Archive Webinars

Presented by Kateri Thunder, John Almarode, and John Hattie

Early childhood education is a place where we have the opportunity to start teaching and learning on the right path from the very beginning. How should we spend our precious time with these young learners? Our decisions as educators matter in early childhood

Presented by Dr. Debbie Silver

“How do I motivate these learners?” is a perpetual enquiry among parents and educators striving to improve student performance. The better question, of course, is how do we get them to motivate themselves?

Presented by Ken O'Connor

The basic principles of grading for learning didn't change because of the pandemic, but we learned some valuable lessons from pandemic schooling. This webinar with Ken O'Connor will focus on how to grade for learning through CALM grading and what pandemic schooling showed that we should continue, what we should stop, and what we should start.

Presented by Andrea Honigsfeld, Maria G. Dove, Audrey Cohan, and Carrie McDermott Goldman

What does equity for multilingual learners (MLs) mean in post-pandemic schools? This webinar will build on the authors’ recent publication that addresses how educators, on the one hand, can recognize their students’ cultural and linguistic identities, backgrounds, multiliteracies, and complex experiences and, on the other hand, how they can engage in critical collaborative practices that champion equity for MLs.

Presented by Doug Fisher, John Almarode, Kateri Thunder, and Olivia Amador Valerio

To capitalize on the potential impact of teacher clarity on student learning, we must develop and share high-quality success criteria that define what success looks like for each and every learner in our schools and classrooms. In this webinar series, we will move beyond just learning intentions and take a deep-dive into how best to support the development and implementation of high-quality success criteria. We’ll also explore how teacher clarity ensures teaching that is organized and intentional with transparent expectations.

Presented by Doug Fisher, John Almarode, Kateri Thunder, and Olivia Amador Valerio

To capitalize on the potential impact of teacher clarity on student learning, we must develop and share high-quality success criteria that define what success looks like for each and every learner in our schools and classrooms. In this webinar series, we will move beyond just learning intentions and take a deep-dive into how best to support the development and implementation of high-quality success criteria. We’ll also explore how teacher clarity ensures teaching that is organized and intentional with transparent expectations.

Presented by Victoria E. Romero, Amber N. Warner, and Justin Hendrickson

Race is always sitting in the classroom. Systems change when the people in them change. As schools engage in courageous conversations about how racialization and racial positioning influences thinking, behaviors, and expectations, many educators still lack the resources to start this challenging and personally transformative work.

Presented by Diane Staehr Fenner and Mindi Teich

Sponsored by Corwin
The statistics are sobering: now that lockdown is behind us, we can expect one out of three students to return to in-person learning showing signs of mental or emotional distress. For our multilingual learners (MLs), the numbers are even more staggering.

Presented by Deb Diller

Too many decisions, limited time for planning, students reading at many different levels? Examine the why, what, and how of small group literacy instruction with Debbie Diller, a trusted educator with more than four decades of experience.

Presented by Peter DeWitt

Collective leader efficacy (CLE) is a shared conviction among a school leadership team that they can improve the learning environment for all students. Unfortunately, many school leadership teams lack this conviction. In this presentation, Peter DeWitt, E.D. provides the research, explains the drivers, and engages participants in the cycle of inquiry that will help leadership teams develop collective leader efficacy as a leadership team.

Presented by Doug Fisher and John Hattie

Harness the power of collective efficacy to accelerate students’ learning.  Do your students understand the potential of collaborating with others?  Do they believe that they will learn more if they develop both “I” skills and “We” skills? 

Presented by Glenn Singleton and Melissa Krull

This webinar is hosted in partnership with EdWeek. While the COVID-19 pandemic continues to reveal systemic racial disparities in educational opportunity, there are revelations to which we can and must respond. Through conscientious efforts, using an intentional focus on race, school leaders can address these inequities and create the conditions for every student to achieve at high levels.

Presented by Kendra Johnson, Tracey Durant, Lisa Williams, Sharone Brinkley-Parker, Kandice Taylor, and Johari Toe

This webinar will challenge participants to consider: how does your organization determine how it needs to improve and transform; and what are the consequences of the choices we make as it relates to the organization's health and productivity?

Presented by Karen Karp, Sarah Bush, Barbara Dougherty, and Hilary Kreisberg

This fall is an ideal time for schools and districts to take a more cohesive, collaborative, and community-oriented approach to mathematics learning. Discover the benefits of working closely with colleagues through a Mathematics Whole School Agreement (MWSA) and the advantages that partnering with families has on children’s mathematics development.

Presented by Glenn Singleton and Melissa Krull

This webinar is hosted in partnership with EdWeek. While the COVID-19 pandemic continues to reveal systemic racial disparities in educational opportunity, there are revelations to which we can and must respond. Through conscientious efforts, using an intentional focus on race, school leaders can address these inequities and create the conditions for every student to achieve at high levels.

Presented by Nancy Frey and John Almarode

Understanding how learning works helps us make decisions that move learning forward in our schools and classrooms. Over the past 150 years, cognitive scientists have generated amazing research on how our students acquire, consolidate, and store information. This webinar provides an overview of the science of learning and how to translate that science into classroom practices that increase student learning.

Presented by Douglas Fisher, Nancy Frey, and John Almarode

Tutoring is much more than telling students information. Effective tutoring begins with the strong and caring relationship a tutor establishes with a learner to build trust, fuel motivation, and drive critical learning.

Presented by Douglas Fisher, Nancy Frey, Dominique Smith, and John Hattie

For Doug Fisher, Nancy Frey, Dominique Smith, and John Hattie, rushing back to the “old normal” may very well be the “greatest travesty that can arise for our schools.” Because the “old normal” won’t accelerate learning, won’t reignite engagement, won’t restore social-emotional well-being. Instead, we should draw on the many lessons learned so we can take advantage of this unprecedent moment in time to create better systems for schooling.

Presented by Simon Breakspear

In this research-informed and highly practical webinar, Simon will provide fresh insights and a new approach to support teacher professional learning. The Teaching Sprints approach is used by hundreds of schools and thousands of educators to engage with robust evidence and enhance expertise. Come and explore how this simple and effective approach might help you to enhance the impact of your teacher collaborative time/PLCs.

Presented by John Hattie, Dominique Smith, Douglas Fisher, and Nancy Frey

Fifteen months since the pandemic tested and tested again our school systems, we now face the biggest test of all: Where to next? Is it enough to rush back to the “old normal” without benefiting from the many lessons learned? Will the “old normal” accelerate learning, reignite engagement, restore social-emotional well-being?

In their upcoming Rebound webinar, presenters Doug Fisher, Nancy Frey, Dominique Smith, and John Hattie offer a resounding “No!” Instead, they demonstrate how to take advantage of this unprecedented opportunity to reboot teaching and learning as we know it so we can move forward with fresh optimism and better systems for schooling.

Presented by Sydney Snyder and Diane Staehr Fenner

Culturally responsive teaching (CRT) is an essential practice to equitably educate multilingual learners (MLs) and support ML families. However, understanding what CRT looks like when implemented in schools and classrooms, especially in distance learning and hybrid environments, can be challenging to pin down. In this webinar, we will focus on sharing practical, research-based look-fors, tools, and strategies that you can use to integrate CRT for MLs. Join us for an engaging, interactive session to get new ideas about how CRT can become an integral part of your practice no matter what your instructional model looks like this year.

Presented by Jackie Walsh

Student questions support visible learning by engaging students in authentic discussion and providing teachers feedback about where students are in their learning. Yet student questions are largely absent from most classrooms today. Join author Jackie Walsh to learn how to create an environment, cultivate mindframes, and intentionally design experiences to develop student capacity as skillful, purposeful questioners. This interactive session includes video clips spotlighting students using four question types—self-questions, academic, exploratory, and dialogic—to advance different learning outcomes and increase students’ ownership of their learning.

Presented by Shane Safir, Dr. Jamila Dugan, Chris Emdin, and Jal Mehta

Street data is the qualitative and experiential data that emerges at eye level and on lower frequencies when we train our brains to discern it. Street data is asset based, building on the tenets of culturally responsive education by helping educators look for what’s right in our students, schools, and communities instead of seeking out what’s wrong. Street data embodies an ethos and a change methodology that will transform how we analyze, diagnose, and assess everything from student learning to district improvement to policy--offering us a new way to think about, gather, and make meaning of data. Join us for this dynamic webinar as authors Shane Safir and Jamila Dugan lay out their transformational model.

Presented by Dr. Trudy T. Arriaga, Benjie Howard, Grant Twyman

We are in the midst of a triple pandemic: COVID-19, inequities exposed through distance learning, and increased urgency around racial justice. Educational leaders are called to serve the needs of our most vulnerable and marginalized students and families, and at the same time we are obligated to navigate invigorated pushback and misinformation regarding equity, inclusion, and excellence in public education. This webinar provides strategies for growing an expansive consensus among teachers, parents, building leaders, school boards, community leaders, students and local media — a consensus that empowers courageous, long-term equity work. The webinar will be led by Corwin Deep Equity experts and superintendents and EDI professionals.