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Corwin’s PLC+ Institute provides attendees with a practical and evidence-based framework to support collaborative structures to support planning and implementation of student learning, as well as professional learning (e.g. microteaching, classroom observations) of the teachers and teacher leaders.

The PLC+ framework provides educators with a practical and evidence-based framework focused on supporting the planning and implementation of both student and professional learning. In the same way that teachers work to identify the learning needs of their students, it is important that PLC’s identify the learning needs of their adult learners in order to develop the most appropriate instruction for students in their classroom.

This institute moves beyond learning intentions and dives deep into how best to support the development and implementation of high-quality success criteria. Engage in an active and empowering learning experience that will enhance understanding of how to create and implement high-quality success criteria.

This new institute will focus on how leadership works best for instructional leaders by emphasizing the essential mindframes and research to effectively lead teaching, learning and change.  This 3 pronged approach will help participants refine current practices to glean the greatest learning outcomes for both staff and students and make the most of the precious time they spend together. 

Succinct, smart, and swift, this institute's nine learning modules takes you systematically through a process that begins and ends with standards. With abundant cross-curricular examples that span grade levels, planning templates for every step, key professional learning questions, and a PLC guide, you have the most practical planner for designing and delivering highly effective instruction.

This new institute will focus on how leadership works best for instructional leaders by emphasizing the essential mindframes and research to effectively lead teaching, learning and change. This 3 pronged approach will help participants refine current practices to glean the greatest learning outcomes for both staff and students and make the most of the precious time they spend together. 

When we create a learning community that works together through a collectivist lens of shared accountability with a focus on equity; we begin to see how educators convene around high expectations for learning across all dimensions of identities. Such learning communities are empowered to explore how their collaborative actions and decisions propel learning forward. At this institute, we'll learn culturally fortifying practices for transforming learning communities into equitable spaces for all.

Accelerating student growth and achievement within the context of post-COVID teaching and learning demands that we leverage our expertise as educators to make decisions each day about what content, ideas, and skills we want our students to know, understand, and be able to do. We make decisions about how much time to spend on specific topics and how frequently to engage learners in that topic. We assess learners’ progress through high-quality assessments and decide when to intervene, on what, and at what level of intensity with each evidence-based activity.

Accelerating student growth and achievement within the context of post-COVID teaching and learning demands that we leverage our expertise as educators to make decisions each day about what content, ideas, and skills we want our students to know, understand, and be able to do. We make decisions about how much time to spend on specific topics and how frequently to engage learners in that topic. We assess learners’ progress through high-quality assessments and decide when to intervene, on what, and at what level of intensity with each evidence-based activity.

Accelerating student growth and achievement within the context of post-COVID teaching and learning demands that we leverage our expertise as educators to make decisions each day about what content, ideas, and skills we want our students to know, understand, and be able to do. We make decisions about how much time to spend on specific topics and how frequently to engage learners in that topic. We assess learners’ progress through high-quality assessments and decide when to intervene, on what, and at what level of intensity with each evidence-based activity.