Engage in a process to elevate and activate student voice/experience in school and district-level decision-making through structured two-way communication channels, and co-design partnerships between adults and students. Participants will apply the Liberatory Design mindsets and modes to a student-centered problem of practice in their own context to reimagine student-empowered processes and structures that allow students to develop their leadership capacity.

Participants will:

• Practice applying the mindsets and modes of Liberatory Design to activate student voice and agency in solving local challenges;
• Imagine ways to build collaborative student leadership models; and
• Learn practical and meaningful ways to partner with students in co-designing solutions to local challenges or problems of practice.

High-quality curriculum is essential, but is undermined by “curriculum DJs” who cobble together materials rather than using approved district curriculum, and the impact is diminished rigor. In this session, we equip you with tools to help educators ensure that instructional materials support deep learning. Participants will explore practical strategies to align curriculum with authentic rigor, fostering access to meaningful, high-impact instruction for all students.

Participants will: 

• Distinguish between true rigor and excessive difficulty in curriculum and instructional materials;
• Identify key indicators of rigorous content and instructional design; and
• Develop action plans for collaborative curriculum planning that fosters student success.

Explore Delaware's first-of-its-kind Educator Recruitment Self-Study Guide developed in partnership with Learning Forward. Engage in action planning to strengthen your system’s educator recruitment and retention strategies across six research-based domains. Leave with a customizable tool and concrete steps to assess current efforts, identify early wins, and build a sustainable workforce plan.

Participants will: 

• Understand the structure and purpose of Delaware’s Educator Recruitment Self-Study Guide and Action Plan;
• Assess current recruitment and retention practices using six research-based domains;
• Develop a draft action plan tailored to local workforce needs and priorities; and
• Apply tools and strategies to implement early wins and long-term improvements in educator recruitment and retention.

How do you avoid teacher burnout? In this engaging workshop based on the book by the same title, educators will learn how to restore their passion for teaching and explore 12 brain-based principles for avoiding burnout, increasing optimism, and supporting physical well-being for optimal work/life balance.

Participants will: 

• Identify the factors that contribute to teacher burnout and learn how to determine purpose and restore the passion inherent in the profession;
• Discover the correlation between humor, optimism, games, and increased immunity;
• Gain an understanding of the importance of quality nutrition, exercise, and sleep to support physical well-being; and
• Learn how to create a classroom that leads to optimal student success.

Learn how to design and gather relevant evidence on professional learning experiences that have positive effects on teaching practices and student learning outcomes. We will develop strategies for gathering crucial evidence on professional learning experiences to verify results and guide future improvement efforts, and explore ways to accommodate specific context factors that influence professional learning success.

Participants will: 

• Explore the factors that evidence shows do and do not contribute to the effectiveness of professional learning;
• Learn how to use the five levels of evidence that are essential in evaluating professional learning practices and experiences;
• Develop strategies for planning effective professional learning experiences that impact teaching practices and result in improved student performance; and
• Use group conversations to explore past personal professional learning experiences and reactions/responses of various stakeholders (i.e., teachers, school leaders, students, parents/families, and board members).

Explore the principles of high-quality adult learning to promote system-level change. Examine learning structures that breathe life into your organization while teaching and transforming all stakeholders’ attitudes, perceptions, and learning. Construct and evaluate fresh, inspired professional learning for all.

Participants will: 

• Co-create and design an innovative continuum of adult learning constructs aligned to the Standards for Professional Learning;
• Identify powerful structures for each of the adult learning constructs and unique ways to reimagine time for them;
• Align science of learning principles to craft inspirational learning experiences for adult learners; and
• Create a tool for providing high-quality feedback on various professional learning designs.

Transform teaching and learning in your school or district by applying key learning science principles. Bridge research to practice by examining foundational findings from cognitive science that can be applied in real classrooms. Empower teachers and cultivate a system that attracts and retains strong educators to foster a high-impact learning environment.

Participants will: 

• Articulate a simple model of the mind to ground understanding of how learning happens;
• Identify key learning science principles that ensure instructional effectiveness;
• Analyze components of successful evidence-to-practice implementation in teacher induction and professional learning; and
• Develop a Theory of Change plan that takes initial steps for building capacity for evidence-informed professional learning in your school or district.

Examine and apply strategies from a mentoring cycle focused on diagnosing new teacher needs, providing coaching support to address those needs, and monitoring progress to measure growth and evaluate impact. Learn and practice skills to build strong relationships and communicate effectively with beginning teachers. Apply adult learning theory and understanding of new teacher mindset to the mentoring role. Design and implement a mentoring support plan that grows new teachers’ knowledge and skills.

Participants will: 

• Learn the “why” behind mentoring and the impact mentoring can have on new teachers;
• Understand and apply mentor roles, responsibilities, expectations, and key attributes in their work with new teachers;
• Recognize and apply strategies from the Mentor Cycle framework for developing new teachers’ knowledge and skills; and
• Apply tools and strategies that establish trust between a mentor and a new teacher to build strong, learning-focused relationships.

Learn to design high-quality, interactive, and relevant professional learning that can escalate changes in educator practice leading to improved student outcomes. Explore the specific learning needs of adults and engaging processes to ensure those needs are met, all while extending your understanding of quality professional learning design through peer collaboration.

Participants will: 

• Explore a framework for designing and facilitating powerful professional learning that is directly aligned to Standards for Professional Learning;
• Experience a learning environment that meets the physical, social/relational, and learning needs of adults;
• Engage with facilitators as they model brain-friendly strategies that capture and hold learners' attention and increase retention; and
• Prepare to use tools provided in the session for designing future high-quality professional learning.

Explore the keys to student engagement and learn how to help students make meaning and connect their learning to relevant artificial intelligence experiences. Tackle five strategies that work to engage students at every grade level and inspire innovative work: choice-based instruction, inquiry-based projects, authentic audience, competitive challenges, and launching to the world.

Participants will: 

• Focus on using artificial intelligence as a tool with specific engagement purposes;
• Develop an action plan to make learning meaningful and relevant in any classroom context; and
• Explore real strategies and structures that drive engagement in a 21st-century learning environment.

Coaching is high-impact professional learning, but its impact depends on the coaching skills of the person providing the coaching. Too often, coaches receive training at the start of their careers but very little support for the continued development of their skills. We will focus on the skills and structures that coaches and coach champions can use to foster sustained improvement in even the most experienced coaches.

Participants will: 

• Learn to use and recognize advanced coaching skills that surface and challenge self-imposed limitations;
• Embrace the concept of coaching the person rather than the problem to challenge and shift mindsets; and
• Learn protocols for safe coaching practices.

Develop clarity on the purpose and initial steps for beginning instructional coaches, with an emphasis on the importance of building relationships through coaching to enhance teacher practice. Explore strategies to improve initial instruction, promoting student growth and achievement for all learners. Collaborate and reflect with others to gain confidence in establishing impactful coaching relationships and driving instructional improvement in your setting.

Participants will: 

• Define the purpose and responsibilities of beginning instructional coaches;
• Identify initial steps for building coaching relationships and fostering trust;
• Find strategies for enhancing initial instruction to boost student growth and achievement; and
• Increase confidence and clarity in navigating the coaching role within current systems.

Explore the psychology of change by uncovering the emotional and psychological factors driving resistance. Engage in interactive activities to identify forms of loss experienced during transitions and develop strategies to foster acceptance and agency. Apply these insights to real-world scenarios, equipping yourself to lead change initiatives with empathy, understanding, and effectiveness.

Participants will: 

• Examine the psychology of change by exploring the emotional and psychological factors driving resistance;
• Engage in interactive activities to identify forms of loss experienced during transitions and develop strategies to foster acceptance and agency;
• Apply tools and frameworks to lead change efforts with empathy, understanding, and effectiveness; and
• Reflect on small, actionable changes that can enhance processes to better support the human side of change.

Learn how AI can open new doors for coaching by helping teachers coach each other, creating time for leaders to have coaching conversations, and making formal coaching faster and easier to scale. Discover what AI can and can’t do and why it should be a tool for coaches, not a replacement for human interaction. Walk away with practical tools and strategies you can use in many coaching roles and contexts.

Participants will: 

• Explore how AI can enhance and support coaching conversations;
• Consider use cases of when to use AI and when not to use it; and
• Learn how to use tools that incorporate AI into coaching.

Transform how you present, lead meetings, and deliver professional development. In this hands-on session, you will dive into the key skills and techniques that build trust, strengthen rapport, elevate your listening abilities, and empower you to recover with grace when things do not go as planned. You will gain insight into a proven framework that helps you create dynamic presentations time after time. Recommended book (optional): https://www.corwin.com/books/the-choreography-of-presenting-284395

Participants will: 

• Uncover the skills and structures that impact the first 5 minutes;
• Explore listening and inquiry skills to strengthen relationships, build trust, and create a culture of inquiry;
• Connect the importance of building community to learning; and
• Practice skills for credibility and rapport to build relationships and connect you and your passion to your audience.

Delve into the Standards for Professional Learning with Learning Forward’s standards team. Hear first-hand from a community of professional learning leaders who evaluated the effectiveness of their professional learning with districts, identified and celebrated their strengths, and strategically improved their areas for growth using the standards and their accompanying implementation tools.

Participants will: 

• Gain a deep understanding of the content and structure of the Standards for Professional Learning;
• Apply the concepts in the standards to their own roles, responsibilities, and contexts by engaging in interactive and collaborative activities;
• Explore strategies for implementing Standards for Professional Learning and accompanying tools; and
• Leave with strategies and resources that support individual and collaborative professional learning growth around the Standards.

Explore strategies for productive yet challenging conversations, gaining insight into conflict and interpersonal communication. Learn how to create action plans and use scripting tools that foster humane and growth-producing conversations while avoiding words that put others on the defensive.

Participants will: 

• Identify why we hesitate to have hard conversations;
• Consider questions to ask ourselves before we choose to speak up;
• Articulate in professional language the topic we want to address; and
• Determine the goals of the conversation and write an action plan of support.

Gain step-by-step guidance to maximize collaborative learning time for teachers to solve specific student learning challenges by implementing a five-stage cycle of teacher-led professional learning. Examine a process for using student data to craft student and educator learning goals leading to learning plans, implementation steps, and progress monitoring. Focus on the role of learning teams in implementing high-quality instruction and what that means for student and educator learning goals.

Participants will: 

• Make the connection between collaborative, teacher-led learning and improved instruction and student learning;
• Take steps to launch a learning team cycle with five key stages and examine how to implement each with specific strategies and supporting protocols;
• Adapt the cycle to fit specific school and district calendars and initiatives; and
• Leave with a road map to focus on the day-to-day actions in classrooms among students, educators, and instructional materials for maximum impact.

Explore the components of systemwide continuous improvement, a high-impact design for educator professional learning that leads to changes in student achievement. Engage in structured conversations to reflect on the strategies and actions taken to apply cycles of continuous improvement to address problems of practice. Articulate next steps to demonstrate shared responsibility for improving learning for all students. Learn how to advocate for continuous improvement as an effective form of professional learning.

Participants will: 

• Learn the high-leverage actions and behaviors associated with systemwide continuous improvement;
• Reflect on the strategies and actions taken to apply cycles of continuous improvement to address problems of practice;
• Describe the next steps to demonstrate shared responsibility for improving learning for all students; and
• Align the practices of high-quality professional learning and collaborative continuous improvement to advocate for the use of continuous improvement in all learning environments.

Join us for an engaging follow-up conversation with Monday’s keynote speaker, Cornelius Minor. This is your opportunity to ask questions, share reflections, and dive deeper into the ideas and inspiration shared during his keynote address. Don’t miss this chance for meaningful dialogue and connection.

Many well-intentioned school leaders struggle in their efforts to reform grading and reporting due to problems that could have been anticipated and avoided. Explore these issues and how to purposefully address them to avoid the conflicts they create. Develop a deep understanding of the change process and how to engage parents and families as true partners in reform efforts.

Participants will:

• Learn about the advantages and shortcomings of different grading methods and their implications for classroom policy and practice;
• Explore evidence-based strategies for reforming grading and reporting that are supported by all stakeholders and ensure grades are fair, accurate, and meaningful for all; and
• Develop guidelines for implementing effective standards-based and competency-based grading policies and practices at all grade levels.

Visualize the worst presentation that you have ever been a part of as an adult learner. Now visualize the best one. No doubt there is a considerable difference between the two professional learning opportunities. Learn the answers to three basic questions: What are strategies that I can use to make my professional development experience unforgettable? What are techniques that result in sustained adult behavior change? What are 10 things that keep adults living well beyond the age of 80?

Participants will:

• Ascertain why it can be so difficult for adults to change their behavior and determine the order of change when asking adults to implement new behaviors;
• Examine six principles of adult learning theory to use with faculty and staff in professional learning;
• Experience ten characteristics of quality professional learning to apply when implementing professional development; and
• Plan your next professional learning experience using an original template while incorporating brain-based strategies that take advantage of how all adult and student brains learn best.

Credible leaders know where they are going — they have a vision, shared with various members of the school community, that includes plans and steps for getting there. They exude the sense of a positive future, even if they do not establish all the goals and metrics for success. Learn to increase leader credibility such that ideas become actions.

Participants will:

• Describe the five key characteristics of leader credibility; 
• Connect the qualities of leader credibility to teacher credibility; 
• Assess leadership practices that build credibility and recognize practices that can derail a leader's credibility; and 
• Generate potential action steps to intentionally strengthen credibility with staff, students and community.

Increasingly, school leaders are being asked to assume the role of instructional coach, often without clear guidance. Grounded in 25 years of research from The Instructional Coaching Group, explore the four essentials of effective coaching and how to use Fast Track Impact Cycles to drive real change.

Participants will:

• Identify the beliefs, skills, expertise, and processes that define effective instructional coaching and explain why they matter to leaders;
• Explore how principals, assistant principals, and other school leaders can integrate coaching into their leadership practice without compromising either role;
• Learn how to implement a streamlined version of the Impact Cycle to create meaningful, measurable improvements in classroom instruction; and
• Gain ready-to-use resources and strategies that support coaching conversations and teacher growth.

Creating a classroom ready to tackle polarizing conversations requires intentional strategies that empower students to engage in discussions in a way that fosters critical thinking, empathy, and respect.

Participants will:

• Learn to implement structured dialogue protocols that promote student engagement, respectful discourse, and critical reflection; 
• Explore teaching practices that encourage student-centered discussions focused on lived experiences and fairness.; and
• Analyze student engagement data and qualitative reflections to assess the impact of courageous conversations on student learning.

Want to help teachers engage all students, including those who are disconnected, disengaged, or unconfident? Explore grab-and-go instructional "hacks" that can be immediately used to coach and support secondary classroom teachers, with little to no additional instructional planning.

Participants will:

• Learn research-informed tangible strategies that can be immediately used in any classroom environment; 
• Get guidance on using point-prove-explain instruction feedback to drive continuous improvement cycles; and
• Explore hands-on experiences practicing engagement strategies and providing feedback with other attendies.

Research shows that students are more engaged when learning aligns with their interests, needs, and experiences. We introduce Liberatory Design as a way to co-design dynamic approaches to centering student experience. Learn how understanding the needs of students can help you co-create vibrant, purposeful, and engaging learning spaces alongside young people.

Participants will:

• Gain a foundational understanding of Liberatory Design and its connection to social emotional learning competence; 
• Explore how Liberatory Design mindsets can support leadership development; and
• Understand how centering student experience connects to improved student outcomes.

Navigate the challenges and opportunities of curriculum adoption with expert insights from YCSD and Imagine Learning. Learn what to do — and what to avoid — when working with vendors to ensure a successful adoption process.

Participants will:

• Understand key challenges and best practices in curriculum adoption, including effective vendor collaboration; 
• Identify essential tools, timelines, and strategies to streamline the adoption process and align it with student achievement goals; and
• Develop an action plan for leveraging curriculum adoption to drive meaningful and measurable student outcomes.

Explore the comprehensive strategies necessary to support curriculum directors in leading systemic change and critically examine how to integrate aligned services that drive district-wide improvement, leveraging research-backed strategies for sustained impact.

Participants will:

• Analyze the systemic barriers curriculum directors face and explore strategies to overcome them; 
• Engage in structured discussions to identify key levers for systemwide improvement; 
• Collaborate to design and refine professional development models that support sustainable leadership capacity; and
• Apply case study analysis to develop strategic approaches for curriculum alignment and instructional coherence.

Explore how a regional service center collaborates with rural district and school leadership to overcome barriers and achieve sustainable curriculum implementation. Learn about the curriculum implementation framework, tools, and strategies that address adoption, installation, implementation, and sustainability challenges.

Participants will:

• Understand how to address gaps and provide localized expertise to meet the unique needs of rural districts during curriculum adoption and implementation; 
• Analyze case studies to identify barriers and successes during the curriculum adoption, installation, and implementation phases; and
• Explore strategies for leveraging case study insights, protocols, and tools to enhance sustainable professional learning practices in their districts or schools.

Foster on-the-job learning with high-impact teams, applying a four-step formative assessment for results cycle to drive continuous improvement and use of data in classrooms. Build educator capacity and student success in the face of teacher shortages and underpreparation, and unleash the power of teacher teams to enhance collaboration, increase efficacy, and implement evidence-based practices that boost student achievement.

Participants will:

• Engage teams in collaboratively learning, taking action, and assessing the impact of evidence-based classroom practices that impact student achievement; 
• Facilitate a four-step formative assessment cycle in which teachers: clarify lesson objectives and criteria for success; infuse formative assessment throughout instruction; analyze student work frequently and in depth; and provide timely and targeted feedback, reteaching, and extension; and 
• Support teacher teams in internalizing high-quality instructional materials and implementing lessons that match the range of student learning needs.

Are you ready to transform new teacher retention and effectiveness in your district or state? Discover how a successful statewide induction program delivers tangible results, combining intensive mentoring and professional learning. This session will provide deep insights into a standards-driven, data-informed systems approach that powerfully leverages mentoring and leadership to cultivate a thriving and sustainable education system for all stakeholders.

Participants will:

• Identify key components of a comprehensive teacher induction program that accelerates teacher effectiveness and improves retention; 
• Describe the essential elements of effective instructional mentoring, including the use of mentoring processes, protocols, and high-leverage tools focused on instructional improvement; 
• Understand the role of stakeholders (state leaders, program leaders, school administrators, mentors, and beginning teachers) in creating a supportive and collaborative induction system; and
• Develop strategies for implementing culturally responsive practices and professional development that address the needs of all learners.

When teachers learn, students learn. Explore research-based instruction and observe as high-quality instruction is enacted by a colleague with students they know. Learn how you can create this career-shifting learning model in your own clssroom.

Participants will:

• Experience high-quality instruction in action; 
• Apply knowledge of high-quality instruction to an authentic classroom setting and debrief with the teacher of that classroom; and
• Reflect on the instructional decisions made in real time and prepare to enact this model in your own setting.

Discover how school leaders and administrators can harness the power of artificial intelligence to enhance decision-making, streamline operations, and drive measurable results. Explore practical strategies for integrating AI into leadership practices, focusing on achieving efficiency and improving outcomes across districts.

Participants will:

• Identify AI applications that align with leadership goals; 
• Develop strategies for integrating AI into leadership practices to achieve measurable outcomes in school, student, and educator performance; and
• Understand evidence-based approaches to leveraging AI in education while maintaining alignment with the Standards for Professional Learning.

Collaborative Response is often described as the "missing piece" when establishing highly intentional and focused frameworks. We share why every school needs four layers of collaboration and what these layers look like; why we should stop focusing on the same students in every layer; how data and evidence can be used to focus on students who have not driven our discussions in the past; and why schools need to stop tiering students.

Participants will:

• Identify the three foundational components of a schoolwide responsive framework; 
• Determine structures and processes that support impactful and ongoing staff collaboration and shared learning; and
• Learn how to establish priorities and next steps relating to establishing a framework of response, as well as determine impact on staff collective efficacy and overall student success.

Explore a free, high-quality professional learning program that actively engages teachers in building effective math intervention strategies, implementing instructional routines with students, debriefing experiences, and strengthening strategies.

Participants will:

• Understand the key activities of the Math Intervention professional learning course; 
• Experience an instructional routine designed for math intervention and understand how the professional learning activities and resources support teachers in using the routine with students; 
• Consider ways to implement this learning in your district and leave with ready-to-use resources for leaders, facilitators, and teachers.

Discover how mindset shapes school culture and impacts outcomes for all students. Explore the most common paradigms — both empowering and disempowering — and learn to embrace the no-nonsense nurturer approach to foster stronger, more supportive relationships.

Participants will:

• Explore the three most common relationship-building paradigms — unintended enabling, negative controlling, and no-nonsense nurturer — and analyze how each influences team dynamics and student success; 
• Gain actionable strategies to recognize disempowered mindsets and engage with those showing up in that space; and 
• Learn how fostering a no-nonsense nurturer approach across the team strengthens collective teacher efficacy, and how alignment in mindset is essential for maximizing team impact.

See how district leaders are building systemwide inclusion through collaboration practices that prioritize academic rigor. Gain actionable strategies for embedding collaborative planning, using academic-centered data, and aligning instructional coaching to meet the needs of all learners.

Participants will:

• Identify strategies for embedding co-teaching and collaboration as foundational inclusion practices; 
• Apply academic-centered data to close achievement gaps and inform instruction; 
• Examine how professional learning drives scalable and sustainable inclusion across districts; and 
• Reflect on key lessons to build capacity in participants’ contexts.

Grasp data literacy principles by collecting, assessing, and interpreting data. Hone skills to effectively gather, analyze, and interpret data, guiding instructional practices and leadership decisions. Formulate actionable plans from data analysis, boosting teacher and leader efficacy while fostering a culture of continuous improvement and accountability.

Participants will:

• Understand the principles of data literacy, including assessment, data collection, and interpretation; 
• Effectively collect and analyze data using various tools and techniques; and
• Apply their knowledge and skills to create actionable plans based on data analysis.

Take the first step toward deep implementation of the Standards for Professional Learning by assessing the current state of professional learning in your school or system. Experience an overview of the Standards Assessment Inventory and how this web-based teacher survey helps schools and districts measure their alignment with standards, identify strengths and areas of focus in their professional learning, and plan professional learning that has maximum impact on teaching and learning.

Participants will:

• See examples of how schools and systems use the SAI as a tool for measuring alignment to standards and planning targeted professional learning; 
• Take the SAI and examine real-time data; and 
• Use supporting tools to conduct SAI data analysis and apply it to professional learning in your system.

Discover how to design and implement effective microcredentials for professional learning with a focus on artificial intelligence in K-12 education. Explore the structure, content, and strategies of a successful 6-week AI microcredential that includes hands-on, immediately applicable activities, balanced insights into AI tools and risks, and forward-thinking strategies for classroom and district integration.

Participants will:

• Experience hands-on, context-driven AI activities that model best practices in adult learning, fostering collaboration and immediate application of skills; 
• Deepen their understanding of how AI can enhance teaching, learning, and leading in K-12 systems by leveraging high-quality, research-based tools and strategies; 
• Learn to create professional learning programs that prioritize access for all to AI tools and strategies, address educator assumptions about AI use, and build collaborative approaches to integrating AI into schools and districts; and 
• Develop the knowledge to create classroom and district guidelines to implement AI responsibly, sustaining long-term success and transformative outcomes for educators and students.

Explore the planning and preparation needed to facilitate a weekend early career educator induction academy, taking into account the needs of early career educators. Make connections among the educator as a person, a professional, and a practitioner, and the implications for facilitating professional learning.

Participants will:

• Design a weekend induction academy that aligns with the needs of early career educators and supports their professional growth; 
• Analyze strategies for planning effective professional learning experiences that integrate educators' personal, professional, and practitioner identities; and
• Develop a framework for facilitating meaningful, needs-based professional learning that enhances early career teacher retention and instructional effectiveness.

Engage by doing! Examine and experience a model for professional learning that enhances school culture incorporating the a range of school professionals. Educators practice, design, test, and collaborate in Universal Design for Learning and STEAM to explore learning that will engage their students.

Participants will:

• Learn about a collaborative, hands-on professional learning model, a “proof point” of what is possible, that has improved school culture, climate, and student engagement; 
• Experience hands-on projects that they can do with their staff to build a collaborative structure in their own schools; 
• Work on a plan to implement more hands-on workshops, choice, and Universal Design for Learning experiences into their professional learning plans; and 
• Have a model and supporting data that can be implemented in their schools and districts to leverage professional learning to change school culture and expand opportunities for student engagement, agency, and choice.

Daunted by the challenge of creating a portrait of a graduate or strategic plan? Do you have a plan currently on a shelf collecting dust? Examine the layered process of building an actionable strategic plan, from a community-informed, student-centered portrait of a graduate.

Participants will:

• Examine example portraits of a graduate and strategic plans to identify and discuss characteristics of strong and sustainable frameworks; 
• Develop an understanding of how community engagement and elevation of student voice are central to the portrait of a graduate and strategic planning process; and 
• Use the frameworks and understandings to draft or tune an individualized action plan for a school or district.

Come make your professional learning implementation outcome-driven and evaluation-aligned! Learn how to utilize the KASABs (Knowledge, Attitude, Skills, Aspirations, and Behaviors) to clearly articulate end goals of learning for teachers, leaders, and students. Leave with beefed-up skills and the attitude and motivation to use them!

Participants will:

• Connect the KASAB framework to specific outcomes for professional learning;
• Utilize the KASAB framework in the design of their large and small, short and long, simple and complex professional learning sessions; and 
• Revise or create professional learning with explicit KASAB goals for relevant stakeholders.

Harness AI and neuroscience to redefine professional learning and enhance instructional design. Explore tools that streamline curriculum creation, boost engagement, and improve learning retention using cognitive science principles, with research-backed strategies aligned with the Standards for Professional Learning.

Participants will:

• Explore the intersection of brain-based learning principles and AI-powered content creation; 
• Gain hands-on experience using AI to develop lesson plans, assessments, and adaptive learning pathways; 
• Examine case studies and emerging impact data that demonstrate AI’s role in improving instructional quality, leadership development, and student outcomes; and
• Develop a collaborative, data-informed roadmap for responsibly implementing AI in schools, districts, and professional learning programs.

Explore a framework that provides instructional coaches and school administrators with actionable strategies to enhance individual teacher support within the professional learning communities model. Learn to align individual coaching with team dynamics for a comprehensive approach to teacher development.

Participants will:

• Understand the Coaching Compass framework and its role in integrating individual coaching with professional learning community practices; 
• Develop strategies to build trust, co-create goals, and provide meaningful support for teachers and teams; and
• Apply practical coaching techniques to address real-world challenges and varying teacher needs.

It is critically important that we strive to develop ourselves not just as educators and collaborative team members, but as human beings. Based on the book Stretching Your Learning Edges: Growing (Up) at Work, we will look at skills and capacities required to be more psychologically mature and emotionally intelligent collaborative educators.

Participants will:

• Learn to understand themselves and others through the lens of various identit(ies); 
• Suspend certainty and think with greater complexity and openness; 
• Take increased responsibility for their language and communications; and 
• Build resiliency and work on emotional health.

Discover how one state has reimagined teacher leadership to empower educators to develop their skills and take on new roles while remaining in the classroom. Explore their collaborative vision for teacher leadership, showcasing how teachers, administrators, community members, and policymakers have created a sustainable, statewide program.

Participants will:

• Articulate the impact of teacher leadership on teacher retention and school improvement; 
• Identify the six roles of a teacher leader and analyze how these roles contribute to a thriving school culture; 
• Evaluate the foundational aspects of one teacher leader program and generate strategies for adapting these elements to support growth in their own districts/divisions; and 
• Develop a personal vision for their own leadership journey and identify potential next steps for growth.

Explore the transformative partnership between a large school system and a university, focusing on a program that uses research-based tools for leadership development. Gain actionable insight into designing programs that build leadership competencies in district support personnel.

Participants will:

• Discover how partnerships between K-12 schools and universities can go beyond traditional degree programs to address the critical needs of district leadership support personnel; 
• Explore impact data from the program; 
• See the measurable outcomes of investing in leadership development and its ripple effect on school districts; and
• Gain practical strategies and frameworks to design and implement leadership development programs that balance technical skill-building with leadership growth.

Explore a comprehensive approach to building and sustaining teacher leadership, which directly supports student achievement and school improvement through mentoring and peer learning. Discover practices like mentor-driven induction programs and collaborative learning groups to enhance teaching practices and self-efficacy. Understand how to use data to evaluate mentorship and peer learning initiatives, ensuring they meet teachers' needs and align with schoolwide goals for effective professional learning.

Participants will:

• Articulate 21st-century definitions of teacher leadership and recognize a variety of career pathways that support teacher leadership and professional learning; 
• Identify a mentoring model and structured pathways that sustain and deepen the development of teacher leaders, expanding their impact on school-wide initiatives and supporting professional growth, continuous improvement, and shared responsibility for improving learning; 
• Understand how mentor training can enhance both the practices of new teachers and their mentors, fostering a collaborative learning environment that prioritizes coherence and alignment in their learning; and 
• Reflect on the role of teacher leaders in their context and develop strategies to implement and sustain peer-to-peer learning models that advance institutional initiatives.

Have your systemwide change efforts stalled and lacked staff buy-in and follow through? Learn how to more effectively navigate implementation barriers; design professional learning; improve staff learning, motivation, and practice; and meet student needs in a more authentic way.

Participants will:

• Understand how attending to human needs and motivations leads to greater positive outcomes when leading systemwide change efforts;
• Learn how to use humanistic leadership strategies to design and facilitate highly effective professional learning that leads to real change in practice; and 
• Know how to identify, plan for, and overcome technical and adaptive challenges when leading implementation efforts that result in systemwide sustainable change.

Discover how one district bridged the gap for new teachers through a successful mentorship program. Gain practical tips and inspiring stories to support and retain emerging educators.

Participants will:

• Learn how a large district refined and revitalized its first-year teacher mentoring program; 
• Gain insights into developing and successfully implementing a mentoring program; and 
• Identify different contexts where this approach could benefit their own school or district community.

How do you utilize professional learning standards as a framework to assess, analyze, and improve collective impact? Embark on our four-year journey for intentionally improving the development of professional learning through the lens of the team's mission and vision.

Participants will:

• Engage in a refined, systematic process for conducting in-depth self-reflection on the Standards for Professional Learning, leveraging lessons learned from continued implementation; 
• Explore enhanced protocols that foster buy-in and amplify team voices, ensuring both the celebration of successes and the development of a dynamic needs assessment aligned with organizational core values, mission, vision, and evolving strategic goals; and 
• Interact with an improved, interactive tool designed to effectively organize, track, and share learning from conference sessions, incorporating participant feedback for greater usability and impact.

Managers of teams in a district central office must develop staff in order to best serve students and schools. Identify the greatest opportunities for staff to define goals, solve problems, and grow as leaders.

Participants will:

• Identify the greatest opportunities to empower staff; 
• Apply coaching techniques to your personnel management; 
• Prepare to try powerful questions at staff check-ins; and 
• Create action plans for implementing strength-based leadership practices that support collaboration.

Systemwide continuous improvement cycles can be grassroots-driven and contextualized at the district and school level. Engage in guided reflection and collaborative discussions using a side-by-side graphic organizer to assess existing professional learning structures and identify next steps for implementation. Analyze one approach to cultivating a culture of feedback and continuous improvement through professional learning and an effective instruction rubric to inform your own district’s journey.

Participants will:

• Learn about the three foundational steps and professional learning structures that drive engagement in continuous improvement; 
• Explore one definition of a culture of feedback and continuous improvement, engage in structured reflection, and discuss strategies for using professional learning to foster a similar culture in their districts; and
• Discuss how professional learning can support implementation.

Explore a collaboration between a large district and a teachers union that uses improvement science to structure professional learning driven by educator needs. See how this collaboration supports teachers to learn together, and how leaders are building new ways to understand the impact of educator learning on practice and on students.

Participants will:

• Examine the principles of improvement science and how an improvement science approach can be infused in a professional learning system;
• Understand how this model situates educators as active agents of their own learning and practice improvement; and
• Discuss how one district seeks to understand impact of its professional learning and address imbalance in the system using a theory of improvement and system of measures.

Dive into design thinking’s transformative potential to address complex challenges in education. Step into stakeholders’ perspectives, brainstorm bold ideas, and prototype and test innovative solutions focused on designing exemplary professional learning to reflect teacher voice.

Participants will:

• Learn and practice the core principles of design thinking to identify, analyze, and understand human-centered problems from the perspective of those most affected; 
• Create, test, and refine prototypes using rapid, feedback-driven cycles to develop innovative, user-centered solutions; and 
• Apply design thinking tools and strategies to foster collaboration, drive innovation, and lead design thinking loops that improve professional learning and address problems of practice within their organization.

How might we redesign our processes and systems for all students? Experience how process maps can be used to better understand critical processes, identify possible breakdowns for those we serve, and generate change ideas to support student success.

Participants will:

• Understand the importance of making processes visible, to be able to improve them; 
• Make a compelling case for process mapping with stakeholders as an empathy experience and part of a “doing with, not for” approach to improvement; and 
• Experience a protocol to use with their own teams and others to support improvement work.

Can all students and families see themselves in your school or are some expected to check their culture at the door? Learn about steps one award-winning school took to increase sense of belonging for both students and families at their school. Leave with a roadmap that guides leaders through the key components of a professional learning plan that moves from awareness to action.

Participants will:

• Learn how to cultivate a school culture that honors the perspectives of students and families; 
• Create systems that will increase sense of belonging; and
• See real-world case studies for setting system priorities that support all students.

Identify professional learning features and content most likely to boost student outcomes. Synthesizing results from dozens of experimental studies, we'll first debunk common myths — ideas unsupported by evidence — and then talk about what works.

Participants will:

• Differentiate between less and more productive approaches to teacher professional learning; 
• Gain insight into how research has built knowledge of these less and more effective professional learning features and content; and
• Discuss how these findings might impact the design of their professional learning for teachers.

Does your data show a disparity in achievement for certain demographic groups in career and technical education courses? Explore ways to decrease the opportunity gap for special populations in these classrooms and ways in which to coach teachers who may be hesitant to try new approaches.

Participants will:

• Excavate perspectives and beliefs related to instructional practices; 
• Explore high-engagement, student-centered instructional practices for career and technical education courses that create safe learning spaces for all students; and 
• Learn strategies for coaching teachers to help them engage in exploring new ways to connect.

Explore of the neurobiology of stress and the unmet needs that drive student behavior, with practical strategies for proactive intervention. If we don’t address the unmet needs at the core of any unwanted behavior, a newer, even more unwelcome response will likely take its place.

Participants will:

• Analyze the relationship between stress, our neurobiological response to stress, and the unmet needs that drive students' behavior; 
• Dissect strategies for building a safe environment, emphasizing relationships, and cultivating mindsets that allow for collaborative problem-solving; and 
• Embrace a proven approach for supporting struggling students in any school, in any setting, at any age.

Explore how a large school system successfully implemented the GLEAM® framework—Grade-Level, Engaging, Affirming, and Meaningful Instruction—to improve student attendance and engagement, and fostering a sense of belonging and excitement about school.

Participants will:

• Discover the strategies for integrating GLEAM® principles into daily instruction across all classrooms; 
• Analyze how grade-level content paired with student-centered practices helps address systemic barriers and motivates students to attend school consistently; and
• Understand the framework's impact, examine data and outcomes, including increased attendance rates and student engagement metrics.

Explore the critical need to move beyond mediocrity in education and aim higher for student success. Learn how to identify and dismantle average practices, foster a culture of high expectations, and implement data-driven strategies for better outcomes.

Participants will:

• Gain a deeper understanding of how mediocrity can subtly undermine student success and educator performance; 
• Learn how to differentiate instruction differently and more effectively, ensuring all learners can thrive at their individual levels; 
• Pinpoint areas for improvement and create actionable, data-driven plans to enhance student achievement and educator effectiveness; and 
• Be empowered to elevate their schools from "good enough" to exceptional, ensuring continuous progress in student outcomes and overall school performance.

Discover practical strategies to transform your professional learning community into a powerful system of support for early literacy. Learn how to analyze student data, design targeted interventions, and apply research-backed instructional practices aligned with the science of reading.

Participants will:

• Learn how collaborative teams can effectively support early literacy instruction by identifying priority standards, aligning instruction and implementing the PLC at Work® process; 
• Explore science-of-reading-backed strategies to intensify and individualize reading instruction; and
• Gain tools to analyze student data, plan timely and targeted interventions, and monitor progress to ensure all students achieve their literacy goals.

Discover a structured, research-backed approach to curriculum implementation that enhances educator effectiveness and drives student success. Navigate a scaffolded implementation framework incorporating internalization strategies, structured literacy principles, and data-driven insights for sustainable curriculum impact.

Participants will:

• Understand the curriculum internalization process and its impact on student achievement; 
• Develop a structured approach to lesson planning, incorporating pacing, anchor texts, and assessment alignment; 
• Learn how to implement evidence-based instructional strategies to enhance curriculum fidelity and integrity; and 
• Apply practical strategies to analyze data and refine curriculum implementation for continuous improvement.

Explore a multi-year curriculum adoption cycle, focusing on empowering educators to implement a guaranteed and viable curriculum. Engage with research-backed strategies and collaborative discussions aimed at enhancing curriculum alignment and consistency across schools.

Participants will:

• Understand the five phases of the curriculum adoption cycle;
• Gain insights into research and data supporting curriculum alignment; 
• Identify gaps in current practices and develop strategies for improvement; and
• Share experiences with piloting, implementing, and optimizing curriculum materials and collaborate on solutions for challenges encountered during the adoption process.

How do professional learning providers support access to timely, actionable student data that school teams need to engage in instructional improvement? Explore a system of measures from a group of schools focused on mathematics improvement, with an emphasis on developing confidence and agreement around shared measures among all network participants — from the classroom to the district level.

Participants will:

• Understand how to build school teams’ confidence in data and measures that they are using to gauge instructional improvement; 
• Plan for the kinds of experiences that teachers, school leaders, and district staff need to have in order to feel confidence and investment in data and measures; and
• Explore the messaging and communications needed to build agreement among members of a network of schools around a shared measurement system.

Getting reluctant or less tech-savvy users to embrace AI tools, often due to fears of complexity, loss of control, or resistance to change can be a huge challenge. By flipping the traditional work pyramid — where leadership and creative functions are bogged down by administrative or repetitive work — AI offers a pathway to restoring time for the things that matter most: strategy, decision-making, and innovation.

Participants will:

• Gain a clear understanding of how AI can be integrated into education workflows to automate repetitive tasks and enhance productivity, with actionable strategies to introduce and integrate AI tools to reluctant or less tech-savvy staff; 
• Identify opportunities to streamline workflows, freeing up time for teaching, learning, and innovative tasks; and
• Learn how to cater to all the learning needs within their school community, so all staff can effectively engage with AI tools.

Embark on a journey to transform school-based mentors into visionary instructional leaders and coaches. Through targeted professional learning in mentoring, coaching, and leadership, participants will master the art of building bridges from district to school-based support. Empower aspiring, new, and experienced teachers, driving excellence in educator practice and student success.

Participants will:

• Improve mentoring and coaching abilities to better support educators at all stages of their careers; 
• Develop strategies to effectively connect districtwide initiatives with school-based mentoring programs;
• Learn to empower aspiring teachers with tools and techniques to support their professional growth; and 
• Explore mentorship strategies that directly contribute to improved student outcomes.

Learn from instructional coaches, professional learning facilitators, and researchers about BSCS Science Learning’s professional learning program Science Teachers Learning from Lesson Analysis.

Participants will:

• Explore the components of STeLLA and how this program leverages the power of local leadership to develop teachers’ use of evidence-based instructional practices; 
• Identify how STeLLA strategically builds teachers’ pedagogical knowledge, develops instructional practices, and supports teachers to meet the demands of the Next Generation Science Standards (NGSS); and
• Consider the factors that are necessary to implement STeLLA successfully in their own contexts and develop an action plan.

Learn to design and deliver professional learning that centers the audience experience. Grounded in adult learning theory, participants will explore how to differentiate by offering choice in content, process, and product, while responding to verbal and nonverbal cues and engaging learners emotionally. In addition to planning, this session will address common challenges in facilitation, such as identifying the root causes of resistance and responding professionally to difficult situations.

Participants will:

• Understand the Knowles adult learning theory and apply its principles to professional learning design;
• Apply techniques to create emotionally engaging environments that foster meaningful discussion;
• Identify and understand common signs and root causes of negativity or resistance in professional learning sessions; and
• Strengthen facilitation skills to handle difficult situations with confidence and professionalism.

Systemic change to reach all learners does not have to be contentious. Conflict is a natural part of any change process, but there is a difference between destructive and productive conflict. Gain a deeper awareness of how their identity impacts current conflict styles, explore foundational conflict theory such as the predictable stages of conflict, and practice using a tool that has worked across multicultural settings for identifying positive action steps that transform conflicts.

Participants will:

• Explore personal experiences with conflict and peace, while deepening an awareness of self relating to our personal, familial, and cultural experiences with conflict; 
• Explore foundational conflict theory, including the physiology of conflict as well as its predictable stages; and 
• Practice application of the learning with a tool that has worked across multicultural settings for identifying positive action steps that transform small and large group conflicts from destructive to productive.

Explore concrete strategies for turning data into action by centering student voice. Examine successes and challenges in engaging students as co-creators and improvers through tools like empathy interviews, student profiles, and the 42Q routine. Develop practical approaches to partner with students, bring their perspectives into convenings, and use data to drive meaningful, collaborative change.

Participants will:

• Learn about key data routines used in the CARE 8th grade on track network that have supported and integrated student voice and success; 
• Reflect on their current data collection system and identify opportunities to support the engagement of students as improvers; and 
• Apply their learning by designing actionable steps to use student-centered data practices to drive sustainable change in their own contexts.

Engage with representatives from two school districts and the Research Partnership for Professional Learning about their perspectives on structuring professional learning that supports teacher choice and agency.

Participants will:

• Learn about the unique strategies two different school districts took to structure professional learning that supports teacher agency and choice; 
• Understand the affordances and limitations of cross-district knowledge sharing about professional learning strategies; and 
• Explore how districts can leverage research-practice partnerships to generate evidence about professional learning.

Explore strategies to measure the impact of instructional coaching on both teacher practice and student outcomes. Engage in analyzing evaluation tools to assess for coherence between one district's vision for teaching and learning with the principles and practices of an instructional coaching model.

Participants will:

• Understand that effective assessment of the impact of a professional learning program requires multiple levels of evaluation; 
• Compare and evaluate a variety of professional learning assessment tools that align to each of five critical levels of professional development evaluation; 
• Explore ways to adapt, adjust, or modify examples of assessment tools to their local context; and 
• Share practices between and among participants from other organizations.

Open to current Academy members and Academy alumni only! Be the first to see the latest content in the new second edition of The Choreography of Presenting (Corwin Press). Explore ways of planning effective presentations using the new template for design, and dive into a few foundational skills essential for making an impact in any presentation, from one-on-one through to large groups.

Participants will:

• Practice foundational skills that contribute to credibility and rapport; 
• Understand the importance of an impact statement; and
• Practice communicative skills that contribute to making an impact.

Explore the transformational potential of site visits: a collaborative, peer-based professional learning framework which pairs classroom visits and rich, content-centered discussion. Step outside the traditional professional development box and feel empowered to build these structures as a way to deepen leaders’ and teachers’ pedagogical and content knowledge in order to accelerate student growth.

Participants will:

• Explore the concept of a site visit and how to execute one successfully from start to finish; 
• Learn how to create a space of psychological safety within the site visit in order to maximize all participants’ learning; and 
• Begin to plan how this type of structure could be implemented within their own school or system.

Proper soil is necessary for growth, needing to be cultivated for robust outcomes. The "soil" of many school districts is found in the operational areas, but these are often the least-developed and monitored. Experience the power of cultivating operational leaders, based on field-tested curriculum.

Participants will:

• Understand leadership aspects that apply to operational areas and the challenges of working with classified employees; 
• Explore learning experiences specifically designed for non-instructional leadership positions and identify blind spots in relation to designing for classified employees; and
• Apply learning to design operational leadership programs for their own system.

Explore the potential of automated feedback to enhance the efficiency and reach of instructional coaching. Learn how the M-Powering Teachers platform captures high leverage instructional practices in math instruction and provides key opportunities for teacher reflection.

Participants will:

• Gain familiarity with the M-Powering Teachers platform; 
• Analyze video clips of coaches and teachers working with the M-Powering Teachers platform in order to understand the affordances and constraints of using automated feedback in schools; and 
• Learn why and how one district integrated automated-feedback-assisted coaching into their professional learning system.

Supporting teachers in making instructional shifts rooted in research, and implementing high-quality literacy curriculum, is still hampered by prior training and long held beliefs around reading that are preventing meaningful change. Learning from our experiences as a district leader and coach, educators will explore how to navigate the changes necessary to leave old beliefs behind.

Participants will:

• Identify and consider de-implementation strategies for dated or misunderstood practices in literacy; 
• Describe how school systems and structures impact the successful implementation of curriculum and pedagogy and consider their own systems level changes that need revision; and
• Plan for which implementation science practices should be their focus point to support their advancement and transition for adult learners to build a more cohesive and coherent approach to teach all students to read.

Learn how to design a professional learning system that is rooted in the Standards for Professional Learning, reflects your district’s vision, and whose primary goal is to impact student outcomes through improvements in educator practices. Examine one district’s successful implementation of a professional learning system with experiences that are job-embedded, application-focused, and sustainable.

Participants will:

• Understand how to develop a professional learning system grounded in the Standards for Professional Learning; 
• Use Guskey’s five levels of professional development and principles of adult learning theory to design a series of workshops that engage teachers in learning-by-doing experiences that are directly intended to improve student outcomes; 
• Analyze exemplars of critical workshop resources that ensure their longevity and maintain a high standard of quality; and 
• Explore a variety of ways to assess the impact of the professional learning system.

Did you know that 20% of new teachers leave the profession nationwide, with turnover rising to over 30% in low-income areas and 45% in the South for teachers with less than five years of experience? Join us to discover strategies to support novice teachers through targeted professional learning and mentoring. Learn how to align professional learning with the unique needs of new educators and the development of mentor teachers for quality induction.

Participants will:

• Explore the new Southern Regional Education Board Framework for Teacher Induction data on teacher attrition, with a focus where vacancies and turnover are highest; 
• Investigate a research- and practice-based guide for developing and implementing effective induction systems in districts and schools; and
• Identify key challenges novice teachers face, explore best practices for hands-on, personalized professional learning for both new and mentor teachers, and discuss how to build a system that supports all types of novice educators.

Explore how a structured professional learning strategy has empowered one district to move educators through progressive levels of AI integration. Learn to sustain continuous improvement, avoid past pitfalls in technology rollouts, and guide educators through AI integration levels with tools and insights to create innovative and dynamic learning environments.

Participants will:

• Understand how to use an AI skills matrix to guide professional development for all district roles; 
• Analyze strategies for implementing leadership, classroom, student services, and support staff-specific professional learning; 
• Explore best practices in AI use for staff and students; and 
• Develop a plan to sustain improvement and move educators through progressive AI integration levels.

Engage every student with meaningful, joyful learning! Help educators struggling to implement multiple curriculum and framework standards by introducing six evidence-based strategies that accomplish several student learning outcomes. Gain hands-on experience, explore responsive practices, and use AI tools to streamline alignment.

Participants will:

• Learn and practice six evidence-based instructional strategies aligned with key frameworks to create lessons that are engaging and student-centered;
• Understand how to align instructional strategies with multiple frameworks to streamline curriculum design and deepen content mastery;
• Design lessons that promote interdisciplinary learning, knowledge transfer, and responsive classrooms; and
• Explore how to use AI tools to efficiently align instructional practices with curriculum and framework standards, saving time and enhancing lesson personalization and effectiveness.

Learn how a statewide program for principals reduces the isolation of school leaders in a confidential community of learning where members share challenges and celebrate successes. Facilitators, responding to principals’ needs, design sessions that grow leadership capacity and promote shared leadership.

Participants will:

• Explore the principles of adult learning to engage principals from a rural state in creating a community of learners and leaders; 
• Experience how the network promotes collaborative learning among principals utilizing recent research, evidence-based approaches to problem solving, and preparation for difficult conversations; and 
• Review data illustrating program impact and consider how this approach might be used in various contexts to support and develop leaders’ learning.

Want real, sustained change in your schools? Research indicates that the most effective way to sustain behavioral change is to impact thinking. Learn how to leverage the power of thinking-based coaching to foster teacher growth, improve student outcomes, and create a districtwide culture of reflection.

Participants will:

• Understand the relationship between cognition and behavior and how focusing conversations on thinking supports behavioral change; 
• Explore specific coaching skills that support thinking and create conditions of psychological safety; and
• Examine skills as a listener to build trust, strengthen relationships, and deepen their own ownership of coaching.

Establish steps to deepen your bench of leaders capable of advancing learner-centered systems transformation even during times of transition and uncertainty. Examine the skills and mindsets educators at all levels need to drive change towards a personalized, competency-based system.

Participants will:

• Examine the priority knowledge, skills and mindsets educators need to lead learner-centered systems transformation from the classroom to the district level; 
• Reflect on your transformational leadership skills and areas for growth; 
• Begin to draft action steps to grow the transformational leadership capacity your school or district needs to sustain progress towards your community’s student-centered vision.

Why is it important that the Standards for Professional Learning become policy in a state or district? What exactly happens when a state adopts the Standards and undertakes a broad implementation? How are district leaders using the Standards to guide resource and planning decisions? Meet innovative state and local policymakers who are driving improvements in professional learning by integrating the Standards into policy and regulations, evaluation systems, contracts with external providers, and funding applications.

Participants will:

• Hear reasoning and processes for using the Standards for Professional Learning to guide professional learning efforts; 
• Engage in individual and collaborative learning activities about priorities for policy change, best levers for improving professional learning systems, developing working groups, advocating for policy change, and using the Standards to inform funding and scheduling applications; and
• Develop a written plan for taking action to leverage the Standards in your own context.

Share results of a four-year comparative study of how four continuous improvement and design methods were taken in school systems across North America. Discuss the core features that were necessary for school systems to use continuous improvement and design methods to improve educator practices.

Participants will:

• Understand the affordances and limitations of four continuous improvement and design methods that are often used for system transformation; 
• Consider how the characteristics of their organization and the problems they wish to address can influence which method may be most effective in reaching their goals; 
• Understand many of the enduring paradoxes that pervade the work of leading for continuous improvement; and
• Evaluate the ways our framework aligns or resonates with their own experience, as well as possible improvements.

School leaders, principals, assistant principals and teachers increasingly have to deal with polarization when working in teams, with students, and with parents and other external stakeholders. In this context, acquiring and incorporating multiple perspectives – an asset for the achievement of any goal — is especially crucial. Teams whose members authentically listen to each other, take advantage of each member’s skills, and learn, grow and continuously improve together —can get more done.

Participants will:

• Gain a strategic approach to achieving their goals in the context of a multi-viewpoint setting; 
• Use tools to develop a better understanding of others’ viewpoints; 
• Apply the insights from the tool(s) to a current problem of practice; and 
• Learn lessons from the experience of over 700 school leaders who are currently using the same tools.

Co-planning is a proven strategy that helps educators adapt lessons using data and expertise from both general and special education teachers. Learn how educators at the forefront of this pivotal work nationwide are using co-planning to ensure rigor and accessibility for all students, drive alignment in instruction across settings, and build capacity among educators.

Participants will:

• Understand what co-planning is and how it can benefit all students; 
• Engage with other educators and leaders to troubleshoot and discuss common challenges; 
• Practice using Marshall CoLab tools and resources to aid in successful implementation of co-planning; and 
• Develop an action plan for bringing co-planning to their schools.

Engage in a simulation based on a real-life case that walks through the different phases of an improvement journey. Working with others on an improvement team, be immersed in activities that practice using the key tools of improvement science and experience the personal and relational aspects of the journey.

Participants will:

• Understand and experience the different phases of an improvement journey;
• Learn about and apply improvement science tools and methods; and
• Experience what it is like to be part of an improvement team.

As districts move from implementation to continuous improvement in any change initiative, sustaining teacher engagement in professional learning is essential — but often challenging. Discover the power of peer observations to foster teacher agency and a collaborative culture that values growth over perfection as key drivers of lasting change.

Participants will:

• Examine the characteristics, structures and research supporting peer observations as a powerful tool for professional learning; 
• Explore how district and school administrators, coaches, and professional learning partners can design, facilitate, and support peer observations that are based on clearly defined and articulated goals; and
• Gain insights from multi-year, longitudinal teacher feedback and the experiences of district staff and a better understanding of how the Standards for Professional Learning can inform the successful launch or refinement of peer observations in their own district.

Are your principals equipped to build a culture of collaborative inquiry among teacher teams? District and school leaders who are aiming to create a schoolwide culture that engages educators in addressing instructional challenges through a cycle of inquiry will discover evidence-based strategies from urban, suburban, and rural schools that have significantly improved student outcomes.

Participants will:

• Understand how to elevate Learning Forward’s Conditions for Success frame as a foundation for professional learning context, structures, and cultures; 
• Explore strategies leaders of instructional organizations use, including creating collaborative inquiry structures built around teacher leadership teams; 
• Discover the impact and evidence of this model, as demonstrated by 130 rural, suburban, and urban principals; and 
• Learn concrete strategies and resources to develop and set up teacher teams using a cycle of inquiry process.

The responsibility of developing robust career pathways in teaching lies with each and every one of our school districts. Explore a program designed to actively recruit, inspire, and ready the next generation of teachers, and see how designing rigorous college-level coursework that includes immersive field experiences has made this program so successful.

Participants will:

• Explore growing your own teachers through a comprehensive high school into professional teacher pathway, and the importance of early field experience; 
• Understand how embedded mentoring deepens professional identity for both the mentor and the mentee; and
• Strategize ways to increase access and retention, including expanding to college apprentices and district classified staff.

Explore strategies for aligning professional learning with the mission of building women's capacity to serve all students while addressing unique barriers in educational leadership. Examine methods to employ women’s effective leadership practices and gain practical tools to empower female leaders.

Participants will:

• Identify specific barriers by considering the systemic, cultural, and interpersonal challenges women encounter when seeking and serving in leadership roles;
• Apply supportive leadership strategies by exploring and discussing evidence-based methods to cultivate environments where female leaders can thrive; and
• Develop actionable professional learning plans tailored to women’s unique leadership needs.

Innovate to support neurodiverse students in your classroom! Explore universal design for learning principles, multisensory approaches, and tech tools to create comprehensive, engaging learning environments that help foster success for all learners.

Participants will:

• Identify at least three evidence-based strategies to support neurodiverse students in language learning; 
• Design a language-learning activity to enhance engagement and reduce barriers for neurodiverse learners; and 
• Select and apply digital tools or technological approaches to personalize language instruction and accommodate an array of neurocognitive profiles in their classrooms.

Explore ways to lead a school or district through the successful use of high-quality instructional materials, utilizing an AI literacy platform to support improved teacher questioning, data usage, and instructional practices.

Participants will:

• Examine how artificial intelligence supports lesson and unit internalization in high-quality English language arts curricula;
• Discuss how artificial intelligence cultivates improved teacher questioning and instructional practices and provides teachers with real-time data on student learning and how to pinpoint areas for intervention; and
• Learn how artificial intelligence increases the speed with which teachers can give feedback to students to drive improved outcomes, and supports new teachers in building content knowledge in a high-quality curriculum.

Would you like to discover how to amplify support and promote expressive language in the classroom? Uncover the power of crafting language objectives to accelerate second language acquisition and strengthen core instruction.

Participants will:

• Apply strategies to amplify supports and promote expressive language amongst students; 
• Understand how to integrate Key Language Uses and High Yield Resources into core instruction to support second language acquisition; and
• Develop practical skills to create and implement effective Language Objectives in their teaching practices.

Understand new department leaders’ perceived value of formal and informal professional learning experiences through a discussion of the type and frequency of support received. Analyze and discuss how to help leadership teams provide effective support.

Participants will:

• Understand and contextualize the results of a study focused on novice department leaders;
• Discuss a range of experiences as novice department leaders; and 
• Share best practices for support including district-level frameworks.

Leaders often express a commitment to all students but unknowingly fall into common detours that stall progress. Explore how utilizing coaching stances in leadership mitigates these detours, ensuring that support, feedback, and performance management truly reach all learners.

Participants will:

• Identify common detours that undermine coaching and leadership effectiveness; 
• Explore how coaching stances help leaders navigate resistance, shift mindsets, and build capacity; and
• Gain actionable next steps to implement these coaching stances in their schools and organizations.

How can organizations gather data to identify and target professional learning to improve instructional practice? Learn how one urban school system has developed a universal feedback system for professional learning to collect data on professional learning effectiveness and gaps in instructional knowledge.

Participants will:

• Examine key components of an effective universal feedback system for professional learning;
• Explore creative opportunities for data that a universal feedback system might gather to best connect professional learning to student outcomes; and 
• Discuss opportunities for and barriers to a universal feedback system for professional learning in their district or school networks.

Discover how a professional learning designer creates, facilitates, and implements self-directed online professional learning. Take compliance-based, check-the-box directives and transform it into self-reflective and engaging professional learning.

Participants will:

• Learn adult professional learning design practices and strategies that invite learner agency, build a community of learners, and transform outcomes; 
• Apply principles of engagement and neuroscience strategies to create engaging learning solutions; and 
• Design for an optimal state for self-directed learning by integrating well-being to motivate transfer to classroom application.

Learn how to implement a lesson study model in your school or district so professional learning is embedded into each teacher's classroom and centered around collaboration and student outcomes.

Participants will:

• Discuss the components of the lesson study model and how to implement those components in their school or district; 
• Develop an understanding of the value of collaborative professional learning centered around andrological principles that ensure buy-in and sustainability; and
• Understand how the lesson study professional learning model centers around the impact of instructional moves on student outcomes, builds capacity with schools and teams to sustain this type of collaborative professional learning, and uses evidence of student outcomes as a motivation for change in instructional practice.

Examine a restorative approach to enhancing school culture and whole-student education. Review the fundamentals of Restorative Practices and one district's data on the successes and challenges of implementing community-building days and re-engagement circles for suspension.

Participants will:

• Dissect the fundamentals of a restorative mindset; 
• Walk through a four-year journey shifting to a shared restorative culture and the structures and supports needed for ongoing success; and
• Reflect on personal experiences and draw implications about how to deepen a restorative culture within their own professional roles.

What does it take to lead sustainable, evidence-aligned literacy instruction at the school and district levels? Explore new research findings on the role of leadership in effective literacy implementation and engage in problem-solving real-world challenges in their own contexts.

Participants will:

• Examine key research findings on leadership’s impact on literacy instruction; 
• Analyze a research-based case study and vignettes to identify effective leadership responses; 
• Discuss surface challenges and best practices in their own contexts; and 
• Develop a framework to strengthen literacy leadership in their school or district.

Leaders and teachers face continuously mounting stress and trauma. Help leaders create a collaborative vision for wellness reform that enhances educator performance, student achievement, and district improvement. Learn how regulated leaders support educators, who in turn better support students, fostering a positive and sustainable school culture.

Participants will:

• Gain tools and strategies needed to establish and implement a shared vision for educator wellness, nurturing a culture that reduces stress, burnout, and absenteeism;
• Learn how leaders regulate themselves to effectively support educators, ensuring a positive trickle-down effect that benefits students and the entire school system; and 
• Understand how educator wellness directly connects to improved student achievement and reduced educator turnover, supported by research-based evidence.

Explore the feasibility, need, and design of a Breakthrough College for Education, where educators, system leaders, and improvement practitioners develop the skills and mindsets necessary for scaling change.

Participants will:

• Identify the key components of a Breakthrough College for Education and what is required to build it;
• Explore cross-sector learning from healthcare and how it informs education’s capability-building needs; and
• Define what professional learning structures are necessary to sustain and spread large-scale improvement.

Explore how feedback dispositions and behavioral insights impact feedback relationships. Through research-driven discussion, educators will be introduced to strategies to provide and receive feedback effectively, fostering stronger professional learning environments and improving collaboration in schools.

Participants will:

• Examine the connection between feedback effectiveness and leadership dispositions;
• Explore the impact of behavioral styles on feedback relationships, applying the DiSC™ framework;
• Apply insights from Learner-Focused Feedback and DiSC™ to improve feedback relationships; and
• Develop tools for adapting feedback approaches to align with receiver needs and dispositions.

Explore research on the role of teacher coaching programs as part of a broader school-wide commitment to continuous improvement and professional growth. Use research findings to design teacher coaching programs to be effective, sustainable, and scalable. Leverage coaching as a tool to increase teacher satisfaction, performance, and retention.

Participants will:

• Understand key program design features of effective teacher coaching programs based on rigorous research and meta-analyses; 
• Learn about common pitfalls and obstacles that arise when scaling coaching programs; and 
• Explore how coaching programs fit within a broader career ladder for teachers.

Explore how to use the most pertinent summative and formative assessments to plan for small-group literacy instruction, with techniques to accurately group students for this high-quality, focused instruction. Learn how to implement five different developmentally appropriate lesson plan frameworks.

Participants will:

• Determine appropriate assessments to be used in designing small-group literacy instruction;
• Gain methods for forming groups of students in order to effectively differentiate instruction; and
• Examine lesson plans, objectives, and learning goals as they relate to current students’ educational needs.

How can intentional academic interventions and restorative practices enhance student outcomes? Review data-driven strategies that improve academic performance, reduce negative behaviors, and increase student engagement.

Participants will:

• Understand the theoretical underpinnings and practical applications of intentional academic interventions and restorative practices in educational settings; 
• Identify and analyze data related to student attendance, behavior, and academic performance to inform the implementation of effective interventions and practices; and
• Develop and implement at least one specific, actionable plan for incorporating intentional academic interventions or restorative practices within their own school or classroom setting.

Design effective student-led conferences by exploring a range of formats and determining the best fit for various contexts, including elementary and secondary settings. Explore aligning student-led conferences with an assessment tool grounded in the Interstate Teacher Assessment and Support Consortium standards to promote instructional growth and accountability.

Participants will:

• Identify the most suitable conference format for different contexts, considering elementary versus secondary settings and the required scaffolding for each; 
• Evaluate portfolio types used in student-led conferences to determine their effectiveness; and
• Examine strategies for student goal-setting and methods to evaluate the success of student-led conferences.

How can districts use student voice and student input in teachers' professional development opportunities? See how one school district includes students in their annual summer curriculum writing camp for teachers.

Participants will:

• Explore current strategies for using students and student voice as a component of teaching and learning;
• Identify and discuss the importance of student input; and
• Leave with ideas, sample agendas, and next steps for running student-informed professional learning experiences for educators.

Examine innovative, evidence-based strategies for addressing the complexities of teacher recruitment and retention on a national scale. Explore a comprehensive framework for evaluating staffing patterns, compensation, policies, and teacher engagement grounded in doctoral research and real-world district audits.

Participants will:

• Understand the systemic factors contributing to teacher shortages nationally, with a focus on rural and high-need districts;
• Learn to apply a teacher recruitment and retention audit framework, including historical staffing pattern evaluation, competitive compensation analysis, and teacher engagement assessments;
• Explore real-world examples of successful strategies implemented in rural and small city school districts, identifying opportunities to replicate success in their contexts; and
• Develop plans using data-driven tools and strategies to address unique district challenges, fostering a sustainable and resilient teacher workforce.

Empower educators to revolutionize traditional professional learning through a strategic community micro-learning approach. Participants will explore how to implement and design targeted, efficient, and impactful strategies tailored to the K-12 educational landscape.

Participants will:

• Understand the fundamental principles of micro professional learning;
• Design scalable and engaging micro-learning experiences which leverage technology and digital platforms for effective delivery;
• Learn how to create community engagement and capture expertise from community members; and
• Create assessment strategies to measure micro professional learning impact.

Organizations must start building behaviors that empower them to reach all learners. Research shows that a few key communication skills can create psychological safety so everyone feels welcome to share their perspectives and contribute.

Participants will:

• Strengthen organizational culture with multifaceted communication;
• Discover skills to speak candidly and respectfully when inclined to silence or disruption; and 
• Develop strategies to create a culture of dialogue in your organization.

Explore an integrated professional learning model grounded in Joellen Killion's Backmapping Model and driven by formative data. Learn the impact on teachers, classrooms, and student learning, highlighted by examples from our early literacy walkthrough process and professional learning practices.

Participants will:

• Analyze the impact of Killion's backmapping model on teachers' practices, classroom environments, and student learning outcomes, identifying specific examples of growth and improvement; 
• Connect various models and frameworks to clarify expectations for every classroom; and
• Describe the role of induction, instructional coaching, walkthroughs, and training in developing a comprehensive understanding of classroom practice, particularly in the area of early literacy instruction.

Discover how a Lead Mentor, a teacher leader who plays a pivotal role in coordinating a school’s mentoring and induction program, can work with administrators to establish and implement a framework of district and school-level support. Gain practical strategies to design or strengthen an induction program, and actionable steps for that program's success.

Participants will:

• Discover strategies to strengthen new teacher induction through a district-wide, research-based mentoring framework; 
• Explore the role of Lead Mentors in accelerating teacher effectiveness, fostering collaboration, and improving retention; and 
• Leave with actionable steps to implement or enhance an induction program that supports new educators and drives student success.

Empower educators with effective strategies and data-driven interventions to enhance student success in mathematics. Explore proven practical approaches to support students at various levels, ensuring a more successful learning environment.

Participants will:

• Learn practical, research-based strategies to enhance multi-tiered systems of support for mathematics; 
• Explore how to utilize student performance data to inform instructional decisions, monitor progress, and implement tailored interventions; 
• Gain insight into programs such as the Math Resource Center (MRC), Math Enrichment Center (MEC), Classroom Assistant (CA) program, Peer Tutors, and Instructional Assistant (IA) support, and learn how to integrate these resources effectively to address student needs; and 
• Engage in interactive discussions and collaborative activities to create actionable plans.

Competency-based education requires both young people and educators to shift mindsets, routines, and practices. Explore a robust coaching model, developed over fifteen years through extensive network and school partnerships, which promotes multiple entry points and offerings, flexibility, access to models and expert guidance, learning communities, and hands-on piloting, all designed to foster competency and agency in practitioners and learners.

Participants will:

• Learn from multiple “best of” competency-based education coaching models, to make them scalable and sustainable while driving change at the systems level;
• Understand what a focus on competency-based education means for instructional leaders as they support practitioners in shifting mindsets, practice, and policies;
• Explore high-leverage competency-based education pedagogical strategies, and the coaching moves that support classroom-based adoption; and
• Examine how a wrap-around coaching program addresses the varied needs, interests, and strengths of a professional learning community, while mirroring strategies for meeting learners “where they are at."

Experience best practices in adult learning through active, collaborative discussions and scenario-based problem-solving. Strengthen your ability to empower leaders, make informed decisions, and build a culture of continuous learning within your organization.

Participants will:

• Acquire essential coaching techniques, including active listening, effective questioning, and constructive feedback; 
• Learn to apply coaching strategies to improve decision-making, foster team collaboration, and enhance instructional leadership; 
• Integrate coaching approaches to create comprehensive leadership practices that support all teams and learning environments; and
• Design and apply a coaching framework that aligns with their organization’s goals, ensuring long-term professional growth and institutional improvement.

Examine a case study around how a large urban public school system utilized school improvement science to engage educators in the development of tangible recommendations regarding new educator onboarding and professional learning. This discussion will review the process of defining our problem of practice, researching existing systems and structures related to that problem, recruiting and selecting an educator focus group, and developing an organizational framework for implementing change based on educator feedback.

Participants will:

• Identify specific moves your district could make to engage educators in making tangible recommendations for change; 
• Critique the application of improvement science in this case study to identify areas of success and areas of improvement; and
• Explore possibilities for educator-driven improvement planning using the science of school improvement.

How can schools engage staff and student voices to gather feedback and co-create learning experiences and community partnerships? Access and adapt practical models of processes, action steps, and solutions to enhance collaboration and tackle potential challenges that arise.

Participants will:

• Explore ways to develop a learner-centered environment in schools by incorporating the perspectives and experiences of both students and staff;
• Identify the key components of a plan to engage learners in the work to build partnerships that result in opportunities such as internships, field studies, and travel; and
• Consider opportunities and action steps at your school to implement similar professional learning and student opportunities.

In today's dynamic work environment, fostering strong relationships within the workplace is critical for employee satisfaction and retention. We will explore the concept of relational capacity — the collective ability of team members to establish and maintain healthy, productive relationships — and its significant impact on employee retention.

Participants will:

• Understand the definition and significance of relational capacity in the workplace and its influence on employee satisfaction and retention; 
• Highlight critical factors that contribute to relational capacity and explain how these elements foster a positive, relationship-centered work culture; and
• Learn methods to measure the impact of relational capacity on employee retention and organizational success through case studies and real-world examples.

Research has illuminated the complex processes involved in learning to read, with important implications for how educators teach and how school systems support them to align their instruction with evidence and best practices. Principals, coaches, teachers, and other educators need to be on the same page about reading instruction, and research provides the foundation for that coherence. This session will zoom in on the research behind a particular challenge for many students, making sense of content-rich text, and on strategies for addressing it.

Participants will:

• Understand why students often struggle with reading comprehension in science and social studies;
• Explore what research reveals about the role of vocabulary and background knowledge;
• Identify small but powerful shifts in curriculum, instruction, and assessment that lead to lasting improvements in reading comprehension; and
• Leave with practical strategies to support educators’ practices so all learners can access and understand complex texts.

In this dynamic keynote, Shane Safir and Sawsan Jaber will share a framework for instructional transformation from their book Pedagogies of Voice: Street Data and the Path to Student Agency. The framework expands on the bestselling book Street Data to help educators incorporate student voice and agency into powerful designs for learning. Safir and Jaber will invite participants to reflect on their own experiences as learners and consider the needs and voices of students through specific aspects of the framework. Safir has worked at every level of the education system, from the classroom to the boardroom. After teaching in San Francisco and Oakland, she became the founding principal of an innovative and nationally recognized high school. She now provides leadership coaching, strategic planning, and professional learning support for schools, districts, and organizations across North America and beyond. Jaber is an educator, author, presenter, strategist, curriculum designer, and keynote speaker. As founder of Education Unfiltered Consulting, she works with schools around the world. Jaber has been awarded Cook County Teacher of the Year, IDEA Teacher of the Year, ISTE 20 to Watch Awardee, and was nominated for Illinois Teacher of the Year.

Keep the conversation going! Following Tuesday’s keynote, Shane Safir and Sawsan Jaber will return for a special session to answer your questions and engage in deeper discussion.

Explore how our perceptions and blindspots are baked into the ways we organize, develop and facilitate professional learning experiences in our schools and systems. Reflect upon practices designed to improve teacher effectiveness that may in fact create marginalized experiences for some educators. Learn how to unpack and reform learning designs for conditions that allow participants to unmask their whole selves; in turn enabling creativity, innovation, and collective efficacy to flourish.

Participants will:

• Examine how the complexities of identity development impacts us all and how the power dynamics of any socially advantaged group creates challenges in adult learning environments; 
• Recognize the three types of “social papercuts," how they slowly erode one’s dignity and deteriorate any community building efforts in adult learning environments; 
• Ascertain how the social-survival strategies employed in response to constant societal stressors cause chronic and historical trauma, and how they uniquely manifest in and undermine the adult learning experience; and 
• Identify and explore potential pitfalls in reasoning through a structured inquiry process.

Are your professional learning initiatives hitting the mark? Gain practical tools, strategies, and data review techniques to simplify evaluation using a participatory framework that enhances participants’ Knowledge, Aspirations, Skills, Attitudes, and Behaviors (KASAB) to improve student outcomes. Explore proven strategies, protocols, case studies, impact data, and adaptable resources to strengthen your professional learning evaluation efforts.

Participants will:

• Identify evidence-based resources, strategies, and data collection methods used in participatory evaluation design, delivery, and implementation; 
• Describe how formative and summative data are collected, analyzed, and applied to inform ongoing professional learning activities using KASAB; 
• Apply high-leverage professional learning evaluation techniques through hands-on practice; and 
• Adapt resources, tools, checklists, and planning documents to support customized professional learning evaluation at the school, district, and state levels.

Examine the factors that have impacted the efforts of a large urban school district to embed the Center for Reaching & Teaching the Whole Child's (CRTWC) Social, Emotional, and Cultural Framework into the professional development pipeline in order to transform school climate. Explore how this framework can serve as a roadmap for district and school leaders to foster academic success and promote the well-being of both teachers and students.

Participants will:

• Learn about the CRTWC's social, emotional, and cultural competencies framework and how it can support school leaders to promote staff belonging, support growth mindsets, and strengthen teacher satisfaction;
• Explore how to utilize a framework to develop a common language and culture aligned with their district's overarching needs and priorities; and
• Identify 1-3 strategies to apply in their district or school setting.

Increase your effectiveness as a facilitator by extending your skills for managing group energy, focus, and information flow. Enhance knowledge of group dynamics, facilitation, group engagement, and group development, and improve your capacity to get work done, do the right work, and manage change and adaptivity.

Participants will:

• Increase competence, confidence, and authenticity as a facilitator while acquiring a repertoire of strategies to engage participants in productive meetings; 
• Use new structures that promote success in decision-making meetings;
• Access to ways to developmentally enhance group productivity and enhance your verbal and nonverbal communication skills; and
• Examine tips and tools for teaching and expanding group members’ capabilities, knowledge, skills, and effectiveness.

Learn about the complexities of beginner and newcomer English learners/multilingual learners and how to support them. Create welcoming school and classroom communities, gather essential student information, and deliver high-quality instruction tailored to their needs.

Participants will:

• Explore the characteristics and scope of beginner and newcomer English learners/multilingual learners to better understand their unique needs; 
• Examine three guiding principles for supporting these students in schools and classrooms; and 
• Identify practical, research-based strategies and examples for creating effective learning environments.

Develop methods for multilingual learners to practice academic language through podcast creation and discussion. Empower students to refine their language skills while exploring content that resonates with their experiences and interests.

Participants will:

• Explore how using student-created podcasts in their schools can foster access to learning for multilingual learners, growing their ability to produce academic and social language for an authentic audience; 
• Delve into the research surrounding the importance of oral language practice and development for multilingual learners in all academic spaces; and
• Brainstorm how they can implement podcasting into their classrooms with authentic and rigorous topics that empower students to share their voices in a safe space.

Lopsided student achievement data—strong in one subject, weak in another—is a common challenge. Explore best practices for monitoring implementation and designing aligned professional learning opportunities that address “this-year” implementation challenges that impact student learning.

Participants will:

• Analyze implementation efforts using a research-backed framework; 
• Learn efficiencies to align implementation strategies for math and English language arts including leveraging of external professional learning partners; 
• Hear real-world success stories from professional learning providers that have supported simultaneous implementation efforts across content areas; and 
• Understand how to search for, evaluate, and select professional learning providers to support cross-content needs.

Transitioning to a science-based reading program while addressing new reading laws can be challenging. Explore one school's success in closing the reading gap by strategically implementing literacy programs and providing targeted, sustained professional learning. Through insights from a Director of Curriculum, an educator, and an external partner, discover how collaboration across roles, from schools to Central Office, improved teacher effectiveness, implementation, and student impact.

Participants will:

• Recognize the explicit aspects of a strategic professional learning partnership that have driven student literacy growth; 
• Consider the effectiveness of given professional learning designs that are intended to support effective literacy instruction; 
• Name ways that authentic, multi-criteria decodable texts strengthen educator instruction and student reading skills; and 
• Be able to adapt and apply specific professional learning and evaluation designs for one’s own setting.

Differentiation is an aspirational goal that many teachers find daunting and impractical. Be encouraged to move away from the conventional content/process/product model and think about differentiation in a more straightforward way: how teachers prepare units and lessons with multiple access points; how they set up scaffolding visuals in their classrooms; how they effectively present lessons and respond to learning difficulties in real time; and how they and their colleagues follow up with students who are not yet successful.

Participants will:

• Unpack and see the shortcomings of the conventional content/process/product model of differentiation; 
• Explore the history of differentiation and the current research debate; and
• Learn a more practical and effective approach to meeting the learning needs of all students.

What if districts could fully prepare educators from classroom to cabinet, before implementing a new curriculum? Explore lessons from one school district’s pre-implementation professional learning initiative. Learn how districts can use collaborative structures, learning labs, and data to inform their curriculum implementation plans.

Participants will:

• Understand the critical role of curriculum-based professional learning in ensuring effective curriculum implementation of new instructional materials and its alignment with instructional vision; 
• Identify practical strategies for creating collaborative structures, such as learning labs and professional learning communities, to build capacity among educators and leaders; and
• Learn how to design and sustain systems of ongoing, job-embedded professional learning tied to the curriculum, using case studies to plan and implement robust professional learning systems in their own districts to support new curriculum adoption.

Discover strategies to enhance cognitive engagement through the Building Thinking Classrooms frameworks. Gain practical tools to foster critical thinking, problem-solving, and collaboration, empowering educators and driving student success.

Participants will:

• Understand effective partnership strategies; 
• Learn to implement strategies that promote critical thinking, problem-solving, and student-driven learning, fostering deeper cognitive skills; and
• Receive practical tools and digital resources to enhance engagement, support cognitive development, and create collaborative, empowering learning environments.

Experience how the new Anchored Inquiry Learning instructional model creates learning experiences that motivate students with significant, real-world phenomena and problems. Promote instructional parity through authentic societal challenges, cycles of inquiry, and sensemaking.

Participants will:

• Deepen understanding of the Anchored Inquiry Learning (AIL) model and its role in achieving the goals of the Framework for K-12 Science Education and Next Generation Science Standards (NGSS) to ensure relevant learning for all students; 
• Learn how the model provides robust, three-dimensional, phenomenon-focused assessment tasks that allow students to demonstrate their understanding; and 
• Explore the development of high-quality instructional materials that form the basis for robust curriculum-based professional learning.

Fuel your passion for professional learning by discovering the power of the Standards for Professional Learning. They point the way to improving student outcomes by drawing on research of system, school, and educator content, processes and conditions that lead to success. Bring your current professional learning plan for a deeper learning experience!

Participants will:

• Identify the key components of high-quality professional learning presented in the Standards for Professional Learning; 
• Connect evidence-based theories to daily practices around professional learning; and 
• Analyze current professional learning practices against the Standards for Professional Learning.

Explore how a dual enrollment program shapes future educators by offering high school students college-level courses and early teaching experiences, to ensure seamless transitions to higher education, focusing on mentorship, career readiness, and teaching opportunities.

Participants will:

• Gain a deep understanding of how the Teaching Academies' Dual Enrollment bridges high school and higher education; 
• Explore strategies for targeted recruitment and mentorship programs that support all high school students on their path to becoming educators; and
• Learn to integrate community-based recruitment models and local partnerships to enhance student engagement and success.

Ready your new instructional coaches for success by building a strong foundational induction program. Learn how one school system designed keystone induction experiences that positively impacted students and teachers across the division.

Participants will:

• Discuss and evaluate the need for high-quality induction experiences for new and novice instructional coaches, rooted in research; 
• Explore the process used to develop a high-quality induction program; 
• Reflect and collaborate to identify the strengths and growth edges of their current induction programs; and 
• Generate at least three action steps to take to enhance their induction program for new and novice coaches.

The Baltimore City Schools Equity-Centered Pipeline Initiative team has enlisted community members and other cabinet offices to support and sustain their initiative. Leaders from City School will share examples of activities and touchpoints that multiply impact and allies, and have changed the face of pipeline development.

Participants will:

• Walk away with innovative approaches and lessons from activating local assets and improving collaboration at the cabinet level and across district teams; 
• Share their own approaches and work with each other to strategize for their own teams; and 
• Identify opportunities for strategic alignment across offices and initiatives that will improve coherence through organizational culture and practice.

Are you struggling to unlock student's math brilliance in your school district? Do you want to build conceptual understanding, while also ensuring students have necessary content secured? Hear how one school district is leveraging dynamic math assessment practices to drive systematic improvement in student outcomes.

Participants will:

• Understand how to leverage dynamic assessment practices to drive student math outcomes; 
• Explore the impact of observational assessment practices; 
• Learn how to support system shifts in the use of varied assessments; and 
• Make a plan of action for how to implement system wide changes using dynamic assessment.

Learn how educators are tackling GenAI and building their capacity to use AI in classrooms through a scalable community of practice model. Explore facets of the model that can be adopted or adapted for use in your own school, district, or region.

Participants will:

• Explore and understand the community of practice model for building general and strand-specific AI competencies; 
• Dissect samples of reflective practices, discussion topics, and tasks that were implemented in this case to determine how this model can help you build AI literacy; 
• Learn about AI ambassadors and how they have been prepared to support and grow the community of practice, and consider similar strategies for scaling and sustaining your own efforts; and 
• Review emerging data from educators who participated in the program on how participation impacted their use of GenAI in the classroom and yielded a higher positive perception for the use of AI in education across staff.

Explore an innovative approach to blended learning, integrating asynchronous and synchronous components to maximize educator support and growth. Learn how this scaleable model adapts to the needs of an array of educational contexts, offering flexibility while ensuring impactful professional learning.

Participants will:

• Understand the foundational concepts of blended learning and how it supports ongoing educator development; 
• Explore EL Education’s blended learning approach, gaining insight into how content is delivered and how this model can enhance educator growth; and
• Develop practical strategies for implementing blended learning in their own educational settings.

Discover strategies to transform professional learning into interactive, meaningful experiences. Explore how to design a vertically-aligned, skills-based system that incorporates teacher needs, inter-district objectives, grade-level goals, and evidence-based practices. Apply adult learning theory principles and leverage prior experiences to create cohesive, learner-centered programs.

Participants will:

• Understand how to effectively use phenomena to anchor instruction while integrating skills that transcend grade levels and disciplines and develop learning opportunities; 
• Develop purposeful learning paths by designing structured and coherent professional learning experiences that build on foundational concepts and progress toward advanced practices; 
• Explore strategies to integrate collaborative approaches to enhance engagement and foster shared expertise during professional learning sessions, ensure meaningful collaboration across districts and grade levels, and build a shared vision for professional growth; and 
• Engage in evaluating student work to drive vertically aligned curriculum, calibrate expectations for student work, and develop and implement best instructional practices to accelerate student growth across multiple grade levels.

How can schools leverage student-centered coaching to improve instructional practices and outcomes for all students? Explore one district’s journey to design and implement a student-centered coaching model to support all teachers and students across targeted grades at the elementary level. Student-Centered Coaching is an evidence-based, data-driven instructional coaching model that shifts the focus from fixing teachers to collaborating with them to use student data to design and deliver high quality instruction and immediate intervention.

Participants will:

• Understand the core practices of a student-centered coaching model including full and mini coaching cycles;
• Learn how to build a vision, culture, and system from classroom to district level for student-centered coaching to thrive; and 
• Create a launch plan for their own district taking current reality and future goals for a coaching model into consideration.

How can schools better support early math learning? Co-educators, also known as paraeducators, paraprofessionals, and instructional assistants are often an overlooked resource for our schools. Learn how a research project used a professional development curriculum to teach co-educators how to support student math learning, and how this has led to family engagement.

Participants will:

• Learn to deliver math professional development to empower populations that may lack background and confidence in math; 
• Engage in mathematical games that can be taught to other educators and used with students; 
• Gain knowledge and access to resources (videos, readings, game ideas) that can be used to support students and paraeducators professional development; and
• Explore strategies for engaging families in early math.

Peer feedback fuels teacher growth and student success. Learn how two schools are using feedback to ignite collaboration and boost learning. Discover powerful, research-backed strategies to turn observations into action and data into impact.

Participants will:

• Clarify the connection between effective feedback, collective teacher efficacy, and student success; 
• Examine the evidence-based practices that elevate peer-to-peer observation and feedback from routine to transformative; 
• Cultivate skills and dispositions necessary to deliver learner-focused feedback that drives improvement in teaching practices and student outcomes; and 
• Simulate high-quality observation and feedback cycles using structured tools, including the "WIN" framework.

Empower educators to adopt the "coaching up" philosophy, fostering collaboration, professional growth, and improved student outcomes. Gain insights into building meaningful coaching relationships, inspiring peer support, and establishing a culture of continuous learning.

Participants will:

• Analyze the core principles of Jim Knight's coaching research and articulate how adopting the "coaching up" philosophy fosters greater success;
• Find innovative strategies to establish meaningful coaching relationships that promote trust;
• Evaluate how educators can effectively balance the roles of mentor and learner to strengthen relationships and enhance instructional practices; and 
• Learn how professional learning support teams can create collaborative structures, positively impacting educator practice and ensuring collective responsibility for student success.

Learn to identify and empower willing and able educators, allowing for high-level professional development. Explore strategies to foster growth, build capacity, and create a ripple effect in your educational community.

Participants will:

• Identify the educators within an organization who are best positioned to lead and sustain change; 
• Examine how building innovators and early adopters can be leveraged for scaling change across an organization; and 
• Understand how to develop a high level style of professional development with live scripted practice and video review to refine teaching techniquesbased on a lean change model.

Discover how “unlearning” can significantly transform your organization into a true “learning” environment. Apply research-based connections to adult learning theories and explore practical strategies for designing and redesigning systems and innovative programs.

Participants will:

• Understand the concept of "unlearning" and its relevance to adult learning and professional growth; 
• Gain practical strategies to identify misconceptions and outdated practices that hinder organizational growth and innovation; and
• Learn to apply a step-by-step model for change, gathering feedback through multi-level collaboration.

Play ERS’ Teaching Job Hold ’Em game, examining strategies like differentiated roles and compensation, teacher residencies, and professional learning structures. Working in teams, participants will identify high-potential investment strategies and prioritize crucial, if sometimes difficult, tradeoffs that address challenges built into longstanding staffing and scheduling models. Build toward a new vision for the profession with a focus on maximum impact and long-term sustainability.

Participants will:

• Understand the factors that shape the cost and structure of teaching roles; 
• Explore how you could reorganize people, time, and money to create a more compelling, effective, and affordable structure for teaching roles; 
• Gain practical strategies for adjusting schedules and staffing models to maximize teacher effectiveness and student outcomes.

Explore how a university and elementary school partnered for targeted administrative coaching and ongoing teacher leader professional learning. See how one principal, realizing that wisdom is not a by-product of a promotion, intentionally bridged the gap between new titles and the necessary leadership skills to influence and impact teacher practice and therefore outcomes for students.

Participants will:

• Anchor learning in an understanding of Learning Forward’s “Systematic Approach to Elevating Teacher Leadership” by reflecting on their own definition of teacher leadership and examining the defined assumptions; 
• Delve into leadership skills using tools and resources to empower leaders to gain greater self awareness to lead with confidence, build trust, facilitate productive conversations, strengthen coaching skills, navigate resistance, and lead high-impact teams; and 
• Create a leadership development plan to apply in their context.

What can be done now to prepare for — or better yet, mitigate — a mass exodus of principals over the next few years? Learn what current research is saying about the role of the principal, and specifically how districts can support their early career principals to lead a thriving learning community.

Participants will:

• Gain a clear understanding of the needs of early career principals in leading 21st century, post-pandemic schools in order to better understand the important role of mentoring regarding the modern role of the principalship; 
• Learn more about the skills that effective mentors need like active listening, navigating difficult conversations, effective questioning techniques, and building trust in order to better support early career principals in their position of leading learning communities; and 
• Have an opportunity to gain essential skills aligned with supporting pillars of effective principal practice to utilize in working with early career principals and in the process develop a viable leadership pipeline in their districts.

Can admins step into co-teaching roles with teachers as a way to model instructional strategies, provide actionable feedback, and build trust? We will showcase how this approach fostered growth in teacher efficacy, engagement, and willingness to innovate.

Participants will:

• Understand how co-teaching, when implemented by administrators, fosters teacher efficacy, builds trust, and models effective instructional strategies; 
• Gain actionable strategies for integrating co-teaching into their schools, including planning, collaboration, and execution techniques; and
• Examine evidence of how co-teaching impacts teacher engagement, instructional innovation, and student achievement, with strategies to collect and analyze data to evaluate the effectiveness of co-teaching initiatives in their own contexts.

What sets leaders in innovative schools apart from those in traditional settings? Reflect on how your leadership communicates a vision for deeper learning and how aligning the experiences of students and adults fosters schoolwide transformation.

Participants will:

• Explore the concept of symmetry between adult learning and student learning; 
• Identify structures that foster deeper learning; 
• Discuss obstacles within their own settings that might get in the way of deeper learning and how to remove them; and
• Develop change ideas and receive feedback to ensure your ideas are aligned with your school’s core values.

Building a culture of coaching within a building or department can have a profound impact on results. Learn coaching skills to build trust and rapport in a variety of situations, including with students, teachers, administrators, parents, and colleagues. Learn how a high school principal built a culture of coaching in the school where students and teachers receive coaching, leading to an increase in student achievement.

Participants will:

• Learn how to build a culture of coaching on teams within a school or department;
• Understand the importance of building trust and rapport with stakeholders in order to build relationships; 
• Gain practical strategies to immediately support the well being of students, teachers, administrators, and families; and
• Practice coaching strategies of paraphrasing, pausing, and posing questions effectively.

Discover how the Hawaii State Department of Education’s Teacher Leader Academy has successfully strengthened its teacher leader recruitment, training and support across public and charter schools statewide. Learn how this research-based leadership model boosts teacher job satisfaction, contributes to a principal pipeline, and empowers teacher-led teams to tackle student-centered challenges to advance district goals.

Participants will:

• Learn the key components of the Teacher Leader Academy and other effective teacher leadership models that foster teacher leader growth and advance district and school improvement goals; 
• Discover the essential dispositions, knowledge and skills of effective teacher leaders; and
• Gain leadership moves for guiding colleagues through collaborative inquiry that is aligned to the Standards for Professional Learning.

Explore a collaborative approach to enhancing teacher learning in support of multilingual learners’ linguistic and academic progress. Address key elements of these partnerships, develop new coaching skills, and learn to support partnership building.

Participants will:

• Find new ways to build or enhance professional relationships that foster a deeper understanding of multilingual learners’ talents, assets, and complex needs; 
• Evaluate a complete collaborative instructional cycle consisting of co-planning, co-teaching, co-assessing, and reflecting; 
• Establish an alignment between content attainment and language and literacy development; and 
• Review and evaluate key protocols for coaching teachers to be more effective collaborators.

Explore how collaborative leadership within a public school pyramid (eight schools feeding one high school) enhances student math outcomes and access to advanced coursework.

Participants will:

• Understand and effectively utilize the framework to build strong professional learning communities within a school pyramid; 
• Translate district-level goals into actionable goals for each school within the pyramid, focusing on specific areas for improvement; and
• Experience the benefits of a "small system feel" within a large district by leveraging the power of collaborative networks and shared resources within the pyramid.

Identify key frameworks and levers that drive collaboration amongst district leaders and teams to improve professional learning design and implementation. Evaluate your current culture and structures for collaborative planning and design, and design critical actions to enhance collaboration and improve learning outcomes.

Participants will:

• Learn to drive strategic collaboration, creating a foundation for systemic improvement; 
• Evaluate your organization's current collaborative culture and structures through evidence-based assessment tools and frameworks; and 
• Design actionable strategies that enhance cross-functional collaboration and serve as catalysts for sustainable change in your district.

Learn to assess existing governance structures, recognizing patterns that either support or limit responsive decision-making. Hear from system leaders how they’ve transitioned to a participatory, context-sensitive governance model that has allowed them to progress.

Participants will:

• Engage in diagnostic exploration by assessing existing governance structures; 
• Hear how some leaders have transitioned to an evolutionary learning-driven governance model, highlighting the impact of participatory, context-sensitive approaches; and 
• Gain actionable strategies with tools and frameworks to implement evolutionary learning principles, initiating changes that better align policies with all school and community needs.

Imagine a school where every team is high-functioning — not just collegial, but actually “Bridging Professional Learning & Student Success.” Clarify the role, responsibilities, assumptions, and mindsets necessary for teacher team leaders to be effective in getting more done, in less time, and with greater joy.

Participants will:

• Clarify the role of a teacher team leader in creating a culture of collaboration and inquiry; 
• Articulate the three responsibilities of a teacher team leader; 
• Raise assumptions and frame mindsets that lead to increased teacher team leader effectiveness; and 
• Explore simple, go-to moves, techniques, and strategies to improve their practice and the effectiveness of the team.

Discover strategies to create engaging classrooms for all students by embracing and leveraging student experience to build connections and mutual respect. Explore practical tools and best practices to transform classroom environments and enhance student outcomes through thoughtful and responsive teaching.

Participants will:

• Be confident in adapting teaching methods to cater to different learning styles and needs; 
• Use relevant stories and case studies to make lessons more relatable and meaningful; 
• Incorporate many perspectives, texts, and examples that reflect students' experience.

When considering differentiated instruction, the initial thought often centers on multi-tiered student support. Explore how one school system supports the professional growth of its 3,340 teachers and more than 200 leaders through the implementation of a differentiated professional learning model. The concept of tiered professional learning fosters educators' growth by tailoring support to their capacity, knowledge, and skills. It emphasizes shared responsibility, access for all to learning opportunities, and a culture of collaboration.

Participants will:

• Explore strategies to create a tiered instructional design that delivers targeted, comprehensive support for all administrators and teachers across your district or respective settings; 
• Identify the essential components required to support non-induction administrators, new-to-district, and school-based professional learning initiatives designed for teachers; and 
• Collaboratively implement acquired strategies to provide high-quality, personalized support for administrators and teachers based on their specific professional learning needs.

Principal pipelines are a growing approach to address leadership development and support to ensure all schools have highly effective school leaders, but scalability remains an issue. Building on concepts found in the Implementation for Sustainability Framework, we will address how central office policies and practices support the sustainability of leadership pipelines. The framework builds on decades of prior research and was further developed through findings from the Principal Pipeline Learning Community (PPLC), funded by the Wallace Foundation.

Participants will:

• Understand the essential domains of principal pipelines; 
• Learn the Implementing for Sustainability framework as an early and ongoing part of developing long-lasting principal pipelines;
• Examine four case studies of how central office leaders created the processes, policies, and culture to sustain principal pipelines; and
• Hear from two district leaders who will share guidance on implementing sustainability in their ongoing work of developing principal pipelines.

Design a more peaceful and focused classroom that aligns with your teaching style using a classroom culture framework, and feel confident in your ability to create a classroom space in which all students feel empowered and connected.

Participants will:

• Understand the impact of classroom culture and psychological safety on student success by learning five pivotal characteristics of classroom culture;
• Use this framework to analyze/evaluate/assess your current classroom environment and determine which areas need to be more robust; and
• Build capacity and learn to apply our Visible Culture Map to co-create additional norms and expectations with students to further strengthen classroom culture.

Explore how professional learning bridges directly to student success through collaborative, data-driven practices. Participants will engage in analyzing student data, applying professional learning community protocols, and developing actionable plans that connect educator growth to measurable outcomes.

Participants will:

• Understand how professional learning directly influences student achievement by leveraging evidence-based practices and collaborative strategies;
• Gain skills to analyze student data effectively, facilitate productive conversations in professional learning communities, and create actionable instructional plans;
• Design and apply strategies that connect professional learning objectives to measurable student outcomes, fostering continuous improvement; and
• Learn to create and sustain a culture of collaboration within their teams, to support systemic growth and enhance teaching and learning for all students.

Explore strategies for providing comprehensive support to curriculum directors through aligned services that promote systemwide improvement, and equip leaders with tools to improve instructional alignment and leadership capacity in their organizations.

Participants will:

• Discuss the unique needs of curriculum directors and explore effective ways to align support services; 
• Share strategies for designing professional development that strengthens leadership capacity and improves curriculum alignment; and
• Exchange ideas on fostering collaboration across teams to enhance districtwide instructional leadership.

The IRIS Center develops and disseminates free online resources about evidence-based instructional and behavioral practices for professional and personalized learning activities at the school, district, and state levels. Learn to utilize these professional learning resources for general and special education teachers and paraprofessionals.

Participants will:

• Increase their knowledge about the IRIS Center's open access educational resources;
• Identify IRIS resources on current high-need topics; and 
• Explore how these resources have been successfully used in personnel preparation, professional development, induction, and mentoring.

Discover how certification empowers teachers to elevate their instructional practices and enhance student outcomes. Start your certification journey and leverage this recognition to transform your classroom and career.

Participants will:

• Understand the National Board Certification process and its components, including how it promotes reflective practice and professional growth; 
• Identify the benefits of certification for teachers, students, and school communities, including its role in improving teaching quality and student learning; and
• Develop a clear plan to begin the certification journey, including selecting focus areas and accessing available resources and support systems.

We all know — and research confirms — that one-time workshops have a limited impact on staff and student outcomes. We will explore a research-based professional learning cycle and review case examples of how schools are leveraging each component of the cycle to create extended, transformative professional learning experiences.

Participants will:

• Investigate the Prepare, Learn, Practice, Unite, and Grow cycle, and the evidence behind each part;
• Design professional learning experiences that extend learning beyond one-and-done workshops; and
• Implement evidence-based practices that make adult learning stick.

Curriculum implementation takes a collaborative effort. Creating structures, establishing systems, setting expectations, and developing expertise are necessary for lasting change and improved performance. Hear the story of a collaborative effort between school leaders, teachers, and a software development team, learning together to build coherent practices, alignment, collective efficacy, and measurable positive outcomes for all.

Participants will:

• Learn about the collaborative efforts of a community of educators working to create a culture of excellence for all learners in an urban charter network, and see how this team utilized specific data visualization/reporting tools with collaborative protocols; 
• Investigate how systems were collaboratively developed to help leaders to lead and to support teachers in making instructional decisions rooted in evidence; and
• Consider various elements of a successful curriculum implementation including the leadership necessary to establish a vision and implement a coherent system to achieve and sustain measurable positive student learning outcomes.

Historically, scholars from rural or underserved communities have had limited exposure to STEM career pathways, mentorship opportunities, and access to industry networks, making it harder for them to pursue STEM careers. The STEM Career Connection Initiative is designed to engage curiosity and equip participants with pathways that foster success in the field.

Participants will:

• Explore career pathways in STEM;
• Strengthen networking and professional relationships; and
• Discuss ways to support any students interested in STEM who are uncertain about their potential to succeed in STEM careers due to perceived barriers such as lack of experience, or lack of mentorship.

Learn how to integrate team leader development, coaching cycles, learning walks, and peer coaching into a cohesive plan that supports school improvement and district goals. Create a transformative professional learning strategy that enhances teaching and inspires engagement for staff and students.

Participants will:

• Understand how to identify staff needs and align professional development with school improvement plans; 
• Learn strategies to create flexible, vertically aligned professional learning opportunities that meet varied educator needs and promote continuous growth; and
• Explore creative approaches to foster ownership, creativity, and collaboration among staff.

Discuss our experience with and impact findings from working with the U.S. Department of Education, a large public school system, and the American Institute of Research, identifying schools and members of leadership at all levels to train and support in the implementation of high-quality curriculum.

Participants will:

• Understand how to effectively recruit, retain, and pivot (when necessary) program participation to support research outcomes;
• Learn about the impact of Teaching Lab's services to drive effective implementation of curriculum offered by Houghton Mifflin Harcourt; and
• Understand strengths and weaknesses in our program design and random control trial implementation in order to improve future studies.

Explore innovative strategies for teacher-driven differentiated learning to meet the needs of educators and students, and join in collaborative discussions around designing professional learning that maximizes student success.

Participants will:

• Gain the knowledge and confidence to design and lead customized professional learning, fostering a culture of collaboration and ongoing professional growth; 
• Learn how to implement effective, research-based instructional strategies to create dynamic and engaging learning environments that support all students' needs; and 
• Examine the results of strengthened instructional practices and targeted interventions on student engagement, achievement, and meaningful educational experience.

Technology in education connects students and teachers to knowledge, resources, and new opportunities. Learn how one district's instructional technology team uses an intentional approach to ensure digital resources used with students are primarily focused on enhancing learning and success.

Participants will:

• Explore the use of a curricular resource request process to ensure digital resources are of high quality and enhance student learning; 
• Learn how to provide professional learning around quality digital resources; and 
• Access one approach to the use of AI, continually reassessing its role in education.

Discover the research-based professional learning requirements of middle-level central office leaders and how to implement a system that addresses their main areas of professional need.

Participants will:

• Acquire an understanding of the perspectives of middle-level central office leaders to better integrate them into the district organization; 
• Build a toolkit for advocating for the professional needs of middle-level central office leaders, so their potential can be used to strengthen the climate and culture of the school district; and
• Consider if they have future aspirations to pursue this line of leadership work, and if so, how they can select to serve in districts that best align with their experience.

Explore new strategies to make meaningful connections between schools, students' families, and their communities, with practical tools and approaches to strengthen collaboration, improve communication, and build trust among key stakeholders. Be equipped to create real partnerships that support student success and enhance community engagement in education.

Participants will:

• Learn key strategies for building meaningful community partnerships to support student achievement; 
• Explore effective communication techniques and tools to foster trust and collaboration among a wide array of stakeholders; 
• Gain practical ideas to implement inclusive family and community engagement initiatives tailored to their own school or district; and
• Leave with actionable steps to create sustainable connections that enhance student outcomes and strengthen the overall school-community relationship.

Discover how professional learning communities can integrate responsive teaching practices to make informed instructional decisions across various standards, including mathematics, literacy, science, and social studies. Enhance student engagement and achievement by connecting curriculum to students' contexts and fosters a collaborative and comprehensive educational environment that supports all learners.

Participants will:

• Discuss strategies for selecting relevant materials and designing activities that connect academic content to students' backgrounds; 
• Explore how professional learning communities can serve as a platform for collaborative decision-making, using data and feedback to drive continuous improvement in instructional practices; and 
• Be prepared to lead efforts in promoting a supportive and rigorous educational environment for all students.

Create a system of accountability for belonging in your classroom by applying the five-step process of Teaching with Dignity, centering dignity and feedback within instruction. Develop confidence in prioritizing and advocating for belonging as a human need, engagement activator, achievement platform, and ensuring collective success is a foundation.

Participants will:

• Enrich understanding of dignity and belonging as variables that ensure people have the opportunity to thrive; 
• Learn how instructional belonging operates in classrooms as one of three essential belonging structures: instructional, institutional, and interpersonal; and 
• Explore a five-step process for creating an accountability system for dignity and belonging in the classroom.

Making significant changes in how you teach is difficult whether you are a novice or veteran teacher. Explore how teachers have applied what they learned in a professional learning program focused on asset-based teaching, as they engaged in deep reflection about their own identities and explored new ways to build relationships with all students, engage them in learning, and assess learning in multiple ways.

Participants will:

• Understand the importance of relationships in supporting all students;
• Explain ways to create an environment of caring in the classroom; 
• Examine tools and resources that support learning to engage in asset-based teaching; and
• Plan for addressing the four elements of asset-based teaching.

Examine how culturally relevant pedagogy practices enhance student engagement and support teacher retention. Explore strategies to foster learning, integrate high-quality instruction, and address systemic imbalance, emphasizing collaborative inquiry to improve outcomes for both educators and students.

Participants will:

• Understand the role of culturally relevant pedagogy in improving student outcomes; 
• Learn strategies to foster meaningful relationships with students, families, and communities while embracing students' assets in instruction; 
• Explore methods for designing and implementing high-quality curriculum and assessments that are culturally responsive; and 
• Identify approaches to strengthen teacher retention through professional learning, collaborative inquiry, and focused support systems.

Explore how structured planning tools enhance teacher collaboration, instructional coherence, and student engagement. Engage in hands-on activities using the Unit Unpacking and Lesson Planning Tools to align lessons with big ideas, standards, and assessments.

Participants will:

• See how the Unit Unpacking and Lesson Planning Tools enhance instructional coherence, support teacher collaboration, and improve student engagement and achievement; 
• Be able to use the tools to gain a deep understanding of curriculum-based units to better align lessons with unit goals, standards, and assessments, ensuring lessons are purposeful and student-centered; 
• Develop strategies for integrating these tools into professional learning communities, promoting shared decision-making, productive discussions, and comprehensive teacher contributions in instructional planning.

A deep look at three protocols needed to support programmatic high quality curriculum implementation through strong collaborative planning cycles. Explore steps that support strategic and school improvement planning leading to standards-aligned instructional delivery.

Participants will:

• Review tools to support collaborative planning; 
• Discuss autonomy of task, autonomy of instructional strategy, and autonomy of assessment; 
• Understand curricular integrity vs. fidelity; and
• Explore concrete examples of instructional tools and explore unit unpacking, lesson internalization, and student work analysis protocols.

Rigor — one of the most disliked terms in education. Teachers struggle with how to define it in observable and actionable ways and have trouble explaining it in ways that lead to improved rigor and maintaining high expectations in their classrooms. Explore misconceptions and reclaim and redefine the term as a tool for professional growth and student learning.

Participants will:

• Define rigor and analyze class lessons to describe the level of rigor; 
• Identify 25 observable indicators of rigor; and 
• Develop talking points and coaching conversations based on their observations.

Many school districts are experiencing a shift in literacy practices, which calls for well planned and executed teacher learning and development opportunities. Hear one district's journey through the curriculum revision cycle rooted in a comprehensive professional learning plan that includes multiple modalities.

Participants will:

• Explore one example of how professional learning was the foundation for a literacy curriculum adoption; 
• Review one example of how a curriculum revision cycle including a materials pilot supported a change in practice to ensure evidence-based approaches were used in line with a comprehensive literacy plan and the research that is the science of reading; and 
• Reflect on current realities in terms of large-scale initiatives and the related professional learning plan and/or curriculum revision cycle practices.

Identify the importance of coherence and communication around the “why” of using high-quality instructional materials and the role of curriculum-based professional learning. Learn about work with administrators, instructional coaches, and teacher leaders focused on leadership, effective teaching and learning, and the implementation of high-quality instructional materials, and how a strong partnership supports this effort.

Participants will:

• Learn with district leaders about their efforts to strengthen teaching and learning with support for the adoption and implementation of instructional materials supported by curriculum-based professional learning; 
• Consider leadership roles and responsibilities for putting into action the elements of curriculum-based professional learning based on district leaders’ experiences; and 
• Reflect on the experience and consider implications for your work.

Experience a curriculum designed for newcomer students, examine its theoretical foundations, and discuss how localized, educative curricular materials coupled with curriculum-based professional learning can increase quality educational opportunities for multilingual learners.

Participants will:

• Deepen their understanding of curriculum-based professional learning that centers multilingual students and its alignment with the Standards for Professional Learning; 
• Engage in tasks from the curriculum and analyze how rigorous content, scaffolding, and opportunities for meaningful classroom talk support multilingual learners; and
• Discuss how professional learning communities and leadership engagement, paired with curriculum-based professional learning, contribute to sustained instructional improvement.

Delve into multiple immediately applicable unit long structures that support student growth, independence, and power in reading a text. Use tools to support growth and independence along skill lines, and reorganize ways a unit can function for greater sustainability for the teacher and effectiveness for students.

Participants will:

• Learn structures for unit planning that allow for growth, independence, and choice;
• Work with structures they can implement right away that help solve for over-dependence of students on teachers; and
• Explore examples of tools that can support growth and independence more efficiently and effectively for large groups of students with a wide range of abilities.

Consider how to write about your professional learning insights, experiences, and journeys for publication. Identify writing goals and ideas, gain strategies and tips for communicating effectively, and practice writing in response to prompts.

Participants will:

• Understand strategies for communicating insights, experiences, and stories about professional learning; 
• Practice writing for an audience of educators and/or policymakers; 
• Give and receive feedback from peers on quick-write drafts; and
• Explore publication venues.

Enhance the impact of professional learning by developing systems to measure and improve effectiveness. Learn strategies to create sustainable processes, use data to inform decisions, and foster a culture of continuous improvement, using best practices in leadership development, instructional leadership, and mentorship programs, all aligned with the Standards for Professional Learning.

Participants will:

• Understand the challenges and key steps to improving professional learning systems for sustainable growth;
• Explore strategies for using data to evaluate and enhance the quality and impact of professional learning; and 
• Learn practical approaches for fostering a culture of continuous improvement, including leadership pipelines and responsive mentorship programs.

Join a Principal of the Year and Assistant Principal of the Year in an interactive discussion on how innovative and personalized professional learning strategies can directly impact and improve student outcomes.

Participants will:

• Understand the connection between effective, personalized preofessional learning for educators and measurable improvements in student performance; 
• Explore innovative pathways and strategies used by award-winning school leaders to drive change; and 
• Develop actionable plans to integrate relevant professional growth opportunities into their schools to foster a culture of success for both educators and students.

Unearth the narratives that guide our work and explore how sensemaking can support us to reshape these stories to deepen awareness and increase efficacy. Hear how one school uses sensemaking to interrupt harmful narratives about students and co-construct new understandings about what is possible in their classrooms.

Participants will:

• Understand how narratives about our work are constructed and the impact they have on our decisions and our students; 
• Practice concrete skills that support data-driven sensemaking to interrupt harmful narratives and/or reshape the narratives we tell ourselves; and
• Hear a real-life example of a K-12 school engaging in this work.

Instructional coaching is a cornerstone of professional development, yet many districts struggle to measure its true impact. Address this gap by introducing a comprehensive evaluation framework for coaching programs, with hands-on experience in setting measurable goals for coaching initiatives, collecting and interpreting data to assess coaching impact, and applying findings to refine and elevate coaching practices.

Participants will:

• Learn how to define success metrics for instructional coaching programs; 
• Explore innovative tools for collecting and analyzing data on coaching effectiveness; and 
• Develop actionable strategies to enhance coaching practices using data-driven insights.

Explore how educational data mining leverages big data to improve learning outcomes using artificial intelligence. Examine data collection methods, predictive insights into student performance, and applications for personalized learning.

Participants will:

• Gain insights into how educational data mining aligns with Learning Forward's vision of evidence-based practices for school improvement and educator performance; 
• Interpret key data trends and use predictive analytics to identify at-risk students, supporting actionable strategies to improve student outcomes in their own schools or districts;
• Learn how to use educational data mining tools and techniques to design personalized learning experiences that meet all student's needs; and
• Experience hands-on engagement, leaving with concrete examples of how professional learning can directly impact their instructional practice, team collaboration, and long-term improvement plans.

Unlock the power of collective intelligence by establishing a mastermind group in your school or district. Discover how structured collaboration among educators fosters innovation, problem-solving, and professional growth. Learn practical strategies to create, sustain, and maximize the impact of a mastermind group that drives continuous improvement and leadership development.

Participants will:

• Understand the purpose and benefits of a mastermind group in an educational setting; 
• Learn key strategies to establish and facilitate an effective mastermind group; 
• Develop a plan to implement a mastermind group that fosters collaboration and professional learning; and 
• Gain tools to sustain and evaluate the long-term impact of their mastermind group.

Explore the concept of layering learning as a tool to enhance your professional learning. Discover how a layered approach in the learning design changes educators’ knowledge, influencing and changing beliefs about teaching. Redesign a recent professional learning experience to add the concept of layering and create a plan for using layering in future professional learning as an effective learning design tool.

Participants will:

• Understand the concept of layering learning to increase educators knowledge; 
• Describe the way knowledge of topics can influence and change beliefs; and 
• Create a plan to determine if teaching practices have improved.

We know that one size doesn't fit all for every student so why should one size fit all for every teacher? Learn how one award-winning school created a culture of coaching that led to increased teacher efficacy and accelerated student growth and achievement through individualized coaching, feedback, and professional development.

Participants will:

• Explore strategies for how to create an educator profile that guides a differentiated approach to build on the strengths of every teacher; 
• Learn about a coaching cycle that provides individualized support, feedback, and learning for teachers; and 
• Gain a ready-to-implement coaching roadmap to empower greatness in all staff.

Explore a process for managing complex change and discover an original framework for designing professional learning experiences that model future-ready practices. Embrace a leadership role in shaping professional learning by fostering collaboration, modeling innovative practices, and supporting educator growth.

Participants will:

• Explore transformative frameworks and tools for managing change and reimagining professional learning to align with future-ready student outcomes; 
• Assess gaps in current professional learning practices by mapping student skills to classroom instruction, teacher behaviors, and leadership supports; and
• Develop a plan for strengthening professional learning design by applying research-based strategies and adjusting learning designs to support meaningful implementation.

Observe and analyze a live coaching demonstration, listen to the coach’s reflection on the demonstration and explore feedback for the coach. Leverage the resources provided to practice coaching with your fellow participants and create a plan for continuing to grow as a coach in your home setting.

Participants will:

• Identify a growth goal around a specific coaching skill that they would like to practice; 
• Both practice their identified skill as well as receive coaching on that skill; 
• Ceate a plan for continuing to practice and grow their skills in their own context.

Many educators are still growing their content knowledge of the reading science that provides the rationale for adopting new high-quality instructional materials to support literacy outcomes. Learn how one district sought to enhance teacher literacy content knowledge prior to the curriculum adoption process, unpacking the resulting structures, professional learning experiences, and growth in teacher knowledge, skills, and dispositions.

Participants will:

• Understand the context, organizational structures, and professional learning experiences that were designed to support outcomes in teachers' literacy knowledge and instructional practice; 
• Review the lessons learned from building teachers' content knowledge, including what worked and what might be adapted for continuous improvement; and 
• Determine teacher content knowledge and readiness for this work in their own context.

Discover how to use a comprehensive professional learning cycle to design and facilitate engaging learning experiences, support implementation, and evaluate effectiveness through data from student outcomes.

Participants will:

• Identify key components of a professional learning cycle that aligns with the Standards for Professional Learning; 
• Understand how engaging professional learning and implementation support are a bridge to student success; and
• Explore strategies for cultivating a culture of continuous growth that ensures professional learning efforts result in sustained, meaningful improvement.

Investigate a real-world case study that showcases the key systems and structures needed to build an effective professional learning system at school and district levels. Analyze artifacts such as meeting agendas, measurement tools, and professional learning content that drive impact, and apply these insights to your own context. Walk away with concrete strategies and ready-to-use resources to strengthen professional learning for the second half of the school year and beyond.

Participants will:

• Identify and explain the key structures and systems that drive impactful cycles of continuous improvement at school and district levels; 
• Determine their role in supporting and sustaining effective professional learning systems that drive meaningful educator growth; and 
• Develop actionable next steps for refining their professional learning systems.

Explore a principals' advisory council created to serve in a consultative role to one state as they design a standards-aligned school leadership pipeline for all schools. The advisory council makes recommendations that address the areas of improvement identified in the Wallace Foundation Principal Pipeline Self-Study, bringing people together to move their standards-aligned system for school leadership forward.

Participants will:

• Understand the importance of aligning vision, mission, and goals to national standards for leadership and learning; 
• Identify the key levers used by the state to engage/collaborate with principals on important policy issues impacting school improvement and workforce development; and
• Reflect on strategies for working with partners to gather input and garner support; recognizing that collaboration builds trust and buy-in necessary to transform a system.

Through experiential analysis and reflective discussion, learn how to create leadership development programs that foster principal growth, improve school culture, and ultimately increase retention rates for top-performing leaders. Examine how a standards-based professional learning program, grounded in the Standards for Professional Learning, enhances principal effectiveness and leadership longevity.

Participants will:

• Identify key characteristics of high-impact standards-based professional learning; 
• Analyze how principals' experiences with standards-based learning influence leadership effectiveness and retention; and 
• Discover actionable strategies for aligning their leadership development programs with the Standards for Professional Learning to better support principal growth and retention.

SETDA, in partnership with Learning Forward and ISTE, will release Closing the Digital Design Divide with Title II-A in fall 2025. Explore how this can assist education leaders in leveraging Title II-A for edtech capacity building to maximize the impact of teaching and learning for all students.

Participants will:

• Identify strategies for aligning local Title II-A professional learning plans with state and federal requirements and recommendations for technology integration; 
• Support learning systems by instilling Universal Design for Learning principles when including professional learning on the effective use of technology; and
• Ensure that technology is integrated fully in Title II-A plans in meaningful and relevant ways so that students and educators have access to its benefits.

Play "The Game of Education," a strategic decision-making simulation inspired by game theory. Participants assume educational roles, navigate real-world scenarios, and balance collaboration with individual agendas.

Participants will:

• Apply principles of game theory to understand educational decision-making dynamics; 
• Explore how competing priorities and hidden agendas influence group decisions; 
• Develop strategies to foster collaboration and navigate non-cooperative scenarios in educational contexts; and 
• Reflect on gameplay to apply insights to real-world challenges, enhancing strategic thinking and problem-solving skills.

Witness one school's remarkable transformation from the lowest-performing middle school to a student-centered learning hub. Explore the key strategies that enhanced teacher efficacy, engaged parents and community, and boosted student success.

Participants will:

• Explore pivotal strategies to enhance teacher efficacy, engage parents, and foster community involvement as well as the 90-day monitoring system the school utilized to reach their goals; 
• Plan to implement similar strategies in their schools using the 90-day template; and
• Utilize the collective knowledge of the group to develop progress monitoring measurements for implemented strategies and develop systems to continually refine and enhance their educational approaches.

Strong leadership, accountability, and continuous professional learning drive high-performing schools. Leaders must own their growth while providing personalized learning for teachers to shape culture, enhance instruction, and make more informed decisions.

Participants will:

• Explore how leaders take ownership of their professional learning while also designing personalized professional learning for teachers; 
• Examine evidence-based strategies that improve school culture, instructional excellence, and accountability; 
• Learn how to use data-driven decision-making to close achievement gaps and personalize learning for both students and educators; and 
• Develop actionable strategies for using drop-ins, evaluations, and targeted feedback to promote continuous improvement.

Professional Learning specialists in a major metropolitan city have designed, enacted, and innovated a unique, systemic leadership coaching program to support its school-building leaders. We'll focus on the design and development of this popular and effective leader-focused coaching program, its history, and realized successes.

Participants will:

• Experience how leadership coaches establish trusting, confidential, non-evaluative/non-supervisory coaching relationships via a live coaching session;
• See how such a program can be a critical driver of higher performance and more sustainable leadership engagement and retention; 
• Discuss why leaders need space for reflection and connection in order to grow themselves and their larger organizations; and
• Clearly understand distinctions between leadership coaching and instructional coaching, and why both are critically important to systemic transformation.

School improvement efforts often operate in silos, limiting their effectiveness and sustainability. Learn about the Collaborative Improvement System, a strategic framework integrating Solution Tree PLCs, the Data Wise 8-Step Process, Improvement Science, and the Standards for Professional Learning. By aligning professional learning communities with data-driven decision-making and continuous improvement strategies, the Collaborative Improvement System ensures that professional learning directly impacts student success.

Participants will:

• Understand how the Collaborative Improvement System integrates PLCs, Data Wise, and Improvement Science to support professional learning; 
• Analyze real-world case studies demonstrating the system's impact on student success; and 
• Prepare to apply these strategies to their own schools/districts through hands-on activities.

Wondering how to leverage your school-based expertise via peer coaching structures, but apprehensive about introducing another new initiative? Learn how we supported school leaders in creating unique, school-specific peer coaching systems to support desired outcomes.

Participants will:

• Gain resources and strategies to invite and include stakeholder voices in school-based peer coaching systems development;
• Share considerations and tools for selecting and supporting peer coaches with four peer coaching actions (co-planning, co-teaching, modeling, or observation);
• Find resources and strategies to provide appropriate communication and training that meets the needs of peer coaches and the faculty; and
• Explore resources to solicit feedback and evaluate the peer coaching system with attention to student outcomes and teacher voice.

Fostering teachers’ growth and K-12 students’ success requires intentional practices. Partake in professional learning focused on cultivating an environment of inquiry through lesson reflection and teacher communities to enhance educator performance, capitalizing on teacher expertise using the ORCA (Observe, Reflect, Create, Apply) framework to build capacity of educators while sustaining a culture of learning, and supporting the mentoring process for early career induction participants through professional learning to improve practice.

Participants will:

• Commit to continuous improvement as they identify what lesson study is and how the ORCA framework supports lesson study; 
• Build collaboration skills and capacity while applying the ORCA framework to lesson study analysis in an environment of collaborative inquiry with other attendees; 
• Identify a focus area in their own instructional practice/content area and utilize lesson study analysis to support their professional development and their K-12 students’ success; and 
• Find strategies for applying information from this session to foster collaborative inquiry and mentoring practices in their schools/districts.

When educators co-create an evaluation plan grounded in research and explicitly designed to center learning and promote agency — for students and leaders — systemic change occurs. Meet an educator growth plan that improves learning for everyone, rather than focusing on outdated systems that stifle growth and consume time and energy.

Participants will:

• Delve into collective inquiry and develop an understanding of continuous improvement; 
• Craft personal goals and plan system changes to maximize educator and student growth; and
• Imagine teaching and learning as iterative processes under constant improvement.

How can education leaders ensure that the work to support all students is moving forward in their district? Experience how one school district used Facing History & Ourselves’ Equity Reflection Tool to make a thoughtful review of their current practices while setting goals for what they wanted for students, curriculum, school culture, and much more. Set realistic goals for your classroom, school, or district using the provided Equity Reflection Tool as well as additional resources to take back to your schools and districts.

Participants will:

• Reflect on current practices using the Facing History & Ourselves’ Equity Reflection Tool to identify areas to improve;
• Use data from their classroom, school, or district to draft one-year goals to support all students to succeed; and
• Begin to create a plan to share the updated goals with their teams.

Quickly learn how to use fluency as a gauge to determine where, within a hierarchy of literacy skills, instructional emphasis should be placed to maximize student literacy success. Explore research-based strategies to scaffold literacy instruction in the highest quality small-group instructional format. Discover the value of this instruction to accommodate all students' individual learning needs and learn how to implement laser-targeted lessons that promote learning.

Participants will:

• Determine how to provide students with appropriate reading strategies based on a hierarchy of phonics, fluency, vocabulary, and comprehension skills;
• Designate adaptable learning scaffolds for differentiating comprehension skills along an increased continuum of difficulty;
• Examine components and sample lesson structures for effective, research-based small-group literacy lessons; and
• Evaluate student progress along the hierarchy of literacy skills to update and revise student learning needs in a continuous manner.

Explore an innovative approach to supporting classroom and English as Second Language teachers’ collaboration to enhance their early literacy instruction for multilingual learners using a strengths-based approach. Insights from a randomized controlled trial in a large school district will be highlighted to help participants develop an action plan for district, school, and classroom approaches.

Participants will:

• Acquire knowledge and skills in evidence-based literacy instruction for multilingual learners;
• Brainstorm practical strategies for connecting to their students’ backgrounds throughout their instruction; and
• Develop an action plan for implementing at least one component of the BELLA (Bridging English Language Learning and Academics) program in their own school or district.

Explore the history of AI in coaching and professional learning, gaining insights into its evolution and impact. Simulate leveraging AI to create a dynamic, safe space for practice and skill-building, and discuss how to effectively integrate AI-driven simulations into teacher preparation.

Participants will:

• Explore how AI technologies have evolved to support coaching, skill enhancement, and ongoing educator growth; 
• Engage in a live AI-simulation, interacting with an AI-powered avatar designed to simulate real-world coaching and feedback scenarios; 
• Discuss the potential implications of AI-driven simulations for the future of professional learning and teacher training; and 
• Be equipped with practical knowledge of how to integrate AI-powered simulations into their own professional learning frameworks.

Evaluate key features of school, campus, or district improvement plans. Using a tool tailored for districts focusing on leading change and investing in improvement, learn strategies for documenting insights with supporting data and developing adaptive approaches to addressing new challenges.

Participants will:

• Understand how to use a system assessment tool to evaluate and reflect on eight key features of improvement plans; 
• Develop skills to document and analyze ratings using data sources such as school improvement plans or district plans;
• Apply the tool to create a framework for sustained professional learning and continuous improvement in schools or districts; and
• Feel equipped to collaboratively assess and make data-informed decisions that support student achievement and educator growth.

Learn strategies, via small-group instruction and conferring, that help students alleviate anxiety, dependency, and dissociation stemming from reading. 

Participants will:

• Learn how to harness the self-perceptions of maturing readers to support students as they navigate academic and personal reading experiences; 
• Feel empowered to amplify student voices and create language structures to help readers better communicate their experiences during reading and interactions with text; and
• Explore promoting self-efficacy and self-monitoring through feedback and accountability, and support reflections and goal setting, in a continuous cycle, that establishes self-accountability, and active engagement.

To significantly impact student achievement, professional learning must be strategic and multi-layered. We highlight effective professional learning structures, focusing on the synergy between building-based literacy coaches ("inside") and external consultants ("outside"), in order to strengthen frameworks and promote measurable student growth.

Participants will:

• Understand how to generate professional learning plans that are grounded in relevant student data, aligned with district goals, and tailored for differentiated instruction;
• Explore strategies to structure learning that effectively utilizes in-district instructional leaders and integrates the expertise of outside professional development providers or consultants; and
• Design a multi-layered approach to professional learning that fosters cohesion and engagement among multiple stakeholders, ensuring a meaningful impact on student learning.

Discover how student-led teams are transforming schools by delivering tech-focused professional development to teachers and administrators. Explore a powerful model where students are trained on innovative technology tools, then gather feedback and plan for continuous improvement — building a sustainable, collaborative culture of learning.

Participants will:

• Learn how to access resources that explain and share more about the Junior Technology Leader program;
• Reflect on the possibilities of starting your own student-led professional learning program; and
• Brainstorm innovative ideas to provide educational technology-related professional learning.

Create a unified approach to teacher capacity building by training every system level—from principals to instructional mentors—on effective coaching and action steps. Explore how a curriculum-based, one-on-one support model enhances consistency, collaboration, and instructional impact.

Participants will:

• Understand how professional learning and growth communities create a unified, research-based framework for coaching across all levels of leadership, ensuring alignment in instructional support and decision-making; 
• Learn how to implement a consistent, curriculum-based coaching model that equips principals, instructional mentors, and supervisors with actionable strategies to improve teacher effectiveness and student outcomes; and
• Practice and refine high-impact coaching techniques designed to drive educator growth, provide meaningful feedback, and create a culture of continuous improvement within your schools and districts.

Discover how leadership development programs empower youth to build grit, resilience, and collaboration, through the model of two secondary schools with differing communities and needs. Explore research-based leadership models, real-world case studies, and strategies for tailoring programs to meet unique community needs. Find tools to implement schoolwide initiatives that foster adaptability, perseverance, and result in long-term student success.

Participants will:

• Learn methods for engaging in shared student and adult leadership development to address a central problem of practice;
• Explore innovative strategies for implementing leadership programs tailored to an array of school communities;
• Engage in best practices in adult learning through an interactive format that encourages problem-solving and strategic planning; and
• Be equipped to design and implement a transformative leadership book study that improves student outcomes, enhances educator performance, and drives school and district improvement.

Explore tools and techniques to provide constructive feedback, model effective teaching practices, and cultivate strong partnerships that prepare student-teachers for success in the classroom. Understand the role of a master teacher in shaping a positive and impactful fieldwork experience, including strategies for effective mentorship and collaboration.

Participants will:

• Develop skills to provide meaningful feedback that balances encouragement with actionable steps for growth, fostering a reflective practice in student-teachers; 
• Learn techniques to model best practices in teaching, classroom management, and professional communication, ensuring student-teachers gain practical, real-world skills; and
• Apply mentorship strategies to build trusting relationships, support all learning needs, and prepare student-teachers to successfully transition into their teaching careers.

Learn how one school district developed a data-driven teacher pathway program to tackle regional teacher shortages, particularly in special education and multilingual education. Targeting high-need areas and fostering community collaboration ensures the program is aligned with district-specific needs.

Participants will:

• Identify key components of a successful teacher preparation pathway partnership, such as mentorship, job-embedded learning, and financial support; 
• Explore creative partnership and funding opportunities, including local, federal, and community-based collaborations; 
• Examine recruitment and retention data to assess the effectiveness of teacher pathways in addressing shortages; and 
• Discuss considerations and barriers in teacher pathway design, such as program scalability and alignment with district needs.

DIY Coaching grew from the belief in every teacher’s capacity for self-reflection and growth, and brings teachers together to develop their pedagogical content knowledge through peer-to-peer collaboration and coaching. Reflection rooted in video allows teachers to become more aware of their practice and what pedagogical shifts are required to create a more student-centered classroom.

Participants will:

• Watch videos of instruction using the Standards of Mathematical Practice and the Next Generation Science and Engineering Practices to identify changes in instruction that advance learning for all and rigorous instruction; 
• Articulate how the DIY Coaching Model can be used to advance educational opportunities for all students; and
• Brainstorm ways to implement DIY Coaching in their own contexts.

Get equipped with tools to lead with clarity, coherence, and impact. Through real-world discussions on leadership challenges, discover ways to maintain instructional leadership, identify school needs, and align improvement efforts with a shared vision.

Participants will:

• Explore ways to balance administrative responsibilities with a strong focus on teaching and learning; 
• Understand how to prioritize initiatives that have the greatest impact on student success;
• Learn how to build collective responsibility among educators to sustain long-term progress; and
• Gain insights into fostering an environment where educators engage in reflective practices, share best practices, and continuously refine their instructional approaches.

Explore effective strategies through a "sink or swim" framework to support principals at different stages of their leadership journey. Learn actionable approaches to help principals overcome challenges, build confidence, and grow as leaders, from onboarding to advanced development.

Participants will:

• Identify the leadership stages principals experience, from "learning to swim" to "diving deep," and recognize the specific challenges associated with each stage; 
• Develop tailored strategies to support principals' growth; 
• Apply the "swimming stages" framework to reflect on and improve their own practices supporting principal development; and 
• Create actionable plans to address principal burnout, retention, and professional growth.

Design instruction that supports all learners — students with disabilities, multilingual learners, and those with varying academic skills — without lowering expectations. Meet the “layered cake” approach, a practical framework for building access at multiple levels: whole-class, small-group, and individual, leading to meaningful participation in grade-level learning.

Participants will:

• Understand the access continuum and its role in supporting all learners;
• Identify barriers in high-leverage tasks and opportunities for increased access;
• Apply the “layered cake” model to design or coach access at multiple levels; and
• Learn to integrate access strategies into instructional planning and coaching.

Effective leadership is crucial for school improvement, and principals thrive when supported by a comprehensive system that prioritizes their professional growth. Explore how districts can build a robust framework to surround principals with the tools, feedback, and mentorship they need to lead effectively, anchored in the Learning Forward Leadership standard.

Participants will:

• Delve into strategies for implementing a collaborative, feedback-driven approach to leadership development through interactive discussions and practical applications; 
• Identify key components of a standards-driven framework for principal evaluation and support and design strategies to implement ongoing feedback and mentoring systems for school leaders; and 
• Build sustainable support structures that empower principals to model and advocate for continuous improvement.

Connect with fellow professional learning and instructional leaders to share challenges, solutions, and strategies for understanding if the professional learning you’re providing is having an impact. Engage in structured networking activities and build lasting relationships while exploring proven-effective approaches to professional learning data analysis. New contacts in the professional learning space and new ideas to address your district’s challenges can strengthen next steps.

Participants will:

• Establish meaningful connections with fellow professional learnign directors seeking to understand the impact of their programming;
• Share strategies for achieving district-level goals through professional learning;
• Gather inspiration for ways to support building leaders, align proferssional learning with strategic priorities, spot engagement gaps, and much more; and 
• Build sustainable relationships to continue knowledge exchange beyond the conference.

Using the Leadership Compass assessment, identify which of four leadership styles you embody. Examine the strengths and weaknesses of this style, and explore ways to supplement weaknesses through cooperation with leaders who have complementary strengths. Discuss a series of leadership scenarios experienced by educators and collaborate across style categories to identify optimum leadership approaches that draw on everyone's strengths.

Participants will:

• Identify and understand their personal work/leadership styles so they can build more effective teams with colleagues who have complementary strengths; 
• Experience authentic advocacy work going on in states and analyze that work to identify ways in which it could be improved through an awareness of leadership styles; and 
• Pinpoint one issue in their current professional environment they could address through advocacy, in collaboration with other professionals.

Curriculum implementation takes a collaborative effort. Creating structures, establishing systems, setting expectations, and developing expertise are necessary for lasting change and improved performance. Discover a collaborative effort between school leaders, teachers, and a software development team, learning together to build coherent practices, alignment, collective efficacy, and measurable positive outcomes for all.

Participants will:

• Explore how an urban charter network — including leaders, coaches, and teachers — partnered to foster a culture of excellence through K-5 math curriculum implementation;
• Learn how data visualization tools and collaborative protocols were used to build teacher capacity in using evidence to support high-quality instruction;
• See the path leaders and educators used to co-develop systems to guide instructional decisions grounded in assessment data from the adopted curriculum; and
• Reflect on key components of successful curriculum implementation, including leadership, vision, and systems that promote measurable learning outcomes for all students.

Explore artificial intelligence and how it can be used to support and scaffold literacy skills. Understand the history and the infrastructure behind this technology, and how it can best serve today's school systems and classrooms.

Participants will:

• Learn ways AI can aid in building literacy skills; 
• Understand past and present AI usage with an eye to what's next; and
• Investigate tools that support strong literacy skill development.

Explore the complex work of responding to both the language and literacy development needs and the individualized education programs or 504s of multilingual learners with exceptionalities. Review one district’s success story regarding identification and program design for dually identified students.

Participants will:

• Define an asset-based approach to working with multilingual learners with exceptionalities; 
• Evaluate Universal Design for Learning-informed strategies that support affirming pedagogies and safe places for these students; and
• Apply or adapt Universal Design for Learning as a viable instructional framework to support all multilingual learners and create short-term and long-term action plans to enhance instructional and professional learning practices in their schools.

Discover how place-based learning empowers educators to connect curriculum with community and culture. Engage in hands-on activities to map local assets, design inquiry-driven projects, and amend curricula for broader learning.

Participants will:

• Learn to apply tools and frameworks to promote student-centered learning experiences; 
• Gain strategies to guide teachers in connecting curriculum to local stories, assets, and challenges, fostering authentic and meaningful learning; and 
• Create an action plan to implement place-based learning district-wide, empowering teachers to cultivate student leaders and build stronger connections between schools and their communities.

Shift the narrative of grading actions away from the culture of completion compliance and cultivate curiosity, risk-taking, and student ownership of learning. Reframe the model of grades for students and parents to emphasize growth-producing feedback, progress toward understood goals and targets, and seeking new challenges.

Participants will:

• Explore grading practices that honor students’ experience, encourage risk-taking, and promote a culture of growth and challenge;
• Recognize the need for alignment between research and evidence to grading practices at the school and classroom level;
• Determine the current reality of four core actions in your school that can drive impact into grading and feedback; and
• Discuss commonly held beliefs which can impede effective classroom practice.

Enhance student learning through a cohesive, standards-aligned, and research-based approach to instructional planning. Prioritize student outcomes through enhanced districtwide resources surrounding a shared vision and common language of instruction. Engage teachers in meaningful collaboration, deepening their understanding of content standards, addressing potential student misconceptions, and practicing evidence-based strategies with peers to foster clear, measurable student outcomes and a unified commitment to high-quality, impactful instruction.

Participants will:

• Examine current planning practices and identify needed operational shifts to leverage facilitation and resources in order to ensure planning time is valuable, effective, and leads to measurable improvements in student outcomes;
• Explore collaborative learning experiences focused on subject matter, standards, and evidence based pedagogy;
• Acquire a systems approach for leading and supporting teachers to implement a common vision of instruction through the development and implementation of clear, tangible resources; and
• Develop strategies for leading teachers in reflective and focused high-quality instructional planning and delivery across the school and district.

Discover how to use a research-based thinking routine to enhance student success in math and measure problem solving skill development through a supportive lens. Learn how to design a professional learning collaboration that supports high-quality instructional materials accessibility and empowers teachers with strategies to engage all learners.

Participants will:

• Practice routines for improving problem solving skills within lessons aligned to high-quality curricula; 
• Access templates to support student reflection on rubric scores, self-assessments, and educator feedback; and
• Understand teacher, coach, and administrator competencies and strategies for scaling and sustaining instructional practices.

Much attention is given to intervention and remediation in an effort to close learning gaps. When many students aren't achieving lesson outcomes, we need to take a closer look at Tier One/core instruction. Learn how to plan lessons with impactful strategies proven to maximize student learning.

Participants will:

• Build an understanding of research on key instructional influences and reflect on how they can be used to maximize student learning; 
• Understand how to plan before, during, and after strategies in lesson planning; and
• Reflect on their current practices to identify where they can grow to improve student learning in their schools.

Explore the development and sustainability of a rural regional mentor program, with strategies for training effective mentors, fostering collaborative professional learning opportunities for both mentors and new teachers, and utilizing assessments to track the growth of new educators.

Participants will:

• Gain insight into how to structure long-term, sustainable mentorship and new teacher support programs; 
• Explore actionable strategies, tools, and frameworks for supporting mentors and mentees that can be applied in a variety of educational settings; and 
• Understand how to track teacher growth through pre- and post-assessments and how to use data to refine support systems for new teachers.

Are your students building foundational knowledge, wrestling with disciplinary concepts, and applying their skills and understanding to new contexts? Do your teachers have routines and strategies for building surface, deep, and transfer learning, as well as the dispositions needed for rigorous thinking? Learn high-impact instructional strategies and coaching techniques that will make rigorous routines sustainable.

Participants will:

• Explore research concerning surface, deep, and transfer learning, habit science, high-leverage instructional practices, and instructional coaching; 
• Experience, facilitate, and coach several four-step instructional strategies and hear students discuss the impact of these strategies on their learning; and 
• Discover ways to collect and analyze impact.

How can we reverse the downward spiral of the mental health of our students? Teachers model the emotional regulation strategies and competencies for students, so it is important to empower any teacher or school or district leader to embed evidence-based wellness skills inherent in emotional intelligence into already existing daily classroom routines and state-standards-aligned curricula.

Participants will:

• Take home, and be able to implement, one practical, evidence, research and brain-based strategy that increases all staff and students’ overall wellness; 
• Embed CASEL SEL Competencies and Executive Function skills inherent in emotional and social intelligence into already existing classroom routines; and 
• Choose from a wide range of measurement tools to take back to their districts to measure and progress monitor staff and student learning and application of all wellness approaches.

Learn about the Leadership Academy’s unique Facilitative Competency-Based (FCB) Coaching approach. Experience how the coaching model fosters self-reflection and adaptive leadership growth, leading to meaningful and sustainable organizational change. Practice fundamental coaching skills and consider applications within your own context. 

Participants will:

• Understand the essential elements of a facilitative competency-based coaching approach; 
• Reinforce fundamental coaching skills to foster adaptive leadership growth; and 
• Practice coaching skills and consider applications within your own context.

Discover how a transformative partnership between New Leaders and a public school system enhanced administrator effectiveness for reaching all students. Explore research-backed coaching and workshops rooted in the Transformational Leadership Framework™, empowering assistant principals to drive instructional improvements and create comprehensive school cultures.

Participants will:

• Understand key components of effective administrator leadership development and their impact on student outcomes; 
• Identify strategies for building strong partnerships between school districts and external organizations to enhance leadership capacity; 
• Develop actionable approaches for integrating responsive practices and access into leadership development; and 
• Examine personal perceptions and create strategies for realigning leadership decisions.

Participate in hands-on activities and reflective discussions to uncover assumptions and their impact on teaching and relationships. Analyze real-world scenarios, explore personal perspectives, and develop strategies to foster empowering classrooms.

Participants will:

• Define and differentiate key terms as they relate to education;
• Reflect on personal perspectives and assumptions about students, colleagues, and families;
• Engage in case studies and group discussions to evaluate the impact of their perspectives in decision-making and interpersonal interactions; and
• Identify actionable steps to rethink teaching practices and school community interactions to ensure that practices benefit all students.

Discover effective strategies for observing novice teachers and providing constructive, immediate feedback, promoting teacher self-reflection, and encouraging continuous improvement. Empower new educators to analyze their practice and grow through focused, real-time response.

Participants will:

• Gain best practices for analyzing and responding to novice teachers' instructional practices;
• Learn how to incorporate video into the observation process, allowing novice teachers to reflect on their teaching and identify areas for improvement; and 
• Develop skills to provide immediate, specific, and constructive feedback that helps novice teachers understand their strengths and areas for development.

Discover how the EDGE (Educational Design Geared towards Experience) program transforms K-12 learning through challenge-based, experiential education. Created in collaboration with regional business and university partners, this initiative equips all students with essential skills for future postsecondary success.

Participants will:

• Explore innovative principles in challenge-based, experiential learning;
• Analyze how K-12 partnerships with businesses and universities enhance student learning, achievement, skill-development and career readiness;
• Identify key strategies for implementing experiential learning opportunities in various educational settings and evaluating progress through student defenses of learning; and
• Plan to integrate these types of practices and the five components of a challenge into their own curriculum and professional learning initiatives.

Reimagine mentorship by focusing on hospitality and creating a culture of connection, care, and belonging. Discover how this approach has enhanced teacher confidence, promoted mental health, and increased retention, while also improving instructional practices in one district.

Participants will:

• Reflect on their current mentoring and school culture practices and evaluate the impact of teacher shortages and attrition on their context; 
• Explore the intersection of high-quality instructional practices and hospitality; and 
• Access tools to redesign mentoring programs and infuse hospitality into their schools.

Explore how artificial intelligence enhances teaching and learning by promoting personalization and deeper learning. Engage with AI tools that streamline instruction, reduce administrative tasks, and foster collaboration among educators.

Participants will:

• Examine how AI can enhance student engagement, personalize learning experiences, and addressing varied learner needs; 
• Explore AI applications that maximize their time for deeper learning experiences;
• Create actionable strategies for integrating AI into their schools or districts, ensuring transparency, data privacy, and responsible AI use in alignment with the Stadards for Professional Learning; and 
• Engage with case studies and emerging data from real-world applications of AI in schools, gaining evidence-based insights to drive informed decision-making and policy development.

Discover how one district designed and launched an instructional coaching model that transformed teacher and principal practice and focuses on student-centered learning through a clear vision, collaborative purpose, and defined roles. Build actionable strategies to create scalable coaching systems, from impactful meeting routines to personalized learning and reflective practices, that foster staff development and align with continuous improvement.

Participants will:

• Articulate a shared vision and collaboratively establish coaching roles and processes aligned to district goals, professional learning standards, and continuous improvement strategies;
• Explore innovative, evidence-based strategies, including meeting protocols, data-tracking suggestions, and reflective practices, to build coaching models that advance teaching and learning;
• Gain practical tools to personalize professional learning for coaches, foster collaborative problem-solving, and implement reflective practices that enhance teacher and principal efficacy; and
• Learn to identify data needs and feedback loops to measure the success of coaching systems and drive sustainable changes in educator and student outcomes over time.

Discover how one school system increased teacher satisfaction and retention by over 20% in one year by reimagining their mentoring model and focusing on success for all. Explore tools and strategies used by professional growth specialists to cultivate belonging and community, deepen professional practice, and support new teachers’ growth.

Participants will:

• Recognize how restructuring support systems can enhance new teacher satisfaction and retention; 
• Identify and prioritize the most critical needs of new teachers to ensure targeted, effective professional learning; 
• Explore effective and innovative graphic organizers and protocols that support continuous growth through mentoring and induction; and 
• Adapt and apply resources to meet the specific needs of their school division to promote collective efficacy.

How can school districts design and implement high-quality professional learning experiences that equip teachers to meet all learners? Explore how educators implement a Learning Design process that is a standards-focused, evidence-based approach to designing unique thinking-learning experiences for students.

Participants will:

• Understand the definition of rigor and cognitive engagement as a product of the five design elements of the Powerful Task Matrix; 
• Be equipped with practical strategies for measuring and improving the impact of teaching and learning through analyzing student work; and
• Recognize how and when technology has the most significant impact on thinking and learning.

Imagine leading a learning experience where participants make meaningful connections, encounter surprising shifts in their thinking, and leave inspired to explore further. Successfully implemented across preK-20 and adult education settings, the Challenge Mosaic is a powerful tool that consistently generates meaningful "aha" moments and lasting mindset shifts.

Participants will:

• Explore the Challenge Mosaic structure; 
• Discover the neuroscience foundation of the Challenge Mosaic and how educators and professional learning facilitators can utilize the structure to enhance learning and encourage shifts in beliefs and practices; and 
• Develop adaptive expertise in designing learning experiences for both students and educators.

Differentiated instructional coaching can impact student and teacher engagement by strengthening curriculum implementation and empowering teachers to refine instructional practices. Learn how one urban school, supported by Scholastic, uses data-driven strategies to design sustainable professional learning and enhance reflective coaching.

Participants will:

• Learn new approaches for collaborating with school leaders, coaches, teachers, and external partners to create a sustainable system of professional learning focused on success in early learning classrooms; 
• Gain techniques to guide teachers through implementation of a new preschool curriculum and instructional practices; 
• Share strategies for managing ongoing data collection, analysis and use to differentiate professional learning and coaching support; and
• Practice analyzing data and evidence gathered from classroom observations and teacher feedback to inform the design of professional learning and focus for coaching support.

How do you know your students are learning deeply? Deep dive into designing measurement systems that provide insight into core concerns, and create a simple set of measures to improve learning experiences for your students and teachers.

Participants will:

• Explore a current problem of practice in their own context and develop a measurement tree to track improvement; 
• Create a focused set of actionable measures; and
• Mock-up a data dashboard and data routine to evaluate progress to take back to their own systems.

Learn to use Kotter’s 8-Step Process framework for leading change in your school or district. Engage in innovative strategies that will help you communicate urgency, build a guiding coalition, develop a shared vision, address resistance, and engage educators in professional learning that addresses both the head and heart.

Participants will:

• Gain a broad understanding of Kotter's 8-Step Process as model and how it intersects with the Standards for Professional Learning; 
• Examine why people are inherently resistant to change and how leaders can use effective strategies to overcome this barrier; and 
• Leave with a plan for applying the model to successfully lead and manage change for school improvement.