Westmoreland Central School District recently welcomed educators from across the region for Inspire New York Through Phenomenal Teaching, a three-day professional learning institute held October 7–9 in partnership with PEBC and OHM BOCES.
The institute brought together educators from Whitesboro, New Hartford, Holland Patent, Oriskany, Remsen, Vernon-Verona-Sherrill, Oneida, Sauquoit, and Westmoreland to collaborate, learn from one another, and explore innovative ways to support student learning.
At the heart of the institute was an important question: How do we teach for student agency and understanding?
Participants explored elements of the PEBC Teaching Framework and how educators can engage students as active meaning-makers—learners who think deeply, ask questions, make connections, and take ownership of their learning.
Throughout the three days, educators focused on key elements of phenomenal teaching, including:
Cultivating a Thinking-Oriented Classroom Community
Planning for Lifeworthy Learning
Crafting Student-Centered Workshops
Fostering Thinking Strategies for Understanding
Engaging Students in Meaningful Discourse
Assessing Along the Way to Inform Instruction
Learning From Westmoreland Classrooms
A highlight of the institute was the opportunity for visiting educators to observe classrooms throughout Westmoreland Central School District. Participants visited classrooms across all grade levels, including Primary School (Pre-K–2), Upper Elementary School (Grades 3–6), and the Jr./Sr. High School (Grades 7–12).
Before each visit, educators participated in a pre-brief to establish a focus for their observations and identify what they hoped to learn. Following the visits, participants gathered for debriefing sessions to reflect on what they observed, exchange ideas, ask questions, and consider how they could apply these practices in their own classrooms.
These experiences provided an opportunity to see student-centered teaching in action and examine how classroom environments, instructional strategies, and meaningful interactions support student thinking and understanding.
Trevor Haskell, Upper Elementary School Principal, emphasized the value of these classroom visits.
“A highlight from the Phenomenal Teaching Institute was the lab host visits, where area educators had the opportunity to visit Westmoreland teachers’ classrooms. During those visits, attendees witnessed effective teaching practices in action and focused on how students interacted with one another and engaged with their lessons.
“Attendees also met with our lab hosts during debriefing sessions to ask questions and reflect on how they could implement what they observed in their own classrooms. Our hope is that every educator takes away at least a small piece of what they experienced and begins incorporating it into their own practice.”
Three Days of Collaboration and Growth
Each day of the institute centered on a different aspect of student-centered teaching.
Day One: Cultivating a Thinking-Oriented Classroom Community
Educators explored ways to create classroom environments where students feel empowered to think, ask questions, collaborate, and engage deeply in their learning.
Day Two: Crafting Student-Centered Workshops
Participants examined how teachers can design learning experiences that place students at the center of instruction while providing opportunities for meaningful exploration, problem-solving, and understanding.
Day Three: Engaging Students in Meaningful Discourse
The final day focused on the importance of student discourse and creating opportunities for learners to share ideas, listen to different perspectives, ask questions, and develop their thinking through meaningful conversations.
Throughout the institute, a recurring theme was the importance of building classroom communities where students feel comfortable taking risks, exploring complex ideas, and learning from feedback.
Dana M. Sorensen, M.A., Senior Director of Client and System Services, highlighted the importance of balancing explicit instruction with opportunities for students to take ownership of their learning.
“Educators heard a lot from participants about the power of community in classrooms. Students need a place where they can try out their ideas and modify them with guidance from their teachers. They are more inclined to take risks and tackle complex ideas when they know they will receive actionable feedback from their teacher.
“We also heard about the importance of matching explicit teaching with time to work on a problem or idea. Students need to feel agentic in order to step into the work they are doing.”
Sorensen also recognized Westmoreland's commitment to continuous improvement and student-centered learning.
“Westmoreland Central School District has established and cultivated a system of feedback loops to monitor how this work is taking hold in classrooms and what educators need to create more student-centered learning environments.
“Superintendent Migliori, administrators, instructional coaches, and teachers understand the vision, the tools needed to achieve it, and why it matters for students. Their culture reflects a commitment to this work, and their student achievement reflects that commitment. Westmoreland educators are figuring out what many systems are still trying to understand.”
Educators Share Their Experiences
For visiting educators, the institute offered valuable opportunities to observe instructional practices, connect with colleagues, and bring new ideas back to their schools.
“This conference is awesome! It was wonderful to see instructional practices in action while experiencing the strong sense of community within each host lab and collaborating with other colleagues. I look forward to bringing these insights back to my district and working with my team.”
— Katie Nestler, Third-Grade Teacher, Oneida City School District
Gianni Notaro, Director of the Westmoreland Teacher Center, also reflected on the importance of professional collaboration and lifelong learning.
“There is simply nothing more beneficial for teachers than having the opportunity to observe, collaborate, and discuss their educational practice with one another. It helps reignite their passion and creativity for this profession, which ultimately serves our precious students and helps them become the people we want them to be.
“The fact that Mr. Migliori and the administrative team at Westmoreland have put together something like this with PEBC for our region is truly remarkable. It will help us continue to grow and demonstrate that, just like our students, we are also lifelong learners.
“It’s powerful.”
— Gianni Notaro, Director of Westmoreland Teacher Center
Inspiring Growth Across the Region
Westmoreland Central School District is proud to have hosted educators from throughout the region and provided opportunities for professional collaboration, classroom observation, and shared learning.
The institute highlighted the dedication of Westmoreland educators and the district's ongoing commitment to creating student-centered classrooms where learners are encouraged to think critically, communicate effectively, take risks, and develop a deeper understanding of the world around them.
A special thank you to PEBC, OHM BOCES, the participating school districts, and the Westmoreland staff and teachers who opened their classrooms and helped make this three-day learning experience possible.
Together, we continue to inspire, collaborate, and grow—through phenomenal teaching.