Learn about innovative practices in our k-12 schools and graduate school of education through a variety of professional development offerings including HTH GSE Collegial Conversations, Residencies and Institutes and Workshops, as well as our UnBoxed Journal & Speaker Series. 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.
Collegial Conversations are designed to foster a learning community of educators working to create authentic, meaningful learning opportunities for students and colleagues. Discussions are structured to help educators inform and improve their practice, while introducing protocols that can be used to guide conversations about teaching, learning and leadership at their own schools. These events are great opportunities to network with educators around San Diego and the world who are engaged in shaping innovative schools of the future. Collegial conversations were inspired by the Harvard Rounds.
We encourage teachers from pre-K through high school to attend, as well as university faculty, community members, and others interested in education.
Online: 6:00pm-7:00pm (PST); Second Tuesday every month (September-June) To learn more about these events and how to participate from anywhere in the world using Elluminate, [click here].
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.
On a space-available basis, teachers and school leaders are invited to attend the HTH Odyssey, the pre-school professional development event for all new HTH teachers. In this immersion experience, participants will explore how to support teachers in a collaborative, project-based environment while experiencing first-hand the leadership and organization required at a school's new teacher training and opening faculty meetings. The Odyssey begins on the first day with a "Project Slice," in which all participants will experience project-based learning from the perspective of a learner. Subsequent sessions emphasize the importance of tone on the first day of school and the level of detail that is required for a successful school opening. Participants will also work alongside new HTH teachers and learn to create digital portfolios, design engaging, rigorous projects, share their work through Presentations of Learning, and facilitate collegial conversations. If you are interested in attending this event, please contact Hayley Murugesan, firstname.lastname@example.org
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. Online registration for this event will open in late August.
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 look forward to seeing you at a future event.
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.
The fee for this event is $750/per participant prior to June 3rd. Late Registration fee is $800/per participant after June 3rd on a space-available basis.
[Online Regsitration] [Pay by Credit Card]
2012 Summer Institute Program (PDF)
The program for 2013 will be available in June and will follow a similar format with a variety of workshop offerings ranging in content area, grade level, and topic.
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.
If you would like HTH educators to visit your school and facilitate a workshop, please contact our Program Manager Hayley Murugesan by email email@example.com or phone (619) 398-4902
The UnBoxed JOURNAL & SPEAKER SERIES
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.