Purposeful planning for new teachers
November 30 - January 11
November 30 - January 11
Developing instructional planning methods that support coherent, rigorous, and engaging learning experiences for students is challenging work — especially for early-career teachers, and especially as learning has shifted to exclusively online or blended models.
Designing Coherent Instruction is intended to support new teachers in strengthening their instructional core in order to increase strategic planning skills and ensure that lesson objectives align with instructional methods and assessments (both formative and summative). We'll also tackle differentiating instruction to meet the needs of a diverse group of learners — students with disabilities, students learning English as a new language, and students who are experiencing gaps in content knowledge or skills due to trauma or interrupted schooling. Within each module, we'll delve into the key competencies of the Danielson Framework, examine the key look fors, and offer promising practices and practical strategies that can be implemented in-person and online.
Designing Coherent Instruction is intended to support new teachers in strengthening their instructional core in order to increase strategic planning skills and ensure that lesson objectives align with instructional methods and assessments (both formative and summative). We'll also tackle differentiating instruction to meet the needs of a diverse group of learners — students with disabilities, students learning English as a new language, and students who are experiencing gaps in content knowledge or skills due to trauma or interrupted schooling. Within each module, we'll delve into the key competencies of the Danielson Framework, examine the key look fors, and offer promising practices and practical strategies that can be implemented in-person and online.
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Designing Coherent Instruction is a five-week, asynchronous online course. You'll be able to move through this course at your own pace, with no expectation to be online at specific times.
This course is designed to allow for approximately 2 hours of participation per week. While you can interact with each module as often as you'd like, we find that 2 hours per week / 1 module per week works best for participants. Throughout this course, you'll discover how to:
Is this course right for you? Designing Coherent Instruction welcomes all educators, but is best for early-career teachers who want to:
Still have questions? Check out our FAQ. |
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Each module will include the following elements:
Cultivating Content Knowledge“In order to guide student learning, teachers must have command of the subjects they teach.” — Danielson Framework This module will delve into Danielson Domain 1, competency A: Knowledge of Content and Pedagogy, and support teachers in understanding the expectations of this competency, as well as how this can inform their planning. Selecting Instructional Outcomes“Educators must determine how best to sequence instruction in a way that will advance student learning through the required content.” — Danielson Framework Like Module 1, this module continues to focus on planning, particularly what it means to set instructional outcomes that are differentiated for students’ needs. Engaging Instruction“Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.” — Elizabeth Barkley Engaging all students in a lesson is a challenging yet crucial task of educators. This module will delve into Danielson 3c and its implications for practice, as well as explore strategies to promote student engagement in the classroom. Moving from Q&A to Q&D“Effective teachers promote learning through discussion.” — Danielson Framework Danielson’s Questioning and Discussion domain (3b) is one of the most challenging indicators. In this module, we will unpack the criteria for effective questioning and discussion and explore helpful strategies that can be implemented in the classroom. Assess for Success“Assessment of student learning plays an important new role in teaching: no longer signaling the end of instruction, it is now recognized to be an integral part of instruction.” — Danielson Framework This module will closely examine Danielson 3D and explore best practices to assess student learning within a lesson. |
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Dr. Cristina Romeo Compton received her doctorate in education from Teachers College, Columbia University in 2016, with a concentration in the teaching of English. She began her career in education as a NYC Teaching Fellow, teaching in a Title 1 school, while completing her Masters in Childhood Education. Cristina serves as the Director of Program Development at CPET, overseeing a wide range of school-based projects and the Student Press Initiative, which supports teachers and students in developing projects that culminate in professionally designed, print-based publications. When working with schools, she focuses on areas of strength and opportunities for growth, in an effort to develop highly customized and targeted professional development plans. In her on-site work, she supports schools with curriculum design, unit planning, project-based learning, and developing literacy strategies that can bolster student achievement across the disciplines. |
FAQ
Registration
What are CTLE hours, and should I register for them?
Beginning in 2016, a registered holder of a NYS professional classroom teaching certificate, educational leadership certificate, or Level III teaching assistant certificate is required to successfully complete 100 Continuing Teacher and Leader Education (CTLE) hours. Teachers College is a state-approved provider of CTLE hours, and participants can earn up to 10 CTLE hours for participating in this opportunity. Participation will be verified before CTLE credits are awarded.
CTLE information must be included on your registration form. If you decline CTLE hours at the time of registration and change your mind afterward, you'll need to contact us prior to the start of this conference. Once you begin, we'll be unable to accommodate new CTLE requests.
CTLE information must be included on your registration form. If you decline CTLE hours at the time of registration and change your mind afterward, you'll need to contact us prior to the start of this conference. Once you begin, we'll be unable to accommodate new CTLE requests.
Is there a New Teacher Network membership discount available for this opportunity?
Yes! Current NTN members can receive access to this course for free. To receive your membership discount code, you'll need to contact ntn@tc.edu so that your membership can be verified. Once it's been verified, you will receive a promo code that will discount your registration 100%. You'll still be required to complete a registration form.
Can I pay for my registration with a purchase order?
Absolutely! Have your school contact cpet@tc.edu to initiate this process.
In your message, please make sure to provide:
This information will allow us to provide you with the documentation needed to create a PO. This documentation will include our vendor & DOE contract numbers.
Once we've received a PO, we will provide your school with a promo code to distribute to the teachers they are funding. The promo code will allow you to bypass Eventbrite's payment section, so that there is no out-of-pocket cost to you. You will still be required to complete a registration form.
In your message, please make sure to provide:
- your school name & address
- contact information (name & email) for the person who handles POs & payments at your school
- the number of teachers interested in registering for this opportunity
This information will allow us to provide you with the documentation needed to create a PO. This documentation will include our vendor & DOE contract numbers.
Once we've received a PO, we will provide your school with a promo code to distribute to the teachers they are funding. The promo code will allow you to bypass Eventbrite's payment section, so that there is no out-of-pocket cost to you. You will still be required to complete a registration form.
I have a promo code — where do I enter it?
Please see the blue text in the registration section that says "Enter promo code". Click that text, enter your code, and click "Apply". From there, you can continue with your registration as usual.
This course has already started. Can I still register?
Yes! You can register through December 7, 2020.
How do I change or cancel my registration?
If you need to change or cancel your registration for any reason, contact us at cpet@tc.edu.
If you choose to cancel your registration, we will be able to offer you a refund as long as you have not yet accepted the invitation to join the course.
If you choose to cancel your registration, we will be able to offer you a refund as long as you have not yet accepted the invitation to join the course.
Access & participation
How do I access this course?
Once you've registered, you will receive an email invitation to join our digital platform from Teachers College Canvas. From there, you will be able to set up a username and password.
If you register before November 30, you can expect to receive the invitation by November 30 when the course begins.
If you register after November 30, you can expect to receive the invitation within 48 hours of registration.
- Go to MyTC Portal (my.tc.columbia.edu)
- Click on the "Non-UNI Canvas Login" link
- Enter your email and password. If you didn't create one or have forgotten, simply click on the "Forgot Password?" link on the Canvas login page
- On the Canvas dashboard, accept any course invitations, if prompted
- You may also access the course on your mobile device through the Canvas Student App
- Course materials will be accessible immediately following your acceptance of the invitation
If you register before November 30, you can expect to receive the invitation by November 30 when the course begins.
If you register after November 30, you can expect to receive the invitation within 48 hours of registration.
What does a module include?
Each module will include the following elements:
*Must be completed to earn all CTLEs
- Instructional talks: A series of 3-4 short videos that break down the topic, provide examples, pose questions, and invite further reflection.
- Key resources: Downloadable resources for you to read, review, or use in your instruction.
- Discussion prompt*: Each module will pose a reflection question, which you can respond to using the discussion board. We want to hear from each person in the discussion board at least one time, and want each person to respond to a minimum of 2 other posts.
- Assignment*: Practical, hands-on assignments that will help you implement the content of the module and reflect on your experiences.
*Must be completed to earn all CTLEs
How much time will it take me to complete this course?
This course is designed to allow for approximately 2 hours of participation per week. This course runs from November 30 - January 11, and includes a total of five modules. While you can move through the course at your own pace, we find that approximately 2 hours per week / 1 module per week works best for participants.
Will I be expected to be online on specific days / at certain times?
No; this course is asynchronous. You can move through each module at your own pace.
This course is open over a holiday break. What are the instructor’s expectations during break?
Good news! When a course takes place over a holiday, like winter break, instructors do not expect to see assignments or discussions submitted; however, you are welcome to work on the course over break if you’d like.
How do I earn CTLE credits?
CTLEs are based on participation and completion of the course assignments and discussions (tasks). Completion of a task equals 1 CTLE credit.
Do I need to complete this course by a specific date?
All modules must be completed by the end of the course — January 11, 2020 at 11:59pm.
