feb-march_advisor

EDUCATING

FEBRUARY–MARCH 2019 CEA ADVISOR 11

EDUCATORS AS LIFELONG LEARNERS Professional development elevates teachers and the profession

Setting high standards for students means having high standards for the educators who work with them. Through meaningful professional development, teachers continually hone their skills to address the evolving needs of their students and school communities. CEA is a Connecticut State Department of Education designated professional development provider, and CEA’s Professional Learning Academy offers a wealth of opportunities aligned with Connecticut's professional learning standards and developed by educators with teaching and administration experience, and other experts in law and special education.

“CEA’s professional development reminds me of why I got into this profession,” says E.O. Smith social studies teacher Tim Bowen, who attended a workshop on building a schoolwide culture of empathy. “In my 18 years of teaching,” he says, “I found my most highly valued PD presenter.” CEA offers training on numerous topics, including the gender achievement gap, Title I ESSA accountability, Section 504, and more. The association also partners with local unions to provide critical support for new teachers, including training in classroom management and difficult behaviors—very often a top concern for early-career educators.

BRIDGEPORT LIFTS UP NEW TEACHERS; TEACHERS LIFT UP STUDENTS When Bridgeport teacher Rebecca Simon participated in a

Social psychologists and scientists have found that all of us, regardless of race, have cognitive biases that influence how we perceive and make decisions about other people.

TAPPING INTO UNCONSCIOUS BIAS

Brosnan has coordinated the training for the past two years. “This training is designed to make sure all teachers who are new to the district—not just those starting out in their careers but also those coming to us from other school districts— succeed in their new classrooms,” he says. The focus of new teacher training includes classroom management, new teachers and the law, strategies for handling difficult behavior, and trauma-informed teaching, which guides educators in building strong, one-on-one relationships that support trauma-affected students. Training sessions are usually 90 minutes to two hours and are held every other month. Brosnan explains that BEA’s new teacher professional development is a mix of whole-group, small-group, and highly personalized sessions—an approach that addresses one of the primary causes of teacher turnover, according to exit interviews: a lack of support. “I was happy to be asked by over 40 new teachers to come and observe their classes and offer pointed individualized feedback. This follows more of a coaching model, where I’m able to address teachers’ individual needs and put together a strategic implementation plan.” One workshop takes up the topic of why teachers teach. “This unique session,” says Brosnan, “offers table discussions and guest speakers, including a veteran teacher on the ideals of teaching—and how those ideals change—plus three graduates of Bridgeport Public Schools, each with a slightly different school experience but a common emphasis on the importance of teachers in their lives.”

CEA workshop this winter, little did she know that the lessons she learned would be put to the test the very next day. An early-career teacher at Hooker Elementary School, Simon says the training has already paid off for her and her students. “One of my students who has experienced trauma was removed from his home and placed in a group home,” Simon recalls. “Recently, he wore a hoodie to school, and for me, it was not a big deal. But because there is a schoolwide rule banning hoodies, he needed to take it off. When another adult approached him and yelled at him in the hallway in front of all of his peers, my student’s flight response was triggered. He took off. Luckily, he did not get very far when I found him. The first question I asked him was, ‘What happened?’ We then went on to talk about what he was thinking, and I asked him the questions I had learned about the day before, in my new teacher training. He immediately calmed down, and we even were able to have a good laugh before he agreed to go back to art class. I am thankful to my CEA instructor for reminding me to be patient, understanding, and loving while dealing with tough situations in school. I think everyone needs to be given the training we have been receiving.” BEA new teacher coordinator and Harding High School building representative Michael Brosnan says every new teacher hired to work in Bridgeport’s public schools receives mandatory professional development provided by CEA and the Bridgeport Education Association. Together with BEA President Gary Peluchette,

One of CEA’s most popular workshops, Unconscious Bias: Its Powerful Effect on Instruction and Learning, raises participants’ awareness of implicit bias—and how acting according to our values can require more than good intentions. ACES President Bill Jacobs says, “Having participated in CEA’s Difficult Conversations workshop in January, I knew Unconscious Bias would also be great. It was a very enlightening topic for our group of 35 teachers. The presentation was informative, interactive, smooth, and very on-target. Sitting in the back, I could see the high interest of teachers to the point that no one moved until the break—and then again, not until it was over. The presentation was very well thought out, with the perfect mixture of stories, engagement

“CEA’s presentations are not only interesting and entertaining, but most importantly, sensible and applicable to today’s classrooms. These tell-it-like-it-is workshops are a breath of fresh air; CEA really gets the challenges that teachers face on a daily basis!” Kara Tamburri “The best part for me is how staff on the spot, which makes the professional development that much more meaningful. Every district is different, and CEA is sensitive and responsive to that fact.” Melissa Tubbs CEA solicits the input of participating schools and activities, ice breakers, and video.” Ashford teacher Carly Imhoff, who has also participated in the workshop, adds, “I say it all the time, but I really can’t thank the union enough for being so supportive and going above and beyond to provide opportunities for teachers to grow as professionals. It is truly amazing. CEA comes to schools and offers free workshops on really important topics.” Imhoff has also benefited from NEA support, including an NEA Learning and Leadership Grant to attend Teacher Space Academy at the U.S. Space and Rocket Center, and an NEA Global Learning Fellowship in South Africa last summer, which she described as “the most transformative experience of my career.”

CEA’s Teacher Development Specialist Kate Field delivers workshops at schools throughout the state.

HIGHMARKS FROMMANSFIELD CEA’s professional development workshops come to your district and are customizable to your local environment and circumstances. Recently, CEA presented on a variety of topics at E.O. Smith High School in Mansfield. Here’s what some of the participants said.

“I have been to eight different CEA professional development workshops held at my school. Honestly, they are all in the top 10 PD workshops of my career.” Dan Bochicchio “I really liked the workshop examining the distinction between autonomy and independence in the high school classroom.” Morgan Barnes “As a first-year teacher, I feel as if CEA’s reflection on research and practice has allowed me to think critically about my own classroom strategies, expand my resources, and become more confident in my career.” Makenzie Aitchison

For a list of all CEA Professional Learning Academy offerings, visit cea.org/pla. To schedule a workshop, call 860-525-5641 or email myprofession@cea.org .

Bridgeport’s newest teachers attend New Teacher Orientation sessions facilitated by BEA, with training provided by CEA staff.