Creating Strong Classroom Culture 101 (Foundational)

Description:  

This series will help you plan for a learning-supportive classroom culture from Day One. Here are the instructional and internal outcomes of this PD.

Instructional Skills: Teachers will...

• Become familiar with the PBIS Classroom Culture Guide.

• Understand the goal/expectation of providing Tier 1 behavioral supports for all students at all times.

• Plan how they will name, teach, and reinforce (with positive and corrective strategies) behaviors in their classrooms.

Internal Skills: Teachers will...

• Know that the year will be emotionally challenging and it is important to attend to oneself in the process of building a strong culture of learning in your classroom.

• Know the importance of naming your own emotions as a tool for self-regulation.

• Know the importance of self-compassion and develop a personal mantra to support them through the journey of this school year. 

Creating Strong Classroom Culture by Setting and Holding Boundaries (Sustaining) 

Description:  

This course is for teachers who have completed the Foundational Series for Creating Strong Classroom Culture (see column I of this list: https://docs.google.com/spreadsheets/d/16PWcOM4N-M3quk1QMugmsynevtd0iAHaL5293Cq74zg/edit#gid=1777834333). 

This course will delve deeper into the practice of boundary setting, and how boundaries in the classroom can contribute to better classroom culture, relationships, and student learning. Participants should be prepared to practice and plan for the upcoming year. 

MTSS Elementary Leadership Institute 

Description:  

This 1 Day Leadership Team Retreat, will build on MTSS practices aligned to our OUSD MTSS Framework. Teams will have an opportunity reflect on their 23-24 goals and outcomes.  Teams will strengthen their culture/climate team structures for the launch for 24-25, and plan to implement MTSS Focal Strategies that align to their SPSA. 

ECE: Culturally Responsive Classrooms

Description:  

All students should see themselves in the classroom in order to feel validated,  build trust, and to know that their experiences matter.  In this two day workshop, we will cover different ways to incorporate a culturally responsive space for students:  i.e. Posters with student responses to questions (such as pets, family, fears, joys, favorites), home language use, visual schedules, co-creating classroom expectations, connecting with families and getting their input for the classroom and current studies (language, photos, materials, ideas, etc.), and finally, co-creating calm spaces. 

GLAD Foundational Training

Description:  

GLAD is designed to provide teachers with foundational knowledge about language acquisition, language, literacy, and cross-cultural skills development.

Schedule:

6/3 In-Person

6/4 Online

6/5 Online

6/6 Online

6/7 In-Person 

Expeditionizing EL Education 

Description:  

In this session, teachers will be guided to enhance the EL Education ELA Module. 

They will have two options; 

1) Enhancing the Module Performance Task: Incorporating an Authentic Audience or Service. Planning a way for students’ performance task to be created for an increasingly authentic purpose and audience

2) Adapting the Module to Add to the Topic: Teaching Additional Social Studies or Science Standards by Enhancing a Unit. This adaptation keeps the module intact but enhances a unit to build out social studies or science content in order to connect to compelling and/or current relevant topics.  

ECE: Unpacking Creative Curriculum and Preparing for the First Six Weeks

Description:  

Unpacking Creative Curriculum and the first 6 weeks in order to prepare for our new students and families. Teachers will have a working session to create resources and modify CC units of study to be inclusive of all learners (Question of the Day, Read Alouds, Small Groups, and Interest Area Investigations). Teachers will create materials for a welcoming community for students and families where they are reflected in the classroom. 

Language & Literacy:  ALLAS Academic Language and Literacy Acceleration for Secondary 

Description:  

This 5-day foundational professional development prepares secondary content teachers to provide asset-based and empowering content-language integrated instruction. 

Outcomes: 

• Gain understanding of the equity dimensions related to addressing English Language Learner needs and build urgency around interrupting current outcomes for ELLs in Oakland.

• Identify language demands and opportunities within content areas to inform planning for explicit language instruction.

• Build and strengthen toolkit of strategies to support academic talk and access of complex text for ELLs and ALLs. 

Multilingual Institute 

Description:  

This institute is designed to strengthen our asset-based practices while cultivating intellectually rich classrooms with a focus on ELLs and Black students. On June 4-6 the AM sessions are designed for Dual Language teachers: we will build on the work we started in the January DL summit and delve into biliterate Writing.   There will be time to explore the Writing section of the new Benchmark curriculum. Teachers will also choose between break-out sessions with teacher presenters.   The PM session on June 4 and 5 from 1:30-4 p.m. will be led by Quetzal on the topic of Disrupting Anti Black racism.  All summer school teachers may attend the PM sessions. 

June 6th in the PM and June 7th all day will be for  (ILT and Design teams): we will look at  Biliteracy data, refine language allocation models as well identify culturally responsive strategies to continue building an inclusive and linguistically sustaining school community for all students and families. 

Teachers can sign up and attend part of the institute e.g. summer school teachers attend only in the PM. 

EL Education 101: Differentiation and Planning

Description:  

Please join us for this in-person collaboration between the Special Education Department and the Literacy Department to discuss differentiating El Education for students with diverse learning needs.  Our learning targets are:

• I can describe the structures and key features of the EL Education K-5 Language Arts Curriculum.

• I can collaborate to plan differentiated instruction for exceptional learners.

• I can model my school's commitment to equity and diversity by ensuring differentiated instruction.

Agenda: 

• Day 1: Grounding in Equity Practices, EL Education 101

• Day 2: Grounding in Equity Practices, Unpacking Module 1

• Day 3: Learn & Plan to Launch— All Block and Labs

• Day 4: Collaborative Planning and exploration of tools

ECE: Classroom Environment 

Description:  

Reviewing what kind of environment is appropriate and inspiring for PK & TK students and meets their developmental needs. Designing a space that is conducive to Creative Curriculum interest areas in order to create classrooms that meet developmental needs and support all learners, keeping the components in mind.

During the morning session teachers will create a classroom environment for students that meets the needs of diverse learners, home languages, and UDL design. The afternoon sessions will be broken up to visit model sites together. 

Implementing Designated ELD: Monitoring and Coaching

Description:  

Deepen your understanding of Designated ELD and the OUSD D-ELD for EL Ed lessons.  Calibrate around observation for D-ELD and learn about the tools for leaders in implementing, supporting, monitoring and providing feedback to improve teacher practice in Designated ELD. Deepen your understanding of the ELD Standards. Participants will be introduced to the Language Analysis tool, which supports teachers in analyzing student work through a Language Lens. 

Diving Deeper into Designated ELD - D-ELD 201

Description:  

Deepen your understanding of how D-ELD for EL Ed supports ELLs in accessing EL Ed tasks and curriculum including: observations of Language Dive Sessions, Deeper analysis of the ELD standards and engage with tools to analyze student work and develop next steps for language growth. 

New Teachers Institute 

Description:  

All new teachers will...

• Feel welcomed & supported by the broader OUSD community and connected to our vision & mission and to each other

• Know how to access the resources & supports available to them

• Reflect and plan for creating equitable, rigorous & joyful classrooms

The first two days will focus on classroom culture building and the last three on content and curriculum. 

AME Alignment

Description:  

This professional development is for high school CTE Arts, Media, and Entertainment teachers to explore and align their curriculum to the Industry Skills Framework (soon to become the new AME CTE Standards). The core outcome of this PD is for teachers to create an industry and standards-aligned course outline for one of their courses.

ABOUT PROFESSIONAL DEVELOPMENT PROVIDERS:

The goal of the AME Institute is to strengthen the pipeline from public education to the creative industries. This nonprofit organization empowers educators with the tools and training they need to prepare the next generation of our creative workforce through professional development and resources that strengthen the field. www.ameinstitute.org

WHAT WILL TEACHER PARTICIPANTS LEARN?

DAY 1: 

• Define what constitutes a High-Quality AME Pathway

• Identify and apply CA-AME Standards and Industry Recommendations

• Start the AME Model Course Outline planning process using a backward planning approach

DAY 2: 

• Define what strong work-based learning looks like in AME

• Plan work-based learning opportunities for the current and upcoming school year

• Identify current, new, and potential industry partners

• Develop and inform your Course Outline (learning outcomes) using WBL and Authentic Assessment elements

DAY 3: 

• Identify and develop curriculum collaboration opportunities

• Create a community outreach plan (pathway promotion)

• Complete the AME Model Course Outline planning process 

Benchmark & MClass for Dual Language Teachers 

Description:  

BENCHMARK:  Participants will learn about the new sections of the Benchmark 2.5 curriculum: Biliteracy Planning, Writing, D-ELD and Foundational Skills. Email maria.ingles@ousd.org if you have any questions.

Dates & Times: 

8/5, 9:00 - 11:30 @ Lockwood STEAM for Lockwood staff

8/7, 9:00 - 11:30 @ Bridges for Bridges staff

8/7, 12:30 - 3:00@ ICS for Global, MLA, ICS, Acorn, Esperanza, SEED  staff

8/8, 9:00 - 11:30 @ Greenleaf for Greenleaf staff

MCLASS: Participants will learn and deepen understanding about how to leverage MCLASS for holistic assessment of biliteracy skills. 

8/5, 1:00 - 3:00 @ ICS forICS, Esperanza, Bridges, LSA, SEED