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Online Informational Workshops

Online Registration

See also 2009-2010 MTA Staff Development catalog.

These three-hour workshops provide educators with essential information that allows them to more effectively work with their students. Each session is divided into two parts:

  • Part 1 -- the first 90-minutes is a direct instruction presentation outlining the major issues that educators should understand about the topic. The specifics of each course are described below.
  • Part 2 -- the second 90-minutes includes a 60-minute small-group facilitated discussion, guided by the presenter, that allows participants to answer the question: How can we incorporate the information we have just learned into our practice or into school policy to better enable us to meet our students’ needs? This is followed by a 30-minute whole-group reporting out and identifying next steps.

If schools/districts sponsor these workshops, the expectation is that participants will earn PDPs from the district. If others sponsor them, MTA will provide PDP documentation.

Autism Spectrum Disorders (ASD)
Inclusion policies have resulted in classrooms that serve a wider array of students with varying learning needs. More students are coming to schools with autism spectrum disorders -- or pervasive developmental disorders -- from the severe Autistic Disorder to the mild Asperger Syndrome. Participants will be provided with information about the range of student behaviors encompassed by ASD. Workshop content focuses on the questions:

What is autism? How do students with autism present in the classroom? What is the range of behavior that educators might expect to find with ASD students?Schedule of Webinars:

December 2, January 14, February 25, April 5, and April 29. Language Acquisition for English Learners

The issue of second language acquisition through sheltered immersion programs was mandated by the Unz petition that passed on the November 2002 ballot. Now, more and more educators have English Language Learners (ELLs) in their classrooms and schools. ELLs have a right to be taught by qualified teachers who are able to employ Language Acquisition Strategies (LAS) as an integral part of their instructional practice. However, in order for teachers and administrators to meet the needs of students there must be high-quality, sustained staff development. Expecting educators to implement changes in organizational structure without training is unethical. Participants will be provided with information about the legal requirements for schools and the range of LAS available. Workshop content focuses on the questions: What does language acquisition mean? What is the array of recommended language acquisition strategies? What is required as a result of the DESE’s "Guidelines for Agencies Providing Sheltered English Immersion Staff development for Content Teachers of English Language Learners"?Schedule of Webinars:

December 10, January 20, March 3, April 13, and May 6 Understanding the Requirements of IEPs and 504 Plans

Some students come to us with defined learning disabilities that are detailed in Individualized Education Program (IEPs); students with medical issues have their detailed needs outlined in a 504 Plan. Both IEPs and 504 Plans detail the accommodations that educators must take to ensure that students are provided with the assistance needed to be academically successful. Participants will be provided with information about the legal requirements for schools to address student needs. Workshop content focuses on the questions: What is an IEP? What is a 504 Plan? What does the Individuals with Disabilities Education Act (IDEA) require? What does the Americans with Disabilities Act (ADA) require?Schedule of Webinars:

October 1, November 17, February 1, March 23, and April 26. Parent and Family Engagement

With frequent interactions among schools, families, and communities, students are more likely to receive common messages from various people about the importance of school, working hard, thinking creatively, helping one another, and staying in school.Parents are the key stakeholders in their children’s education. Parental engagement at the district and school level is a key element of student success. Student achievement in school is not based solely on income or socioeconomic status, but the extent to which that student’s family is able to create a home environment that encourages learning; communicate high yet reasonable expectations for the child’s achievement and future careers; and become involved in their child’s education. Participants will be provided with information about the six National Parent Teacher Association standards for parent and family engagement: parenting, communicating, volunteering, student learning, school decision-making, and collaborating with community. Workshop content focuses on the questions: What is two-way communication between the school and the home? What are the benefits of positive two-way communication between students and educators? How can the school create conditions that improve parent and family engagement?

Schedule of Webinars:

October 7, January 4, February 9, April 1, and April 28.

Online Registration Contact Information

Please contact Beverly Eisenman at beisenman@massteacher.org or 1-800-392-6175 x8362 for answers to specific questions or to schedule any workshop.