Available for any size audience from large multi-district waiver days to small rotating groups of a few teachers at a time during the school day.
Customized PD seminars are planned after a dialogue with district team leaders with step-by-step sustained support plans.
Choose from a variety of seminar topics designed for administrators or educators.
Before spending another dime on Tier Two or Tier Three intervention materials, stop and focus on Tier One! Support systems begin in the general education classroom. We will explore instructional and assessment practices using quick progress monitoring checklists and then learn how to incorporate intervention blocks into the typical day or learning period. Staff will become fluent with ongoing data collection and continual assessment. Differentiation becomes a natural response to the progress monitoring. A systematic framework will be designed and utilized school-wide to address challenges. Included in this MTSS framework will be tiers of interventions that can be amplified in response to levels of need. MTSS tiers help schools to organize levels of support based on intensity so that students receive necessary instruction, support, and interventions according to current data. Your team will become experts at the problem-solving model!
District administrators and coaches who serve as instructional leaders are powerful change agents. We will build their capacity to lead with discussions on climate, evidence-based practices, and practical ways to recognize and encourage engagement and rigor. When empowered with the right questions, instructional leaders can ensure that students are learning and also have a systematic plan in place when they are struggling.
We live in a data-rich educational environment; therefore, instructional leaders must know how to teach their teams to actually use this data to make instructional decisions. Effective systems of support depend on leadership; let's put a plan in place.
In-service or professional development sessions, as well as follow-up sessions, goal setting and monitoring, surveys, guided reflections, and continuous feedback are available. Leadership learning seminars are customized to your needs.
Practical tools and templates are available and ready to use!
Contact Carri today, and start planning for tomorrow. 330-904-3710
Growth mindset is more than grit and open-mindedness. Growth mindset is the belief that effort will result in necessary change or growth. Without the desire for change, or the belief that growth is possible, there is no effort. Teachers need to understand the “why” behind district initiatives before they expend their efforts. We will learn the importance of research, desired outcomes, and why we are asking for instructional change.
For educators, we will look closely at the need to recognize student “buy-in” and effort. Students who work hard yet continually fail to see growth eventually stop working. Often, teacher assessment practices are counterproductive to the growth mindset of learners. Celebrating small successes and providing multiple opportunities to show mastery result in higher student engagement and growth.
We will explore the power of “Not Yet” and the learning climate on student achievement. These growth mindset sessions move beyond the commonly used sports-star analogies highlighting grit and perseverance. We will take an honest look at the realities and implications of growth mindset and student learning.
Tools will be provided to support retakes, teacher midframes, and student growth.
A Problem-solving mentality can change your district!
Build the capacity of educators to become active change agents in their classrooms and throughout the building. Staff will learn how to turn collaboration into action by using practical tools and guiding documents that make every meeting purposeful and actionable.
At team meetings, staff meetings, and TBTs, educators will use structured templates and guiding tools to identify what students need to know, determine how they will know if learning occurred, and decide what to do when students have not yet learned it.
Every meeting should lead to action. Teachers should leave knowing what they will do differently, what they will look for, and how they will know whether the change made a difference.
Through collaborative goal setting, SMART goals, measurable success criteria, formative practices, data conversations, and shared problem-solving, educators build the knowledge and confidence to make informed instructional decisions.
The goal is to move teams from “meeting about the work” to “meeting to change the work.” Rather than everyone simply doing their own thing, educators build shared knowledge around best practices, examine evidence, respond to student needs, and take purposeful action.
Whether your team is just beginning TBTs, strengthening an existing process, or simply needs a review and reminders, our practical strategies, reusable tools, and guiding documents help make continuous improvement part of your regular routine.
Build Change Agents. Make Meetings Actionable. Change Instruction. Improve Student Learning.
Both teachers and students benefit from an intentional focus for each lesson. Teachers will explore how to identify the goals and success criteria of their lessons, know how well all students in their class are progressing, and know exactly where to go next.
There is such an impactful difference between rolling through a chapter or curriculum versus choosing a daily standard or target of focus with clearly identified success criteria for the lesson. Intentional teaching is strategic and measurable. It is more than just placing an “I Can” on the board.
We will discuss how to ensure that instruction is aligned to the intended curriculum from the state. Educators will practice identifying the standard of focus and prioritizing specific parts of the lesson, while understanding that not everything they have used in the past is necessary.
John Hattie’s research on the high impact of clarity and student growth will be explored. We will explore how to teach with a clear target, how to break that target down into attainable subskills, and how to naturally assess the progression toward the learning goal.
Feedback and intervention needs become apparent when educators are teaching and assessing with clarity.
Tools are provided for planning, teaching, and assessing with clarity.
Additional Educational Professional Development is available, provided by associates. Contact with specific needs and Instructional Growth Seminars and Support will suggest presenters and coaches for your team!
Contact Instructional Growth Seminars and Support: