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.

2019-2020 Course Offerings

List of 8 items.

  • Cooperative Activities to Enhance Class Dynamics

    Presented By: Mrs. Sara Pierce, Physica Education Faculty
    We will practice, share, and design activities that assist in creating “outside the box” thinking in a cooperative classroom space. Through movement, open-ended tasks, and opportunities to employ various ideas, cooperative activities are a catalyst for discussions about teamwork, social roles, and individual learning styles. Students will sharpen their skills of assessing their individual and peer strengths as well as be able to analyze a team’s progression towards success. Join us for an exciting and interactive way to foster a collaborative classroom.
  • Facilitating Student Discourse in the Classroom

    Presented By: Ms. Kim Johnson, Upper School Faculty
    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 plan, execute and reflect on strategies learned. 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?
  • Let's Do the Numbers! (Using Authentic Data Sets to Teach Everything from Arithmetic to Punctuation)

    Presented By: Mr. Tom Rodgers, Upper School Faculty
    When students see how the things we discuss in our classrooms relate to their lives off campus, and in the world at large, they appreciate the significance more deeply and master the concepts more quickly. Science teachers have used this fact to teach using lab activities for generations. But now, the internet has made it possible to collect data on all sorts of phenomena beyond the closed-loop cause and effect scenarios of a controlled, laboratory experiment. With a little time on Google, almost any teacher can find a data set or other quantitative information to illustrate important ideas from every academic discipline. In this course, we will explore the possible applications for authentic data in our own courses, we’ll practice using spreadsheets to present that data in a digestible way, and we’ll talk about how to help our students use that data to see the key ideas at the heart of some of the more complicated topics we study. Recommended for teachers of grades 6-12, but open to any faculty member who is interested in applying concepts to their classroom.
  • Micro-Aggressions: How to Recognize and Address Them in Our Halls, Classrooms, Locker Rooms, and Fields

    Presented By: Mr. Greg Angilly, Director of Student Life and Mrs. Janine Mobley-Burke, Upper School Faculty
    Let’s first define what a micro-aggression is. They occur on a daily basis throughout our community and often times, they go unnoticed. Once we can begin to effectively recognize these situations, we can then start to put “best practices” in place. Participants will work together to identify micro-aggressions, create potential solutions and put these practices into place. We will then discuss and look to refine our approach with the goal of fostering a true sense of inclusivity in our community. We will make mistakes - let’s address them proactively and grow together. Appropriate for all faculty and staff, regardless of division and department.
  • Positive Discipline: Creating Positive Habits

    Presented By: Ms. Leah Burroughs, Lower School Faculty, and Mrs. Carolyn Scullion, Lower School Faculty
    Positive Discipline is an encouraging and respectful way to help students create positive habits that will help them succeed both academically and socially. What does this look like in the classroom? How does this sound when listening to conversations between teachers and students? Learn techniques and tips to increase the positivity, respect, and community feeling in your classroom.
  • Restorative Justice Practices in Schools

    Presented By: Mr. Dashiell Quasebarth
    This course will explore the basic principles of Restorative Justice and how they apply in an educational setting. The basic tenets of Restorative Justice will help establish your classroom or office as a safe learning environment where everyone is heard and appreciated for who they are. As you become more familiar with these practices and implement them in your office or classroom, you will see that your discussions will improve as students and co-workers improve their learning skills. Dedication to these principles will help build a community of learners who know they are given the chance to voice their opinions in both academic and non-academic matters. This will be especially beneficial for teachers who feel they spend a large amount of time navigating conflict in the classroom or who need more tools to help with classroom management and discipline. Classes will progress from basic community building steps to reintegrating students after there has been a major discipline incident.
  • Self Promoting “Minds-On” Reading Strategies to Emphasize Reading as a Process

    Presented By: Mrs. Leanne Self, Upper School Faculty
    Have you ever heard a student say, “Every time I read I just zone” or what about “Every time I read I don’t understand what I’m reading?” If this sounds all too familiar, this course is for you. Through this highly interactive session, participants will focus on research-based reading strategies that will engage students with a variety of texts. No matter the content area, participants will create and revise lessons aimed at motivating students to construct meaning from text with personal stories and tentative interpretations and through visualizing, questioning, summarizing, and reflecting. This course will also look at the behaviors of highly effective readers as well as struggling readers. Participants will enjoy conversations about the reading process and leave each workshop session with a rich toolbox to incorporate in future lessons.
  • Teaching Strategies Supported by Neuroscience: How does the Brain Learn? and How Can We Maximize Deep, Conceptual Understanding in Our Students While Minimizing Forgetfulness?

    Presented By: Dr. Corinne Perkins, Upper School Faculty
    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:
    • Emotional Learning
    • Planning for Forgetting
    • Teachers as Brain Changers
    • Classroom Design
    • Classroom Culture
    • Learning Made Memorable
    • The Engaged Brain
    • Feedback Loops
    • The Science of Study
    • Thinking Outside the Brain
    • The Brain at 100%
    For novice to advanced brain learners, don’t be scared off by the word “neuroscience!”
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1320 Mill Dam Road, Virginia Beach, Virginia 23454-2306 | Phone: (757) 481-2446 | Fax: (757) 481-9194

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