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Presented by Maurice J. Elias

In order to develop SEL competencies in our students, we must be able to assess them and provide feedback for building these skills. In this webinar, bestselling author Maurice Elias will discuss why and how schools must attend to "The Other Side of the Report Card" if we are to successfully prepare students for the tests of life - not a life of tests.

Presented by Douglas Fisher, Nancy Frey, & John Hattie

The return to schooling for the 2020-21 school year is proving to be unlike any other we have witnessed. The field is learning about what works and what doesn’t in distance learning at breakneck speed. School leaders are looking for ways to lead, not just manage. Teachers need guidance about effective practices in virtual environments. Parents want to help, but don’t always know how and may not be well resourced. .

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

Corwin and NWEA are proud to present a special panel discussion with Douglas Fisher, Nancy Frey, John Hattie, and Chase Nordengren on the school leader’s role in leading instruction and assessment in distance learning. Join moderator Dominique Smith as we discuss how schools can use specific instructional strategies and assessment tools to meet the needs of students and teachers both in the classroom and as part of the remote learning environment to help close learning gaps, restore greater equity, and get all kids back on track towards reaching their highest growth potential.

Presented by Douglas Fisher, Nancy Frey, John Hattie, and Vince Bustamante

In this webinar, Douglas Fisher, Nancy Frey, John Hattie, and Vince Bustamante guide teachers with examples, strategies, and assessment techniques that can be leveraged regardless of the learning environment. Educators can use decision-making tools to foster student learning, gauge the impact of their teaching, and measure progress and mastery.

Presented by Jessica Djabrayan Hannigan and John E. Hannigan

Our students need social and emotional learning more than ever! How can we determine their needs and where do we begin? This session offers tools and best practice processes for social-emotional learning (SEL) that you can implement immediately in any setting.

Presented by John Hattie, Vince Bustamante, John Almarode, Douglas Fisher, and Nancy Frey

Why leave student success to chance? By combining your intuition and experience with the latest research on high-impact learning practices, you can evolve your teaching from good to great and make a lasting difference for your students. Join the authors of Great Teaching by Design as they lead you through how to turn good intentions into great practice through a model of implementation.

Presented by John Almarode, Douglas Fisher, Kateri Thunder, and Nancy Frey

How would your students respond to the question, “how will I know if I have learned something?” When both we and our students have clarity about learning through high-quality success criteria, there is a greater likelihood that learning will happen and that all students will experience success in their learning. Whether face-to-face, hybrid, or at a distance, this webinar will introduce how best to support the development and implementation of high-quality success criteria.

Presented by Jennifer Bay-Williams and John SanGiovanni

In this session, John SanGiovanni and Jennifer Bay-Williams will explore beliefs and practices that stand in the way of fluency, as well as others that provide strong access to fluency. Along the way, they will share significant reasoning strategies, “automaticities”, and many activities for quality fluency practice that will help you develop versatile and confident mathematical thinkers.

Presented by Julie Stern

Synthesizing the best available research on how we learn, educators can design units and lesson plans that prepare our students to meet the challenges of an uncertain future. Join Julie Stern and co-authors for this cutting-edge webinar that will demonstrate a systematic way to empower students to apply their learning to new situations.

Presented by Dominique Smith, Douglas Fisher, and Nancy Frey

We humans make assumptions about individuals based on what we see. And those assumptions become labels. And those labels become expectations. And those expectations can become students’ realities. But, this cycle can be interrupted. Disrupting one’s thinking about another person takes a concerted effort to understand who that person really is and the strengths that person has. Let’s explore the ways that labels can be removed so that expectations for success become reality.