accountability for leaders – request PD

audience: district and campus leaders

Accountability is in a state of flux. For 2020 and 2021 all districts and campuses received ratings of Not Rated: Declared State of Disaster.

For 2022, TEA will be implementing an accountability system that will be very similar to the 2019 accountability system – except that, as mandated by SB 1365, no district or campus will receive letter grade ratings of D or F.

For 2023, TEA is planning to implement an accountability redesign.

what you will learn:

• understand the data measures included in the A-F Accountability system (for 2022 and 2023, as information is released)
• 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

accountabilityconnect – learn more

audience: district and campus leaders

plan4ward for special education: ready, set, action – request PD

audience: special education teachers and leaders

Maximizing time to plan instruction that is relevant, engaging and rigorous is key to a strong PLC. Using lead4ward methodology and tools, participants will explore how to move instructional planning to action for success with all students. We will investigate the thinking needed in special education to be successful on STAAR 2.0 and help students apply their learning and show what they know. Get your instructional routines ready; set up your planning process and together we will learn the best way to move planning conversations to action!

You will have opportunities to:

• use the lead4ward tools and resources in instructional planning
• enhance activities with Instructional Strategies Playlist
• establish instructional routines for all students
• discover ways to expand student thinking
• move instructional planning to action in special education
• connect learning to student success including STAAR 2.0

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

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?
We now know that the redesign of STAAR will require much more complex thinking for students. We will explore how special education teachers and leaders can have a renewed focus on data and instruction through the lens of the next generation of STAAR. Rather than focusing heavily on learning gaps, focusing on opportunities for learning opens up growth possibilities for all students. Additionally, we will explore how championing the process standards can help teachers and students meet their full potential.

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

Note: If you attended this workshop last year, the content is mostly the same with a few updates.

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

review for special educators – request PD

audience: special education teachers and leaders

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

special educators will learn how to:

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

special education 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

plan4ward for literacy: ready, set, action – request PD

audience: literacy teachers and leaders

Maximizing time to plan instruction that is relevant, engaging, and rigorous is key to a strong PLC and student growth. Using lead4ward’s methodology and tools, we’ll investigate the thinking skills students in literacy need to be successful on STAAR 2.0, help them apply their learning, and show what they know. Let’s get your instructional routines ready, set up your planning process, and move planning conversations to action!

You will have opportunities to:

• use the lead4ward tools and resources in instructional planning
• enhance activities with the Instructional Strategies Playlist
• establish instructional routines for all students
• discover ways to expand student thinking
• move instructional planning to action
• connect learning to student success, including STAAR 2.0

intervention for literacy (3-HS) – request PD

audience: literacy teachers and leaders

How do we increase literacy opportunities for learning in the 2022-2023 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention in literacy through the lens of process and content and prioritize high-impact curriculum standards. We’ll explore and refine systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. We will also make connections to supplemental instruction requirements as outlined in HB4545 through the lens of process and prioritized content standards, and we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Literacy teachers will learn how to help students:

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

staar4ward for literacy (3-EOC) – request PD

audience: literacy teachers and leaders

What is STAAR 2.0 and what do I need to know?
We now know that the redesign of STAAR will require much more complex thinking for students. We will explore how literacy teachers and leaders can have a renewed focus on data and instruction through the lens of the next generation of STAAR. Rather than focusing heavily on learning gaps, focusing on opportunities for learning opens up growth possibilities for all students. Additionally, we will explore how championing the process standards can help teachers and students meet their full potential.

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 literacy instruction to re-emphasize the role of process

Note: If you attended this workshop last year, the content is mostly the same with a few updates.

review for literacy – request PD

audience: literacy teachers and leaders

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

literacy teachers will learn how to:

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

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

audience: literacy teachers and leaders

plan4ward for math: ready, set, action – request PD

audience: math teachers and leaders

Maximizing time to plan instruction that is relevant, engaging, and rigorous is key to a strong PLC and student growth. Using lead4ward’s methodology and tools, we’ll investigate the thinking skills students in math need to be successful on STAAR 2.0, help them apply their learning, and show what they know. Let’s get your instructional routines ready, set up your planning process, and move planning conversations to action!

You will have opportunities to:

• use the lead4ward tools and resources in instructional planning
• enhance activities with the Instructional Strategies Playlist
• establish instructional routines for all students
• discover ways to expand student thinking
• move instructional planning to action
• connect learning to student success, including STAAR 2.0

intervention for math (3-HS) – request PD

audience: math teachers and leaders

How do we increase opportunities for learning math in the 2022-2023 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. With disruption comes opportunity. We’ll explore how to help students reassemble the bits and pieces of learning and, through this process, gain greater understanding. We’ll reexamine intervention in math through the lens of process and content and prioritize high-impact curriculum standards. We’ll explore and refine systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. We will also make connections to supplemental instruction requirements as outlined in HB4545 through the lens of process and prioritized content standards, and we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Math teachers will learn how to help students:

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

staar4ward for math (3-EOC) – request PD

audience: math teachers and leaders

What is STAAR 2.0 and what do I need to know?
We now know that the redesign of STAAR will require much more complex thinking for students. We will explore how math teachers and leaders can have a renewed focus on data and instruction through the lens of the next generation of STAAR. Rather than focusing heavily on learning gaps, focusing on opportunities for learning opens up growth possibilities for all students. Additionally, we will explore how championing the process standards can help teachers and students meet their full potential.

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 math instruction to re-emphasize the role of process

Note: If you attended this workshop last year, the content is mostly the same with a few updates.

review for math – request PD

audience: math teachers and leaders

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

math teachers will learn how to:

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

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!

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.

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 –>

plan4ward for science: ready, set, action – request PD

audience: science teachers and leaders

Maximizing time to plan instruction that is relevant, engaging, and rigorous is key to a strong PLC and student growth. Using lead4ward’s methodology and tools, we’ll investigate the thinking skills students in science need to be successful on STAAR 2.0, help them apply their learning, and show what they know. Let’s get your instructional routines ready, set up your planning process, and move planning conversations to action!

You will have opportunities to:

• use the lead4ward tools and resources in instructional planning
• enhance activities with the Instructional Strategies Playlist
• establish instructional routines for all students
• discover ways to expand student thinking
• move instructional planning to action
• connect learning to student success, including STAAR 2.0

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

audience: science teachers and leaders

How do we increase opportunities for learning in the 2022-2023 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. Students had fewer opportunities to “think like” and “talk like” scientists. With disruption comes opportunity. We’ll explore how to boost academic vocabulary instruction and, through this process, gain greater understanding of how to enrich academic discourse.

We’ll also approach intervention for science through the lens of the process standards. How deeply are students able to analyze, discuss, and draw inferences from visuals? We’ll explore and refine systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. We will also make connections to supplemental instruction requirements as outlined in HB4545 through the lens of process and prioritized content standards, and we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Science teachers will learn how to help students:

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

staar4ward for science (3-EOC) – request PD

audience: science teachers and leaders

What is STAAR 2.0 and what do I need to know?
We now know that the redesign of STAAR will require much more complex thinking for students. We will explore how science teachers and leaders can have a renewed focus on data and instruction through the lens of the next generation of STAAR. Rather than focusing heavily on learning gaps, focusing on opportunities for learning opens up growth possibilities for all students. Additionally, we will explore how championing the process standards can help teachers and students meet their full potential.

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 science instruction to re-emphasize the role of process

Note: If you attended this workshop last year, the content is mostly the same with a few updates.

review for science – request PD

audience: science teachers and leaders

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

science teachers will learn how to:

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

plan4ward for social studies: ready, set, action – request PD

audience: social studies teachers and leaders

Maximizing time to plan instruction that is relevant, engaging, and rigorous is key to a strong PLC and student growth. Using lead4ward’s methodology and tools, we’ll investigate the thinking skills students in social studies need to be successful on STAAR 2.0, help them apply their learning, and show what they know. Let’s get your instructional routines ready, set up your planning process, and move planning conversations to action!

You will have opportunities to:

• use the lead4ward tools and resources in instructional planning
• enhance activities with the Instructional Strategies Playlist
• establish instructional routines for all students
• discover ways to expand student thinking
• move instructional planning to action
• connect learning to student success, including STAAR 2.0

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

audience: social studies teachers and leaders

How do we increase opportunities for learning in the 2022-2023 school year?
We know there will always be some students who need extra support. We also know that disruptions from COVID impacted all students. Students had fewer opportunities to “think like” and “talk like” geographers and historians. With disruption comes opportunity. We’ll explore how to boost academic vocabulary instruction and, through this process, gain greater understanding of how to enrich academic discourse.

We’ll also approach intervention for social studies through the lens of the process standards. How deeply are students able to analyze, discuss, and draw inferences from visuals? We’ll explore and refine systems systems to create opportunities to learn: Intervention for All, Intervention for Some, and Intervention for a Few. We will also make connections to supplemental instruction requirements as outlined in HB4545 through the lens of process and prioritized content standards, and we’ll explore how to leverage lead4ward tools and strategies to inform intervention and to plan with renewed intention.

Social Studies teachers will learn how to help students:

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

staar4ward 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?
We now know that the redesign of STAAR will require much more complex thinking for students. We will explore how social studies teachers and leaders can have a renewed focus on data and instruction through the lens of the next generation of STAAR. Rather than focusing heavily on learning gaps, focusing on opportunities for learning opens up growth possibilities for all students. Additionally, we will explore how championing the process standards can help teachers and students meet their full potential.

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 social studies instruction to re-emphasize the role of process

Note: If you attended this workshop last year, the content is mostly the same with a few updates.

review for social studies – request PD

audience: social studies teachers and leaders

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

Social studies teachers will learn how to:

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

social studies 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.

lead4ward 101 – request PD

audience: teachers and leaders new to lead4ward

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

what you will learn:

• lead4ward’s most popular resources to better understand standards and to assist in planning:

• • Snapshots
  • TEKS Scaffolds
  • Academic Vocabulary
  • IQ Released Tests
  • Student Learning Reports
  • 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

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: 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 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

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

lead4ward 101 – request PD

audience: teachers and leaders new to lead4ward

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

what you will learn:

• lead4ward’s most popular resources to better understand standards and to assist in planning:

• • Snapshots
  • TEKS Scaffolds
  • Academic Vocabulary
  • IQ Released Tests
  • Student Learning Reports
  • 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

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

engaging learners – request PD

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

Do you want to be a dynamic, effective teacher? Then student engagement is a critical component of your instruction! In this session, we’ll help teachers and leaders increase competence in using engaging strategies for instruction and develop confidence in delivering instruction that engages and challenges students to learn.

what you will learn:

• how teachers can promote engagement and thinking by planning instruction using lead4ward’s four 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

managing the engaged classroom: tips, tools, and strategies – coming sept 2022 – request PD

audience: leadership teams (principal and teacher leaders), PLCs (principal and a selected PLC), and teachers (offered elementary, secondary, or K-12)

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 will 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 playlists
• managing physical space and materials efficiently and effectively

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 will 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.

comprehension across content areas – request PD

audience: PLCs (principal and a 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 will 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