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Laurie Feinzimer, PhD, is the director of social-emotional learning at Adlai E. Stevenson High School in Lincolnshire, Illinois, where she collaborates with academic divisions and teacher teams to integrate well-being and emotional learning into instructional practices..

The impact of Covid-19 will have a long-lasting effect on every facet of our society. Very few institutions were more disrupted than schools. The pandemic affected staffing, funding, morale, and the continuity of student learning. Participants explore the history of the field of education and examine why the tenants of the PLC at Work process were important before the global pandemic and why they are even more important after the pandemic. This is not the time to back away from the PLC at Work process; this is the time to reinforce its foundation.

Discover how to build and sustain a schoolwide or districtwide RTI program that is efficient, effective, and equitable.

Deepen your understanding of formative and summative assessments, and learn how to design assessments that guide instruction, involve students, and communicate learning.

This workshop is focused on the practices and processes that will modernize grading and reporting systems to be more aligned to our standards-based instructional paradigm.

Fostering positive behavior by utilizing the PLC at Work® and RTI at Work™ processes will boost your school’s positive school culture, increase attendance, improve behavior, prepare students for life, and address inequities in school discipline. This workshop is designed to create a practical road map for meeting the needs of the whole child.

Hillary Woest helps teams see the big picture of a PLC and put it all together in a recurring cycle of collective inquiry. The 15-day challenge is a practical way to bring the PLC process to life.

Learn how to provide the clarity, feedback, and support necessary for teams to grow in the right work and leave with a plan for implementing best coaching practices in your school or district.

Schools that truly want to “create lifelong learners” must understand the influence that their actions in the classroom have on realizing this mission. Creating lifelong learners depends on more than good intentions; it depends on intentional actions designed to encourage students to realize that they have the capacity to move their own learning forward regardless of life circumstances or experiences. While this truth is likely something that most teachers already believe, integrating practices that build student self-efficacy into daily instruction remains elusive in most classrooms. Creating lifelong learners happens only when teachers move from knowing about the importance of student self-efficacy to doing something about it.

Maria Nielsen helps teams see the big picture of a PLC and put it all together in a recurring cycle of collective inquiry. The 15-day challenge is a practical way to bring the PLC process to life.