CONTINUING TEACHER ED

TARGET AUDIENCE

Classroom Teaching Professionals; Principals and Directors; Non-Teaching Professionals (coaches, counselors, etc.); STEM Teachers at all levels; All Basic education unit Heads.; School Leadership

KLI-TTD-2201: INTEGRATIVE TRANSFORMATIVE TEACHING

This course is centered on value-based transformational leadership principles that transform and equip teachers as leaders for effective service of educational delivering that empower student learning and school performance. The course focuses on enabling teachers to participate in the development of professional community and provides the pathways (personal, relational, empowerment, and service) through which teaching professional can be transformational to selflessly and intentionally motivate and intellectually stimulate students’ capabilities to achieve great outcomes that prepare them for life. Practical aspects of transformative leadership for effective teaching, learning, assessment and how to build capacity of teachers to establish and lead their own teaching community will be discussed. Whether in or out of classroom, this course is designed to develop the professional role of teachers in inspiring generations of learners

• Develop a culture that is transformational, credible, relational, and trustworthy
• Understand how to build the capacity of teachers to establish and lead their own teaching community
• Develop collaboration leadership skills with respect to teaching assessment design;
• Understand transformational teaching in the context appropriate evidence-based framework for increasing professional practice

KLI-TTD-2202: INNER STRENGTH TEACHERSHIP DEVELOPMENT.

Effective leadership emanates from the outbound inner strength of a leader. For example, a teacher’s empathy for the students is an inner strength that allows him/her to work along with students in challenging times. This course looks at a teacher qualities from a perspective of authentic inner strength attributes, moral leadership dispositions and presence of a leadership in teaching profession in leading learning outcomes in diverse student body and organization. The course provides strategies on how a teacher-leader can be most ready to lead self and others from inner strength of character for the desired growth in students and the organization. Leadership outbound inner strength attributes are described in the context of classroom dynamics and intra-personal communication and to consistently reflect on the effectiveness of his/her professional practice and methods for improvement to build capacity across the system.

• Develop Leadership Listening-Communications for effective Relational Connections
• Understand practical aspects of inner-strength teachership for effective teaching, learning, educator’s effectives, and assessment
• Be equipped with the ability to develop and use their inner strength qualities to demonstrate professional growth among their peers and growth of their students
• Understand Leadership Character, Motivation, and Commitment to teaching

KLI-TTD-2203: TRANSFORMATIVE OUTWARD LEADERSHIP DEVEVELOPMENT

Do you know the source that energizes the characteristics you display in and outside classroom environment? How is your inner-self related to what others see on the outside? As a teacher, on what do you base your evaluation of yourself, your students, or your teaching effectiveness? This course is a continuation of KLI 2202, with a focus on addressing these questions and developing the transformative outward leadership attributes that improve interaction with peers and students. The course provides strategies on how a teacher-leader can be most ready to lead self and others from outward strength of character for the desired growth in students and the organization.

• Be equipped with the ability to develop and use their outward qualities to maximize the impact of classroom environment and students attentiveness.
• Develop Leadership discipleship attribute in the content of mentoring and coaching
• Develop Leadership Listening-Communications for effective relational connections
• Understand how affection is a love action intentionally given to your students to create favorable emotions that enable engagement for success

KLI– TTD-2204: TRANSFORMATIVE PERSONAL LEADERSHIP FOR CHANGE

Transformative Personal Leadership training focuses on developing teacher-leaders to become forces for change, transformative agents for themselves, their students, their peers, and their organizations. By taking a broad view of the understanding of what a leader can be, and should be, the course details a progression of self-study, and other-centered work and thought, which can be a valuable course of action for teachers in the school district or any organization, whether community-based, state or national. The course presents an integrative approach on the subject of transformative leadership, very different from any others on the subject. Participants will:

• Understand the Framework of Transformative Personal Leadership
• Develop skills for Personal Self-Awareness, Self-Regulation, Self-Leadership, Self-branding in the context of teaching profession
• Understanding Transformation different the dimensions of leadership applied to context of educator effectiveness

KLI-TTD-2207: COMPASSION LEADERSHIP FOR TEACHERS

Compassion reflects a practical response that emanates from a tender heart more than an emotional feeling or sympathy; compassion can be initiated out of personal concerns or empathy or need to care for another person. When you think about your compassion leadership in the context of your profession as a teacher or administrator, have you ever looked away from seeing the needs of the less fortunate, under privileged, the poor, the brokenhearted or the marginalized? This course is especially designed to help you teachers and school administrators discover the answers and solutions to these questions. It addresses ways you as a teacher-leader can develop a heart of compassion and how you can develop self-awareness of state of sufferings, changes, and challenges in others’ lives. Participants will

• Understand the contextual framework for academic support programs in the context of personalized academic coaching.
• Teacher will take intentional action to create and sustain a culture of learning for all students, especially those underprivileged
• Teacher will know the strategies for Wholeness Communications for empowering engaging culture for learning
• Teacher will understand empathy leadership in a high-performance culture

KLI-TTD- 2208: ACADEMIC COACHING SUPPORT MANAGEMENT

This workshop explores the key strategies and best practices for designing and implementing effective academic support services for college readiness for low and high performing students in core subject areas, such as needed for science, technology, engineering, and mathematic (STEM) education. Established research and more immediate case studies are discussed in terms of extra support to better prepare and help students succeed in STEM curriculum. The workshop frames academic subject coaching as a process of motivating students to be independent learners through relational mentorship, facilitating learning supports inside and outside of the classroom or school environment, and developing problem-solving skills and success attitudes that lead to success in the specific subjects that the students are finding challenging. The participants will:

• Understand the contextual framework for academic support programs in the context of personalized academic coaching.
• Understand models of academic tutoring with a focus on best practices for an effective tutoring program
• Learn the Primary drivers of effective academic support including relational communications and mentoring skills
• Learn performance skills that administrators can incorporate into structured academic support services to enrich problem-solving, critical thinking, analytical reasoning, and qualitative literacy skills

KLI-TTD 2209: STANDARD-BASED TEACHING & LEARNING DESIGN

Programs are generally evaluated, and data used to inform adjustments in the continued implementation and progress. Similar to conventional projects, teaching and learning are usually assessed or evaluated to inform effectiveness and increase in learning outcomes. Assessment is a systematic process of gathering, selecting, analyzing, interpreting, and reviewing information from multiple and diverse sources about educational programs and activities undertaken during a specific assessment period. This workshop focuses on Standard-based Teaching and Learning Evaluation and examination of educator effectiveness models for reforming the way school professionals are evaluated as well as the critical components of training and professional growth. Trainees will:

• Understand the framework for design of standard-based teaching and learning assessment models
• Understand the use of data to inform teaching and students learning and development;
• Strategies for increasing teacher effectiveness in all dimensions of teacher evaluation;
• Learn strategies for coaching and mentoring students to increase motivation for independent learning

KLI-TTD-2211: MANAGING CONFLICTS IN CLASSRROM

Building on knowledge and personal, this course considers conflict from an organizational perspective. Questions addressed include: What are the costs to employers of failing to address workplace conflict? What are ethical and legal frameworks within which conflict must be handled? And, what ways have organizations found effective for systematically resolving and preventing conflict? Other advanced topics in conflict resolution may include: violence in the workplace; inter-departmental, intergenerational, and inter-ethnic conflicts; ethical considerations in resolving conflict; and the growing practice of alternate dispute resolution (ADR). Trainees will:

• Understand what conflict and conflict resolution mean
• Understand the five main styles of conflict resolution
• Be able to break out parts of the conflict resolution process and use those tools to prevent conflict
• Be able to use basic anger and stress management techniques

KLI-TTD 2212: CRITICAL THINKING AND PROBLEM SOLVING SKILLS (CTP)

Critical thinking is an information and knowledge driver in today’s society, with associated complexities that engages us to think in the process of acquiring knowledge from information. Critical Thinking provides you with the skills to analyze and evaluate information so that you are able to obtain the greatest amount of knowledge from it. This workshop will provide you the skills to evaluate, identify, and distinguish between relevant and irrelevant information. It will lead you to be more productive in your career, and provide a great skill in your everyday life. The objectives for this course are to:

• Understand the components of critical thinking
• Utilize non-linear and logical thinking skills
• Evaluate information using critical thinking skills
• Comprehend problem solving abilities

KLI-TTD 2213: ANGER MANAGEMENT AND EMOTIONAL INTELLIGENCE (AMI) SKILLS

Anger can be an unpredictable emotions. Controlling and limiting anger is important in every aspect of one’s life. Without control you are putting limits on what you can accomplish in your personal and professional life. Anger can be an incredibly damaging force, costing people their jobs, personal relationships, and even their lives when it gets out of hand. However, since everyone experiences anger, it is important to have constructive approaches to manage it effectively. The Anger Management workshop will help teach participants how to identify their anger triggers and what to do when they get angry. Trainees will:

• Understand anger dynamics in terms of the anger cycle and the fight and flight theory.
• Know the helpful and unhelpful ways of dealing with anger.
• Understand the difference between objective and subjective language.
• Negotiation and solution-building.

KLI-TTD 2216: ICT -ENABLED EDUCATION- INQUIRY AND RESEARCH-BASED TEACHING/LEARNING IN STEM .

This is an inquiry and research-based teaching/learning course that enhances teachers’ current efforts to render introductory science courses more effectively and exciting at the secondary level. This program uses the outcomes of science education research along with flexible computer tools to promote activity-based models of teaching and learning. Teachers will learn not only how to improve teaching but how to use questions to help students find their own answers; qualitative questions are included to emphasize the concepts and reasoning skills

• High-quality professional development to enhance teaching practices student learning.
• Improve critical, analytical and problem solving and qualitative literacy skills.
• Develop skills for constructing set questions to guide critical thinking and reasoning;
• Understand how to use research-based hands-on strategies to teach science. with particular application to physics:

KLI-TTD 2218: GIFTED AND TALENTED EDUCATION (GATE) PROGRAM.

Gifted and Talented Educational (GATE) course focuses on the review of evidence-based GATE curricular and co-curricular and practices that are effective in helping students to Get-A-Head and Stay-A-Head in high school curriculum and to adequately prepare the students to excel in post-secondary science, technology, engineering and mathematics education. The training content include how to develop and use high-performance-based teaching and learning assessment, develop supplementary educational accelerated activities, integrate Cognitive Diagnostic Assessment (CDA)as part of the academic testing to determine the student’s competency level. Participants will:

• Knowledge & Skill Standards in Gifted & Talented Education For All Teachers
• Standards for Faculty in Gifted Education Teacher Preparation Programs
• Develop and use high-performance-based teaching and learning assessment,
• Be able to integrate Cognitive Diagnostic Assessment (CDA)

KLI CTE 2201: CONTINUING TECHNOLOGY STEM EDUCATION: Research-based Strategies for K-12 STEM

Continuing Technology Education (CTE 2201) is an inquiry and research-based teaching/learning course that enhances teachers’ current efforts to render introductory science courses more effective and exciting at the secondary level. This program uses the conclusions of science education research along with flexible computer tools to promote activity-based models of teaching and learning. Existing written materials, apparatuses, instructional techniques, and computer software/hardware are refined to improve learning outcomes. The teachers will be introduced to the use of Tools for Scientific Thinking, active-learning, and sample demonstrations of other research-based hands-on-teaching packages.

Rationale for CTE Workshop
Some benefits of this course include: enhancing district ability to meet state and national standards, understanding how to use research-based hands-on strategies to teach science (with particular application to physics), understanding the use of technology to improve learning, understanding how to adopt a set of instructional materials to supplement the lectures and textbook in a physics course, and understanding appropriate use of materials to provide the teacher the strategies and structure that promotes the active mental engagement of students in the process of learning physics. Teachers will learn not only how to improve teaching but how to use questions to help students find their own answers. Qualitative questions are included to emphasize concepts.

The basic outline is:

• Review of research-based Teaching of Physics
• Comparison of the traditional Physics curriculum with inquiry based Physics Curricula
  • Research-based findings concerning alternative conceptions
  • Difficulties and problems in various physics topics.
• How to plan an effective physics lessons for maximum impact
  • Student-discovery focus Syllabus,
  • Curriculum materials aligned with standard
  • Teaching strategies for pupils of different abilities
    and learning styles.
• Remedial and enrichment programs;
  • Various approaches that facilitate the teaching, learning of physics:
  • Discover-inquiry learning, learning cycle,
  • Use of worksheets and discussions, individualized instruction,
  • Computer-assisted learning and classroom demonstrations.
• Infusion of IT, Thinking skills and National and state Education standards into the teaching of physics.
• Resource management and evaluation.
  • The role of practical work and its importance as an integral aspect of physics education.
  • Use of feedback and questions on teaching efforts

Purpose/Learning objectives include:

• High-quality professional development to change teaching practices and to enhance student learning.
• Heightened sense of competency,
• Fostering of higher levels of thinking,
• Improved critical, analytical and problem solving and qualitative literacy skills.
• Opportunity to reinforce instruction, enhancement of measurable positive changes in attitude towards teaching/learning for the participants,
• Enhancement of district ability to meet state and national standards.
• Teachers knowledge of the strategies and structure that promote the active mental
  engagement of students,
• Development of skills for constructing set questions to guide students through the reasoning necessary to construct concepts and to apply them in real-world situations;
• Practice in interpreting various representations (e.g., formulas, graphs, diagrams. Verbal descriptions) and Independence in problem solving
• Benefits to students in the classroom of a teacher that has taken this course including improved critical, analytical and problem solving and qualitative literacy skills
• Some benefits to the teachers and school district administrators include:
  • Enhancement of district ability to meet state and national standards.
  • Understand how to use research-based hands-on strategies to teach science with particular application to physics
  • Understand the use of technology to improve learning
  • Understand how to adopt a set of instructional materials to supplement the lectures and textbook of a standard introductory physics course
  • Understand appropriate use of materials to provide the teacher the strategies and structure that promotes the active mental engagement of students in the process of learning physics
  • Others