In the spring of 2014, Alyssa Davis, a teacher at Rio Del Mar Elementary School in Pajaro Valley Unified School District was in the middle of a divorce. Alyssa had a one-year-old at home, and she was in the 8th year of her teaching career. Although she loved being in education,Ìęshe was feeling discouraged and disheartened.

That year, the Cotsen Foundation came to Rio Del Mar to present the żì»îÁÖapp of TEACHING fellowship. After some consideration, Alyssa applied and received the opportunity to expand her professional horizons by becoming a Cotsen Mentor.

“Shortly after beginning my time with ART of TEACHING, I was feeling rejuvenated and inspired as an educator for the first time in a long while,” Alyssa admitted.

Devin Avey was eleven years into his teaching career at Rio Del Mar Elementary School when he applied and was accepted as a Cotsen fellow. He was looking forward to a brand-new opportunity to grow his teaching practices, more excited than ever.

“I felt proud that I had been selected to be a fellow,” said Devin.Ìę “I learned so much that first year; it was truly a “mind blowning” type of experience because it pushed me in a radically different approach to teaching. With Common Core just emerging, the żì»îÁÖapp of TEACHING fellowship was exactly what I needed.”

However, during the summer of 2015, Devin tragically lost his wife. His colleagues banded together to support Devin in his time of grieving, yet it was unclear what the future would hold for Devin.

“I wasn’t sure he wouldn’t want to continue with the fellowship starting back up in fall,” added Alyssa. “I knew it would be an added responsibility and commitment that Devin might not be up for during that terrible time.”

To the surprise and admiration of his family, friends, and colleagues, he came back to work and continued the fellowship.

Throughout the second year of the żì»îÁÖapp of TEACHING fellowship, Devin and Alyssa developed themselves as educators and deepened their friendship, based on professional respect, relatable personal life situations, and good-hearted humor.Ìę

“The Cotsen Foundation’s ART of TEACHING fellowship literally saved my career,” said Devin. “I had an inspiring first year of teaching as a fellow, but my second year was colored with gloom. I had completely lost the wind in my sails with barely enough motivation to show up on time each day at work. My loss had drained me of my passion for teaching.”

As time went, things slow began to look up for Devin and the end of 2016, the Rio Del Mar cohort graduated from the fellowship. “Along with friends and family, my Cotsen family kept me going,” admitted Devin. “The collaboration and passion for deepening our craft of teaching helped pull me out of my despair. Cotsen saved my career and my team inspired me to be a better teacher.”

While the fellowship had ended at Rio Del Mar, the work started there did not. As teachers continued developing their pedagogy and grow together as a school team, one February night something else grew.

ÌęDuring a staff celebration, Alyssa and Devin noticed something deep between them. Something they hadn’t quite realized had been brewing between them. “We realized that night that we were both in a place in our lives where we were ready for a change,” said Alyssa.Ìę “We were ready for a partner, ready for something deeper and more personal than what we already had.”

Sixteen months later, they were engaged, and a year after that, they were married on June 21, 2019.

With a shared passion for education, their bond grew, and their relationship flourished. They had struck a healthy balance between “teacher talk” and life outside of education.

“Here we are on our 6^thÌętrip to the Cotsen Annual ART of TEACHING Conference, attending as husband and wife,” said Alyssa. “We are eager to encourage each other in our educational endeavors
truly all thanks to Mr. Cotsen and his vision to turn good teachers into great ones!”

The post Once Upon a Cotsen appeared first on .

The annual conference is an opportunity to give new mentors and fellows a preview of the kinds of teaching practices that the foundation will be advancing in its two year professional development program. The conference also offers alumni a yearly chance to reinforce the work done during the core fellowship.

Presenters are drawn from among outstanding thinkers, researchers, and writers in TK -5 education. Their work reflects an emphasis on both the social-emotional and intellectual qualities characteristic of the teaching valued by the żì»îÁÖapp of TEACHING. Those who present are authors of books that frequently inform fellows’ new or continuing practice and often are the focus of monthly inquiry meetings.

This year each of six speakers presented three sessions in the areas of their respective expertise – reading, writing – or math –Ìę varying each session’s focus by topic or grade level.

Deputy Director of the Reading and Writing Project at Columbia University’s Teachers College, ÌęMary Ehrenworth, spoke on teaching writing, altering her grade level focus fromÌę2-8 to 3-6, with one k-5 session, based on her book The Power of Grammar, Unconventional Approaches to the Teaching of Conventions.ÌęSince so many days of Cotsen professional development in literacy draw on the work of Ehrenworth and her colleagues at Teachers College, her sessions were especially appropriate for a large number of Cotsen mentors, fellows, and alumni.

In responding to the movement to include TK in k-5 elementary schools, Matt Glover, author of numerous books on young children’s writing and a third time speaker at the conference, presented two sessions on primary writing including TK. Focusing on the word “nurturing” in both composition and reading, Glover acknowledged the need to be attentive to the social and emotional needs of the youngest students. In his K-6 session, he emphasized the engagement that can be elicited by offering choice of genre in teaching to students at all age levels.

Elham Kazemi of the University of Washington and Angela Chan Turrou of UCLA paired for three sessions with two based on the work described in their book Choral Counting and Counting Collections. These practices – so important in developing children’s number sense, relational thinking, and math fluency – offer support for Cognitively Guided Instruction or CGI, the math approach advanced by the Foundation. Their third session “What is CGI?” offered an introduction to those new to CGI principles.

For her presentation, Debbie Miller drew, largely, from her most recent book, What’s the Best That Could Happen, New Possibilities for Teachers and Readers.ÌęHer theme was especially apropos for new Cotsen fellows as well as alumni since it addressed both the fear of trying something new and the feeling of “being stuck” in practices that may not be responding to children’s needs. She also discussed teaching to develop children’s agency, by creating an environment where children are encouraged to be independent, a topic that she underscored with references to Peter Johnston, a past speaker at Cotsen conferences.

Ruth Parker, Co-founder and former CEO of Mathematics Education Collaborative and co-author of Making Number Talks Matter, presented yet another practice that can be supportive of CGI. With special attention to access for all students, she spoke on number talks, a math learning activity that can offer multiple entry points for different learners across all grade levels. Offering one session on how number talks can support English Language Learners, she followed with another about number talks as a means of engagingÌę “every learner.” Then addressing the need to bridge the connection between early grades and higher math, she spoke on bridging early multiplication relationships to algebra.

The post 14th Annual Cotsen Conference is a Huge Success appeared first on .

Ron Mirr, Senior Vice President of Learning Supports and Family and Community Education, (FACE), for Scholastic Education, recently facilitated a powerful day-long parent engagement workshop for Cotsen teachers and administrators. His session, Leveraging Home – School Partnerships to Improve Student Learning, provided participants with a comprehensive framework and strategies to forge full, equal, and equitable partnerships among families, educators and community partners with the goal of promoting children’s learning and development.

Workshop attendees explored how to create richer conversations and relationships with the families of their students as Ron guided them through the Family Engagement Assessment and the Dual Capacity-Building Framework for Family – School Partnerships.Ìę The Family Engagement Assessment is designed to help assess how welcome families feel at your school. The Dual Capacity – Building Framework for Family-School Partnerships is designed to support the development of family engagement strategies, policies and programs.

Mirr emphasized several key concepts that are critical to moving family engagement from an “events”- focused approach, to a more complete process that builds the capacity of both educators and families to support student success at all grade levels. He shared that schools with effective engagement practices:

• Link family engagement efforts with student achievement
• Utilize strengths-based lens to examine their family partnership work
• Build and enhance the capacity of educators and families in the 4C areas:
• Capabilities (Skills and knowledge)
• Connections (Network)
• Cognition (Shifts in beliefs and values)
• Confidence (Self-efficacy)

Martha Mota, a mentor from Harry Bridges Span School, commented, “One of my biggest take-aways was the difference between family engagement and parent involvement. Family engagement is important because it places the student in the center, and it allows for the student to get support at school and at home. This support is very important for the student to grow and learn academically and socially.”

Alex Jauregui, Cotsen mentor from Beatty Elementary School, added, “If parents feel that their child’s school is a ‘family’ and everyone cares for one another, they are more willing to help out, take part in their child’s education and take an active part in school life. Family engagement is a collaborative effort between teachers, parents, and students. I cannot assume what parents want. I need to ask them what they would want to do and what goals they would like to set to ensure success for their child. We have to be in constant communication with each other.”

The Cotsen Foundation believes that family engagement is an integral factor in the support and success of students’ academic lives and has developed the Parent Engagement Grant to help schools work with parents to better understand classroom curriculum and learn ways to support the academic and social-emotional development of their child at home. For more information on this grant, go to

Ron Mirrhas nearly 40 years of experience working with schools and social service agencies on engaging families and community partners in the learning process. He is a co-author of the Family Engagement Assessment-a tool that measures a school’s capacity for developing effective partnerships with families.

The post Cotsen Foundation Hosts Parent and Family Engagement Workshop appeared first on .

The Cotsen Foundation takes great joy from seeing so many alumni, mentors and fellows alike, rising to new heights as leaders in their schools/districts. The following are the names of Cotsen alumni who have taken on new leadership positions as of the 2019 – 2020 academic year and/or have received advanced degrees in 2019:

Andrea Arias (alumna fellow ’09) is now the assistant director for the Early Entrance Program at Cal State LA. Andrea’s most recent position was vice-principal at James Guinn School in the Anaheim Elementary School District.

Ignacio Avila (alumnus fellow ‘11) is now the principal of Daniel Phelan Language Academy. Ignacio was previously the coordinator of instructional technology for the Whittier City School District.

Raquel Bahena (alumna mentor ‘19) is now the IB Coordinator/Coach for Oswalt Academy in the Rowland Unified School District. She is now overseeing the school’s inquiry program, working with teachers in their instructional practices, holding professional development, and working to support our teachers K-8. Raquel just recently finished the Cotsen fellowship as a mentor for Oswalt.

Lila Daruty (alumna fellow ’12) is now the principal of Webster Elementary School in the Santa Monica-Malibu Unified School District. Lila was previously the assistant principal of Grant Elementary as well as the coordinator for the New Teacher Induction Program in the SMMUSD.

Lani Davies (alumna fellow ’19) received a master’s degree in educational leadership this summer. Lani is currently a teacher at Rowland Elementary School in the Rowland Unified School District.

Alicia Decker (alumna fellow ’11) is now a teacher specialist for Pomona Unified School District. Alicia is now collaborating with teachers and administrators to adjust and design coursework, evaluation/testing, and classroom organization strategies. Alicia was previously a first-grade teacher at Lexington Elementary School.

Fiona Engler (alumna fellow ’15) is now the magnet coordinator for Paseo Del Rey Magnet School. Fiona is now in charge of all magnet enrollment, Title 1 compliance, and GATE compliance.

Elisa Erickson (alumna mentor ’19) is now the instructional coach next year at Lampton Elementary School in Norwalk La-Mirada Unified School District. Elisa is now coaching the staff at Lampton and help develop the school’s Cognitively Guided Instruction approach. Elisa finished the Cotsen fellowship last spring as a mentor at Lampton.

Roisin Fahey Vivo (alumna fellow ’11) is now the new teacher project mentor in the Pajaro Valley Unified School District. Roisin is now providing support for new teachers’ immediate curricular needs, as well as helping to cultivate their teaching habits of mind while assisting with induction requirements. Roisin was previously a 5th-grade and 3rd-grade teacher at Mintie White Elementary School.

Stephanie Given (alumna mentor ’18) is now the instructional program specialist at Acacia Elementary School in the Fullerton School District. Stephanie is now coaching the staff at Acacia and helping develop the school’s Balanced Literacy approach. Stephanie has been a mentor for the past four years (2 rounds) while acting as an instructional coach for Acacia and Richman Elementary School.

Stephanie Guppy (alumna mentor ’19) is now vice-principal at Robert C. Fisler School in the Fullerton School District. Stephanie finished her second round in the Cotsen Fellowship last spring as a mentor at Robert C. Fisler School.

Karina Hartl (alumna fellow ’12) is now the principal of Carmela Elementary School for the South Whittier Elementary School District. Karina’s most recent position was Coordinator of Special Projects for the Whittier City School District.

Amanda Heineman (alumna fellow ’13) is now principal at Estock Elementary in the Tustin Unified School District. Amanda was previously aÌęcoordinator in Educational Services, where she supported curriculum, professional development, and teacher induction.

Amy Hodge (alumna mentor ’17) is now principal at El Rincon Elementary in the Culver City Unified School District. Amy was previously anÌęinstructional coach at Farragut Elementary School.

Alicia Jackson (alumna mentor ’16) received a second master’s degree in educational leadership with an emphasis on administration. Alicia is an instructional coach at Farragut Elementary in the Culver City Unified School District. This year, her role has expanded to “district-level” instructional coach.

Krystal Kawamoto (alumna fellow ’19) is now the district instructional coach this next year for Oswalt Academy in the Rowland Unified School District. This position consists of working and supporting teachers, students, and administration. Krystal was previously a kindergarten teacher at Oswalt.

Julienne Lee (alumna principal) is now the Assistant Superintendent of Educational Services at Fullerton School District. Julienne was previously the principal at Robert C. Fisler School.

Teri Malpass (alumna fellow ’07) is now the principal at Gisler Elementary School in Fountain Valley School District. Teri was previously an assistant principal at McGaugh Elementary School in the Los Alamitos Unified School District.

Katie Masterson (alumna fellow ’17) is now the assistant principal for Juan De Anza in the Wiseburn Unified School District. Katie was previously a teacher at El Rincon Elementary School.

Venus Moeller (alumna mentor ’19) is now the assistant principal at Sowers Middle School in Huntington Beach City School District. Venus was previously a teacher at Courreges Elementary School in Fountain Valley School District.

Anne-Marie Mowad (alumna fellow ’05) is now the assistant principal at Jane Addams Middle School in the Lawndale Elementary School District. Anne-Marie was previously an instructional technology resource coach for the school.

Lucy Salazar (alumna principal) is now the executive director of the Long Beach Education Foundation. Lucy was previously the principal at Alvarado Elementary School in Long Beach Unified School District.

Joan Strasser Durrin (alumna mentor) is now the district instructional coach/TOSA for the Rowland Unified School District. Joan finished the Cotsen fellowship last spring as a mentor at Rowland Elementary School.

Erica Silva (current mentor) has received a doctorate degree in educational leadership this year from USC. Erica is a first-year mentor at Monroe Elementary School in Monrovia Unified School District.

Kristin Welch (alumna fellow ’15) has joined the UCLA Math Project in Center X as a Cognitively Guided Instruction math coach. Kristin was chosen for the Google Innovator Academy in Copenhagen in November 2019 and is aiming to complete the project by November 2020. Kristin was previously a 2nd-grade teacher at Coeur d’Alene in the Los Angeles Unified School District.

Jennifer Williams (alumna mentor ‘17) is now the assistant principal of Peter Burnett Elementary School and Juan Cabrillo Elementary School in the Wiseburn Unified School District. Jennifer was previously a teacher and instructional coach at Juan Cabrillo.

Jennifer Wilson (alumna fellow ’10) is now a reading specialist for Boulder Creek Elementary School in the San Lorenzo Valley Unified School District. For the last 20 years, Jennifer has taught 1^st-grade, 2nd-grade, kindergarten, and reading recovery. She began taking her master’s in reading and literacy this past summer.

Wendy Wood (alumni fellow ’04) is now the Assistant Principal of McGaugh Elementary in Los Alamitos. Previously, Wendy was 20% Administrative Designee and 80% classroom teacher at Lee Elementary in Los Alamitos.

Martha Monahan (alumna principal ’19) has received a doctorate degree in educational leadership this year. Martha is principal at Center Street Elementary School in the El Segundo Unified School District.

If you are a Cotsen alum or know of a Cotsen alum who has risen to new leadership positions or academic challenges, but are missing from this list, please email us atÌęinfo@cotsen.organd we will be sure to add you or them to the list. Thank you.

The post Cotsen Alumni Transition to New Leadership Positions in the 2019-2020 School Year appeared first on .

It’s the beginning of a new school year
 a truly extraordinary time. It’s a time of sharpened new pencils, fresh unused crayons, and shiny clean mobile devices; a time of anxious parents who want to make sure their child was assigned to the classroom with the best teacher, (of course that generally means a Cotsen teacher.) But perhaps most importantly, it’s a time of fresh starts and new possibilities.

With the memory of last year’s struggles and challenges dimmed by weeks of summer fun, students, parents, and staff each in their own way experience renewal, resolve, and dreams of joyful learning for the upcoming 180 days. The possibilities of fresh starts and clean slates that a new school year brings help make the excitement of this time year palpable.

We at the żì»îÁÖapp of TEACHING experience the effects of a new school year too. We are tremendously excited about the possibilities for joyful transformative learning and professional growth for each of you who are part of the Cotsen community. This year, we welcome 105 new teachers to our ranks. You are now part of a lively intellectual community of more than 1500 current and alumni mentors, fellows and administrators across thirty districts, who are committed to teaching and learning excellence for themselves and the students they serve.

Cotsen is honored to partner with you in your pursuit of instructional excellence, and we look forward to providing you with professional growth opportunities and support that inspire you and give you tools that help you work magic with your students. Please be on the lookout for notices about them that will be sent to you throughout the year. You should have already received information about the żì»îÁÖapp of TEACHING’s 14^thAnnual Conference, which will take place in Long Beach on Saturday, September 28^th, so mark your calendar.

In sum, the 2019-2020 school year begins with great promise of even greater accomplishments for our Cotsen community. Welcome back, and on behalf of our Board of Directors and staff we send our sincerest wishes for the most excellent year ever!

Sincerely,

Jerry Harris

Executive Director

The post Some Thoughts on a New School Year appeared first on .

Dr. George Herrera, principal at Villacorta Elementary School, is preparing his school for its first year in the żì»îÁÖapp of TEACHING fellowship program. But his work as a leader and principal over the last three years has earned him district-wide recognition this year.

The Rowland Unified School District has named Dr. George Herrera the District Administrator of the Year. The Board of Education honored George for his efforts to improve learning opportunities for students and teachers at his school, and his outstanding leadership in supporting and encouraging innovation and out of the box thinking at Villacorta.

“This was such a surprise,” George said in a statement. “I’ve always felt that it takes corazĂłn (heart) to capture the hearts and minds of students, especially as young as elementary school and all the way up to high school. But certainly, in elementary school, these students are very impressionable and I have always felt that the Rowland Unified School District has corazĂłn. For the district that I care so deeply about to select me is very humbling, energizing, validating, and I couldn’t be any prouder, because I have so much respect for all the people that make up this school district.Ìę The outstanding leadership of our school board and our superintendent, Dr. Julie Mitchell, give me incredible hope for what is yet to be.”

George’s passion for children and teaching is one of many admirable qualities that led to his hiring as principal at Villacorta three years ago. That passion was forged at the beginning of his career when he first discovered the joys of teaching children. George credits Dr. Isaac Cardenas, formerly the Chair of the Chicano Studies Department at Cal State Fullerton, for mentoring and encouraging him in his early years to interview for a first-grade teaching position at Northam Elementary School and to consider going into administration. Once George was accepted, he began teaching first grade.

“I really fell in love with teaching,” George reminisced. “I remember coming into that first-grade class with a lot of passion and I had a lot of motivation and creativity, but I knew I still needed to develop my skillset. ÌęI started talking to anyone and everyone that I could about teaching so that I could become better at what I did. I have always felt that getting better at teaching is a lifelong endeavor.Ìę Then the wonderful opportunity came to join the Cotsen ART of TEACHING fellowship.

Initially, George admits, he was hesitant to apply for the mentor position since he enjoyed teaching and working with his students. He did not want to leave the classroom.Ìę But after many of the teachers encouraged him to apply, George found himself with the offer to be the Northam Cotsen mentor. Deciding to follow through, he accepted the position and began working with the Cotsen fellows at Northam.

“I don’t think that any experience has changed me as profoundly as being a Cotsen mentor because as a mentor, I was not focused on myself.” George explained. “I was focused on other teachers, and my skillset grew exponentially.Ìę The fellowship took me out of my school andÌędistrict bubble and my eyes were opened to all the excellent practices that were out and about in all these other schools.Ìę I connected with many kindred spirits from other districts.”

As Northam finished the two-year fellowship program, George was left with the desire to create a bigger impact on the school community. George returned to the classroom to teach again, however, a part of him wished and craved for an opportunity to do more for the students and teachers of the Rowland Unified School District.

Through a series of conversations with his principal, George was encouraged to think about applying for a position out of the classroom. Although at first, he resisted the suggestion, the idea that Dr. Cardenas had planted in him years earlier of serving in a greater capacity was still very much alive.

When George’s principal, Helen Benavides, was transferred to Giano Intermediate School, she asked George to join her as the school’s Instructional Coach. He decided to take the position on the reasoning that since he was teaching 6th grade at the time, he’d get to observe some of his students move on from 6th to 7th and 8th grade. After those two years, George took on the role of being a program specialist at Giano. Then a year later there was an assistant principal vacancy and the principal asked George, since he was doing a lot of the work that an assistant principal would be doing, why not apply for the position and see what happens.

After careful deliberation, George decided it would be a great opportunity to impact the school as a whole and accepted the assistant principal position at Giano. He was surprised by how much he enjoyed the role, and when the opportunity arrived for a principal position at Villacorta, George immediately recalled the seed that Dr. Cardenas had planted in him many years earlier to consider being a school leader to impact the lives of many more students.Ìę He embraced the leadership position with reignited passion and motivation to return to his elementary roots. George has since been the principal at Villacorta for the past three years.

“My participation in the Cotsen Principals’ Technology Network has been really important in my work,” George said. “I have an amazing staff at Villacorta and being a part of this network has helped our school make dramatic transformational changes. When I first arrived at Villacorta, my teachers would ask me at staff meetings what I wanted them to do. And I thought about this for a while and I eventually went to them and said, ‘here’s what I want you to do. I want you to take risks, I want you to make mistakes and learn from them, I want you to share your discoveries and step out of your comfort zone, I want you to explore uncharted territory, I want you to be creative and innovative, I want you to learn by doing and I want you to expect the same from your students. If you do that you’ve fulfilled my expectations.’ It was sort of like giving them the freedom to explore and they really took it to heart and stepped out of their comfort zones.”

“It’s been a phenomenal year,” George remarked. “When I first became a Cotsen mentor, I had never thought of moving into an administrator role. And so, to come full circle now being an administrator, I can’t imagine not having Cotsen in my school. It was a transformational experience for me.Ìę I always wanted to make a positive difference in the lives of young students perhaps in a way that changes their trajectory for the better.Ìę Cotsen gave me the tools to accomplish that.Ìę I’m so excited for my teachers to experience the Cotsen ART of TEACHING fellowship in this new year!”

The post Principal George Herrera Named Rowland Unified School District 2019 Administrator of the Year appeared first on .

Rudy Gonzalez, Principal of Morrison Elementary School in the Norwalk-La Mirada Unified School District, never planned on leading a school that had been awarded the prestigious California Distinguished School Award three times in one decade (2008, 2012, 2018). In fact as a financial analyst and financial consultant, teaching had never crossed his mind until he took a career assessment test at the age of 34 and learned that “education” and “psychology with leadership overtones” were his strongest interests. In 2019, he’s being recognized by the Teachers Association of Norwalk-La Mirada Unified School District as the 2019 Site Administrator of the Year.

Much of Rudy’s success in his school can be attributed to his unwavering vision for his students and staff. Being a teacher or a principal “is not a job,” Rudy stressed. “It’s a calling. The work we do as educators stays with us long after we’ve gone home. My staff and I are continually thinking and reflecting on how the day went, our interactions with our students, our practice, and our data.”

A friend and mentor, Marsha Guerrero, also played a big role in Rudy’s life when he was teaching. Seeing the desire within Rudy to make a difference in the lives of his students and his school community, Marsha and many of Rudy’s colleagues nudged and encouraged him to pursue higher leadership positions. When the opportunity arose after 15 years of teaching, Rudy stepped up to become the principal of Morrison Elementary School.

“My wife and I are both in education and we chose this career because we’ve always felt that this was the best way we could make a positive impact in our community.” Rudy said. “Yes, the work is hard and requires your heart and soul, but boy, if you do this work the right way then you will truly have the ability to impact the world.”

As a child, Rudy remembers attending school as an ESL student on free and reduced lunch. The obstacles and challenges Rudy faced in his youth have given him a unique perspective into the homes and minds of the “underdogs” as Rudy calls them.

To all school leaders searching for insight into how to better reach their students, Rudy suggests that it “starts with the belief that your students can learn. It is not an option to believe otherwise, especially in a high poverty area. You have to be their biggest cheerleader, and you can’t make excuses for your kids.”

Rudy also suggests that schools that make a difference in the lives of their students are filled with teachers who are continually learning and educating themselves. As principal of Morrison, Rudy spends considerate effort in developing his teachers professionally and making sure they have access to the tools and resources to be successful.

“Professional development is how you push your school and staff forward,” Rudy said. “That’s why I love the Cotsen Foundation’s ART of TEACHING model. There’s no other organization out here that goes that deep and provides the kind of commitment that Cotsen makes to the schools and teachers.”

Morrison Elementary School completed the żì»îÁÖapp of TEACHING Fellowship program in 2018. Rudy has invested much of his time and resources to continuing the żì»îÁÖapp of TEACHING work and sustaining the development of his teachers. This year Morrison Elementary received an Extended Coaching Grant from the Cotsen Foundation to support the school’s effort to sustain and expand instructional practices through a coaching model school-wide. This year’s project will concentrate in one curricular area and detail a plan for coaching.

The post Principal Rudy Gonzalez Named Norwalk La Mirada Unified School District 2019 Administrator of the Year appeared first on .

As we begin the 2019-2020 school year, the Cotsen Foundation would like to recognize the exemplary alumni teachers who retired this past year. These consummate professionals have spent the last few decades refining their craft in an effort to open up the world of learning and exploration for the children in their classrooms and school sites. We thank them for their service and dedication.

Julie Gautreau(Alumni fellow ’05) After 21 years of teaching and six years in an administrative position (Coordinator of Assessment & Technology) at the Cypress School District office, Julie retired this pastÌęyear. She is hoping to travel extensively and enjoy her family and friends!

Louanne Myers(Alumni fellow ’12) After 35 years of teaching at San Lorenzo Valley Elementary School in the San Lorenzo Unified School District, Louanne retired this past year. Louanne looks forward to traveling during the off-season (October, February), skiing mid-week and working part-time as a math coach in her district. She plans to continue to work with the Monterey Bay Area Math Project too when she’s not traveling.

Jo Ann Silliker(Alumni fellow ’11) After 33 years of teaching at Vejar Elementary School in the Pomona Unified School District, Jo Ann retired this past year. Jo Ann is excited to spend time with her grandchildren and looks forward to traveling.

Janice Wright(Alumni fellow ’07) After 32 years of teaching at Arnold Elementary School in the Cypress School District, Janice retired as this past year. She will spend her time traveling, visiting family and friends around the US and plans to do a lot more.

Carol Gutierrez(Alumni mentor ’19) After 19 years of teaching at Gallatin Elementary School in the Downey Unified School District, Carol retired this past year. Carol is excited to enjoy time with her four grandchildren and participate in the UCLA math project part time. Alumni fellow

Rebecca Urias(Alumni Fellow ‘07) After 30 years of teaching, at Santa Monica High School andÌęWill Rogers Learning Community, Rebecca retired this past year. Rebecca and her husband will be moving to a beautiful new home in South Eastern Arizona where they plan on hiking, bird watching, enjoying the spectacular sunsets, and visiting family and friends.

The post Cotsen Foundation Recognizes Retiring Alumni Teachers appeared first on .

On Saturday, May 18^th, the żì»îÁÖapp hosted the annual End-of-Year Luncheon Celebration at the Skirball Cultural Center.

This annual celebration honored the newly graduated Cotsen Class of 2019 as they finished their two-year fellowship program. , Founding Director and Board Chair Margit Sperling Cotsen, President and Director Dr. Barry Munitz, and Vice President, Director of Education and Visitor Experience Sheri Bernstein, came to the lectern to welcome the fellows, mentors, alumni, and administrators.

“A child’s life is like a piece of paper on which every passerby leaves a mark,” Mrs. Cotsen remarked. “Just think about that. The positive and meaningful mark you have on your students is never-ending. I hope you all feel the power and value of your work. I want you to know how very much we appreciate you and your efforts.”

After the opening introductions, five fellows and a mentor took their places at the speakers’ lectern and, one by one spoke about their journey in the żì»îÁÖapp of TEACHING.

Speaking on behalf of the 2019 graduating class were the following representatives: (Click the link to watch on YouTube)

Richmond Street, El Segundo

Lampton Elementary, Norwalk-La Mirada

, Oswalt Academy, Rowland

, Mill School and Technology Academy, Whittier City

Courreges Elementary, Fountain Valley

Robert C. Fisler School, Fullerton

Concluding the program, Executive Director, came to the lectern to thank the graduates for their dedication to excellent teaching. “I think Mr. Cotsen couldn’t be more proud than to see his foundation developing life-long learners
You keep teaching them that it’s not just the grade on the test and once they’ve learned that they’ll go on to the next thing. You model this life-long passion for learning, which truly is the gift that keeps on giving.”

Following the closing remarks, the newly minted alumni received his or her graduation certificate and the Cotsen pin, awarded to all graduates of the żì»îÁÖapp of TEACHING fellowship program. The class of 2019 marks the 16th consecutive End-of-Year graduation ceremony since the founding of the żì»îÁÖapp of TEACHING program in 2001. The Cotsen alumni network has since grown to 1360 educators.

The post The żì»îÁÖapp Celebrates Its 2019 Graduates at End-of-Year Luncheon appeared first on .

How’s It Going? A Practical Guide to Conferring with Student WritersÌęauthor and literacy consultant, Carl Anderson, led the third Cotsen workshop in the Alumni Speaker Series on Saturday, March 9th. This half-day workshop took place in the morning at The Center at Sycamore Plaza and centered on Writing Conferences.

As a literacy consultant,ÌęCarl Anderson has been recognized as an expert in writing instruction for Grades K-8 andÌęhasÌęconsultedÌęwith schools and districts around the world. ÌęCarl is also the author of numerous books on teaching writing, including the bestselling How’s It Going? A Practical Guide to Conferring with Student Writers.

Carl spent a full day sharing with participants the teacher’s role in conferences, strategies for teaching students to take an active role, and ways to weave literature and mentor texts.

In the morning, Carl discussed how conferences help teachers discover and assess what students are trying to do as writers, what teachers need to learn about navigating the stages of the writing process, and how to integrate the qualities of good writing into their narrative, informational and persuasive pieces.

The afternoon’s agenda included, teachers learning how to seamlessly integrate the use of mentor texts into their own conference teaching to teach the craft of writing, and how to get better at “reading like a writer.”

Charles Castro, alumni fellow fromÌęRoosevelt Elementary School commented,Ìę“What Carl said today was very powerful. I loved learning the nuts and bolts ofÌęconferring with students, using mentor texts, and I loved his examples of howÌęPicassoÌęand the Beatles used mentors to become better artists and writers of music. I was also really glad he urged everyone to just focus on one thing at a time and then build upon it because it is a lot of work and this kind of work takes time.”

“Today’s speakers’ series (session) was wonderful,” saidÌęSusie Wren, Woodcrest Elementary School alumna mentor. “Conferring has been my biggest obstacle this year but getting an opportunity to learn from Carl and hear his advice and tips has helped me feel more confident about my practice.”

The Cotsen FoundationÌęextends a huge thank you to Carl Anderson for coming to Los Angeles to speak with our cohort of educators. The foundation is honored to be able to provide more opportunities for Cotsen alumni to participate in workshops led by prominent speakers in the field of education. While this was the last speaker series for the 2018-2019 school year, more workshops and study networks are sure to be offered in the future.

The post Carl Anderson Leads Third Session of the Cotsen Alumni Speaker Series appeared first on .