A professional learning series, designed to address the characteristics of effective instructional leadership, through the alignment of observation, formal evaluation and targeted feedback/supports. As a result, we aim to grow skill sets in instructional diagnostics and treatment planning for increased teacher/leader proficiency and improved student achievement.

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This learning series surfaces the predominance of bias in instructional practice and illuminates the connection between historical context and current reality. Triangulation of disaggregated data across sub-populations will serve as the catalyst for candid discussion regarding student response to problematic practice. A collaborative action model serves as the framework to support the learning goal of equity plan development for educational transformation.​

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This learning opportunity increases parental knowledge of standards, assessment and instruction and acclimates parents with their role as advocate. There is an emphasis on parental engagement, inside and outside of the instructional setting. Parents participate in learning experiences geared toward navigating academic conferences and meetings across a variety of education stakeholders. We thoroughly unpack the importance of cascading communication as a primary tool for advocacy.

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Aimed at enhancing self-awareness for increased student participation in the educational process. Discovery learning regarding mindset and reflection will serve as the foundation for understanding student roles in the teaching and learning cycle. Students will identify their primary approaches to learning; connected to brain-based theory. In addition, participate in structured conversations regarding student perspectives in education. We will engage in goal setting for self-improvement and strategize for personal and academic growth. Instructional content is modified for grades K-12.