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Los Angeles TLPL Course Registration

Registration Now Open for Teacher Led Professional Learning!

You are invited to join a dynamic group of teachers through Teacher Led Professional Learning (TLPL)  – a set of free teacher-led professional learning courses that connect you with fellow teachers from all over Los Angeles. Share strategies and refine your Common Core instruction over four weeks together. 

What is TLPL? 
  • Professional Learning Series consisting of 4 in-person sessions  
  • Content and grade level-specific support in aligning curriculum, developing lesson plans, and scaffolding Common Core skills
  • Led by current teachers with expertise in the Common Core
Why participate? 
  • Immediate Impact: Sessions include hands-on strategies for you to participate in. At the end of the course, you will have Common Core aligned units and lesson plans that you can use immediately in your classroom. 
  • Collaboration: The Core Collaborative is teacher-created and teacher-facilitated.  Collaborate with highly-motivated teachers to benefit the day-to day work in your classroom. 
  • Delivered by Experts: Facilitators will share what has revolutionized their classroom. It is entirely teacher driven by someone who understands your experience. 

What course will you take? Space is limited!

Course dates and times
Courses take place at Loyola Marymount University. If marked with a (*) the Monday sessions occur virtually.

Saturday, March 18th, 8:30am- 1:30pm  
Monday, March 27th, 4:30 - 7:00pm 
Monday, April 3, 4:30 - 7:00p m
Saturday, April 22, 8:30am-1:30pm

Course Descriptions

We Teach Who We Are: Teaching Students of Color who Struggle to Engage in Mathematical Discourse (Grades 6-12)

Andre ChenFeng 

Students who struggle in mathematics experience a decreased sense of belonging in math class. How do we humanize the learning process so that students can thrive in effective failures and ultimately create a learning community rich with mathematical discourse? Participants will examine the intersection of equity and teacher identity development to see how it impacts student achievement in a math classroom. This course will help participants practice how to facilitate meaningful mathematical discourse and explore sustainable practices for teacher self-care in under-resourced schools.

Engaging Future Historians: An Inquiry Approach to Historical Thinking (Grades 6-12)

Chris Lewis

Quality history pedagogy begins with inquiry. How do we engage students in practices that develop inquiry skills and encourage students to step into the role of historians who construct interpretations of the past?  This course will help participants address the role of historical thinking, reading, and writing in the classroom and provide student-centered approaches to interpreting text-based and visual source material.  This inquiry-based approach focuses on helping students develop chronological reasoning and evidence-based argumentation through document analysis.  Participants will also explore various methods that help students show their mastery of historical thinking.

Lab Before the Blab! NGSS and the 5E Model (Science)

Maggie Mabery

How do we translate the Next Generation Science Standards into our classroom instruction? At the heart of the NGSS is a focus on students as active meaning makers in the classroom. The 5E Model, an instructional framework can facilitate the learning process for students by taking them through the phases of: engagement, exploration, explanation, elaboration, and evaluation. In this course, we will learn about the conceptual shifts of the NGSS and use the 5E Model to return the inquiry back in our lessons and labs.

Course Descriptions

Speak Up! Rigorous and Structured Speaking Opportunities (Grades 6-12) *

Drew Otto 

Who’s doing more of the speaking in your classroom – you or your students? Speaking is a critical piece of the learning process that is often brushed aside despite its role as an important bridge between thinking and writing. Speaking opportunities allow students to practice their argumentative and analytical skills in order to reach the rigorous expectations of Common Core standards. We will explore various ways of incorporating structured speaking opportunities, in which students draw text-based evidence to form and defend their claims. Participants will engage in debates and Socratic seminars in order to create supports for bringing these activities to their classroom.

Technology in the Common Core Elementary Classroom (Grades K-6) *

Lauryn England 

This course will be an engaging and hands-on experience for teachers to deepen their understanding of CCSS and how to align their curriculum through the use of technology to meet the standards. Participants will develop resources that will have an immediate and positive impact on student learning. Teachers will further develop their own practice in integrating technology to drive student achievement and instruction of the Common Core.

Shifting the Critical Thinking to the Students: Student-friendly Strategies to Address Complex Tasks (Math, Grades 4-9)

Shauna Segal and Bootsie Battle-Holt

Common Core-aligned Math tasks have gotten more complex and challenging. How do we ensure that our instruction has made the necessary shifts and that we are providing strategies for our students to think critically on their own? In this course, we will have the opportunity to learn and apply open-ended problem solving strategies that allow students to break down complex performance tasks and to take a deeper dive into the concepts within the problem. Participants will also evaluate samples of student work using a tuning protocol to provide each other positive, constructive feedback in order to enhance the problem solving strategy in its usefulness for their own classrooms.  The goal of this course is to give participants strategies that provide a clear and well-structured method to shift critical thinking to the students.