This document outlines the goals and format for a professional development workshop for faculty at BC. It will include sessions for faculty to write responses to questions, discuss issues in small groups, and share ideas with the whole group. The workshop aims to help BC address accreditation goals around differentiated instruction, assessment, and using data to improve learning. It also ties to debates about creating learning-centered classrooms that focus on student learning rather than lecture-based teaching.

2. Goals
•Goals specific to this workshop.
•Goals specific to the general direction of professional development at BC.
•Goals inherent in any professional development program.

3. Value
•A group with shared mission and beliefs needs various forums for discussion and debate.
•Individuals build cognitive ability by practicing cognitive skills.

4. Basic Format for Today
•Session leader will orient the group for the day’s activities (listening, reading, watching).
•Faulty members will write short responses to questions or statements.
•Small groups of faculty will talk about those responses.
•The whole group will discuss various responses.

5. Responsibilities
•Session Leader: provide resources, organize program, suggest directions for discussions.
•Faculty: have enthusiasm, discuss issues, be willing to learn, record ideas
•School Leaders: listen to faculty so that the school can give teachers the resources they need.

6. Faculty Writing One
•The session leader will read each riddle ONCE. Listen carefully. None are too difficult or too easy. Write down an answer.

7. Accreditation Goals
• Ensure that all teachers differentiate instruction to support and meet each student’s instructional needs (3.12)
•Develop and maintain a clearly defined and comprehensive student assessment system which includes measuring student growth by using formative and summative assessment (5.1)
•Develop and implement systematic processes and procedures for collecting, analyzing, and applying learning from multiple data sources (5.2)
•Provide professional development for professional and support staff in the evaluation, interpretation, and use of data (5.3)

8. The Learning Centered Classroom
•Helps BC address the accreditation report.
•Ties BC to a vigorous national educational debate/challenge.
•Focuses professional development and the development of curriculum and instruction on student learning.

9. Faculty Writing Two
•Based on your own training, education, reading or experience, what are the characteristics of the LCC?
•Broad Definition: The LCC depends less on Lecture/PPT presentation of notes/accumulation of information.

10. Historical Context
•Changing Role of the Teacher
•The role of digital technology
•The triumph of progressivism (think John Dewey) and “constructivist” theories.
•The standards movement