workshops for leaders and teachers
comprehension across content areas – request PD
audience: leaders (principal and selected PLC) and teachers
Is your students’ challenge with comprehension affecting their learning across content areas? How do we help students develop comprehension skills that support their conceptual understanding? Reading is a primary method of content input in all subjects, along with videos, demonstrations, visuals, and lectures. In this class, we’ll explore how to improve processing and comprehension skills that will support student learning with these various stimuli in all subjects.
what you’ll learn:
- tools and strategies to model and build the invisible, in-head actions essential for comprehension of various stimuli
- how to incorporate and connect hands-on learning experiences to text, videos, visuals, and mini-lesson content during instruction
- the metacognitive skill set needed for exponentially more successful learning and retention of learning
- how to support reading comprehension during intervention
your solution for:
- improving student comprehension skills
- improving teacher/student confidence with various stimuli in all content areas
engaging learners – request PD
audience: leaders and teachers
Do you want to be a dynamic, effective teacher who promotes active student participation with minimal teacher preparation? Then student engagement is a critical component of your instruction! We’ll help teachers and leaders move from teacher-centered instruction with passive, bored students to exciting instruction that fosters student movement and discourse as they learn, correct mistakes, and deepen their understanding of content.
what you’ll learn:
- how to promote engagement and thinking by planning instruction using lead4ward instructional resources:
- instructional strategies playlist – low-prep/high-yield instructional strategies at your fingertips!
- quickchecks – comprehension techniques that take only 30 seconds to 1 minute to implement
- think it up – quick method for raising the rigor in your questioning
- thinking stems – sentence stems that help students frame their responses to complex questions
- how to proactively address classroom management issues in a learning environment
engaging learners in CTE courses – request PD
audience: CTE leaders and teachers
Why would engaging instruction be important in CTE courses that are already rich with hands-on projects and are classes students choose to attend? Engagement is critical in CTE classes because even before students pick up a circular saw in Construction Technology I or mix chemicals in Cosmetology I they are faced with complex, academic learning tasks such as:
- learning, connecting, and applying difficult technical vocabulary
- analyzing and interpreting complex visuals
- reading and understanding rigorous, complicated texts, manuals, and articles
By rehearsing and applying many of the activities from lead4ward’s instructional resources, CTE educators will be well-equipped to engage students in these academic tasks so that the hands-on projects are completed successfully and safely. For CTE educators who were alternatively certified or just need a refresher on low-prep/high-yield pedagogy, this is the session for you!
Teachers will learn how to promote dynamic, effective, engaging instruction by implementing lead4ward’s instructional tools:
- instructional strategies playlist – low-prep/high-yield instructional strategies at your fingertips!
- quickchecks – comprehension techniques that take only 30 seconds to 1 minute to implement
- think it up – quick method for raising the rigor in your questioning
- thinking stems – sentence stems that help students frame their responses to complex questions
maximizing your lead4ward field guides – request PD
audience: teachers and leaders subscribed to the lead4ward field guides
This class helps teachers and leaders make the most of PLC planning time by using lead4ward field guides to unlock ideas for approaching and addressing the content and process standards.
what you’ll learn:
- how to dig into the field guide components to leverage the field guide content
- how to use the field guides to drive instructional conversations and collaboration in PLCs (we’ll practice with sample scenarios and guiding questions)
- how to connect learning objectives to the implications for instruction
- how to examine common misconceptions and error patterns to plan proactive instruction and intervention
- how to use the latest and greatest features in the lead4ward field guides, including subject-specific process rubrics and instructional strategies
your solution for:
- improving planning and PLC discourse while spending less time figuring out what kids need most
- helping teachers understand the context in which each student expectation fits into the big picture, as well as the specifics that inform instruction
- building content knowledge with explanations, stimulus identification, and essential vocabulary
This class can be delivered virtually or face-to-face and can be customized for the specific needs of each member district/campus. Options for customization include support for the beginning or advanced user and/or focusing on specific content areas.
managing the engaged classroom: tips, tools, and strategies – request PD
audience: leaders and teachers
Most classroom management issues are eliminated when students are actively engaged in their learning! Whether you are new to the profession, alternatively certified, or just need a classroom management refresher, this session will help you eliminate the chaos – or the boredom! Our focus will be on managing relationships, behavior, engagement, and physical space in the post-pandemic classroom.
You’ll learn tips, tools, and practical strategies for:
- establishing positive relationships with and among students by creating a classroom culture of good intentions and collaborative support
- positively and proactively managing student behavior by establishing clear classroom norms, procedures, and routines; ensuring ALL students have access to the content; and focusing on a growth mindset
- successful learning and positive behavior through engaged instruction using lead4ward’s quickchecks, think it up questions, thinking stems, and instructional strategies playlist
- managing physical space and materials efficiently and effectively
lead4ward 101 – request PD
audience: leaders and teachers new to lead4ward, needing a refresher, or who train others in lead4ward resources
Do you have teachers and leaders who are new to lead4ward tools and resources or need a refresher? Launch your lead4ward work and learn how to use lead4ward’s student-centered, teacher-friendly tools, resources, and strategies to make learning meaningful and engaging.
what you’ll learn:
- lead4ward’s most popular resources to better understand standards and to assist in planning:
-
- snapshots
- teacher learning reports
- student learning reports
- TEKS scaffolds
- academic vocabulary
- IQ released tests
- field guides
- lead4ward’s instructional tools designed to engage learners:
-
- instructional strategies playlist
- quickchecks
- think it up
- thinking stems
your solution for:
- identifying resources to guide the work
- obtaining district sustainability
- getting started with lead4ward
workshops for leadership teams
review for leaders – request PD
audience: leadership teams of tested grades (principals, assistant principals, instructional coaches, and teacher leaders)
STAAR has upgraded, and so has review! We’ll anchor on the tried and true 10-day review framework AND focus on how to motivate students to engage with high-impact content. We’ll combine prioritized student thinking with strategies essential for success on STAAR 2.0 and use lead4ward resources to promote success on all item types – including the new ones!
Leaders will learn how to:
- focus review on high-impact TEKS clusters and STAAR 2.0 instructional priorities
- engage and energize learners with meaningful practices and strategies
- rehearse a planning process focused on stimulus, engagement, thinking, and transfer
- provide the resources to plan a 10-day review
Also available for special education, literacy, math, science, and social studies!
staar4ward for leaders (3-EOC) – request PD
audience: leadership teams (principal, assistant principals, instructional coaches, and teacher leaders)
What is STAAR 2.0 and what do I need to know?
Beginning in the Spring of 2023, STAAR will be redesigned (STAAR 2.0) to align more closely with effective classroom instruction, reinforcing the importance of having students show what they know in a variety of ways. We’ll explore how leadership teams can renew their focus on instruction through the lens of the STAAR redesign.
Rather than preparing for STAAR 2.0 through “drill and kill” of all the new STAAR item types, we encourage teachers to better understand how three specific instructional priorities are aligned to the new item types. Infusing opportunities for learning around these three instructional priorities will promote student growth and equip students to tackle the thinking associated with STAAR 2.0 with competence and confidence. Additionally, we’ll explore how leaders can be champions of the process standards and the instructional strategies playlist through our STAAR 2.0 Instructional Connections resource.
This overview helps leadership teams:
- explore the elements of the redesigned STAAR assessment
- 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. learn more
Also available for special education, literacy, math, science, and social studies!
leading intentional intervention (3-HS) – request PD
audience: leadership teams (principals, assistant principals, instructional coaches, and teacher leaders)
the questions:
- How will we leverage prevention as the best intervention by maximizing Tier 1 instruction?
- How do we evaluate and adapt content and thinking within our curriculum to support ALL learners?
- How can we streamline the intervention processes and routines for whole group, small group, and supplemental accelerated instruction (HB 4545)?
Campuses accommodate a wide range of student abilities in their classrooms, and teachers need structures and strategies to meet their unique learning needs. We’ll re-examine how we can lead our teachers in supporting instruction and intervention through the lens of process and content, prioritizing the high-impact curriculum standards. Whether a standard needs loopback for all, intervention for a few, or supplemental instruction for HB 4545, the lead4ward Think Along Plan will assist educators in leading intervention that promotes student competence and confidence! We’ll explore and refine structures that create data analysis and intervention opportunities that teachers can manage. We’ll also make connections to supplemental instruction requirements as outlined in HB 4545 by leveraging lead4ward tools and strategies to inform intervention and to plan with renewed intention.
your solution for:
- addressing intervention for all, for some, and for a few
- having manageable and strategic ways to respond when kids don’t get it
- building capacity to plan for instruction and intervention from STAAR and local data (represented in lead4ward data tools such as quintiles, leadership report card, and subcluster intervention report)
Also available for special education, literacy, math, science, and social studies!
being the leader your new teachers need – request PD
audience: leaders supporting new teachers
Leaders know that hiring and retaining high-quality teachers is extremely important. Leaders also know that the demands on an early-to-career teacher can make this an especially difficult endeavor. Equally challenging can be establishing the right mindset, priorities, expectations, and support to develop effective, committed, and confident teachers. So how do we become the leaders our new teachers want and need?
New teachers have specific needs. They also bring much-needed energy, enthusiasm, and fresh ideas to the campus and classroom. An intentional and supportive leader can make the difference between success and frustration for early-to-career teachers. During this class, we’ll explore what new teachers need from an effective leader and how to prioritize support for two essential goals for new teachers, making the first years on your campus the first of many successful years to come!
plan4growth: developing 2.0 thinking as a PLC – request PD
audience: leaders and teachers
How do we gain a deeper understanding of the standards AND analyze the best ways to have students showcase content mastery?
Maximizing time to plan instruction that is relevant, engaging, and rigorous is key to a strong PLC. We’ll focus on the planning process using lead4ward’s planning guide to investigate the thinking skills students need to be successful on STAAR 2.0, help them apply their learning, and show what they know.
We’ll anchor our learning around two key themes:
- study it – “What do students need to know and be able to do?” We’ll use lead4ward resources with local curriculum to study the standards, analyze how content and process standards have been assessed, and how they are aligned to other grade levels/concepts.
- apply it – “How will we know that students know the content and can apply it?” We’ll explore how to evaluate an activity to see if it meets the criteria of students applying their learning and showing what they know.
Also available for special education, literacy, math, and social studies!
teach4learning: aligning instruction to the expectations of STAAR 2.0 – request PD
highly recommend plan4growth prior to this class
audience: leaders and teachers
How do we plan instruction that ensures student access, practice, and comprehension?
Embracing the instructional process for creating relevant, engaging, and rigorous learning is key to student growth. Using lead4ward’s planning guide and other resources, we’ll investigate the thinking skills students need to access, learn, and comprehend information, and, ultimately, be successful on STAAR 2.0.
We’ll anchor our learning around two key themes:
- learn it – This is where the instructional cycle begins. We’ll explore how to anchor new learning to prior knowledge and personal connections, improve student access to content, and introduce vocabulary and visuals/texts. Additionally, we’ll share ways to check for understanding as students develop new learning.
- comprehend it – We’ll explore the importance of practice without penalty and engage in ways to build the bridge between direct content instruction and the expectation that students can apply content independently. We’ll use lead4ward strategies and tools to ensure engaging opportunities for collaborative, guided practice.
Also available for special education, literacy, math, and social studies!
accountability for leaders – request PD
audience: district and campus leaders
A-F Accountability is in a state of ongoing evolution. With the administration of STAAR 2.0 beginning in the Spring of 2023, TEA’s commitment to adjusting the A-F system to continue to make it relevant and challenging, and the 88th Legislative Session in the Spring of 2023, A-F Accountability is sure to remain a topic of great interest for school leaders. This session is designed to help school leaders make sense of the accountability system.
what you’ll 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
- up-to-date information as it is released by TEA
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
leadership year-long services
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 – learn more
audience: leadership teams (principals, assistant principals, instructional coaches & teacher leaders)
learning mode: pre-recorded learning videos + 4 live webinars
How do we support those new to the profession, build teacher and student confidence for the next generation of STAAR, and achieve student growth?
As a campus principal, you can’t know it all, but you can support it all with focused, intentional action plans. The 2022-23 school year is an opportunity for principals to have a renewed focus on the success of teachers and students. The leading learning series helps campus principals focus on opportunities to strengthen your campus leadership team, leverage resources to build confidence in teachers, and implement action-oriented plans that lead to student growth.
We’ll look at school systems that incorporate strategies to improve Tier 1 instruction and encourage focused and meaningful data analysis that celebrates success.
Topics include:
- setting the vibe for the year
- finding focus in a sea of data
- aligning thinking in the classroom to STAAR 2.0
- planning for rigorous instruction
- rethinking intervention to create more opportunities to learn
- connecting to accountability
- creating an engaging review
Learning videos will be posted to help leaders choose their focus for independent learning.
leadership development
leadership coaching – learn more
audience: district and campus leaders
The lead4ward leadership coaching model is designed to increase the principal’s confidence and competency to lead.
- identifying, leveraging, and building on the principal’s strengths
- prioritizing work by creating individual and campus goals through the T-PESS domains, Texas principal competencies, and student achievement data
- anticipating challenges to leading change
- building the capacity of the leadership team to anchor daily work around campus and individual goals
- planning for facilitation of productive meetings, including prioritizing and scheduling
- role playing conversations, including those regarding employee evaluation
- planning for difficult conversations with parents
- celebrating the principal and campus work
new leader academy – learn more
audience: principals and assistant principals new to profession and/or lead4ward
High-quality instructional leadership is essential to the success of schools. The principal is in a position to ensure that high-quality teaching and learning are at the core of the campus culture. As instructional champions, a new leader’s primary role is to build the capacity of teachers and to ensure that every student has access to high-quality instruction. At the same time, new leaders must manage the day-to-day operations of the campus, while looking beyond the school year. Coaching, along with valuable support systems throughout the year, is critical to building a strong base for success in the early years of the principalship.
In the year-long membership, campus leaders from around the state will learn to simplify common leadership challenges, clarify their vision of an effective school, establish core values, and develop the foundational skills for effective school leadership. The members of the New Leader Academy will be invited to live webinars, and they will have ongoing support throughout the year.
Common themes
- Current hot topics in education
- Identifying and using personal leadership strengths
- Exploring high-yield lead4ward data tools and instructional strategies at the application level for principals
- Sharing ways to foster a sustainable culture of improvement, collaboration, and inclusivity for all
- Developing a strong leadership team through the Leading Learning Series
accountability workshops
accountability for leaders – request PD
audience: district and campus leaders
A-F Accountability is in a state of ongoing evolution. With the administration of STAAR 2.0 beginning in the Spring of 2023, TEA’s commitment to adjusting the A-F system to continue to make it relevant and challenging, and the 88th Legislative Session in the Spring of 2023, A-F Accountability is sure to remain a topic of great interest for school leaders. This session is designed to help school leaders make sense of the accountability system.
what you’ll 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
- up-to-date information as it is released by TEA
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
accountabilityconnect – learn more
audience: district and campus leaders
This comprehensive year-long district support service is designed specifically to help school leaders (at both the district and campus level) understand state and federal assessment and accountability systems – with a focus on understanding the issues that are most impactful for classroom instruction and student learning. Additionally, this support service helps members stay current on changes or developments in the areas of instruction, assessment and accountability – which will be especially important for school districts throughout the 2022-23 school year. A key component of accountabilityconnect is that it helps members make sense of the complexities surrounding assessment and accountability systems so that district and campus leaders can more effectively lead and support sound instructional practices. Ultimately this allows districts to connect accountability to instruction – which benefits teachers, students, staff and the entire school community.
Why join accountabilityconnect?
During the 2022-23 service year (May 1, 2022 – April 30, 2023), member districts will receive a broad range of services and supports in the following areas:
- Accountability System Development – ongoing support relating to the issuance of accountability ratings in August 2022 for the 2021-22 school year, and the development, redesign and implementation of the A-F accountability system for the 2022-23 school year
- Transition to STAAR 2.0 – ongoing updates relating to the transition to STAAR 2.0 in the Spring of 2023 (new item types, new test design, new modality of testing) and implications for instruction, professional development and data analysis)
- Data Tools and Templates – ongoing development and support of data views and “think throughs” designed to assist district and campus leaders in understanding their data and identifying areas or issues for strategic planning and initiatives
- Assessment Literacy – ongoing support designed to assist campus and district leaders in better understanding the variety of assessment tools that are available to districts (e.g., formative assessments, interim assessments, summative assessments), with a focus on maximizing the effectiveness of assessment data analysis to improve and support classroom instruction and student learning
special education workshops
review for special educators – request PD
audience: special education teachers and leaders
STAAR has upgraded, and so has review! We’ll anchor on the tried and true 10-day review framework AND focus on how to motivate students to engage with high-impact content. We’ll combine prioritized student thinking with strategies essential for success on STAAR 2.0 and use lead4ward resources to promote success on all item types – including the new ones!
Special educators in inclusive settings will learn how to:
- prioritize content and vocabulary for review geared toward students with disabilities
- turn effective learning strategies into allowable designated supports
- incorporate supplemental aids throughout the review process
- meaningfully collaborate with classroom teaching partners
staar4ward for special education (3-EOC) – request PD
audience: special education teachers and leaders
What is STAAR 2.0 and what do I need to know?
Beginning in the Spring of 2023, STAAR will be redesigned (STAAR 2.0) to align more closely with effective classroom instruction, reinforcing the importance of having students show what they know in a variety of ways. We’ll explore how special education teachers and leaders can renew their focus on instruction through the lens of the STAAR redesign.
Rather than preparing for STAAR 2.0 through “drill and kill” of all the new STAAR item types, we encourage special education teachers and leaders to better understand how three specific instructional priorities are aligned to the new item types. Infusing opportunities for learning around these three instructional priorities will promote student growth and equip students to tackle the thinking associated with STAAR 2.0 with competence and confidence. Additionally, we’ll explore how special education teachers and leaders can be champions of the process standards and the instructional strategies playlist through our STAAR 2.0 Instructional Connections resource.
This overview helps special education teachers and leaders:
- explore the elements of the redesigned STAAR test
- align thinking in the classroom to STAAR 2.0
- adapt special education instruction to re-emphasize the role of process
leading intervention for special education: re-imagining specially designed instruction – request PD
audience: special education teachers and leaders
The research is clear on what works in teaching students with disabilities: specially designed instruction should be intensive, strategic, supportive of foundational skills, and focused on generalization. How do we provide proactive rather than reactive instruction for students with disabilities across settings, but particularly in the inclusive classroom?
This session will re-imagine specially designed instruction by introducing practical, streamlined routines that prioritize high-impact curriculum standards. These routines create opportunities to learn without disrupting classroom instruction, help us know more about what our students can do, and support meaningful progress in the TEKS and the IEP. Through this context, we’ll begin to explore evidence-based interventions in reading language arts and math that have been found to improve student independence and learning outcomes for the diversity of students we serve.
Special Educators will learn how to help students:
- get started with rigorous content
- build independence in learning the content
- focus on what is important
- apply their learning
- make connections
- monitor their own progress and develop self-determination
CSI (Connecting Standards to Instruction) – request PD
audience: special education teachers and 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
teach4learning in special education: aligning instruction to the expectations of STAAR 2.0 – request PD
audience: special education teachers and leaders
How do special educators plan specially designed instruction and support planning of classroom instruction that ensures student access, practice, and comprehension?
Embracing the instructional process for creating accessible, engaging, and rigorous learning is key to student growth for all learners. Using lead4ward’s resources, including the planning guide, we’ll investigate the thinking skills that students with disabilities need to access, learn, and comprehend information, and, ultimately, show growth on STAAR 2.0.
We’ll anchor our learning around two key themes:
- learn it – This is where the instructional cycle begins. We’ll explore how to meaningfully anchor new learning to prior knowledge and personal connections, ensure student access to content, and effectively introduce vocabulary and visuals/texts. Additionally, we’ll share ways to check for understanding as students develop new learning.
- comprehend it – We’ll explore the importance of practice without penalty and engage in ways to build the bridge between direct content instruction and the expectation that students can apply content independently. We will specifically explore ways to support content retention and retrieval for students who struggle with memory, focus, and organization. We’ll use lead4ward strategies, evidence-based teaching practices, and effective tools to ensure engaging, collaborative, guided practice that results in meaningful learning for ALL.
special education year-long services
special education ePLC – learn more
audience: special education teachers and leaders
Special educators have a challenging job – they serve in multiple roles as teacher, consultant, case manager, and often as supervisor. And frequently, special educators work in settings in which they have few opportunities to think and learn with other special educators.
Research tells us that special educators who receive professional learning specific to their role are more likely to stay in their positions and have higher job satisfaction.
The year-long Special Education ePLC is designed to give special educators a learning community – a space to unpack common challenges, think together, reflect on current practices, and grow as effective educators.
Membership includes:
- 6 pre-recorded learning videos
- 3 live webinars with Kathy
- virtual collaboration opportunities
- telephone and email support
- video library
- resources
inclusion academy – learn more
audience: leaders, special educators, general education teachers, and classroom teaching partners
What is inclusion? And why does the research say it works, yet we struggle to implement it effectively?
Classrooms are diverse places, full of students with a variety of strengths and needs. What if we begin to think about inclusion as a process to find better ways to respond to that diversity and to remove barriers to participation and achievement for ALL learners? Let’s create classrooms where teachers feel confident anticipating the barriers to learning instead of responding to them after the fact; classrooms in which the special educator can focus on prioritized areas of need to support students with disabilities in making substantive, meaningful progress in grade-level TEKS.
Academy Outcomes:
- Common resources and language to promote collaboration
- Implementation of intentional, focused instructional routines prioritizing high-impact standards and concepts
- Planning strategies that proactively support diverse learners
- Intentional, student-directed goal setting and self-monitoring
- Development of goals for long-term growth in inclusive instruction
literacy workshops
review for literacy – request PD
audience: literacy teachers and leaders
STAAR has upgraded, and so has review! We’ll anchor on the tried and true 10-day review framework AND focus on how to motivate students to engage with high-impact content. We’ll combine prioritized student thinking with strategies essential for success on STAAR 2.0 and use lead4ward resources to promote success on all item types – including the new ones!
Literacy teachers will learn how to:
- focus review on high-impact TEKS clusters and STAAR 2.0 instructional priorities
- engage and energize learners with meaningful practices and strategies
- rehearse a planning process focused on stimulus, engagement, thinking, and transfer
- provide the resources to plan a 10-day review
staar4ward for literacy (3-EOC) – request PD
audience: literacy teachers and leaders
What is STAAR 2.0 and what do I need to know?
Beginning in the Spring of 2023, STAAR will be redesigned (STAAR 2.0) to align more closely with effective classroom instruction, reinforcing the importance of having students show what they know in a variety of ways. We’ll explore how literacy teachers and leaders can renew their focus on instruction through the lens of the STAAR redesign.
Rather than preparing for STAAR 2.0 through “drill and kill” of all the new STAAR item types, we encourage literacy teachers and leaders to better understand how three specific instructional priorities are aligned to the new item types. Infusing opportunities for learning around these three instructional priorities will promote student growth and equip students to tackle the thinking associated with STAAR 2.0 with competence and confidence. Additionally, we’ll explore how literacy teachers and leaders can be champions of the process standards and the instructional strategies playlist through our STAAR 2.0 Instructional Connections resource.
This overview helps literacy teachers and leaders:
- explore the elements of the redesigned STAAR test
- align thinking in the classroom to STAAR 2.0
- adapt instruction to re-emphasize the role of process
intervention for literacy (3-HS) – request PD
audience: literacy teachers and leaders
the questions:
- How will we leverage prevention as the best literacy intervention by maximizing Tier 1 instruction?
- How do we integrate authentic reading and reflective writing experiences to deepen understanding?
- How can we streamline the literacy intervention processes and routines for whole group, small group, and supplemental accelerated instruction (HB 4545)?
- How do we evaluate and adapt content and thinking to support ALL learners?
Reading language arts teachers accommodate a wide range of student abilities in their classrooms and will need structures and strategies to meet the unique learning needs of students. Whether a standard needs loopback for all, intervention for a few, or supplemental instruction for HB 4545, helping teachers lead intervention that promotes student competence and confidence is key! We’ll explore and refine structures that create reading and writing intervention opportunities that teachers can manage. We’ll also make connections to supplemental instruction requirements as outlined in HB 4545 by leveraging lead4ward tools and strategies to inform intervention and to plan with renewed intention.
your solution for:
- addressing intervention for all, for some, and for a few
- improving reading and writing processes that strengthen skills development
- having manageable and strategic ways to respond when kids don’t get it
- building capacity to plan for instruction and intervention from STAAR and local data
plan4growth in literacy: developing 2.0 thinking as a PLC – request PD
audience: literacy teachers and leaders
How do we gain a deeper understanding of the standards AND analyze the best ways to have students showcase content mastery?
Maximizing time to plan literacy instruction that is relevant, engaging, and rigorous is key to a strong PLC. We’ll focus on the planning process using lead4ward’s planning guide to investigate the thinking skills students need to be successful on STAAR 2.0, help them apply their learning, and show what they know.
We’ll anchor our learning around two key themes:
- study it – “What do students need to know and be able to do?” We’ll use lead4ward resources with local curriculum to study the standards, analyze how content and process standards have been assessed, and how they are aligned to other grade levels/concepts.
- apply it – “How will we know that students know the content and can apply it?” We’ll explore how to evaluate an activity to see if it meets the criteria of students applying their learning and showing what they know.
teach4learning in literacy: aligning instruction to the expectations of STAAR 2.0 – request PD
highly recommend plan4growth prior to this class
audience: literacy teachers and leaders
How do we plan instruction that ensures student access, practice, and comprehension?
Embracing the instructional process for creating relevant, engaging, and rigorous learning is key to student growth. Using lead4ward’s planning guide and other resources, we’ll investigate the thinking skills students need to access, learn, and comprehend information, and, ultimately, be successful on STAAR 2.0.
We’ll anchor our learning around two key themes:
- learn it – This is where the instructional cycle begins. We’ll explore how to anchor new learning to prior knowledge and personal connections, improve student access to content, and introduce vocabulary and visuals/texts. Additionally, we’ll share ways to check for understanding as students develop new learning.
- comprehend it – We’ll explore the importance of practice without penalty and engage in ways to build the bridge between direct content instruction and the expectation that students can apply content independently. We’ll use lead4ward strategies and tools to ensure engaging opportunities for collaborative, guided practice.
literacy year-long services
literacy academy for ELAR (3-5) or (6-HS) – learn more
audience: literacy teachers and leaders
Are you looking for innovative ways to provide literacy instruction? The lead4ward Literacy Academy provides a learning and support system for educators throughout the year (4 days total). The Academy includes face-to-face professional development, virtual support, and optional classroom collaboration. Academy members will gain the confidence and competence to set in motion relevant change to promote students as lifelong listeners, speakers, readers, writers, and thinkers.
Emphasis: An Integrated Approach:
- Reading and writing process
- Effective instructional practices
- Focused literacy routines
- Planning process
Year-Long Support:
- Face-to-face/virtual sessions (depending on COVID climate)
- Leadership updates
- Classroom support
- Online literacy community
math workshops
review for math – request PD
audience: math teachers and leaders
STAAR has upgraded, and so has review! We’ll anchor on the tried and true 10-day review framework AND focus on how to motivate students to engage with high-impact content. We’ll combine prioritized student thinking with strategies essential for success on STAAR 2.0 and use lead4ward resources to promote success on all item types – including the new ones!
Math teachers will learn how to:
- focus review on high-impact TEKS clusters and STAAR 2.0 instructional priorities
- engage and energize learners with meaningful practices and strategies
- rehearse a planning process focused on stimulus, engagement, thinking, and transfer
- provide the resources to plan a 10-day review
staar4ward for math (3-EOC) – request PD
audience: math teachers and leaders
What is STAAR 2.0 and what do I need to know?
Beginning in the Spring of 2023, STAAR will be redesigned (STAAR 2.0) to align more closely with effective classroom instruction, reinforcing the importance of having students show what they know in a variety of ways. We’ll explore how math teachers and leaders can renew their focus on instruction through the lens of the STAAR redesign.
Rather than preparing for STAAR 2.0 through “drill and kill” of all the new STAAR item types, we encourage math teachers and leaders to better understand how three specific instructional priorities are aligned to the new item types. Infusing opportunities for learning around these three instructional priorities will promote student growth and equip students to tackle the thinking associated with STAAR 2.0 with competence and confidence. Additionally, we’ll explore how math teachers and leaders can be champions of the process standards and the instructional strategies playlist through our STAAR 2.0 Instructional Connections resource.
This overview helps math teachers and leaders:
- explore the elements of the redesigned STAAR test
- align thinking in the classroom to STAAR 2.0
- adapt instruction to re-emphasize the role of process
intervention for math (3-HS) – request PD
audience: math teachers and leaders
the questions:
- How will we leverage prevention as the best math intervention by maximizing Tier 1 instruction?
- How do we evaluate and adapt math content and thinking within our curriculum to support ALL learners?
- How can we streamline the math intervention processes and routines for whole group, small group, and supplemental accelerated instruction (HB 4545)?
Math teachers accommodate a wide range of student abilities in their classrooms and will need structures and strategies to meet the unique learning needs of students. Whether a standard needs loopback for all, intervention for a few, or supplemental instruction for HB 4545, the lead4ward Think Along Plan will assist math educators in leading intervention that promotes student competence and confidence! We’ll explore and refine structures that create intervention opportunities that teachers can manage. We’ll also make connections to supplemental instruction requirements as outlined in HB 4545 by leveraging lead4ward tools and strategies to inform intervention and to plan with renewed intention.
your solution for:
- addressing intervention for all, for some, and for a few
- having manageable and strategic ways to respond when kids don’t get it
- building capacity to plan for instruction and intervention from STAAR and local data
plan4growth in math: developing 2.0 thinking as a PLC – request PD
audience: math teachers and leaders
How do we gain a deeper understanding of the standards AND analyze the best ways to have students showcase content mastery?
Maximizing time to plan math instruction that is relevant, engaging, and rigorous is key to a strong PLC. We’ll focus on the planning process using lead4ward’s planning guide to investigate the thinking skills students need to be successful on STAAR 2.0, help them apply their learning, and show what they know.
We’ll anchor our learning around two key themes:
- study it – “What do students need to know and be able to do?” We’ll use lead4ward resources with local curriculum to study the standards, analyze how content and process standards have been assessed, and how they are aligned to other grade levels/concepts.
- apply it – “How will we know that students know the content and can apply it?” We’ll explore how to evaluate an activity to see if it meets the criteria of students applying their learning and showing what they know.
teach4learning in math: aligning instruction to the expectations of STAAR 2.0 – request PD
highly recommend plan4growth prior to this class
audience: math teachers and leaders
How do we plan instruction that ensures student access, practice, and comprehension?
Embracing the instructional process for creating relevant, engaging, and rigorous learning is key to student growth. Using lead4ward’s planning guide and other resources, we’ll investigate the thinking skills students need to access, learn, and comprehend information, and, ultimately, be successful on STAAR 2.0.
We’ll anchor our learning around two key themes:
- learn it – This is where the instructional cycle begins. We’ll explore how to anchor new learning to prior knowledge and personal connections, improve student access to content, and introduce vocabulary and visuals/texts. Additionally, we’ll share ways to check for understanding as students develop new learning.
- comprehend it – We’ll explore the importance of practice without penalty and engage in ways to build the bridge between direct content instruction and the expectation that students can apply content independently. We’ll use lead4ward strategies and tools to ensure engaging opportunities for collaborative, guided practice.
math support products
mathmark – math activities that reach kids – learn more
lead4ward is excited to introduce you to our newest instructional math resource for teachers – mathmark!
mathmark is a subscription-based online math tool that includes instructional activities and resources aligned to key concepts and topics (TEKS Clusters) for Grades 3–5. Designed for direct support in classroom instruction, mathmark integrates popular content from the previous TeachTransform product line with newly developed instructional activities for targeted TEKS Clusters.
As a subscription-based tool, mathmark will grow and evolve over time – expanding to include activities for additional TEKS Clusters and adapting to changing state standards and assessment expectations. Middle school and Spanish elementary bundles coming soon!
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 |
|
Expressions, Equations, & Inequalities |
Equations & Inequalities |
Equations & Inequalities |
|
Algebraic Reasoning |
Geometry & Measurement |
Geometry & Measurement: |
|
Data Analysis |
Probability |
Geometry & Measurement: |
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 –>
science workshops
review for science – request PD
audience: science teachers and leaders
STAAR has upgraded, and so has review! We’ll anchor on the tried and true 10-day review framework AND focus on how to motivate students to engage with high-impact content. We’ll combine prioritized student thinking with strategies essential for success on STAAR 2.0 and use lead4ward resources to promote success on all item types – including the new ones!
Science teachers will learn how to:
- focus review on high-impact TEKS clusters and STAAR 2.0 instructional priorities
- energize learners with activities that provide meaningful practice
- rehearse a planning process focused on stimulus, engagement, thinking, and transfer
- provide the resources to plan a 10-day review
staar4ward for science (3-EOC) – request PD
audience: science teachers and leaders
What is STAAR 2.0 and what do I need to know?
Beginning in the Spring of 2023, STAAR will be redesigned (STAAR 2.0) to align more closely with effective classroom instruction, reinforcing the importance of having students show what they know in a variety of ways. We’ll explore how science teachers and leaders can renew their focus on instruction through the lens of the STAAR redesign.
Rather than preparing for STAAR 2.0 through “drill and kill” of all the new STAAR item types, we encourage science teachers and leaders to better understand how three specific instructional priorities are aligned to the new item types. Infusing opportunities for learning around these three instructional priorities will promote student growth and equip students to tackle the thinking associated with STAAR 2.0 with competence and confidence. Additionally, we’ll explore how science teachers and leaders can be champions of the process standards and the instructional strategies playlist through our STAAR 2.0 Instructional Connections resource.
This overview helps science teachers and leaders:
- explore the elements of the redesigned STAAR test
- align thinking in the classroom to STAAR 2.0
- adapt instruction to re-emphasize the role of process
intervention: vocab & visuals for science (3-HS) – request PD
audience: science teachers and leaders
the questions:
- How will we leverage prevention as the best intervention by maximizing Tier 1 instruction?
- How can instruction and intervention support students to deeply analyze, discuss, and draw inferences from visuals, and learn and use academic vocabulary in science?
- How do we evaluate and adapt content and thinking within science to support ALL learners?
- How can we streamline the science intervention processes and routines for whole group, small group, and supplemental accelerated instruction (HB 4545)?
We’ll approach intervention for science through the lens of the important vocabulary and visuals by exploring ways to boost academic vocabulary instruction and flexibility for transfer by thinking and talking like scientists. We’ll re-examine how we can support instruction and intervention through the lens of process and content, prioritizing the high-impact curriculum standards through manageable and strategic ways to plan for strong Tier 1 instruction and effectively respond when kids don’t get it. Whether a standard needs loopback for all, intervention for a few, or supplemental instruction for HB 4545, the lead4ward Think Along Plan will assist us in planning intervention that promotes student competence and confidence!
Science teachers will learn how to help students:
- engage in learning academic vocabulary
- enhance academic discourse
- analyze and use visuals
- apply their learning
- make connections
- monitor their progress
bringing the new science TEKS into focus – request PD
audience: science teachers and leaders (K-12)
The new science TEKS standards will be in effect for the 2024-25 school year. What changes have been made, and how will they impact instruction and student learning? How do teachers decide which lessons/activities are worth keeping, need tweaking, or should be thrown out altogether? What movement across and within grade levels affects potential learning gaps? These are just some of the new issues facing Texas science educators, but we can begin to prepare for them now!
your solution for:
- determining instructional impacts that will occur this year as well as down the road
- comparing and understanding content and cognitive changes with the help of the lead4ward side-by-side resource
- exploring the shifting focus on scientific literacy and critical thinking
- identifying and managing the gaps that will be created by moving standards
- examining the new Scientific and Engineering Practices and Recurring Themes and Concepts in the K-12 framework
- connecting content with process standards to support student learning
social studies workshops
review for social studies – request PD
audience: social studies teachers and leaders
STAAR has upgraded, and so has review! We’ll anchor on the tried and true 10-day review framework AND focus on how to motivate students to engage with high-impact content. We’ll combine prioritized student thinking with strategies essential for success on STAAR 2.0 and use lead4ward resources to promote success on all item types – including the new ones!
Social studies teachers will learn how to:
- focus review on high-impact TEKS clusters and STAAR 2.0 instructional priorities
- engage and energize learners with meaningful practices and strategies
- rehearse a planning process focused on stimulus, engagement, thinking, and transfer
- provide the resources to plan a 10-day review
staar4ward for social studies (6-EOC) – request PD
audience: social studies teachers and leaders
What is STAAR 2.0 and what do I need to know?
Beginning in the Spring of 2023, STAAR will be redesigned (STAAR 2.0) to align more closely with effective classroom instruction, reinforcing the importance of having students show what they know in a variety of ways. We’ll explore how social studies teachers and leaders can renew their focus on instruction through the lens of the STAAR redesign.
Rather than preparing for STAAR 2.0 through “drill and kill” of all the new STAAR item types, we encourage social studies teachers and leaders to better understand how three specific instructional priorities are aligned to the new item types. Infusing opportunities for learning around these three instructional priorities will promote student growth and equip students to tackle the thinking associated with STAAR 2.0 with competence and confidence. Additionally, we’ll explore how social studies teachers and leaders can be champions of the process standards and the instructional strategies playlist through our STAAR 2.0 Instructional Connections resource.
This overview helps social studies teachers and leaders:
- explore the elements of the redesigned STAAR test
- align thinking in the classroom to STAAR 2.0
- adapt instruction to re-emphasize the role of process
intervention: vocab & visuals for social studies (3-HS) – request PD
audience: social studies teachers and leaders
the questions:
- How will we leverage prevention as the best intervention by maximizing Tier 1 instruction?
- How can instruction and intervention support students to deeply analyze, discuss, and draw inferences from visuals, and learn and use academic vocabulary in social studies?
- How do we evaluate and adapt content and thinking within social studies to support ALL learners?
- How can we streamline the social studies intervention processes and routines for whole group, small group, and supplemental accelerated instruction (HB 4545)?
We’ll approach intervention for social studies through the lens of the important vocabulary and visuals by exploring ways to boost academic vocabulary instruction and flexibility for transfer by thinking and talking like historians. We’ll re-examine how we can support instruction and intervention through the lens of process and content, prioritizing the high-impact curriculum standards through manageable and strategic ways to plan for strong Tier 1 instruction and effectively respond when kids don’t get it. Whether a standard needs loopback for all, intervention for a few, or supplemental instruction for HB 4545, the lead4ward Think Along Plan will assist us in planning intervention that promotes student competence and confidence!
Social studies teachers will learn how to help students:
- engage in learning academic vocabulary
- enhance academic discourse
- analyze and use visuals
- apply their learning
- make connections
- monitor their progress
plan4growth in social studies: developing 2.0 thinking as a PLC – request PD
audience: social studies teachers and leaders
How do we gain a deeper understanding of the standards AND analyze the best ways to have students showcase content mastery?
Maximizing time to plan social studies instruction that is relevant, engaging, and rigorous is key to a strong PLC. We’ll focus on the planning process using lead4ward’s planning guide to investigate the thinking skills students need to be successful on STAAR 2.0, help them apply their learning, and show what they know.
We’ll anchor our learning around two key themes:
- study it – “What do students need to know and be able to do?” We’ll use lead4ward resources with local curriculum to study the standards, analyze how content and process standards have been assessed, and how they are aligned to other grade levels/concepts.
- apply it – “How will we know that students know the content and can apply it?” We’ll explore how to evaluate an activity to see if it meets the criteria of students applying their learning and showing what they know.
teach4learning in social studies: aligning instruction to the expectations of STAAR 2.0 – request PD
highly recommend plan4growth prior to this class
audience: social studies teachers and leaders
How do we plan instruction that ensures student access, practice, and comprehension?
Embracing the instructional process for creating relevant, engaging, and rigorous learning is key to student growth. Using lead4ward’s planning guide and other resources, we’ll investigate the thinking skills students need to access, learn, and comprehend information, and, ultimately, be successful on STAAR 2.0.
We’ll anchor our learning around two key themes:
- learn it – This is where the instructional cycle begins. We’ll explore how to anchor new learning to prior knowledge and personal connections, improve student access to content, and introduce vocabulary and visuals/texts. Additionally, we’ll share ways to check for understanding as students develop new learning.
- comprehend it – We’ll explore the importance of practice without penalty and engage in ways to build the bridge between direct content instruction and the expectation that students can apply content independently. We’ll use lead4ward strategies and tools to ensure engaging opportunities for collaborative, guided practice.
social studies year-long services
social studies foundations ePLC – learn more
audience: leaders, instructional coaches, & grades 4-EOC teachers
- Are you new to the profession?
- Are you new to teaching social studies?
- Do you know how to think like a historian??
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 Q & A 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
- How do we build students’ social studies thinking skills for STAAR 2.0?
- How do we prioritize key concepts or content?
- How do we emphasize the role of process standards?
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.
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. Each cluster contains 2 to 4 short sub-cluster learning videos and an intervention learning video.
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.
- Includes social studies STAAR 2.0 instructional guide
new to profession/district
lead4ward 101 – request PD
audience: leaders and teachers new to lead4ward, needing a refresher, or who train others in lead4ward resources
Do you have teachers and leaders who are new to lead4ward tools and resources or need a refresher? Launch your lead4ward work and learn how to use lead4ward’s student-centered, teacher-friendly tools, resources, and strategies to make learning meaningful and engaging.
what you’ll learn:
- lead4ward’s most popular resources to better understand standards and to assist in planning:
-
- snapshots
- teacher learning reports
- student learning reports
- TEKS scaffolds
- academic vocabulary
- IQ released tests
- field guides
- lead4ward’s instructional tools designed to engage learners:
-
- instructional strategies playlist
- quickchecks
- think it up
- thinking stems
your solution for:
- identifying resources to guide the work
- obtaining district sustainability
- getting started with lead4ward
new leader academy – learn more
audience: principals new to lead4ward and/or profession
High-quality instructional leadership is essential to the success of schools. The principal is in a position to ensure that high-quality teaching and learning are at the core of the campus culture. As instructional champions, a new leader’s primary role is to build the capacity of teachers and to ensure that every student has access to high-quality instruction. At the same time, new leaders must manage the day-to-day operations of the campus, while looking beyond the school year. Coaching, along with valuable support systems throughout the year, is critical to building a strong base for success in the early years of the principalship.
In the year-long membership, campus leaders from around the state will learn to simplify common leadership challenges, clarify their vision of an effective school, establish core values, and develop the foundational skills for effective school leadership. The members of the New Leader Academy will be invited to live webinars, and they will have ongoing support throughout the year.
Common themes:
- Current hot topics in education
- Identifying and using personal leadership strengths
- Exploring high-yield lead4ward data tools and instructional strategies at the application level for principals
- Sharing ways to foster a sustainable culture of improvement, collaboration, and inclusivity for all
- Developing a strong leadership team through the Leading Learning Series
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–>
first-year teacher day of learning – request PD
audience: beginning teachers
Helping first-year teachers grow and flourish is the heart of this one-day professional learning experience.
Teachers will work collaboratively to reflect on problems of practice common to first-year teachers. They will experience engaging, low-prep, high-yield instructional strategies they can apply immediately in their own classrooms. Beginning teachers will also explore the content of the First-Year Teacher Notebook: Growing Effective Teachers with a focus on:
- setting the foundations for effective teaching practices
- creating positive learning environments
- engaging students in learning
Districts have the flexibility to customize the content of the day to meet their specific needs.
Required purchase per attendee: First-Year Teacher Notebook: Growing Effective Teachers
teacher induction and mentoring
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
- All training materials, including: Teacher Induction binder, First-Year Teacher book, and Mentoring & Coaching book
view more informationmentor training – request PD
audience: aspiring district mentors
Mentoring is key to new teachers’ success! This two-day training explores 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
mentoring eplc – learn more
audience: teachers, teacher teams, PLCs, instructional coaches, induction leaders, administrators (in school districts)
Mentoring is key to new teachers’ success! Designed as an extension of the lead4ward mentor training, the online mentoring series will explore and expand 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
District-level membership includes:
- 5 pre-recorded learning videos
- 3 live webinars with Justin & Debbie
- telephone and email support
- support resources