Strategic planning is the bedrock of every common-interest community. Without strategic planning, the community will never know where it is going—much less know if it got there. Moreover, strategic planning is a disciplined effort orchestrated to produce fundamental thought and action. This workshop will engage participants in the process of: identifying the wellness of the district/state; developing a meaningful mission and vision directly linked to a finite number of measurable objectives; defining operational values and parameters; determining organizational needs (strengths and critical weaknesses); prioritized actions and strategies; action plans; and identify steps for continuous improvement.

The efforts of educators can have a significant impact on student achievement. In fact, educators who: (1) focus on learning, rather than teaching; (2) recognize the dynamic power of collaboration; and (3) judge their effectiveness based on results will become the teachers and leaders that our schools deserve. This workshop will equip teachers and teams of teachers with the tools and framework for building and sustaining high functioning, reflective, results-oriented teams.

Data analysis has become the cornerstone of effective educational leadership; however, districts have yet to build a culture that purposefully connects data analysis and authentic accountability. The consequence of bona fide data analysis that extends beyond a superficial examination of student performance measures should impose vertical articulation and an evolving cycle of studying, planning, and action. This workshop will expose participants to research-driven theories and practices designed to forge an inextricable link between triangulated data and professional responsibility.

High-quality, needs-based professional development is only as good as the delivery system in place to disseminate the content of the professional development to the intended recipients without the loss of the original message and meaning. To the detriment of district outcomes, professional development, generated by good intentioned, highly-qualified central office personnel, seldom reaches the people who need it most; school leaders and teachers. This workshop will expose participants to the roadblocks commonly associated with this systemic, yet manageable challenge and set participants on the course for approaching this pervasive issue strategically.

The complexity of the new internationally benchmarked standards for the major content areas require that teachers and school leaders have unobstructed access to content and grade-specific curricular tools to plan, deliver, and effectively evaluate instruction. This workshop will engage participants in the process of developing a network of interconnected curricular, instructional-delivery, and assessment tools necessary to advance student achievement and school improvement precipitously.

The Texas Essential Knowledge and Skills set clear expectations for composition. As students transition to college and careers, they must have the ability to compose, revise and edit a variety of written texts with a clear, controlling thesis, coherent organization, sufficient development, and effective use of language and conventions. In fact, writing tasks will be used extensively to measure student understanding of the myriad of complex skills represented in the standards. School leaders and teacher leaders must have the tools to support writing instruction in their buildings across the content areas and grade levels. This workshop will prepare school leaders to support teachers in a concerted effort to build student capacity to compose coherent and well-structured texts with adherence to grade-specific expectations.

As a natural outgrowth of meeting the charge to define college and career readiness, the Common Core Standards provide expectations for what it means to be an effective writer. In fact, writing tasks will be used extensively to measure student understanding of the myriad of complex skills represented in the standards. This workshop will prepare district and state leaders to support site-based leaders in their effort to build student capacity to compose coherent and well-structured argumentative, informative/explanatory, and narrative pieces with adherence to grade-specific expectations.

The Common Core Standards place a strong emphasis on the role of text complexity in evaluating student readiness for college and careers. For far too long, school leaders have been asked to ensure that students are consistently exposed to rigorous instruction with out the provision of tools to make the discussion actionable. This workshop will build district and state-level leaders’ capacity to, not only, promote the use quantitative, qualitative, and reader & task considerations to qualify and select appropriate texts for daily classroom instruction, but also to promote and replicate rigor in daily instruction.

This wave of school reform from the middle grades to collegiate study requires that students are able to approach disciplinary-specific texts with the skill of a trained expert in the field of study. This workshop will build district and state leaders’ capacity to support teachers and school leaders in the process of infusing discipline-specific comprehension strategies into daily instruction and ensure that students are consistently exposed to a variety of discipline-specific texts reflective of collegiate study and career-related performance tasks.

Once it has been determined what students should know and be able to do, it becomes incumbent upon the leadership of the district or state to provide teachers and school leaders with tools to deliver quality instruction and administer formative and summative assessments aligned with both the scope/sequence and the demands of the curriculum. This workshop will equip district and state leaders with the tools necessary to:

  • Design standards-based curricula
  • Evaluate current and proposed curricula
  • Analyze and plan for the direct impact of curricula on instructional practice and subsequent professional development
  • Design standards-based assessments
  • Evaluate current and proposed assessments