k12 professional development

8/7/2019 K12 Professional Development

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Interactive In-School

Research-Based

Collaborative

Mentor or Self-Guid

Designed

Specifically

for K-12

Educators

to Maximize

heir Success

in the

Classroom

Professional Developme

Courses for K-12 Educators

Comprehensive

Professional DevelopmentK-12 In-School

Comprehensive Academic Preparedeness(Preparing for High Stakes Testing)

Closing the Achievement Gap(Math, Science, English, and Social Studies)

Custom Programs Developed for the Specific Needs of Schools/Distr

800-947-6278 212-566-2522 www.VESC-Education.com Copyright 2005 Ventures Education Systems CorporatioM A X I M I Z I N G E A C H T E A C H E R S P O T E N T I A L

raduate Credit

Available

Classroom Management Techniques

Effective Communication

Research-Based Instructional StrategiesBrain-Based LearningDifferentiated InstructionStructured Thinking Skills

Literacy Development

Special Education - Inclusi

Data Analysis, Assessmentand Curriculum Developm

Technology in the Classroo

CLASSROOMSUC

ADE

MIC

ACH

IEVEMENT


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entures Education Systems Corporation, orVESC, provides three types of K-12 professionaldevelopment services directly to schools and/orschool districts through its Ventures Intiative andFocus System of Constructivist and Student-Centered Learning. Each course is designedaround the latest research-based information, data,and studies. These courses are specificallydesigned around the latest research-based instruc-tional strategies that result in successful instructorsand successful classrooms.

VESC offers over twenty courses for elementary,middle, and high school teachers, as well as, twocourses designed specifically for school administra-tors. Courses include expert texts, extensive sup-

port materials, to-the-point workshops and in-classmentoring and instructional modeling - all fromleading educators.

Courses are offered for cohorts up to 25 teachers.Cohorts can be closed - participants come from thesame school, grade level, and/or academic disci-pline, or open - cohorts made up of participantsfrom different schools, grade levels and/or aca-demic disciplines, and/or participants come from

Collaborative,

reflective, interac-

tive, on-going pro-

fessional develop-

ment based on the

latest research.

V

A Constructivist learning environment thaprovides collaborative, on-going, reflective an

interactive professional development for K-12 educatorsdifferent schools with similar academic disciplini.e. a group of new 5th grade teachers from acros

the district concentratingon ClassroomManagement.Courses are designed toimpart the most importantand effective research-based strategies to educa-tors for immediate imple-mentation in the class-room. Through a combi-nation of interactive andcollaborative learning

experiences, the latestresearch-based books andmaterials from leading educators and publishersand the skilled VenturesMentor as guide, edutors are immersed in a rich and reflective learninenvironment that not only creates better instruc-tors, but also enriches the participants professiolives as educators.

Courses are offered as single courses or in an ongoing series format that can be custom tailored t

meet the specific needs of a district/school or invidual participant. Graduate credit is available.

Mentor-Guided Professional Development -Mentor-guides enrich the entire learning experi-ence by providing expert advice in all areas of edcation. Our VenturesMentor are seasoned acdemic professionals who have been extensivelytrained in the very latest research-based instruc-tional strategies, including a Constructivistapproach to creating all lessons, which have

proven successful in urban, rural, and suburbanclassrooms across the country.

Each client school/district is assigned aVenturesMentor to guide it through the profesional development and ensure success, both in professional development course and in the impmentation of the material in the classroom.VenturesMentor are specifically trained to prvide the support necessary to ensure that each pticipant uses the material in the classroom to support continued student success.

Each Course IncludesTo-the-point workshops and in-class coaching of thelatest research-based instructional strategies modeledby seasoned professionals.Extensive course work including mentor-led work-shops, reflective teaching exercises and other contentthat focuses on proven instructional strategies whichproduce classroom success.Textual readings from the latest authors and publishers.Extensive support including one-on-one mentoring.Continued and on-going support.

All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.


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Each participant defines his or her very own rela-tionship with the VenturesMentor . It is bothprofoundly professional and personal. While theVenturesMentor does report on the individualprogress of each participant, the personal relation-ship remains confidential. The participant is ableto share both his or her positive and negative expe-riences in an environment where reflective sharing,

istening, and learning can openly take place. Theparticipant-mentor and participant-participant rela-tionships are an invaluable part of the VESCtraining, and as you research your options, wethink you will also agree.

Throughout thecourse, theVenturesMentorprovides invaluableguidance, advice,

and friendship as theparticipant exploresmaterial and reflectsupon his or her teaching experiences as newmethodologies are incorporated into the classroom.The VenturesMentor assists the participant toquickly adopt the new methodologies, and offersassistance whenever necessary.

The VenturesMentor

also provides in-classcoaching and instruc-tional modeling,reflective journalassessments, and col-aborative experiences

for the entire group.Using ourConstructivist wholegroup-small group-whole group model,

VenturesMentorassign materials to thedifferentiated needs ofparticipants, as well as the differentiated needs ofthe students they teach. The collaborative groupexperiences are rich with research-based substan-tive material and are fun and exciting group learn-ng experiences!

Offering the VenturesMentor as part of the

VESC professional development training is an

excellent means of offering a comprehensive andsubstantive professional development experiencfor your staff. The VenturesMentor can also an invaluable tool for administrators when seekexpert advice on the need for future school deveopment.

Each participant, through the use of journals, sel

assessments, and progress reports, creates his orher own personal development plan. These provide the oportunity for on-going, continued, andfocused professional development.

Using our whole group-

small group-whole groupmodel incorporating

Constructivist tech-

niques, VenturesMentor

assign materials to the

differentiated needs of

participants, as well as

the differentiated needs

of the students theyteach.


Professional development in the VenturInitiative and Focus approach:

Establishes the specific classroom conditionsnecessary for initiating highly productive student-centered instruction and learning.

Develops and incorporates research-based strtured literacy, analytical reasoning, and problem-solving skills into the content areas.

Offers a strong foundation in research-basedStructured Literacy instruction (reading comphension, fluency, vocabulary development,phonemic awareness, phonics instruction, wring, and oral language development) for theearly grades, K-5, that incorporates the best oall practices in literacy instruction methods, aincorporates the development and use of litercy, analytical reasoning, and problem-solvingskills.

Offers research-based Structured Literacyinstruction for the later grades, 6-12, whichaddresses reading and writing difficulties, ancombines content instruction with the effectivdevelopment and use of thinking skills, in ord

to strengthen student literacy skills for the mtery of content across the disciplines.

Ensures that curricula and instruction arealigned with relevant local, state, and nationastandards to ensure student success.

Includes VESC structured, interdisciplinaryinstructional vehicles, such as Problem-BasedLearning and Structured Project Learning.


4/12All Material Copyright 2005 Ventures Education Systems Corporation. All Rights Reserved.

The Constructivist Learning Environment is student-centerecollaborative, on-going, all-inclusive, and built explicit

around the way the human brain learns bestCourses are offered through the VESC Venturesnitiative and Focus System of Constructivist and

Student-Centered Learning. VESC offers aConstructivist learning environment, or a socialConstructivist pedagogy to its participants. Tocompletely understand the Constructivist learningenvironment is to understand how the humanbrain learns best. Not only have we created aConstructivist profes-sional developmentearning environment,

we share this knowledgewith participants so theycan create aConstructivist learningenvironment in theirclassrooms - a learningenvironment that is stu-dent-centered, collabora-ive, on-going, all-inclu-

sive, and built explicitlyaround the way a humanbrain learns best.

Any student - past or present - once presented withhe four main principles behind the Constructivist

earning environment will quickly begin to appre-ciate the power behind the methodology. With fur-her insight, one begins to realize that almost allearning takes place in a Constructivist manner,

and thus, such instruction offered in the classroommodels more closely human interaction and learn-ng than the chalk-and-talk currently being used in

most American classrooms.

#1 Constructivism - Brain-Based LearningThe first principle of the Constructivist Learning

Environment is Constructivism itself. The point ofConstructivism is the recognition that new knowl-edge is constructed as learners interact with theirenvironments. All experience is compared, tested,and projected against prior knowledge, and then, ifviable within the learners world, new knowledges constructed. These experiences strengthen past

knowledge and expand the possibility of futureknowledge. Learners are not passive listeners - it ishe interactive experience that provides the basisor true knowledge.

#2 Constructionist - Learning EnvironmentsThe second principle is Constructionist.Constructionist holds that learning is particularly

effective when constructing something for otherexperience. For example, if you passively read aweb page, you may have difficulty rememberingcontents in a few days. However, if at the time oreading the page you were asked to construct anoutline for someone else to understand as a synosis, it is far more likely that you will not only retthe information longer, but also have a deeperunderstanding.

#3: Social Constructivism - Learning as a

Social ActivityThe third principle is Social Constructivism. SocConstructivism takes the Constructionist principand applies it to the group, or cohort, breakingdown the entire learning environment. In thisenvironment, learners support learners, and a stdent-centered environment takes place. Theteacher becomes the facilitator and participantsbuild upon their own ideas while experiencing tideas of others in a group environment.

VESC has extended this concept further by intducing the whole group - small group - wholegroup methodologywithin this concept.Under the wholegroup - small group- whole groupmethodology, con-cepts are shared anddiscussed within an

entire cohort, andthen the cohort is broken into smaller componenThese smaller components work to form their owideas and in the end report back to the wholegroup. This collaborative method has been verysuccessful in past training.



The Constructivist Learning Environment is student-centerecollaborative, on-going, all-inclusive, and built explicit

around the way the human brain learns best#4: Connected and SeparateThe fourth and final principle is Connected andSeparate. Connected and Separate is a reflectiveexercise that motivates individuals to look withinhemselves for their own contri-

butions to the discussion.Separate behavior is defined asa participant attempting to sup-port his or her ideas with objec-ive or factual knowledge, find-ng holes in the ideas.

Connected behavior is a moreempathetic approach to under-standing the idea of another - a

endency to listen and questionn an effort to understand. A

Constructivist model seeks touse both approaches appropri-ately in each situation. Bothconcepts, together, give partici-pants the confidence to supportheir ideas when challenged, and at the same time,

become empathetic learners of the ideas of otherswithout making quick conclusions.

The VESC Constructivist CollaborativeLearning EnvironmentThe goal of VESC is to provide a Constructivistearning environment where the experience as a

whole creates deep reflection on behalf of the par-icipant in a supportive and collaborative learning

environment. VenturesMentor are selected forheir particular skill in working with participantshrough difficult professional challenges and

change. The VenturesMentor are sometimes

eachers, sometimes friends, and sometimes thecatalyst for someone to achieve more than theyever imagined. VESC creates a learning environ-ment that connects with participants in a meaning-ul profound way to create positive change both forhem professionally and for their students in the

classroom.

Lastly, not only does VESC use a Constructivimodel of instruction in these courses, VESCteaches participants how to create their very ow

Constructivist learning environment in any clasroom. Every VESC course comunicates the necessary knowledge and teaching strategies tocreate a Constructivist classroowhere student-centered learninis the norm.

A Comprehensive CollaborativCommunity of On-GoingProfessional Development

In each unit participants attendworkshops where to the pointinstruction and instructional meling take place in a reflective asupportive environment.

Demonstrations of the very latest research-basedinstructional strategies, as well as, individual angroup activities encourage participants to implement new strategies quickly and effectively. On

their own time, participants read the latestresearch-based instructional strategies and tech-niques in the expert texts provided. Participantsmeet with and without the VentureMentor tocollaborate and reflect on the new strategies asthey begin to implement change in their classroo

Whether you choose to have your teachersassigned in a closed or open-cohort the experienis interactive, exciting, and rewarding. Participawork together in a collaborative effort to encour

change and success - to establish a student-cen-tered learning environment, which promotes student achievement.

VESC gives practical meaning to the phrase - student-centered learning -

and gives practical guidelines for making instruction truly learner-centered

with a focus on the thinking processes of the students.


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ELEMENTARY AND MIDDLE SCHOOL PROFESSIONAL DEVELOPMENT COURSE


Classroom ManagementCreating an environment for effective instructionDefining effective instruction resulting in well-managed classroomsUsing different classroom designs to promote learningPromoting student-centered learningInstilling student discipline and monitoring behavioral problems

Understanding the emotional, social, and intellectual needs of studentsMotivating students for academic and social success

Closing the Achievement Gap in MathematicsMathematics curriculum review and planningExamination and analysis of achievement dataMathematical Communication: Using Constructive CommunicationTechniques and Structured Thinking SkillsClassroom management for effective mathematics instructionTeaching problem solving and mathematical reasoning

Classroom and standardized assessment

Comprehensive Academic PreparednessStudent preparedness materials including self-evaluation toolsUnderstanding and successfully performing on standardized testsStudy Skills and the importance of homeworkPlanning an academic futureReading and writing for your audienceComprehending math and science

Differentiated InstructionUnderstanding differentiated instructionIdentifying the needs and talents of individual studentsImplementing differentiated instructional techniques and strategies for the classroDesigning individual and group activitiesApplying classroom assessment tools

Effective Instructional StrategiesEstablishing a student-centered learning environmentUnderstanding and implementing research-based instructional strategiesDeveloping higher order thinking skillsDeveloping lesson plans that creatively engage studentsDeveloping Structured Thinking and Problem-Based Learning instructional techniqCreating rubrics and other assessment tools



ELEMENTARY AND MIDDLE SCHOOL PROFESSIONAL DEVELOPMENT COURSE

Integrating Technology Into the ClassroomEvaluating and establishing inventory lists of all relevant school computer equipment

Retrieval of reference information across the content areas through computer technolo

Systematic organization of content information through the application of Structured

Thinking and computer technology

Software selection and integration with current standards

Standards and curriculum alignment with current and planned technologyCurrent and future planning for technology

Limited English ProficiencyStrategies for analyzing texts, spelling and vocabulary developmentRead aloud, shared, and guided writingPlanning balanced literacy lessonsVocabulary developmentReaders and writers workshopsUnderstanding the development stages of speaking, reading, and writing

Behaviors of successful second language readers and writers

Special Education and InclusionProven research-based strategies for general and special education instructors

The importance of self-determination for special education students

Utilizing Constructive Communication and Structured Thinking in the special education classro

Language and communication development

Preparing for classroom and standardized assessment

Managing inclusion in the general education classroom

Standards alignment and lesson planning

Using Graphic Templates and Assessment ToolsUsing graphic organizers across the content areasTeaching and thinking systematically with graphic organizersUnderstanding graphic organizers and Structured Thinking SkillsUsing classroom assessment toolsProcessing structured information and learningLayered thinking and organizing informationTraining materials include over one hundred graphic organizers for immediate useacross all content areas and research-based professional development texts

Literacy for the Middle School GradesUnderstanding the process of literacy developmentEnglish language arts curriculumCreating an environment that promotes literacy developmentIntegrating literacy into the content areasAssessing student achievement in literacyDeveloping students' fluency, reading comprehension, vocabularydevelopment, and writing



HIGH SCHOOL PROFESSIONAL DEVELOPMENT COURSES

Classroom Management for Secondary ClassroomsCreating an environment for effective instructionDefining effective instruction to result in improved classroom managementUsing different classroom designs to promote learningFostering student-centered learningInstilling student discipline and monitoring behavioral problemsUnderstanding the emotional, social, and intellectual needs of students

Motivating students for academic and social success

Closing the Achievement Gap in Secondary English Language ArEnglish Language Arts curriculum review and planningExamination and analysis of achievement dataSuccessful instructional strategies for teaching English Language ArtsClassroom management for effective English Language Arts teachingUsing Constructive Communication and Structured Thinking Skills in EnglishLanguage Arts teaching

Assessment and test preparation

Closing the Achievement Gap in Secondary MathematiMathematics curriculum review and planning

Examination and analysis of achievement data

Successful instructional strategies for teaching mathematics in secondary classrooms

Basic and advanced problem solving

Mathematics communication and thinking

Classroom management for effective mathematics instruction

Using Constructive Communication and Structured Thinking Skills in mathematics teachin

Assessment and test preparation

Closing the Achievement Gap in Secondary ScienceScience curriculum review and planningExamination and analysis of achievement dataSuccessful instructional strategies for teaching science in secondary classroomsBasic and advanced problem solvingClassroom management for effective science teachingUsing Constructive Communication and Structured Thinking Skills in science instructionAssessment and test preparation

Closing the Achievement Gap in Secondary Social StudieSocial studies curriculum review and planningExamination and analysis of achievement dataSuccessful instructional strategies for teaching social studies in secondary classroomsIntegrating writing into social studies curriculumUsing social studies for communication and comparison thinkingClassroom management for effective social studies instructionUsing Constructive Communication and Structured Thinking skills in social studiesAssessment and test preparation




Comprehensive Academic PreparednessStudent preparedness materials including self-evaluation toolsUnderstanding and successfully performing on standardized testsStudy Skills and the importance of homeworkLearning, thinking, and understandingPlanning an academic futureReading and writing for your audience

Comprehending math and science

Differentiated InstructionUnderstanding differentiated instructionIdentifying the needs and talents of individual studentsImplementing differentiated instructional techniques and strategies for the classroomDesigning individual and group activitiesApplying classroom assessment tools

Instructional StrategiesEstablishing a student-centered learning environmentUnderstanding and implementing research-based instructional strategiesDeveloping higher order thinking skillsDeveloping lesson plans that creatively engage studentsDeveloping Structured Thinking and Problem-Based Learning instructional techniqCreating rubrics and other assessment tools

Integrating Technology Into the ClassroomEvaluating and establishing inventory lists of all relevant school computer equipment

Retrieval of reference information across the content areas through computer technology

Systematic organization of content information through the application of Structured

Thinking and computer technology

Software selection and integration with current standards

Standards and curriculum alignment with current and planned technology

Current and future planning for technology

Limited English ProficiencyStrategies for spelling and vocabulary developmentRead aloud, shared, and guided writingPlanning balanced literacy lessonsVocabulary developmentReaders and writers workshopsUnderstanding the development stages of speaking, reading, and writingBehaviors of successful second language readers and writersStrategies for analyzing texts




Problem-Based Learning (PBL)Understanding the benefits of PBLImplementing the steps in the PBL processWriting PBL problems that address curriculum content and state standardsFacilitating PBL problemsCreating rubrics and other assessment tools related to PBLIncorporating Effective Group Process and Structured Thinking Skills into the PBL proce

Special EducationThe importance of self-determination for special education studentsUtilizing Constructive Communication and Structured Thinking in the secondary specialeducation classroomLanguage and communication developmentPreparing for classroom and standardized assessmentManaging inclusion in the general education classroom

Standards alignment and lesson planning

Using Graphic Templates and Assessment ToolsUsing graphic organizers across the content areasTeaching and thinking systematically with graphic organizersUnderstanding graphic organizers and Structured Thinking SkillsUsing classroom assessment toolsProcessing structured information and learningLayered thinking and organizing informationTraining materials include over one hundred graphic organizers for immediate

use across all content areas

proposed scope of service has been devel-oped for each course, which is intended to berefined with the client to meet the specificneeds of the school or district. Several coursescopes can be merged into one speciallydesigned scope of service to reflect the specificneeds of the client.

These courses are provided through workshops heldat the convenience of the client, e.g. during the schoolday; after school; Saturdays; or during the planningperiods of small groups of teachers throughout theday. A significant part of the course is the in-classcoaching, where the VESC trainer can observe andconstructively critique instructional strategies; co-teach;or model.

Each course is research-based, supported by specly selected texts by the foremost authors in the suject, and the Ventures Initiative and FocusConstructivist, Student-Centered System ofTeaching and Learning. The Ventures Initiative aFocus System provides strategies to move theclassroom teacher from lecturing at the front of troom, to a position at the side of the room, prov

ing guidance and counsel to the students as theymaster the content for the day. The VenturesInitiative and Focus System provides instructionstrategies that develop students literacy (reading,writing, and speaking), analytical reasoning andproblem-solving skills, all of which are essential tthe mastery and application of academic content

A

For more information, please call a VESC

education consultant 800-947-6278 x110 or x500.



ADMINISTRATOR PROFESSIONAL DEVELOPMENT COURSES

Consolidating School Reforms for Continuous School ImprovemeHarmonize many professional development programs into one comprehensive system

that promotes continuous school improvement

Integrate research-based and proven instructional strategies that raise student

achievement and test scores

Enhance school performance to meet all national, state, and local standards, including NCL

Create a sustainable culture of professional and academic success and development

Integrate with existing professional development already on-going within your school

Data Analysis, Assessment, and Curriculum DevelopmentDetailed analysis and reporting of school data and current school situationSchool-wide and individual teacher assessments and recommendationsCurriculum development to align content with data and assessment resultsContinuous consulting to aid in all aspects of school improvement

Principals PracticumStrategic planning meetings with district personnelAssisting in the planning and opening of a schoolEffective instructional supervisionEstablishing a positive school culture that leads to successUnderstanding group dynamics in students and teachersData-driven instruction and utilizing data for school managementClassroom management and lesson planning - Grouping in the classroom

Parents and community

Comprehensive School Reform (CSR)and No Child Left Behind (NCLB)

Comprehensive School Reform model for CSR and NCLB school/district improvemenResearch-based and proven strategies to raise student achievement and test scoEnhance school performance to meet all national, state, and local standardsCreate a sustainable culture of professional and academic success and development

pecially designed professional development cours-es focus on the administrative leadership as effectiveinstructional leaders. These professional develop-ment courses emphasize the use of data to improveinstruction. They also provide methods and strate-gies to review all building- and/or district-basedinstructional initiatives to determine the effectivenessof the initiatives, if some initiatives might be contra-dictory or conflicting, and/or if some initiatives need

more professional development to make them moreeffective. After such a review, these courses providemethods and strategies to coordinate such initiativesand enhance them with the Ventures Initiative andFocus Contructivist, Student-Centered System ofTeaching Learning. These courses have been succesful in urban and rural schools across the country,resulting in improved partnerships between administive leadership and classroom teachers, and studentperformance.

S


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Ventures Education Systems Corporation's intent is to provide

instruction within the guidelines that create a Constructivist

learning environment. Through VESC on-line and in-school

professional development, teachers and administrators, K12,

are introduced to the significance of a Constructivist approach

to education. They learn how to implement such an approach

through the use of Constructive Communication and the devel-

opment of literacy and thinking skills, which are directly

linked with the curricula and aligned with local, state, and

national standards and the No Child Left Behind Act (NCLB).

While the physical characteristics of the classroom and thevehicles for instruction may vary, high academic achievement

is the direct result of implementing a Constructivist approach

to professional development and to classroom instruction. All

the elements of a Constructivist learning environment have

been brought together effectively in these unique and highly

successful on-line and in-school programs, resulting in high

academic performance.

VENTURES EDUCATION SYSTEMS CORPORATION

15 Maiden Lane Suite 200 New York New York 10038

212-566-2522 800-947-6278 Ext. 500 Fax: 212-566-2536

Email: [email protected] www.VESC-Education.com

k12 professional development

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