lead4ward 101

workshops for leaders and teachers

developing comprehension and writing responses 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? Do your students struggle to effectively respond in writing to what they’ve read or viewed? Writing responses rely on comprehension AND the skills to answer in their own words to demonstrate their understanding of content. Discovering and implementing effective ways to help our students become strategic readers who can write about what they read is essential 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 including text, videos, demonstrations, visuals, and mini-lessons
  • how to incorporate engaging experiences for processing and practice with text, videos, and visuals
  • how to guide students to answer a short-constructed response question from a prompt and communicate detailed explanations with relevant vocabulary and supporting evidence to showcase their depth of understanding in response to the text or visual stimulus

 

your solution for:

  • improving comprehension and short-constructed response skills that will support student learning and success in all subjects

 

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 positive relationships are a priority and 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 relationships, behavior, engagement, and physical space in the post-pandemic classroom.  

 

You’ll learn tips, tools, and practical strategies for:

  • building positive relationships with and among students by creating a classroom culture of good intentions and collaborative support  
  • positively and proactively addressing student behavior by establishing clear classroom commitments and implementing the S.O.S (simplest of solutions) approach to address the majority of behavior disruptions
  • promoting successful learning and positive behavior through engaging instruction using lead4ward’s 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
lead4ward 101

workshops for leadership teams

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 successful Tier 1 instruction. We’ll focus on the planning process using lead4ward’s planning guide to investigate the thinking skills students need for success in learning, on STAAR 2.0, and to help them apply and reflect on their learning.

 

We’ll anchor our learning around two key themes:

  • analyze it – “What are students expected to learn?” We’ll use lead4ward resources with local curriculum to examine data trends, study the standards, and emphasize the importance of growth.
  • apply it – “How will students demonstrate their learning?” 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 Tier 1 instruction is key to student growth. Using lead4ward’s planning guide and instructional 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 by deepening comprehension of content and skills, both collaboratively and independently, through lead4ward strategies and tools.

 

Also available for special education, literacy, math, and social studies!

 

staar4ward for leaders (3-EOC) – request PD

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

 

We’ve made it through the first STAAR 2.0 … so what do I need to know NOW?

Let’s explore what we can learn from the first administration of the redesigned STAAR test!

 

In this session, we’ll:

  • model and rehearse specific strategies that directly support the demands of the new item types that our students struggle with most
  • examine frequency distribution and performance data to discuss practical insights and actionable takeaways
  • compare the requirements for passing STAAR 1.0 and STAAR 2.0 based on released cut points
  • explore specific ways we can improve students’ competence and confidence with extended and short constructed response items
  • share how leaders can support their teachers in using the STAAR 2.0 Instructional Connections resource to better understand the redesigned STAAR test, align with effective classroom instruction, and minimize prep by emphasizing three instructional priorities

 

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 1416)?

 

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 1416 (formerly 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 1416 (formerly 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)

 

Intervention classes 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!

 

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!

 

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

leading learning series – learn more

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

learning mode: pre-recorded learning videos + live webinars

 

How do principals stay focused on instructional leadership with the competing demands of daily campus activity?

Moving into the second year of STAAR 2.0, the 2023-24 school year is the perfect time for principals to renew their focus on instructional leadership. But we all know that can be easier said than done. Let the leading learning series guide your leadership action plan throughout the year. Develop your leadership team with resources and structures aimed at developing confidence in both teachers and students. We’ll look at improving Tier 1 instruction through data analysis, purposeful planning, and intentional instructional practices to increase student access to and comprehension of the content.

 

We’re excited to include new targeted support learning videos for new principals and teachers!

 

Targeted support for new principals

  • prioritizing time
  • school RtI systems
  • turnover, retention, and supporting new teachers
  • the principal’s role in professional learning communities

Targeted support for teachers

  • intervention supports for math
  • intervention supports for literacy
  • inclusion support and access for all

 

Topics include:

  • getting started – organizing time, resources, and people
  • finding focus when data look different
  • maximizing planning processes
  • teaching for learning by improving student access and comprehension
  • intentional intervention structures
  • mid-year accountability updates for principals
  • STAAR review structures and resources

 

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. 

 

Together, the coach and leader will work to build instructional leadership capacity by:
  • 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

 

lead4ward 101

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 2023-24 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 ac23-24 service year (May 1, 2023 – April 30, 2024), member districts will receive a broad range of services and supports in the following areas:

  • Accountability System – ongoing support relating to the finalization of the 2023 A-F Accountability refresh process and the issuance of 2023 accountability ratings in September of 2023 (after the beginning of the 2023-24 school year)
  • Implementation of STAAR 2.0 – ongoing updates relating to the implementation of STAAR 2.0 in the Spring of 2023 and implications for instruction, professional development, and data analysis
  • Legislative Updates – ongoing support and resources intended to summarize key pieces of legislation passed by the 88th Legislature and assist school leaders in identifying critical decision-making and action steps required by new legislation
  • 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
lead4ward 101

special education workshops

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 for ALL: ensuring access to the expectations of STAAR 2.0 – request PD

audience: special education and classroom teaching teams

 

How can we collaboratively leverage the instructional planning process to create accessible, engaging, and rigorous learning for the diversity of learners in inclusive classrooms?
Access to quality instruction is key to student growth for all learners. Using lead4ward’s planning guide and instructional resources, we’ll investigate the thinking skills that students need to learn and comprehend information. We’ll explore ways that educator teams can ensure access to that thinking for all learners and, ultimately, support growth on STAAR 2.0.

 

We’ll anchor our learning around two key themes:

  • learn it – How do we build knowledge and understanding in diverse learners? We’ll explore how to meaningfully anchor new learning to prior knowledge and personal connections and ensure student access to complex content and texts. We’ll learn how to effectively teach vocabulary and use visuals to support sensemaking. Additionally, we’ll incorporate ways to collaboratively check for understanding as students develop new learning – including students in the process to build student self-awareness and control.
  • comprehend it – How do we support motivation, persistence, and memory for diverse learners? We’ll explore the importance of practice without penalty and engagement to build the bridge between direct content instruction and the expectation that students can apply content independently, all while improving student participation and cooperation. We’ll 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 instruction that results in meaningful learning for ALL.

 

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

 

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

 

 

special education year-long services

special education ePLC – learn more

audience: special educators who are new to profession or new to special education in resource and/or inclusion settings Grades 3-12

 

What is the Special Education ePLC?

Special educators have a complex job – they serve in multiple roles as teacher, consultant, case manager, and often as supervisor. Due to the steep learning curve, many new special educators report feeling overwhelmed and under supported. And a quarter of them leave within their first three years. First-year special educators who participate in a comprehensive induction program are half as likely to leave the field and report feeling more capable and successful.

 

This year-long service provides ongoing professional learning as part of your comprehensive induction program for new special educators. Building confidence and competence, it supports new teachers through a learning community – a space to unpack common challenges, reflect on effective practices, and grow as 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

 

lead4ward 101

literacy workshops

thinking trails: using writing to track reading comprehension (3-EOC) – request PD

 

audience: literacy teachers and leaders

 

How can we harness the power of writing to help students engage more deeply with texts?
There’s an undeniable connection between writing and comprehension, and this session explores that relationship to assess and support students’ understanding of whatever they read, hear, or view. We’ll offer practical insights, effective strategies, and actionable takeaways that improve learning outcomes for all students.

 

Literacy teachers and leaders will learn how to:

  • integrate reading and writing to deepen understanding
  • design writing experiences that boost critical thinking and response skills
  • use constructed response as an assessment tool to gauge comprehension

 

plan4growth in reading and writing: developing 2.0 thinking as a PLC – request PD

 

audience: literacy teachers and leaders

 

How do we help students become confident and successful readers and writers?
Refocus and refresh your planning process by planning relevant and rigorous Tier 1 instruction in reading and writing that equips students with the thinking skills needed to excel on STAAR 2.0 and beyond. This immersive learning experience uses lead4ward’s planning guide to provide opportunities for authentic reading and reflective writing. Get ready to gain a deep understanding of the literacy standards and analyze the best ways to have students showcase content mastery.

 

We’ll anchor our learning around two key themes:

  • analyze it – “What are students expected to learn?” We’ll use lead4ward resources with local curriculum to examine data trends, study the standards, and emphasize the importance of growth.
  • apply it – “How will students demonstrate their learning in reading and writing?” 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 reading and writing: aligning instruction to the expectations of STAAR 2.0 – request PD

highly recommend plan4growth prior to this class

 

audience: literacy teachers and leaders

 

Help students excel with reading and writing instruction that is relevant, engaging, and rigorous!
Developing Tier 1 instruction in reading and writing that ensures access, practice, and comprehension for all learners is where the instructional process begins, so that’s exactly where we’ll start. Using lead4ward’s planning guide and other resources, we’ll create learning experiences that engage the thinking skills that students need to excel on STAAR 2.0 and beyond.

 

We’ll anchor our learning around two key themes:

  • learn it – “How will students develop new understandings in reading and writing?” Creating real-world connections that bridge new learning with prior knowledge is the first step. Through teacher modeling, we’ll share ways to check for understanding as students reflect on their learning.
  • comprehend it – “How will students practice and process the learning in reading and writing?” We’ll explore the importance of practicing without penalty, learning from mistakes, and reflecting on growth. Ultimately, the goal is to empower students to apply and transfer learning effectively.

 

staar4ward for literacy (3-EOC) – request PD

audience: literacy teachers and leaders

 

We’ve made it through the first STAAR 2.0 … so what do I need to know NOW?

Let’s explore what we can learn from the first administration of the redesigned STAAR test!

 

In this session, we’ll:

  • model and rehearse specific strategies that directly support the demands of the new item types that our students struggle with most in literacy
  • examine frequency distribution and performance data to discuss practical insights and actionable takeaways
  • compare the requirements for passing STAAR 1.0 and STAAR 2.0 based on released cut points
  • explore specific ways we can improve students’ competence and confidence with extended and short constructed response items
  • share how literacy teachers can use the STAAR 2.0 Instructional Connections resource to better understand the redesigned STAAR test, align with effective classroom instruction, and minimize prep by emphasizing three instructional priorities

 

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 1416)?
  • 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 1416 (formerly 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 1416 (formerly 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

 

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

 

literacy year-long services

literacy academy (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

literacy ePLC – learn more

audience: 3-EOC reading language arts teachers and leaders

 

What is the Literacy ePLC?

lead4ward is passionate about empowering educators to cultivate strong writers through the power of reading. That’s why our Literacy ePLC puts a spotlight on the critical connection between reading and writing skills. With a year-long blended learning support system, educators can take a focused and purposeful approach to literacy instruction that yields real results. But it’s not just about illuminating the writing process – we’re all about equipping educators with practical strategies to help students develop their skills as readers and writers. After all, literacy is the cornerstone of success in all areas of life.

 

Through our Literacy ePLC, we help educators navigate the complexities of literacy instruction with confidence. By deepening students’ understanding of texts, developing their writing skills, and honing their unique voices and craft, we empower them to reach their full potential. So, let’s work together to unlock the power of literacy and help students succeed in every aspect of their lives. With the right tools and strategies, anything is possible!

 

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

  • self-paced learning videos (beginning August 2023)
  • live discussion boards
  • monthly Fireside Chats via Zoom
  • instruction and assessment resources
  • telephone and email support

 

lead4ward 101

math workshops

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 successful Tier 1 instruction. We’ll focus on the planning process using lead4ward’s planning guide to investigate the thinking skills students need for success in learning, on STAAR 2.0, and to help them apply and reflect on their learning.

 

We’ll anchor our learning around two key themes:

  • analyze it – “What are students expected to learn?” We’ll use lead4ward resources with local curriculum to examine data trends, study the standards, and emphasize the importance of growth.
  • apply it – “How will students demonstrate their learning?” 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 Tier 1 instruction is key to student growth. Using lead4ward’s planning guide and instructional 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 by deepening comprehension of content and skills, both collaboratively and independently, through lead4ward strategies and tools.

 

staar4ward for math (3-EOC) – request PD

audience: math teachers and leaders

 

We’ve made it through the first STAAR 2.0 … so what do I need to know NOW?

Let’s explore what we can learn from the first administration of the redesigned STAAR test!

 

In this session, we’ll:

  • model and rehearse specific strategies that directly support the demands of the new item types our students struggle with most in math
  • examine frequency distribution and performance data to discuss practical insights and actionable takeaways
  • compare the requirements for passing STAAR 1.0 and STAAR 2.0 based on released cut points
  • explore specific ways we can improve students’ competence and confidence with equation editor
  • share how math teachers can use the STAAR 2.0 Instructional Connections resource to better understand the redesigned STAAR test, align with effective classroom instruction, and minimize prep by emphasizing three instructional priorities

 

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 1416)?

 

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 1416 (formerly 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 1416 (formerly 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

 

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

 

 

math year-long services

math ePLCs – learn more

audience: Elementary: 3-5 math teachers and leaders | Middle School: 6-8 math teachers and leaders

 

What are the Math ePLCs?

Math ePLCs provide a springboard to both ignite and support collaborative team discussions prior to planning instruction. Leaders, instructional coaches, and teachers will gain valuable insight into the specificities needed for rich Tier 1 instructional planning. Also, the Math ePLC is a great tool for the self-contained teacher (who might plan in isolation) to receive targeted background information and critical implications for instruction.

 

How can the Math ePLC pre-recorded learning videos help me?

  • addresses highly tested TEKS Clusters
  • embeds stimuli, vocabulary, and best strategic approaches for instruction
  • includes prior knowledge for grade-level entry points and vertical alignment
  • addresses common misconceptions through item analysis for highly tested interesting items
  • includes opportunities to pause and collaboratively discuss and/or reflect

 

What’s available?

  • elementary or middle school options
  • highly tested TEKS Clusters
  • 2 pre-recorded learning videos per TEKS Cluster
    • scaffold video (10-15 minutes)
    • released test video (10-15 minutes)

 

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!

 

Click here to learn more and view a sample!

lead4ward 101

science workshops

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 and how to connect these to content to support student learning

developing comprehension and writing responses across content areas (1-HS) – request PD

audience: leaders (principal and selected PLC) and teachers

 

Is your students’ challenge with comprehension affecting their learning across content areas? Do your students struggle to effectively respond in writing to what they’ve read or viewed? Writing responses rely on comprehension AND the skills to answer in their own words to demonstrate their understanding of content. Discovering and implementing effective ways to help our students become strategic readers who can write about what they read is essential 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 including text, videos, demonstrations, visuals, and mini-lessons
  • how to incorporate engaging experiences for processing and practice with text, videos, and visuals
  • how to guide students to answer a short-constructed response question from a prompt and communicate detailed explanations with relevant vocabulary and supporting evidence to showcase their depth of understanding in response to the text or visual stimulus

 

your solution for:

  • improving comprehension and short-constructed response skills that will support student learning and success in all subjects

 

staar4ward for science (3-EOC) – request PD

audience: science teachers and leaders

 

We’ve made it through the first STAAR 2.0 … so what do I need to know NOW?

Let’s explore what we can learn from the first administration of the redesigned STAAR test!

 

In this session, we’ll:

  • model and rehearse specific strategies that directly support the demands of the new item types that our students struggle with most in science
  • examine frequency distribution and performance data to discuss practical insights and actionable takeaways
  • compare the requirements for passing STAAR 1.0 and STAAR 2.0 based on released cut points
  • explore specific ways we can improve students’ competence and confidence with short constructed response and text entry
  • share how science teachers can use the STAAR 2.0 Instructional Connections resource to better understand the redesigned STAAR test, align with effective classroom instruction, and minimize prep by emphasizing three instructional priorities

 

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 1416)?

 

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 1416 (formerly 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

 

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

 

 

science year-long services

science ePLC – learn more

audience: K-12 science teachers and leaders

 

What is the Science ePLC?

The new science TEKS will be in effect for the 2024-25 school year. The goal of the new TEKS is to prepare future scientists and increase the science literacy of the general public. TEA is giving our state’s science curriculum a shake up to inspire less lecture and more hands-on learning for students. What changes have been made and what can we do NOW to prepare for teacher learning and the impact on curriculum, instruction, and assessment? This is what Texas science educators will be facing, so let’s be proactive!.

 

The goal of the lead4ward science ePLC is to provide a virtual learning and support system for science educators throughout the year as we begin thinking about what’s just around the corner!

 

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

Key Areas to Plan for:

  • teacher learning
  • horizontal and vertical PLCs to identify changes, gaps, and strategic plan of action
  • includes prior knowledge for grade-level entry points and vertical alignment
  • development of curriculum, instruction, and assessment resources for the new standards
  • STAAR, PLCs, professional development, and what we can do NOW

 

Laying the Foundation for Implementation of the New Science Standards:

  • chunking our understanding of the new TEKS through digestible, logically paced learning videos [beginning August 2023]
  • comparing and understanding content and cognitive changes with the help of the lead4ward side-by-side resource

 

lead4ward 101

social studies workshops

developing comprehension and writing responses across content areas (1-HS) – request PD

audience: leaders (principal and selected PLC) and teachers

 

Is your students’ challenge with comprehension affecting their learning across content areas? Do your students struggle to effectively respond in writing to what they’ve read or viewed? Writing responses rely on comprehension AND the skills to answer in their own words to demonstrate their understanding of content. Discovering and implementing effective ways to help our students become strategic readers who can write about what they read is essential 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 including text, videos, demonstrations, visuals, and mini-lessons
  • how to incorporate engaging experiences for processing and practice with text, videos, and visuals
  • how to guide students to answer a short-constructed response question from a prompt and communicate detailed explanations with relevant vocabulary and supporting evidence to showcase their depth of understanding in response to the text or visual stimulus

 

your solution for:

  • improving comprehension and short-constructed response skills that will support student learning and success in all subjects

 

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 successful Tier 1 instruction. We’ll focus on the planning process using lead4ward’s planning guide to investigate the thinking skills students need for success in learning, on STAAR 2.0, and to help them apply and reflect on their learning.

 

We’ll anchor our learning around two key themes:

  • analyze it – “What are students expected to learn?” We’ll use lead4ward resources with local curriculum to examine data trends, study the standards, and emphasize the importance of growth.
  • apply it – “How will students demonstrate their learning?” 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 Tier 1 instruction is key to student growth. Using lead4ward’s planning guide and instructional 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 by deepening comprehension of content and skills, both collaboratively and independently, through lead4ward strategies and tools.

 

staar4ward for social studies (6-EOC) – request PD

audience: social studies teachers and leaders

 

We’ve made it through the first STAAR 2.0 … so what do I need to know NOW?

Let’s explore what we can learn from the first administration of the redesigned STAAR test!

 

In this session, we’ll:

  • model and rehearse specific strategies that directly support the demands of the new item types that our students struggle with most in social studies
  • examine frequency distribution and performance data to discuss practical insights and actionable takeaways
  • compare the requirements for passing STAAR 1.0 and STAAR 2.0 based on released cut points
  • explore specific ways we can improve students’ competence and confidence with short constructed response and text entry
  • share how social studies teachers can use the STAAR 2.0 Instructional Connections resource to better understand the redesigned STAAR test, align with effective classroom instruction, and minimize prep by emphasizing three instructional priorities

 

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 1416)?

 

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 1416 (formerly 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

 

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

 

social studies year-long services

social studies foundations ePLC – learn more

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

 

The Social Studies Foundations series is 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 – especially NEW teachers, the learning videos provide tangible, easy-to-implement strategies and ideas for enriching the classroom environment and process-based instruction.

 

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 requires a new level of content literacy, and we need to prepare 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 Social Studies Foundations ePLC provides a virtual learning and a support system throughout the year with:

  • 8 pre-recorded webinars
  • learning video for STAAR 2.0 – helping students show what they know with short constructed response

 

8th grade social studies ePLC – learn more

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

 

Translating the volume of TEKS and Social Studies content into manageable chunks of instruction can be hard! Front-loading teacher planning time with the 8th Grade Social Studies ePLC allows teachers to spend constructive time within their PLC designing engaging and targeted lessons that promote content retention, comprehension, and application.

 

The 8th Grade Social Studies ePLC helps teachers build their understanding of big-picture concepts and content nuances through 40+ learning videos and other resources that address the major topics. Each cluster contains 2-4 short subcluster learning videos plus an intervention learning video.

 

The 8th Grade Social Studies ePLC:

  • Embeds process-based instructional best practices and strategies from the Social Studies Playlist
  • Is organized by lead4ward clusters/subclusters
  • Subdivides major topics into units of study to allow more flexibility during PLC meetings
  • 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? What could intervention look like for students who are struggling to access the stimuli and/or need support with inferential thinking?
  • Includes a Social Studies STAAR 2.0 instructional guide

 

• Support for new teachers – 3 learning videos focused on how to get started with the content; checking for understanding and reteach; and preparing for STAAR review
• Learning video for STAAR 2.0 – helping students show what they know with short constructed response

 

lead4ward 101

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

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-trainers (TOT) model and will prepare you to lead induction training in your own district.

 

The 3 day 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 information

mentor 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

 

view more information

year-long services

mentoring eplc – learn more

audience: teachers, teacher teams, PLCs, instructional coaches, induction leaders, and 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
  • 1 live bonus webinar for district leaders with Justin and Debbie
  • telephone and email support
  • support resources

 

special education ePLC – learn more

audience: special educators who are new to profession or new to special education in resource and/or inclusion settings Grades 3-12

 

What is the Special Education ePLC?

Special educators have a complex job – they serve in multiple roles as teacher, consultant, case manager, and often as supervisor. Due to the steep learning curve, many new special educators report feeling overwhelmed and under supported. And a quarter of them leave within their first three years. First-year special educators who participate in a comprehensive induction program are half as likely to leave the field and report feeling more capable and successful.

 

This year-long service provides ongoing professional learning as part of your comprehensive induction program for new special educators. Building confidence and competence, it supports new teachers through a learning community – a space to unpack common challenges, reflect on effective practices, and grow as educators.

 

 

Membership includes:

  • 6 pre-recorded learning videos
  • 3 live webinars with Kathy
  • virtual collaboration opportunities
  • telephone and email support
  • video library
  • resources