2-Day Workshops

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.

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

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.

During this two-day workshop, Sharon Kramer shares a clear path to continuous improvement. Teachers and administrators will discover how to work together as a team of leaders to create systematic processes and implement best practices that ensure the learning of every student.

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

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.

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.

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.

This two-day workshop will highlight what leaders and teams do to improve their professional practice in an effort to help more students learn at higher levels.