Skip navigation
All Places > Professional Learning Online > Blog > Author: Vicki Rodriguez

To make it easier to understand what your students are ready to learn, the NWEA Professional Learning team created a step-by-step guide for accessing and applying data from the Class Breakdown by Goal report and the Learning Continuum.

 

Accompanying the guide, join Brooke Mabry, National Board Certified teacher and Professional Learning consultant with 17 years of experience in education, for a recorded webinar, MAP Growth for Virtual Learning. In the webinar, Brooke will model the reports and engage in a think-aloud regarding report use.  

 

Webinar Outcomes:

  • Explore ways to leverage MAP Growth data to support virtual teaching and learning during school closures
  • Identify high-impact reports for instructional action
  • Plan to act on existing MAP Growth data to inform virtual lesson planning responsive to student learning needs

 

Watch the webinar and download the guide.

 

We are here for you! Let us know in the comments how else we can help.

During this unprecedented time of school closures and virtual learning from home, our students need to build their independence and self-direction more than ever.

 

Empower Students as Independent Learners is a new weekly video series from NWEA Professional Learning to provide research-based ideas, resources, and models for teachers to support and empower students to own their learning.

 

Watch the videos on YouTube or read about the series in our blog, Build your virtual teaching toolkit with free professional learning during COVID-19 school closures.

Vicki Rodriguez

Meet Me in St. Louis

Posted by Vicki Rodriguez Nov 27, 2019

Will you be at the 2019 Learning Forward Annual Conference in St. Louis? Our NWEA® experts in Professional Learning will be there. Don’t miss our sessions:

 

Is Your Professional Learning Effective? Learning Walks Can Answer That!

Tuesday, December 10, 9:45–11:45 a.m.

Presenters

  • Candi Fowler, principal, Hollis School District, New Hampshire
  • Kathy Dyer, manager of innovation and learning, Professional Learning, NWEA
  • Samantha Boudreau, computer integration specialist, Hollis School District
  • Elizabeth Keegan, fourth-grade teacher, Hollis School District

What you’ll learn

Translating new professional learning into action means teachers take risks to help students learn. This session will provide insight into a culture transformation at an elementary school. Investigate the learning walk process, which showcases how carefully crafted questions can highlight the implementation effectiveness of the new professional learning teachers employ. Explore the process (how to gather information from what students can be seen and heard doing with a five-to-seven-minute walk-through), the protocol, and the procedure for formative collaborative feedback.

If you’ve had professional learning involving any of the MAP® products, formative assessment, or other topics and want to see the impact that professional learning has on students, you‘ll want to attend this session. Using a formative classroom walk-through process (based on the work of http://www.ascd.org/Publications/Books/Overview/Formative-Classroom-Walkthroughs.aspx) focused on what students are saying and doing, staffers from an upper elementary school discuss shifts in the culture of their school.

 

Mindfulness and Literacy: Crafting Literacy Units of Study for All Students

Wednesday, December 11, 1:00–3:00 p.m.

Presenters

  • Maxine Welcome-Joyner, instructional fellow, Relay Graduate School of Education
  • Amy Schmidt, content design manager, Professional Learning Design, NWEA

What you’ll learn

Teaching mindfulness to students can result in improved attention, stress reduction, increased compassion, and the promotion of emotional regulation. These factors an ideal learning environment that allows students to work through rigorous tasks with holistic supports in place. Teachers can make purposeful text choices for literacy instruction that incorporate mindfulness practices and meet students’ literacy needs. Using texts to facilitate the literacy content within a mindfulness context can address academic rigor and social-emotional needs. These two approaches are traditionally decoupled, which inhibits the transfer of knowledge across contexts we know are crucial to student success. Discover how to fuse literacy and mindful practices for students through text choice within an instructional literacy unit.

If you’ve had professional learning about literacy instruction, mindfulness, or social and emotional learning and want to understand how to weave relevant literary curricular choices together with the importance of student mindfulness, you’ll want to attend this session. Using the literacy recommendations outlined by the National Reading Panel (2000) and strong evidence to support a 90-minute literacy block (Education Northwest, January 2018), this session brings the research together to support teachers in meeting students’ literacy and mindfulness needs.

 

Hope to see you there!

 

Cover photo by CillanXC at English Wikipedia, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=6189928