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George Georgilakis was a middle school classroom teacher for seven years.
He taught Mathematics, Social Studies, and Physical Education at the
Manhattan Institute for Academics and Visual Arts (MIAVA) in Spanish Harlem.
He provided peer mentoring to several teachers in the areas of classroom
management and the use of a variety of instructional strategies to engage
and support all students in learning. George also coached MIAVA's basketball
team and organized tournaments with other area schools. As a result of
these successes, he was then trained by the UC Santa Cruz New Teacher
Induction Program to provide professional support to a cohort of 18 first
year teachers (high school and middle school), which he did for two years,
in Manhattan and the South Bronx. He is currently a Math Support Specialist,
consulting principals and other instructional leaders, and co-designing and
facilitating professional development to support teachers in 19 secondary
schools, from Coney Island to Harlem to the South Bronx, with Neil Nathan.
Description:
The Assessment Workshop focuses on formative assessment (exit slips, leveled
questions, individual dry erase boards, graphic organizers, stop and jots,
red/green/yellow cards) and the resulting differentiated strategies that can
be infused into lessons to address the various needs of students. The
workshop culminates with an Analysis of Student Work protocol which can be
used to identify student strengths and areas for growth. This sheds light on
the many ways one can continue to differentiate instruction for the various
levels of learners in a classroom. Participants have the opportunity to
practice this protocol with a class set of their own students' work.
The Portfolio Assessment Workshop will focus on how to develop high-quality,
authentic portfolios that afford students the opportunity to become self
directed reflective learners. One Subject and Interdisciplinary Showcase
Portfolios will be explored, as well as the various types of work that can
be included in each: student writing (first drafts and polished pieces),
individual and group products, investigations, diagrams, graphs, charts,
photographs, audio and video recordings, etc. Additional support will be
given in the variety of ways teachers and students can assess as well as
present portfolios.
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