TIE offers a variety of fee-based and free opportunities to support professional learning. The titles and descriptions below offer a variety of examples that may be of interest. Please know TIE is committed to customizing learning opportunities to specifically meet unique and varied needs.

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Courage to Teach (retreat series, retreat or day workshop)

Description: In a time when stress and pressure on elementary, middle and high school teachers in public, private and charter schools continues to rise because of internal and external demands, Courage to Teach® provides educators an opportunity for rest, renewal, and re-engagement with their identity and integrity as teachers.

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Leading Together (day training for school Leadership Teams, or intensive ongoing support)

Description: The Leading Together (LT) program is an offering of TIE in conjunction with the Center for Courage & Renewal® (CCR) designed to build adult community in schools. The program is grounded in research and closely aligned with Social Emotional Learning and Relational Trust constructs.

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Mathematical Discourse

Description: How do we get students talking in the math classroom? Mathematical discourse is associated with one of the Common Core Mathematical Practices: construct viable arguments and critiques the reasoning of others. It is about whole-class discussions where students share and describe math in such a way that reveals their understanding of concepts of math that they or their peers have done. Discourse involves asking strategic questions that elicit from students both how a problem was solved and why the students used the method they did.  Through this process, students learn to critique their own work as well as their classmates.

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Mathematical Mindsets

Description: Students often walk into a math classroom with anxiety and fear, saying they are not good at math, or that they inherited the "bad math gene" from their parents. These pre-conceived ideas and societal norms often hold students back from succeeding in a math classroom. In this class you will learn that all people can learn math, and learn it well if a student's mindset is in the right place.

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Mindfulness in the Classroom

Description: Breathe in and out. Again, breathe in and out. By taking 5-10 minutes a day in guided, quiet reflection we can become aware of the amygdala and make choices in how to respond to situations. Daily practice teaches practical techniques to appropriately handle emotions such as stress, anxiety, anger, excitement and more.

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Oceti Sakowin Essential Understandings Training (lesson design, modeling, OSEU overview)

Description: In this training, teachers become familiar with the newly revised (2016) Oceti Sakowin Essential Understandings (OSEU) as well as the large collection of Oceti Sakowin Elder interviews archived on the WoLakota Project website (www.wolakotaproject.org ). They will also become familiar with the Inquiry Design Model (IDM) for lesson planning. Participating educators may use newly gained knowledge of all of these along with South Dakota’s set of Exemplar SS & OSEU Lesson plans and Social Studies/OSEU “Connector Statements” to construct lesson plans in the IDM format (or another appropriate formats) that link to both South Dakota content standards and the Oceti Sakowin Essential Understandings.

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Refining Beliefs, Vision, and Mission

Description: This work enables schools and districts to process through the development of a vision and mission, necessary elements for leading a school district positively. Also included is the process to include all staff in the development of a set of core beliefs that the district can use as a filter for decision-making and day-to-day situations. This work will also lead to the development of a strategic plan based on the core beliefs, mission, and vision of the district.

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Text Immersion

Description: This training includes elements of both Close Reading Strategies and Text Dependent Question Development. We will review resources related to textual immersion and practice strategies for evolving current approaches to the understanding/analysis of complex text.

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Understanding Fractions in Grades 3-5

Description: The concept of fractions is difficult for students to grasp when they first start learning about them. Students struggle greatly with the various operations: addition, subtraction, multiplication, division, comparing, simplifying, etc. of fractions if they are taught traditionally through the memorization of rules. To help students better learn and understand fractions, they need to be taught through engaging hands-on, visual lessons that help them learn fractions in meaningful ways.

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Webb Leveling & Higher Order Thinking: What do I ask and how do I assess?

Description: To deliver quality assessments we must identify the specific level of learning required and then write quality assessment questions to verify we helped students reach higher levels of thinking. We know we assess what we value, but what does your district value? Are your district and classroom assessments aligned to best teaching practices which address skills based instruction as outlined in the CCSS? Do your assessments align to the new curriculum plan adopted by your district?

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Wolakota Project (retreat series)

Description: In 2011, the WoLakota Project was born via a collaboration between the South Dakota Department of Education, the South Dakota Office of Indian Education, the Lakota, Dakota and Nakota Elders who authored the Oceti Sakowin Essential Understandings (OSEU) and Technology & Innovation in Education (TIE). The goals were to support the learning of all South Dakota students.

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Woope Sakowin: Classroom Management Using the Seven Sacred Laws

Description: Woope Sakowin: Classroom Management Using the Seven Sacred Virtues (Laws) is an interactive one-day workshop that explores how universal virtues can be used as a foundation for accessing Lakota culture, providing structure, promoting positive behavior, and developing trusting relationships between student and teacher. It provides steps that teachers can adapt to specific classroom needs. It provides examples of how Woope Sakowin can transform classrooms into safe and constructive learning environments.

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