| Professional Development Workshops
TLC is committed to providing a range of professional development workshops to aid in the development of educators into local experts in specific instructional and leadership practices. Professional development workshops include the following topics:
This workshop will examine the process of planning, incorporating standards into the curriculum, and designing appropriate assessment tools. Teachers will identify the importance of advanced planning, learn to set achievable goals, and identify resources to implement their plans. In order to align curriculum, assessment, and instruction, teachers will examine the goals and standards set forth.
This workshop will provide teachers with a variety of resources and strategies to help manage their classrooms. The focus will be on both effective prevention as well as intervention approaches. Well-managed classrooms where students know what is expected of them along with stimulating and accessible materials will be discussed throughout the course. Determining which teaching methods are appropriate to the students' learning styles and needs will be examined. Components of effective teaching, including time management, consistency, and motivation, will also be discussed.
TEACHING METHODS FOR DIVERSE LEARNERS:
This course will focus on the concept that everyone learns differently, and that the way a teacher learns affects how he or she teaches. Educators will learn differentiated instructional strategies to reach diverse learners, many of whom may not succeed using only traditional teaching methods. Participants will identify various learning styles and intelligences and create lessons that match. This course will focus on students who need alternative teaching strategies to gain success, as well as on those students who are successful but still have untapped potential.
TEACHING POSITIVE SOCIAL SKILLS TO STUDENTS:
This course will examine the social traits and skills needed by students in order to become productive members of society. Students who drop out of school and workers who do not succeed in the workplace have noted their lack of social competency as a primary reason for their failure. Topics in the social skills curriculum include responsibility, respect, cooperation, citizenship, compassion, perseverance, peer relationships, goal setting, accepting differences, and dealing with bullies. Through readings and online discussion, participants explore social skills, as well as learn and share strategies and best practices for enabling students to internalize these skills and apply them in their interactions with others. Positive social skills developed will result in a more conscientious work ethic, increased productivity, and improved student learning.
Extended Professional Development Services
TLC is committed to providing extended services to schools and organizations. The extended services often further enhance the workshops and courses. Professional development services include the following:
All workshops will be presented in English and Spanish by certified language consultants. If there is a need for bilingual delivery, TLC is able to accommodate the request upon notice.
TLC Professional Development Coaches can support experienced teachers, leaders, and administrators throughout the year in learning how to lead effective school-based learning. The work of these coaches focuses on sustainability of instructional and leadership practices to ensure local capacity building. Coaches are also available to conduct professional development audits to assure that professional development plans are aligned with school improvement plans.
TLC Professional Development staff and Professional Development Coaches work with district, school, regional, or state leaders to develop a professional development plan focused on capacity building and including the five levels of professional development evaluation. This plan includes development of data-gathering tools and processes; ongoing follow-up with leadership to ensure appropriate data is gathered; collaboration with TLC Program Staff to conduct user focus groups of implementers’ successes, challenges, and follow-up needs; and ongoing work and communication with TLC staff, the district, school, regional, and state leadership to monitor and assure quality implementation.
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School improvement efforts over the last few decades require teachers not only to study, implement, and assess learner outcomes outlined in local, state, and national educational standards but also to provide meaningful, engaged learning (cognitively, socially, and culturally) for a very diverse student population.
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