Full Catalog of Upcoming Events

This is copied directly from the website:  "This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours). If you have not done so already, consider completing parts one and two before beginning this resource." The CODE class includes the following:  Module Description, Challenge, Initial Thoughts, Perspectives and Resources, Wrap-Up, and an Assessment. Please make sure to review and study the pages in the Perspectives and Resources area. This is the main part of the course. 

  The following info is directly copied from the GDOE PL page: "Join our GaDOE Science K-2 virtual specialists to dive more deeply into the science and engineering practice of constructing explanations in the K-2 classroom. Presenters provide lesson examples and instructional resources on the practice of constructing explanations."

The following info is directly copied from the GDOE PL page: "Join GaDOE’s 3-5 science virtual specialist to explore using the science and engineering practice of constructing explanations in the 3-5 classroom. Attendees will receive instructional resources."

The following info is directly copied from the GDOE PL page: "Join GaDOE’s 8th grade science virtual specialist in this short webinar about using the science and engineering practice of constructing explanations in the 8th grade classroom. Attendees will receive instructional resources on the practice of constructing explanations in 8th grade classrooms."

The following info is directly copied from the GDOE PL page: "Join GaDOE’s ESOL science virtual specialist in this short webinar about using the science and engineering practice of constructing explanations in the 6th grade classroom. Attendees will receive instructional resources on the practice of constructing explanations in 6th grade classrooms."

This was copied directly from edWeb and pasted:  "With the arrival of ChatGPT on our students’ laptops and in our classrooms, educators are grappling with the ever-increasing use of artificial intelligence in schools. Whether writing an essay or lab report, conducting research, working through a math problem, or building a presentation, students now have access to learning aids that challenge the very definitions of “learning,” “original work,” and “plagiarism.” What boundaries do we set? Does “zero tolerance” toward AI’s use by students make sense if we are preparing them for the future world that they will live in?

Learning is not the only place where AI is found in school settings. How are we, the adults, modeling the usage of AI to our students? Facial recognition software and monitoring systems that track student internet usage are just two examples of interventions done in the name of “school safety.” There are three clear learning objectives in this edWebinar:

• A technology specialist helps you to understand the use, purpose, and indications for artificial intelligence tools in education
• An ethicist enables you to delineate the ethical considerations and implications for the use of AI.
• A head of school explains how an ethical decision-making process can enable you to develop an actual school policy.

This session helps build your awareness of the ethical issues raised by AI use in schools and empowers you to ask questions in order to make well-informed and ethical policies for the adults and students in your school communities." 

This was copied directly from edWeb and pasted:

We answer the questions posed by audience members from part one, where we discussed the challenges educators face with the ever-increasing use of artificial intelligence in schools. We have new expert presenters who provide examples of how we can ethically integrate AI into our schools. They answer many questions, including:

• How are new AI tools different from other “world-changing” technologies of the past, like computers or the calculator?
• What are some thoughtful examples of policies you have around AI/ChatGPT use for teachers, staff, and students?
• How should we be using these tools ethically? What is the best way to teach students how to use these technologies responsibly?

This session is designed to continue to build your awareness of the ethical issues raised by AI use in schools and empower you to ask questions in order to make well-informed and ethical policies for the adults and students in your school communities.

• The objectives for this session
• focus on gaining an understanding of the problem as well as offering solutions.
• We'll get an understanding of the pervasiveness of this issue explore the reasons that youth, faith, and the Associated health risks and educational impacts.
• We'll also learn strategies for prevention and cessation efforts, specifically supportive discipline.
• And finally, we'll connect to our tobacco-free district model policy and other resources to address current challenges.

 This is posted directly from the website: "Bryan Cox and Lavita Williams, GADOE’s Computer Science Specialists, share how to make computational thinking a part of your makerspace. They include how problem-solving can be abstract and tangible and offer some low-budget resources to increase engagement." 

This is copied and pasted directly from the GDOE website:  "Amy Rubin, media and educational technology instructor with Fulton County Schools, shares how she uses in-person and online makerspaces with her students. Learn the Who, What, When, Where, Why, and HOW of makerspaces in the school library media center."

 This was copied and pasted directly from the GDOE website:  "Replacing Suspension and Expulsion with Positive Classroom Climate Strategies

Gain knowledge of how relational wellness competence among children, staff, and
families can contribute to implementation of effective classroom strategies that support
the behavior needs of Pre-K/kindergarten students."

" The following is copied and pasted directly from the GDOE PL site:  Different languages? No problem. This session will quickly highlight how multilingual learners access and use their full linguistic repertoires in communication and learning, including by using more than one language. The session will also cover technology tools you can use to support the teaching and learning of multilingual learners. To report an issue with the event link, please email the event contact. Primary Contact: Laura Canepa-Redondo - This email address is being protected from spambots. You need JavaScript enabled to view it.  (30 minutes)

   This is copied and pasted directly from the GDOE website:  "What is the distinction between trauma and grief? Presenters identify the differences and provide practical advice on how to support grieving students. Topics include what not to say, considerations related to grief across different cultures, identifying and addressing guilt, appropriate academic accommodations, and managing grief triggers. Free resources for addressing these issues and many others from the Coalition to Support Grieving Students will be shared. Learning Objectives: Feel more comfortable explaining death to young children and initiating a conversation with grieving children of all ages; Discuss the role of guilt in impacting adjustment to a loss; Describe grief triggers and advise on how to minimize their impact in a school setting, as well as other academic accommodations to support grieving students; Know how to access free professional development resources on bereavement via www.grievingstudents.org." To report an issue with the event link, please email the event contact. Primary Contact: Molly Sims - This email address is being protected from spambots. You need JavaScript enabled to view it.

  The following was copied and pasted directly from the GDOE PL Site:  "Communication Strategies to Address Parents’ School Readiness Concerns; Learn effective strategies to address and alleviate parents’ school readiness concerns." To report an issue with the event link, please email the event contact." Primary Contact: Brandy Woolridge - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following was copied and pasted directly from the GDOE website:  "Learn more about recent school safety updates in Georgia such as the Georgia Center for School Safety website, the revised School Safety Plan Guide and Template, Site Threat Access and Response (STAR) Audit, and Georgia’s new Behavioral Threat Assessment Teams." To report an issue with the event link, please email the event contact. Primary Contact: Jeff Hodges - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following information was copied and pasted from the GDOE PL site:  "The Office of Whole Child Supports and guest speakers offer updated information on school safety and school safety plans. A representative from Georgia Emergency Management and Homeland Security discusses the need for current safety plans, drills and exercises, and cyber and social media safety. They share multiple resources and trainings that are available to improve the safety of schools." To report an issue with the event link, please email the event contact. Primary Contact: Jeff Hodges - This email address is being protected from spambots. You need JavaScript enabled to view it.; Secondary Contact: Cheryl Benefield - This email address is being protected from spambots. You need JavaScript enabled to view it.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "We are now posting open education resources for professional development! Our STEM Teaching Tools have been used to support extended professional development (PD) sessions. We are now posting open educational resource (OER) versions of those PD sessions. They include all of the resources that PD facilitators need to adapt and run the sessions—including slides, speaker notes, facilitator guides, and embedded resources. We are starting with PD focused on supporting 3D formative assessment. We will keep adding more over time."

"The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards include a signature focus on engaging all students in integrated three-dimensional science learning using inclusive instructional approaches. This new vision calls for new approaches to classroom assessment.

This open educational resource provides an introduction to formative assessment that supports equitable 3D instruction. It is designed to provide an introductory professional development session of 60-70 minutes for educators to help them learn about formative assessment and how it fits into the new vision. The module includes all of the resources that PD facilitators need to adapt and run the sessions—including slides, speaker notes, facilitator guides, and embedded resources.

The professional development module supports the following specific goals for educators: Explore how equity and social justice goals relate to the use of formative assessments; Develop a shared understanding of formative assessment purposes and processes; Learn how cognitive formative assessments and cultural formative assessments can build capacity for equitable 3D instruction; Learn about the kinds of professional learning resources available to support the development of 3D formative assessments." Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

 (Open Education Resources for Science Education PD) This was copied directly from the website:  "How is assessing three-dimensional science learning different than past assessments of science learning? How can we design assessment tasks that elicit the core ideas, practices, and crosscutting concepts in the Next Generation Science Standards (NGSS) performance expectations?

There are very few existing examples of elementary and middle school assessments completely aligned to the NGSS. Instead, educators need to adapt their existing assessments.

This open educational resource provides an opportunity for educators to begin building or adapting three-dimensional formative assessments in a 60-70 minute professional development session. The module includes all of the resources that PD facilitators need to adapt and run the sessions—including slides, speaker notes, facilitator guide, and embedded resources.

The workshop aims to help participants identify assessment components that focus on individual practices, core ideas, or crosscutting concepts, and understand how, taken together, the components can support educators as they make inferences about students’ three-dimensional science learning. Through this workshop, participants will review tasks that aim for assessing performance expectations, discuss strengths of these tasks, and gain practice adapting them to better elicit three-dimensional science learning." Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "How can science instruction be meaningfully connected to the out-of-school lives of students? What role do students’ cultures play in science learning? How might teachers use formative assessments to root science learning in students’ cultural contexts, interests, and identities? This open educational resource is designed to help educators develop cultural formative assessments that build on students’ pre-existing interests, identities, and experiences.

This session highlights cultural dimensions of science learning and showcases a general instructional technique for formative assessment called “self-documentation”—where students collect information related to a particular theme in their everyday lives. It describes an example use case of a self-documentation activity and how it was incorporated into a culturally diverse classroom. The session also highlights different assessment approaches and guides educators in thinking about particular goals for incorporating cultural formative assessment into their own practice.

This resource is designed to be used as a 2 to 2.5 hour professional development session for educators. The module includes all of the resources that PD facilitators need to adapt and run the sessions—including slides, speaker notes, facilitator guide, embedded resources, and sample student work. It may be more useful for educators after they have already participated in the following professional development session: ACESSE A: Introduction to Formative Assessment to Support Equitable 3D Instruction.

The professional development module supports the following specific goals for educators: Learn how to promote equity and social justice as the focal point of NGSS implementation work by focusing on learning and teaching as an inherently cultural process; Develop a shared understanding of how cultural formative assessment can reveal the interests, experiences, and identities of students; Understand how and when to use different kinds of cultural formative assessment to guide instruction — and ‘overlap’ the curriculum with the lives of youth." Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

 (Open Education Resources for Science Education PD) This was copied directly from the website:  "As the educational vision in the NRC Framework for K-12 Science Education is being implemented, it is crucial to design assessment practices to be coherent with its 3D model of learning. This session provides a step-by-step process to support participants as they design a 3D assessment task. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices.

Participants build their 3D assessment design capacity by following a step-by-step process using supporting tools to design and workshop tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any science curricula, at any grade level, and across all domains of science and engineering." Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena-based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.

This learning experience will help you: Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice; Generate working definitions of phenomena, design challenges, and disciplinary core ideas; Identify phenomena related to a bundle of three-dimensional standards; Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.

With respect to the assessment process, this resource supports the task of clarifying learning goals and eliciting evidence of student learning. Specifically, analyzing standards helps to clarify learning goals. In assessment, scenarios present phenomena to students, and then specific prompts are designed to elicit student understanding of core ideas, practices and crosscutting concepts. Once written as a scenario for an assessment, teachers can use the resources introduced in ACESSE Resource B to design specific prompts for their assessments (SEP Task Formats Tool, CCC Prompts Tool). This resource complements Resource C, in that it provides some ways to integrate tools to connect science instruction meaningfully to students’ everyday lives and cultural practices. This workshop has multiple segments, and it is broken into two sessions that last roughly three hours each, which can be organized as a full-day session or across multiple days. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "Students bring a range of intellectual and cultural resources, which they have accumulated in their unique life experiences, into the classroom as they learn science. These resources can be considered different “facets” of student thinking. These resources may relate to their conceptual understanding of natural phenomena, their repertoires of practice when engaging in scientific activity, or their abilities to productively engage with school and classroom approaches to learning. Student’s facets of thinking can be leveraged to help students as they refine their understanding of science phenomena. This session introduces the facet-based approach, then engages participants in identifying facets in a batch of student work and in developing corresponding assessment rubrics, preparing them to use this approach in their own teaching.

This learning experience will help participants: Analyze cognitive formative assessment responses to surface the range of student thinking about science topics and concepts; Guide instruction based on that diversity of student ideas; Design and use classroom formative assessment tasks to support equitable 3D instruction. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. Every learner has the right to fully belong in their educational contexts. Instruction should welcome the diverse contributions they bring to sense-making. This resource can help support this goal by helping educators develop an asset-based stance towards the various contributions that students bring to making sense of phenomena. The resource starts by highlighting the rationale for culture-based approaches to pedagogy—and then focuses on how to identify and leverage the resources students use in moments of sensemaking. This learning experience will help participants: Explore equity dimensions of sense-making through the science and engineering practices; Learn to see different ways students contribute to making sense of phenomena—and connect to science; Better appreciate that navigating multiple ways of knowing is the basic human condition—not the exception for some students; Make a commitment to shape instruction to support diverse sense-making. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

(Open Education Resources for Science Education PD) This was copied directly from the website:  "In this workshop, we will build our capacity to identify a variety of meaningful phenomena of different types that connect to specific science and engineering learning standards. We will first explore what makes a phenomenon compelling to students and how we can ensure this happens in our classrooms. Then, we will focus on different classes of phenomena, and how using them can promote goals for equity. This resource can also be used by individuals wanting to learn how to allow students to take meaningful action to solve problems associated with real-world phenomena related to science and engineering. Participants will explore different classes of meaningful phenomena (using the framework of Suárez & Bell, 2019): Everyday phenomena, which all students will be able to experience in class or have experienced outside of class; Contemporary scientific phenomena, which relate to current science, most often science that is in the news today because it is unsettled or sparks controversy; Societally relevant phenomena, which relate to science-technology intersections, connects to care and concern and enables students to see connections to social and socio-ecological justice; and Culturally relevant phenomena, which are grounded in the worlds of specific communities in culturally significant ways and allows students to draw on ways of knowing from families and cultural communities. " Always review materials extensively before using them to align with goals, grade level appropriateness, topics, etc.

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of kindergarten and first grade students, Jennifer Borngesser from Fayette County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for verbal thinkers, quantitative thinkers, and nonverbal thinkers as well as ideas for cross-curricular critical thinking tasks." To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.