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Empowering Teachers through In-House Prof Development
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When: 04/30/2018
8:30 am to 1:30 pm
Where: Bullis School
10601 Falls Road
Potomac, Maryland  20854
United States

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Empowering Teachers Through In-House Professional Development: Creating a Culture of
Valuing Learning and Each Other

Independent schools are full of creative, committed, passionate people, each with our own funds
of knowledge from our work and from our lives beyond school. Teachers are always thinking,
designing, and discovering. We’re the kinds of lifelong learners we say we want our students to
be. Why not tap into that learning?

In this highly experiential, make-and-take workshop, we will learn how to:

● Use four structures for faculty professional development that affirm and make use of
in-house expertise.
     1) The Workshop: One teacher presents as an expert and colleagues attend as learners
     2) The Council: One teacher presents as a learner and colleagues attend as experts
     3) The Toolbox Share: Everyone presents as an expert
     4) The Bring-Back: Everyone attends as a learner
● Collect information about needs, interests, and skills so faculty and staff members can
benefit from each other’s strengths.
● Overcome unhelpful judgments and self-judgments that might arise when colleagues are
asked to open up to each other and take responsibility for one another’s learning.
● Create a strategic, mission-aligned professional development plan that integrates the four

The speakers for this event were recently featured in the NAIS Magazine, Independent School in "The Power of In-House Professional Development."
AIMS Members: $75 (through April 16th) or $85 (After April 16th)
NON AIMS Members: $100 (through April 16th) or $110 (After April 16th)
Please note that NO REFUNDS will be issued for cancellations for this class after April 20th. 



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Speaker Bios:


Lauren Porosoff teaches middle school English at the Ethical Culture Fieldston School in Bronx, New York. At Fieldston, she s served as a grade-level team leader and a diversity coordinator, and she s led curriculum mapping and professional development initiatives. An educator since 2000, she has also taught middle school history at the Maret School in Washington, DC and second-, fifth-, and sixth-grade general studies at the Charles E. Smith Jewish Day School in Rockville, Maryland.

Helping students make their work meaningful has been a constant in Lauren s teaching practice, and that interest led her to learn about methods of values-guided behavior change in acceptance and commitment therapy, relational frame theory, applied behavior analysis, motivational interviewing, and other applications of contextual behavioral science. Informed by these methods of values-guided behavior change, Lauren developed applications for the classroom, such as the processes for curriculum design described in her book Curriculum at Your Core: Meaningful Teaching in the Age of Standards.

Lauren has written for AMLE MagazineIndependent SchoolKappan, the PBS NewsHour blog, Rethinking Schools, and Teaching Tolerance about how students and teachers can clarify and commit to their values at school. She s presented on these topics at regional and national conferences of various professional organizations, including the Association for Contextual Behavioral Science, Learning & the Brain, the National Council of Teachers of English, the New York State Association of Independent Schools, and the Progressive Education Network.

Lauren received a bachelor s degree in English from Wesleyan University and a law degree from George Washington University.

Jonathan Weinstein is a clinical psychologist with the Veterans Administration. He serves as the suicide prevention coordinator at the VA Hudson Valley Healthcare System and holds appointment as assistant professor of psychiatry and behavioral sciences at New York Medical College. Prior to serving in suicide prevention, Jonathan served as the PTSD/substance-use disorders coordinator at the James J. Peters VA in the Bronx, New York. Before working for the VA, Jonathan served in a variety of mental health and education roles in New York, Maryland, and Mississippi, stretching back to 2000.

Jonathan has long been interested in diverse applications of contextual behavior science to applied settings, particularly underserved ones. As an early contributor to the development of relational frame theory and acceptance and commitment therapy at the University of Mississippi Center for Contextual Psychology, Jonathan studied behavioral analysis and its applications for behavior therapy, social categorization, and education. Jonathan s publications can be found in Behavior and Social IssuesThe Psychological Record, and Salud y drogas. He has presented on these and related topics at national and international conferences, including the Association for Contextual Behavioral Science, Association for Behavioral Analysis International, Association for Behavioral and Cognitive Therapy, Learning & the Brain, and the Progressive Education Network.

Jonathan received a bachelor s degree in history from Vassar College, a master s in public administration from NYU, and a doctoral degree in clinical psychology from the University of Mississippi.


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