Introduction to Teacher Services
Our team would like to welcome you to peruse the following pages when you are looking to secure professional development/training for your school staff. There will be other opportunities throughout the year, in addition to what is described here. (Principal’s meetings, focus groups, etc.)
If you would like to be informed when these are planned, send an email to info@slfnedu.ca and we will contact you with details when they become available.
To take advantage of these services or receive a quote on training, contact Lori Gay at lorigay@slfnedu.ca.
We look forward to working with you!
Professional Development
Literacy Workshops
Early Literacy Training/Mentoring
- Assisting reading catalysts with planning
- Guided reading room set-up
- Guided reading/Guided writing instruction
- Daily 5 Instructional Framework
- Phonological awareness programming
- Balanced literacy programming
- Instructional pacing for K-3 ELA
- Meeting one-on-one with teachers to support their individual requests.
- Classroom environment
- Play-based learning
- Reading A-Z/RAZ Kids training
- Jolly Phonics training
- Confident Learners Training: A First Nations literacy initiative –following the pathway to strong confident readers
Assessment for Learning
- Early Years Evaluation (EYE) for Pre-K/K: Coordinator for EYE provides set-up, training & materials, ongoing support, reports. We also assist schools in interpreting and using the EYE data.
- Phonological Awareness Screening: Highly recommended for K-Gr.2 students. Identifies students place on the ‘pathway to reading’ and where teachers should begin reading instruction. Training, screening tool, and assessment support.
- Reading Record Benchmark Assessment (Gr.1-9): Training, ongoing support, school reports, assistance in using the data for instructional planning. (Fountas & Pinnell)
- Help Me Tell My Story training and support: Pre-Kindergarten/Kindergarten oral language development assessment.
English Language Arts Workshops
As the world evolves with technology our neighbours to the west and east are just one click away. Empowered Learner, Knowledge Constructor, Digital Citizen, Computational Thinker, Creative Communicator, and Global Collaborative are ways to empower our youth to become effective learners in today’s constant advancing technology as we enter 21stCentury learning. Middle Years and High school teachers will be invited to participate in a two-day workshop.
The first day we will familiarize teachers with an overview of the Language Arts curriculum. Context cues, deeper understanding and before/during and after strategies will be addressed. Teachers will engage in grade like groups as they collaborate and walk through a make shift Unit looking at themes, outcomes, formative and summative assessments. Also, discursive strategies will be explored to engage and empower our teachers and their students.
Day two will consist of exploring technology through their smart phones, laptops and I-pads. Trello is a website that will encourage our teachers to follow along during the workshop. As this day unfolds grade like small groups will explore broad areas of Learning (BAL), Cross Curricular Competencies (CCC), and ISTE Standards.
Google Classroom, Zoom, Go-to meeting, Plickers, Kahoot and Adobe Spark and countless other technological pieces will be explored. Once the workshop has been completed follow up workshops could take place to support teachers with their technology. Allowing schools to show case innovation and 21stcentury learning.
As we continue to move forward as a collective a future workshop can be designed on the “Next steps to further our learning”.
Facilitating High Quality Early Childhood Programming
This workshop will assist teachers and teacher assistants in planning and providing a stimulating high quality head start/nursery/kindergarten program.
It will focus on the following:
- early childhood development
- holistic approach to learning
- stimulating safe environments
- early childhood documents from the Ministry
- hands on and play-based learning opportunities
- ongoing observations and assessments
- parental involvement
(This one day workshop could be followed up by a half day workshop putting together play centers, invitations for learning and hands on activities that are aligned with curriculum and best practices)
Creating Invitations for Learning
An invitation for learning is a display of materials, carefully selected and arranged, that draws children’s attention and engages them in exploration and discovery. Participants will have the opportunity; to create and make invitations for learning that are aligned with curriculum and their classroom program, and reflect on how they will engage and support children for optimum learning.
Supporting Special Needs Children in Kindergarten Programs
This workshop will focus on the following:
- Challenges and needs children and parents/caregivers experience as children begin attending a center based program
- Setting up the environment to accommodate needs and interactions
- Strategies and approaches (routines, visual schedules, social stories)
- Planning and providing developmental appropriate programming
- Documenting progressoEngaging parents/caregivers
- Accessing appropriate materials and aids
- Professional support services (OTS, SLPS, PTS, ED Phycs, etc.) when and how to access these services
Nurturing Oral Language Fluency
Why should listening and speaking be the foundation of classroom-based and special education programming?
- The ability to communicate is fundamental and underpins everything else. Learning to listen and talk are very important skills.
- Positive social interactions are dependent on the ability to effectively communicate.
- Quality of life and wellbeing are very much dependent on the ability to effectively communicate.
- Oral language is crucial to literacy development.
The Talking Partners Program presented in this workshop:
- Is aligned with the English Language Arts Curriculum;
- Provides lesson plans with specific planned activities and opportunities to help students become competent listeners and speakers in a safe small group setting;
- Offers strategies that guide and develop appropriate social skills;
- Develops life skills;
- Assesses progress with a pre-test and post-test;
- Can be part of an IEP or program plan;
- Has been successfully delivered by Teacher Assistants.
Supporting Oral Language Development in a Language
A foundation in spoken language competence in the early years, is important for the successful achievement of literacy, academic competence and social competence.
The interactive workshop will:
- Review the speaking and listening skills students are expected to develop at grade levels from nursery to grade 3
- Review the three rule Systems of Language
- Help Educators create rich and stimulating language-learning environments aligned with the curriculum
- Provide Educators the opportunity to explore and practice easy to implement strategies, activities and suggestions
- Provide tools to assess speaking and listening skills
A Framework for Effective Literacy Instruction
This in-service will address the following:
- Goals of Early Literacy Instruction
- Learning, Discovery, Engagement… For Every Learner.
- Knowledge and Skills Students Need for Proficiency in Literacy
- Key Instructional Approaches
- Teaching Practices that Support Early Literacy Achievement
- Assessment, Evaluation, Reporting, Panning
Guided Reading Workshop
Guided reading is an effective small group reading instruction that must be part of the classroom reading program.
This workshop will focus on the following:
- Organizing and preparing the class to accommodate for the teacher to work uninterrupted with a small group of students
- Bench mark assessments
- Grouping students appropriately into small groups
- Gathering instructional materials
- Guiding the instruction
Reading Aloud – Building the Knowledge for Success in Reading
This workshop will provide teachers with a plan for daily reading to students including pre-reading strategies, strategies while reading and post reading strategies. As well participants will have the opportunity to plan follow up activities aligned with curriculum to further the development of vocabulary, phonemic awareness, and comprehension skills.
Story Bags for the Classroom
This hands on “make it, take it” workshop will provide educators the opportunity to make story bags for the books they have read to the class or plan to read. Each bag will contain books, activities and materials that complement and bring more meaning and enjoyment the story. These bags can be used in whole group instruction, small group activity and in the reading center.
Danielson Framework for Teaching
Day 1: Introduction to the Framework for Teaching
Participants will:
- Understand the structure and the language of the Framework for Teaching
- Know the domains and components of the Framework for Teaching
- Identify the essential characteristics of each of the Framework’s levels of performance
- Generate examples of classroom practice
Agenda:
- What is good teaching?
- Domain Overview
- Levels of Performance
- Domain 2: The Classroom Environment
- The Nature of Engagement
- Domain 3: Instruction
- Domain 1: Planning and Preparation
- Domain 4: Professional Responsibilities
- Reflection
Day 2: Deeper Understanding of the Framework for Teaching
An exploration of the bigger concepts included in the Framework for Teaching in conjunction with the Danielson Framework Group.
Participants will:
- Increase depth of knowledge of the Framework for Teaching through analysis and application of the 22 components.
- Identify classroom examples of Domains 2 and 3 from videos.
- Experience the nature of student engagement in learning and explore implications for teaching.
- Explore the relationships among the four Domains of the Framework for Teaching
- Engage in opportunities for professional conversation and collaboration with colleagues.
Agenda:
- Welcome! Getting Focused
- Concept Harvest/Framework Review
- Domain 1: Designing for Learning
- “On Stage” Domains 2 and 3
- Experiencing Student Engagement
- Domain 4: Professional Responsibilities
- Reflection
Day 3: Student Engagement: Questioning and Discussion
In conjunction with the Danielson Framework Group.
Participants will:
- Experience intellectual engagement in a “minds on” activity, and identify its attributes and characteristics
- Know the elements of 3c and how they support engaging learning
- Understand how Domain 1 components relate to 3c
- Develop an understanding of Component 3b: Using Questioning and Discussion Techniques
- Identify the characteristics of effective questions and the different purposes for the use of questions
- Explore and adapt strategies to enhance discussions.
Other Professional Development opportunities will be available, such as:
- Domain 1 Planning
- 2c Routines
- 3b Formative and Summative Assessment
Danielson Framework Diagram
Physical Education Workshops
Introduction: Strong, Active, Proud!
Under this program, there are a variety of workshops that can be given to students, staffs, administrators, Education Authorities and interested parents. We can strive to meet the needs of your school and the Saskatchewan Curriculum.
1. So, You’re Stuck Teaching Physical Education
This workshop will give guidance in using the SPARK Curriculum.
Three key components are: Safety, Fun & Physical Activity.
Good for all staff & student leaders.
2. Physical Literacy Throughout Your School
This workshop will help you create a Physical Literacy Champions committee from your school. The committee will plan and implement action plans for physical activity within your school climate. Activities will be planned for in the classroom, in the hallways, at recess, before & after school and at noon hour.
Good for everyone!
3. School Physical Education Program Delivery Assessment Tool
The purpose of the School Physical Education Program Delivery Assessment Tool is to provide a means to assess the quality of your school’s physical education program, and to identify areas for improvement.
4. Coaching, Officiating & Player development clinics
To have a successful Sports program you need all of the above clinics. The first step is for your school staff to participate in the above clinics. These clinics will teach you everything you want to know!
Additional Workshops
Make It, Take It Math Workshop
Math manipulatives and hands on activities are essential to providing a high quality math program.The first part of the workshop will be spent identifying needed math manipulativesand planning hands-on activities/centers that are aligned with the curriculum and the classroom program. Following participants will have the opportunity to put together a collection of manipulatives and to create hands-on activities or centers from materials found in the school, environment and the dollar store.
Math for Grades 4/5/6
We can provide in-service to your staff in the area of “Hands on Math”. This will focus on easily prepared teacher resources designed to give students the opportunity to explore concrete, hands on math concepts. There will also be a sharing of internet-based resources for teachers to use. This would be a day or half day session.
Library Staff Training
Is your school library in need of some attention? Perhaps it has not been automated or catalogued – this might be the year to focus on your library. Wecan provide Library Services to your school. In addition, we are very willing to help your Library Staff purchase resources that pair with the curriculum. We are also able to do Library staff training and in-service.
Non-graded/Grouping Consultation
Reading tests indicate each classroom has a wide range of reading abilities. When students are grouped into regular grades, some are achieving far above grade level, and others are unable to keep up with daily work. This presents difficulties for both students and teachers. We can help assess reading scores and divide students into like ability reading groups, where students will be taught at their level. This workshop/consultation (2-3 hours) details the reasons, the process to follow and sample results from a pilot project staff have taken part in and determine next steps for your particular students/staff.
Mental Health First Aid – Standard
This is a 12-hour course that must be completed within a month. Mental Health First Aid is offered to someone with an emerging mental health problem or in a mental health crisis until appropriate treatment is found or the situation is resolved.
Topics covered:
- Substance-related disorders
- Mood related disorders
- Anxiety and trauma-related disorders
- Psychotic disorders
Crisis First Aid Interventions for:
- Overdose
- Suicidal Behaviour
- Panic attacks
- Psychotic episode
- Acute stress reaction
Mental Health First Aid – Adults Who Interact With Youth
This is a 14-hour course that must be completed within a month. Mental Health First Aid – Adults Who Interact With Youth focuses on the basics, and more specifically on mental health problems and first aid for young persons aged 12-24.
Aims of the course:
- Recognize the symptoms of mental health problems or crises as they develop in youth, including eating disorders and non-suicidal self-injury.
- Provide initial help when facing a mental health problem or crisis.
- Guide youth and/or adults who support them toward appropriate professional help.
- Learn how to accommodate young people who are in distress or are recovering from a crisis.
Topics covered:
- Substance related disorders
- Mood related disorders
- Anxiety and trauma-related disorders
- Psychotic disorders•Eating disorders
- Deliberate self-injury
Crisis First Aid Interventions for:
- Suicidal behaviour
- Overdose
- Self harm
- Psychosis
- Acute stress reaction
- Panic attacks
Mental Health First Aid Blended Learning
Context
The Mental Health Commission of Canada reports that one in every five Canadians experiences a mental health problem within a given year. While we often know a lot about physical illness, there tends to be less knowledge about mental health or substance use problems. This lack of understanding leads to fear and negative attitudes towards individuals living with these problems. It prevents people from seeking help for themselves and from providing appro- priate support to people around them.
Course Objectives
Mental Health First Aid (MHFA) is the support provided to a person who may be experiencing a decline in their mental well-being or a mental health crisis. Course participants will learn how to:
- Recognize signs that a person may be experiencing a decline in their mental well-being or a mental health crisis
- Have conversations that encourage a person to:
- – Talk about declines in their mental well-being
- – Discuss professional and other supports that could help with recovery to improved mental well-being
- – Reach out to these support
- Assist in a mental health or substance use crisis
- Use MHFA actions to maintain one’s own mental well-being
Topics
Module 1: Self-Directed
- Introduction to the course
- Introduction to MHFA actions
Module 2: Virtual Classroom
- Practice applying MHFA actions to situations of declining mental well-being
- Guidelines for MHFA conversations with people from diverse cultures and members of the 2SLGBTQ+ community
Module 3 Virtual Classroom
- Discussion on using MHFA actions for self-care
- Practice using MHFA actions in crisis situations
Method of Instruction
This 8-hour course opens with a self-directed module (Module 1) that focuses on the information and strategies that participants will discuss and practice throughout the virtual classroom modules (Modules 2 and 3). Course partici- pants are required to complete Module 1 before participating in Module 2 and 3.
Upon registration, participants will receive the “MHFA Participant Reference Guide” that outlines MHFA actions for developing mental health and substance use problems, and mental health and substance use crises.
Lateral Violence Workshop
Turning Lateral Violence to Kindness (3.5-4 hrs)
Topics covered:
*What is Lateral Violence?
*Types of Lateral Violence
*What can you do if you’re a victim?
*What are possible effects?
*Definition of Team
*Benefits of an Effective Team
*What is Lateral Kindness?
*How can we prevent lateral violence and change to lateral kindness?
*Considerations and Reflections
Our Children Are Sacred
Sturgeon Lake Education Alliance is able to connect you with a trainer for Our Children Are Sacred, an Indigenous Youth Suicide Prevention course.
For more information: https://www.bcrsociety.ab.ca/our-programs#OurChildrenAreSacred
safeTALK
safeTALK is a half day in-person training for ages 15+, focussing on suicide alertness for the community.
For more information: https://slfnedu.ca/wp-content/uploads/2021/06/safeTALK-Information-Sheet.pdf
