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Welcome to the Public Schools of Brookline 2nd and 3rd Year CFGs Wiki
PreK-12 educators with Initial Licenses who are beginning their second and/or third year in Brookline are invited to participate in this professional development initiative, although all Brookline educators in their first 3 years are encouraged to participate, regardless of their licensure status. This program **fulfills the Massachusetts State Department of Education’s requirement that teachers participate in fifty hours of mentored professional development after their Induction year in order to obtain a Professional License.** Participants expand their pedagogical repertoire, strengthen their capacity to be reflective, and develop the skills and habits necessary to collaboratively examine their practice.

The Brookline program is not simply about graduate credits, or putting in time, or even fulfilling requirements. It is about making a commitment to a group of colleagues over the long haul (at least two years), and being willing to give them on-going feedback and support. And it is about developing the skills and habits for engaging in reflective, collegial conversations - where you routinely make your own practice public and ask for feedback from others. (from Expectations document)
 * What is this all about anyway? **

2011 - 2012 Meeting Dates & Focus Areas
(location of meetings determined by groups) June Portfolio closing session (3 hrs): **DATE TBD**
 * ~ Date ||~  ||~ Time ||~   ||~ Focus Area ||
 * > **9/22/11** ||  || 3:00-5:00 pm ||   || **Skill 1:** Using consistent and reliable classroom procedures and routines. ||
 * > **10/20/11** ||  || 3:00-5:00 pm ||   || **Skill 2:** Clearly communicating expectations for learning. ||
 * > **11/16/11** ||  || 3:00-5:00 pm ||   || **Skill 3:** Stimulating students with high level and complex tasks. ||
 * > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**12/15/11** ||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3:00-5:00 pm ||   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Skill 4:** Ensuring students are actively, cognitively engaged. ||
 * > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**1/26/12** ||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3:00-5:00 pm ||   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Skill 5:** Extending student learning through teacher-to-student and student-to-student discussions. ||
 * > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**2/16/12** ||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3:00-5:00 pm ||   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Skill 6:** Frequently assessing individual student learning. ||
 * > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**3/15/12** ||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3:00-5:00 pm ||   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Skill 7:** Differentiating instruction to meet individual needs and capitalize on individual assets. ||
 * > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**4/5/12** ||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3:00-5:00 pm ||   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Skill 8:** Using an asset model to respond to students' varying cultures. ||
 * > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**5/17/12** ||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3:00-5:00 pm ||   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Skill 9:** Demonstrating respect and care in all interactions with all students and students' families. ||
 * > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**6/7/12** ||  || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3:00-5:00 pm ||   || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Portfolio Session?? ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Suggestions for Bringing Work to the CFG**
 * Is there a dilemma that has presented it self in terms of your work that you need others' perspective on?
 * Have you done something that needs revising - and want others' ideas about how to revise so it meets your goals?
 * Is there something you have planned that you would like other's feedback on before you implement it?
 * Is there an issue from your practice about which you need both perspective and suggestions about what to do?
 * Do you have data you need other eyes on in order to fully understand what it means and what to do?
 * Do you have student work that concerns or puzzles you?
 * Do you have student assessments that you want to learn from?