2-Day Workshops

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.

The impact of trauma on learning can be significant and long lasting. By implementing trauma-informed teaching practices, educators can cultivate a school and classroom environment that encourages positive learning experiences.

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

You have a vision for student achievement. Now it’s time to take action. During this workshop, you will discover how to foster rich, rigorous, and authentic learning experiences through an effective system of standards-based learning.

It has been said that isolation is the enemy of improvement, and yet singleton teachers are too often left alone. Singleton teachers are the only ones at a school who teach a specific course or subject—like a music or art teacher or the only physics teacher—and these teachers often ask how they can effectively participate on a collaborative team at a PLC school (e.g., teachers who teach the same course or subject). Additionally, leaders frequently ask what they should be doing to guide and support these outstanding educators.

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

Learn how to prepare and develop meaningful mathematics instruction and assessment processes with the rigor and coherence expected by all states.

During this hands-on training designed for school or districtwide teams, general and special educators will discover how to utilize PLC best practices to develop collaborative partnerships and identify high-leverage structures and strategies that will level the playing field, accelerate learning, and support success for all students.

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.