This year-long professional learning community will allow history and social science teachers to work together on their own pedagogy and curriculum, building a network of collaboration and support. Collaboration is at the heart of this CATDC program, and the wisdom, experience, and perspectives of the participants will drive the learning.

In this ongoing program, participants will investigate strategies for engagement, creativity, critical thinking, and inclusivity. Come be a part of a community of thoughtful math teachers and learners that will explore innovative ideas and captivating tasks to make math class matter to our students.

This ongoing program will create a community of learners that will explore tools to redesign history curriculum and assessments in light of current scholarship, while also deepening cultural fluency in content and pedagogy to support all our students.

This ongoing program will create a community of learners that will explore the concepts of good task design, and support each other in developing activities to support students’ mathematical thinking.

This intensive ongoing program will explore successful making and design practices through hands-on activities, allowing participants to experience the potential of making and design in the classroom, to work with a variety of tools, and to get feedback on their own making and design projects.

This ongoing program seeks to create a community of learners that will explore assessment practices to support an equitable, student-led English classroom, and collaborate on best practices for teaching writing.

The Teaching Foundations program is designed to support the growth and success of all teachers—particularly those in their early years at independent schools—by focusing on foundational areas of classroom teaching.

This two-day session will introduce, expand on, and model key elements of differentiated instruction, seen through the unique lens of long-term, sustained school change. Designed for teachers, teacher leaders, coaches, and administrative leaders, some segments within the two-day program will bring all participants together in examination and discussion of what effective differentiation looks like and how teachers and leaders can support growth in differentiating effectively.

The Teaching Foundations program is designed to support the growth and success of all teachers—particularly those in their early years at independent schools—by focusing on foundational areas of classroom teaching.

This intensive 3-day Summer Institute will explore how schools with successful making and design programs use their makerspaces creatively through hands-on activities, allowing participants to experience the potential of making and design in the classroom, to work with a variety of tools, and to get feedback on their own making and design projects.

In this active Summer Institute participants will learn the curriculum mapping review process. Dr. Pazos will provide feedback and guidance on both the big picture of curriculum mapping and the instructional level of quality unit design with a wealth of dynamic resources.

This 2-day Institute will focus on the most current, innovative research and will include direct instruction along with ample time to process and deepen the new knowledge. Day one will provide participants with the tools to deepen their knowledge in terms of identifying learning goals and how to create and use proficiency scales in their classrooms. This forms the foundation that leads to day two, in which participants will focus on the specific assessment and grading practices that will transform the classroom experience for students and teachers alike.

This immersive one-day workshop is designed to help K-12 teachers and administrators more effectively strengthen, cultivate, and assess creativity in the classroom.

Participants will learn how curriculum, project-based learning, and age-appropriate framework can create pathways for short and long term impact in both local and global communities.

Participants will learn the best way to approach “money-talk,” how it connects to developmental curiosities and concerns, and will leave better-prepared to design learning experiences that use finance and an entrepreneurial mindset as a tool for social change.