Virtual 2022 Workshops | Session 1 | June 27-July 1

The workshop sessions are small, averaging fewer than 15 participants. Each session is designed to meet the needs of the individual participants to ensure that each teacher returns to the classroom with increased confidence and strategies for success.


The leaders are experienced AP teachers with outstanding reputations in public and private schools. All serve as readers at their respective AP readings and are endorsed by the College Board to lead AP workshops. Many of our consultants are table leaders and members of their respective course’s test development committee.

AP English Language and Composition — Virtual

Instructor: Steve Klinge


During our AP Summer Institute, we will work with each of the main areas of the English Language exam—the multiple choice questions (both the reading and the writing questions), synthesis essay, rhetorical analysis essay, and argument essay—and discuss ways to prepare our students with the skills they will need on the AP test. We will examine the Course and Exam Description book and the resources available in AP Classroom. We will also discuss the scoring process for the test and review the current year’s Language exam essay questions. 


As a community of peers, we will collaborate on strategies, practice test-taking, analyze readings and share best practices. We will place ourselves in the position of our students and then explore how we, as their teachers, can improve their skills as writers, as thinkers, as close-readers, as test-takers. 


Readings will come from a variety of pre-20th century and 20th-century / contemporary sources; although the emphasis will be on non-fiction, we will discuss the use of poetry and other fiction within the Language course. Prior to the course, I will send a list of essays to read so we have a set of common texts to discuss.


Our virtual workshop will typically include synchronous sessions of two to three hours in the morning and afternoon, with midday and post-session asynchronous work.

AP English Literature and Composition — Virtual

Instructor: John Williamson


In this course participants will explore critical topics for student success on the AP English Lit exam or in other college level introductory literature courses.  Fundamentally, participants explore rhetorical contexts for literary texts, the role of critical interpretations and approaches to literary analysis, application of archetypal patterns across genre, and a review of literary devices and strategies.  Great focus will be on ways teachers can help students become successful writers of literary analyses and arguments:  generating analytical thesis statements, supporting claims with specific illustrative textual detail, and applying logical organizational patterns.  As participants move through the course, they will build a sequenced and scaffolded curriculum model for implementation.  Over the course, participants will examine fiction texts-both poetry and prose-from the 17th century through today.  Participants will have some opportunity to collaborate thought he sharing of successful practices or lesson plans that move students from reading literally to reading analytically.


Course Objectives:

  • Develop an understanding of the AP Course Framework and College Board Resources

  • Develop a year-long learning progression (scope and sequence) for literary analysis and writing skills

  • Design instructional activities that apply understanding of sequencing and scaffolding

  • Apply a rubric to assess student work, analyze learning gaps, and develop a learning plan

  • Read and analyze fiction and poetry

  • Share best practices and collaborate on the development of lessons, units, and instructional plans

  • Identify and align texts with skill instruction


Course Content/Outline:


Day 1

Skills and Expectations for AP English Literature and Composition

Teaching for Understanding


AP Course Framework

Curriculum and Assessment


Reading Literally and Figuratively

Universal Ideas, Themes, and Archetypes


Day 2

Teaching Fiction   

Skills and Strategies

Applying Rubric to Prose Question



Day 3

Teaching Poetry

Skills and Strategies

Applying Rubric to Poetry Question



Day 4

Teaching Longer Works

Skills and Strategies

Applying Rubric to Open Question


Day 5 

Teaching Writing and Literary Argumentation



Daily Schedule

8:30-10:30  a.m.                                 Synchronous Live Video Session via ZOOM
10:30-11:15                                        Break (10:30-10:45) and Collaborative Groups                                       
11:15-12:00 p.m.                                LUNCH
12:00-2:00 p.m.                                 Synchronous Live Video Session via ZOOM
2:00-2:30 p.m.                                    Team Work – ZOOM Breakout rooms
2:30-3:30 p.m.                                    Independent Work*
                                                           *This work may done at your convenience but should be 
                                                             completed before the morning session.

AP Physics I — Virtual

Instructor: Barry Panas


Greetings fellow AP Physics 1 Teachers! I am looking forward to the new challenges (this is AP Physics – we thrive on challenges) and more importantly, the new opportunities that will come with a move to an online Institute this summer. Whether you are new to AP Physics 1 or have been teaching AP Physics for many years, I will be doing my best to make this a meaningful, engaging, and highly productive professional development experience for you. Sessions will consist of a well-balanced mix of group synchronous meetings, one-on-one synchronous meetings with me, and asynchronous activities for you to complete on your own.


Group synchronous meetings will give you the opportunity to get to know the other participants, share your best practices with them (and benefit from theirs) and will ideally lead to newfound friendships and professional networking that will extend well beyond the Institute itself. During group synchronous sessions I will also be able to provide you with essential content reinforcement and share a number of insights and teaching strategies to help maximize your and your students’ success in AP Physics 1, as well as provide participants the opportunity to share demonstrations and ideas with the rest of the group. One-on-one synchronous meetings will give me the opportunity to work more closely with you in order to answer your specific questions and try to meet your individual needs, as well as giving us the chance to get to know each other better! Asynchronous activities will consist of a range of activities selected to complement all of the above, and will give you the opportunity to direct your efforts where you most need to do so.


You can expect to come out of this institute with a deeper comprehension of Physics, a good understanding of the AP Physics 1 course and everything needed to teach it well (including updates such as the NEW course audit process), ideas for labs and demonstrations, and (if you aren’t there yet) confidence and enthusiasm for teaching the course – especially (but not only) if you are new to AP Physics! Oh yeah – I’ll also do my best to make sure that you have fun throughout the week too!

AP Statistics — Virtual

Instructor: Brendan Murphy


Welcome to AP Statistics, this is a GREAT class to teach and a really fun class as well.


This workshop is designed for both new(er) and experienced AP Statistics teachers. We will cover the four major content areas covered under the AP Statistics curriculum including:


  1. Exploratory Data Analysis

  2. Designing an Experiment/Survey

  3. Probability and Simulations

  4. Statistical Inference


As we discuss each topic we will review in detail previously released AP Statistics Free Response and Multiple Choice questions and discuss what students “need to know” for the AP Exam.  We will discuss classroom strategies, pedagogy and projects that are helpful to students.  We will also review the AP exam in some detail, including format, writing samples and scoring/grading as well as recent “trends” in this course/exam.


We will review in some detail all of the new(er) resources designed by the College Board, including AP Classroom, AP Central, AP Daily videos, and the Instructional Planning Report. We will discuss strategies to help grow your AP Stats program to reach more students in your school.


I do assign some HW each evening and you are encouraged to work with your classmates/colleagues. The AP Stats Exam is 100% calculator active, so please bring your TI 83/84 (or other similar calculator model).


We will work hard over the course of the week, but you will leave feeling so much better prepared to teach this class and along the way we will have some fun and a few laughs. Hope to see you in July!




Dear AP Statistics Participant:


Greetings and welcome to the St. Johnsbury Virtual AP Summer Institute. I hope you are safe and healthy at home and have survived a very trying school year.  I’m looking forward to meeting and working with you this summer, and I’m sure you’ll find the experience to be some of the best professional development you’ve ever participated in. I’m a high school math teacher in Bangor, Maine and I’m currently a Table Leader at the AP Calculus Reading. I have run summer institutes in AP Calculus, AP Statistics, and Vertical Teams Math. I was the Maine DOE AP Stats mentor for new AP Stats teachers for many years and I’m very comfortable teaching in a virtual setting. I am currently on the AP Calculus Test Development Committee and we’ll talk in about what this committee does and how we put the exams together (AP Stats would be similar in many ways as to how the exam is constructed).


We will review all of the major topics covered under the AP Stats curriculum (CED), the AP Exam, resources including AP Classroom, and classroom strategies on how best to use these new resources. Starting in August 2019, AP Stats has a new CED (Course and Exam Description)  and we will review this in some detail during the week. Typically we will have a mix of teachers with different levels of experience, which just makes for a better week and classroom discussions. Since the AP Stats Exam is 100% calculator active, I will use the TI-83/84 as a teaching tool during the institute. Since we will have less “class time” this year, I will assign HW each night to review the major concepts we discussed “in class”. I envision we will have a virtual class from 10AM-12 noon (EST) and then office hours from 1-3PM (EST) each day. You will have more work to do on your own but we’ll talk about how to “connect” with your colleagues during the week.


We will review released Multiple Choice and Free Response questions from the College Board as we review various statistics concepts.  Please have your textbook/graphing calculator handy as you’ll be using them during the week. If you are newer to statistics you might want to do some review work before our session as this will make the week more enjoyable and productive for you.


Do not worry if you have not taught the course before, we’ll have some fun and laugh a lot and of course do a lot of productive work during the week. Feel free to contact me with any questions, concerns, or issues at Good luck with rest of your school year, and I look forward to working with you in late June!  



Brendan Murphy

AP US History — Virtual

Instructor: Lou Gallo


This online workshop is designed for both new and experienced teachers. Teachers will have the chance to wrestle with how to teach their best college level US History survey course by using compelling questions, class discussions and primary sources, while they develop the course syllabus. The workshop, with both synchronous and asynchronous modules, will open up ways to use Historical Thinking Skills to explore content from 1491 to the present. Teachers will learn that they have more freedom in developing their course content than they think!

AP World History — Virtual

Instructor: Jonathan Henderson


World History is a relatively new discipline and its methodology differs considerably from other approaches to history. This workshop is based on the philosophy that understanding the conceptual structure of the course and the interaction of its component parts is essential to creating effective lessons and assessments in the classroom.  After briefly outlining the “architecture” of AP World History, we will consider proven lesson plans and how they serve as models for creating quality activities in the classroom. Teachers will leave with ready-to-go classroom materials, tech tools, curriculum guides, and assessment items as well as the informed ability to develop these on their own. A significant part of the week will be devoted to teaching the skills necessary for the writing component of the exam with special attention to recent changes in the rubric and essay prompts.


Letter to Participants


Dear AP World History participants:


Welcome to the St Johnsbury APSI in World History! It is my pleasure to lead this professional development event and my goal that, whether you are new or experienced, you will leave with a deeper understanding of the course as well as materials for use in your classroom. This workshop is based on the philosophy that understanding the conceptual structure of the course and the interaction of its component parts is essential to creating effective lessons and assessments in the classroom.  I constantly try to put myself into your shoes and remember the Summer Institutes I attended in past years as a participant and plan our sessions according.


Teaching this class can be a daunting enterprise. Not only is our subject immense, but it often feels as if we are teaching two classes: a content class and a skills-based writing class.  To make it manageable, these two components really must be taught together. It is my goal that teachers leave my workshop with specific lessons that build skills while also conveying content. I also want teachers to have the ability to use these lessons as models to create their own classroom materials. We will also review the new rubrics and essay prompts and consider their implications for classroom instruction.


I am looking forward to our week together. Should you have any questions, please feel free to email me. See you in June!


Jonathan Henderson