Access Code: GROW Whether you have been working to cultivate GM in your learners for years or are a new learner of GM yourself, remember: #youcanlearnanything!

How might we set goals, capture evidence, and share what students are doing in connection with our learner profile? When learners take purposeful initiative in their learning experiences, they become more engaged in and dedicated to the process. Utilizing goal-setting and allowing learners to determine the path to achieving their goals nurtures a high level of agency, collaboration, fosters leadership skills, and paves the way for future success.

In this professional development learning pathway, teachers will be able to apply what they know about assessment and feedback by using the resources provided to choose and use various types of feedback to incorporate into their classrooms. Participants will dive deeper into both John Hattie's educational research as well as Carol Dweck's research. Explicit overlaps and connections between the two fields of study will be explored. Note, this learning pathway is designed for teachers that have not previously taken Mineola's Feedback the Feeds Forward PD series.

Non- Cognitive Factors: Creating the Conditions for Learners to Thrive Teachers know that students who put in the most effort are the ones who experience academic success. A new, critical literature review from the University of Chicago Consortium on Chicago School Research challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts in to academic work can be shaped by the intentional conditions set in the classroom. This PD will define the "non-cognitive factors" necessary for student success and allow teachers to explore specific instructional strategies and practices can be made in order to create the conditions for learners to thrive in their classrooms and beyond.

The engineering design process is a series of steps, iterative in nature, that engineers follow which embraces and allows growth from failure. It is ultimately a thinking process that cultivates how an engineer, or any individual, approaches a need, want or problem. So, why is this design thinking process applicable to all content areas at all grade levels? Explore this professional development pathway to discover how you can thread and embed the engineering design thinking process and our very own MUSTANG acronym, developed by Mineola's PK-12 CS/Robotics/Makerspace Districtwide Committee, throughout your teaching. Participants are asked to explore this professional development pathway with an open mind and be ready to brainstorm how the engineering design thinking process can be implemented in their individual classes.

In A Novel Approach, Kate takes a deep dive into the troubles and triumphs of both whole-class novels and independent reading and arrives at a persuasive conclusion: we can find a student-centered, balanced approach to teaching reading. Kate offers a practical framework for creating units that join both teaching methods together and helps you: • Identify the skills your students need to learn • Choose whole-class texts that will be most relevant to your kids • Map out the timing of a unit and the strategies you’ll teach

Take this Learning Path to learn more about AAC! This pathway is worth 1 full cycle of Professional Learning (4 Sessions)

In this course, Mineola Pre-K Educators will have the opportunity to explore the Creative Curriculum and the Units of Study. Pre-K educators will take a deep dive into the Units of Study and make connections across all content areas to bring learning to life in their classrooms.

When students feel like they belong in school, they are more motivated, engaged, and ultimately show higher performance. In this pathway, you will learn about belonging, why it's important, and belonging strategies for your classroom and in a blended learning environment. Throughout the pathway, you will learn from leading researchers who focus on psychological barriers to success and how "wise" interventions can break down those barriers, with the ultimate goal of increasing equity in the United States.

Please note: This pathway is for teachers who started in 2021-2022 or later as this was offered to all teachers in the district in the Spring 2021. This course will focus on the following: CASEL's SEL Framework NYSED's Culturally Responsive-Sustaining Education Framework Identity: Who Am I? - Defining identity and unpacking our own personal identities. Defining Race & Culture - Defining these two terms, and exploring their relationship. Race & Culture At School - Focusing on how it impacts individuals, communities, and schools. Race and Power - Exploring the history race and its relationship to power. Why is it so hard to talk about race? - Engaging with strategies that help do this work.