2019 PSU Problems of Practice Summit Strands

Summit Strand Process

Strand A  Co-teaching and Collaboration
Ken Darsney and Brian Walker

Where to begin?

Attendees will develop their co-teaching and collaboration skills and leave this session with the content to mentor additional faculty in their schools and school districts. This session is for interdisciplinary co-teaching by currently practicing teachers and preservice teacher intern. It is highly recommended that at least 2 educators from a single school plan on attending to optimize this experience. PSU faculty have been trained and mentored by the National Academy for Co-teaching at St. Cloud University.

Strand B.2  Culturally Sustaining Educators and Communities 
Judith Puglisi, Educational Consultant

Trauma informed High Schools:  Metropolitan High School, New Haven, CT

Strand B.3  Culturally Sustaining Educators and Communities 
Dr. Gloria Boutte, USC and Dr. Mary Earick, PSU

What does it mean to be prepare youth for a mulitabled, multicultural, multiethnic and multilingual society?

Strand B.4  Culturally Sustaining Educators and Communities 
Renice Washington, Manchester CT

How can we implement restorative justice as an alternative to traditional discipline policies?

Strand B.5 Culturally Sustaining Educators and Communities 
Ace Parsi, National Center For Learning Disabilities 

Personalized learning for students with disabilities, what needs to change?

Strand C.1  Problem and Project-based Learning
Aaron Cinquimani & Faculty, North Charlestown Community School, SAU 60

Multiage competency-based learning, a K-5 initial implementation year perspective.

Attendees with a goal of developing Inclusive Personalized Educational Pathways (Earick, 2015) in their schools to better meet personalized student needs, will have an opportunity to learn about North Charlestown Community School’s unique “onramp”, and evolution.  For staff and schools interested in taking a first step toward their implementation goal and for schools that have already begun their vision and have taken their first steps, please join us as we share our problems of practice experience, and how we continue to navigate the traditional school model while taking one intentional step after another to ensure that all students are engaged, are growing and are contributing to our community.  NG2 at NCCS; Our Evolution.

Strand C.2  Problem and Project-based Learning
Danielle Harvey, Pittsfield Public Schools

Multiage Competency-based Learning, the Power of Teams: Implementing K-8

Attendees with a goal of developing learning progressions in their schools to better meet personalized student needs, will leave with learning progressions that transformed one rural and one urban K-6 school resulting in substantive decreases in IEP and 504 referrals and increases in student performance measures.  Daniel will unpack these resources with you which will lay the foundation for a yearlong innovation plan to rethink the power of learning progressions for deeper learning and models to extend the mode to middle schools.