Training

Training to become a Teaching Consultant involves two years of participation in Invitational Institute and Follow-Up Workshops. During the course of training, participants learn strategies that improve the efficiency and effectiveness of their instruction, improve literacy skills for students and develop presentation and coaching skills.

Invitational Institute

A week long Invitational Institute is held each summer on the Clemson University campus. During the Institute, participants engage in teaching and learning strategies within the context of lessons drawn from all content areas. Participants unpack the experience and develop theoretical understandings about teaching and learning that enable them to adapt strategies for their own content area classrooms.

Follow-up Workshops

Follow-Up Workshops are schedule at intervals during the academic year. Friday evenings are spent building community, sharing successes, and solving difficulties met as participants try strategies with their own students. Saturday all-day workshops involve participants in lessons that demonstrate effective strategies for teaching and learning in content areas, unpacking and reflecting on the experience, and planning for implementation.

Teaching Consultant

At the conclusion of the second year of workshops, participants become Teaching Consultants (TCs), prepared to mentor colleagues and lead workshops for their own schools and districts.

INSTITUTE AND
WORKSHOP TOPICS

• A Framework for Active Learning

• Assessment of students

• Vocabulary across the curriculum

• Reading/Writing/Discussion in every discipline

• Cooperative learning

• Creating thoughtful readers, writers, and learners

YEAR I

During the first year of participation, teachers [Apprentices] learn about strategies, adapt and try them in their own classrooms. They reflect on their own experiences with the strategies and share them with their colleagues in Follow-Up Workshops. The first year emphasis is on becoming knowledgeable about the strategies, experienced in the use of the framework for learning, and accomplished at strategy adaptation for their own students. Apprentices assist Interns in presenting a workshop at the CEALL spring conference each year.

YEAR II

During the second year of participation, teachers [Interns] mentor Apprentices, elaborate their knowledge of strategies, and learn how to provide professional development for their schools and districts. With the assistance of Apprentices, they present at the CEALL spring conference each year.

Graduate Credit

Each year, participants earn 3 hours of graduate credit, which may be applied to a degree or recertification. Total graduate credit earned: 6 hours.