lead4ward 101

leadership workshops

leading intervention (3-HS) – request PD

intervention conference

audience: leadership teams (principals, assistant principals, instructional coaches & teacher leaders)

 

We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity! This 6-hour learning session provides an overview for redesigning our thinking around intervention and ensuring that all students become successful, lifelong learners. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding.

 

In this overview, you’ll learn how to help students:

  • get started
  • engage in learning the content
  • focus on what is important
  • apply their learning
  • make connections
  • monitor their progress

 

For year-long support in intervention, consider the intervention series. learn more

 

connected content sessions:

staar4ward for leaders (3-EOC) – request PD

audience: leadership teams (principals, assistant principals, instructional coaches & teacher leaders)

 

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for leadership teams to have a renewed focus on data and instruction through the lens of the next generation of STAAR. Rather than focusing heavily on learning gaps, focusing on opportunities for learning opens up leadership possibilities. Additionally, we will explore how leaders can be a champion of the process standards to help teachers and students meet their full potential.

 

This overview helps leadership teams:

  • plan for rigorous instruction
  • align thinking in the classroom to STAAR 2.0
  • adapt instruction to re-emphasize the role of process

 

For year-long support, consider the leading learning series: staar4ward. learn more

 

connected content sessions:

data analysis: tools & connections – request PD

audience: district, campus, and/or teacher-level leaders responsible for generating, analyzing, and interpreting data reports
note: this workshop is offered for schools subscribing to the lead4ward data tools module (supported systems: eduphoria, DMAC, edugence, or illuminate).
learning mode: virtual

 

Leading learning requires strategic, focused, and meaningful use of multiple measures of data (STAAR, local tests, and evidence other than tests); using those data to set priorities; and mapping those priorities onto a professional plan. The first step in that process is to generate lead4ward data reports using your own data. In this workshop, we customize the content to meet the needs of the campus and/or district. For those just starting out with lead4ward tools, the workshop focuses on understanding and using the data tools throughout the school year. An advanced version is available that encourages more purposeful data conversations and response opportunities through customization. The workshop also explores local assessment programs and ways to integrate data types and data visualizations.

 

what you will learn:

  • overall design and purpose of each tool/report
  • methods of connecting and synthesizing data on student performance and growth
  • deeper and more purposeful analytics by blending data types and lead4ward visualizations

 

Register now for upcoming sessions:

engaging learners (for leaders or teachers) – request PD

audience: leadership teams (principal and teacher leaders), PLCs (principal and a selected PLC), and teachers

 

Engagement will be a critical component of your instructional design as we head back to in-person instruction and continue to have some students learning virtually. In this session, teachers will increase both their competence and confidence in delivering engaging, rigorous instruction across learning environments by rehearsing and applying many of the activities from lead4ward’s Instructional Strategies Playlist, Quickchecks, Think It Up resource, and Thinking Stems.

 

If the emphasis is face-to-face instruction, teachers and leaders will be reminded of effective classroom management techniques that ensure the success of these engaging activities for in-person learners. If the focus is engaging students in a virtual environment, teachers and leaders will be guided in setting up effective virtual classrooms and how to infuse the instructional resources in an on-line setting.

 

what you will learn:

  • how teachers can promote dynamic, effective, engaging instruction by partnering with lead4ward’s four instructional tools:
    • instructional strategies playlist
    • quickchecks
    • think it up
    • thinking stems
  • face-to-face emphasis: how to proactively address in-person classroom management issues in an engaging in-person learning environment
  • virtual emphasis: how to set up virtual learning management techniques for both the teacher and the students in an on-line engaging learning environment

 

Register now for upcoming sessions:

review for leaders – request PD

audience: leadership teams of tested grades (principals, assistant principals, instructional coaches & teacher leaders)

 

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

 

leaders will learn how to:

  • prioritize and organize TEKS clusters for the purpose of review
  • energize learners with activities that provide meaningful practice
  • leverage content strategies to engage learners
  • empower students to analyze and take ownership of common errors
  • plan your next steps

 

connected content sessions:

 

 

leadership year-long services

intervention series (3-HS) – learn more

audience: leadership teams (principals, assistant principals, instructional coaches & teacher leaders)

intervention conference

 

How do we increase opportunities for learning in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. The lead4ward Intervention Series provides provides a framework for redesigning our thinking around intervention and ensuring that all students become successful, lifelong learners. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. Together, we’ll develop tools and processes to better assess individual student needs and progress.

 

In this series, you’ll learn how to help students:

  • get started
  • engage in learning the content
  • focus on what is important
  • apply their learning
  • make connections
  • monitor their progress

 

leadership team support – learn more

 

audience: leadership teams (principals, assistant principals, instructional coaches & teacher leaders)

 

How do you develop the capacity of your leadership team? Effective leadership teams are powerful guides for making positive change in schools. Creating systemic ways for schools to execute important priorities while providing a culture of confidence among all staff and students is key to success. With intentional planning, leadership teams can increase the achievement and engagement of staff and students through a growth mindset focused on curriculum, instruction, assessment, and positive culture..

 

Learning and implementing leadership initiatives can require extra support to build the capacity of the leadership team as a whole. The leadership team support model leverages tools and strategies in practical, day-to-day actions and results. Campuses have different needs and being able to dive deeper in the application of the work provides a foundation for greater success.

 

From general consulting to leading systems, we can help you identify and implement the work that meets the needs of your specific campus or district. Topics will vary depending on campus needs, but can include data analysis, student engagement, leading systems, intervention, and much more.

 

leading learning series: staar4ward (3-EOC) – learn more

audience: campus principals

learning mode: pre-recorded learning videos

 

After a year like no other, how do we increase the opportunity to learn? What is STAAR 2.0 and what do I need to know for next year?

As a campus principal, it is hard to know it all! The 2021-2022 school year is an opportunity for principals to have a renewed focus on data and instruction through the lens of the next generation of STAAR. The leading learning series: staar4ward helps campus principals focus on opportunities, leverage resources differently, and lead learning in a new way. We’ll look at school systems that incorporate post-pandemic strategies to help students meet their full potential; how we can encourage leaders to double down on feedback loops of instruction, learning, and assessment; and hold everyone accountable while celebrating successes.

 

topics include:

  • finding focus in a sea of data
  • planning for rigorous instruction
  • rethinking intervention to create more opportunities to learn
  • aligning thinking in the classroom to STAAR 2.0

 

leadership development

leadership coaching – learn more

 

audience: district and campus leaders

 

Leadership coaching involves focused conversation around topics of the leader’s choice, designed to increase the leader’s confidence in his or her competency to lead.

 

Coaching session topics may include:

  • assistance in implementing knowledge gained through lead4ward services
  • anticipating challenges to leading change and action steps around conquering those challenges
  • planning for facilitation of productive meetings
  • campus, team, and personal goal setting

 

As well as:

  • planning for upcoming difficult conversations with parents
  • role playing conversations regarding evaluation of employees
  • follow through on commitments and changing habits
  • prioritizing and scheduling

 

new leader academy – learn more

 

audience: principals new to lead4ward and/or profession

 

High-quality leadership is essential to the success of any school. It is the principal, more than anyone else, who is in a position to ensure that excellent teaching and learning are part of every classroom. As instructional champions, a new leader’s primary role is to oversee curriculum and manage the development of teachers. At the same time, new leaders must manage an array of resources and build a collaborative, results-oriented school culture. For the first few years of a principalship, this role can be daunting.

 

Participants will hone in on ways to:

  • assume and communicate a leadership position with a clear vision for success
  • create community support for the school’s mission
  • build a sustainable culture of learning that continuously improves instruction for all learners
  • identify, foster, and build capacity in a leadership team
  • foster a culture of improvement, collaboration, and inclusiveness for all
  • manage time, data, operations, and resources to maximize student achievement
  • identify priorities and organize instructional resources

 

 

lead4ward 101

accountability workshops

accountability for leaders – request PD

audience: district and campus leaders

 

A-F accountability has been paused for 2020-21. TEA has announced that it will not calculate accountability scores or assign A–F ratings for 2020-21. In addition, TEA is seeking waivers of various aspects of federal accountability requirements for 2020-21.

 

What you will learn:

  • understand the data measures included in the A-F Accountability system
  • connect accountability data measures to instruction – to the benefit of teachers and students
  • any updates on 2021-22 accountability as of the date of the session

 

your solution for:

  • understanding the indicators and data measures included in the A-F Accountability system
  • interpreting and taking action based on the intentional design of the system

accountability year-long services

accountabilityconnectlearn more

audience: district and campus leaders

 

A-F accountability has been paused for 2020-21. TEA has announced that it will not calculate accountability scores or assign A–F ratings for 2020-21. In addition, TEA is seeking waivers of various aspects of federal accountability requirements for 2020-21.

 

accountabilityconnect is a year-long district support service that is designed to help school leaders:

  • Understand state and federal assessment and accountability systems
  • Stay current on changes or developments impacting instruction, assessment and or accountability
  • Make sense of the complexities of assessment and accountability systems to be able to lead and support effective instructional practices
  • Connect accountability to instruction – to the benefit of teachers, students and the community

 

participants receive:

  • At least 18 scheduled webinars (with additional webinars added on an as-needed basis)
  • Telephone, text, email or virtual on-request support
  • Presentation templates for public hearings or board meetings
  • Ongoing development of data tools and resources to help analyze and evaluate academic growth and performance
  • Additional materials designed to synthesize and summarize assessment and accountability requirements
lead4ward 101

special education workshops

leading intervention for special educators (3-HS) – request PD

intervention conference

audience: special education teachers & leaders

 

How do we increase opportunities for learning in special education for the 2021-2022 school year?
We know students with disabilities may need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention for special education students through the lens of process and content and prioritize high-impact curriculum standards. We’ll discuss the special educator’s role in systems that create opportunities to learn: Intervention for All, Intervention for Some and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

 

Special educators will learn how to help students:

  • get started
  • engage in learning the content
  • focus on what is important
  • apply their learning
  • make connections
  • monitor their progress

staar4ward in special education (3-EOC) – request PD

 

audience: special education teachers & leaders

 

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential. Rather than focusing heavily on learning gaps, focusing on opportunities for learning opens up leadership possibilities.

 

topics include:

  • aligning thinking in the classroom to STAAR 2.0
  • planning for rigorous special education instruction
  • adapting instruction to re-emphasize the role of process

 

CSI (Connecting Standards to Instruction) – request PD

 

audience: special education teachers & leaders

 

It is more important than ever for special education teachers and instructional leaders to connect their understanding of the rigorous learning standards with effective, specially designed instruction in order to prepare students with disabilities for success in the next grade level, and ultimately, life after high school.

 

topics include:

  • understanding the learning standards (TEKS) – design and construct of the TEKS, categorization of the TEKS (process standards, readiness standards, supporting standards) and their role in instructional planning
  • using data, knowledge of the structure and design of the TEKS, and identification of the long strand standards to inform the decision-making process
  • developing an effective, informed, simple PLAAFP statement that focuses on involvement and progress in the general education curriculum
  • adapting instruction to support student Learning – prerequisite skills, accommodations and instructional adaptations, and connecting standards to instruction

 

IEP to action – request PD

audience: special education teachers and leaders

 

This training explores the process, readiness, and supporting standards and the roles they play in instruction. We’ll focus our attention on the process and long strand content standards (standards that build across grade levels and have relevance in future learning and in life) that will provide your students with disabilities multiple access points to the rigor of the curriculum. Leave with a strategy for IEP development that supports access to high-impact standards and promotes meaningful progress over time.

 

participants will:

  • learn how the structure and design of the TEKS can be leveraged to strategically develop the IEP
  • learn a structure for writing PLAAFPs based on effective instructional strategies, student involvement, and progress in the general education curriculum
  • use an informed decision-making process to select high-impact standards for IEP goals and objectives
  • practice progress-monitoring models to support IEP goals and inform PLAAFP statements

review for special educators – request PD

 

audience: special education teachers & leaders

 

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! This session for special educators explores strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

 

special educators will learn how to:

  • prioritize and organize TEKS clusters for the purpose of review
  • energize learners with activities that provide meaningful practice
  • leverage content strategies to engage learners
  • empower students to take ownership of their errors and use of designated supports
  • plan your next steps

 

 

special education year-long services

special education ePLC – learn more

 

audience: special education teachers & leaders

 

The Special Education ePLC is designed to facilitate discussion among Special Education teachers who teach students with high-incidence learning disabilities in inclusive settings across the state. Teachers will use the content from the online pre-recorded webinars to facilitate constructive conversations about how to make the content in the TEKS accessible for students with disabilities and provide methods for students to develop effective strategies to access that content.

 

each webinar will help teachers:

  • explore the specificity of key process standards
  • purposefully use the processes
  • learn how to effectively teach new strategies to students
  • plan instruction
  • explore strategies for K-HS students who are struggling to access the content and rigor of the TEKS

 

special education academy – learn more

audience: special education teachers and leaders -or- collaborative teams of special education, general education, and leadership

 

Are you looking for innovative ways to provide specially designed instruction for students being served by special education programs?
The goal of the lead4ward Special Education Academy is to provide a learning and support system for educators with face-to-face professional development and virtual support throughout two consecutive school years. Participants will synthesize, adapt, and transfer current and new learning to provide effective instruction, intervention, practice, and assessment. Following a learn, practice, and reflect model, academy members will leave with the confidence and competence to set in motion relevant change to promote students as lifelong learners.

 

lead4ward 101

literacy workshops

intervention for literacy (3-HS) – request PD

intervention conference

audience: literacy teachers & leaders

 

How do we increase literacy opportunities for learning in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention in literacy through the lens of process and content and prioritize high-impact curriculum standards. We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

 

Literacy teachers will learn how to help students:

  • get started
  • engage in learning the literacy content
  • focus on what is important
  • apply their learning
  • make connections
  • monitor their progress

 

staar4ward in literacy (3-EOC) – request PD

 

audience: literacy teachers & leaders

 

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

 

topics include:

  • aligning thinking in the classroom to STAAR 2.0
  • planning for rigorous literacy instruction
  • adapting instruction to re-emphasize the role of process

 

review for literacy – request PD

 

audience: literacy teachers and leaders of tested grades

 

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

 

literacy teachers will learn how to:

  • prioritize and organize TEKS clusters for the purpose of review
  • energize learners with activities that provide meaningful practice
  • leverage content strategies to engage learners
  • empower students to analyze and take ownership of common errors
  • plan your next steps

 

literacy year-long services

literacy academy for ELAR (3-5) or (6-HS) – learn more

 

audience: literacy teachers & leaders

 

Are you looking for innovative ways to provide Reading and Writing instruction?
The goal of the lead4ward Reading and Writing Academy is to provide a learning and support system for educators with face-to-face professional development and virtual support throughout two consecutive school years. Participants will synthesize, adapt, and transfer current and new learning to provide effective reading/writing instruction, practice, and assessment. Following a learn, practice, and reflect model, academy members will leave with the confidence and competence to set in motion relevant change to promote students as lifelong readers, writers, and learners.

 

This academy emphasizes:

  • Big idea/shift
  • Making it work – pacing and timing
  • Reading and writing process
  • Effective independent reading practice
  • Genre study
  • Instructional variety
  • Student Learning Reports

literacy ePLC – learn more

 

audience: literacy teachers & leaders

 

The goal of the lead4ward literacy ePLC is to provide a virtual learning and support system for ELAR educators throughout the year.

 

The support will include, but is not limited to, the following:

  • planning for common mistakes students make
  • timing and pacing
  • planning process
  • useful assessments
  • literacy as a process

 

lead4ward 101

math workshops

intervention for math (3-HS) – request PD

intervention conference

audience: math teachers & leaders

 

How do we increase opportunities for learning math in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention in math through the lens of process and content and prioritize high-impact curriculum standards. We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

 

Math teachers will learn how to help students:

  • get started
  • engage in learning the math content
  • focus on what is important
  • apply their learning
  • make connections
  • monitor their progress

 

staar4ward in math (3-EOC) – request PD

 

audience: math teachers & leaders

 

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

 

topics include:

  • aligning thinking in the classroom to STAAR 2.0
  • planning for rigorous math instruction
  • adapting instruction to re-emphasize the role of process

 

review for math – request PD

 

audience: math teachers and leaders of tested grades

 

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

 

math teachers will learn how to:

  • prioritize and organize TEKS clusters for the purpose of review
  • energize learners with activities that provide meaningful practice
  • leverage content strategies to engage learners
  • empower students to analyze and take ownership of common errors
  • plan your next steps

 

middle school math learning videos

online middle school math learning videos for teachers! – learn more

Only have time for a 20-minute PLC? Having difficulty filtering through all of the curriculum documents to even know where to begin the planning process? We can help!

The lead4ward Middle School Math Learning Video Series provides two videos for every highly tested middle school TEKS Cluster.

 

Grade 6

Grade 7

Grade 8

Proportional Reasoning

Proportional Reasoning

Proportional and
Non-Proportional Reasoning

Expressions, Equations, & Inequalities

Equations & Inequalities

Equations & Inequalities

Algebraic Reasoning

Geometry & Measurement

Geometry & Measurement:
Two-Dimensional

Data Analysis

Probability

Geometry & Measurement:
Three-Dimensional

 

 

Each video is between 10-15 minutes long and drills down to the curriculum and content basics of what is needed to effectively plan instruction.

  • TEKS Scaffold video – uses the lead4ward TEKS Scaffold document to better understand the verticality of the curriculum as a means of knowing where to begin and/or intervene with instruction. View Sample Video –>
  • Released Tests video – uses the lead4ward IQ Released Items Analysis Tool to reveal content error patterns from the released tests and drive how we adjust our instructional practices to better address those identifiable needs. View Sample Video –>

 

lead4ward 101

science workshops

intervention: vocab & visuals for science (3-HS) – request PD

intervention conference

audience: science teachers & leaders

 

How do we increase opportunities for learning in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. Students had fewer opportunities to “think like” and “talk like” scientists. With disruption comes opportunity. We’ll explore how to boost academic vocabulary instruction and, through this process, gain greater understanding of how to enrich academic discourse.

 

We’ll also approach intervention for science through the lens of the process standards. How deeply are students able to analyze, discuss, and draw inferences from visuals? We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

 

Science teachers will learn how to help students:

  • engage in learning academic vocabulary
  • enhance academic discourse
  • get started analyzing visuals
  • apply their learning
  • make connections
  • monitor their progress

 

staar4ward in science (3-EOC) – request PD

 

audience: science teachers & leaders

 

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

 

topics include:

  • aligning thinking in the classroom to STAAR 2.0
  • planning for rigorous science instruction
  • adapting instruction to re-emphasize the role of process

 

review for science – request PD

 

audience: science teachers and leaders of tested grades

 

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

 

science teachers will learn how to:

  • prioritize and organize TEKS clusters for the purpose of review
  • energize learners with activities that provide meaningful practice
  • leverage content strategies to engage learners
  • empower students to analyze and take ownership of common errors
  • plan your next steps

 

lead4ward 101

social studies workshops

intervention: vocab & visuals for social studies (3-HS) – request PD

intervention conference

audience: social studies teachers & leaders

 

How do we increase opportunities for learning in the 2021-2022 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. Students had fewer opportunities to “think like” and “talk like” geographers and historians. With disruption comes opportunity. We’ll explore how to boost academic vocabulary instruction and, through this process, gain greater understanding of how to enrich academic discourse.

 

We’ll also approach intervention for social studies through the lens of the process standards. How deeply are students able to analyze, discuss, and draw inferences from visuals? We’ll refine and develop systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. And we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

 

Social Studies teachers will learn how to help students:

  • engage in learning academic vocabulary
  • enhance academic discourse
  • get started analyzing visuals
  • apply their learning
  • make connections
  • monitor their progress

 

staar4ward in social studies (3-EOC) – request PD

 

audience: social studies teachers & leaders

 

What is STAAR 2.0 and what do I need to know for next year?
The redesign of STAAR will require much more complex thinking for students. The 2021-2022 school year is an opportunity for teachers and leaders to have a renewed focus on instruction through the lens of the next generation of STAAR. Additionally, we will explore how teachers and leaders can integrate process standards to help students meet their full potential.

 

topics include:

  • aligning thinking in the classroom to STAAR 2.0
  • planning for rigorous social studies instruction
  • adapting instruction to re-emphasize the role of process

 

review for social studies – request PD

 

audience: social studies teachers and leaders of tested grades

 

Whether we have STAAR or are responsible for collecting local data to show evidence of learning, we know that the need to have engaging review doesn’t change. But, one thing we have learned is that everything else can! We’ll explore strategies and tools to make review meaningful, empower students to take ownership of their own learning, and use lead4ward resources for effective review.

 

Social studies teachers will learn how to:

  • prioritize and organize TEKS clusters for the purpose of review
  • energize learners with activities that provide meaningful practice
  • leverage content strategies to engage learners
  • empower students to analyze and take ownership of common errors
  • plan your next steps

 

social studies year-long services

social studies foundations ePLC – learn more

audience: Leaders, instructional coaches, & grades 4-EOC teachers

 

What does content literacy mean and what does it look like in the classroom?
Content literacy is a blending of Social Studies content standards and process standards. STAAR 2.0 is going to require a new level of content literacy, and we need to start preparing students for that level of thinking now. Since the process standards are tightly vertically aligned from 4th grade-EOC, it is important this foundation is solid.

 

The Social Studies Foundations ePLC addresses the fundamentals of social studies content literacy. The webinars are a great way for leaders and instructional coaches to gain valuable insight into the intricacies of the Social Studies classroom and its unique blend of content and process. For classroom teachers, the webinars provide tangible, easy-to-implement strategies and ideas for enriching the classroom environment and process-based instruction.

 

The Social Studies Foundations ePLC provides a virtual learning and a support system throughout the year with:

  • 8 pre-recorded webinars
  • 3 live jam sessions for participants to collaborate with other ePLC members, grow in their understanding of concepts introduced, and have an opportunity for clarification!

 

8th grade social studies ePLC – learn more

audience: Leaders, instructional coaches, and 8th grade teachers

 

Teachers often struggle to translate the volume of TEKS standards and Social Studies content into manageable chunks of instruction. Front-loading teacher planning time with the 8th Grade Social Studies ePLC allows them to spend constructive time within their PLC designing engaging experiences and planning targeted lessons that promote content retention, comprehension, and historical thinking skills. Each cluster contains 2 to 4 short sub-cluster learning videos and an intervention learning video.

 

The 8th Grade Social Studies ePLC helps teachers build their understanding of big-picture concepts and content nuances through 40+ webinars and other resources that address the major topics.

 

The 8th Grade Social Studies ePLC:

  • aligns with the streamlined TEKS and trends from STAAR
  • embeds process-based instructional best practices and strategies from the Social Studies Playlist
  • Subdivides major topics into units of study to allow more flexibility during PLC meetings
  • Is organized by lead4ward clusters/subclusters
  • Includes a 10-15 minute learning video for EACH subcluster and a cluster-specific intervention learning video
  • Addresses the “how” and “when” for intervention (with strategies) – How and when should we intervene to ensure students are successful? And what methods could we use for students at different thresholds? Topics also include a webinar that discusses what intervention could look like for students who are struggling to access the stimuli and/or need support with inferential thinking.
  • NEW Includes ready-made think along plans to introduce lead4ward’s spiral review throughout the year

 

 

social studies learning videos

introduction to full streamlining ahead with the social studies TEKS (K-5) – register now

The streamlined K-5 Social Studies TEKS were implemented in the 2020-21 school year. What changes were made, and how do they impact instruction and student learning?

 

The Social Studies learning videos allow participants to access the pre-recorded, guided instruction when it works best for them: as individual learners, as plc teams, or as a campus. Engage with what you need, when you need it!

 

Instruction is delivered through pre-recorded learning videos. An additional three hours of application work will be provided for a total of six hours of professional learning.

 

lead4ward 101

new to profession/district

lead4ward 101 – request PD

 

audience: teachers and leaders new to lead4ward

 

For teachers and leaders who are new to lead4ward tools and resources, this class is designed for you. Launch your lead4ward work and learn how to use the student-centered, teacher-friendly tools, resources, and strategies from lead4ward to make learning meaningful and engaging.

 

what you will learn:

  • explore lead4ward resources, including Snapshots, TEKS Scaffolds, Academic Vocabulary, IQ Released Tests, Student Learning Reports, and much more
  • determine which lead4ward tools and resources to use in planning
  • use Instructional Strategies Playlists to engage learners

 

your solution for:

  • identifying resources to guide the work
  • obtaining district sustainability
  • getting started with lead4ward

 

Register now for upcoming sessions:

 

new leader academy – learn more

 

audience: principals new to lead4ward and/or profession

 

High-quality leadership is essential to the success of any school. It is the principal, more than anyone else, who is in a position to ensure that excellent teaching and learning are part of every classroom. As instructional champions, a new leader’s primary role is to oversee curriculum and manage the development of teachers. At the same time, new leaders must manage an array of resources and build a collaborative, results-oriented school culture. For the first few years of a principalship, this role can be daunting.

 

Participants will hone in on ways to:

  • assume and communicate a leadership position with a clear vision for success
  • create community support for the school’s mission
  • build a sustainable culture of learning that continuously improves instruction for all learners
  • identify, foster, and build capacity in a leadership team
  • foster a culture of improvement, collaboration, and inclusiveness for all
  • manage time, data, operations, and resources to maximize student achievement
  • identify priorities and organize instructional resources

 

 

mentoring workshops & mentoring year-long services

first-year teacher academy – request PD or learn more

 

audience: beginning teachers

 

lead4ward’s First-Year Teacher Academy helps grow effective teachers through ongoing professional learning & support over the course of the school year.

 

topics include:

  • becoming an effective teacher
  • getting ready for the first days
  • managing the classroom environment
  • and many more!
  • learn more–>

 

teacher induction: training-of-trainers – request PD

audience: aspiring district induction trainers

 

Building and sustaining an effective induction program is the heart of this professional learning. Explore the necessary components of an effective induction program and learn how to build, support, and sustain one in your district. This professional learning is designed around a training-of-trainer (TOT) model and will prepare you to lead induction training in your own district.

 

The Teacher Induction TOT includes:

  • Induction Overview, Research & Rationale, and Training Foundations
  • First-Year Teacher Training-of-Trainers
  • Mentoring & Coaching Training-of-Trainers

 

Register now for upcoming virtual sessions:

 

view more information

mentor training – request PD

 

audience: aspiring district mentors

 

Mentoring is key to new teachers’ success! This two-day event will explore the tools and skills needed to effectively coach and mentor new teachers. Administrators, teachers, instructional coaches, PLC leaders, and others with a heart for teaching will leave the training ready to mentor new teachers in their district and on their campus.

 

The two days of Mentor Training include:

  • Day 1 – Induction Overview and Research & Rationale
  • Day 2 – Mentoring & Coaching

 

view more information

mentoring eplc – learn more

audience: aspiring district mentors

 

Designed as an extension of the lead4ward mentor training, the online Mentoring ePLC explores and expands the tools and skills needed to effectively coach and mentor new teachers.

 

This ePLC can also contribute to:

  • higher teacher retention
  • increased teacher effectiveness
  • happier teachers

 

lead4ward 101

general workshops

lead4ward 101 – request PD

 

audience: teachers and leaders new to lead4ward

 

For teachers and leaders who are new to lead4ward tools and resources, this class is designed for you. Launch your lead4ward work and learn how to use the student-centered, teacher-friendly tools, resources, and strategies from lead4ward to make learning meaningful and engaging.

 

what you will learn:

  • explore lead4ward resources, including Snapshots, TEKS Scaffolds, Academic Vocabulary, IQ Released Tests, Student Learning Reports, and much more
  • determine which lead4ward tools and resources to use in planning
  • use Instructional Strategies Playlists to engage learners

 

your solution for:

  • identifying resources to guide the work
  • obtaining district sustainability
  • getting started with lead4ward

 

Register now for upcoming sessions:

 

engaging learners – request PD

audience: leadership teams (principal and teacher leaders), PLCs (principal and a selected PLC), and teachers

 

Do you want to be a dynamic, effective teacher? Then, student engagement will be a critical component of your instruction! In this session, teachers will increase both their competence and confidence in delivering engaging, rigorous instruction for all learning environments. In this session, we will help teachers and leaders learn how to set up classrooms, increase competence in using engaging strategies for instruction, and develop confidence in delivering instruction that engages and challenges students to learn.

 

what you will learn:

  • how teachers can get started by setting up an engaging, productive learning environment
    • setting up the teacher’s teaching space
    • setting up the student’s learning space
    • establishing norms
    • developing classroom routines
  • how to proactively address classroom management issues in a learning environment
  • how teachers can promote engagement by partnering with lead4ward’s four instructional tools: quickchecks, think it up, thinking stems, and instructional strategies playlist

 

Register now for upcoming sessions: