July 1, 2020 Supplementary Learning Materials in the Fourth Industrial Revolution

July 1, 2020 Striking the Balance: Digital Detox versus Technological Demands
July 2, 2020 Embedding Pedagogy and Blending EdTech Solutions in the Learning Design of a
Virtual Classroom: A Retrospect
July 2, 2020 Telecounseling in the New Normal
July 3, 2020 Designing Supplementary Reading Materials Based on Constructivist Approach
July 3, 2020 Health Care Wastes Management
July 3, 2020 Key Players in Ensuring Stronger Home-School Connection Amidst Pandemic
July 3, 2020 Learn at Home: The Role of Parents In Modular Distance Learning
July 4, 2020 Business Continuity in the Philippine Educational Setting
July 6, 2020 Curriculum Planning in the New Normal: Reconciling the MELCs with the K to 12
Standards
July 6, 2020 Super Schools Series: Best Practices of South Lakes Integrated School
July 6, 2020 Engaging Gen Z Learners in the New Normal Classroom
July 6, 2020 Using Vibal Modular Distance Learning Materials: A Walkthrough and Practical
Reminders for Teachers and Parents
July 7, 2020 Kulturang Popular sa Panahon ng Pandemya: Introduksyon,Diskusyon,
Konsumisyon, Direksyon
July 7, 2020 Senior High School in the New Normal: Trends in Conducting Classes and
Administrative Operations
July 8, 2020 Curriculum Planning in the New Normal: Reconciling the MELCs with the K to 12
Standards (Part 2)
July 8, 2020 Super Schools Series: Transforming Educational Challenges into Opportunities
Amidst Pandemic
July 8, 2020 Strengthening the Growth Mindset in the Midst of a Pandemic: The Key to Lifelong
Learning in the Senior High School Setting
July 9, 2020 Character Formation: Integrating Values Across Curriculum
July 9, 2020 Super Schools Series: ABMA'a 5 Small Steps in Facing the Big Challenges of the
New Normal
July 9, 2020 Developing Learning Materials for SHS - Humanities and Social Sciences Track
Courses
July 10, 2020 Changing Perspective: Homeschooling in the Digital World
July 10, 2020 Conducting Virtual Distance Classes for Senior High School Learners
July 11, 2020 How You Can Be Your #BestMeEver Amidst Change
July 13, 2020 Building Leaders, Molding Heroes: Military Education in the New Now
July 13, 2020 Super Schools Series: The Best Practices and Plans of Subic Bay Colleges, Inc.
July 13, 2020 Home Literacy Activities: Strengthening Listening Comprehension to Promote
Literacy Development (Part 1-Read Aloud and Storytelling)
July 14, 2020 Tailor-Fitting the Learning Modalities for the Young Juans
July 14, 2020 Home Literacy Activities: Strengthening Listening Comprehension to Promote
Literacy Development (Part 2-Music and Movement)
July 15, 2020 An In-depth Analysis of the MELCs in Math for Gr 1-10
July 15, 2020 Importance of Socio-Emotional Well-Being During Early Years
July 16, 2020 The “Doing" of Learning
July 16, 2020 Maximizing Preschoolers' Online Learning Experience
July 17, 2020 Practical Approaches in Teaching Math both Online and Modular
July 17, 2020 Learning and Interaction at Home for Preschoolers: The Mediating Role of Parents
and Preschool Teachers Towards Effective Home-Based Education
July 18, 2020 Breaking Out of the Box: Education + Work + Society = The Future of Education
July 20, 2020 Scaffolding Reading Across Content Areas
July 20, 2020 Learn and Play: Principles for Child Development in the Primary Levels
July 21, 2020 Keeping Young Learners Productive and Safe Amidst the Pandemic
July 21, 2020 Learning to Think, Thinking to Learn: Developing Elementary Students' Higher
Order Thinking
July 22, 2020 Adapting to Changes: What You Need to Know about the English MELCs
July 22, 2020 Teaching Basic Mathematical Operations through Manipulatives and Online
Materials for Primary Students
July 23, 2020 Pre-Calculus and Basic Calculus: Gists and Ideas on DepEd's MELCs
July 23, 2020 Developing Social Awareness and Civic-Mindedness among Learners through
Social Inquiry Approach
July 24, 2020 A Basic Psychosocial Skills Guide for Parents and Teachers.
July 24, 2020 Super Schools Series: Army's Angels Integrated School Implementation and
Learning Continuity Plan Primer
July 24, 2020 Teaching Comprehension through Narrative Texts
July 25, 2020 Kwentitser: Ang Malikhaing Process ng Paglikha ng mga Kuwentong Pambata
July 25, 2020 Museums Matter: How Museum Art Collections Support Digital Learning
July 27, 2020 Integrating Global Citizenship in Social Studies and Values Education
July 27, 2020 The Role of General Education Courses in the Development of Social
Responsibility
July 28, 2020 Active Listening and Responding to Children
July 28, 2020 Improvisation, Integration, and Innovation of General Education Courses
July 29, 2020 A Basic Guide to Identifying and Helping People with Learning Disabilities
July 29, 2020 Learn at Home with Primary Levels: A Collab Task of Teachers and Parents
July 29, 2020 Interdisciplinary Perceptions of General Education Courses
July 30, 2020 Education for the Future: A Future-Ready Curriculum for the 21st Century Child
July 30, 2020 Intellectual and Cultural Life through General Education Courses
July 31, 2020 A Guide to Understanding Approaches to Music Education
July 31, 2020 Setting the Bars High! Learners as Builders of the Future
July 31, 2020 Learn at Home: Maximizing the Potential of Flipped Learning Toolkit for Elementary
Education through Parent Engagement
August 1, 2020 Social Media: Hikayat sa Mapanuring Pagbasa Tungo sa Makabuluhang
Pagkatuto
August 1, 2020 Museums Matter: Teaching Philippine History with Museum Artifacts and
Collections
August 3, 2020 Action Research Made Easy for School Administrators and Teachers of Junior
High School
August 3, 2020 Facilitating Classes in the Sciences through New Pedagogies
August 4, 2020 Developing Memory Skills through Graphic Presentations
August 4, 2020 Hacks, Facts, and Challenges of a YouTube Content Creator
August 5, 2020 Extending Classroom Management Online
August 5, 2020 Learn at Home: Teaching Comprehension Across Subject Areas for High School
Learners
August 5, 2020 Teaching Comprehension of Informational Text
August 6, 2020 Easy-to-Implement Brain-based Learning Strategies that Foster Higher Order
Thinking Skills of High School Learners
August 6, 2020 Peripatetic Leadership and Leadership Challenges in the Time of Pandemic
August 7, 2020 Handling Student Online Misbehavior
August 7, 2020 Learn@Home: Gaining Perspective of Reading
August 7, 2020 High School Education Webinar Series: Practical Ways to Promote and Enhance
Learning at Home: From Limited to Prolific Technology Use at Home
August 8, 2020 Embracing Transition: Managing Changes in the Work Space
August 10, 2020 Facilitating Live Learning Sessions and Video Recordings for Online and Offline
Classes
August 10, 2020 Learn@Home: Integrating Innovative Instructional Materials with Remote
Teaching and Learning
August 10, 2020 Reading Literacy Webinar Series: The Art of Questioning: Developing Critical
Thinking at Home
August 11, 2020 Pedagogy in Facilitating Technical and Vocational Competencies through
Synchronous and Asynchronous Learning
August 11, 2020 Reading Literacy Webinar Series: Synchronous and Asynchronous Assessment
for Beginning and Critical Reading Skills
August 11, 2020 Usapang Wika: Mga Isyu, Pamantayan, at Tamang Sanggunian sa Paggamit ng
Wikang Filipino
August 12, 2020 Pagkamalikhain sa Labas ng Apat na Sulok ng Screen
August 12, 2020 Learn@Home: Integrating Language Across Content Areas: Maximizing
Learning Materials Available at Home
August 12, 2020 Reading Literacy Webinar Series: Designing Home Corrective and Remedial
Reading Programs for Struggling Readers and Learners
August 13, 2020 Imbestigasyon ng/sa Digital Artefacts: Gabay at Tagubilin sa mga Guro (sa
panahon ng tahasang fake news at altered meme)
August 13, 2020 "Reading Literacy Webinar Series: Correcting and Remediating Vocabulary
Deficit
August 14, 2020 Reconfigure and Renew: Expectations and Standards on How to Handle
Students and Parents in the New Learning Modalities
August 14, 2020 Learn@Home: Learning Mathematics at Home: Key Points in Parent's
Engagement in the New Normal
August 14, 2020 "Reading Literacy Webinar Series: Correcting and Remediating Comprehension
Deficit
August 15, 2020 We are Agents of Change: Social and Emotional Learning for Filipino Learners
August 15, 2020 WIKAalaman: Ang Wikang Pambansa: Pagpapakilala at Pagpapaunlad
August 17, 2020 Setting Positive Impressions on The First Day and Week of Classes
August 17, 2020 Learn@Home: Basic Building Block Skills for Early Literacy
August 17, 2020 "School Opening Webinar Series: Emotive and Inspiring Methods for Orientation
of Parents and Students
August 18, 2020 Back to School Transition: Tips for Parents in Preparing their Children for a New
Back to School Experience.
August 18, 2020 "School Opening Webinar Series: Preparing the Mindset of Teachers Towards
Distance Education
August 18, 2020 Usapang Wika: Ang Kasayasayan, Kahalagahan, at Kaugnayan ng Bahasa Sug
sa Makabagong Panahon
August 19, 2020 Getting Ready for School Opening: How to Establish a Day-to-Day Schedule for
You and Your Child
August 19, 2020 Learn@Home: Paglinang ng Kahusayan sa Pagbasa: Mga Estratehiyang Gabay
para sa mga Magulang
August 19, 2020 "School Opening Webinar Series: Preparing the Mindset of Students Towards
Distance Education
August 20, 2020 Building Capacity for Parents: New Roles, Responsibilities and Necessary
preparations to support their Children in their New Learning Modalities.
August 20, 2020 School Opening Webinar Series: Practical Checklist to Find Out Our Readiness
for the Opening of School Year 2020-2021
August 21, 2020 Parent Involvement: Establishing Strong Home-School Connections From Start
of Classes
August 21, 2020 Learn@Home: Learning Literacy Online: Creating a Fun and Engaging Online
Discussion of a Reading Text (K-12)
August 21, 2020 School Opening Webinar Series: Government Guidelines: Ensuring Safety of
Everyone for the Opening of School Year 2020-2021
August 21, 2020 Ortograpiya: Hello, Baybay: Wastong Ispeling sa Filipino
August 22, 2020 Getting to Know Each Other: How Teachers Can Creatively Facilitate Knowing
Their Learners
August 22, 2020 WIKAalaman: Bakit Panitikang Pambata? Kahalagahan at mga Paraan ng
Pagsusuri ng mga Aklat Pambata
August 24, 2020 Developing Assessment Tools and Instruction for Online Learning
August 24, 2020 e-turo Demofest: Teaching English in Online Learning Modality
August 24, 2020 Learn@Home: Social and Emotional Learnings of Students at Home
August 24, 2020 "Managing Learning at Home Webinar Series: Managing Student Discipline
While Learning at Home
August 25, 2020 Keeping Students Engaged: A Practical Guide for Teachers
August 25, 2020 e-turo Demofest: Teaching Mathematics in Online Learning Modality
August 25, 2020 "Managing Learning at Home Webinar Series: Social and Emotional Learning of
Students at Home
August 25, 2020 Usapang Wika: Ang Mga Wikang Katutubo
Workshops that make Teaching more effective & exciting

Multiple Intelligences* - Using MI to make classes more interactive & interesting

Learning Styles - Understanding Learning styles and how we can maximise learning using this
understanding

Thinking Skills - What are they and how we can use them inculcate them through our classroom

Active Learning * - Methodologies to make teaching more interactive, involving & more meaningful

Cooperative Learning - How to get the get best out of peer to peer interactions and to multiply learning
using groups

Organizing Learning -What to use where - to enable effective understanding and recall.

If they're laughing-they're learning - Effective strategies towards Using humour in classroom

Understanding and working with Higher order thinking skills

Developing and using Creativity in learning

Using Art, colour, clay & sand for effective learning

Using Theater for effective Learning

Using Music for learning

Language Development in Early Childhood / Middle School*

Making Mathematics more meaningful

Brain based learning & Study Skills

Using Story telling / doing in learning

Understanding Activity Design

Using Experiential and Integrated design

Workshops for Understanding Child

Understanding Emotional needs of a child

Working with acceptance and Intentions

Understanding and Developing high Self esteem

Developing Life skills or success skills

Workshops for Effective Classroom Management

Cooperation - Effective Methods to solicit cooperation from children in the classroom

Disciplining in the classroom - Alternative to punishment that work

Communicating to motivate children: Bring the best out of students by simple changes in our
communication

Circle Time - using group dynamics for learning

Creating stimulating yet enjoyable physical, Mental and Emotional environment in the classroom

Subject Specific Workshops

Spellings * - Strategies to enable children to learn write and remember spellings correctly

Science is looking, doing, concluding * - Let each Science class be an active exciting journey for children.
Experience science all around you through activity based workshop.

Language Development – the natural way – Joy of knowing and using a language is the key to learning
the language. Geniekids approach is to simply follow the natural way in which we use the language and
learn it on the go.

Make Maths a pleasure to teach and exciting to learn* - Activities that connect Maths to real life.

Unravel the Mystery of History - If History is exciting is what you want the children to say, this
workshops shows you simple but extremely effective way to make history fun.

Geography is all around us * - A workshop which shows teachers how geography is best learned through
events, landmarks and experiences all around us.

Teacher (Self) Development Workshops

Discovering one’s potential as a teacher

Developing effective Facilitating Skills

Conducting Effective Sessions

Developing and Adding MY creativity to my teaching

Developing communication skills that make teachers more effective

Frameworks of my mind - helping me relax, enjoy and give the best to children.

Becoming the favorite teacher of children

Action Research

In undertaking action research, educators begin by asking how current practice might be improved. They
then study the relevant literature and research to select an approach that might improve current
practice.

Teachers often use their classrooms as research sites. For example, teachers might teach a concept in
different ways to determine which had the greatest effect on student learning. Likewise, teachers might
experiment to see what approach is most effective in facilitating cooperative learning among students.

Administrators can use action research to address issues related to their leadership role in schools.
Action research is a reflective strategy that requires the collection of qualitative and quantative data,
which can lead to enhanced practice.

Teachers can engage in successful mini-research projects in their classrooms, while administrators can
use schools, individually or collectively, as research sites. This “action” research often helps identify
which techniques work best for particular students. Action research helps teachers to theorize from
teaching practice and experience and redefine teaching as an autonomous form of inquiry. For more
information on action research, consult the ATA document Action Research Guide for Alberta Teachers.

Book Study

Book study groups are an effective form of professional development that educators at all levels can use
to facilitate their professional growth. Book studies work best if the participants have similar skills and
interests. However, varying viewpoints are important because they inject diversity of opinion and
enliven discussion. One of the first matters on which the group must reach consensus is a schedule for
reading and discussion. If the book study is to consist of four to eight meetings in all, then each meeting
should last between 60 and 90 minutes. Choose a book on a topic that interests everyone in the group
but that is sufficiently open-ended to encourage new learning through reading and discussion. The book
should be thought-provoking and have enough depth to stimulate debate. At the conclusion of the book
study, ask the following questions: Did the book stimulate thought and discussion? Did the group study
meet the learning objectives? How might the group study experience be improved?

Classroom/School Visitation

Teachers visit the classrooms of colleagues to view innovative teaching practices and expand and refine
their own personal pedagogy. For classroom visitations to occur, school boards must be willing to
engage substitute teachers.
School administrators may benefit from visiting a school in the jurisdiction or another jurisdiction to
view the facility, explore alternatives for organizing resources and discuss leadership strategies with the
hosting school administrator.

Classroom and school visitations may range from a single day up to two weeks and/or multiple visits
over time.

Collaborative Curriculum Development

Collaborative curriculum development provides a unique opportunity for teachers to delve deeply into
their subject matter. Working together, teachers can design new planning materials, teaching methods,
resource materials and assessment tools.

Conference Audio Tapes

Conference audio tapes provide teachers who are unable to attend a national or international
conference with an opportunity to learn new ideas from experts. Most organizations make available
information on sessions or proceedings through audio cassettes, CD-ROMs, and MP3s.

Conferences

Conferences can provide very effective professional development opportunities, particularly when they
are part of a teacher’s ongoing professional development plan. A detailed listing of selected conferences
is located on the ATA online events calendar.

Community/Service Organizations

Community and/or service organizations provide an opportunity for teachers and school administrators
to develop leadership skills and gain important knowledge related to their role and community context.
Examples of community/service organizations include church, service clubs, 4-H, Scouts, Girl Guides and
sporting groups.

Curriculum Mapping

Curriculum maps are tools to organize teaching. They outline a sequence for delivering content and
provide a clear scope for what must be taught to all students as specified in the provincial curriculum.
Curriculum maps, which can be aligned both horizontally and vertically, organize content, skills,
assessments, and resources over time. A curriculum map can also serve as a tool for collecting data
about the implemented curriculum in a school and in a district—the instruction that students are
receiving. By mapping what's actually taught and when and aligning it with assessment data, teachers
can modify instruction (Educational Leadership, December 2003/January 2004).

Data Analysis

Educators use data to inform their professional practice, that is, to make decisions about what to teach,
how to teach it and how to determine whether students have learned what was taught. Data come from
a variety of sources. Some data help determine the degree to which an individual student or a group of
students has achieved specific standards as measured by teacher-made tests and assignments, norm-
referenced tests, student portfolios, observation surveys and other sources. Other data provide insight
into contextual factors such as language proficiency, preschool experience, attendance patterns and
family support that may influence student achievement. Still other data provide insight into structures,
attitudes and practices that comprise the school program—factors such as curriculum organization,
instructional strategies, assessment practices, report card, course completion rates and school
satisfaction surveys. Reliable data are multi-sourced, relevant, timely and consistent.

Examining Student Work

Student work provides teachers with a critical source of information about how a student is learning,
developing, acquiring new knowledge and applying new skill sets. Student work includes such items as
writing samples, projects, oral reports and pictures. Thinking analytically about the work can give
teachers greater insights into teaching and learning. The information can also be used in study groups.

Education Exchange

The Alberta Teachers' Association administers the International Education Exchange Programs (IEEP)
under the existing exchange agreements between Alberta Education and its international counterparts
and the Ministry of Education in Quebec. Calendar year and short-term exchanges are offered in a
number of countries. All costs of the program are borne by the participant but the benefits of an
exchange are both personal and professional. More information.

Focused Conversations

Focused conversation is a four-stage process that can help people reflect together about any issue, large
or small. A facilitator leads the conversation and asks a series of questions that elicit responses that take
the group from the surface of a topic to its in-depth implications.

Hosting a Student Teacher

Hosting a student teacher is a form of mentoring, except that the experienced teacher has an obligation
to focus on supporting the development of standards related to interim certification. All Alberta
universities provide a handbook and orientation workshops for host teachers that outline the
expectations for field experiences. Host teachers are ultimately responsible for their students and
therefore must closely supervise what the student teacher does with respect to lesson planning,
classroom instruction and student evaluation. Student teachers do not have teaching certificates and,
therefore, should not, under any circumstances, be allowed to act as substitute teachers.

Integrated Curriculum Planning

The terms “integrated curriculum planning,” “interdisciplinary teaching” and “thematic teaching” are
often used synonymously. The teacher organizes curriculum so that it cuts across subject-matter lines,
bringing topics into meaningful association and allowing students to focus on broad areas of study.
Integrated curriculum planning includes these features:

An emphasis on projects

Sources that go beyond textbooks

Relationships among concepts

Thematic units as organizing principles

Flexible schedules

Flexible student groupings

Internet Research

The Internet provides access to a wealth of information on countless topics contributed by people
throughout the world. On the Internet, a user has access to a wide variety of services: vast information
sources, electronic mail, file transfer, group memberships based on interest, interactive collaboration
and multimedia displays. However, Internet research has a number of limitations. Because the Internet
is a self-publishing medium, anyone with minimal technical skills and access to a host computer can
publish content. Furthermore, Internet sites change over time according to the commitment and
inclination of the creator. Some sites demonstrate an expert's knowledge, while others are amateur
efforts. Some may be updated daily, while others may be outdated.

Journaling

Journalling is a technique for recording observations and reflections. The entries may be related to
teaching, student growth, the implementation of a new initiative or any subject for which a teacher may
want to develop a record. The journal can provide a rich, qualitative record of events and activities.

Lesson Study
Lesson study is a professional development process that Japanese teachers engage in to systematically
examine and improve their practice. In this process, teachers work collaboratively to plan, teach,
observe and critique a small number of study lessons. To provide focus and direction to this work,
teachers select an overarching goal and related research question that they want to explore. This
research question guides their work on all the study lessons. Teachers then jointly draw up a detailed
plan for the lesson that one of the teachers delivers to students in a real classroom. Other group
members observe the lesson. The group then meets to discuss their observations. Often, the group
revises the lesson, and another teacher delivers it in a second classroom, while group members again
look on. The group then meets again to discuss the observed instruction. Finally, the teachers produce a
report of what their study lessons have taught them, particularly with respect to their research question.

Leadership Development Programs

Leadership development programs are generally designed to provide teachers aspiring to school or
district administration with an opportunity to learn about various aspects of the role and thus increase
the pool of applicants for leadership positions. These programs may be locally developed within the
school jurisdiction, in partnership with the ATA local or offered at a provincial level by the ATA, CASS or
regional consortia. Some programs may be recognized by universities for postgraduate credit and
participants are encouraged to confirm these arrangements with the university in question.

Mentors and Mentorship

Mentoring is a confidential process through which an experienced professional provides another with
information, support, feedback and assistance for the purpose of refining present skills, developing new
ones and enhancing problem solving and decision making in a way that promotes professional
development.

Studies on beginning teachers demonstrate that the first three years of teaching play a crucial role in
shaping a teacher’s perception of the profession and in helping the teacher decide whether to stay or
leave. Beginning teachers are in greatest need of the support that will enhance their classroom
management and instructional skills. They also need support systems that will help them see teaching as
a collegial, rather than an isolated, endeavour. Mentors can provide the advice, suggestions and
constructive feedback that can make the difference between whether a new teacher succeeds or fails.
More information on mentoring is available in the ATA publication Mentoring Beginning Teachers:
Program Handbook.

School administrators who are new to administration or new to the school district, veteran
administrators in the first few years in the role, or vice-principals aspiring to become school
administrators can find mentorship supportive and beneficial to the development of their leadership
practice. Mentorship is most beneficial when it is based on an action plan that includes goals and
strategies. More information on mentorship for leadership is available in the ATA publication
Administrator Mentorship Handbook.

Mentoring is an effective process to support teachers whether they are new to the profession, new to a
curriculum or grade level, or new to an administrative designation. According to the provincial Teacher
Growth, Supervision and Evaluation policy, a plan for teacher mentorship can be the teacher’s
professional growth plan.

Networks

Effective professional development initiatives use a variety of communication networks and strategies.
The vertical and horizontal boundaries at the school and system level must become interrelated and
mutually supportive.

Electronic networks can respond to educators’ needs to communicate with a larger and more diverse
group of educators beyond the staff at their own schools. A computer, a modem and access to a
telephone line can link teachers to the electronic village. Open systems can connect teachers to existing
online libraries, databases, list servers and other communication systems.

Participants can discuss such issues as evaluation and assessment, technology across the curriculum,
environmental and global education, second language instruction, conflict resolution, school leadership
and school-based research.

Online PD Programs

Some organizations and postsecondary institutions have developed online courses, tutorials and self-
guided programs for teacher professional development. Most programs have a registration fee.

Peer Coaching

Teachers and school administrators solicit and receive feedback about their practices after being
observed by a peer or other observer. Observation and assessment encourage educators to reflect on
their everyday professional lives and can take many forms. Reflective writing and discussion allow
educators to develop ideas that can be integrated into their evolving personal pedagogy and
professional practice.

Post-Secondary Courses
Teachers interested in continuing their academic development can register for credit courses offered by
postsecondary institutions. Some programs are offered using outreach or online strategies. Teachers
should consult the Teacher Qualifications Service to determine the credit that they will receive for taking
a particular course.

Professional Books and Journals

The ATA library offers an excellent collection of professional books and journals available to members.
Visit the online catalogue for a complete list of titles. The Association has purchased access for its
members to three online periodical databases containing more than 3,000 titles. Members can access
these resources through the Members Only portion of the ATA website at www.teachers.ab.ca.

Professional Development Schools

Professional Development Schools are schools that collaborate with a university. The faculty and staff of
the university work directly with field-based practitioners on problems and issues relevant to the
everyday practices of teachers, schools and school systems. Universities play an active role in graduate
education and professional certification.

Through their ongoing communication with teachers, principals, consultants and superintendents,
faculty members help to identify trends and challenges. Field development projects are collaboratively
formulated between school boards and university personnel and may involve a combination of the
following activities: problem framing, planning, delivery of PD sessions, ongoing school support, board
committee membership and project evaluation.

Professional Organizations

Many organizations offer publications and professional development programs for teachers, among
them the Association for Supervision and Curriculum Development (ASCD), Phi Delta Kappa, the National
Staff Development Council (NSDC), the National Association of Elementary School Principals (NAESP) and
the National Association of Secondary School Principals (NASSP).

Professional Portfolios

Professional portfolios are collections of credentials, artifacts and reflections that document a teacher’s
professional practice. Some teachers and school administrators have used the portfolio development
process to reflect on and improve their professional practice.

Regional Professional Development Consortia

Alberta Education funds six regional professional development consortia. The purpose of these consortia
is to provide professional development and curriculum inservice to teachers in the K–12 system. Each
consortium publishes regular program bulletins and maintains a website describing its program. More
information is available from the Alberta Regional PD Consortium website.

School Improvement Teams

Changes in school organization and roles within the school require teachers to rethink what professional
development means and who controls it. Decentralized decision-making affords the opportunity to
explore the talent that resides within the school. The Alberta Initiative for School Improvement (AISI)
provides schools with the opportunity to address contextual school issues using a process of strategic
planning and action research. Strategic planning empowers all members of the school community—
administrators, teachers, paraprofessionals, support staff, parents, trustees and other stakeholders—by
enabling them to build their future exactly as they want it at the professional and personal levels. The
strategic planning process also involves reaching a consensus on the expectations of the organizations.
The value of strategic planning depends on the extent to which the school administration and staff are
willing to change and to invest the time required to bring about that change.

School-Based Professional Development Workshops

The ATA offers a wide range of professional development workshops designed for school staffs. These
workshops can be offered as full- or half-day sessions or as part of an ongoing program of school-based
professional development. Find out more about ATA workshops.

Self-Reflection

Self-reflection is a critical skill for the ongoing development of one’s professional practice. Many
effective teachers use three levels of reflection: reflection on action, reflection for action and reflection
in action. Self-reflection can be broken down into the following four steps: (1) problem identification,
during which teachers identify a problem or question about their practice that they are motivated to
address; (2) information gathering, during which teachers collect data to inform the area of practice; (3)
reflection and decision-making, during which teachers attempt to find meaning in the data through
reflection and analysis; and (4) application and change, during which teachers plan how to improve their
practice. Self-reflection can be combined with other PD strategies such as action research, journalling
and developing a professional portfolio.

Specialist Councils

The ATA sponsors 22 specialist councils whose mandate is to promote the professional development of
teachers in a particular specialty. Specialist councils publish journals and newsletters, organize regional
professional development activities and sponsor annual provincial conferences. Find out more about
specialist councils.
Study Groups

Study groups involve small groups of educators who meet regularly to work on a predetermined project.
This approach to professional development benefits both teachers and administrators by bringing
colleagues together to undertake in a group setting a task that they would normally do in isolation. The
optimum size for a study group is about six so that each participant is equally responsible for the success
of the group.

Commitment to a study group is greatly enhanced when participants are directly involved in setting the
task and its parameters. Whether the task chosen is implementing a new curriculum, demonstrating the
use of math manipulatives, researching theories of teaching and learning, or studying strategies for
school administration, the group must stay focused on its purpose—to create an environment conducive
to student learning. The study group provides the structure; the participants concentrate on content.

To implement a study group, follow these steps:

Define the task.

Set regular meeting times and places.

Establish appropriate meeting behaviours.

Create an action plan.

Choose a shared decision-making process.

Contemplate appropriate leadership roles.

Promote a climate of shared commitment.

Consider logistics of time, space and money.

Discuss criteria for achieving and evaluating goals.

As the work of the study group progresses, participants may decide to redefine goals or to invite a
specialist to attend a scheduled meeting. Study groups work best in a collaborative environment that
allows for intellectual exchange and shared experience.

Summer Institutes

Summer institutes provide teachers with an opportunity to immerse themselves in a curriculum or

pedagogical topic for an extended period of time. Most summer institutes are three or more days in
length and some are offered for university credit. Summer institutes are organized by most PD
organizations in the province. Teachers are encouraged to contact these organizations directly for more
information.

Educational Leadership Academy (ELA) is a summer institute, offered by the Association in collaboration
with the Council on School Administration (CSA), for school administrators and those aspiring to
administration. Find out more about Educational Leadership Academy.

Symposia, Institutes and Retreats

Institutes are intensive, specialized sessions that focus on one topic or issue. Institutes and retreats
provide opportunities for teachers to learn new teaching strategies and techniques and to explore in
depth with colleagues different dimensions of their profession.

Teachers’ Conventions

Local, provincial and national conferences provide a forum in which ideas can be debated, analyzed and
sometimes validated. They can inspire, motivate and create feelings of renewal. Some school staffs
participate in conferences and seminars as groups and then meet to discuss what they learned and how
it can improve student learning and classroom practice. Find out more about Teachers' Conventions.

Training Trainers/Lead Teachers

One role of the teacher trainer is to help a group of teachers identify a project that is meaningful to
them and then work through the steps required to carry it out: implementing curriculum, conducting
research, holding workshops and establishing new lines of communication among staff. By engaging in
such group processes as consensus building, vision building and conflict resolution, teacher trainers
model ways for teachers and administrators to develop and hone their collaboration skills.

Video Conferencing

Video conferencing enables teachers to consult with their peers when distance would otherwise prevent
them from doing so. Video conferencing can be used to facilitate study groups, analyze student work,
participate in workshops and view presentations.

Viewing Educational Videos

The ATA Library has a wide selection of professional development videos that teachers anywhere in the
province can borrow. Most educational videos have a facilitator’s manual and workshop material that
group leaders can use to offer professional development at a time that is convenient for the group.
Professional Development Topics

The topics below are some of the most current training topics that teachers are requesting at
conferences and other professional development meetings. While many training topics are specific to
particular subjects, ages, or ability levels, the topics presented here can be applied to classrooms across
all grade levels and subject areas. For instance an elementary teacher who seeks to foster more on-task
behavior might be interested in professional develop in gamification, maker space, or brain-based
teaching. A high school science teacher who wants to push her best students to excel would benefit
from training in blended learning, higher order thinking skills, and project-based learning.

Blended Learning

Blended learning is the intersection of online instruction and face-to-face teaching. Teachers in blended
classrooms use online instruction to open more time for small group instruction and individual
conferencing. It also requires an increased focus on data collection and analysis to make mindful choices
about assignments and grouping. Blended learning offers the opportunity to truly differentiate and
allows for more student autonomy, but it is a major shift away from traditional, whole group instruction
and it requires technology to be available to students.

Gamification

Gamified classes borrow the mechanics from games to create more engaging learning experiences for
students. These mechanics can be added in a low or high tech ways, but the key to successful
implementation is to leverage the power of play to motivate students. A gamified approach means
leveraging game elements, such as experience points, levels, avatars, or badges, making this approach to
classroom instruction and management one that teachers find valuable, regardless of grade level or
availability of resources.

Project-Based Learning

Teachers who use this approach give students lengthy, complex challenges. As students investigate,
research, and learn, they develop skills, content knowledge, and the ability to work both independently
and collaboratively on a task over an extended period of time. The projects used are often real-world
based, which gives the meaning, and they require students to draw upon a variety of skills to complete
them. Many teachers who incorporate a project-based approach also pull in a real audience to evaluate
student work.

Maker Space

The maker movement is a do-it-yourself approach to engineering in which the students (makers) create,
design, prototype, and build. A maker space is a workshop where students design and build their own
products, and these spaces can use low tech supplies like cardboard and glue or high tech devices like
laser cutters and 3D printers. Teachers find the maker approach to be a way to introduce invention and
problem-solving into the school day.

STEM/STEAM

STEM is an acronym for Science, Technology, Engineering, and Math, and the A in STEAM adds in Art.
STEM lessons focus on these areas and their real-world application. There is often an increased hands-
on component in lessons/classes that are STEM-centered. All content areas can incorporate a STEM-
focused approach, and this philosophy is being used from elementary to high school.

Engagement/Motivation

''Engaging'' is a popular buzz word in education, and teachers are looking for ways to hook students and
keep them focused on learning. There are a variety of approaches to building more engaging lessons,
depending on subject area and grade level, and trainings on this topic might be as diverse as the use of
augmented reality to incorporating music in the classroom.

Teacher Essentials

 #113695 Steps to Success for New Teachers

 #113765 Preparing for the First 60 Days of the School Year

 #113520 Better Teaching Through Better Classroom Management

 #113700 Strategies for Effective Time Management in the Classroom

 #113770 Strategies for Enhancing Student Performance

 #113735 Planning for a Strong Finish

 #113620 Keeping Classrooms Safe: Basic Health and First Aid

 #113910 Understanding School Culture

Teaching and Learning

 #113920 Results-Oriented Teaching: Planning and Delivering a Successful Lesson

 #113525 Brain-Based Teaching: Understanding How the Brain Learns

 #113865 Using Data to Improve Teaching

 #113790 Tips and Tactics for Keeping Students Engaged in Learning

Technology Integration

 #113950 My Students Have Devices, Now What Do I Do? Technology Integration

in Instructional Practice
 #113955 Digital Tools: Engaging Students with Compelling Classroom Content

Working with Parents

 #113775 Building Strong Relationships with Parents From the Start

 #113870 Opening Lines of Communication with Parents

 #113875 Effective Problem-Solving Techniques for Working with Parents

 #113880 Effective Parent-Teacher Conference Strategies

 #113675 Promoting Parent Involvement in Elementary Education

 #113680 Promoting Parent Involvement in Secondary Education

Copyright 2016 THE MASTER TEACHER®. All rights reserved.

Reproduction in whole or in part without written permission is strictly prohibited.

Student Behavior

 #113725 Teaching Self-Discipline and Appropriate Behavior

 #113710 Student Needs: Influence on Behavior

 #113560 How to Influence Student Behavior and Enforce Discipline

 #113625 Managing Behavior Problems 1: Anger and Aggression

 #113630 Managing Behavior Problems 2: Lies and Excuses

 #113635 Managing Behavior Problems 3: Arrogance and Disrespect

 #113640 Managing Behavior Problems 4: Handling Showing-Off and Acting Out

 #113645 Managing Behavior Problems 5: Irresponsibility and Tardiness

 #113820 Understanding “Strategic Attitude” for Student Behavior and Discipline

 #113835 Understanding Schoolwide Behavior Systems

Bullying and Cyberbullying

 #113705 Strategies for Preventing Bullying in Your School

 #113905 Cyberbullying: How and When Schools Should Respond

Character Education

 #113535 Building Character Through Reading and Writing

 #113540 Building Character Through Math and Science

 #113545 Building Character Through Health and Life Skills Activities

Content Instruction
 #113600 Improving Reading Through Social Studies

 #113780 Tips and Tactics for Better Math Teaching

 #113785 Tips and Tactics for Better Writing Instruction

Common Core State Standards

 #113895 Understanding the Common Core State Standards 1: Math

 #113900 Understanding the Common Core State Standards 2: English Language

Arts

Assessment

 #113580 How to Create Fair and Effective Assessments

 #113585 Tips and Tactics for Better Tests and Homework

 #113590 Connecting Tests and Grades to Achievement

 #113595 Making Feedback Meaningful to Students

 #113830 Understanding Formative and Summative Assessment Strategies

Student Motivation and Achievement

 #113655 Motivating Students 1: Changing Attitudes and Behavior

 #113660 Motivating Students 2: The Power of Encouragement

Copyright 2016 THE MASTER TEACHER®. All rights reserved.

Reproduction in whole or in part without written permission is strictly prohibited.

 #113665 Motivating Students 3: Leading the Way to Achievement

 #113505 Achievement 1: Managing Expectations, Relationships, and Resistance

 #113510 Achievement 2: Motivation, Focus, and Instruction

 #113515 Achievement 3: Feedback, Correction, and Counseling

Meeting All Learner Needs

 #113550 Differentiated Instruction: A Firm Foundation for Learning and

Instruction

 #113915 Paraeducator Basics

 #113810 Tips and Tactics for Working with Paraeducators

 #113605 Understanding the Role of Inclusion in Today’s Classrooms

 #113610 The Who, Why, When, and How of Making Accommodations

 #113615 Understanding Instructional and Curricular Modification

 #113650 Meeting the Challenges of Working with Gifted Students

 #113805 Tips and Tactics for Working with English Language Learners

Special Education

 #113530 Building Better IEP Teams

 #113555 Ensuring Confidentiality in Special Education

 #113800 Tips and Tactics for Teaching Students with Disabilities

 #113825 Understanding Autism and Asperger’s Syndrome

 #113720 Supporting Students with Speech and Language Impairments

 #113815 Tips and Tactics for Working with Students with Mental Health

Disorders

 #113885 Working with Students who are Deaf, Hard of Hearing, Have Low

Vision, or Are Blind

 #113860 Using Assistive Technology to Adapt the Classroom for Students with

Special Needs

 #113715 Transitioning Students with Special Needs to Adulthood

 #113890 Collaborating with All Parents and Guardians of Children with

Disabilities

 #113925 Working with Parents of Children with Disabilities Through the IEP

Process

Teacher Leadership

 #113670 Planning and Leading a Successful School Meeting

 #113795 Tips and Tactics for Managing Conflict and Solving Problems

 #113840 Understanding Teacher Leadership 1: Why Become a Leader?

 #113845 Understanding Teacher Leadership 2: Processes and Challenges

 #113850 Understanding Teacher Leadership 3: Traits and Roles of Effective

Teacher-Leaders

Copyright 2016 THE MASTER TEACHER®. All rights reserved.

Reproduction in whole or in part without written permission is strictly prohibited.

Professional Learning Communities

 #113855 Understanding the Basics of a Professional Learning Community

 #113565 How to Lead an Effective Professional Learning Community

Creating a Culture of Learning

 #113930 Top 20 Teachers and Students Live Above the Line*

 #113931 Top 20 Teachers and Students Know How to See Things Differently*

 #113932 Top 20 Teachers and Students Keep Stupid in the Box*

 #113933 Top 20 Teachers Help and Students Learn From Mistakes*

 #113934 Top 20 Teacher and Students Create a Culture of Safety*

* These workshop titles contain video clips and are approximately 1.25-2 hours in leng

Seminar -Workshop in Teaching and Learning Strategies

Seminar -Workshop in Differentiated Instruction

Seminar -Workshop in Educational management and School Leadership

Strategic Leadership Development

"Improving Teachers and Administrators Effectiveness in Upgrading Students Level of Performance".

Developing Managerial Skills and the Role and Responsibilities of Educational Managers"

Seminar-Workshop in Content Areas and Pedagogy

Qualitative and Quantitative Research

Gender, Education, and Pandemic awareness

English Language Teaching

Learner Centered Education

Innovative Teaching for Retooling and Readiness

Teaching Strategies

Approaches and Strategies in classroom management and positive discipline

Total quality classroom management

Effective classromm management with teaching strat for the 21 st century learners

In-service training prog for teachers ict with reading and lang seminar

Training-Workshop on thwe Integration of Information and communications technology: strategies and

application in the classroom
Mobile app design

Android programming

Game development

Open educational

Digital Teachers Training Program

ICT Literacy and competency dev

Open broadcaster software

Raising creative, critical thinkers and problem solvers

Educational management on measurement and evaluation

Interactive workshop on, coaching, mentoring, coordinating and fascilitating