuluM sessIon TITle FaCIlITaToR(s)
differentiated instruction differentiated instruction in the Era of the common core dale Worsley
English language Arts ElA: indefatigable volubility: vocabulary development and the common core Phyllis Tashlik
English language Arts English language Arts introduction to inquiry (Recommended for new iSA Teachers)
carlton Jordan
English language Arts Reading and Riding: A Journey Through the Texts We Teach lance Ozier
English language Arts Writing as Passage: English language Arts and Writing in the common core curriculum
Uzma Akhand Hossain
English language learners designing common core curriculum with Ells in Mind Stephanie Grasso
Foreign language The Role of World languages in a changing Society: How to Motivate and Prepare Students for college, career, and Their Role in the World
Susanna J. Kardos-Kaplan
Math The common core Standards and Mathematics: What do They Mean for Me as a Teacher?
Jonathan Katz, Nathan dilworth, Joe Walter, & Toby Horowitz
Science Addressing common core Standards and the Next Generation Science Standards
Mardi Tuminaro
Science Engaging Previously disengaged Students Through inquiry-based Science Teaching (Recommended for new iSA Teachers)
Paul Jablon
Science Making it Work, Using informal Science Education to Reach Formal Teaching Goals
Sarah Hansen & Stefanie Macaluso
Science Science Genius and Reality Pedagogy: An Approach to Effective Urban Science Teaching and learning
chris Emdin
Social Studies deepening inquiry: Tasks and Units to Bring the common core to diverse learners
Stephen lazar
Social Studies lights, camera, inquiry: Using Film as Text david Bally
Social Studies Real World Social Studies: Teaching Students How to do History, Not Just How to do the History Test (Recommended for new iSA Teachers)
Jonathan Shank
Social Studies Social Studies: Exploring the Historical Roots of current Events Using Webquests dina Heisler
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subJeCT THeMaTIC sessIon TITle FaCIlITaToR(s)
Advisory Know Every Student Well: Advisory and distributed counseling Marian Mogulescu
Argument to Essay From Argument to Essay david Bally
conflict Resolution Peaceful and Supportive classrooms: Teaching Students to Resolve conflicts and Work cooperatively
Paul Jablon
counseling Teaching Empathy, Trust, & Non-violent communication Jessie Klein
English language Arts Even Argumentation in Shakespeare? How to Use Formative-Assessment Strategies to Help All Students Meet the common core’s Most challenging Reading and Writing Standards
Mary Fowles & Mary Sayers
English language Arts ElA common core State Standards and What They Might Mean for the classroom
doug Baldwin & Kate Spence-Ado
English language learners Flexible instruction and Assessment for English language learners Stephanie Grasso & Alexis lopez
Formative Assessment Formative Assessment Strategies That Enliven and Engage Terry Egan & laura castro
Habits of Mind developing independent learners: Habits of Mind in the Era of the common core Uzma Akhand Hossain
instructional Technology Strategies for deepening Reading and Writing Across content Areas Through Technology
Tom liam lynch
Math A Nuanced Understanding of Student Mathematical Thinking in Algebra Jonathan Katz & caroline Wylie
Math Performance Tasks in the Mathematics classroom Nathan dilworth & Joe Walter
Online learning Network Teaching With The New York Times: debates, Poetry, visual Thinking and Much More
Michael Gonchar
Reading English language Arts Reading and Writing Strategies in the Era of common core
carlton Jordan
Restorative Justice Fairness committee: A Practice in Restorative Justice Josh Heisler
Science Explorations in Engagement: Keeping Students With diverse learning Abilities connected With Science and the common core
Mariam Naraine-Zebrowski & chris Williams
Science lessons learned: How the Process of Accommodating Unique learners can improve the Physical Science laboratory for All Students.
Sarah Hansen & Stefanie Macaluso
Social Media Generating an Online Professional development community. lessons From #HipHopEd
chris Emdin
Text complexity The complex issue of Text complexity: literary and informational lance Ozier
Thematic Session SchedulethursdaY, June 273:45 pm to 6:00 pm
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Curriculum Sessionssessions will be held on the following dates and times:
Wednesday, June 26 2:30 pm to 5:00 pm
Thursday, June 27 9:30 am to 12:00 pm
Friday, June 28 8:30 am to 11:00 am
dIFFeRenTIaTed InsTRuCTIon
differentiated Instruction in the era of the Common Core
FAciliTATOR: dAlE WORSlEY
For: Teachers and administrators who would like to develop or to refine their instructional expertise to include the theory and practice of differentiated instruction and to holistically incorporate the Common Core State Standards into their planning.
Description: Reaching diverse students in the era of the common core starts with planning rigorous unit and lesson plans. Plans must (a) be designed for depth of understanding; (b) incorporate multiple modalities of learning; and (c) be structured to include stages of learning. In this session teachers will participate as learners in a differentiated lesson plan, study the principles of differentiated instruction, and plan Common Core State Standards-based units and/or lessons of their own. The planning will directly address the needs of students who struggle, including English language learners, students with special needs, and students with interrupted educational experience. Lessons will be critiqued using a collegial protocol, which will demonstrate how a professional learning community can operate to support differentiated instruction in the wider context of a school.
In this session, we will:
• participate in a hands-on differentiated lesson plan
• study the principles of differentiated instruction
• plan Common Core State Standards-based units and/or lesson plans of our own
• participate in a protocol that will help us refine our plans
• discuss how to build a professional learning community that supports differentiated instruction
englIsH language aRTs
ela: Indefatigable Volubility: Vocabulary development and the Common Core
FAciliTATOR: PHYlliS TASHliK
The Common Core has spotlighted vocabulary as one of the standards important for college and career readiness. But what do we actually know about the ways in which we learn vocabulary? How do we make our students more aware of the language around them and move them into being lifelong learners of words and not just rote learners (which we know has a short shelf life). How can inquiry be used for deeper vocabulary development?
This workshop will introduce teachers to some of the strategies used to help students become aware of and interested in words and language. In addition to a selection of nonfiction books and articles about words and language, there will also be recommendations of literature choices, suggested questions for literary essays, and games.
Teachers will have a chance to research selected topics that they may want to pursue in their own curriculum. Please bring laptops, etc., for easy access. Topics may range from studies of animal “language” to the language disabilities of stroke victims to the origin of curses (just a few examples of topics that my students have chosen in the past).
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english language arts Introduction to Inquiry (Recommended for new iSA Teachers)
FAciliTATOR: cARlTON JORdAN
In this session, English language arts teachers new to inquiry and those needing to review the fundamentals of inquiry-based instruction will dissect ISA’s inquiry definition and apply their emerging understanding in a critique of lesson plans and their previous year’s instructional practices (activities, strategies, tasks, etc.). Using ISA’s Inquiry Rubric, participants will score lesson plans and instructional practices and suggest adjustments so that each meets ISA’s mature implementation level on the Inquiry Rubric, and participants demonstrate a deeper understanding of inquiry.
Reading and Riding: a Journey Through the Texts We Teach
FAciliTATOR: lANcE OZiER
The CCSS emphasize citing strong and thorough textual evidence to support analysis of what the text says. But, do students have the skills to analyze increasingly complex informational and literary texts? This session will explore several reading strategies that engage students and build important analysis skills that build understanding with literary and informational texts. Teachers will consider the necessary scaffolding of reading skills within their overall instruction to increase comprehension.
Writing as passage: english language arts and Writing in the Common Core Curriculum
FAciliTATOR: UZMA AKHANd HOSSAiN
Writing can provide a passageway for students to succeed. This session is for English language arts teachers and administrators who would like support and feedback with curriculum planning and scaffolding students’ understandings and skills around the Writing Standards on the Common Core. Participants will learn various ideas for integrating the Writing Standards into their curricula, and how to plan more deliberately so
that students have the skills needed in order to prepare them for college. Participants will also consider the meaning of inquiry instruction in relation to the Common Core Writing Standards. Finally, participants will receive, share and brainstorm resources and ideas. Participants should bring materials to support them with their curriculum planning, such as supplementary information regarding their units, texts, textbooks, etc.
By the end of the session, participants will have reflected on and constructed curricula, rigorous and meaningful for all students, considering the diverse populations that they teach. They will also have contemplated strategies to engage students who are second-language learners, or have been designated as having special needs or interrupted educational experiences. Teachers and administrators will have designed activities and formative and summative assessments using the anchor standards, with skills that are scaffolded and assessed.
englIsH language leaRneRs
designing Common Core Curriculum With ells in Mind
FAciliTATOR: STEPHANiE GRASSO
English Language Learners (ELLs) are just like their American counterparts – they come from diverse backgrounds, and have individual learning styles as well as unique life experiences that enrich our classrooms. What sets ELLs apart from others is their linguistic needs within a curriculum. This session is designed to help teachers develop skills and curriculum that supports English language learners while maintaining the integrity of Common Core ELA and literacy standards. Within our three days together, we will explore ELL teaching strategies, the use of oral language to support reading and writing for ELLs and how to “set up” a unit so that it focuses on the standard(s) you wish to address throughout your unit. Teachers should bring a unit that is either new or one that they wish to revise while they are in the workshop. This session is open to all teachers but is best suited for those with high ELL populations in their classrooms or teachers who are specifically designated as “ESL teachers” for their schools.
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FoReIgn language
The Role of World languages in a Changing society; How to Motivate and prepare students for College, Career, and Their Role in the World
FAciliTATOR: SUSANNA J. KARdOS-KAPlAN
(The aim of the sessions will be to a) prepare teachers to align the Common Core standards in their lessons; b) to create motivating lessons for a variety of students: second language learners, those with special needs and interrupted educational experience, etc.; and c) to review and revise curriculum guides with a new perspective.)
1. HOW CAN WE ALIGN THE STANDARDS FOR LEARNING WORLD LANGUAGES WITH THE COMMON CORE?
2. HOW DO WE INCLUDE MOTIVATING READING, WRITING, SPEAKING AND LISTENING ACTIVITIES IN OUR LESSONS? We will review and revise examples of curriculum guides for several world languages, model lesson plans and online sites, etc.
3. HOW DO WE MOTIVATE STUDENTS WITH DIFFERENT LEARNING CHALLENGES?
4. HOW DO WE INCREASE THE ROLE OF WORLD LANGUAGES IN THE CURRENT SCHOOL CURRICULA?
5. HOW CAN WE INCREASE ENROLLMENT IN LANGUAGE CLASSES AT A TIME WHEN ENROLLMENT IS FALLING?
MaTH
The Common Core standards and Mathematics – What do They Mean for Me as a Teacher?
FAciliTATORS: NATHAN dilWORTH, TOBY HOROWiTZ, JONATHAN KATZ, KERi ScRivA, JOE WAlTER
Math teachers across the country are being asked to grapple with the new Common Core Standards in mathematics and think about how to make the mathematical experience for their students deeper and more meaningful. Many questions are arising for teachers that we want to look at and help them begin to answer. We will begin as a whole group to look at the larger questions in relation to the Common Core and our practice. A couple of questions we will look at all together is how an inquiry approach aligns with the Mathematical Practices of the Common Core, and how do we support students with very different levels of mathematical understanding.
The rest of the session will be differentiated, as teachers will be working in smaller groups. Each teacher will leave with a product relevant to their group. These products could take the form of a common core inquiry- based lesson, task, or unit.
sCIenCe
addressing Common Core standards and the next generation science standards
FAciliTATOR: MARdi TUMiNARO
How will the Next Generation Science Standards impact science teaching? What are some ways to address these standards in my teaching practice? How do they correlate with Common Core Standards and performance- based assessments? What resources are available for crafting activities which will help students meet the standards? These questions will form the basis for this science curriculum strand of ISA’s Summer Institute.
Activities of participants
• Beginning units using scientific activities• Examining Next Generation Science Standards and using them as
a basis for collaboratively designing activities• Sharing activities with analysis of implementation• Revising activities to incorporate suggestions• Delineation of next steps• Exploration and sharing of web-based resources
Participants will learn
• What the Next Generation Science Standards establish for science instruction
• What resources are available for planning to implement Common Core Standards and performance-based assessment
• The process of backward planning• How to analyze a unit plan or lesson plan for effectiveness • How to fine tune planning
This session is for science teachers and supervisors in ISA schools who are beginning to address the Next Generation Science Standards as well as the Common Core Standards in their teaching practice.
Participants will produce a unit plan which addresses these standards.
Participants should bring their curriculum maps for courses they will teach in the fall and a laptop computer.
engaging previously disengaged students Through Inquiry-based science Teaching (Recommended for new iSA Teachers)
FAciliTATOR: PAUl JABlON
Anyone who has NOT attended an ISA summer institute in science MUST attend this session, even if you are an experienced science teacher. This is the first in a series of ISA science sessions.
It has been demonstrated in schools across the state and country that classes of high school students who engage in standards-focused, inquiry-based project learning in science do better on standardized tests and are better prepared for college than those in traditional chalk-and-talk test preparation classroom. Likewise, ELL and SPED students who are manipulating materials at least three days a week far exceed those students who just discuss science.
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Participants will have an opportunity to investigate how science can be learned at a deep level of understanding as they themselves join colleagues to inquire into scientific phenomena through their own science investigations. This will allow teachers to see how they can facilitate daily, laboratory inquiry science teaching embedded in science, technology and society issues. Participants will modify segments of nationally field-tested curricula (supplied to teachers at the institute) that allow students to engage in hands-on science explorations a majority of their science classroom time. Inquiry science teaching, therefore, organically matches Common Core and NGSS thinking, reading and writing expectations, and increases student class attendance radically.
We will then evaluate these curriculum products and discuss methods which can be used to prepare students for the high-stakes tests which are mandated for these courses but seem to conflict with teaching a curriculum dedicated to inquiry learning. Each teacher should leave with a small piece of curriculum that s/he will use in her/his classroom in the upcoming academic year as well as ideas from others that can be implemented throughout the year. Participants will also have an opportunity to experience science and society role-plays and simulations for themselves.
Making It Work, using Informal science education to Reach Formal Teaching goals
FAciliTATORS: SARAH HANSEN & STEFANiE MAcAlUSO
This session is designed to help teachers situate specific learning outcomes within state and national science standards, then develop lesson plans that address these goals through the learning experiences available to their students.
Participants can expect to become more familiar with the Next Generation Science Standards through the perspective of the Common Core Standards. This session will present a model for how to adapt informal experiences to formal educational goals by investigating the lesson: Preparation for the Regents chemistry examination at the Natural History Museum’s Hall of Gems and Minerals.
During the session, participants will engage in the process of identifying target learning goals and an experience they want their students to have. Participants will then frame these goals within the Next Generation Science Standards & Common Core, think creatively and critically about how an experience can achieve those goals, then outline and share their plan.
Participants should also bring their curriculum maps for courses they will teach in the fall and be prepared to identify an experience they want to adapt to these goals. Participants are also asked to bring their own examples of lesson plans designed around informal science experiences.
science genius and Reality pedagogy: an approach to effective urban science Teaching and learning
FAciliTATOR: cHRiS EMdiN
This session explores cutting-edge research in urban science education that uncovers ways to meet and surpass the Common Core Standards while retaining an authentic and culturally responsive approach to teaching science. In particular, we explore ways to incorporate hip-hop culture into science instruction and provide teachers with practical tools that they can implement across science classrooms.
soCIal sTudIes
deepening Inquiry: Tasks and units to bring the Common Core to diverse learners
FAciliTATOR: STEPHEN lAZAR
In this three-day curriculum development session, teachers and departments will work toward developing Common Core-aligned performance tasks to deepen students’ thinking, research, reading and writing skills over the four years of high school to ensure students are ready to succeed in college. After experiencing a simulated inquiry-based performance task and unit, participants will examine how all students can move over four years from teacher-created DBQ-like performance tasks toward completing independent research in their senior year.
Individual teachers will have the opportunity to begin developing a performance task and unit; teacher teams or department chairs will look toward developing a larger four-year trajectory. All participants will leave with multiple samples of both.
Participants should bring a laptop, curriculum maps, any department- wide planning documents, and most importantly, a collection of primary documents they use within a unit they teach.
lights, Camera, Inquiry: using Film as Text
FAciliTATOR: dAvid BAllY
We’ve all encountered the substitute teacher whose lesson plan consists of turning the lights off and showing the same old movie as a way of pacifying his or her students. In the digital age, teachers have access to a plethora of film resources for use in the classroom. To this end, how can educators use this medium in a responsible and engaging manner, avoiding the pitfalls of the aforementioned substitute? By treating film as text, we can apply the same close-reading approaches we use with documents to foster inquiry with film. This workshop will explore how educators can find purposeful ways to use film clips from Hollywood movies, documentaries, and independent art films to promote deeper thinking in conjunction with discussion, reading and writing.
This workshop is designed for humanities teachers interested in using film. Participants should bring film clips they hope to use in their classroom in the upcoming year.
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Real World social studies: Teaching students How to do History, not Just How to do the History Test (Recommended for new iSA Teachers)
FAciliTATOR: JONATHAN SHANK
How can we as history teachers give students experience in DOING history instead of simply covering history? With the pressures of content coverage and standardized tests history teachers are constantly trying to carve out time to teach students the skills of historical thinking and writing, argument and evidence analysis.
In this session, we will explore ways of using inquiry-based instruction to achieve a balance between the common core skills of argumentation and complex text analysis with meaningful coverage of content. We will explore how inquiry-based instruction gives students an authentic reason to do the work of the class; to develop a thesis; research historical information; gather evidence; and assemble an argument. We will discuss how to help students demonstrate these skills using the four modalities of language (speaking, reading, writing and listening) and how to sequence these experiences to develop student writing specifically. Participants should bring materials for a unit of study that they would like to develop and implement in the classroom next year.
social studies: exploring the Historical Roots of Current events using Webquests
FAciliTATOR: diNA HEiSlER
Yesterday’s current events are today’s history. The story of everything has roots deeply nestled within our past. Webquests are a wonderful way to uncover those stories. We will develop a unit that helps students discover what happened, what was gained and lost, why it is relevant and how they can use their learning to become active, engaged citizens of today. In this session, we will apply a webquest, which guides our study of other webquests ending with the chance to construct a webquest of our own. Don’t forget to bring your laptops and tablets.
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Thematic Sessionssessions will be held on the following date and time:
Thursday, June 27 3:45 pm to 6:00 pm
adVIsoRy
Know every student Well: advisory and distributed Counseling™
FAciliTATOR: MARiAN MOGUlEScU
Distributed Counseling™ is a schoolwide system where teachers and counselors work together to support students’ social and emotional needs to increase academic achievement.
If the school’s job is to make sure that every child is known well by at least one adult, what are some of the structures that would organize/strengthen development of supportive relationships between students and teachers? An Advisory System is one of the ways Learning Communities strengthen the academic environment of the school. Advisories and advisors attend to the social and emotional needs of the students. This session will explore different models, issues of implementation, and ways we can sustain this educational approach so the students can become more in control of their future.
aRguMenT To essay
From argument to essay
FAciliTATOR: dAvid BAllY
In this session, we will examine how class discussion can impact the writing process. We will explore ways to create writing prompts that inspire thought-provoking classroom debates and focused free-writing. This process acts a scaffold for more rigorous and formal writing products. This workshop is designed to help social studies and ELA teachers prepare for the Common Core Standards in Writing. Participants should bring provocative and engaging texts that they hope to use in their classroom in the upcoming year.
ConFlICT ResoluTIon
peaceful and supportive Classrooms: Teaching students to Resolve Conflicts and Work Cooperatively
FAciliTATOR: PAUl JABlON
For teachers, counselors, principals and others who are interested in learning how to facilitate conflict resolution activities and group building games: What materials are available for them so that they can adapt them for daily use, and how to create a democratic classroom so that students learn to self-manage.
During this workshop, participants will learn how to facilitate conflict resolution activities, group building games, and self-managed democratic classrooms. This will allow them to facilitate activities that allow a diverse set of students to acquire a set of skills to work cooperatively and support one another, both in classrooms, during other school activities, and in their personal lives outside of school. Participants will receive a packet of materials and recommended resources that will allow a team of teachers to implement the initial stages of such a program during the coming school year after a bit of preparation this summer.
It has been demonstrated in schools across the state and country that high school students who are in classrooms where teams of teachers have guided students through activities that teach them how to: self-manage themselves; resolve conflicts peaceably; and cooperatively support one another in learning are more effective learners in both high school and subsequent college academics. Therefore, this session is for ALL subject area teachers, and other staff and administrators.
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CounselIng
Teaching empathy, Trust, & non-Violent Communication
FAciliTATOR: JESSiE KlEiN
Since the 80’s, social isolation has tripled and students are developing serious depression and anxiety at increasingly younger ages. Empathy and trust have also significantly decreased. This program, “Teaching Empathy, Trust, and Non-Violent Communication in the School Curriculum,” presents powerful communication techniques that will help students, as well as faculty, develop more supportive and empathic relationships with themselves and others. Participants will experience firsthand the life-affirming and joyful techniques that produce laughter, compassion, and delight among diverse peoples. These methods of communication are used regularly in peaceful school curricula and have even been effective in resolving tough international conflicts. Participants will develop an innovative and creative approach to Common Core Standards, which engage students (and faculty) while also developing a stronger and more caring relationship with the self and others.
englIsH language aRTs
even argumentation in shakespeare? How to use Formative-assessment strategies to Help all students Meet the Common Core’s Most Challenging Reading and Writing standards
FAciliTATORS: MARY FOWlES & MARY SAYERS
Students enter high school with diverse experiences, needs, and abilities; yet our common goal is to ensure that they all leave with the high level of skills necessary to succeed in college and career. For the past several years, ETS reading and writing researchers have been collaborating with teachers to develop innovative ways of helping students reach that goal. This ambitious research initiative, known as Cognitively Based Assessment of, for, and as Learning (CBAL), is based on learning-science research, best practices in ELA and ELL instruction, and teacher/student feedback in a wide range of school settings.
In this session, an ETS reading/writing specialist and an ISA coach will guide participants through a progression of scaffolded CBAL activities designed to help students master increasingly complex skills specified in the Common Core Standards for writing arguments and reading literary classics.
This session is particularly relevant for curriculum coordinators, teachers of English, and literacy coaches.
The ela Common Core state standards and What They Might Mean for the Classroom
FAciliTATORS: dOUG BAldWiN & KATE SPENcE-AdO
In this session, a writing and reading assessment specialist from Educational Testing Service and an ISA coach will co-present on the ELA CCSS (Common Core State Standards) and the assessments that are currently being developed.
Session participants will “take” a sample reading comprehension assessment and discuss how the questions are designed to address the reading standards, including the need for students to find specific textual evidence that supports their answers to questions. Participants will also discuss sample reading passages representing differing levels of “text complexity.” The presenters will lead discussions about effective instructional strategies that teachers might use in the classroom, with some especially aimed at students with special needs.
Session participants will then work through a typical constructed-response task, analyzing how the assignment assesses students’ ability to write argument essays and how these kinds of assessments will include reading informational texts as part of the writing task. We will collectively evaluate typical student responses, closely modeling our evaluations on best practices in constructed-response scoring. Teachers should be able to bring back specific strategies for using rubrics in peer editing exercises in their classrooms.
englIsH language leaRneRs
Flexible Instruction and assessment for english language learners
FAciliTATORS: STEPHANiE GRASSO & AlExiS lOPEZ
English language learners (ELLs) are taxed with the double challenge of learning how to effectively use a second language in an academic setting while simultaneously learning the knowledge and skills in multiple disciplines through that second language. Now with more rigorous and higher expectations for all students in the next-generation standards, such as the Common Core State Standards and other college- and career- ready standards and assessments, it is critical to find better ways to teach and assess ELLs. In this presentation teachers and administrators will be asked to discuss how they assess students; what they wish they could assess ELLs on; and the strategies they use with these students to assess their skills. We will also discuss the concept of translanguaging, its uses and benefits for schools and teachers working with high ELL populations with diverse backgrounds and skills. We suggest using flexible bilingual instructional methods and assessments with ELLs so they are given the opportunity to learn and demonstrate their knowledge and skills in a content area using their entire linguistic repertoire.
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FoRMaTIVe assessMenT
Formative assessment strategies That enliven and engage
FAciliTATORS: lAURA cASTRO & TERRY EGAN
What is formative assessment? How can it support my students’ learning and my own planning? What are some formative assessment techniques that may enliven my classroom and increase engagement? Learn how formative assessment interfaces with inquiry learning, as well as good questioning and discussion techniques. Join Terry Egan, ETS educational researcher, and Laura Castro, ISA coach, teacher, and former school assessment coordinator for a hands-on, experiential workshop. Walk away with ideas you can apply in your own classroom.
HabITs oF MInd
developing Independent learners: Habits of Mind in the era of the Common Core
FAciliTATOR: UZMA AKHANd HOSSAiN
This session is for teachers and administrators who wish to learn more about the Habits of Mind developed by Art Costa and Bena Kallick. Participants will learn about strategies and resources that they can develop to implement the Habits of Mind in their schools and classrooms. They will also learn how to foster these habits and skills in students to support them not only in high school, but also to prepare them for college. Participants will also learn how the Habits of Mind are connected to the Common Core Standards and how they can shape effective teaching and students’ learning. Participants will also learn how the Habits of Mind can support all students with deep, diverse, and inclusive learning. Finally, teachers and administrators will engage in activities that reflect the Habits of Mind and will consider how to integrate these habits into their own classrooms and schools.
InsTRuCTIonal TeCHnology
strategies for deepening Reading and Writing across Content areas Through Technology
FAciliTATOR: TOM liAM lYNcH
In this session, participants will learn how to leverage a few high-impact technologies to support students in reading complex texts and writing evidence-based arguments. Driving the session is the belief that sound instructional practices must lead the use of technology, not the other way around. It is with this in mind that participants will learn to leverage Google Docs to support student writing, create screencasts to make video and audio a part of the reading and writing process, and better understand how to break down and differentiate complex texts with simple web-based analytic tools. Our work will be guided by the question: How can technology be used to support authentic teaching and learning in ways aligned to Common Core Standards? Prior technology experience is not needed, just an open mind and an internet-ready laptop.
MaTH
a nuanced understanding of student Mathematical Thinking in algebra
FAciliTATORS: JONATHAN KATZ & cAROliNE WYliE
The Common Core standards are demanding deeper conceptual understanding. Caroline Wylie has led research on progressions of how students understand and makes sense of big ideas within algebra. These big ideas include proportional reasoning, the variable, functions, and equality.
In this session, we will look at work from students across the country and your own students to develop a more nuanced understanding of one or two of these big ideas. You will also have the opportunity to create tasks and strategies that will help your students deepen their understanding of these big ideas.
Teachers who register for this session will be sent a survey asking them to select which big idea they’d like to focus on and if possible bring a set of student work that focuses on the big idea selected.
performance Tasks in the Mathematics Classroom
FAciliTATORS: NATHAN dilWORTH & JOE WAlTER
Over the past 20 years, performance assessment has been used and defined in various ways by schools to help teachers understand student mathematical thinking and understanding. They have been used as on-demand tasks within a 50-minute period or used in longer periods of time. Performance tasks have generally been used as formative but have also been used as summative assessments. Today, as a result of the Common Core, performance tasks are expected to be a part of the student experience in the mathematics classroom. What does this mean for teaching and learning, and how can I use them to reflect on my own teaching?
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onlIne leaRnIng neTWoRK
Teaching With The new york Times: debates, poetry, Visual Thinking and Much More
FAciliTATOR: MicHAEl GONcHAR
Participants will investigate ways to use The New York Times in their curriculum to teach critical thinking, inquiry and literacy through all subjects. In this session, we will use The Learning Network, The Times’ own free resource for teaching and learning, to explore how teachers and students can:
• Use opinion pieces to hold class debates
• Enrich the teaching of history, literature and science using The Times’ reporting
• Create “found poems” with news articles
• Practice visual thinking using photojournalism
• Hone argumentative writing and evidence gathering through current event topics
• Respond to daily writing and discussion prompts
By the end of the session, teachers will walk away with a bank of lesson plans, strategies and resources to incorporate The Times’ highly engaging and authentic informational text (think Common Core reading standards) in their classrooms.
ReadIng
english language arts Reading and Writing strategies in the era of Common Core
FAciliTATOR: cARlTON JORdAN
In this session we will explore the role of small group work, classroom discussion and quick writes as effective pre-reading and pre-writing strategies for all students in classrooms engaged in common core-like reading and writing in the English language arts classroom.
ResToRaTIVe JusTICe
Fairness Committee: a practice in Restorative Justice
FAciliTATOR: JOSH HEiSlER
As educators we strive to create caring, safe, and supportive environments for all of our students to learn in. And yet when norm violations occur, how do we make sure we support these goals? One method that many schools are implementing is a Fairness Committee. Fairness addresses norm violations in a way that seeks to restore the community. With fairness, students take responsibility for their actions and figure out a new way forward. In addition to supporting a culture of restorative justice, fairness presents opportunities for students to participate in evidence-based discussions, make claims and counter claims, debate, and problem solve as well.
sCIenCe
explorations in engagement: Keeping students With diverse learning abilities Connected With science and the Common Core
FAciliTATORS: MARiAM NARAiNE-ZEBROWSKi & cHRiS WilliAMS
To address the increasing diverse population of NYC schools, this session is designed to help teachers explore multi ways of exploring topics in Science that will meet the different needs of students. Participants will engage in reviewing and analyzing a Common Core State Standard unit within the Living Environment curriculum. Participants will review students’ work generated from this unit.
During this session, participants will engage in 1) Unit planning; 2)Providing Feedback; and 3) Exploring ways to incorporate the CCSS into various methods that address the needs of students of different abilities. The goal by the end of the session is for participants to start planning a unit that meets the CCSS, which includes differentiated instructions for ELL and Special Needs learners. Participants should come prepared with Essential Questions and Concepts Within Living Environment curriculum they would like support in developing.
lessons learned: How the process of accommodating unique learners Can Improve the physical science laboratory for all students
FAciliTATORS: SARAH HANSEN & STEFANiE MAcAlUSO
This thematic session will focus on designing laboratory experiences with built-in differentiation that are enriched by a diverse student population. We will begin with the example of teaching visually impaired students in a chemistry laboratory and use this experience to discuss the challenges that need to be considered, as well as the opportunities that arise, when students are encouraged to explore different ways of knowing and understanding science.
This session is for anyone interested in fostering an inclusive laboratory environment. Participants are encouraged to bring a sample laboratory experiment they are interested in developing through this framework. Participants are also encouraged to share their own experiences of adapting science experiments to accommodate the needs of their students.
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soCIal MedIa
generating an online professional development Community. lessons From #HipHoped
FAciliTATOR: cHRiS EMdiN
Deep, diverse and inclusive learning cannot exist in schools where teachers are limited in their exchanges with others. This session explores ways to generate an online professional community through Twitter, and teaches ways to develop, sustain and enhance social media learning communities around significant topics related to teachers. Through an exploration of a successful online professional development (PD) community that trends worldwide on Twitter, we will explore ways to enhance/supplement school professional development and connect with experts in our respective disciplines.
TeXT CoMpleXITy
The Complex Issue of Text Complexity: literary and Informational
FAciliTATOR: lANcE OZiER
The CCSS place an emphasis on the complexity of texts and demand that teachers include a range of texts in their teaching that represent various complexity levels. This workshop will identify the methods for determining text complexity and engage participants to observe texts for their qualitative features. Teachers will consider the necessary instruction to build the skills that diverse students need to comprehend increasingly complex literary and informational texts.
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Facilitator biosuzma akhand Hossain Uzma received her Ed.D. from the English Education program at Teachers College, Columbia University. Uzma was also an adjunct instructor in the English Education department at Columbia Teachers College for several years. She has taught 7th-grade humanities, 9th grade–12th grade English and 12th-grade AP English in public and private schools. Uzma has been working as an educational consultant for the past nine years, with all subject areas, to support schools with literacy, school leadership, professional development, and curriculum planning for students’ overall academic achievement. Her areas of expertise include Understanding by Design, Common Core Standards, literacy and differentiation. Uzma has worked with teachers and administrators from elementary, middle and high schools around the U.S., partnering with various organizations such as Institute for Student Achievement, Center for Professional Education of Teachers, Student Press Initiative, and The Schillinger Group. She is passionate about education and committed deeply to supporting teachers, administrators, and students.
Jacqueline ancessJackie is Co-Director of NCREST at Teachers College, Columbia University. Her research has focused on urban school reform. Her publications include: Implementing Small Theme High Schools in New York City: Great Intentions and Great Tensions (Fall, 2006 Harvard Ed Review) and Beating the Odds: High Schools as Communities of Commitment (2003, TC Press).
During Dr. Jacqueline Ancess’ more than 20 years in the NYC school system, she taught English in the South Bronx, was Founding Director of Manhattan East, a small public junior high school in District 4, and oversaw school choice, big school restructuring, and small school development in Districts 2 and 3. She was awarded with the New York Alliance for the Arts Schools & Culture Award for her work at Manhattan East.
doug baldwinDoug is the Executive Director of the Higher Education Assessment Division at Educational Testing Service, where for the past 17 years he has worked on a wide variety of ELA assessments from K–12 to graduate admissions. Although he has worked on many reading comprehension and other verbal assessments, his focus has been on writing assessments, a field on which he’s published and presented extensively. For 15 years before coming to ETS, Doug taught high school English in California and Pennsylvania, gifted and talented education for K–12 in Maine and Pennsylvania, college composition and literature at Yale University, and ESL composition in Beijing and at Lehigh University.
david ballyDavid has worked as a high school social studies teacher, literacy coach, museum educator, and chess coach in the New York City public schools for the last 14 years. He currently teaches global history and economics at Lyons Community School in Brooklyn, NY, where he is a founding member. David works as an adjunct professor in the Education Department at Long Island University. In addition, he is an umpire with the Kings County Softball League.
laura CastroLaura has been a literacy coach at five ISA schools, working with teachers across the curriculum and leading professional development sessions. She was a workshop facilitator at the Winter Institute. She served as Assessment Coordinator at Humanities Preparatory Academy in Manhattan, comprising part of the school’s leadership team; she developed assessment tools and coached new teachers in assessment practices. She served as the school’s liaison to the Performance Assessment Consortium, and has a decade of experience developing performance assessments tailored to theme-based classes and used as a graduation requirement in lieu of the NY State Regents. As an English teacher, Laura developed skills-based ELA classes in response to specific, schoolwide literacy needs; created over 13 original theme-based courses utilizing inquiry instruction; created and piloted curriculum to promote student self-reflection and prepare for student-led conferences by building portfolios; designed classes in which creative writing and/or theater were hooks to engage students in deeper understanding of genre; and led interdisciplinary collaborations combining art, music, theater and poetry in classes designed to build literacy.
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al deCiccio Dr. Albert (Al) DeCiccio has been Provost and Professor of English at Southern Vermont College since July, 2008. During this time, he has worked to revise the curriculum, to professionalize the faculty and staff, and to successfully steward the College through comprehensive and focused NEASC re-accreditation visits.
DeCiccio was Academic Dean and Professor of English at Rivier College (2000–2008), working with that community to prepare undergraduate, graduate, and continuing education students for socially just careers. He was asked to become Graduate Dean and Professor of Education at Wheelock College (1998–2000) in order to assist that College in developing an MSW program.
From 1979–1998, DeCiccio was a member of the faculty at Merrimack College. At Merrimack, he earned tenure and eventually the rank of Professor of English. DeCiccio was Director of the Writing Center at Merrimack College before becoming the Dean of the Faculty of Liberal Arts. In addition to establishing Merrimack’s Writing Center as an exemplar in the field, DeCiccio developed a first-year seminar program with an accompanying faculty development program that included such thinkers as Jane Tompkins and Ira Shor.
DeCiccio is a past President of the National Writing Centers Association (now the International Writing Centers Association); he also served a five-year term as co-editor of The Writing Center Journal. DeCiccio regularly contributes articles and presentations about teaching and learning, higher education administration, collaborative learning, writing, and writing center theory and practice. In addition, he writes about and presents on the first-year experience, having four times presented for the National Resource Center’s International Conference on the first-year experience.
DeCiccio advocates a pedagogy of hope. This is a problem-posing pedagogy in which learners become teachers and teachers become learners—in constant dialogue on the ground and in the clouds, a dialogue to which everyone contributes and in which everyone participates.
nathan dilworthNate taught mathematics at a public high school in the South Bronx, where he was the head of the math department for a majority of his years there. Following his time in the classroom, he consulted the Center for the Professional Education of Teachers (CPET) at Teachers College Columbia University and the Institute for Student Achievement for two years as a math coach. In the fall of 2012, Nathan was hired by the Institute for Student Achievement as a full-time math specialist. Nathan thoroughly enjoys the opportunity he gets, through his work, to think with teachers and students about mathematics.
Teresa eganTerry is a lead research project manager in the Research Coordination and Support Center at Educational Testing Service. Her current work involves various research projects focused on measuring effective teaching practices including using a variety of observation protocols to assess both live and videotaped classroom practice, and intellectual demand assignment protocols to assess the quality of classroom assignments and student responses to those assignments.
Terry’s prior ETS experience includes development of the Keeping Learning on Track professional development program focused on
formative assessment teaching practices, as well as the CBAL (Cognitive-based Assessment of, for and as Learning) research project. In addition, Ms. Egan was responsible for project management for the Information and Communication Technology (ICT) Literacy Assessment in the New Product Development Group for the Higher Education Division. She has also served on assessment development teams for the Praxis Teacher Licensure Series, and has led development of the National Board for Professional Teaching Standards certification and renewal programs. She has served on the assessment committee for the Partnership for 21st Century Skills, an advocacy organization representing America’s leading business, technology and education organizations.
Ms. Egan began her career in education as an elementary teacher, and has taught for ten years at both the early childhood and middle school level, teaching both Social Studies and Language Arts. She holds a M.Ed. degree in Educational Administration and Supervision from the Graduate School of Education of Rutgers University, a B.A. degree in American Studies from Rutgers – the State University of New Jersey, and Project Management certification from Northeastern University.
Chris emdinChris is an Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University, where he also serves as Director of Science Education at the Center for Health Equity and Urban Science Education. He is currently a Caperton Fellow and Hip-Hop Archive Fellow at the WEB DuBois Institute at Harvard University.
Dr. Emdin writes the provocative “Emdin 5” series on a number of contemporary social issues for the Huffington Post. He is also author of the award winning book, Urban Science Education for the Hip-Hop Generation. www.chrisemdin.com
Mary FowlesMary is a Principal Assessment Designer at Educational Testing Service in Princeton, NJ, where she has coordinated the development of writing assessments for various college and graduate programs as well as school-based projects involving performance tasks, portfolios, and student presentations. She is particularly interested in developing innovative assessments and related materials that support effective teaching and learning.
Mary co-directs the ETS Constructed-Response Forum and co-authored the ETS Guidelines for Constructed-Response and Other Performance Assessments, and she has published widely on writing assessment. Before starting her long career at ETS, she majored in English literature at the University of Missouri, earned a Master of Arts in Teaching English degree from Kansas State University, worked at the MIT Press, and taught English at Bucks County Community College.
Michael goncharMichael is currently the Deputy Editor at The Learning Network, a website devoted to helping teachers and students teach and learn with The New York Times. He is also the ISA school coach at Bronx Envision Academy. Michael has been a school and instructional coach for over ten years in dozens of New York City small schools. He originally started teaching history and literature at East Side Community High School in Manhattan’s East Village in 1996. http://learning.blogs.nytimes.com/
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stephanie grassoStephanie, for the past year and a half, has been the lead instructional coach for ELLIS Preparatory Academy—an international school designed to service recently arrived English language learners who are considered above average high school age (between 16 and 18 years old) and who are under their credit needs. This year, she has worked extensively with the science and math departments at ELLIS to support their diverse community of learners.
Before coaching, Stephanie was the founding English teacher at ELLIS where her work included designing several innovative units using drama and role-play to promote academic writing and scaffolding high-level literature for ELLs. Her interests lie in exploring the effects of first and second language on literacy and how to develop strong literacy skills for English Language Learners. Stephanie also holds a B.A. in Latin American studies and Spanish literature from Tulane University and a M.A. in Spanish and Latin American literature from UCLA. She received her teaching certification in New York City through the Fellows program.
Karen grossKaren Gross is the President of Southern Vermont College, a small, private, affordable, four-year college located in Bennington, Vermont. The College offers a career-launching education with a liberal arts core, and many of the College’s students enter the fields of healthcare, criminal justice, entrepreneurship and social service.
From Jan. 2012 – 2013, Dr. Gross was on leave from the College to serve as Senior Policy Advisor to the US Department of Education in Washington, DC. In that capacity, she served as the Department of Education’s representative on the interagency task force charged with redesigning the transition assistance program for returning service members and their families, working closely with the Departments of Defense, Veterans Affairs and Labor. She also was involved in implementing the President’s 2020 initiative to increase college access and success.
Prior to becoming a college president, Dr. Gross was a tenured law professor for more than two decades. Her academic area of expertise is consumer finance, over-indebtedness (including student debt) and community economic development. She served as a consultant to governmental and non-profit organizations and prior to entering into government service, was on several boards, including Campus Compact (a national service learning organization), The Sage Colleges and Association of Vermont Independent Colleges, Executive Committee.
Dr. Gross has earned a national and international reputation as a scholar, teacher, administrator and community leader dedicated to improving the lives of those less privileged. She speaks frequently and writes regularly about higher education issues for various audiences and in a wide array of publications such as Change: The Magazine of Higher Learning, NEJHE, InsideHigherEd and the Chronicle of Higher Education.
Raised in New England, Dr. Gross is a cum laude graduate of Smith College where she was elected to Phi Beta Kappa and a cum laude graduate of Temple University School of Law, having spent her final year of law school at the University of Chicago. Prior to entering legal academia, she taught at the high school and college levels and practiced law in Chicago and New York.
sarah HansenSarah is a faculty member in the Chemistry Department at Columbia University and a Ph.D. candidate at Teachers College. She holds a master’s in science education and a bachelor’s in chemistry. Prior to teaching, Sarah worked in an analytical laboratory and as a dairy chemist. Sarah has been teaching college chemistry for the past 11 years and her courses have included the general and organic chemistry laboratories as well as chemistry in a societal context. She has worked with a number of professional development programs, most recently as a facilitator for the ISA winter institute. In addition to formal science education, Sarah strives to make chemistry accessible more widely and writes “DIY science” pieces for Popular Mechanics.
dina HeislerDina is an ISA social studies coach, was the founding principal of Pablo Neruda Academy and taught curriculum development for several years at the Bank Street Principals Institute. As a humanities teacher with a B.A. in history, Dina used Webquests as a way to engage students in the narrative events of the past and their relevance for today. Her immigrant and SIFE students found Webquests to be a highly successful path towards learning. Webquests offer diverse students greater opportunities for experiential learning, e.g., multimedia format, clear and well organized directions, supervised links, collaborative learning structures, attached videos and inquiry and performance-based tasks.
Josh HeislerJosh has taught for 12 years in Brooklyn, the Bronx and Manhattan high schools where his social studies courses have centered on origins of racism and historiography, and segregation in education and housing. He currently teaches at the James Baldwin School in New York City where he also coordinates their fairness committee. A sister school of Humanities Prep, James Baldwin School was founded with restorative justice as part of its mission. Prior to working at JBS, he spearheaded a fairness committee program at Vanguard High School, and has facilitated study groups and workshops about implementing schoolwide restorative justice practices. Josh has led education workshops for teachers with Teachers Unite, Project Zero, and Institute for Student Achievement.
Toby HorowitzToby began his career teaching learning disabled students at the Baldwin School in Manhattan. Then, for the next 20+ years, he taught mathematics to English language learners at the International High School in Queens, where he learned to use and develop hands-on, activity-driven curriculum and extended projects to foster exploration and deeper understanding of ideas. Students frequently did collaborative presentations of their projects as well as more formal individual project portfolio presentations before a panel. Toby has taught keyboard ensemble classes culminating in public performance, courses leading to internship for students, and has done internship development, placements and supervision.
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In 2003, Toby joined two colleagues in writing the proposal for and starting a new high school in the Bronx, Pablo Neruda Academy for Architecture and World Studies, where he taught math for one year. Subsequently, he did professional development workshops for math teachers in Pojoaque, New Mexico, and collaboratively with two colleagues for teachers of schools in Port au Prince, Haiti. Most recently, he has been working as an ISA math coach for the last two years.
Tony believes in the transformative power of education for all of us— what stirs us and makes us think or wonder brings us to new awareness. How exciting!
paul JablonPaul is presently an Associate Professor of Education at Lesley University, Cambridge, MA. He was a high school science teacher and department head for 19 years in the New York City public schools. Dr. Paul Jablon has been project director of numerous National Science Foundation grants that have restructured the science curricula and teaching practices of many schools and districts across the country. He has led national science curriculum development projects and authored books and articles, many with an emphasis on engaging disengaged students in urban areas. He is most proud of the work he did for 13 years with his colleagues in New York City with the BONGO Program, one of the most successful interdisciplinary, project-based programs with disengaged adolescents ever documented.
Carlton p. Jordan Jr.Carlton is an independent consultant. He is a consultant for SchoolWorks, serving as a report writer and school review team leader. A former senior associate with The Education Trust, he works nationally helping schools understand and implement effective literacy strategies. He has served as a coach for urban teachers in New York City, Philadelphia, Lancaster, Los Angeles, Portland and Washington DC. He is featured in the ASCD video series Examining Student Work, which captures aspects of The Education Trust’s Standard in Practice work in Lancaster, PA. Prior to joining the Trust in August 1998, Carlton taught middle and high school English language arts in Montclair, NJ. He was a key member of a team that created a detracked middle school in Montclair called Renaissance and an untracked ninth-grade English language arts course called World Literature. The World Literature work is featured in the video Off Track: Classroom Privilege for All, winner of the Silver Apple Education Award. Before teaching in Montclair, Carlton was an adjunct lecturer at the State University of New York at Albany in the Africana Studies Department and a writing instructor for the EOP Department. He received his bachelor’s degree in 1985 and his master’s in 1991 from University at Albany, State University of New York.
Jonathan Katz Jonathan believes that “mathematics is the science of patterns” and if students begin to understand that idea then mathematics can begin to make sense for them. As a practitioner of inquiry-based classroom instruction, Dr. Katz is used to asking—and trying to answer—questions about how we learn.
For more than three decades, Dr. Katz has been engaged in looking at and appreciating mathematics for its wonder, beauty and power. He taught mathematics in New York City for 23 years to students as young as 11 and as old as 19. He has worked as a mathematics coach for ISA since
2004, collaborating with teachers to encourage students to think about and grapple with mathematical ideas. He completed his doctoral studies at Teachers College Columbia University in 2009, where his focus was on teacher and student perceptions of conventional and inquiry-based instruction.
Jonathan Katz gives imagination and creativity pride-of-place in the mathematics classroom and believes that students would enjoy mathematics if they saw it as a creative discipline. He quotes lines from Walt Whitman that reflect what education means to him as well as to the students he has had the privilege to teach and who taught him so much: “There was a child went forth everyday; And the first object he look’d upon that object he became. And that object became a part of him for a day, or a certain part of the day, or for many years, or stretching cycles of years.”
susanna J. Kardos-KaplanSusanna, for the last 5 years, has participated as a facilitator of world languages/ESL for ISA. It has been a challenging learning experience for her to meet and mentor new and experienced teachers. After retiring from a career as teacher of French/Italian and chairperson of foreign languages at Fiorello H.La Guardia HS of the Arts in New York City, Susanna has been an adjunct professor at New York University, where she teaches methods courses and supervises students teachers of world languages/ESL. In her experience as mentor/facilitator, Susanna always stresses the importance of motivational activities as the key to effective teaching. Creating motivating, interdisciplinary curricula and aligning the four Common Core strands: Reading, Writing, Speaking & Listening and Language, we can prepare students to succeed academically and become citizens of the world.
Jessie KleinJessie is Assistant Professor of sociology and criminal justice at Adelphi University. She is the author of The Bully Society: School Shootings and the Crisis of Bullying in America’s Schools. Over the last two decades she has led and administered high school guidance programs. She served as a supervisor, school social worker, college adviser, social studies teacher, substance abuse prevention counselor and conflict resolution coordinator. She also worked as a social work professor. On her website (jessieklein.com) you can find samples of her work and media appearances. Through speaking engagements, workshops, and other forms of consultation, Klein works to help schools build compassionate, peaceful and productive educational communities.
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stephen lazarStephen, a National Board Certified Social Studies teacher, is a co-founder of Harvest Collegiate High School, an ISA school in New York City where he teaches students Social Studies and English, is Assessment Coordinator, and UFT Chapter Leader. He previously taught at the Academy for Young Writers in Brooklyn and the Bronx Lab School, where he served as Department Chair, Instructional Coach, and UFT Chapter Leader; he first taught in Fairfax Co., VA. Over the past three years, Lazar worked with social studies teachers across NYC and the nation to support inquiry-based instruction, project-based learning, and Common Core implementation. He is featured in the forthcoming book, Teacherpreneurs: Innovative Teachers Who Lead But Don’t Leave, out this August. http://www.outsidethecave.org
alexis a. lopezAlexis is an associate research scientist in the Research and Development division at Educational Testing Service in Princeton, NJ. He received his Ph.D. degree in education in 2005 and his M.A. degree in TESL in 2001—both from the University of Illinois at Urbana-Champaign. He previously worked for five years as an associate professor at Universidad de los Andes in Bogotá, Colombia, and as a test development specialist at Second Language Testing Incorporated. Alexis has participated in all facets of the test development process, including developing test specifications, item writing, field-testing, statistical analysis, standard-setting, and conducting alignment studies. For over two years, he was involved in a multistate consortium of state Departments of Education that developed a new language proficiency test for English language learners, the ACCESS, in response to the NCLBA. He also taught a graduate course for K–12 teachers, Bilingual and ESL Assessment, at the University of Illinois. Alexis has also been an evaluator of state assessment systems for the U.S. Department of Education to determine states’ compliance with the requirements of the NCLBA.
Tom liam lynchTom is Assistant Professor of Education Technology at Pace University. Before joining the faculty at Pace, Dr. Lynch spent nine years in the NYC Department of Education where he was an English teacher, technology coordinator, and implementation director for the city’s online learning program called iLearnNYC. In the year prior to his move to Pace, Dr. Lynch provided strategic support and professional development design for the city’s Common Core team, which piloted implementation solutions with over 30 lab site schools. Dr. Lynch provides advisement to school districts and education technology companies on the leveraging of technology to support pedagogy while actively maintaining a research agenda that weaves the use of technologies and literacies together, publishing and presenting widely. www.tomliamlynch.org
stefanie Macaluso Stefanie is currently a doctoral candidate in science education at Teachers College, Columbia University. She has a master’s degree in the supervision of science teaching and bioinformatics as well as experience and expertise in inquiry pedagogy, which she used in her teaching of general biology and biochemistry courses in a small college in upstate New York. Her dissertation research focuses on the development of in-class group identities in marginalized urban high school science students.
Marian MogulescuMarian is currently a coach with the Institute for Student Achievement. Prior to retiring from the New York City public school system, she worked in both traditional and alternative schools. She was an English teacher for 18 years and started a mini-school on the junior high school level. She then taught Humanities when she became involved with new alternative small high schools. In addition to enjoying the classroom and interactions with students, she worked to begin three new high schools, Central Park East Secondary School, East Side Community High School and Vanguard High School, where she was also Co-Director. She has been a coach with ISA since its beginning, and has worked with several ISA High Schools to support their growth and development.
Marian has worked with the National Coalition of Essential Schools and the New York Performance Standards Consortium for many years. She helped develop Performance Based Instruction and Assessment educational methods and strategies. She feels fortunate to have collaborated with a variety of programs, such as Shakespeare-in-the-Classroom, Legal Outreach, Law Partnerships, Library Reading Programs, and Research on Student Stress. Together with institutions such as the Metropolitan Museum of Art and the Whitney Museum of American Art, she created authentic instructional programs. She has guided teachers in their work on their own teacher portfolios. Advisory and Advisory Systems have been essential to learning communities. She feels these experiences help deepen the quality of instruction, engage the students to participate in and take ownership of their education, and therefore their future. She has enjoyed working with staff development projects and programs supporting teaching staff. She feels it has been exciting, exhausting and most rewarding to work with young people and the adults who create possibilities.
Mariam naraine-ZebrowskiMariam has taught high school living environment, Earth science and chemistry in the NYC public school system. During her time at the then new school, Manhattan Hunter Science HS, she was responsible for developing the science department, which included mapping out its four-year Science curriculum. During this time, she developed a four-year, schoolwide research program.
Mariam has spent several years in the non for profit world, exploring and developing ways to help underserved NYC students throughout middle and high school. During this time, she also coordinated the Metro Regional Junior Science and Humanities Symposium where over 200 students from around the NYC region participated.
Currently, Mariam is a science and college readiness coach for ISA, mentoring teachers at several schools throughout NYC. She is passionate about continuous professional development throughout an educator’s career.
lance ozierLance has taught and worked in schools at the elementary, middle, secondary and post-secondary levels. A native of Georgia, Dr. Lance Ozier began teaching first grade in the Southeast’s most diverse public elementary school in the heart of Atlanta. A graduate of Teachers College, Columbia University, with degrees in sociology and education and English education, Lance has worked in a half-dozen NYC middle and high schools in Brooklyn and the Bronx.
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Lance is currently with the Institute for Student Achievement, and as the Institute’s senior literacy specialist, Lance supports the implementation of Common Core literacy standards across the content areas, along with the development of CCSS-aligned curriculum and performance assessments.
A frequent presenter at national conferences, Lance’s work can also be found in numerous professional journals and he is a contributing author with Ruth Vinz of the popular Daybooks for Critical Reading and Writing. After teaching for several years in the English Education program at Teachers College, Lance is now an assistant adjunct professor at The City College of New York.
Mary sayersMary is an education and literacy consultant with more than 30 years experience in South Australian elementary, middle and secondary levels as a teacher, school leader and writer of curriculum and support materials for the Education Department of South Australia. She has worked as an education and literacy consultant in New York City public middle and high schools for 10 years.
In 2002, Mary was a literacy consultant with A.U.S.S.I.E. Inc., training school-based literacy coaches in high schools to implement balanced literacy approaches in classroom practice. In 2006 Mary became Director of Curriculum and Professional Development for a not-for-profit educational organization, Beginning with Children Foundation Inc, monitoring K–8 curriculum and facilitating professional development.
Since 2008 Mary has worked as an education coach for ISA in New York City high schools, and as a literacy coach supporting schools to develop four-year writing plans (9–12) for literacy across the curriculum.
Mary has presented writing workshops for ISA coaches at professional development meetings and for teachers at an ISA Summer Institute. She has also presented reading workshops at Annual Conventions for the National Convention of Teachers of English (2005, 2010) and for the International Reading Association (2006).
Keri scrivaKeri’s experience includes 10+ years of work as a math teacher at Landmark High School. It was there that she taught algebra, geometry, and the interactive math program, in addition to biology, physics, advisory and fitness. Working in a small school, she took on many other responsibilities, which included serving as a mentor teacher, a team leader, and an academic intervention support math teacher. Her classroom consisted of special ed, ESL and many Level 1 and 2 students. Through the years, she attended numerous professional developments, including the Schools Attuned Program.
As a teacher, Keri asked her students to make conjectures, to test their theories, and to make discoveries. She constantly encouraged them to search out patterns, to find connections, to ask themselves questions and to reflect upon their work. As a math coach, I ask the same of the teachers I work with. I strive to help teachers provide positive learning experiences for their students so that the students can make sense of math and come to not only understand it deeper, but to enjoy it as well.
Jonathan shankJonathan is a social studies curriculum coach for ISA. He has taught for 6 years as a social studies teacher of English language learners at two international schools in New York City. He holds a master’s degree in TESOL and was a founding social studies teacher for International Community High School and for ELLIS Preparatory Academy in the Bronx. His experience teaching social studies infused with English language literacy and inquiry has allowed him to employ project-based curriculum and infuse it with teaching the English language through a subject area as well as dealing with a wide range of student literacy. He was the lead teacher for the social studies department at ELLIS and has worked with the Peace Corps Teaching Fellows program at Teacher’s College to train new social studies teachers.
Kate spence-ado Kate is an assistant professor of education at Fairleigh Dickinson University. Her job responsibilities include teaching future teachers, conducting research, and advising undergraduate and graduate students. Her research interests include college-going amongst Black and Latino/a youth, new teacher attrition and retention, and teacher preparation and induction. She completed her masters and Ed.D. at Teachers College, Columbia University in the Department of Curriculum and Teaching. Previously, Kate taught middle and high school English in S. Korea, Vermont, Maryland, and the Bronx. Over the past eight years, she has continued to serve as a staff developer/school coach with an emphasis on literacy and inquiry-based instruction in the Bronx and Brooklyn. Kate’s initial degree from Susquehanna University was a bachelor of arts in English, with a concentration in secondary education.
phyllis TashlikPhyllis has been an ISA literacy coach for the past eight years. She has taught every level of English class, from sixth grade to college, and has offered professional development workshops for English teachers as well as writing workshops for other professionals. In addition to teaching, Phyllis has also written for a number of professional journals and newspapers, and is editor of Active Voices II and Hispanic, Female and Young, both collections of student writing. She is also the creator of books and DVDs for the Teacher-to-Teacher series, which focuses on inquiry-teaching and discussion-based classrooms across the curriculum. The latest title is Back to the Books: Creating an Inquiry-based Culture of Literacy.
Phyllis is currently Director of the Center for Inquiry, the professional development center of the New York Performance Standards Consortium. A teacher for several decades in the NYC public schools, she has taught English and writing, helped begin small schools, developed curricula, and published student writing, as well as her own.
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Mardi TuminaroMardi began teaching science and math as a Peace Corps Volunteer in Tanzania, East Africa, in 1967. After returning to the United States in 1969 until her retirement in 1998, she continued her teaching career in the NYC public school system at Louis D Brandeis H.S., West Side H. S., and Central Park East Secondary School. She was a founding member of the Inquiry Demonstration Project organized by Ann Cook and Herb Mack in the early 80’s and led several summer workshops for NYC public school teachers on Inquiry Science instruction during that time. Since then she has worked as a mentor for new teachers in the UFT-NYC Department of Education Mentor Teacher Internship Program in Fanny Lou Hamer Freedom School and Landmark High School. She has been a coach with ISA since 2003 and has facilitated Summer Institute, Winter Institute, and Principals’ Institute curriculum sessions in science since that time in New York, Atlanta, Detroit, Baton Rouge, New Jersey and Connecticut.
Mardi is an avid believer in students learning science by doing science. She has worked and published as a scientist as well as a teacher. During the 90’s, she was awarded research grants to study molecular biology and cell physiology at Columbia College of Physicians and Surgeons (Howard Hughes Foundation Fellowship) and growth patterns of old forests in Temagami, Ontario (funded by Earthwatch). Her first work during and after college was in biochemistry research and the process of doing science has been a passion for her since childhood when she worked as a National Science Foundation fellow at the Roswell Park Memorial Institute in Buffalo, NY.
Joseph WalterJoe taught mathematics in the New York public schools for most of his professional career, the last 13 years of which were spent at Central Park East Secondary School in East Harlem. At CPESS he developed expertise in many areas, from project-based learning to portfolio-based assessment. For the last nine years he has worked as a schoolwide coach and a math coach for various organizations associated with Teachers College, including ISA.
e. Christopher Williams Jr.Christopher is a High School Science teacher with Wyandanch Memorial High School. He has been an educator for 14 years and has worked with ISA in the STAR Program. Christopher transitioned into a school when the program ended in 2006 and today teaches living environment, Earth science and forensics. He is the director for a summer Research Program for Middle School students. Because of the college-readiness programs Christopher used to work with while in the STAR Program, he is active in aiding students in preparing for college and beyond. All of his science students are required to have a Fastweb and College Board account and Chris teaches them how to write using facts and resources citations. Christopher is also a professional development technology educator for several of the surrounding school districts for teachers.
dale WorsleyDale is a consultant in literacy, curricular planning and school design who has worked with many public school districts and arts organizations, including Teachers & Writers Collaborative, the Academy of American Poets, Expeditionary Learning Outward Bound, Harvard’s Project Zero, Educational Testing Service and the Secondary School Redesign team at the Education Alliance at Brown University. Dale taught creative writing in the School of the Arts at Columbia University for 18 years. He is the author and/or editor of the following teacher resource books: Teaching for Depth: Where Math Meets the Humanities; Teaching to Each Student; The Art of Science Writing; and Portfolio of a School. His book for the International Baccalaureate, Journeys to Communities of Practice: Stories and Strategies of Professional Inquiry from Around the World is due out in September. He has won numerous awards for his educational journalism and for his creative writing. Dale has presented at the national conferences of ASCD, NASSP, and NCTE. http://www.aussiepd.com/blog/dworsley
Caroline Wylie Caroline is a managing senior research scientist at Educational Testing Service. She holds an undergraduate degree in applied mathematics and physics, a postgraduate certificate in teaching mathematics and information technology, and a doctorate in educational assessment, all from Queen’s University, Belfast.
Dr. Caroline Wiley’s current research centers on issues on the use of formative assessment to improve classroom teaching and learning. She has led studies related to the creation of effective, scaleable and sustainable teacher professional development focused on formative assessment. She has been the principal investigator or co-principal investigator on a number of federally funded projects that are focused on the formative use of diagnostic questions for classroom-based assessment. Current work focuses on an investigation of how learning progressions can be used to support formative assessment in mathematics.
Throughout Caroline’s career, she has been involved in a wide variety of teacher evaluation work. Early work at ETS included serving as the lead ETS developer of the National Board for Professional Teaching Standards (NBPTS) certificates for middle and high school science teachers and elementary school art teachers. More recently, Dr. Wylie has collaborated with a variety of states to support the development of evaluation frameworks and/or systems, and currently collaborates on a project examining the validity of an observation protocol for informal science. She is specifically interested in issues of rater quality as it relates to classroom observations, and the relationship between observations, feedback and changes to practice.
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general InformationgeneRal InFoRMaTIon – suMMeR InsTITuTe 2013
SCHEDULE Sessions begin at 9:00 am on Wednesday, June 26, and conclude at 1:30 pm on Friday, June 28.
REGISTRATION CHECK-INOnsite registration check-in for the Summer Institute begins at 7:00 am on Wednesday, June 26. Please allow adequate time for breakfast and registration check-in prior to the first session. Breakfast begins at 7:00 am, the first session begins at 9:00 am.
ATTIREBusiness casual is the recommended attire for all sessions and meals. Dress in layers as the temperature may vary from one meeting room to another.
ETIQUETTEBe considerate of other participants by turning cell phones off or setting them to vibrate during sessions.Arrive on time and stay for the entire session. Take all of your belongings with you at the end of each session and dispose of any materials you no longer need. For their safety, children are not permitted at the Summer Institute.
MEALS Included in your registration fee are breakfast (begins at 7 am) and lunch on all three days of the Summer Institute. Dinner is provided on June 26 and June 27. Refreshments will be provided on all days during morning and afternoon breaks. If you have special dietary needs and did not indicate them in the “dietary requirements” section when registering, please visit the registration check-in desk.
SESSION CANCELLATIONS ISA reserves the right to cancel sessions due to low enrollment. In the unlikely event of a cancellation, all registrants will be notified in a timely manner.
SESSION LOCATIONSInformation regarding Team Time, Curriculum, and Thematic session room assignments will be provided to each registrant at check-in. If room changes become necessary, registrants will be notified in a timely manner. Visit the registration check-in table for the most up-to-date information.
geneRal InFoRMaTIon – long Island MaRRIoTT
HOTEL CHECK-IN Guest rooms are available at 3:00 pm on the day of your arrival. There is ample time following the afternoon sessions to check in and freshen up before the evening reception and dinner. When checking-in at the hotel front desk, all registrants will be required to provide a personal credit card number. Room accommodations and tax WILL NOT be charged to this card, it WILL be used for any incidental items you may incur during your stay at the Long Island Marriott.
HOTEL CHECK-OUT Check-out time is before noon on the day of your departure.
HOTEL CANCELLATION POLICYISA is required to charge your school for any hotel cancellations made after June 21, 2013. Cancellations or no-shows after Friday June 21 will incur a penalty of $375.
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Institute for Student Achievement TM
A Division of ETS
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Transforming America’s High Schools
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Era of the Common Corein the
copyright © 2013 by Educational Testing Service. All rights reserved. institute for Student Achievement, distributed counseling, and the iSA logo are trademarks of the institute for Student Achievement, inc., in the United States of America and used under license by Educational Testing Service (ETS).