Continued Professional Growth

ROE 45 is offering a series of professional development sessions designed to respond to the needs of our local districts in effectively implementing the Common Core Standards, Next generation Science Standards, and teacher evaluation requirements as outlined in Charlotte Danielson's Framework for teaching.  This series allows teachers to choose topics they believe will support them in their professional growth.  

Sessions will be offered in two formats: full day or two evenings.  

Registration: Online at  

Location: Workshops will be held at the Red Bud SWIC Campus, Room 123.

Graduate credit will be available through Lindenwood University for an  additional fee.  

Continued Professional Growth Sessions  

Improving Classroom Environment: Strategies for Improved Classroom Management

9/12/2013 (4-7PM)
An essential skill of teaching is that of managing relationships with students and ensuring that those among students are positive and supportive. Teachers create an environment of respect and rapport in their classrooms by the ways they interact with students and by the interaction they encourage and cultivate among students. An important aspect of respect and rapport relates to how the teacher responds to students and how students are permitted to treat one another.  Patterns of interactions are critical to the overall tone of the class. In a respectful environment all students feel valued and safe.

Informational Text Reading Strategies

10/17/2013 (full day)    10/22 & 10/24/2013 (4-7PM)
Common Core Standards and the Danielson Framework for Teaching emphasis the importance of student engagement for learning.  In order for teachers to engage students in reading informational materials, they need to develop strategies that connect students with the structure of the text, and activate and/or build student background knowledge in order for students to construct new knowledge needed for application.  This workshop will not only provide practical work with all the strategies, but will also help teachers locate materials that align with learning outcomes and content.

Engaging Students with Content Vocabulary

10/30/2013 (full day)    11/5 & 11/7/2013 (4-7PM)
Important in the Common Core and Next Generation Science Standards is the need for students to develop an understanding of content specific terms.  This session will enable teachers to implement effective vocabulary instruction by applying a research-proven, six step process for instruction.  Strategies to engage students and build lasting vocabulary connections will be presented, and teachers will leave with a variety of tools for immediate implementation in their classroom.

Engaging Students with Questioning
11/20/2013 (full day)    11/19 & 11/21/2013 (4-7PM)
The primary focus of the Common Core, Next Generation Science Standards, and the Danielson Framework for Teaching is student engagement. Without effective questioning strategies, it is difficult to attain engagement. This workshop will provide the skills/strategies teachers need in order to develop for students’ abilities to ask and answer all levels of questions.

Exploring Differentiation Strategies in the Classroom
12/03/2013 (full day)    1/07 & 1/09/2014 (4-7PM)
If students are to be engaged in their learning, instructional activities must be designed to meet the skill/knowledge level of all students.  Instruction needs to be rigorous enough to challenge students in order to move them forward, but not cause frustration or boredom.  This session will look at the learning process to identify opportunities where teachers can differentiate in order to meet the needs of all students.  Strategies that can effectively be incorporated into lesson design will be identified.

Beyond Narrative: Writing for Common Core
1/15/2014 (full day)     1/28 & 1/30/2014 (4-7PM)
Next Generation Science and Common Core Standards emphasize the need for students to be able to clearly communicate ideas and information with others. That makes writing a focus in all content areas. This workshop will explore the writing requirements of Common Core and provide opportunities for teachers to develop an understanding of the similarities and differences among argumentative, explanatory/informational and narrative writing. Strategies for application in the content areas will be shared and practiced.

Formative Assessment: How do I Know What They Know?
2/25/2014 (full day)      2/20 & 2/27/2014 (4-7PM)
Designing coherent instruction requires that teachers know their students and their abilities. But how do you know what they know and how does that fit into a classroom where you have a set curriculum of content that you must teach? This workshop will help teachers to understand how they determine what students know and help those same students monitor their learning. Tools and strategies will be introduced, and participants will have an opportunity to practice using them.

Transitioning to Performance Assessment
4/10/2014 (full day)      4/1 & 4/3/2014 (4-7PM)
The Common Core and Next Generation Science Standards focus on students performing tasks that demonstrate an understanding of processes and content. The workshop will help teachers implement practices that support performance tasks as assessment of student learning. Teachers will learn to determine when performance tasks are appropriate. Teachers will have the opportunity to make practical use of the information within their own classroom.

Pulling it All Together: Remodeling Instruction
6/3-6/5/2014 (3 full days)    
As the culminating workshop for the Continued Professional Growth Series, this three-day workshop will focus on practical application of learning from previous workshops to a teacher’s current unit of study. Teachers must attend all three days of this workshop for CPDU credit. Teachers will be asked to bring their own unit of study with them to remodel. The focus will be redesigning the unit to incorporate Common Core Standards and Next Generation Science Standards into an instructionally sound whole that leads to student engagement and demonstrated student learning.