• Become familiar with the Center for Reaching & Teaching the Whole Child’s Social, Emotional, & Cultural Anchor Competencies Framework and its application to classroom practice and school context and culture.
• Learn how the Minneapolis Public School Academy has woven the framework into the pipeline of teacher readiness and school climate that supports academic achievement and students’ and teachers’ ability to thrive;
• Engage in activities that demonstrate how the framework provides a road map to strong teacher preparation, ongoing development, and positive school climate and culture that can impact teacher retention;
• Discuss what is needed to sustain the integration of social, emotional, and cultural competencies in schools beyond the initial professional learning experience.

• Understand the principles of responsive curriculum design needed to promote opportunities to learn by infusing rigorous content with an assets-based approach;
• Be equipped with practical strategies for designing and implementing flexible curriculum structures that promote inclusivity and engagement; and
• Apply principles and tools to develop customized learning experiences tailored to students' needs, ultimately enhancing student learning.

• Gain the knowledge and skills to design units or projects that foster transformative learning experiences for students;
• Have tangible units or projects ready for implementation;
• Internalize liberatory practices and integrate them into their teaching approaches; and
• Be equipped to lead conversations and initiatives within their educational communities, advocating for and implementing practices that honor the whole humanity of young people.

• Explore tools, structures, and protocols to move the focus from teacher behaviors to transforming teachers’ practice by examining their beliefs and testing their assumptions;
• Develop your capacity (knowledge, skills, dispositions, and practices) to deepen your expertise to impact learning through coaching even when it’s a difficult conversation;
• Practice coaching in a laboratory setting with a client who is facing an authentic challenge with the intent to shift their perspectives and thinking about the situation; and
• Experience being coached about a challenge you are encountering in a safe space.

• Define the steps of the evaluation process;
• Assess the evaluability of an existing professional learning program (outcomes defined as KASAB, standards of success, indicators of success, theory of change);
• Revise professional learning core components to increase evaluability, if needed; and
• Construct an evaluation framework (data sources, data collection methods, data analysis techniques, timeline) for your own professional learning program or a simulated one to answer the evaluation questions.

• Explore how our current systems are designed to create obstacles to using data for liberation;
• Discover the nuanced stories hiding in your data;
• Reimagine how data informs equity-focused change initiatives; and
• Facilitate more equitable conversations around data so you can translate data insights into action.

• Explore factors trustworthy evidence shows do and do not contribute to the effectiveness of professional learning;
• Learn the five levels of evidence that are essential in evaluating professional learning practices and experiences; and
• Develop strategies for planning effective professional learning experiences that impact teaching practices and result in improved student performance.

• 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.

• 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 your 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.

• Explore a framework for designing and facilitating powerful professional learning that is directly aligned to the 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 the future design of high-quality professional learning.

• Apply coaching skills, tools, and activities to a variety of situations;
• Demonstrate foundational coaching skills; and
• Explore ways to leverage a coaching mindset in a variety of contexts.

• Explore a research-based coaching cycle that can be used in professional practice;
• Learn about PEERS goals and what research says about goal setting;
• Determine how to gather engagement and achievement data that can be used for goal setting; and
• Understand why instructional playbooks are essential and how to create one.

Recommended book: https://instructional-coaching-group.myshopify.com/products/the-definitive-guide-to-instructional-coaching

• Understand the types of change initiatives we lead and the response and stress resulting from each type;
• Examine the reasons why individuals may appear resistant to supporting and enacting better practices; and
• Learn to maintain a supportive partnership role that communicates respect while still resulting in widespread change and impact.

• Deepen knowledge of dignity and belonging;
• Acquire an improvement process to ensure accountability for providing the conditions that people need to thrive in work and in school; and
• Enhance capabilities to collect and use perception data to identify a problem of practice and address the problem with dignifying actions to ensure people have the opportunity to perform at their best.

• Practice applying the mindsets and modes of Liberatory Design to a systemic problem of practice in your context;
• Imagine ways to build leadership models that are inclusive, liberatory, and collaborative; and
• Learn practical and meaningful ways to engage the community in co-designing solutions to local equity challenges.

• Discover the correlation between humor, optimism, games, and increased immunity;
• Gain understanding of the importance of quality nutrition, exercise, and sleep to support physical well-being; and
• Learn how to create a classroom that engenders optimal student success.

• 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;
• Support the meaningful implementation of high-quality instructional materials through team learning;
• 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.

• 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.

• Gain a deep understanding of the content and structure of the Standards for Professional Learning;
• Apply the concepts in the standards to your role, responsibilities, and context by engaging in interactive and collaborative activities; and
• Leave with strategies and resources that support individual and collaborative professional learning growth around the standards.

• 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.

• Embrace the fundamental truths of leadership;
• Collaborate to build a common vision of leadership practices and outcomes; and
• Explore a model of capacity building that meets the needs of individual team members in the pursuit of excellence.

• Engage in core, structural, and functional design features and enabling conditions of curriculum-based professional learning and consider implications for your work;
• Examine a case study and video using a framework for curriculum-based professional learning;
• Consider roles and responsibilities for putting into action the elements of curriculum-based professional learning; and
• Apply the framework to assess current practice and make plans for next steps.