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ESAT Faculty Professional Development

ESAT Faculty Professional Development. September 11 th , 2013. Norms for Meeting Behaviors. Start and end on time (1:45pm – 3:30pm) Cell Phones on silent Monitor laptop use Be active & present Take personal responsibility for n orms Read Staff Bulletin on a weekly basis.

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ESAT Faculty Professional Development

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  1. ESAT FacultyProfessional Development September 11th, 2013

  2. Norms for Meeting Behaviors Start and end on time (1:45pm – 3:30pm) Cell Phones on silent Monitor laptop use Be active & present Take personal responsibility for norms Read Staff Bulletin on a weekly basis

  3. Today’s Agenda:

  4. Upcoming PD

  5. Important Dates

  6. ALLI Teacher Advisory Panel • Your representatives are Megan & Andrew • If you have concerns about the ALLI (TCRP) rubric, e-mail one or both of us • This month’s updates: • Effectiveness Rubrics for Special Educators and Principals are now being used • Effectiveness Rubrics for Counselors and Assistant Principals are being developed

  7. 1.5C Self-Monitoring Old Level 4 New Level 4

  8. 2.2B Response to Behavior Old Level 4 New Level 4

  9. ALLI Teacher-Choice PD Please move swiftly to your breakout rooms. We will meet back in this room at 3:05pm for advisory. If we are all punctual on return, we will end on time.

  10. Advisory Curriculum ESAT’s first All-School Read!

  11. 2.2 THURSDAY Enrique’s Journey Beginning of prologue: Page ix-xviii STOP at Finding Enrique-Do not read this section yet. Include her roles in life and what drives her. Include a description of her actions and plans to trace the route of the migrant children. This should help to outline many details in the prologue. Create more circles as needed. Prologue I.D. Chart: Sonia Nazario

  12. FRIDAY Rotating Fishbowl Inner circle sit facing your partner in the outer circle. You will have 2 minutes to discuss each question(make sure both get a chance to speak) When time is up, inner circle move to the seat that is to your right.

  13. About the Author What is empathy? The author, Sonia Nazario, is also an immigrant from Argentina, and although her experience was very different from Enrique’s, what is it about her background that gives her empathy for her characters? How does she identify and connect with the individuals in the book, Enrique’s Journey?

  14. Push and Pull Factors What are some of the reasons that Carmen left her children in Guatemala?

  15. The Value of Replication Knowing the risks that many children face along the journey through Mexico, was it necessary for Sonia Nazario to replicate portions of Enrique’s Journey in order to tell the story of migrant children? Explain.

  16. Affirm or Negate Predictions Now that you have read the prologue, re-evaluate your predictions that were based on the photos. Have your predictions changed? Why or why not? Use evidence from the prologue.

  17. What We Have Nazario states, “The migrants I spent time with also gave me an invaluable gift. They reminded me of the value of what I have. They taught me that people are willing to die in their quest to obtain it.” What does this quote mean to you? What do you have that’s worth taking a risk for?

  18. Anger in the Reunion Why do you think that the children are angry with their mothers after reuniting with them?

  19. MONDAY/TUESDAY Enrique’s Survival Packet Pkt. Page 6 As we read together, be sure you are thinking of things that may help Enrique survive his journey. You should be actively listening or following along in the book as you brainstorm ideas on page 6 in your packet. Let’s go over the directions on this page so you know what you should be actively listening for. Enrique’s journey tested his determination, abilities, and strength in many ways. He was physically drained, emotionally weathered, and mentally taxed on his journey.

  20. MONDAY Enrique’s Journey Pkt. Page 6 Let’s Read Together (Pg. 1-12) • Expectations During Read Aloud: • Actively listen to the teacher while he or she is reading aloud • OR follow along in the book • Brainstorm ideas to write on page 6 • Take care of your copy of the book (Don’t write in it!) • Return your copy of the book to the shelf at the end of Advisory or to your collection peer

  21. Advisory Teams Break out by advisory grade-level groups for 5 minutes in our usual rooms.

  22. ESAT Norms of Collaboration • Pausing • Paraphrasing • Posing Questions • Putting Ideas on the Table • Providing Data • Paying Attention to Self & Others ** • Presuming Positive Intentions • Prepare room and snacks • Proactive Goal-Setting • Push for Follow-Through • Passion for College Readiness

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