You are invited to join a dynamic professional learning opportunity -- the Boston Educators Collaborative. The Collaborative is a set of free teacher-led professional learning courses that connect you with fellow teachers from district, charter, and Catholic schools throughout the City of Boston. Together, you will share best practices and refine your instructional practice over five weeks.
What is the Boston Educators Collaborative?
- These courses:
- Are content/grade band-specific in disseminating best practices
- Are led by current classroom teachers to promote Teacher Leadership
- Foster collaboration between teachers from across school sectors in Boston
- Five 3-hour sessions (15 hours)
- Dinner is provided
- Qualify for PDP points (or UMass graduate credit with $110 fee)
- Immediate Impact: Sessions include hands-on strategies that you can immediately apply in your classroom. Time is embedded within each session to increase your knowledge around best practice strategies and build them into your lesson plans and student tasks.
- Collaboration: Boston Educators Collaborative is teacher-created and teacher-facilitated. This is an opportunity to collaborate with highly-motivated teachers and elevate the day-to day practice in your classroom.
- Delivered by Experts: Teacher Leaders will share what has revolutionized their classroom practice as they have made sense of the standards and best practices. It is entirely teacher driven and led by someone who understands your experience.
Join a Boston Educators Collaborative Now: Full Course Descriptions Below
Courses Offered at Boston Collegiate
Dates: Tuesdays from 5:00pm - 8:00pm, May 8, May 15, May 22, May 29, June 5. Dinner Provided.
Breaking it Down: Making Writing Accessible for All Students (Grades 3-8)
Do you feel like teaching writing often falls by the wayside in your classroom? Do you want to support your students as writers, but feel overwhelmed by the challenges of teaching writing to students with different needs and abilities? In this course, we will focus on breaking down the act of writing into concrete, manageable tasks that are both accessible and highly engaging for students. You will walk away from this course with strategies for students of all levels and language backgrounds to use when planning and revising their writing across the three major writing strands of the Massachusetts Curriculum Frameworks (narrative, persuasive, and informational writing). Together, we will work to help all students find their voice as writers. (BPS Essential 2)
Best Practices for Teaching and Addressing Unfinished Math Learning (Grades 1-5)
How can we address math learning that is unfinished? How can we finish math learning for students who need it in order to access the grade level curriculum? In this course, participants will gain a working knowledge of how to scaffold grade level content without sacrificing instructional pacing and rigor. Participants will learn to identify and address unfinished math learning, while encouraging productive struggle and a growth mindset in the math classroom. Together, we will develop an understanding of what unfinished math learning looks and sounds like, and how to appropriately and authentically address it. As we develop strategies and unpack best practices, we will also have opportunities to experiment with grade level performance tasks to strengthen our students’ critical thinking skills. (BPS Essentials 1 and 3)
Creating a Culturally Responsive ELA Classroom (Grades 4-8)
At this moment in our world, it is more important than ever for students across the city of Boston to have access to literature that reflects their experiences and opens their eyes to the experiences of others. During this course, we’ll dig into research on incorporating culturally responsive practices into our teaching (BPS Essentials 1 and 3). We will learn about the benefits of culturally responsive education and research best practices of culturally responsive educators. Together we will view and analyze model lessons using supplemental sources (picture books, poetry, art, technology, etc.) to create a more inclusive classroom. By the end of the five weeks, you will have planned or modified a unit of study for ELA that is culturally responsive.
Reading to Learn: Building Comprehension Strategies for Lower Elementary (Grades K-4) -5:30pm start time
In this course, teachers from grades K-4th will learn a variety of research -based instructional strategies to help move students from teacher scaffolded thinking while reading, to independent text level analysis. Together we will explore basic principles of comprehension instruction, practice engaging comprehension strategies to use throughout all stages of reading (before, during, and after), and collaborate on how to effectively plan for and incorporate these strategies into your daily teaching. At the end of our five sessions, we will have concrete, applicable ways to help your students show gains in their reading comprehension. (BPS Essential 3)
Social Emotional Learning in Early Childhood
In this course, you will gain an understanding of how to implement Social Emotional Learning authentically without compromising your center-based, creative learning environment. Participants will learn how to plan for and embed the five core competencies of Social Emotional Learning (self-management, self-awareness, social awareness, relationship skills and responsible decision making) into a variety of meaningful learning experiences. (BPS Essential 1)
Courses Offered at the Mary Lyon
Dates: Thursdays from 5:00pm - 8:00pm, May 10, May 17, May 24, May 31, June 7. Dinner Provided.
Growth Mindset and Access, Agency and Student Choice (Grades 1-5)
As educators, we want our students to have agency, to take an active role and have ownership in their learning. Are you interested in creating a classroom culture focused on celebrating growth and effort? This course will explore how creating a classroom based on growth mindset and UDL principles can support students in developing agency. Together, we will revise and create lesson plans to incorporate instructional strategies that emphasize student choice, self reflection, scaffolding and growth mindset language. This course directly connects to BPS Essential 2: Access and Agency.
Talking and Writing Like a Mathematician (Grades 6-12)
What does it mean to “do mathematics”? Contrary to what society may believe, teachers and mathematicians know that it is more than just computation and numbers; it is a deep understanding of mathematical concepts and engagement in CCSS and NCTM standards of mathematical practice. To do this, students must use language to communicate their ideas and thought processes. In this course you will gain specific tools (such as mathematical writing graphic organizers and speaking rubrics) and instructional strategies (such as question writing and facilitation of student led discussions) to support all learners in your classroom to talk and write about mathematics at a deeper level. (BPS Essential 3)
Designing Lessons for the Way Students Learn: Lesson Planning with the 5Es (Grades K-12)
Our students come into the classroom with many incorrect preconceived notions about their world. How can we connect to these ideas and help students build an accurate understanding of the world around them? We will explore how the Biological Science Curriculum Study’s (BSCS) 5E Lesson Model helps students connect to prior learning, facilitates conceptual change, and provides many opportunities for formative assessment. In this course participants will investigate each of the 5E’s (engage, explore, explain, extend, and evaluate), see how they facilitate student learning, and design 5E lessons for immediate use in the classroom. Applicable to all classrooms regardless of grade or content area. (BPS Essentials 2 and 3).
Questions? Email Sasha Zuflacht at firstname.lastname@example.org