Learn about innovative practices in our k-12 schools and graduate school of education through a variety of professional development offerings including Residencies and Institutes and Workshops, as well as our UnBoxed Journal. Our intensive professional development enables practitioners, school leaders, community partners, and small school advocates to learn about our principles and practices and to network with colleagues.
Residencies and Institutes are embedded in our K-12 schools and facilitated by HTH students, teachers and school leaders, as well as faculty from the graduate school of education. Participants engage in interactive workshops, observe classrooms and meet in teams to plan how they will put to practice new ideas at their school sites.
This residency is tailored for teachers and school staff who are new to project based learning and the High Tech High design principles. Agenda items will include "HTH 101: An Overview", "Project Based Learning 101," emphasizing both the "how" and the "why" of project-based learning. Participants will have the opportunity to talk with HTH teachers and students about their projects they have done, and to learn about ways to support both students and colleagues through processes of project tuning and critique. As always, participants are encouraged to follow the "rule of two feet" and consider classroom observation as an option to any workshop.
This residency is focused on ways of looking deeply at student work to improve project design, implementation, and assessment. Participants will collaboratively examine samples of integrated student project work through the lenses of principles of learning and the Common Core standards. New and returning teachers will have ample opportunities to observe classrooms and interact with HTH students, teachers, and administrators. Workshop topics include the nuts and bolts of student presentations of learning, collaborative assessment of student work, and the uses of critique in the classroom. As always, we customize this residency to participant needs by soliciting interests and suggestions for workshop topics ahead of time. Registration for this event is now closed. We hope to see you at a future event. Please contact Angie Guerrero with questions, firstname.lastname@example.org
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Wednesday, April 1 through Friday, April 3
Deeper Learning 2015 is the premier international event for educators pursuing deeper learning in schools. In 2010, the William and Flora Hewlett Foundation convened a group of leaders from some of the leading organizations in deeper learning. Over the past few years this deeper learning community of practice met, collaborated, and pushed each other's thinking. Now the crew of educators has expanded included pracitioners from all over the world dedicated to creating innovative, substanial and hand-ons experiences for students and teachers.
Connected to the work of student agency, DL2015 will explore questions like:
- How can we engage students in deeper learning?
- How can we support educators in designing deeper learning experiences for students?
- How can we cultivate leaders who facilitate deeper learning in schools?
- What role does academic mindsets and student agency play in supporting deeper learning?
- How do we encourage more schools to embrace deeper learning?
Early Bird registration ends January 1, 2015
To view this year's program: 2015 Deeper Learning Program
NEW TEACHER DEVELOPMENT INITIATIVE
Wednesday, April 15 through Friday, April 17, 2015
The New Teacher Development Initiative is a 3 day symposium focused on structures and support systems to enhance beginning teacher development within schools and districts. Topics will include: Effective approaches to new teacher preparation, whole school change, communication and influence with university based credentialing programs, defining innovative teacher practice, and building support structures for ongoing new teacher development. Participants will have the opportunity to develop implementation plans for their own educational settings.
The New Teacher Development Initiative will be held at High Tech High in San Diego, CA. The symposium begins Wednesday, April 15th at 1:00 pm (allowing for morning travel) and ends on Friday, April 17th at noon. Thank you again for your interest and we hope that you take the Initiative and join in the discussion! The fee is $650/per participant and cost does not include travel or hotel. If you are interested in attending this event, please complete the online registration form below. Contact Julie Holmes, email@example.com, if you have any questions.
The Summer Institute is HTH Learning's largest annual event. Practitioners, school leaders, community partners, and charter and small school advocates from across the country come to High Tech High to learn about our principles and practices and to network with colleagues engaged in new school development and reform efforts. The Institute features interactive sessions on topics such as project-based learning, integrating math and science, working with diverse learners in heterogeneous classrooms, and more.
2014 Summer Institute Program (PDF)
If you or a team from your school would like to visit our schools for additional days before or after a residency or institute or experience a personalized residency with school tours on alternative dates, please visit: http://www.hightechhigh.org/tours/. Presentations of Learning, where students reflect on their learning using evidence from their digital portfolios to a panel of faculty and community members, also occur at some of our schools in mid-December and mid-June.
HTH teachers, school leaders and faculty from the graduate school of education are available to visit your school and facilitate professional development with faculty. We offer the following workshops, as well as personalized workshops based on the interests and needs of your school. All of our workshops are interactive and hands-on, with most involving the use of video and other media to facilitate reflective conversations.
PROJECT BASED LEARNING 101
This workshop is designed for schools new to project based learning, particularly those who wish to build buy-in and work toward a common vision of teaching and learning. Faculty reflect on significant learning experiences from their own lives to extract core features of meaningful learning experiences in general. They then engage in a backwards design process, guided by these features and Adria Steinberg's 6 As, to design an engaging, rigorous project for their students, which they tune with colleagues. Participants leave with a project proposal and feedback on that proposal to guide their next steps.
Inspired by our work with Ron Berger in fostering an ethic of excellence with students, HTH teachers incorporate student-driven processes for critique and revision to support the creation of beautiful work. Participants will learn how to support the design of high quality products in project-based learning environments, and how to create classroom cultures where students see each other as useful resources in improving their work.
USING VIDEO TO INFORM PRACTICE AND GUIDE COLLEGIAL COACHING
Faculty explore the role of video in collegial coaching to support teacher reflection and collaboration. Participants will analyze video of teaching, engage in role plays, and leave with ideas and tools to support collegial coaching in their own schools.
UTILIZING PROTOCOLS TO STRUCTURE CONVERSATIONS ABOUT TEACHING AND LEARNING
Faculty explore the art of facilitation and use of protocols to guide purposeful conversations about teaching and learning. Participants will engage in various protocols - ranging from project tunings to dilemmas consultancies to looking at student work - and reflect on how to improve teacher-led dialogue about teaching and learning at their schools.
UnBoxed: The Journal of Adult Learning in Schools is a journal of reflections on purpose, practice and policy in education, published twice yearly by the High Tech High Graduate School of Education. Educators from our K-12 schools and graduate school, as well as educational innovators and reformers from around the country, share fierce wonderings and reflections on their work. We welcome submissions from teachers, administrators, students, teacher educators, policymakers, researchers, and other informed observers of education. All content is freely available online and designed to engage, inspire, and provoke. [Click here] to peruse or purchase UnBoxed.
Join us for the Education UnBoxed Speaker Series, discussions with innovative thinkers and change agents leading school reform efforts across the country. Discussions are designed to be interactive and engage participants both face-to-face in San Diego and online, live through Elluminate. Past speakers have included Howard Fuller, Gary Orfield, Michael Horn, James Gee and Geoffrey Cohen on topics related to desegregation, the achievement gap, stereotype threat, and innovative uses of technology to build communities that traverse race, class and gender boundaries. [Click here] for more information about the next Speaker Series event.