University Credit Information
University of Colorado credit is available on-site for most professional learning events & programs. Credit is approved through the Division of Continuing and Professional Education at the University of Colorado at Denver and Health Sciences Center. It is usually at the graduate level, but occasionally undergraduate credit or continuing education units are also available.
To order a transcript, check on a grade, or receive registration assistance, go to the CU Denver Registrar page on their website here, or you can contact the Registrar at 303-556-2389. For assistance with Early Literacy or Adolescent Literacy certificate programs, please contact Brian McEntee at brian.mcentee@cudenver.edu

Front Range BOCES is part of the UCDHSC School of Education and Human Development

Institutes & workshops

All Front Range BOCES and Partner events are listed below

Upon completion of the TOT trainers will be able to:

• Lead introductory workshops for whole schools

• Conduct systematic follow-up visitations in each school

• Give model teaching demonstrations in classrooms

• Facilitate the development of interdisciplinary applications with state objectives

• Lead schools in assessing student learning using Thinking Maps

 

Location	Dates	Cost
Adams 12 Training Center 1500 E 128th Ave Thornton, CO 80241	Choose 1 Date: September 25, 2008 October 30, 2008	$295.00 for FRBOCES Members $325.00 for Non-Member District

This session includes:
· principles and formats for designing effective group work
· developing flexibility across a continuum of interaction
· presenting-collaborating-facilitating
· concepts and skills for framing group purposes, tasks and processes
· a repertoire of strategies for energizing groups and supporting information processing
· a toolkit of verbal and nonverbal skills and moves; and  ways to increase confidence when dealing with difficult topics and difficult groups

• Describe the various roles that teachers can assume as leaders in a school/district
• Explain the relationship between teacher leadership to student learning
• Provide illustrations of the achievement gap and summarize research findings regarding its causes and cures
• Document the significant external forces that are impacting schools to improve
• Recognize several models of change, applying them to innovations in your contex

• Self-assess according to the knowledge, skills and dispositions needed to be a teacher leader
• Ascertain the best leverage points in your situation for being a teacher leader that would influence student learning

• Summarize research findings about the school conditions and practices that are most successful in helping all students achieve at high levels

• Interpret data related to student learning and set measurable goals
• Display skill and efficacy in facilitating the adoption of practices among colleagues to help all students achieve at high levels
• Evaluate your development as a teacher and set goals for continued growth

• Compare and contrast standards-based curriculum and classroom practices to non-standards-based systems
• Analyze curriculum documents to determine quality according to current research about how people learn
• Contrast assessment of learning and assessment for learning and analyze your school/district’s current practices in this area
• Describe the range of assessment options and purposes at the classroom, grade, and school levels
• Identify multiple forms/characteristics of rubrics and their different purposes

• Select essential learning targets from a comprehensive curriculum
• Align essential learning targets to specific assessment methods

• Describe various instructional strategies that work well for students varying in culture, language, abilities and other characteristics

• Analyze the diverse learning needs of a given student population
• Plan, implement and assess varied approaches in response to student differences in a classroom that ensure equity and close the achievement gap
• Exhibit skills of collaboration in work with colleagues to meet the needs of learners from diverse backgrounds and with diverse needs

• Describe the key characteristics of collaborative inquiry
• Identify different types of data that can be used to inquire about learning, the questions that can be answered by each type and how to access them within the context of your school or district
• Recognize the importance of facilitation skills in achieving desired outcomes and differentiate between helpful and non-helpful facilitation

• Facilitate a collaborative, data-driven inquiry process with a learning team
• Facilitate groups through dialogue that is focused by data using several key strategies 

• Know what kinds of coaching build what kinds of teacher thinking
• Discuss how reflection on practice can impact teacher’s effectiveness in the classroom
• Distinguish between coaching behaviors that  move teachers to higher levels of thinking and those that do not
• Describe adjustments that can be made for coaching situations in order to be more culturally responsive

• Conduct an effective planning and reflection conference
• Apply effective communication skills in a coaching situation such as utilizing positive suppositions, designing questions, and using several types of paraphrasing
• Exhibit coaching behaviors that move teachers to higher levels of thinking

• Recognize various strategies a facilitator can use for groups solving problems and making decisions
• Summarize the research about collaboration and improved student achievement gains
• Critique how professional learning communities facilitate student learning

• Illustrate skills in the planning and selection of strategies for facilitating groups for different purposes
• Display proficiency in utilizing various strategies and interventions for conflict situations so as to increase the benefits of healthy disagreements in serving students.

• Demonstrate an understanding of research-based standards for effective staff development
• Describe various models of staff development
• Justify ways staff development can have an impact on student learning
• Compare/contrast the differences between teaching adults and children

• Exhibit skill and efficacy in teaching the adult learner
• Evaluate the effectiveness of a staff development experience using standards for effective staff development
• Plan a staff development activity utilizing various models of staff development and offer rationale for why they are appropriate

Math and Science Professional Learning Opportunities - Summer/Fall 2008