March 23, 2017, Issue #16
Upcoming Workshops!
April 19
Location: Marlborough School
June 14
Location: Windward School
July 18-20
Location: Futures Without Violence
July 24-27
Location: Windward School
July 31-Aug 3
Location: JCHS
Aug 1-Aug 3
Location: Westridge School
Aug 7-Aug 9
Location: JCHS
Aug 10-11
Location: Westridge School
What is the CATDC?


The California Teacher Development Collaborative (CATDC), is a non-profit organization dedicated to providing professional growth opportunities for teachers and administrators from independent schools. Its member schools represent the diverse range of small and large elementary, middle, and high schools from all over the greater San Francisco Bay and Los Angeles areas.

What is the mission of the organization?

The aim of the CATDC is to: 1) Promote enriching professional development opportunities.

2) Support collegiality and cooperation among teachers and schools.

3) Inspire teachers to become educational leaders.

I thought you were called the BATDC?

The BATDC started in the San Francisco Bay Area in the year 2000, and has since grown to include a network of over sixty independent schools in the region. In 2012, a group of LA area heads of school asked if the BATDC could replicate its proven model by launching a branch of its operations in Southern California. Now, following the completion of the two-year pilot program, and with a thriving group of over thirty member schools in Southern California, we have changed our name to the "California Teacher Development Collaborative."

How can I take part in the CATDC's offerings?

1) If your school isn't already a member, encourage them to join here

2) Register for our upcoming events, and keep an eye out for our spring schedule of workshops.

3) Get in touch and let us know what kind of professional development opportunities you're looking for.

4) Let us help you leverage the power of the network by connecting you with colleagues from other schools. 

5) Join our mailing list to stay up to date on all our future workshops and events.

A Message from the Executive Director,
Janet McGarvey
Weary of rain? Cold winds? In this month's edition of The CATDC Buzz we explore some ways to "spring forward." Rachel Garlin, who is one of our dynamic leaders of  Teaching Foundations  (news flash: we will be offering it in Los Angeles as well as San Francisco this summer!) writes about a topic dear to her heart: using movement in the classroom. Regan Galvan, math teacher at Harvard-Westlake School in Los Angeles, tells about how she built upon the annual Women in Leadership conference to start a circle of like-minded colleagues to continue their conversations and inquiry. I love that! And we offer as well some information and stories about BATTI's new Educational Leadership program. I hope you enjoy reading all three of these contributions.
As the 2016-17 on-going programs wind down, I am grateful for the commitment so many of you have made to engaging in meaningful conversation and learning with local colleagues throughout the year. It is a great pleasure not only to see long-time professional friendships deepen, but also to witness the power of affinity that binds new relationships. Stay tuned for a few more one-day events before the last push to summer. I hope to see you!

Please spend some time looking at this summer's institutes and workshops. The  web site will have all of the latest updates and registration information.
How to Add Movement to Your Lessons
By Rachel Garlin, The Bay School of San Francisco
"If you feel thirsty, your students are probably dehydrated." I learned this statement in college while training to become a backpacking leader for freshman orientation trips. We, as senior trip leaders, were tasked with keeping tabs on the needs of our groups by measuring our own energy levels and then imagining a (potentially) amplified version in our students. While the context of a classroom is different from the twists and turns of the Appalachian Trail, the idea is one that I've kept in my proverbial backpack ever since.
If you substitute the word "restless" for "thirsty," the statement becomes even more relevant, since in a lot of cases it is the physical aspect of learning that gets forgotten or neglected when teachers (even really good teachers) plan dynamic lessons packed with content. I currently teach high school Humanities, but I also spent many years as a music teacher and a lower-school multi-subject classroom teacher; I've been able to use the physical movement litmus test in lots of different environments. To translate plainly from the quote above, "If you (as the teacher) could benefit from a physical break/change of position/stretch, your students are probably starving for one."
So, what is physical movement in the classroom? At a basic level, it is just that: a stretch, a change from being seated to standing, or movement from one place to another. But as an integrated and intentional aspect of your lesson plan, physical movement can also be much more than that. It can be the key to keeping students engaged and cued up to learn; it can be a joyful and inspired break from a routine; it can be a classroom management tool that helps you hold the space for your students while also allowing them their personal freedom; and it can help build trust as you demonstrate (and students experience) a "catch and release" sort of rhythm to your room.
When I plan lessons, regardless of the length, I usually think of them in three parts (Intro, Main Lesson and "Outro".) I try to make sure that at least one of these sections has an intentionally physical component or something that engages the body in some way. I also use the transitions in between them for additional, intentional movement.
How to Start Your Own Women's Leadership Circle
By Regan Galvan, Harvard-Westlake School

Professional Development is akin to a triple lattè for passionate educators. Taking a day to attend a workshop to learn a new skill, get inspired and connect with other passionate educators is energizing and satisfying. I typically leave the day feeling a little lighter, reinvigorated to do my job, inspired by reflecting on best practices and meeting others with similar interests. But all the feels from great PD tend to fade after reentry, as one resumes the normal day to day, which is filled with meetings and tasks, and often lacking in inspirational speakers. We all have great colleagues, but don't always have space and time to talk to them about philosophy.
This was me after  CATDC' Women in Leadership 2016 . I look forward to this workshop every year and last year did not disappoint. It was a privilege to spend the day away from our normal routines, listening to stories of reinvention, connecting with like minded educators and reflecting on personal growth. I felt all the feels. At the close of the day, though, those bittersweet feelings returned. I was both excited to apply the lessons from the day and a bit sad, knowing the energy might dissipate upon returning to work.
Before leaving, I chatted with  Carol Swainson , awesome educator and one of the panelists that day. We found that we both felt the same way: Why must we wait a year to feel the feels again? We agreed to stay in touch and make an effort to bring people together sooner. After a few emails and phone calls, we had invited the other workshop attendees, picked a location, selected a topic and Women's Leadership Circle was born.
The goal for Women's Leadership Circle is to have an opportunity to continue the conversations started at the CATDC Women in Leadership workshop. We want to create a space for women in independent schools to talk about leadership by facilitating casual conversations, perhaps framed by articles, videos, books or topics in popular culture, in a group where all members are committed to growth and helping each other to grow. We also want meetings to be fun, so we bring snacks and wine.
It has been a privilege to receive support and draw on the advice of the learned experience of the group members. What started as evening of casual professional learning, has become a fun support group of friends.
If you're interested in starting a circle, know that there are plenty of existing structures for professional learning network such as  Book Clubs Critical Friends Groups  or  Lean In Circles . It is nice though to have a less structured group, without pressure or a lot of homework to do beforehand. Plus the opportunity to set the agenda is an interesting challenge. This type of group occupies the space between a professional mixer and friends meeting for dinner. Here is what we have learned:
  1. Invite people, a lot of people. Know that most people won't come, and don't get offended. They are busy and so are you. Invite interested folks from your school and strive to meet new people from outside of your school to get new perspectives. Perhaps stick to a small region (driving all over LA has made it tough for our group to grow).

  2. Keep the stakes low. No one has time to commit to reading an entire book every month. While we share short resources, an article, a chapter from a book, or a TED talk, we also make it so everyone can participate in the meeting without having done the reading.

Leaders of Change: Profiles from BATTI's New Leadership Program
In 2015, BATTI launched an innovative new Educational Leadership program, designed to support Bay Area educators who were ready to move into a leadership role. The two-year program allows aspiring school heads, principals, division heads, administrators and teacher-leaders to gain a Master's Degree tailored to their unique goals and to support their current work at their schools.

Schools today are faced with new demands as a result of the 21st century's massive interconnectedness, diversity of perspectives, global economic change, rapid technological revolutions, and ethical dilemmas. Educators must be less focused on management, more focused on innovation and implementation to meet the challenges of the future. The Educational Leadership program draws on BATTI's fundamental values, successes and relationships: mentorship, small cohorts, school partnerships, and careful and personalized design. BATTI's commitment to "learning by doing" prepares graduates for long-term success in a diversity of challenging environments.
This May, the first cohort will graduate from the program. We asked two of the school leaders about their experiences and their goals for the future.
Danny Scuderi 
As the Humanities Department Head and Language Arts teacher, I'm responsible for coordinating cross-curricular projects between the middle school Language Arts and Social Studies departments and for designing the scope and sequences of the middle school Language Arts curriculum.
Some of the greatest rewards (of my work) revolve around the very nature of being a teacher-leader. I am able to make decisions and effect change on a slightly larger scale while also being able to see the effects of those decisions in the classroom.
School leaders need to be effective and efficient communicators and active listeners as well. I've learned through BATTI that at times, the people we are talking to simply want to be heard and heard fully; there may not be an explicit need to respond. Knowing when to speak and when to listen is important.
A BATTI field trip at IDEO led to a White House visit! Joining the IDEO Teachers Guild led to a Facebook hack-a-thon, whereby four other teachers and I built as much of our idea as possible along with a team of professional designers and engineers. That amazing experience led to being invited to the First Lady's Beating the Odds education summit at The White House, a celebration of students who  beat the odds to get into college. We helped facilitate workshops for these students and met the First Lady at the White House. Both were equally powerful.