TCNJ Faculty are available to provide Teacher Professional Development workshops virtually, at your school, or in a hybrid format for Professional Development days or activities. It is a great way to ensure consistency of teacher learning, teambuilding and is very affordable. Workshops are typically two to six hours and include participant materials. Fees are based on number of hours, participants and content. We are happy to work with you to develop workshops in all content areas. Click on each content area below to learn about some of our workshops:
Student – Centered Learning: What does student-centered learning in mathematics look like?
This workshop will seek to answer this question with examples at the middle school and high school levels. Problem-based lessons at these grade levels will be discussed and resources will be provided.
Using algebra tiles and other manipulatives to teach algebraic concepts
Participants will learn how to use algebra tiles to model concepts such as integer operations, arithmetic on polynomials, factoring of polynomials, and solving equations, with connections to other topics. We will discuss reasons for using manipulatives or other concrete materials to teach fundamental algebraic concepts. There will be discussion and hands-on participation throughout the workshop. Grade levels: middle school or high school
English Language Arts
The Power of Story
Teaching Drama Without Fear
Teaching Poetry Without Fear
Teaching LGBTQIA* Literature in Secondary School
New Jersey public schools are now legally responsible for providing a LGBTQ-inclusive curriculum and teaching middle and high school students about the political, economic, and social contributions of lesbian, gay, bisexual and transgender people. As a result, New Jersey teachers have a unique opportunity to explore gender and sexuality not only in history classes, but across the curriculum.
Multi Language Learners/TESOL
Strategies to Detect & Correct Misclassification of Multilingual Learners
Detecting whether a multilingual learner has a legitimate disability is a layered and complex task. It requires collaborative efforts and examination of a variety of factors so that appropriate decisions can be made to meet the unique characteristics and needs of multilingual learners. Participants will engage in interactive and collaborative activities as they explore critical information to properly identify and support multilingual learners with disabilities.