Our Story

The C.A.P.E. Institute

Cape Henry Collegiate is committed to creating a culture of professional learning that enhances professional growth and development. As a community, we believe that the most meaningful professional learning occurs in an environment that is collaborative, hands-on, embedded with teacher choice, and grounded in best instructional practices.

The C.A.P.E. Institute is an embedded professional development program focused on Collaborative, Academic, Professional, and Engaging learning experiences, facilitated by CHC Faculty.

All faculty will either facilitate or enroll in a course as members of The C.A.P.E. Institute. C.A.P.E. Institute courses begin in August during pre-service week and continue through a series of four delayed openings from September through January.

2020-2021 Course Offerings

List of 9 items.

  • Cross-Cultural Intelligence for the Classroom and Beyond

    With the help of a free and validated intercultural assessment you'll see how the world can be sorted into 5 different ways of interacting that are largely driven by a country's national values, and you will then learn your own working style/cultural patterns of communication.  In a useful and fascinating way, you will learn how you compare to US general patterns, to other national influences we encounter at school, and how your preferred pattern measures against people raised with different values (you will suddenly understand why you had some challenges with x student or y parent). What you can now see, you can manage better. These well-researched areas analyze how we are all raised to think and act differently and how those differences affect our interactions and judgments with people who don’t behave the same way. It is an effective new way to see how our cultural upbringing (even when we don’t think we have a cultural upbringing) affects our assumptions, values and behaviors, and how those buttons can get pushed in interactions.  We will learn and discuss strategies on what this looks like in the classroom and beyond (are you a more task-oriented, get things done kind of person and do some students/parents/colleagues struggle with that style because they are more relationship-orientated or vice-versa?).  We will learn concrete ways to see interactions in a new light so we can recognize “what might be really going on” and adjust to be more effective, culturally intelligent and efficient teachers, colleagues, spouses, parents, and individuals.
  • Differentiated Instruction

    How can I utilize research-based strategies to increase student achievement and maximize my impact on learning in the classroom?  Let’s explore when, how, and why to differentiate instruction for our students.  Differentiated instruction is responsive instruction that addresses and takes into account students’ varied learning needs. Teachers will improve their own skills on how to ensure that all students meet the learning goals.  We will work together to explore how curriculum,  grading, assessment, environment, student differences, feedback, student relationships, and responsive teaching impact the classroom.  Each session in this course will provide an opportunity for teachers to collaborate on current classroom issues.  We will focus on instructional strategies that can be utilized relevant to the needs of our participants. 
  • Facilitating Student Discourse in the Classroom

    Does most of your classroom talk consist of students recalling or reproducing facts? Or, do you find that “we will discuss” actually means the teacher would do most of the talking and a few students would respond, resulting in something that looked  like a discussion, but was ultimately just a conversation between the teacher and a handful of extroverted students? As you begin to reshape and enrich your classroom discourse, planning for and assessing complex thinking processes is essential. Classroom discussion, dialogue, and discourse are the principal means of exchanging ideas, evaluating mastery, and reflecting on content and shared thoughts. Regardless of the student age or content of the course, engaging students in effective classroom talk begins by creating a discourse-rich classroom culture.  Each session in this course will offer opportunities to learn about or review new practices, practice the various concepts during class and debrief on how to execute the ideas in your classes.  Based on the composition of the participants and their interests, topics being presented will include but not be limited to:  What is discourse in the classroom?  What are the various types of discourse?  What is your role as the teacher in the discussion? How to prepare students for meaningful discussion, Discourse etiquette, Creating grading rubrics that are appropriate, What is the best type of feedback after a discussion? 
  • How Neuroscience Should Influence the Way we Teach

    Whether you’re conscious of it or not, you are a “brain changer.” Everything you teach (and students learn) neurologically changes the structure of their brain by creating new, often more advanced, neural pathways. Thanks to advancements in technology, we are the first generation to understand how the brain works; but yet many of the pedagogical strategies we employ are not designed to maximize the way our brain learns. This course will explore the most recent neurological science published and offer realistic strategies to inform your curriculum, lesson planning, and classroom. By understanding HOW the brain works we can maximize memory, create stronger and denser neurological networks that are primed to incorporate more complex concepts, create more supportive classroom environments that facilitate deeper conversations, while also decreasing classroom and test anxiety. We will discuss topics such as: the Forgetting Curve and Preventing Knowledge Decay; Dopamine and Engagement; Executive Functioning, Cognitive Load Theory, and Higher Order Thinking, and Gaming Models.
  • Mindful Education: How to Infuse Mindfulness Tactics Into Your Classroom

    Mindfulness may seem like a buzzword, but for those who actively practice mindfulness, it's the glue that holds all of life's moving parts together. In this course, we will learn what mindfulness is and is not, and we will explore practical ways to infuse mindfulness in your curriculum without creating a new curriculum that competes with your course content. We will learn how to create a mindfulness culture in our classrooms that will ultimately help to amplify our students’  engagement  in their classes, increase their attention spans,  and empower them to take more responsibility for themselves as learners and decision-makers. Creating a mindful classroom will also assist you in managing stress levels, building healthier, more fulfilling relationships with your students and colleagues, and creating a space where all students can feel safe and appreciated.
  • Supporting Students’ Emotions and Behavior in the Classroom

    We’ve all been there before: You’re in the middle of a lesson and there’s an unexpected outburst. On your way back from recess or to special area classes, you have a student who is exhibiting behavior that seems disruptive and defiant. Quite often, it may be the same child over and over again. You may feel like you’ve reached the end of your rope; your patience has dwindled and you’re just about ready to send them out of the room. You’re caught in between making the choice to reach out to the student or attend to the needs of the rest of the class. It’s a frustrating place to be. This CHC C.A.P.E Institute course will support faculty in understanding how to cultivate classrooms which help students develop the tools for managing their emotions and behaviors. We’ll address our triggers and attitudes as well as classroom culture, self-regulation techniques, and de-escalation strategies. In the end, we hope staff will feel they have a strong support team for addressing the individual needs and behaviors of a diverse student body. 
  • Using Technology in Instruction (Going Beyond Kahoot)

    Technology can be exciting and give students voice and choice in how to show what they know when we harness the power of different resources. It provides teachers with engaging instructional choices as well challenging us to go beyond drilling students for memorization. This course will demonstrate how to use different technology components in instruction (Examples: Symbaloo, Edpuzzle, Padlet, Gimkit, Quizlet, Quizizz, Goformative, Nearpod, QR code maker, Educreations, and more!) and how to embed STEM activities into lessons. Each session will focus on a new tool.  I will model how to use each resource, ending every session with time for teachers to create their own version for their own lessons. Participants will leave each session with a product of their own to utilize. 
  • What is your superpower? Staff Collaboration, Communication, and Learning from Each Other

    Staff members will learn how Cape Henry Collegiate works, department by department. Each of the 5 sessions will be devoted to presentations by the members of each department on their annual timeline, tools they use, and how collaboration with other departments could benefit their work and the work of other departments. After each presentation we will ask ourselves the following questions:
    • Do you have a clearer understanding of the work of this department?
    • What did you learn that you can implement in your work
    • How could you support the work of this department
    • How can members of this department support your work?
    • What will you use from this session in the next month?
    The final session will close with a brainstorming session to help formulate a plan for moving forward toward more effective collaboration and support.
  • Youth Mental Health Course for Educators and School Staff

    From knowledge comes empathy. Kids do not leave their troubles at the schoolhouse door, so knowing the basics of mental health and how to talk to a struggling student is extremely important. We will review the unique mental health challenges of youth ages Pre-K through grade 12. Practical step by step strategies for responding to common mental health emergencies in schools will be discussed. We will also discuss typical adolescent development. 

    Topics will include Mental Health Challenges in Youth Today, Common and Developing Challenges, How to Approach and Talk to Students Who Struggle, How Schools fit into the Mental Health Puzzle, and Suicide Prevention and Crisis Mitigation.
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