Green Vale faculty across all divisions participated in a Professional Development Day, engaging in learning designed to strengthen classroom practice and further cultivate students’ character, confidence, and intellect in joyful, meaningful ways. Each division’s work was intentionally aligned with the specific goals set for this school year, ensuring that teacher learning directly supports the priorities we have identified for students at each age level.
Throughout the day, teachers took part in workshops tailored to their division, engaged with outside experts, and collaborated with colleagues to plan concrete next steps they will bring back to their classrooms.They approached this work with the same curiosity and commitment we hope to inspire in our students, taking time to reflect on what is working well and where they can continue to grow. This ongoing investment in their own learning helps ensure that students experience joyful, challenging learning and feel known and supported at every stage of their Green Vale journey.
Early Childhood
Early Childhood teachers traveled to the Museum of Modern Art (MoMA) for an immersive, hands-on professional learning experience. The visit focused on how to use art and multi-sensory experiences to spark curiosity, language, and thinking skills in our youngest learners. Faculty explored ways to bring museum-style questioning, observation, and creativity back into their classrooms.The goal of this work is to design joyful learning experiences that nurture early intellectual curiosity.
Lower School
Lower School teachers participated in a Big Ideas Math workshop, “Enhancing Learning with Manipulatives.”
The session emphasized how hands-on tools—such as counters, games, and manipulatives—strengthen students’ understanding of key math concepts. Teachers explored strategies to make lessons more interactive and engaging, building number sense, problem-solving skills, and overall math confidence. Teachers worked by grade level to plan how to integrate these new strategies and materials into upcoming units and daily classroom routines.
Upper School
Upper School faculty participated in a workshop led by the Child Mind Institute, focused on supporting student well-being and success in the classroom. The session highlighted practical approaches for responding to student needs, building resilience, and fostering a climate where students feel seen, known, and supported. Teachers examined how academic expectations and social-emotional needs intersect, and how classroom practices can promote both high expectations and care. Faculty had the opportunity to discuss real classroom scenarios and plan concrete next steps to strengthen both student learning and the overall Upper School experience.
We are grateful for the time our faculty spent learning, reflecting, and planning together. Professional development like this strengthens the teaching your children experience every day and ensures that each student benefits from inspired, research-based practice.