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Archive Webinars

Teach Like Yourself: Why Your Students Need You to Be You

Monday, November 26, 2018 - 3:30pm

Presented by Gravity Goldberg

In this time when everyone seems to have an opinion or quick fix for what teachers need to do, it is time to hold on even tighter to your own core values and beliefs. When you are your most authentic teacher self you give permission for your students to be the same and the real work of learning can happen. Your students don’t need scripted lessons or gimmicks. They need you to align your teaching practice to your core values, build balanced relationships, drive your own professional growth, and practice self-care. Attend this webinar from Gravity Goldberg for special insight on how to use your gifts to be the teacher you’re uniquely intended to be.


Teacher Clarity: Making Learning Visible for Students

Tuesday, November 13, 2018 - 3:30pm

Presented by Douglas Fisher and John Almarode

With an effect size of .74, which is well above average, teacher clarity is low-hanging fruit when it comes to students’ learning. We can choose to increase clarity tomorrow and reap the benefits. Just ask Doug Fisher, coauthor of The Teacher Clarity Playbook, and John Almarode, coauthor of Clarity for Learning. Teacher clarity just requires that you know what students need to learn, communicate learning intentions and success criteria to students, and deliver lessons in a coherent way so students will learn more. Attend this webinar for expert insight on how to get started.


Building a Foundation for an Effective Social-Emotional Tiered System

Monday, November 5, 2018 - 3:30pm

Presented by Jessica and John Hannigan

Put this webinar at the top of your list if you’re in search of special insight on how to create effective social-emotional behavior systems: Tier 1 (school-wide), Tier 2 (targeted/at-risk), and Tier 3 (individualized) in schools. Authorities Jessica and John Hannigan will provide practical definitions, markers, rubrics, and samples for educators on ways to incorporate or refine existing social-emotional practices in each tier of intervention—all in service of supporting a culture of RTI/MTSS and alternative school discipline.