How are you using the first 5 minutes of class? Critically reflect and investigate this question through sessions rooted in research and Danielson Domain 2. Participants will deepen their understanding of classroom culture, opening routines, student voice, and how crucial it is to help establish a positive culture for learning, motivate students, and build community.
Designed for early-career teachers who, even after years of teacher education, often find themselves unprepared for the rigors of the job. There simply is no substitute for the on-the-job learning that occurs once teachers take the helm of their own classrooms, and this three-part series aims to provide newly in-service teachers with frameworks and venues designed to support their professional, intellectual, and psychic growth.
In this three–part series, participants will deepen their understanding of guided reading, and its purpose and importance within English Language Arts instruction. Through reading, writing, and discussion, participants will explore systems and structures to promote guided reading, consider best practices for implementing a guided reading lesson, and monitor progress towards goals.
We all know in theory that two heads are better than one, but it can sometimes be difficult to determine how to make the best use of having two teachers in the classroom. In this three-part series, participants will explore a variety of co-teaching models and their purposes so that we can strategically co-plan lessons with our goals and our students in mind.
One of the most effective ways to develop skills toward leadership and mentorship for teachers is to be critically reflective of one’s own past experiences. Through dialogue and reflection on critical incidents, teachers are able to identify crucial moments and formative experiences that have helped shape their identity as educators. These acts of reflection support teachers in developing their stance and rationale for pedagogy, and the means to articulate it to others.
The Danielson Framework for teaching has become popular for setting classroom expectations in schools across the United States. Danielson’s 3b Questioning and Discussion domain is one of the most challenging indicators, and teachers in all content areas are asked to support student engagement in classroom discussions. This professional expectation is a rich opportunity to leverage instructional strategies. Over three sessions, Keep the Kids Talking aims to support teachers in designing classroom experiences that use questioning and discussion strategies to draw out all student voices.
March 21st• 9am-3pm Recent changes to school accountability measures created new school accountability categories, new metric systems, and new designations for identifying schools who are below, meeting, or exceeding state expectations. What do these changes mean for your school? Join Dr. Roberta Lenger Kang as she breaks down the latest changes to NYS accountability standards and helps you to analyze school data, create strategic plans for your school, and reach your target goals.
Our annual Inspire conference is an opportunity to connect with yourself, your students, and your practice. This unique teaching and learning conference leverages critical reflection and signature CPET sessions to help participants reconnect with their passion and purpose as educators in a meaningful and productive setting. The day will offer participants space for critical reflection, peer-to-peer discourse, and engaging workshops that will help return them to their professional roots.
Nurture the seeds of learning at the Big Learning Challenge, a conference focused on the power of project-based instruction. Join us to preview innovative workshops, practice new instructional strategies, and make connections with fellow educators.
This course aims to support teachers who are preparing students for the English Regents to better understand the design of the exam, locate the leverage areas, and use relevant data points to develop targeted instruction for students performing at all levels.
TheCenterfortheProfessionalEducationofTeachers(CPET) is an organization based out of Teachers College, Columbia University that is devoted to advancing global capacities in teacher education, research, and whole school reform. CPET advocates excellence and equity in education through direct service to youth and educators, innovative school projects that promote students’ Write to Achieve, international research that examines and advocates the highest quality instructional and assessment practices today, and sustainable school partnerships that leverage current policy and mandates to raise literacy levels and embed collaborative communities of learning. Uniting theory and practice, CPET promotes rigorous and relevant scholarship and is committed to making excellent education accessible worldwide.
Center for Professional Education of Teachers 416 Zankel Hall Box 182, 525 West 120th Street New York, NY 10027 Phone: (212) 678-3161 | Fax: (212) 678-6631 Email us:email@example.com