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Matthew Treadway, EdD, is the former principal of Freedom Elementary School in Shepherdsville, Kentucky, where he led his staff in developing a collaborative culture centered on the three big ideas of a professional learning community.

Robert Payne is a recently retired educator, having served as principal and superintendent for elementary, middle, and high schools. He has presented to schools and administrator groups on transforming schools into professional learning communities.

A skilled district and school administrator with more than 29 years of experience in public education, Amy Clark is passionate about school improvement, believing this is accomplished through a strong collaborative team and an unwavering commitment to learning for all.

This book will help instructional leadership increase the collaborative learning of its teacher teams through a framework of collaborative coaching methods.

Access 36 weeks of daily self-care for teachers and administrators to support your health and wellness throughout the school year. These self-care ideas and activities will help you manage stress inside and outside of the classroom.

Combining educational neuroscience, formative assessment, and differentiated instruction strategies to improve student achievement, Nickelsen and Dickson create a four-step instructional cycle that educators can easily implement.

Washington “Nino” Collado, PhD, has devoted much of his time to teaching and orienting school leaders and educators. He has travelled to various countries and over 20 states in the US as a motivational speaker on matters of school leadership and family engagement.

Leigh Colburn is a career educator and community leader with ten years of service as the principal of Marietta High School in Georgia. She specializes in promoting school equity through wraparound service opportunities.

Gene M. Kerns, EdD, is a third-generation teacher with experience from elementary school to the university level, as well in K–12 administration. He has nearly 20 years of experience leading staff development.

Without strong social and emotional skills, students can really struggle in math class. From approaching word problems with self-confidence and determination to embracing their mistakes with a growth mindset, building strong Social-Emotional Learning skills is a critical component to helping students achieve in math. This session explores six overarching SEL skills and provides teachers with immediately implementable, high-leverage strategies to help students achieve in math.