Date: January 28, 2015

Time Length: 1 hours

Type of Professional Development and/or its Title: NJCAP/PEI Kids
Child Assault Prevention
Participants: Student Teachers
Reason for the Professional Development: Rider University Requirement
Reflection:
This particular Professional Development focused on child assault.
More specifically, I learned about the signs to look for in children whom have
been assaulted, as well as signs to look for in perpetrators of assault. Some
information that stood out to me the most, were that todays statistics show
that both boys and girls are equal in terms of assault cases. I think that many
of us, myself included tend to think that the statistics are much higher for
girls. I think this workshop made me realize that all children are vulnerable to
this type of abuse, not just one gender. I also thought the active listening
guidelines and objectives were helpful.
The active listening guide was as follows:
1.
2.
3.
4.
5.

Always be calm
Believe the child
Use the childs language
Dont avoid a childs description of an assault
Dont project or assume

The objectives were as follows:

1.
2.
3.
4.
5.
6.

Assess the childs safety needs

Find out what the child wants from you
Validate the childs feelings
Assure the child that it is not their fault
Let the child know he/she has the right to be safe
Let the child know what action you will take

I was also given the number to call to report child abuse (1-877-NJABUSE).

I thought the professional development workshop was extremely helpful

in that I feel as though it is something all teachers should be aware of. I
feel more confident in tackling this type of situation now that I attended
the workshop.

Date: January 30, 2015

Time Length: 40 minutes
Type of Professional Development and/or its Title: Grade Level
Meeting /PLC
Participants: Grade level staff
Reason for the Professional Development: Weekly grade level
meeting
Reflection:
It was interesting to be a part of this weeks grade level meeting. Ms.
Lindbloom let me know prior to the meeting that she enjoyed them
because it was the only time she got to really communicate with the other
fourth grade teachers. Some things that were discussed were an
upcoming field trip, when permission slips for this field trip were to go
home to parents/guardians, which parents needed to be notified about
food allergies, marking period benchmarks, tech problems they were
experiencing in the classroom, SGO completions, and the reorganization
of a skeletal system binder for the team to use that now contained lesson
plans, worksheets, and quizzes. Report cards were also discussed, in
terms of making sure parents saw them and discussed them with their
children. Many of the teachers expressed that since switching over from
paper copied report cards to electronic report cards, many of their
students claimed their parents never saw their report card. The teacher
decided they would talk to the principal about possibly having a way for
the parents to virtually sign off they have received the report card online,
as well as the possibility for a paper copy of the report card for students
they know not to own a computer. The teachers also spoke various

committees they are a part of including one that is documenting how

much time teachers spend on assignments other than lesson planning
and grading (ex., benchmark assessments, SGOs). The special education
teachers also spoke about differentiating work the general education
classes are working on, for their students. Upcoming IEP meetings were
also discussed. Lastly, the teachers spoke about a constellations program
the school takes part in. I learned this program is a school wide team
building exercise focusing on acts of kindness. Students from mixed
grades go to a homeroom other than their own to complete a school wide
activity a few times throughout the year. I thought this professional
development was extremely helpful in that I was able to see how the
teachers collaborate together. I was also able to learn a little about the
various things teachers need to complete outside of lesson planning.

Date: February 2, 2015

Time Length: 2 hours
Type of Professional Development and/or its Title: PARCC
Administration Training
Participants: All School Staff
Reason for the Professional Development: Training for the new
upcoming PARCC exam
Reflection:
This Professional Development focused on training the staff about the
upcoming PARCC test. I think there was a common attitude amongst the
staff in attendance about the new exam. Many were (and from what I
noticed remain) extremely worried about the technology aspect of the
test. In my honest opinion, I was extremely overwhelmed with all of the
steps involved in signing into the exam alone; and I am fairly knowledge
with technology. That being said, I can only imagine how the children are
going to feel. Many teachers also questioned the fact that although the
students were going to receive a 60-minute training, they were only going
to be allowed to practice in one subject. Many of the teachers wished the
students could practice for 30 minutes in both Math and Language Arts
(split the time in half), as each subject requires they use different tools in
the testing program. Many teachers also expressed worry over how some
of the questions were visually presented. For examples, in one question,
you could highlight text using a yellow highlighter, and in the next, the
answers were highlighted in yellow. There were a lot of issues with the
technology as well, since many of the teachers were trying to use the
program at the same time. In fact it took almost 20 minutes for some

teachers to simply log in to the practice test. This had me teachers on

edge. I do however; think the workshop was helpful as it allowed for the
rest of the staff and myself to anticipate some issues, and be better
equipped to solve those issues.

Date: February 5, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Mastering the
Mini Lesson
Participants: Student Teachers
Reason for the Professional Development: Rider University Optional
PD
Reflection:
I believe this professional development was extremely helpful.
Although I had heard about mini lessons, I never really knew the exact
composition nor definition of one. I learned that mini lessons are ten
minutes long and open the hour-long workshop session. I also learned that
they demonstrate powerful skills and strategies, which help students,
define their ongoing work. Lastly, mini lessons lift the level of
independence of students. I learned that the components of a reading
workshop are 5-10 minutes of sharing, a 10-minute mini lesson, anywhere
between 20-30 minutes of independent reading, conferring, small group
instruction (strategy group, guided reading), and a mid-workshop
teaching point. I also received an outline for planning a mini lesson, which
I thought, will be extremely helpful in future planning. To conclude, I felt
as though the workshop was both interesting and helpful.

Date: February 12, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Understanding
Dyslexia

Participants: Student Teachers

Reason for the Professional Development: Rider University Optional
PD
Reflection:
I believe this professional development was extremely eye
opening. To begin, we were participated in a popcorn read-aloud activity.
We were to read a-loud a book written in symbols we did not recognize.
The facilitator, acting as the teacher, continued to belittle us with her
comments and told us continually to refer to the word wall. We also
partook in a Social Studies quiz with the words written using the same
symbols. After the activity, I felt embarrassed and frustrated. I also how
powerful our words can be as teachers, and that it is important to make
our students feel safe, respected and confidant. I also learned about some
tools I could use with students with dyslexia, as well as a blog that
critiques these tools. BDMtech.blogspot.com
Books to consider reading:
The Dyslexia Empowerment Plan
The Dyslexic Advantage

Date: February 13, 2015

Time Length: 45 minutes
Type of Professional Development and/or its Title: Grade Level
Meeting/PLC
Participants: Grade Level Staff
Reason for the Professional Development: Weekly Grade Level
Meeting
Reflection:
Things discussed:

-Pulling out students who need extra help in Math during WIN. (I will be
doing fractions) *first groups to begin will be working with Therese
(Multiplication, as this is the foundation of future concepts)
-Discussing what unit they are all working on in Math
-Differentiation (extended projects for higher level students during WIN
pull out periods)
-The South East Unit (Revamped by Therese), followed by Force, and the
Midwest (next few units for Social Studies, Science)

Date: February 16, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Classroom
Management
Participants: Student Teachers
Reason for the Professional Development: Rider University Optional
PD
Reflection:
I am at odds with how I felt about this PD. The pros were that the
facilitator was extremely outgoing and engaging. I could tell she was truly
enthusiastic about her profession. I also felt as though she had many
excellent ideas about classroom management. What stood out to me the
most were her 7 easy tips:
1.
2.
3.
4.
5.
6.

The Physical Environment

Relationships
Expectations and norms
Home outreach
Engagement
Management

7. Responding to problems
However, I did feel as though she was a little too inexperienced (2nd
year teacher) in the field.

Date: February 18, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: PARCC Training
Participants: All School Staff
Reason for the Professional Development: Training for the new
upcoming PARCC exam
Reflection:
Things discussed:
-Schedule changes
-Infrastructure trial
-Protocol for PARCC
-Sick Child
-Who can proctor?
-Disruptive students
-Building Evacuation/lockdown
-Inclement Weather
-Recycling Materials
-PARCC script
-Grouping of students

Date: February 19, 2015

Time Length: 30 minutes
Type of Professional Development and/or its Title: Climate
Meeting
Participants: School Staff on the school climate committee
Reason for the Professional Development: Discussion of what the
school climate committee has been doing
Reflection:
Discussed:

Peace Keepers: Students in the 4th and fifth grades chosen (through an
application process) to be the peacekeepers of the school. They are in
charge of acknowledging when peers doing something right, as well as
being enforcers for when peers are not following the rules.
Child whom made some wrong choices and was supposed to be
removed from Peacekeepers. Staff felt as though this was not a logical
consequence. Spoke with the child instead about his mistakes. Child
asked to do a PSA and post it on youtube about how we all mistakes,
but it is important to learn from our mistakes and make better choices.
*This meeting made me realize that teachers do so much more other
than teaching in the classroom.

Date: February 19, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Peer Coaching
Participants: All Student Teachers and Supervisors
Reason for the Professional Development: Peer coaching training
Reflection:
I thought this Professional Development was extremely insightful in that it
helped me realize what a meaningful and trustworthy mentor and mentee is
relationship is. It also made me realize that the reason I have been having
such a appositive experience in my student teaching thus far is because of
the coaching type of model my mentors have been following.

Date: February 20, 2015

Time Length: 45 minutes
Type of Professional Development and/or its Title: Grade Level
Meeting/ PLC
Participants: All Grade Level Staff
Reason for the Professional Development: Weekly Grade Level
Meeting
Reflection:
Things discussed:
PARCC
Confusing wording
Names of places with words they cannot pronounce.
Teachers had to teach lessons on ignoring the name of the places
in the reading material for the PARCC exam.
WIN Math Groups
Multiplication = Therese
Long Division= Sarah
Multi Digit Multiplication= Katie
Inquiry= Kristin
Fractions= Me and Rindi

Date: February 23, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Using Formative
Assessment to Inform Instruction
Participants: Student Teachers
Reason for the Professional Development: Rider University Optional
PD
Reflection:
Things discussed:
Formative Assessment is:
Ongoing assessment with regular check points for understanding
An opportunity to make students thinking visible
Support = not merely monitoring learning

Ungraded
EX. Observation, Q&A, Feedback, conferencing, student
presentation
Assessment of learning vs. Assessment for learning

Date: February 25, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Interview
Preparation
Participants: Student Teachers
Reason for the Professional Development: Mandatory Rider PD
Reflection:
I felt as though this Professional Development was extremely helpful. I
now feel more prepared to answer potential interview questions, as I
was able to practice answering potential questions by staff that have
worked and currently work in schools. I also really liked that I was able
to get feedback on my answers.

Date: February 27, 2015

Time Length: 45 minutes
Type of Professional Development and/or its Title: Grade level
meeting/ PLC
Participants: All Grade Level Staff Staff
Reason for the Professional Development: Weekly Grade Level
Meeting
Reflection:
Things discussed:
PARCC Schedule (no reading next Friday)
SGOs

Date: March 2, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Data Literacy,
Evaluations and SGOs
Participants: Student Teachers
Reason for the Professional Development: Mandatory Rider PD
Reflection:
I had actually attended this workshop last semester, and was
pleasantly surprised that I found it much more valuable this time
around. I think this had to do with the presenters. Last time I attended

this professional development, someone presented it from the NJDOE.

This time however, people whom have been teachers, and are
currently working in a school presented it. I thought it was extremely
helpful to see an example evaluation using the Danielson Framework. I
also thought it was extremely helpful to see examples of SGOs, as well
as how this data accounts in an evaluation.

Date: March 4, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Using SMART
Boards In Your Classroom
Participants: Student Teachers
Reason for the Professional Development: Rider University Optional
PD
Reflection:
This PD was another PD that I had attended last semester. I decided to
re attend for the fact that I found it difficult to put into practice what I
had learned due tot eh fact that I was not in the classroom daily.
Although my cooperating teachers classroom does not have a SMART
Board, I thought the workshop would nonetheless be a good one to
attend, because as I am planning lessons, I could think about how I
could incorporate the SMART Board, if I did have one in a future
classroom. Being that many classrooms now have Smart boards, I also

thought that it would be a good idea to attend as a refresher. I learned

how I could incorporate SMART Board into daily routines, such as
attendance, and lunch orders. I also learned how the SMART Board
could be used for classroom management, by using the random group
generator. Some other useful tips I received from the PD were how to
use the google chrome extension for youtube videos, as well as how to
hide answers from students (balloon pop, pond, curtain).

Date: March 9, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: 2015-2016
School Year Reading & Writing Curriculum Meeting
Participants: All 4th and 5th grade district staff
Reason for the Professional Development: Introduction and
Explanation for new reading and writing curriculum for the 2015-2016
school year
Reflection:
This PD was about the districts decision to implement a new reading
and writing curriculum for the next school year. Although the
presenters did not explicitly state what the name of the curriculum is,
my co-op told me she believes it is Olivia Wahl, as that is what the
grades, other than 4th and 5th, are currently using. The presenters
stated the reason for changing the curriculum to be:
1. Research based workshop methodology
2. Alignment to common core state standards
3. Literacy integration in all subjects
4. Consistency through out grade levels and school district
The presenters then laid out a timeline and schedule for how the new
curriculum will be taught.
Some of the 5th grade teachers expressed concern in that they will
have to implement the new curriculum to students whom have never
been exposed to it. It wasnt until recently that kindergarten through
3rd grade had to use it.

Date: March 16, 2015

Time Length: 1 hours

Type of Professional Development and/or its Title: Insurance and

Grade Level PLC
Participants: All school staff/4th grade staff
Reason for the Professional Development: New Insurance and
Grade Level PLC
Reflection:
This PD was about the districts new insurance. After the insurance
presentation, the Staff spoke about their experience with the PARCC
exam. Explanations were made about accommodations for students
whom needed to make-up the test this week.
After the presentation, grade level staff had their own PLCs. During the
4th grade PLC, SGOS were discussed, as well as when annuals were
due. Benchmark exams were also discussed and the staff picked the
dates on which their students would take the benchmarks. Next, WIN
Math groups were discussed. It was determined that these groups
would begin meeting this Friday and would continue meeting every
Friday thereafter. Notes will be taken on whether or not the students
were placed in their appropriate group based on their area of weakness
in Math. Following this, teachers spoke about some issues they have
been having with specific students in their classrooms. Other grade
level teachers offered suggestions.

Date: March 23, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Faculty Meeting
Participants: All school staff
Reason for the Professional Development: Reading Challenge and
Discussion on school diversity
Reflection:
This PD was about the faculty becoming knowledgably about the
school wide Reading Challenge. This years reading challenge will allow
students to:
-log reading (before/after school & weekend only)
-comment on each others reading logs
-create owltars
-invite family members to sponsor
-see what other students are reading
-Facebook aspect
-can like other students posts
-can comment on each others posts
Next, the faculty talked about their Annuals . After this discussion,
the faculty read an article titled, inviting All Students to Learn. They
then had a conversation on the diversity in the school as well as how
teachers must try to meet the needs of the different students in their
classroom. They also spoke about the negativity they have been
hearing from the community about the new low income housing,
allowing students from lower economic backgrounds to be a part of the
school district. Many teachers expressed they must be creative in
finding solutions for these issues.

Date: March 25, 2015

Time Length: 30 minutes
Type of Professional Development and/or its Title: Healthy U
Participants: Healthy U committee members
Reason for the Professional Development: Spring Health event
Reflection:
This PD was about the Health event-taking place this June. The
committee members divided up roles, assigned each other markets
and athletic centers to reach out to. They then spoke about a school
wide marathon event where students will log their exercise, and then
run their final mile together in Princeton.

Date: March 27, 2015

Time Length: 45 minutes
Type of Professional Development and/or its Title: Grade Level
Meeting/PLC
Participants: All grade level staff
Reason for the Professional Development: Weekly PLC
Reflection:
Things discussed:
-PDP
-goals met
-Social Studies Unit
-technology use
-collaborations with tech person
-PD
-hours of PD
-Shared what they are each doing in their classrooms.
-

TCRWP Saturday Reunion Reflection

Workshop #1: 10-10:50 AM

Providing the Reading Pathways that Will Bring Kids to the High-Level
Expectations of Today
Presenter: Lucy Calkins

I chose to attend this workshop for my first session because before I

came to TCRWP, I had heard that I needed to attend one of the sessions Lucy
was presenting. Lucy began the workshop by asking the audience to think
about how we used to teach and how we teach now. She used the example
that she used to teach expository writing by having the students read a
bunch of books and basically restate the information in a paper. However,
now she teaches expository writing by reading a bunch of texts and
comparing the information in the text, and analyzing why the authors may
be presenting the same information in a different way. Next, the students
form their own opinions. In this way, the students investigate how the parts
fit with the whole. Next, Lucy spoke about how most of the time, we tell
students to read the mall text boxes in their textbooks but we never tell
them why. In reality, the small text boxes offer important information that
often times helps students develop an understanding as to how the part fits
with the whole, which later helps students understand how one paragraph
fits in with the whole.
Following this, Lucy spoke about how we can accelerate our students
progress. She stated that kids need assessment. However, many times
teachers dont properly utilize the information they gain from assessment.
We also need to learn how to measure what matters most. Lucy explained
the importance of running records and the importance of utilizing them

correctly as well as keeping up with them. For example, she stated that she
feels as though in the beginning of the year, the whole class should be
matched to appropriate books, and various literacy professionals should be
utilized to help with this task. Next, she feels as though another assessment
should be made in October, as most students reading level vastly improves
by this point, but teachers dont evaluate their students again until the
following marking period around report card time. Next, she stated that she
feels as though running records are not enough. Lastly, Lucy stated that
when she was younger she loved to ice skate, but every time she got on the
rink, she would practice the same two moves over and over again because
they were the moves she felt most comfortable with. However, she stated
that the ice skaters that go on to become Olympic figure skaters are those
who get on the rink and practice the moves they are not comfortable with.
She used this comparison to create an analogy to our students as readers. In
order to get them to become extraordinary readers, we need them to
practice the skills they are not comfortable with.
Workshop #2: 11:00-11:50 AM

While its Fresh! What Weve Learned About Some Crucial Test Prep for PARCC
and SBAC
Presenter: Mary Ehrenworth

I decided to attend this workshop because I felt as though it would be

helpful being that I am in a fourth grade placement and recently witnessed
the students both preparing for and taking the PARCC.
Mary broke the test prep into 3 sections.
I.

Writing Preparation
a. Lit analysis, extended narratives, research-based
b. Little distinction between information and argument tasks/rubrics

c. Heavy emphasis on text details

d. Clear transitional phrases
e. Knowledge of narrative craft and ability to stay within confines of

II.

story elements of mentor text.

f. Writing with logical and visible structure
Logic/ Thinking Skills
a. Distinguishing ideas from details
b. Sorting, ranking, correlating ideas/claims/themes, and supporting
details (because and for example) (read a loud rank themes)
i. Sortingideas & details
ii. Rankingwhich ideas are most important, which details are
most important
iii. Correlating ideas/claims/themes-Once you have all 3,

III.

which goes along with it

Reading Skills (edsite.com)
a. Discerning ideas and details for digital as well as print texts
b. Recognizing authors craft and techniques, and mandating those
to authors goals or purposes
c. Interpreting literacy and academic language

Mary then spoke about how to prepare for these skills. She said for writing
preparation, one month prior to the test, rank the areas of writing and focus
on what the students need most work in (literacy analysis, information
writing, argument writing, narrative writing). She said to then create 1-week
mini units that could be intertwined with Social Studies and Science (ex.
Informational and Argumentative). In terms of reading, she said to move
students up levels of text complexity by making wiser book choices. She also
said one could create centers (sorting ideas/themes and details, ranking and
correlating ideas, comparing authors techniques). She stated that a good
center has a welcome page, procedures, and exemplar and texts (utilizing
technology).

Workshop #3: 12-12:50 PM

Pop Goes the Workshop: Using Pop Culture to Teach Structure, Craft, and
Meaning
Presenter: Colleen Cruz

This was probably my favorite workshop of the day. I felt as though

Colleen gave us some wonderful ideas as to how to utilize the things that our
students are interested in to teach some great writing and reading workshop
lessons.
To begin, Colleen gave us the statistics that show the negative impacts
of using technology. She then provided a personal anecdote about her
nephews favorite songs a few years ago. After a conversation with her
nephew, she realized that children are comparing and analyzing texts
everyday through music, movies and video games. Colleen then went on to
describe how we could use different video games and songs in our
workshops. One of my favorite examples was the use of Pharells Happy to
introduce essay structure.
Workshop #4: 1-1:50 PM
Good to Great: Pathways and Ladders for Strong Writers so they may become
Extraordinary
Presenter: Mary Ehrenworth

This workshop was also one of my favorites. I chose to attend it

because I feel as though in my current placement, I definitely see how the
good writers do often get ignored as we as teachers are normally more
preoccupied with the struggling writers.
One of the most interesting tips Mary suggested was to allow your
stronger writers to draft entirely different drafts. She used an example from
one of her sons essays on Extremely Loud and Incredibly Close. He had
written an essay on the novel, but at the end of his paper, had included a

paragraph on how his feelings towards the protagonist of the book reminded
him of his feelings towards his sister who lives with a disability. His teacher
decided that Marys son really wanted to write about his sister, so she had
him write an entirely new draft, this time focusing on his relationship with his
sister. I thought the examples were amazing. Mary also suggested having
students watch a music video (ex. Wake Me Up) and having students narrate
the story within the music video.

Date: April 7, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Preparing Your
Teaching Application
Participants: Student Teachers
Reason for the Professional Development: Rider University Optional
PD
Reflection:
This PD was designed to assist with the Teaching Application process. The
presenters focused on building a strong resume. These were their
suggestions:
-Begin with an introductory/summary statement rather than an objective
-Follow with credentials/certifications
- Next, list education
-Finally, highlight student teaching experience
-Keep it concise and to a page
-If need to go on to another page, use the space for relevant work
experience, hobbies and skills
Presentation link: http://goo.gl/qqufkk

Date: April 13, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Grade Level
Meeting
Participants: All district 4th grade staff
Reason for the Professional Development: Olivia Wahl
Reflection:
The following was discussed during this district wide grade level meeting:
-Pre and Post Assessment for Annuals
-Olivia Wahl
-Non-fiction units of study
-How will Olivia Wahl fit in to our Science and Social Studies Units of
Study?
-Adapting new Math or Science standards?
-Teachers expressed wanting to focus on the Math standards
-How will Olivia fit in if we do adapt to these new standards?

Date: April 16, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Empowering and
Engaging Students at the Middle School Level
Participants: Student Teachers
Reason for the Professional Development: Rider University Optional
PD
Reflection:
This PD was about how we can engage our older students, but I felt as
though the information could be relevant to all grade level teachers. The
presenters enforced that engagement with our students begins with
taking the time to build relationships with our students. They gave the
example of knowing that our students are interested in Minecraft, and
using the information to incorporate the game into a lesson. They
suggested using it for Social Studies and allowing students to build their
own civilizations. In terms of opening activities to get to know students,
the presenters suggested having students build something that
represents them using three pipe cleaners, two truths and a lie, building a
tower with marshmallows as a team, grabbing toilet paper ad stating one
fact for every sheet of toilet paper you grab, etc. They also suggested as
educators, we read Learn Like a Pirate.

Date: April 17, 2015

Time Length: 40 minutes
Type of Professional Development and/or its Title: Faculty Meeting
Grade Level Meeting/PLC
Participants: All grade level staff
Reason for the Professional Development: Weekly Grade Level
Meeting
Reflection:
This weeks grade level meeting focused on the following:
-One fine day at SB: May 4, 2015
-Field trip in May to Franklin Institute
-Rest of the year schedule for Social Studies and Science Units
-I shared the Energy Unit with the teachers

Date: April 22, 2015

Time Length: 1 hours
Type of Professional Development and/or its Title: Accessing Social
Media to Grow Professionally
Participants: Student Teachers
Reason for the Professional Development: Optional Rider University
PD
Reflection:
This PD focused on the importance of Social Media in Education,
specifically through the use of Twitter, Instagram and Pinterest to engage
students and communicate with families. The presenter suggested using
Twitter to notify parents of things going on both in school and in the
classroom, remind parents and students of homework, tests, important
dates and deadlines, and live tweet special celebrations and field trips. H
suggested using instagram to highlight student work, or students of the
week. He also suggested allowing students to create twitter and
instagram feeds of historical figures as if they were the owners of the
instagram/twitter feed as a culminating social studies project.
The presenter also suggested building a network online with other
educators. He suggested we follow the following people:
@bradcurrie
@lynhilt
@tgtechnj
@timlauer
@KymHarjes
@MsHiggsKinder
@riderschoolofed
@njea
@E_Sheninger
@MisterMinor
@HopewellES
@HES_Prinicipal

Date: April 24, 2015

Time Length: 40 minutes
Type of Professional Development and/or its Title: Faculty Meeting
Grade Level Meeting/PLC
Participants: All grade level staff
Reason for the Professional Development: Weekly Grade Level
Meeting
Reflection:
This weeks grade level meeting focused on the following:
-Conversing about the reading benchmark and SGO
-Creating a sheet for open-ended questions for benchmark
-How to insert data into Performance Matters
-Teachers sharing how they teach their students study skills
-Hoping modeling study strategies will improve scores
-Mnemonics to remember state locations on the map