Glastonbury Public Schools (Teacher)
Lead with Chinese
- June 24, 2018 – July 6, 2018: Using Authentic Tales to Advance the Three Modes (Face-to-face)
- July 9, 2018 – July 20, 2018: Creating a Learner-Centered Classroom by the Gradual Release of Responsibility (Face-to-face)
- Glastonbury High School, Glastonbury, CT
This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes are five days a week, seven hours a day (84 total hours of direct instruction), and also include a Modified Oral Proficiency Interview (MOPI) or Integrated Performance Assessment two-day training workshop during the middle weekend. The outcomes of the program will be found in an e-portfolio and include: a micro-teaching lesson in the co-located student program, a reflective journal on participants’ learning and classroom observations, a final paper detailing student progress and trainees’ teaching, and an understanding of the importance of “backward design” and how it leads to better learning for students. These outcomes help to increase the sustainability of these educators in the classroom during regular year/academic year programs; the skills and knowledge that they gain in this program are directly transferred to the co-located student program and also to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.