Events and Workshops

TEAM Module 5

Module 5 will introduce beginning teachers to the Code of Professional Responsibility for Educators and is designed to educate and raise awareness about the multitude of ethical and professional dilemmas faced by educators today. The focus of Module 5 is to raise a level of awareness about the Code of Professional Responsibilities and to discuss your professional obligations and the potential consequences of misconduct. This is a TEAM training and is unpaid.

Library Media Specialists Council

CREC’s Library Media Specialists Council provides a unique opportunity for K-12 Library Media Specialists in the CREC region to come together to share best practices and engage in new thinking about digital literacy for the 21st century. Quarterly meetings will encourage input from participants regarding topics and speaker selections in order to best meet the needs of the council membership. No cost to attend event.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

Making the Move from Classroom to Instructional Coach

Are you interested in becoming an Instructional Coach? Are you looking for the first steps to move from the classroom to an out of classroom position? Participants will learn about the different roles of an instructional coach, coaching theory, and adult theory. This workshop is for teachers looking to transition to the role of Instructional Coach.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

ETS® ParaPro Assessment Test Preparation Class

CREC is now offering 2 Hours test preparation classes for individuals who need to take the ETS ParaPro Assessment. As an official testing Site, We Are Committed to providing services that will help you prepare for, and ultimately pass the test.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

eesmarts - Climate Change for Middle School

Educators will be introduced to the natural cycles that occur on Earth and our solar system including the carbon cycle and sunspot activity, how these cycles affect populations, and how humans may affect natural cycles. Educators will examine evidence from the past through proxies such as tree rings, cherry tree blossoms, and ice core data. Topics such as the Albedo Effect; climate and ecosystems; and invasive species will be presented.

eesmarts - Climate Change for High School

Educators are introduced to activities involving Earth’s natural cycles including the carbon cycle and how Earth’s climate has changed over time. They will look at evidence from the past through the study of proxies such as foraminifera, ice core data, the Albedo Effect, and phenology. They will also consider the impact of humans on the environment, and what can be done to lessen harmful effects.

eesmarts - Energizing Science for Grade 2

Educators are introduced to activities designed to answer the questions: How do heating and cooling affect the states of matter and can plants grow without sunlight and water? Links to some e-books will be provided.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

eesmarts - Energizing Science for Grade K/1

Educators are introduced to activities designed for younger students to answer the questions: How does sunlight affect the earth? What causes day and night? What causes sound? How are images created with light and varying materials? Links to some e-books will be provided.

eesmarts - The Sun and the Water Cycle

Educators are introduced to activities involving the altitude of the sun and the positioning of solar panels, creating wind in a classroom and generating electricity using wind power, and finally the water cycle.

eesmarts - Energizing Science for Grade 4

Educators are introduced to activities demonstrating various forms of energy and how energy changes from one form to another. Topics include current electricity, renewable and nonrenewable natural resources, and heat from the sun.

eesmarts - High School Solar I: Collecting and Using Solar Energy

Educators will explore solar energy and heat, with a focus on energy transfer processes and the NGSS approach. Participants will learn how to engage students in the engineering cycle for two solar hot water heaters - one passive and one with a heat exchanger. Participants will receive a materials kit for use with their HS students, as well as specific lesson outlines.

eesmarts - NEW! Escape Room and Choose Your Own Adventure Workshop (Grades 5-8)

This workshop features two interactive experiences developed to enhance the eesmarts curriculum or as a stand-alone to support NGSS. In the Escape Room, clues must be gathered and puzzles solved using science knowledge to successfully complete the challenge. The focus of the content in this particular activity involves the transformation of energy and its impact on the environment. In the Choose Your Own Adventure participants have the opportunity to meaningfully engage in design challenges and are provided complete data sets for a variety of tested variables that are accessed through the choices they make throughout the adventure. The examples offered showcase the efficiency of wind turbine blade designs, the strength of a variety of electromagnets, and how different surfaces on earth (arctic, desert, ocean, etc.) are impacted by the Greenhouse Effect. These two formats provoke high student interest and engagement due to their game-like nature. The use of technology lends itself very well to both in-person and remote learning.

eesmarts - Energy Transformations

Educators will be introduced to activities involving electromagnetism, generators, potential and kinetic energy, and energy transformation during photosynthesis. A new addition to this workshop involves energy transformation during induction cooking.

eesmarts - Energizing Science for Grade 5

Educators are introduced to activities demonstrating various forms of energy and how energy changes from one form to another. Topics include the apparent brightness and movement of the sun, how the energy released from food was once energy from the sun (photosynthesis), and wasted energy.

eesmarts - The Greenhouse Effect and Energy Efficiency

Educators are introduced to activities involving the basic principles of the Greenhouse Effect, heat from the sun (reflection and absorption), and energy efficiency.

eesmarts - Energizing Science for Grade 3

Educators are introduced to activities demonstrating various forms of energy and how energy changes from one form to another. Topics include static electricity, magnetism, and forces and motion

eesmarts - High School Solar II: Solar Photovoltaics, Sunlight to Electricity

Educators will explore solar energy and the physics behind photovoltaic (PV) cells. The focus will be on the engineering cycle for the realistic criteria and constraints for a PV cell’s generation of current. NGSS-based lesson ideas will also include building circuits and the power output of series and parallel circuits. Participants will receive a materials kit for use with their HS students, as well as specific lesson outlines.

eesmarts - NEW! Project Learning Tree (PLT) Workshop for Grades 3-5

Participants are presented with activities designed to connect children to nature and increase young people’s awareness and knowledge about their environment. The lessons develop students’ critical thinking and problem-solving skills. The hands-on explorations are suitable for use in formal classrooms and informal settings, and several are particularly suited to exploring urban environments. Participants will receive a copy of the updated PLT Explore Your Environment: K-8 Activity Guide, which includes NGSS aligned lessons on topics such as: trees and forests, wildlife, water, air, energy, waste, climate change, invasive species, community planning, and more. The activities encompass the economic, ecological, and social aspects of environmental issues. https://www.plt.org/curriculum/k-8-activity-guide-explore-your-environment/

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

eesmarts - Harnessing the Wind

Educators will explore the nature of wind, and the physics of wind turbines, with a focus on the energy transfer processes and the NGSS approach. Participants will learn how to engage students in wind turbine blade design using KidWind kits and activities. The engineering cycle, including criteria and constraints, as well as evaluating performance, will be discussed. Participants will also be challenged to consider how turbines could affect a local community. Participants will receive a KidWind Kit for use with their HS students, as well as specific lesson outlines.

ETS® ParaPro Assessment Testing

CREC is now a testing site for the ETS® ParaPro Assessment. ETS developed the ParaPro Assessment as a way to satisfy the requirements of the No Child Left Behind Act, which requires that Paraeducators serve in an instruction capacity: 1) Have an associate of arts degree. 2) Have completed two years of college. 3) Have demonstrated, through an academic assessment, the knowledge and ability to assist in the instruction of reading, writing, and mathematics.

IM 6-12 Math: Observing in a Problem-Based Classroom

What does effective problem-based learning look and sound like? School leaders will use video to focus on student learning behaviors in a problem-based classroom, make connections between teacher moves and student learning behaviors, and reflect on how to support teacher learning.

Supporting Multilingual Learners (ELs) in the General Education Classroom

This workshop will build the capacity of general education teachers to understand and support the multilingual learners (ELs) in thier classrooms. Teachers who attend this workshop may be looking for ways to support ML/EL students in all content areas of the regular education classroom. The session will give educators various ways to build their “bag of tricks” while learning about how multilingual learners learn and develop language.

Supporting Newcomer and Beginner Multilingual Learners (ELs)

Supporting multilingual learners with little to no English is especially challenging. Participants will explore ways that educators can effectively support these students with strategies and linguistic supports in any educational setting.

Creating a Culture for Writing for Multilingual Learners (ELs)

Writing can be intimidating for any student; that anxiety is heightened in Multilingual Learners (ELs). Participants in this workshop will learn how to create a safe place for writing as well as many instructional strategies for engaging Multilingual Learners in the writing process.

IM 3-5 Math: Establishing Instructional Routines

An IM Certified Facilitator will lead this 3-5 module where participants will experience three key instructional routines from the IM curriculum. Participants explore the conditions that support these instructional routines and explain how instructional routines can promote equity by inviting all students to access grade-level content.

IM K-2 Math: Establishing Instructional Routines

An IM Certified Facilitator will lead this K-2 module where participants will experience three key instructional routines from the IM curriculum. Participants explore the conditions that support these instructional routines and explain how instructional routines can promote equity by inviting all students to access grade-level content.

IM Math: Instructional Routines (6-8)

An IM Certified Facilitator will lead this 6-8 module where participants will experience three key instructional routines from the IM curriculum, and then have a chance to plan and rehearse a routine which they can use with students this year. Participants explore the conditions that support these instructional routines to be successful, leading to classrooms where students are sharing their thinking and actively comparing their ideas to their classmates’ ideas.

IM Math: Instructional Routines (9-12)

An IM Certified Facilitator will lead this 9-12 module where participants will experience three key instructional routines from the IM curriculum, and then have a chance to plan and rehearse a routine which they can use with students this year. Participants explore the conditions that support these instructional routines to be successful, leading to classrooms where students are sharing their thinking and actively comparing their ideas to their classmates’ ideas.

IM K–5 Math: Observing in a Problem-Based Classroom

What does effective problem-based learning look and sound like? School leaders will use video to focus on student learning behaviors in a problem-based classroom, make connections between teacher moves and student learning behaviors, and reflect on how to support teacher learning.

IM 6-12 Math: Focus on Mathematical Discourse 1

How can student discourse lay the foundation for an impactful synthesis? The purpose of this session is to use samples of student work to explore ways to plan and structure synthesizing discussions based on students sharing their ideas. Synthesis is a key part of a problem-based lesson. Teachers apply this learning with their grade-level colleagues in planning for an upcoming lesson.

New to Instructional Coaching? Starting the Year off Right

This two day workshop is for new Instructional Coaches who have been recently hired for their role in the upcoming school year. Identify the skills and techniques required to transition from teacher to instructional coach. Participants will have the opportunity to explore different coaching models, learn about coaching cycles, how to work with adults, and strategies to be successful in this new role over the course of a school year. This two day professional development is for brand new coaches with limited experience in the role.

Teachers Academy 2022 - Year 1 Teachers

FOR CREC STAFF ONLY: All teachers entering their first year at CREC are required to attend Teachers Academy. Sessions will encourage meaningful, collegial conversations, inspire collaborative problem solving and innovative thinking, and result in resources for immediate classroom application. Session Schedule here: https://docs.google.com/document/d/1yKFsFF1IffZVoAvQ9VbsgPsf0m-HnRpTTfvzTKRsgvw/edit?usp=sharing

Introduction to Math Workshop

This workshop offers an overview on how to initiate, support and sustain math workshop in the elementary classroom. This workshop is an introduction to math workshop. Participants should have no prior training of math workshop and are looking for practical first steps to begin implementation. Participants will learn how to support content and differentiation to meet the needs of diverse learners using the workshop model. We will address different structures, routines and rituals, and connect to state standards in the workshop model.

Next Steps in Math Workshop

This workshop offers current teachers utilizing a Math Workshop model in their elementary classroom (K-5) the opportunity to explore common areas of concerns during math workshop. We will explore organization, increasing the rigor of math stations, student accountability in workstations, and teacher led small group instruction.

Small Group Instruction for Multilingual Learners (ELs)

This workshop is geared towards new ML/EL teachers and other educators who work with Multilingual Learners (ELs) in small groups but have limited knowledge about language acquisition, including interventionists, coaches and tutors. In this session, participants will explore strategies, linguistic supports and effective ways to structure small group instruction to support language development. Participants will gain an understanding of how to determine student language needs in order to create language goals and targets and monitor language growth.

TEAM Mentor Initial Support Training

This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event.

TEAM Initial Reviewer Training

Successful completion of the TEAM Initial Reviewer Training will enable participants to review TEAM reflection papers and projects to determine if there is sufficient evidence to successfully meet the TEAM module criteria. The training will consist of 3 two-hour facilitated online sessions and pre-work for each session. IMPORTANT REGISTRATION INFORMATION: In order to successfully complete the training, participants must complete all pre-work and session activities in the order of presentation. That means that if participants are unable to complete any of the pre-work or sessions, they will have to finish the training by registering for and attending the missed sessions and completing the pre-work at another training. Therefore, it is important that participants only register for a training where they know that they will be able to attend each of the three sessions and complete the pre-work. No cost to attend this event.

Professional Learning Community: Strategies for Multilingual Learners (ELs) Series

Join a professional learning community that will explore a variety of ways to support Multilingual Learners (ELs) and foster language development in a six sessions series! This PLC will meet virtually once a month for an hour to delve deep into a language support strategy topic. Participants will have the opportunity to implement the strategy in practice in between sessions. As part of the PLC, they will network and collaborate with each other as they reflect on and fine-tune strategy implementation. PLC Schedule: September 29- Student Talk and Interaction; October 27- Vocabulary; December 1- Translanguaging; January 12- Facilitating Comprehension; February 16- Check for Understanding; March 23- Build and Activate Background Knowledge"

IM 6-8 Focus on Vertical Alignment: Ratio and Proportion

How might teachers leverage the coherence of IM 6–12 Math in order to enhance access to grade-level mathematics for students? The purpose of this session is to uncover and explore the development of topics, mathematical diagrams, and representations in the curriculum for ratios and proportional relationships.

IM 6-12: Coaching Problem-Based Teaching and Learning

This full day workshop is designed to provide coaches with a deeper understanding of the structures and beliefs along with the core components and practicesembedded in the IM 6–12 Math curriculum. This session is ideal for coaches and math leaders who have experience working directly with teachers implementing IM 6–12 Math.

TEAM Mentor Initial Support Training

This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event.

IM 3–5 Math Fall Module: Planning with a Focus on Pedagogy

How can focusing on pedagogical decisions in our planning support the focus and pacing of the lessons? In this session, teachers will plan for an upcoming section in their grade level unit. They will understand the overarching learning goals of the section to create a plan for pacing of the lessons. Teachers will also learn a replicable process for planning and adjusting components of a lesson to support students’ understanding of the mathematical ideas.

IM K–2 Math Fall Module: Planning with a Focus on Pedagogy

How can focusing on pedagogical decisions in our planning support the focus and pacing of the lessons? In this session, teachers will plan for an upcoming section in their grade level unit. They will understand the overarching learning goals of the section to create a plan for pacing of the lessons. Teachers will also learn a replicable process for planning and adjusting components of a lesson to support students’ understanding of the mathematical ideas.

Small Group Instruction for Multilingual Learners (ELs)

This workshop is geared towards new ML/EL teachers and other educators who work with Multilingual Learners (ELs) in small groups but have limited knowledge about language acquisition, including interventionists, coaches and tutors. In this session, participants will explore strategies, linguistic supports and effective ways to structure small group instruction to support language development. Participants will gain an understanding of how to determine student language needs in order to create language goals and targets and monitor language growth.

Supporting Newcomer and Beginner Multilingual Learners (ELs)

Supporting multilingual learners with little to no English is especially challenging. Participants will explore ways that educators can effectively support these students with strategies and linguisitc supports in any educational setting.

TEAM Mentor Initial Support Training

This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event.

Creating a Culture for Writing for Multilingual Learners (ELs)

Writing can be intimidating for any student; that anxiety is heightened in Multilingual Learners (ELs). Participants in this workshop will learn how to create a safe place for writing as well as many instructional strategies for engaging Multilingual Learners in the writing process.

Supporting Multilingual Learners (ELs) in the General Education Classroom

This workshop will build the capacity of general education teachers to understand and support the multilingual learners (ELs) in thier classrooms. Teachers who attend this workshop may be looking for ways to support ML/EL students in all content areas of the regular education classroom. The session will give educators various ways to build their “bag of tricks” while learning about how multilingual learners learn and develop language.

IM 3–5 Math Winter Module: Planning with a Focus on Student Thinking

How can planning based on what students know support us in instructional decision-making? In this session, teachers will explore a variety of strategies for attending to student thinking in order to support lesson planning. They will use student work to help inform decisions both before the lesson while they are planning and during the lesson while they are instructing. Teachers will reflect on how to support student thinking from all students in the classroom, and not just a select few.

IM K–2 Math Winter Module: Planning with a Focus on Student Thinking

How can planning based on what students know support us in instructional decision-making? In this session, teachers will explore a variety of strategies for attending to student thinking in order to support lesson planning. They will use student work to help inform decisions both before the lesson while they are planning and during the lesson while they are instructing. Teachers will reflect on how to support student thinking from all students in the classroom, and not just a select few.

TEAM Initial Reviewer Training

Successful completion of the TEAM Initial Reviewer Training will enable participants to review TEAM reflection papers and projects to determine if there is sufficient evidence to successfully meet the TEAM module criteria. The training will consist of 3 two-hour facilitated online sessions and pre-work for each session. IMPORTANT REGISTRATION INFORMATION: In order to successfully complete the training, participants must complete all pre-work and session activities in the order of presentation. That means that if participants are unable to complete any of the pre-work or sessions, they will have to finish the training by registering for and attending the missed sessions and completing the pre-work at another training. Therefore, it is important that participants only register for a training where they know that they will be able to attend each of the three sessions and complete the pre-work. No cost to attend this event.

TEAM Mentor Initial Support Training

This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event.

TEAM Mentor Initial Support Training

This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event.

IM 3–5 Math Spring Module: Planning with a Focus on Mathematical Progressions

How does understanding the progression of mathematical ideas in a unit support us in planning and teaching lessons across the unit? In this session, teachers will learn a process to help them understand the mathematical progression of ideas in an upcoming unit through the use of unit narratives and assessments. They will use these understandings to support them in planning with the mathematical goal in mind.

IM K–2 Math Spring Module: Planning with a Focus on Mathematical Progressions

How does understanding the progression of mathematical ideas in a unit support us in planning and teaching lessons across the unit? In this session, teachers will learn a process to help them understand the mathematical progression of ideas in an upcoming unit through the use of unit narratives and assessments. They will use these understandings to support them in planning with the mathematical goal in mind.

TEAM Mentor Initial Support Training

This training for prospective mentors and cooperating teachers is available for individuals selected by the district (or volunteered) to serve in one of these roles. Following sessions, there will be an additional time for follow up offered for more in-depth work on the modules or the process chosen by your districts. The training prepares participants to lead beginning teachers through the TEAM module process and a successful completion of the five mentoring modules. In addition, participants are prepared to support a student teacher while developing effective coaching strategies to assist both beginning and student teachers. Participants must attend all sessions. At the end of the training, participants qualify to work with either a new teacher or a student teacher. Pre work is required. The instructor will send information to participants prior to the session. No cost to attend this event.