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DTSTART;TZID=America/New_York:20260720T110000
DTEND;TZID=America/New_York:20260720T120000
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SUMMARY:How to Host a Dynamic Family Engagement Event on Digital Literacy and Well-Being
DESCRIPTION:Presented by Megan Smith\, Instructional Technology Integrator\, Lancaster-Lebanon Intermediate Unit 13 (IU13); and Cristi Means\, Library Media Specialist\, Bucher and Brecht Elementary Schools (PA)\nModerated by Jennifer Ehehalt\, Senior Regional Manager\, Common Sense Education \nSponsored by Common Sense Education \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nLooking for a blueprint for creating interactive learning stations designed to spark meaningful conversations and help families build digital skills together? \nJoin Megan Smith\, instructional technology coach\, and Cristi Means\, librarian\, for an inspiring edWebinar where they take you behind the scenes of a highly successful community Family Engagement Night. They walk you through eight interactive stations and hands-on activities to get families excited about digital literacy\, healthy habits\, and digital well-being. \nThey share a complete\, step-by-step Family Engagement Playbook that you can immediately use\, adapt\, and scale to launch a successful event in your own community. This edWebinar is of interest to K-8 teachers\, librarians\, school leaders\, and district leaders. \n\n \n \nAbout the Presenters \nMegan Smith is an Instructional Technology Integrator with the Educational Technology team at Lancaster-Lebanon IU13\, joining in 2023. With over 18 years of experience in education\, she has previously served as a classroom teacher\, instructional coach\, and technology integration coach before joining the team at IU13. Megan specializes in designing and facilitating dynamic professional learning opportunities that focus on supporting best practices in instruction. Passionate about community connection and modern learning\, she is excited to share her experience and strategies for designing impactful digital literacy family engagement events. \n \nWith 13 years of teaching experience in kindergarten\, second\, and third grade\, Cristi Means has spent the past four years sharing her love of learning and literacy as an elementary school librarian. A proud graduate of the University of South Carolina\, Cristi is passionate about helping students become curious\, confident\, and responsible digital citizens. She loves connecting books to curiosity\, teaching students to find trustworthy information\, and celebrating the joy of getting lost in a great story. Blending her classroom experience with a strong commitment to media literacy\, Cristi guides students in navigating both books and the digital world with confidence and care. Whether she’s sharing a lively read-aloud\, leading a research project\, or helping students explore technology safely\, Cristi strives to empower lifelong learners who are ready to explore\, question\, and connect with the world around them. \n \nAbout the Moderator \nAs Senior Regional Manager\, Jennifer Ehehalt designs and delivers high-quality professional development opportunities for educators across the country. She spotlights thought leaders by creating and moderating conversations on timely topics relevant to digital teaching and learning. When attending Jennifer’s edWeb sessions\, participants know they will leave with concrete strategies from the field\, including how to build a positive school culture\, use straightforward templates to guide challenging conversations\, and implement family engagement ideas. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin the Digital Learning & Leadership community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nCommon Sense Education develops high-quality digital citizenship programs and digital teaching resources\, providing educators and students with the digital learning tools they need to harness the power of technology for life.
URL:https://home.edweb.net/webinar/commonsense20260720/
CATEGORIES:Digital Citizenship,Digital Literacy,Family and Community Engagement,Library/Media
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DTSTART;TZID=America/New_York:20260720T140000
DTEND;TZID=America/New_York:20260720T150000
DTSTAMP:20260921T142648Z
CREATED:20260622T023210Z
LAST-MODIFIED:20260921T142648Z
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SUMMARY:7 Reasons Why New ELA Curriculum Adoptions Stall and What Makes Them Stick
DESCRIPTION:Presented by Katie Gribben\, District Instructional Lead for ELA/Literacy\, Upper Schools\, Cambridge Public Schools (MA); Brigitte Seyferth\, Assistant Director of Teaching and Learning\, LEARN Charter Schools (IL); and Emily Wojtusik\, Experienced Educator\, Senior Director of Implementation\, Fishtank Learning\nModerated by Jim McVety\, Managing Partner\, First Step Advisors \nSponsored by Fishtank Learning \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nBuilding on the April edLeader Panel\, Using Whole Texts to Foster Student Agency and Critical Thinking\, this follow-up session turns from the what and the why to the how. \nKatie Gribben\, District Instructional Lead for ELA/Literacy\, Upper Schools at Cambridge Public Schools\, and Brigitte Seyferth\, Assistant Director of Teaching and Learning at LEARN Charter Schools\, joins Emily Wojtusik\, Senior Director of Implementation at Fishtank Learning\, to explore why new ELA curriculum adoptions stall in schools and districts and the seven shifts that make them stick. The panelists reframe adoption not as a purchase but as a multi-year change process: one that is a science\, involves investment and training\, and that can’t be done alone. \nView this session to discover: \n\nWhy Good Curricula Stall: The seven most common traps\, from handing teachers new materials with no time to train to not having a school or district leader to champion the implementation to expecting results before year three.\nWhat Makes Adoption Stick: How to build the systems\, investment\, change management\, and shared ownership that carry a curriculum past the learning in the first year\, including phasing in one adoption at a time to prevent teacher overwhelm.\nImplementation as a Science: Why lasting change means giving a new curriculum three-plus years\, creating space for teacher reflection and voice\, and adjusting schedules\, structures\, and routines so the materials can succeed.\nThe Cost of Stalling—and the Power of a Pilot: What districts lose when adoptions fizzle—student learning stalls\, teacher trust erodes\, and there’s no sustainable expertise—and how a well-run pilot works out the logistics and builds buy-in before full rollout.\n\nThis edLeader Panel is of interest to K-12 district leaders\, school administrators\, curriculum directors\, instructional coaches\, and teacher leaders. \n \n \nAbout the Presenters \nKatie Gribben (she/her) is the District Instructional Lead for ELA/Literacy\, Upper Schools for Cambridge Public Schools in Massachusetts. Katie’s role is to lead\, support\, and empower excellent ELA and literacy instruction in grades six and up. Prior to taking on this role\, Katie was a building-based Literacy Coach and a seventh- and eighth-grade ELA teacher for Cambridge Public Schools. Katie has also taught ELA and history in NYC and Phoenix\, AZ. \n\n \nBrigitte Seyferth is the Assistant Director of Teaching and Learning at LEARN Charter Schools with more than 18 years of experience in educational leadership\, curriculum design\, and systems development. Throughout her career\, she has led transformative literacy initiatives across charter school networks\, driving measurable gains in student achievement and teacher effectiveness. At LEARN Charter Schools\, Brigitte partners with school leaders to strengthen instructional systems\, develop data-driven coaching strategies\, and implement high-impact professional learning experiences. She has successfully led network-wide curriculum adoptions\, designed scalable literacy systems\, and supported schools in achieving significant increases in reading proficiency. Prior to her current role\, Brigitte served in a variety of leadership positions\, including director of humanities\, assistant principal\, dean of instruction\, and senior content manager. She holds a master’s degree in education leadership and policy from DePaul University. Brigitte is passionate about building educator capacity and creating systems that accelerate student success. \n \nEmily Wojtusik is a Senior Director of Implementation at Fishtank Learning with over a decade of experience driving instructional excellence across K–12 schools. A former principal and humanities leader\, she specializes in supporting schools and systems to implement high-quality curricula with integrity while centering equity and rigor. She has led professional development\, coached leaders and teachers\, and built systems that improve outcomes for all students. Her work bridges strategy and practice—translating ambitious academic vision into strong classroom instruction. Emily has taught and led schools in Arkansas\, Tennessee\, and Connecticut. She is passionate about literacy\, critical thinking\, and ensuring all students have access to meaningful texts and learning experiences. Outside of work\, Emily is a girl mom and a Connecticut native. She can be found at the softball field or cheering on her daughter at a field hockey game on the weekends. \n \nAbout the Moderator \nJim McVety is the Managing Partner of First Step Advisors. Jim and his team advise global brands\, early/mid-stage innovators\, and leading investors who share a commitment to improving educational outcomes. He is also the Executive Producer of Navigate EdTech\, which provides guidance\, insight\, and perspective for professionals working in EdTech. Jim holds degrees in secondary education and English from Boston College\, has served on numerous advisory boards\, and works with a range of strategic partners around the globe. \n\nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\nFishtank Learning creates High-Quality Instructional Materials (HQIM) for ELA and Math\, grounded in best practices and built around rigorous objectives. Both their Math and ELA curricula are highly rated by EdReports for standards alignment\, with their ELA materials further recognized by The Reading League.
URL:https://home.edweb.net/webinar/teach2read20260720/
CATEGORIES:Curriculum Development,edLeader Panel,English, Language Arts, Writing,Reading Skills,Science of Reading,Teaching Practice and Pedagogy
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DTSTART;TZID=America/New_York:20260721T120000
DTEND;TZID=America/New_York:20260721T140000
DTSTAMP:20260723T155708Z
CREATED:20260508T194730Z
LAST-MODIFIED:20260723T155708Z
UID:12202669-1784635200-1784642400@home.edweb.net
SUMMARY:Teaching the Constitution? Explore Podcasting to Connect Past and Present!
DESCRIPTION:Presented by Erica Shaw\, High School History Teacher at the College Now Program\, Mt. Diablo Unified School (CA); Elizabeth Colen Mooney\, 8th Grade Humanities Teacher\, Gateway Middle School (CA); Jessica Fagen\, Former Educator\, Youth Media and Curriculum Specialist\, KQED; and Rachel Roberson\, Former Educator\, Senior Program Manager\, Education Content\, KQED \nSponsored by KQED Education \nWatch the Introduction and Audio Demo\nWatch the Middle and High School Breakouts\nLearn more about earning a CE certificate and our accessibility features. \nWelcome to this hands-on workshop\, where we unpack the just-released curriculum from KQED Education\, Podcasting Democracy: Understanding the Constitution to Inspire Civic Change. You have the opportunity to start creating your own civic audio commentary content to serve as a model for your students. The workshop explores fresh approaches to teaching democracy fundamentals\, connecting the founding documents to real life while building students’ civic voice. The edWebinar features two of the social studies educators who co-created the unit\, along with KQED’s Jessica Fagen and Rachel Roberson. They share the pilot program’s impact on student learning\, motivation\, and civic engagement. This free curriculum includes standards-aligned content modules for middle school U.S. history and high school government/civics and history classes. \nAfter a brief introduction\, attendees broke into two workshops—one for high school and one for middle school. Viewers: \n\nDiscover how helping students connect their voice to the long tradition of American civic advocacy reinforces historical thinking\, content knowledge\, and media literacy\nLearn audio production basics and start creating your model podcast\nLeave with loads of free curriculum resources\, including daily lesson slides\, formative checkpoints\, rubrics\, and graphic organizers\n\nPlease note: If you don’t already have a preferred audio recording tool\, please create an account on Soundtrap for Education and sign up for a 30-day free classroom trial. If you choose to extend your 30-day trial for the 2026-27 school year\, we tell you a no-cost way to do this during the workshop. If you choose not to continue with Soundtrap\, your trial expires with no action needed on your part. \nThis two-hour podcasting workshop is of interest to grades 6-12 teachers\, librarians\, school leaders\, district leaders\, and educator technology leaders. \n \n \nAbout the Presenters \nErica Shaw is a high school history teacher at the College Now Program\, a partnership dual-enrollment program with Mt. Diablo Unified School District and Diablo Valley College. She has been in the classroom for 18 years and loves to teach about the expansion of civil rights through projects and engaging students in civic action. Erica is the 2022 James Madison Fellow for the state of California and recently earned her master’s degree in American history with an emphasis in constitutional studies. When she’s not teaching\, she can be found discussing all things history related with her spouse\, who is also a history teacher\, or shuttling her kids around to their various activities. \n \nElizabeth Colen Mooney is an eighth-grade humanities teacher at Gateway Middle School in San Francisco. With a passion for education and a commitment to fostering critical thinking\, Elizabeth is a founding member of Gateway Middle School. She holds a B.A. in social studies and an M.A. in education\, both from Whittier College\, and achieved National Board Certification in Secondary Social Science. Beyond the classroom\, Elizabeth served as an independent contractor and consultant with Facing History and Ourselves\, contributing to curricula\, facilitating workshops\, and leading the Middle School Consortium. When she’s not teaching\, Elizabeth enjoys exploring San Francisco with her two daughters and finding time for her hobbies of reading and running. \n \nJessica Fagen is KQED’s Youth Media and Curriculum Specialist. Before coming to KQED\, Jessica taught English and Ethnic Studies in the Oakland Unified School District\, where she brought her passion for media literacy to her classroom. She currently writes curricula\, supports educators\, and works directly with students on projects that elevate youth voice. Jessica holds an M.A. in education from UC Berkeley. \n \nRachel Roberson is an experienced teacher leader and curriculum content developer who has served as a classroom teacher and administrator at public\, charter\, and international schools. Rachel specializes in professional learning facilitation and curriculum development\, strategy\, and implementation. At KQED\, she works to connect educators and students to KQED online education sites\, KQED Teach and the Youth Media Challenge\, by creating humanities curricula and professional learning content\, supporting product development\, championing youth-created media in and out of the classroom\, and leading projects and partnerships focused on teachers and classrooms. Rachel is a graduate of Northwestern University Medill School of Journalism\, received her California teaching credential in secondary English and social studies from Mills College\, and has a Master of Arts in Teaching Leadership from St. Mary’s College of California. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the K-12 Social Studies and Civics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nKQED is a nonprofit\, public media station and NPR and PBS member station based in San Francisco. As a leader in media innovation\, KQED provides free\, standards-aligned classroom content and professional development that educators can trust. Our workshops and courses help educators in all roles\, subjects\, and grades strengthen their media literacy skills\, empower youth voices\, and encourage civil discourse. \n 
URL:https://home.edweb.net/webinar/socialstudies20260721/
CATEGORIES:Digital Learning,Media Literacy,Multimedia in Education,Social Studies and Civics,Student Agency and Voice
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DTSTART;TZID=America/New_York:20260721T140000
DTEND;TZID=America/New_York:20260721T150000
DTSTAMP:20260921T142725Z
CREATED:20260616T202621Z
LAST-MODIFIED:20260921T142725Z
UID:12508671-1784642400-1784646000@home.edweb.net
SUMMARY:What High-Performing Districts Do Differently: How to Turn Strategy Into Results
DESCRIPTION:Presented by Christian Lehr\, Managing Director\, Tyton Partners\, and Former Educator; Dr. Mary Catherine Reljac\, Superintendent\, Fox Chapel Area School District (PA); and Dr. Gene Kerns\, Chief Academic Officer\, Renaissance\, and Former Educator \nSponsored by Renaissance \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nMost K–12 districts have the vision. More than half have a Portrait of a Graduate framework in place. Nearly 60% report alignment between curricula and assessment. And AI adoption is accelerating\, helping teachers to streamline workflows. \nBut new research from Tyton Partners reveals a persistent execution gap\, with instructional teams struggling to make data actionable and leverage AI tools to truly improve learning outcomes. \nJoin this edLeader Panel to examine where the gaps are largest\, what distinguishes districts that turn strategy into results\, and what it takes to move from ambition to impact this school year. You explore: \n\nWhy Portrait of a Graduate frameworks can stall between adoption and use—and what successful school systems do differently\nWhere data-driven instruction most often breaks down\, and how to address this\nWhy data access alone fails to produce better instructional practice\nWhat districts should prioritize to deliver measurable outcomes aligned to their visions of student success\n\nThis edLeader Panel is of interest to K-12 superintendents\, assistant superintendents\, and curriculum directors. \n \n \nAbout the Presenters \nChristian Lehr is Managing Director at Tyton Partners\, where he focuses on K–12 education. As a former high school teacher\, advisor\, and coach\, he has a deep understanding of the education landscape. He focuses on helping organizations translate classroom challenges into actionable\, scalable strategies to drive impact. \n \nMary Catherine Reljac\, Ed.D.\, is Superintendent of Fox Chapel Area School District in Pennsylvania. She has more than 25 years of educational leadership experience\, having served as a teacher\, principal\, and assistant superintendent. She is a facilitator for the Pennsylvania Department of Education’s Pennsylvania Inspired Leadership Program\, serves on multiple advisory boards\, and is a member of AASA\, PASA\, and ASCD. \n \nGene Kerns\, Ed.D.\, is Chief Academic Officer at Renaissance and a nationally acclaimed speaker on assessment\, learning progressions\, and educational standards. He is a third-generation educator and a former director of curriculum and instruction. He is also co-author of three books: inFormative Assessment\, Unlocking Student Talent\, and Literacy Reframed. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Leadership Practices for Innovative Leaders community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nAs a global leader in education technology operating in more than 110 countries\, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success.
URL:https://home.edweb.net/webinar/leadership20260721/
CATEGORIES:21st Century Learning,Data and Analytics,edLeader Panel,Education Research/Evidence,Future Ready Learning,Leadership/Administration
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DTSTART;TZID=America/New_York:20260721T160000
DTEND;TZID=America/New_York:20260721T170000
DTSTAMP:20260803T031047Z
CREATED:20260624T172056Z
LAST-MODIFIED:20260803T031047Z
UID:12557323-1784649600-1784653200@home.edweb.net
SUMMARY:Why Motivation Matters: Unlocking Early Reading Success
DESCRIPTION:Presented by Dr. Molly Ness\, Experienced Educator\, Author\, and Teacher Educator\, Dirigo Literacy; and Dana Jaffee\, Director\, Professional Learning Services\, Zaner-Bloser \nSponsored by Zaner-Bloser \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nOnly a small percentage of children today report enjoying reading for pleasure\, and motivation to read begins to decline as early as first grade. For educators\, this presents both a challenge and an opportunity. \nIn this engaging\, research-based edWebinar\, Dr. Molly Ness explores how reading motivation fuels academic achievement and the development of foundational reading skills\, such as word recognition\, fluency\, vocabulary\, and comprehension. She unpacks why intrinsic motivation is linked to deeper comprehension\, higher achievement\, and greater persistence with challenging texts\, and reveal the critical role of self-efficacy: when young learners believe they can succeed as readers\, they’re more willing to take risks\, stay engaged\, and read more. \nViewers of this session: \n\nExplore what truly motivates young readers and why intrinsic motivation matters more than rewards and incentives\nDiscover how self-efficacy shapes a child’s identity as a reader and how instruction can strengthen it\nLearn ways to support early reading development through meaningful\, engaging literacy experiences\nWalk away with practical strategies to build students’ confidence and motivation to read\n\nWhether you’re working to build a strong early literacy foundation\, boost engagement\, or cultivate a culture of joyful reading\, this session equips you with practical tools and research-based insights to better support every student’s journey toward becoming a confident\, capable reader. This edWebinar is of interest to K–3 teachers and school and district leaders. \n \n \nAbout the Presenters \nDr. Molly Ness is a former classroom teacher\, a reading researcher\, and a teacher educator. She earned a doctorate in reading education at the University of Virginia and spent 16 years as an Associate Professor at Fordham University in New York City. The author of six books\, Dr. Ness serves on the board for the World Literacy Foundation. She has extensive experience directing reading clinics\, consulting with school districts\, leading professional development\, and advising school systems on research-based reading instruction. In 2024\, she founded Dirigo Literacy\, a literacy consulting firm helping schools\, districts\, and states align with and implement the Science of Reading.  \n \nDana Jaffee has more than 18 years of experience in elementary teaching and instructional coaching. She has spent the past nine years at Zaner-Bloser\, where she currently serves as Director of Professional Learning Services. She is passionate about helping all students access high-quality core reading instruction grounded in scientifically based reading research. She loves partnering with educators to deliver relevant and impactful professional development that empowers them to create meaningful learning experiences for their students. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Be a Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nZaner-Bloser develops curriculum resources to teach foundational literacy and math skills to students in prekindergarten through sixth grade. Our resources help teachers engage and empower students and inspire more “aha” moments to harness the creative power of learning. As a member of the Highlights Family of Companies\, we believe children are the most important people\, so we strive to always do what’s right for children and to make a significant contribution to their education.
URL:https://home.edweb.net/webinar/literacyhero20260721/
CATEGORIES:Early Childhood Learning,Early Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260722T160000
DTEND;TZID=America/New_York:20260722T170000
DTSTAMP:20261019T231014Z
CREATED:20260709T031733Z
LAST-MODIFIED:20261019T231014Z
UID:12658277-1784736000-1784739600@home.edweb.net
SUMMARY:Grow Teacher Leaders From the Start: How Teacher Candidates Engage and Explore with an edWeb Professional Learning Community
DESCRIPTION:Presented by Becky McCraw\, Ph.D.\, Experienced Educator\, Assistant Professor of Education\, Converse University; Sarah Mitchell\, Teacher Candidate\, Converse University; Sophia Pollard\, Teacher Candidate\, Converse University; and Sandry Perez\, Converse Graduate and First Year Teacher\, Cleveland Academy of Leadership (SC) \nWatch the RecordingListen to the Podcast \nLearn more about earning a CE certificate and our accessibility features. \nState-level policy overhauls can leave even the most seasoned educators experiencing a rollercoaster of professional “fight\, flight\, fawn\, flop\, or friend” responses. When South Carolina’s 2024 Read to Succeed Teacher Competencies revisions triggered a major program shift within the Converse University Teacher Preparation Program\, it demanded more than just revised syllabi—it required space to navigate deep cognitive dissonance and evolve core belief systems. \nJoin us for an insightful edWebinar exploring how members of the Converse University Teacher Preparation Program turned systemic disruption into an opportunity for building community for the next generation of teacher leaders. Discover how the strategic integration of a private edWeb professional learning community (PLC) allowed teacher candidates to find their voices\, engage with just-in-time professional development\, and grow into deeply reflective practitioners. \nViewers learn: \n\nThe impact of state-level policy changes (like the 2024 Read to Succeed updates) on educator belief systems and programmatic design\nHow K-12 district models of edWeb PLCs can be successfully adapted into higher education teacher preparation programs\nThe structure of a private PLC that balances student autonomy\, choice\, and shared\, collaborative cohort experiences\nHow to actively leverage a private digital learning community\n\nThis edWebinar is of interest to K-12 educators and leaders. \n \n \nAbout the Presenters \nDr. Becky McCraw received her Ph.D. in language and literacy from the University of South Carolina and is currently an Assistant Professor at Converse University in Spartanburg\, SC\, where she teaches preservice teachers. She retired from Cherokee County Schools after serving for 33 years as a classroom teacher and literacy coach. During her career\, she taught both third and fifth grade before becoming a literacy coach. She is an active member of NCTE and ILA and has presented at numerous national and state conventions. She has served as a reviewer for the NCTE Books Program and the NCTE journal\, Language Arts. She has also served on numerous advisory boards and committees for NCTE\, ILA\, and ReadWriteThink\, and currently serves as the chair of the Literacy Leaders in Higher Education Committee for the Palmetto State Literacy Association\, the SC affiliate of ILA. Her research interests include early childhood literacy development and professional learning communities. When not teaching\, Dr. McCraw enjoys spending time with her family\, reading\, singing in her church choir\, and playing bells in the bell choir. \n \nSarah Mitchell is beginning her senior year at Converse University\, where she is pursuing a degree in early childhood education. As a wife\, mother of two\, and nontraditional college student\, she is grateful for the opportunity to follow her lifelong dream of becoming a teacher. Sarah hopes to create a classroom where every child feels valued\, supported\, and excited to learn. She believes meaningful relationships\, curiosity\, and encouragement help children build confidence both in and beyond the classroom. Through her own journey\, she hopes to inspire others to believe it’s never too late to pursue their dreams. Outside of school\, Sarah enjoys gardening\, cooking\, exploring new places\, and spending time with her family. \n \nSophia Pollard is a proud New England native and an early childhood education major at Converse University\, with a passion for education\, leadership\, and community engagement. Throughout her time at Converse\, she has served as a Student Orientation Coordinator\, Communications Intern\, and Campus Leader. Sophia is passionate about creating welcoming environments and inspiring others through service and collaboration. She plans to begin her career as an elementary educator before pursuing a master’s degree in educational leadership at Southern New Hampshire University. Outside of the classroom\, Sophia enjoys attending concerts\, discovering new coffee shops\, and shopping with friends and family. She believes meaningful relationships\, lifelong learning\, and strong leadership are the foundation for making a positive impact. Whether she’s welcoming new students\, creating engaging content\, or working with children\, Sophia is dedicated to helping others grow\, connect\, and succeed. \n \nSandry Perez is a Spartanburg native and recent graduate of Converse University\, where she earned her Master of Arts in Teaching in Elementary Education. She also holds a bachelor’s degree in Spanish and education from Wofford College. Sandry is passionate about creating inclusive\, engaging classrooms where every student feels seen\, supported\, and encouraged to succeed. She enjoys building meaningful relationships with students and finding ways to connect learning to their interests. This fall\, she is excited to begin her teaching career as a fifth-grade teacher at Cleveland Academy of Leadership in Spartanburg School District 7.  \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Professional Learning & Practice community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n 
URL:https://home.edweb.net/webinar/pd20260722/
CATEGORIES:Coaching and Mentorship,New Teacher and Staff Support,PLC Interview,Professional Development,Teacher Development and Retention,Teaching Practice and Pedagogy
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260727T160000
DTEND;TZID=America/New_York:20260727T170000
DTSTAMP:20260803T031210Z
CREATED:20260611T025404Z
LAST-MODIFIED:20260803T031210Z
UID:12447811-1785168000-1785171600@home.edweb.net
SUMMARY:Building Scientific Literacy: Helping Students Evaluate Evidence\, Media\, and Scientific Claims
DESCRIPTION:Presented by Dr. Joseph Levine\, Internationally Renowned Science Educator\, Author\, and Communicator \nSponsored by Savvas Learning Company \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nToday’s students encounter scientific\, pseudo-scientific\, and anti-scientific information everywhere—from algorithm-driven social media feeds and online videos to news headlines and digital content shared by peers. How can we guide our students to evaluate scientific claims\, distinguish genuine\, experimentally generated scientific evidence from misinformation and disinformation\, and apply critical-thinking skills without adding more to an already full curriculum? \nView this edWebinar with Dr. Joe Levine\, internationally recognized biology educator\, science communicator\, and co-author of the nation’s most widely used high school biology program\, as he explores practical strategies for building functional scientific literacy through evidence-based\, NGSS-aligned instruction. Drawing from real-world science topics and media examples\, Dr. Levine shares classroom approaches that help students ask better questions\, evaluate sources more critically\, and make sense of science in an increasingly complex digital world. \nViewers of this session will: \n\nLearn practical strategies for helping students evaluate scientific claims and media sources\nExplore how to strengthen scientific literacy through evidence-based\, NGSS-aligned instruction\nWalk away with classroom-ready examples that support critical thinking and student engagement\n\nDon’t miss this opportunity to explore the intersection of scientific literacy and media literacy—and how you can equip your students to better navigate an increasingly challenging digital world. All educators with an interest in high school science\, especially classroom educators\, curriculum directors\, instructional leaders\, and school and district administrators\, are encouraged to view this recorded edWebinar. \n\n \n \nAbout the Presenter \nDr. Joseph S. Levine is a famed science educator and co-author of the most widely used high school biology textbook in the United States. Dr. Levine earned his Ph.D. in biology\, working between Harvard University and the Marine Biological Laboratory in Woods Hole. He taught at Boston College and Boston University as well as at the Organization for Tropical Studies in Costa Rica. Following a fellowship at WGBH-TV\, Dr. Levine served as a Science Correspondent for National Public Radio and as a Scientific Advisor for both NOVA and PBS. He has led seminars and professional development workshops across the United States\, Mexico\, Puerto Rico\, the U.S. Virgin Islands\, Indonesia\, Malaysia\, and Singapore. Dr. Levine was recently elected a Fellow of the American Association for the Advancement of Science (AAAS). \n\nJoin the Teaching Next Generation Scientists community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n \n\n \n\n \n \n\nAt Savvas\, we believe learning should inspire. By combining new ideas\, new ways of thinking\, and new ways of interacting\, we design engaging\, personalized\, next-generation K-12 learning solutions that give all students the opportunity to succeed. Our award-winning\, high-quality instructional materials span every grade level and discipline\, from evidence-based\, standards-aligned core curricula and supplemental and intervention programs to state-of-the-art assessment tools and the industry’s most innovative portfolio of college- and career-readiness solutions—all designed to meet the needs of every learner.
URL:https://home.edweb.net/webinar/science20260727/
CATEGORIES:Environment and Nature,Media Literacy,Real World Literacy,Science,STEM/STEAM
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260728T130000
DTEND;TZID=America/New_York:20260728T140000
DTSTAMP:20260728T180210Z
CREATED:20260612T035425Z
LAST-MODIFIED:20260728T180210Z
UID:12473302-1785243600-1785247200@home.edweb.net
SUMMARY:Decodables in PreK-3: How to Address the Entire Reading Rope
DESCRIPTION:Presented by Dr. Wiley Blevins\, Author\, Educational Consultant\, and Researcher \nSponsored by William H. Sadlier \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nDecodables are one of the most powerful and underutilized tools in early literacy instruction. In this first edWebinar of the 2026 Sadlier Phonics Institute\, you discover how to extend decodables far beyond phonics practice to build vocabulary\, syntax\, comprehension\, writing\, and spelling skills in PreK-3 classrooms. Featuring Sadlier’s new Decode & Discover Series\, this session transforms the way you think about and use decodable texts. \nKey Takeaways: \n\nDecodables are versatile early reading tools that can and should support the full spectrum of literacy skills\, not just decoding.\nPractical techniques will be shared to elevate how decodables are used across PreK–3 classrooms\, unlocking their untapped potential.\nLearn how to connect decodables to broader literacy goals and content knowledge building in meaningful\, purposeful ways.\n\nThis edWebinar is of interest to PreK-3 teachers\, librarians\, school leaders\, and district leaders. \nThis edWebinar is part of the 2026 Sadlier Phonics Institute. \n \n \nAbout the Presenter \nWiley Blevins\, Ed.D.\, studied at the Harvard Graduate School of Education and Bowling Green State University and has his doctorate in education. He is an author\, educational consultant\, and researcher with deep expertise in literacy instruction and reading intervention. Dr. Blevins has taught in both the United States and South America\, bringing a global perspective to his work. He is widely recognized for his contributions to phonics and early literacy and has authored numerous professional books and instructional resources used in classrooms nationwide. Through his consulting and research\, Dr. Blevins supports educators in implementing evidence-based practices that accelerate reading growth for all learners. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nWith 200 years of trusted experience\, Sadlier empowers PreK–12 educators to shape the future with proven\, research-based programs that drive student success.
URL:https://home.edweb.net/webinar/teach2read20260728/
CATEGORIES:Early Childhood Learning,Early Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260728T140000
DTEND;TZID=America/New_York:20260728T150000
DTSTAMP:20260803T031403Z
CREATED:20260629T151750Z
LAST-MODIFIED:20260803T031403Z
UID:12603697-1785247200-1785250800@home.edweb.net
SUMMARY:Enhancing Kindergarten Reading Readiness Within the Science Classroom
DESCRIPTION:Presented by Dr. Erin Bailey\, Former Educator\, Current Vice President of Literacy Programs and Research\, Reading Is Fundamental \nSponsored by Carolina® Science \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \n\nDid you know that reading readiness begins long before a child enters kindergarten? Today’s kindergarten classrooms are welcoming a unique generation of learners: those born during the COVID-19 pandemic. Recent research shows that many students are entering school with weaker early literacy skills than children did just five years ago. As schools work to address these evolving needs\, every learning opportunity matters. \nIn this edWebinar\, former reading specialist and literacy expert Dr. Erin Bailey explores how science instruction can become a powerful vehicle for building the language and literacy foundations that support future reading achievement. Viewers discover how meaningful science experiences help students develop background knowledge\, academic vocabulary\, oral language\, and comprehension skills that are essential for reading success. \nViewers learn: \n\nThe developmental and language milestones that lay the foundation for early literacy success\nWhy oral language\, vocabulary\, and background knowledge are critical components of reading development\nHow language comprehension\, including background knowledge\, vocabulary\, language structures\, verbal reasoning\, and literacy knowledge\, supports students’ abilities to understand informational texts\nPractical strategies for embedding Science of Reading principles into hands-on\, inquiry-based science instruction\nWays to create integrated learning experiences that strengthen both science understanding and kindergarten reading readiness\n\nJoin us to learn how intentional science instruction can help address literacy gaps\, strengthen language development\, and build the foundational knowledge students need to thrive in kindergarten and beyond. This edWebinar is of interest to PreK-12 school leaders\, district leaders\, science supervisors and coordinators\, and any administrators involved in science or curricula. \n\n \n \nAbout the Presenter \nErin Bailey\, Ed.D.\, is the Vice President of Literacy Programs and Research at Reading Is Fundamental (RIF)\, joining the organization in 2021. Dr. Bailey specializes in curriculum and instructional development\, guiding the creation and curation of high-quality\, research-based literacy content for educators\, families\, and PreK–middle-school students nationwide. She leads efforts to foster reading joy while ensuring alignment with best instructional practices and actively designs professional learning experiences that empower educators and support classroom success. With teaching experience in both U.S. and international settings across PreK–8\, Dr. Bailey has served as a classroom teacher\, literacy specialist\, English language learning specialist\, and university instructor. Her research explores family and community engagement\, strategies for multilingual learners\, and play-based literacy instruction. An interdisciplinary scholar\, Dr. Bailey investigates learning in informal environments and leverages art-based qualitative inquiry. She has presented at major conferences and published in leading academic journals. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the STEM Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nFrom its beginnings in 1927\, Carolina® Science has grown to become the leading supplier of science teaching materials in the world\, providing everything from curricula to lab supplies and equipment. Headquartered in Burlington\, NC\, Carolina serves customers worldwide\, including teachers\, students\, and professionals in science- and health-related fields. The company is still privately owned by descendants of the founder\, geology and biology professor Dr. Thomas E. Powell\, Jr.
URL:https://home.edweb.net/webinar/stem20260728/
CATEGORIES:Early Childhood Learning,Early Literacy,Science,STEM/STEAM
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260729T130000
DTEND;TZID=America/New_York:20260729T140000
DTSTAMP:20260803T031444Z
CREATED:20260612T040730Z
LAST-MODIFIED:20260803T031444Z
UID:12474117-1785330000-1785333600@home.edweb.net
SUMMARY:Rereading on Purpose in PreK-3: Strategy\, Fluency\, and Comprehension
DESCRIPTION:Presented by Dr. Kateri Thunder\, Educator\, Researcher\, Author\, and Coach \nSponsored by William H. Sadlier \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nRereading is more than repetition; it’s a purposeful strategy that shifts goals\, deepens comprehension\, and opens the door for every learner to participate actively. In this second edWebinar of the 2026 Sadlier Phonics Institute\, you explore how rereading familiar decodable texts creates access and opportunity for in-depth comprehension discussions\, culturally relevant cognitive routines\, and even rich\, contextualized math tasks. When young learners engage with familiar texts\, they draw on their own funds of knowledge\, building positive identities as readers\, thinkers\, and mathematicians from the very start. \nKey Takeaways: \n\nUnderstand the power and purpose of multiple reads\, how shifting goals across rereads supports fluency\, comprehension\, and deeper engagement.\nDiscover how familiar texts create equitable entry points for all learners\, enabling every student to participate meaningfully in literacy and math conversations.\nLeave with a vision for how intentional rereading nurtures young children’s positive identities as learners\, readers\, and mathematicians.\n\nThis edWebinar is of interest to PreK-3 teachers\, librarians\, school leaders\, and district leaders. \nThis edWebinar is part of the 2026 Sadlier Phonics Institute. \n \n \nAbout the Presenter \nDr. Kateri Thunder\, is an educator\, researcher\, author\, and coach who collaborates with learners and educators around the world to translate research into practice. Her work centers on equity and access in education\, with a strong focus on teaching and learning at the intersection of literacy and mathematics. Dr. Thunder is a best-selling author for Corwin\, including Visible Learning in Early Childhood and The Early Childhood Education Playbook\, and she regularly presents on research-based instructional practices that support young learners. She collaborates with William H. Sadlier\, Inc. as a consultant\, contributing to the development of research-based instructional programs and playing a pivotal role in the creation of Sadlier PreK with Wiley Blevins\, as well as the Progress in Mathematics series. She is also the author of Math Foundations\, a collection within the Sadlier Decode & Discover Series\, featuring decodable texts for Grades K–2 that integrate early literacy and mathematics learning. \nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\nWith 200 years of trusted experience\, Sadlier empowers PreK–12 educators to shape the future with proven\, research-based programs that drive student success.
URL:https://home.edweb.net/webinar/teach2read20260729/
CATEGORIES:Early Childhood Learning,Early Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260730T130000
DTEND;TZID=America/New_York:20260730T140000
DTSTAMP:20260803T031554Z
CREATED:20260612T041912Z
LAST-MODIFIED:20260803T031554Z
UID:12475020-1785416400-1785420000@home.edweb.net
SUMMARY:Identifying and Addressing Literacy Gaps in Secondary: Read the Room
DESCRIPTION:Presented by Dr. Eugene Pringle\, Jr.\, Literacy Educator\, Researcher\, and Urban School Leader \nSponsored by William H. Sadlier \n\nWatch the Recording\n\nLearn more about earning a CE certificate and our accessibility features. \nEvidence-based reading practices often fail to account for the unique challenges of secondary schools\, where foundational gaps persist even as students are expected to tackle complex texts. This third edWebinar of the 2026 Sadlier Phonics Institute equips school leaders\, content area teachers\, and literacy specialists with a strategic framework for implementing a coherent Science of Reading model in secondary grades. Explore how to integrate disciplinary literacy with targeted foundational skill instruction and drive a schoolwide shift that addresses both the instructional “what” and the systemic “how.” \nKey Takeaways: \n\nGain a roadmap for unifying secondary instruction around a Science of Reading and Disciplinary Literacy philosophy\, across all content areas\, to prevent fragmented\, department-by-department approaches.\nBuild capacity among secondary teachers to diagnose and address persistent foundational deficits in older students\, while applying culturally responsive strategies grounded in critical language awareness and sociocultural understanding.\nMove beyond traditional standardized assessments to implement valid\, equitable measures that accurately identify and serve students reading two or more years below grade level.\n\nThis edWebinar is of interest to elementary and middle school teachers\, school leaders\, and district leaders. \nThis edWebinar is part of the 2026 Sadlier Phonics Institute. \n \n \nAbout the Presenter \nDr. Eugene Pringle\, Jr.\, believes in the power of education and the prime need for sound educational practices and outcomes for all students. With a passion for literacy\, leadership\, teacher preparation\, and professional development\, his career has spanned K–12 schools\, higher education\, and district-level work. Dr. Pringle currently serves as a Senior Professorial Lecturer in the Education Policy and Leadership Program at American University\, holding appointments in both the master’s and doctoral programs. Before this role\, he served as Director of the School of Education at Bethune-Cookman University\, where he prepared aspiring educators by merging theory\, research\, and application—teaching foundational education courses\, leading the elementary education department\, and facilitating senior research projects. \nHis K–12 experience includes roles as an English language arts teacher\, literacy instructional coach\, and assistant principal in urban school settings. He has developed districtwide secondary ELA curricula and progress monitoring assessments\, delivered standards-based professional development\, and served as a SpringBoard trainer through The College Board. Dr. Pringle’s contributions have been recognized with honors\, including the Bethune-Cookman University Top 40 Under 40\, the University of Central Florida 2018 30 Under 30\, and the International Literacy Association 30 Under 30. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nWith 200 years of trusted experience\, Sadlier empowers PreK–12 educators to shape the future with proven\, research-based programs that drive student success.
URL:https://home.edweb.net/webinar/teach2read20260730/
CATEGORIES:Assessment,Dyslexia,Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260804T130000
DTEND;TZID=America/New_York:20260804T140000
DTSTAMP:20260804T174755Z
CREATED:20260701T032114Z
LAST-MODIFIED:20260804T174755Z
UID:12615963-1785848400-1785852000@home.edweb.net
SUMMARY:The Power of BOOKS: Building a Lifelong Love of Reading
DESCRIPTION:Presented by Dr. Louisa Moats\, Literacy Expert and Author of LANGUAGE! Live®\, LETRS®\, and Speech to Print\nModerated by Cassondra Mantovani\, Vice President of Revenue & Operations\, Voyager Sopris Learning® \nSponsored by Voyager Sopris Learning \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nIn an increasingly digital world\, what is lost when children spend less time with real books—and what can we do to bring them back? Join literacy trailblazer Dr. Louisa Moats as she opens the three‑part edWeb Lunch and Learn Week\, The Power of Print\, sponsored by Voyager Sopris Learning®. \nDuring this inspiring edWebinar\, Dr. Moats reflects on why books still matter—not as nostalgic artifacts\, but as essential tools for building language\, knowledge\, connection\, and a lifelong love of reading. Drawing on insights from great thinkers and writers\, she explores how reading physical books strengthens attention\, deepens comprehension\, and supports the cognitive and emotional development of young learners. \nThis session is not about dismissing digital tools. Instead\, it highlights the powerful\, irreplaceable role of print in the literacy ecosystem. Dr. Moats invites viewers to reflect on the childhood reading experiences that shaped them—and consider how to create those same lasting memories for today’s students. \nEducators learn: \n\nWhy print books uniquely support language\, comprehension\, and memory\nHow reading aloud builds strong bonds\, engagement\, and curiosity\nWays to nurture lifelong readers in a digital‑first world\nHow to balance digital tools with the enduring benefits of print\nPractical strategies for encouraging book‑rich classrooms and homes\n\n“We can and must counteract the alarming societal trend away from reading books.” — Dr. Louisa Moats \nThis session sets the stage for the full Power of Print Week on edWeb. After part one with Dr. Moats\, join us for parts two and three with Dr. Susan Neuman and Dr. Lakeisha Johnson\, each offering their own perspectives about why print remains essential to literacy\, equity\, and lifelong learning. Start the week with one of the most influential voices in literacy—and rediscover the power of books to change lives. \nThis edWebinar is of interest to K-8 teachers\, school leaders\, and district leaders. \nThis edWebinar is part of The Power of Print Week. \n \n \nAbout the Presenter \nDr. Louisa Moats has been a teacher\, psychologist\, researcher\, graduate school faculty member\, and author of many influential scientific journal articles\, books\, and policy papers on the topics of reading\, spelling\, language\, and teacher preparation. Dr. Moats is the author of LANGUAGE! Live®\, a blended reading intervention program for grades 5–12\, and the lead author of LETRS® professional development and the textbook Speech to Print: Language Essentials for Teachers. Dr. Moats is also co-author of Spellography\, a structured language word study program. Dr. Moats’ awards include the prestigious Samuel T. and June L. Orton Award from the International Dyslexia Association® for outstanding contributions to the field\, the Eminent Researcher Award from Learning Disabilities Australia\, and the Benita Blachman Award from The Reading League. \n \nAbout the Moderator \nCassondra Mantovani brings more than 25 years of leadership experience at the intersection of education\, leadership\, and technology–leading teams that directly support teachers and students in classrooms every day across K–12 and higher education. She currently serves as Vice President of Revenue & Operations for Voyager Sopris Learning® and Kurzweil Education\, where she has spent more than a decade partnering closely with educators and school leaders to improve outcomes for students. Born and raised in Los Angeles\, she has called Dallas home for the past decade. She is deeply driven by the belief that learning to read\, empowering students to graduate\, and valuing education can fundamentally change the trajectory of a person’s life—opening doors to enhanced life opportunities and lasting family legacy. Above all\, she is a proud boy mom\, a lifelong learner\, and a steadfast advocate for better serving students—today and for generations to come. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/teach2read20260804/
CATEGORIES:Early Literacy,Library/Media,Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260804T140000
DTEND;TZID=America/New_York:20260804T150000
DTSTAMP:20260812T175315Z
CREATED:20260713T143349Z
LAST-MODIFIED:20260812T175315Z
UID:12701506-1785852000-1785855600@home.edweb.net
SUMMARY:The Comprehension Connection: ​Braiding Foundational Skills for Reading Success​
DESCRIPTION:Presented by Danielle Gaither​\, Former Educator\, Current Sales Representative – Western North Carolina\, Great Minds; ​Jeniqua Moran\, Former Educator\, Current Success Lead – New England​\, Great Minds; and Mandy Polen\, Former Educator\, Current Success Lead – New York City​\, Great Minds \nSponsored by Great Minds \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nWhat looks like a comprehension problem may actually start much earlier.​ When word recognition takes too much effort\, there’s no room left for meaning. Strong foundational skills change that. They free up students to read with fluency and focus. Are your K–5 students getting there?​ \nIn this edWebinar\, literacy experts dig into the Science of Reading. They show how word-reading skills develop and connect that research to instructional practices in K–5 classrooms. Together\, these skills fuel knowledge and comprehension.​ \nGrounded in decades of reading research\, including Scarborough’s Reading Rope and the Simple View of Reading\, the session explores how students become skilled readers.​ \nYou leave able to:​ \n\nApply orthographic mapping research to your practice. See how students move from sounding words out to reading them by sight. ​\nExplain how word recognition and language comprehension work together. You’ll see why automaticity is the bridge to deeper reading.​\nUnderstand how a robust sight vocabulary and knowledge of language structures lead to fluent reading. ​\nRecognize how intentionally weaving the strands together leads to deep comprehension and student achievement. ​\n\nThis edWebinar is designed for K–5 teachers\, reading coaches\, curriculum leaders\, and school and district leaders. Walk away with a deep understanding of how foundational skills and English language arts need to be strategically intertwined for students to achieve full comprehension. You also leave with research-grounded strategies ready for use right away.​ \n \n \nAbout the Presenters \nDanielle Gaither is an Account Support Representative at Great Minds\, partnering with districts across Western North Carolina to support successful curriculum implementation and meet their account needs. Based in Asheville\, North Carolina\, Danielle brings more than 25 years of experience in education\, including serving as a literacy interventionist and leading curriculum implementation across the Southeast as a Great Minds Success Lead. She is passionate about helping educators improve student outcomes through high-quality instructional materials\, strong instructional leadership\, and trusted district partnerships. \n \nJeniqua Moran is a Success Lead at Great Minds. Prior to joining Great Minds\, Jeniqua spent 13 years as an elementary general and special educator as well as a Literacy Coach in Baltimore City Public Schools. Jeniqua is particularly passionate about foundational literacy skills instruction and served as a National LETRS Facilitator. Jeniqua received her bachelor’s degree in history from Morgan State University and her master’s degree in special education from Notre Dame of Maryland University.​ \n \nMandy Polen is a Success Lead at Great Minds and a former teacher and instructional coach. She partners with district and school leaders to design and monitor implementation plans that translate literacy research into classroom impact. Through job-embedded consulting\, professional learning\, and hands-on support\, she guides change management\, builds internal capacity\, and keeps student outcomes at the center of the work. She is known for being compassionate\, reflective\, and genuinely invested in the success of educators and the students they serve.​ \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Science of Reading community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nGreat Minds PBC is a public benefit corporation founded on the belief that education should be rich in knowledge and accessible to every child. In literacy\, Great Minds® has developed Arts & Letters™ and Wit & Wisdom™\, core English language arts programs anchored by award-winning books and authentic texts that build knowledge on engaging topics in grade levels K–8. Great Minds also has developed Geodes® books for emerging and developing readers in grade levels K–3. Geodes are published by Great Minds PBC and can be used with any reading foundations program. Geodes was originally created in association with Wilson Language Training. Great Minds also is the publisher of Eureka Math®\, Eureka Math2®\, and PhD Science®.
URL:https://home.edweb.net/webinar/scienceofreading20260804/
CATEGORIES:Early Literacy,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260804T150000
DTEND;TZID=America/New_York:20260804T160000
DTSTAMP:20260804T194804Z
CREATED:20260720T202311Z
LAST-MODIFIED:20260804T194804Z
UID:12797782-1785855600-1785859200@home.edweb.net
SUMMARY:Beyond Decoding: How Purposeful Practice Builds Fluency
DESCRIPTION:Presented by Dr. Carolyn Brown\, Experienced Educator\, Adjunct Professor of Communication Sciences and Disorders\, University of Iowa\, and Co-Founder\, Foundations in Learning; and Angelia Hoyer\, Experienced Educator\, Professional Learning Consultant\nModerated by Allison Zimmermann\, Experienced Educator\, CEO\, Foundations in Learning \nSponsored by WordFlight\, a Foundations in Learning Solution \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nStudents across the country are learning to decode more successfully than ever before—but many still struggle to read with the automaticity and fluency needed for comprehension\, confidence\, and academic success. These learners are caught in the gap between sounding out words and becoming skilled readers. \nJoin this edWebinar for an engaging exploration of how the Science of Reading and the Science of Learning work together to accelerate reading growth. Discover why purposeful\, structured practice is the key to developing automatic word recognition\, strengthening memory\, and helping students become fluent readers who can fully access grade-level content. Learn practical\, research-based strategies that help students move beyond accuracy to automaticity—unlocking stronger comprehension\, greater engagement\, and lasting literacy success. \nViewers Learn: \n\nWhy fluency remains a challenge for many students despite strong decoding instruction\nThe critical role of automaticity in reading achievement\nHow learning science can accelerate fluency development\nPractical approaches to help students become fluent\, confident readers\nAppropriate use of technology\n\nThis edWebinar is of interest to elementary and middle school teachers\, literacy coaches\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDr. Carolyn Brown has devoted her career to developing tools and testing solutions that optimize language and literacy development for all students. She and her colleagues have received support from the National Institutes of Health\, the Department of Education\, the National Science Foundation\, and the State of Iowa. Dr. Brown received her B.S. and M.S. degrees in speech pathology and audiology from Eastern New Mexico University and her Ph.D. in the same field at University of Iowa. Her areas of specialization are child development\, language acquisition\, and the Science of Reading. \nShe has co-founded three companies: Breakthrough to Literacy\, the Iowa Language and Literacy Institute\, and Foundations in Learning. Each was organized to advance current science and create solutions to help all children learn to read. She is also an Adjunct Professor in the Department of Communication Sciences and Disorders at the University of Iowa. \n \nAngelia Hoyer is a veteran educator and instructional leader with more than 34 years of experience in elementary education. Throughout her career\, she has helped hundreds of teachers across Iowa strengthen literacy instruction and improve student outcomes. After beginning her career as an elementary classroom teacher\, Angelia served as an Instructional Coach and Elementary Principal in the Cedar Rapids Community School District\, where she coached teachers through instructional observation\, professional learning\, data analysis\, and collaborative learning to improve student achievement. \nShe later became the Curriculum Director for the Clear Creek Amana Community School District\, providing leadership and overseeing curriculum adoption\, assessment\, and districtwide instructional initiatives. Most recently\, Angelia served as the Partner Success and Professional Development Lead for WordFlight\, a literacy assessment and intervention solution for students in grades 2–12. In that role\, she partnered with educators nationwide to provide professional learning and coaching that helped teachers strengthen literacy instruction and accelerate student reading success. \n \nAbout the Moderator \nBefore taking the helm as CEO\, Allison Zimmermann previously served as the Chief Strategy Officer for Foundations in Learning. She brings over 15 years of experience working in the education sector creating equity and opportunity for students. She has worked as a teacher\, administrator\, and consultant\, providing strategic support to schools\, non-profits\, start-ups\, and Fortune 500 companies across the country. \nPreviously\, Allison launched NewView\, a non-profit focused on creating tri-sector solutions for society’s largest challenges. She continues to serve on the board of the organization. Allison began her career as a special education middle school teacher in New York City and a Teach For America Corps member. Allison graduated from Boston University with a B.S. in international relations and political science. She received an M.S.Ed. in middle school general and special education from Bank Street College and M.P.P. and M.B.A. degrees from the University of Michigan. \nJoin the Language and Literacy community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\nWordFlight is the labor of love from a group of dedicated reading researchers\, authors\, and cognitive scientists who want to help more students learn to read. WordFlight is Foundations in Learning’s flagship offering.
URL:https://home.edweb.net/webinar/lang-lit20260804/
CATEGORIES:Early Literacy,English, Language Arts, Writing,Literacy,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260805T120000
DTEND;TZID=America/New_York:20260805T130000
DTSTAMP:20260805T170003Z
CREATED:20260708T025105Z
LAST-MODIFIED:20260805T170003Z
UID:12645179-1785931200-1785934800@home.edweb.net
SUMMARY:How to Maximize Your K-4 Literacy Block
DESCRIPTION:Presented by Peggy Price\, Former Educator\, Current Director of the Orton-Gillingham Institute\, Stern Center for Language and Learning\nModerated by Leigh Buettler\, Former Educator\, Current Director of Professional Learning\, Stern Center for Language and Learning \nSponsored by Stern Center for Language and Learning \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nThe goal of this edWebinar is to empower K-4 educators and administrators with actionable\, evidence-based frameworks to maximize every minute within their daily literacy block. Grounded in the Science of Reading (SoR)\, this session provides clear\, practical ideas and activities for structuring time to accelerate student reading and writing. \nKey topics covered include: \n\nThe Anatomy of an SoR-Infused Literacy Block: Exploring how word recognition and language comprehension components shift across grades K-4 to build a cohesive instructional continuum\nWhole Group vs. Small Group: Navigating when to deliver explicit\, systematic whole-group instruction and how to organize data-driven small groups\nHigh-Engagement Routines: Implementing simple instructional routines\n\nBy the conclusion of this edWebinar\, viewers are able to: \n\nAnalyze and structure a K-4 literacy schedule that directly addresses the foundational pillars of word recognition and comprehension\nUnderstand how to balance whole- and small-group instruction\nIdentify and integrate high-yield\, low-prep\, efficient instructional routines to maximize student engagement\nEmbed more vocabulary building and writing opportunities into existing daily routines\n\nViewers walk away with the ability to examine whether their literacy block has the necessary components\, implement ready-to-use activities\, and apply concrete strategies to ensure every minute of the literacy block impacts student growth. This edWebinar is of interest to K-4 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenter \nPeggy Price\, M.Ed.\, a Fellow of the prestigious Orton-Gillingham Academy\, is a literacy and special education expert who leads the Stern Center’s teacher training in the Orton-Gillingham Approach to teaching reading. Peggy oversees a talented team of teacher mentors who assist her with districtwide consulting and providing in-depth mentorship to educators seeking OG certification. She regularly speaks at national conferences about evidence-based literacy instruction\, dyslexia\, neuromyths\, and morphology. \nPeggy is the co-author of Orton-Gillingham for the K–2 Classroom: Weekly Guide and Universal Assessment\, Second Edition. She has taught Orton-Gillingham to students from ages 5–44 and loves witnessing her students (and now the educators she mentors) blossom as they learn the structure of the English language. Peggy holds a master’s degree in special education: early childhood multiple and severe disabilities from Georgia State University. Her bachelor’s degree is in psychology\, with a concentration in applied behavior analysis from Binghamton University. Peggy firmly believes every child has the right to read\, and every teacher deserves the knowledge and training to realize that promise. \n \nAbout the Moderator \nAs the Director of Professional Learning at the Stern Center for Language and Learning\, Leigh Buettler leads strategic partnerships and literacy initiatives. She collaborates with administrators and educators to implement research-based frameworks that expand learning and drive academic success for all students. Leigh has been dedicated to the field of education since 2004\, beginning her career as an Adjunct Lecturer at SUNY Albany. A former Teach For America Corps Member with an M.S.Ed. from Fordham University\, her background spans roles as a middle and elementary educator and an instructional coach. Dual certified in General and Special Education\, Leigh leverages her deep pedagogical expertise and extensive knowledge of the Science of Reading to bridge research and practice. She is committed to empowering educators with the evidence-based literacy tools necessary to foster inclusive\, high-achieving learning environments where every student can become a proficient reader and writer. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Science of Reading community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nThe Stern Center for Language and Learning is an education-focused nonprofit organization dedicated to expanding the power of learning. Located in Williston\, Vermont\, and founded in 1983\, The Stern Center’s professional team provides learning evaluations\, one-on-one customized instruction\, and professional training for educators.
URL:https://home.edweb.net/webinar/scienceofreading20260805/
CATEGORIES:Early Literacy,English, Language Arts, Writing,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260805T130000
DTEND;TZID=America/New_York:20260805T140000
DTSTAMP:20260805T180809Z
CREATED:20260701T033635Z
LAST-MODIFIED:20260805T180809Z
UID:12616668-1785934800-1785938400@home.edweb.net
SUMMARY:The Power of ACCESS: Why Print Resources Still Matter for Equity\, Opportunity\, and Early Literacy
DESCRIPTION:Presented by Dr. Susan B. Neuman\, Professor of Teaching and Learning\, Specializing in Childhood Education and Early Literacy Development\, New York University\nModerated by Cassondra Mantovani\, Vice President of Revenue & Operations\, Voyager Sopris Learning® \nSponsored by Voyager Sopris Learning \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nFollowing Dr. Louisa Moats’ inspiring kickoff to The Power of Print Lunch and Learn Week\, we welcome Dr. Susan B. Neuman\, one of the nation’s most respected early literacy researchers and a leading voice on equity\, access\, and the role of print in children’s learning environments. \nDuring this research‑rich edWebinar\, Dr. Neuman examines the critical importance of print access—especially for children growing up in communities where books are scarce. Drawing on decades of work on book deserts\, summer reading loss\, and the influence of trusted messengers\, she reveals how access to high‑quality print materials can dramatically change children’s literacy trajectories. \nThis session does not argue against digital tools. Instead\, Dr. Neuman shows how print resources remain a powerful\, evidence‑based lever for improving vocabulary\, background knowledge\, reading motivation\, and long‑term academic outcomes—particularly for children who need it most. \nEducators learn: \n\nWhat research tells us about book deserts and why access to print is still deeply unequal\nHow print-rich environments support early language and literacy\nWhy summer reading matters—and how print can reduce summer slide\nThe role of trusted messengers (teachers\, librarians\, community leaders) in motivating families to read\nPractical\, research-backed strategies for increasing children’s access to books at school\, at home\, and in the community\n\nDr. Neuman’s work has shaped national conversations about literacy equity\, and her findings offer a compelling case for why print remains essential—even as digital tools expand. This session equips educators\, administrators\, and community leaders with actionable steps to ensure every child has the print resources they need to thrive. Join us for this powerful second installment of The Power of Print Week and stay with us for the final session featuring Dr. Lakeisha Johnson. \nThis edWebinar is of interest to K-8 teachers\, school leaders\, and district leaders. \nThis edWebinar is part of The Power of Print Week. \n \n \nAbout the Presenter \nDr. Susan B. Neuman is a Professor of Teaching and Learning at New York University\, specializing in childhood education and early literacy development. Previously\, she has been a Professor at the University of Michigan and has served as the U.S. Assistant Secretary for Elementary and Secondary Education. In her role as Assistant Secretary\, she established the Early Reading First Program and the Early Childhood Educator Professional Development Program\, and was responsible for all activities in Title I of the Elementary and Secondary Education Act. She has served on the IRA Board of Directors (2001–2003)\, and other numerous boards of nonprofit organizations\, and served as Co-editor of Reading Research Quarterly (2011–2018)\, ILA’s flagship research journal. \nHer research and teaching interests include early childhood policy\, curricula\, and early reading instruction\, PreK–3 for children who live in poverty. Dr. Neuman has received two lifetime achievement awards for research in literacy development\, and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has written more than 100 articles and authored and edited 12 books. Her Newest\, edited by Sonia Q. Cabell\, Dr. Neuman\, and Nicole Patton Terry\, is the Handbook of the Science of Early Literacy (2023)\, published by Guilford Press\, with an additional handbook\, authored by Dr. Neuman and Melanie R. Kuhn\, Handbook of the Science of Literacy: Grades 3–8. \n \nAbout the Moderator \nCassondra Mantovani brings more than 25 years of leadership experience at the intersection of education\, leadership\, and technology–leading teams that directly support teachers and students in classrooms every day across K–12 and higher education. She currently serves as Vice President of Revenue & Operations for Voyager Sopris Learning® and Kurzweil Education\, where she has spent more than a decade partnering closely with educators and school leaders to improve outcomes for students. Born and raised in Los Angeles\, she has called Dallas home for the past decade. She is deeply driven by the belief that learning to read\, empowering students to graduate\, and valuing education can fundamentally change the trajectory of a person’s life—opening doors to enhanced life opportunities and lasting family legacy. Above all\, she is a proud boy mom\, a lifelong learner\, and a steadfast advocate for better serving students—today and for generations to come. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/teach2read20260805/
CATEGORIES:Early Literacy,English, Language Arts, Writing,Equity,Literacy,Reading Skills
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260805T140000
DTEND;TZID=America/New_York:20260805T150000
DTSTAMP:20260805T185013Z
CREATED:20260615T191432Z
LAST-MODIFIED:20260805T185013Z
UID:12503491-1785938400-1785942000@home.edweb.net
SUMMARY:What Strong Reading Looks Like in Secondary Classrooms: From Guessing to Grounded
DESCRIPTION:Presented by Sharon Alonso\, Experienced Educator\, District Administrator\, Hillsborough County Public Schools (FL); Nimat Jones\, Experienced Educator\, Director of Teaching and Learning\, Dunecrest American School; and Brenda Aston\, Experienced Educator\, Middle School ELA Teacher\, Tacoma Public Schools (WA) \nSponsored by Zinc Learning Labs \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nThe gains we see from early literacy instruction fade when reading support doesn’t continue into the secondary years. This edWebinar explores what the Science of Reading tells us about how adolescents build knowledge\, vocabulary\, and text-based understanding. \nWe focus on the comprehension habits that deliver reading success\, even in classrooms with limited time and a wide range of reading levels. Viewers leave with a clear\, practical approach for getting rid of vague\, distracting guesses and grounding students in text. \nThis edWebinar is of interest to middle and high school teachers\, librarians\, and school leaders. \n\n \n \nAbout the Presenters \nSharon Alonso is a seasoned educator with over 20 years of experience in K–12 education and currently serves as a Coordinator of Accelerated Programs for Hillsborough County Public Schools. In this district-level role\, she supports the implementation and expansion of advanced academic programs\, working closely with school leaders and instructional teams. Sharon previously served as a K–12 writing supervisor and a district writing coach for middle grades\, where she focused on strengthening literacy instruction and student achievement. With more than 15 years of experience as a professional learning writer and facilitator\, she has led professional learning in curriculum design and effective pedagogy for educators across the country. Based in Tampa\, Florida\, Sharon is committed to strengthening instructional practices and creating more opportunities for students to succeed through meaningful\, engaging learning experiences. \n \nAs a writer weaving tales on the page and screen\, Nimat Jones finds joy in crafting stories and absorbing them as an avid reader. Her love for the arts extends beyond literature to visual and cultural exploration during her global travels\, where she seeks inspiration through outdoor adventures from serene shores to rugged peaks. Nimat’s dedication to education spans two decades across roles in teaching English\, coaching\, professional learning facilitation\, and instructional leadership. Consulting and collaborating with organizations like the College Board and Zinc Learning Labs have enriched her perspective\, deepening her passion for advancing adolescent literacy and equitable environments that empower both students and adults. As Nimat embraces a new chapter in international education\, she eagerly anticipates immersing herself in UAE culture as the Director of Teaching and Learning at Dunecrest American School. \n \nBrenda Aston is an experienced educator of 30 years\, with experience as a middle school classroom teacher and instructional coach. She currently works for the Tacoma Public Schools\, teaching language arts as a middle school teacher in a high-poverty\, low-achieving school. Her interests include student motivation\, gifted education\, and instructional strategies that increase engagement in high-poverty environments. Brenda is seeking ways to improve secondary reading instruction with historically low-achieving populations. \nLearn more about earning a CE certificate and our accessibility features. \n\nJoin the Be a Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n \n\n \n\n \n\n \n\nZinc Learning Labs is a science-backed reading skills accelerator for secondary schools that drives transformative reading growth. Zinc offers easy-to-implement\, individualized\, digital experiences backed by comprehensive reporting\, empowering teachers to guide all students to reading success.
URL:https://home.edweb.net/webinar/literacyhero20260805/
CATEGORIES:English, Language Arts, Writing,Library/Media,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260805T160000
DTEND;TZID=America/New_York:20260805T170000
DTSTAMP:20260805T205343Z
CREATED:20260721T162322Z
LAST-MODIFIED:20260805T205343Z
UID:12806942-1785945600-1785949200@home.edweb.net
SUMMARY:How to Create a Content Engine That Fuels Discovery and Engagement
DESCRIPTION:Presented by Elana Leoni\, CEO\, Leoni Consulting Group; Karen Borchert\, Founder and CEO\, Alpaca; and Jordan Moldenhauer\, Senior Content Marketing Coordinator\, Leoni Consulting Group \nSponsored by Leoni Consulting Group (LCG) \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nMost schools\, districts\, and education organizations have great stories to tell. The role of school and district leaders and teachers has expanded well beyond the work itself. Today\, it means being a champion: highlighting\, recognizing\, and celebrating the people in their community while sharing stories of impact that attract new families\, build stronger community engagement\, and position them as thought partners in an industry that sells to them. \nIn this edWebinar\, Elana Leoni\, CEO of Leoni Consulting Group\, and Karen Borchert\, Founder and CEO of Alpaca\, moderated by Jordan Moldenhauer from LCG\, show you how to build a content engine: a system for turning one-and-done moments\, like an event\, a classroom win\, or a single interview\, into evergreen stories that keep working long after the moment has passed. \nYou learn: \n\nWhy a content engine matters more than one-off efforts\, and what it looks like in practice\nHow to turn a single story\, event\, or interview into evergreen\, reusable content across formats\nHow individual educators and school leaders can use their own stories to build their personal brand and voice\nCommon mistakes that stall storytelling efforts\, and what actually builds trust and connection\n\nWhether you’re leading communications at a school or district\, marketing an education organization\, or building your own presence as an educator\, this edWebinar leaves you with a practical framework and steps you can put to work right away. \n \n \nAbout the Presenters \nElana Leoni is the Founder and CEO of Leoni Consulting Group (LCG)\, a certified women-owned marketing agency that partners exclusively with education organizations to grow their reach\, relationships\, and impact. With nearly two decades of experience in K–12 marketing\, she led digital strategy at Edutopia (George Lucas Educational Foundation)\, helping grow its audience to over 20 million educators a month. At LCG\, she’s partnered with 50+ education brands—including Meta\, Chan Zuckerberg Initiative\, Education.com\, and Teaching Channel—to build authentic communities and drive meaningful impact. Elana is the host of the All Things Marketing and Education podcast and advises emerging edtech startups. A proud first-gen college grad\, she holds an MBA from Berkeley Haas and a business degree from Cal Poly SLO. \n \nKaren Borchert is Founder and CEO at Alpaca\, a platform for K-12 leaders to strengthen school culture and retain talent\, providing pulse surveys\, leadership resources\, and delightful teacher recognition experiences to make school the happiest place to work. Karen is also the host of the Little Wins Podcast\, a weekly interview with school and district leaders doing amazing things for school culture\, and author of Team Letter\, a weekly letter to startup teams chronicling the building of an edtech startup in real time. Karen is a runner\, data nerd\, reader\, and lifelong learner. \n \nStemming from her passion for storytelling\, Jordan Moldenhauer is a content marketer\, helping create newsletters\, podcasts\, blogs\, emails\, web pages\, white papers\, eBooks\, and more. She loves working with mission-driven brands to amplify their authentic messages and provide value for their audiences (and organizing Gantt charts). With four and a half years at LCG\, she oversees both company content and client content production. She originally joined as a Digital Marketing Intern in June 2021 and has prior experience as an editorial fellow for an online magazine. Jordan holds a B.A. in literature with minors in sociology and communications from American University. \nJordan first started work in education as a high school senior\, when she was granted the opportunity to write the foreword for The Hyperdoc Handbook. She has always believed that the classroom should be a creative and innovative space and is passionate about providing resources for those opportunities to all students and educators. In her free time\, she loves to go on long walks\, cook elaborate meals\, work on mindfulness\, and continue her passion for literature through both reading and writing constantly. \nJoin the edFocus community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\nLeoni Consulting Group (LCG) is a certified women-owned marketing agency that exclusively partners with education brands to increase their reach\, relationships\, and revenue. We offer these primary services: Social Media Management\, Content Marketing\, Community Strategy\, and Email Marketing. Learn alongside them from their popular podcast\, All Things Marketing and Education\, blog\, and downloads. Reach out to them at LeoniConsultingGroup.com or talk to them on LinkedIn.
URL:https://home.edweb.net/webinar/edfocus20260805/
CATEGORIES:Education Marketing,Media Literacy,Social Media
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260806T120000
DTEND;TZID=America/New_York:20260806T130000
DTSTAMP:20260806T165256Z
CREATED:20260715T200433Z
LAST-MODIFIED:20260806T165256Z
UID:12741748-1786017600-1786021200@home.edweb.net
SUMMARY:Attendance Reset: Moving from Chronic Absenteeism Data to District Action
DESCRIPTION:Presented by Dr. Baron R. Davis\, Former Superintendent\, Current Senior Advisor\, Digital Promise \nSponsored by Digital Promise Collaborative Innovation Studio \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nChronic absenteeism remains one of the most persistent challenges facing school systems today—and for many districts\, the problem is not a lack of effort. Teams are already tracking data\, running interventions\, making calls\, and visiting homes. Yet attendance patterns remain stubbornly elevated\, uneven across schools\, and difficult to shift. \nThe problem is often that a clear\, shared understanding of what is actually driving absenteeism in the local context hasn’t yet been developed. Chronic absenteeism improves when districts move from asking\, “How do we get students to show up?” to asking\, “What is happening in the lives\, experiences\, schools\, and systems surrounding students that is making attendance difficult\, inconsistent\, or disconnected from success?” \nThis edWebinar reframes the challenge and explores why chronic absenteeism should be treated as a system challenge\, not only an attendance issue. During this session\, district and school leaders discover why many well-intentioned attendance efforts stall\, what a stronger diagnostic process looks like\, and how to build the cross-functional ownership needed to make real progress before the school year begins. \nViewers leave with: \n\nA framework for moving from attendance data to root cause diagnosis\nLanguage for building a sharper\, more actionable problem statement that drives stronger strategies\nPractical next steps for aligning the right people and entering the school year with a focused action framework\n\nThis edWebinar is of interest to K-12 educators\, superintendents\, cabinet leaders\, principals\, student services and attendance teams\, and anyone responsible for improving student outcomes at the district or school level. \n\n \n\n \nAbout the Presenter \nDr. Baron R. Davis is a Senior Advisor at Digital Promise\, where he champions cutting-edge solutions to address challenges like student absenteeism and rural economic mobility through collaborative innovation practices. Dr. Davis—formerly Superintendent of Richland School District Two—is a transformative educational leader\, celebrated humanitarian\, and innovative strategist with nearly three decades of experience driving meaningful change in K-12 education and beyond. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin The Digital Promise Future of Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n\nThe Collaborative Innovation Studio is a professional service from Digital Promise supporting schools\, districts\, and communities in developing bold\, sustainable education solutions alongside students and families. Through workshops and personalized programs\, the Collab Studio creates opportunities to learn and experience our game-changing co-research and co-design process. Learn more about the benefits of choosing Collaborative Innovation.
URL:https://home.edweb.net/webinar/digitalpromise20260806/
CATEGORIES:Absenteeism and Attendance,Counseling,Culture of Belonging,Data and Analytics,Leadership/Administration
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DTSTART;TZID=America/New_York:20260806T130000
DTEND;TZID=America/New_York:20260806T140000
DTSTAMP:20260806T181616Z
CREATED:20260701T035237Z
LAST-MODIFIED:20260806T181616Z
UID:12617572-1786021200-1786024800@home.edweb.net
SUMMARY:The Power of REPRESENTATION: I See Me in What I Read
DESCRIPTION:Presented by Dr. Lakeisha Johnson\, Assistant Professor\, Communication Science and Disorders Program\, Florida State University\, and Director of The Village\, Florida Center for Reading Research\nModerated by Cassondra Mantovani\, Vice President of Revenue & Operations\, Voyager Sopris Learning® \nSponsored by Voyager Sopris Learning \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAs we conclude The Power of Print Lunch and Learn Week\, we are honored to welcome Dr. Lakeisha Johnson\, a nationally respected researcher\, Assistant Professor at Florida State University\, Director of The Village at the Florida Center for Reading Research\, and founder of Maya’s Book Nook. Dr. Johnson is widely recognized for her work on language and literacy development in African American children\, dialect and identity\, and the critical role of representation in reading materials. Her research‑practice partnerships and community‑centered advocacy have made her one of the most influential voices in literacy equity today. \nDuring this powerful closing edWebinar\, Dr. Johnson builds on the themes introduced by Dr. Louisa Moats and Dr. Susan Neuman\, weaving together the Science of Reading\, access to print\, and the lived experiences of children. She explores why representation in books is not simply a matter of inclusion—it is a matter of equity\, opportunity\, and belonging. When students see themselves\, their families\, and their communities reflected in print\, they engage more deeply\, build stronger language connections\, and develop the confidence needed to thrive as readers. \nDrawing from research\, classroom practice\, and her work curating diverse children’s literature\, Dr. Johnson shows educators how to intentionally select\, use\, and discuss texts that affirm identity and expand students’ understanding of the world. This session is both inspiring and practical—perfect for teachers\, literacy leaders\, and anyone committed to ensuring every child sees themselves in what they read. \nEducators learn: \n\nWhy representation in print matters—and how it shapes identity\, motivation\, and literacy outcomes\nHow to evaluate classroom libraries for diversity\, authenticity\, and linguistic richness\nWays to use diverse texts to build language\, background knowledge\, and meaningful discourse through shared book reading experiences\nStrategies for creating equitable reading experiences that honor students’ voices and cultural identities while targeting language and literacy skills\nHow families and communities can be partners in building literacy through diverse books at home\nPractical tools and book recommendations from Dr. Johnson’s work with Maya’s Book Nook\n\nThis edWebinar is of interest to K-8 teachers\, school leaders\, and district leaders. \nThis edWebinar is part of The Power of Print Week. \n \n \nAbout the Presenter \nDr. Lakeisha Johnson is an Assistant Professor in the Communication Science and Disorders Program at Florida State University and the Director of The Village\, the outreach and engagement division at the Florida Center for Reading Research. Her primary research interests include language\, literacy\, and dialect usage in African American children and increasing the use of evidence-based practices for language and literacy development across a variety of stakeholders. It is her mission to investigate the aforementioned areas while building research-practice partnerships between the university and the local community to ensure children from underserved populations obtain strong language and literacy skills. She serves on the board for several community and national literacy-based organizations. Dr. Johnson also runs the website Maya’s Book Nook to promote language and literacy skills using diverse children’s books. \n \nAbout the Moderator \nCassondra Mantovani brings more than 25 years of leadership experience at the intersection of education\, leadership\, and technology–leading teams that directly support teachers and students in classrooms every day across K–12 and higher education. She currently serves as Vice President of Revenue & Operations for Voyager Sopris Learning® and Kurzweil Education\, where she has spent more than a decade partnering closely with educators and school leaders to improve outcomes for students. Born and raised in Los Angeles\, she has called Dallas home for the past decade. She is deeply driven by the belief that learning to read\, empowering students to graduate\, and valuing education can fundamentally change the trajectory of a person’s life—opening doors to enhanced life opportunities and lasting family legacy. Above all\, she is a proud boy mom\, a lifelong learner\, and a steadfast advocate for better serving students—today and for generations to come. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nVoyager Sopris Learning® is the specialist in reading\, writing\, and math intervention. Fully focused on intervention\, we have established four decades of results that demonstrate the efficacy of our solutions. Providing a holistic offering of reading\, writing\, and math interventions and assessments\, our solutions help educators create strong\, sustainable foundations to ensure academic success for all students.
URL:https://home.edweb.net/webinar/teach2read20260806/
CATEGORIES:Culturally Responsive Teaching,Culture of Belonging,Equity,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260806T140000
DTEND;TZID=America/New_York:20260806T150000
DTSTAMP:20260806T184742Z
CREATED:20260715T043029Z
LAST-MODIFIED:20260806T184742Z
UID:12722112-1786024800-1786028400@home.edweb.net
SUMMARY:Build a Practical Behavior Support Framework: From Reactive to Resource Map
DESCRIPTION:Presented by Cynthia Cobos Price\, MSW\, LCSW\, Chief Executive Officer\, Tobosa Developmental Services; and Brandy Samuell\, M.Ed.\, Experienced Educator\, Solutions Consultant Director\, eLuma \nSponsored by eLuma \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nWhen a student struggles academically\, we reteach. But when a student struggles behaviorally\, we too often default to punishment or removal—without stopping to ask what the behavior is actually telling us. \nThis practical\, interactive edWebinar flips that script. Join Cynthia Cobos Price\, MSW\, LCSW (CEO of Tobosa Developmental Services)\, and Brandy Samuell\, M.Ed. (Solutions Consultant Director at eLuma)\, as they walk school teams through a concrete framework for moving from reactive discipline to proactive\, data-driven behavior support—all within an MTSS structure. \nViewers explore how to decode the function of student behavior\, use universal screening data to guide decision making\, and build a resource map that connects students to the right level of support at the right time. In this session\, you: \n\nUnderstand what student behavior is communicating and why understanding function is the first step toward lasting change\nLearn how social-behavioral screeners can bridge the gap between identifying a need and delivering targeted intervention\nWalk through a live resource mapping exercise that moves from Tier I universal supports to Tier II and Tier III targeted services\nSee how evidence-based tools\, like the SSIS Brief Universal Screener\, translate screening data into actionable next steps\nExplore how a tiered support crosswalk helps teams align interventions to individual student needs from the classroom all the way to post-secondary readiness\n\nThis edWebinar is of interest to elementary through high school leaders\, special education directors\, MTSS coordinators\, student service directors\, behavior specialists\, and district administrators. \n\n \n \nAbout the Presenters \nCynthia Cobos Price\, MSW\, LCSW\, is the Chief Executive Officer of Tobosa Developmental Services in Roswell\, New Mexico. A Licensed Clinical Social Worker with extensive experience in behavioral health\, education\, human services\, and organizational leadership\, she is dedicated to improving opportunities and outcomes for individuals with developmental disabilities and their families. In her leadership role\, Cynthia guides Tobosa’s programs and services with a focus on person-centered support\, community inclusion\, collaboration\, and long-term organizational impact. She brings a compassionate\, strengths-based perspective to her work and is committed to ensuring that individuals of all ages receive the resources\, encouragement\, and opportunities they need to achieve greater independence and quality of life. \n \nBrandy Samuell\, M.Ed.\, is a dedicated educator with over 32 years of experience. She has been involved in all facets of public education\, from classroom teacher to assistant superintendent. Brandy’s knowledge base spans general education\, special education\, mental health support\, and school turnaround. She has experience working in charter\, rural\, suburban\, urban\, and virtual school settings. Brandy currently serves as the Director of Mental Health and Related Services at eLuma. She earned a Bachelor of Business Administration\, a marketing degree from Texas Tech University in 1989\, and a Master of Education\, School Counseling degree from Texas Christian University in 2002. She has completed post-master’s work in educational diagnostics and educational leadership from the University of the Southwest. \nIn addition\, Brandy is certified in Critical Incident Stress Management; she has managed multiple school-related crises as well as provided crisis management and crisis-response training for school staff and community-based first responders. While she has a broad scope of knowledge and interests\, the majority of her career has been dedicated to supporting the emotional and behavioral needs of students as well as managing\, coaching\, and developing staff. In her spare time\, Brandy enjoys being outdoors\, spending time with her animals\, and working in her yard. \nLearn more about earning a CE certificate and our accessibility features. \n\nJoin the Social-Emotional Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n \n\n \n\n \n\n \n\neLuma partners with K-12 school districts to provide online special education services on a secure platform\, including speech therapy\, occupational therapy\, counseling\, and psychoeducational evaluations.
URL:https://home.edweb.net/webinar/sel20260806/
CATEGORIES:Autism,Behavior Challenges and Support,MTSS,Social-Emotional Learning,Special Education
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260806T160000
DTEND;TZID=America/New_York:20260806T170000
DTSTAMP:20260806T210555Z
CREATED:20260629T023107Z
LAST-MODIFIED:20260806T210555Z
UID:12602091-1786032000-1786035600@home.edweb.net
SUMMARY:Science Is the Future: Why College and Career Readiness Can’t Wait
DESCRIPTION:Presented by Jason Marshall\, Former Educator\, Current Vice President of K-12 Science\, Savvas Learning Company; and Geoffrey Howard\, Former Educator\, Current Director of College and Career Readiness\, Savvas Learning Company \nSponsored by Savvas Learning Company \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nWith AI\, drones\, and robotics now everyday realities\, STEM is essential to every student’s future—no matter what career they pursue. The challenge is helping students make the connection between science and their career goals and encouraging them to pursue STEM as a path to post-secondary success. \nJoin this edWebinar with Jason Marshall\, VP of K–12 Science at Savvas Learning Company\, and Geoffrey Howard\, Director of College and Career Readiness at Savvas\, as they discuss college and career readiness in STEM. \nIn this session\, viewers: \n\nDiscover how career education can add relevancy to the science classroom\nExplore the skills college professors and employers expect from today’s students\nLearn strategies for integrating college and career readiness into middle- and high-school science\n\nViewers of this edWebinar get a free career-exploration lesson. All 6–12 science educators and district leaders with an interest in college and career readiness are encouraged to view. \n\n \n \nAbout the Presenters \nJason Marshall is VP of Science at the Savvas Learning Company\, where he’s involved with development\, messaging\, and school system integration of science HQIM. Prior to this role\, he served as an edtech industry VP of urban education and national science consultant\, among other roles. Jason began his career as a middle school science teacher in Fort Worth\, TX. His experience teaching diverse\, multilingual\, and economically disadvantaged students helped shape his perspective\, priorities\, and classroom practices into ones that emphasized experiences and possibilities. \n \nGeoff Howard is the College and Career Readiness Director with Savvas Learning Company. Geoff serves school districts and communities by helping them identify teaching and learning resources that promote access to opportunities for students while they are still in high school\, for the future of their choosing\, not simply by dreaming about it but actively building it. Geoff is a former social studies educator serving in the central office and classrooms across the Washington\, DC area. \nLearn more about earning a CE certificate and our accessibility features. \n\nJoin the Teaching Next Generation Scientists community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n \n\n \n\n \n \n\nEvery student deserves a clear path to post-grad success. That’s what’s possible with Savvas Pathmaker—the all-in-one solution that equips students with the college credits\, industry certifications\, and transferable skills to thrive in the modern workforce.
URL:https://home.edweb.net/webinar/science20260806/
CATEGORIES:Career Education,College and Career Readiness,CTE: Career and Tech Ed,Science,STEM/STEAM
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260810T120000
DTEND;TZID=America/New_York:20260810T130000
DTSTAMP:20260923T212412Z
CREATED:20260729T144556Z
LAST-MODIFIED:20260923T212412Z
UID:12969054-1786363200-1786366800@home.edweb.net
SUMMARY:Writing Rockets: A Unique Approach to Building Stronger Paragraphs and Essays
DESCRIPTION:Presented by Zisel Roth\, MS\, Experienced Special Educator\, Curriculum Writer; Mindy Reifer\, MA\, Elementary and Middle School Principal; and Shanita Francis\, Social-Emotional Learning Consultant\nModerated by Jennah Schuh\, M.Ed.\, SBL\, SDL\, Director of Education and Training\, Rockland County-Based Non-Profit \nSponsored by Triple C Writing \nThe session recording is no longer available. \nLearn more about earning a CE certificate and our accessibility features. \nThe step-by-step Writing Rockets approach guides students to build strong paragraphs and essays. Students need a clear roadmap for organizing their ideas before they begin writing. Effective writers plan\, organize\, and design for successful communication\, communication that is focused\, logical\, and easy for readers to follow. This is the foundation of the Writing Rockets approach. \nStudents often stare at a blank page or fill it with everything that happened\, without focus\, organization\, or purpose. Writing Rockets changes that. In this edWebinar\, you explore one powerful approach to multiple essential structures that help students tackle assignments with purpose and confidence. Together\, these practical\, classroom-tested strategies transform scattered writing into clear\, engaging\, and well-developed pieces that students are proud to share. \nBy the end of this edWebinar\, educators are able to: \n\nUse Writing Rockets to teach narrative and expository writing by giving students a practical framework for organizing their thinking before they write\nTeach students to generate meaningful ideas without struggling for topics\nUtilize the FEED the Reasons strategy to help students elaborate with confidence\nIncrease student independence by giving them tools they can apply to every writing assignment\nLeave with classroom-ready lessons\, activities\, and strategies that can be implemented immediately\n\nThis edWebinar is of interest to elementary and middle school teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nZisel Roth\, MS\, has dedicated the past 20 years of her professional life to researching and authoring grammar and writing instructional materials. Zisel graduated college with an MS in special education. In her experience as a teacher\, she noted that the salient factor that impacts students’ ability to learn is their language proficiency and ability to communicate effectively. As such\, she focused intently on sharing the gift and joy of articulate communication with elementary and middle school students. Her goal is to provide them with a crucial foundation for success in school and beyond. \n \nMindy Reifer\, MA\, Principal of an NY K-8 private school\, uses her three decades of instructional experience\, educational leadership\, and extensive curriculum design to ensure that her students are ahead of the game. She monitors educational trends\, such as the use of AI\, and balances integrating them into evidence-based methodologies. Mindy began her career in education in the 1990s as a student aide for students with disabilities before working as a classroom teacher. Mindy advanced to become the ELA Curriculum Coordinator at a K-12 private school in Maryland before her current leadership role in Rockland County\, NY. Throughout her career\, Mindy insists on teaching every day even as she shares professional experience with the greater education community as an ELA instructor and teacher mentor focusing on curriculum implementation\, core comprehension\, technology in the classroom\, and grammar and writing skills. \n \nShanita Francis partners with schools and communities to build systems that work by aligning learning\, healing\, and culture. As an SEL Integration Coach and brain-based consultant\, she supports educators in embedding trauma-informed\, culturally responsive practices into everyday instruction—making change practical\, meaningful\, and lasting. \n \nAbout the Moderator \nJennah Schuh\, M.Ed.\, SLD\, has over two decades of experience educating children. Her career spans roles as a special education teacher\, school administrator\, and curriculum contributor\, where she has focused on creating inclusive learning environments and advancing effective educational practices. Jennah brings a deep understanding of student needs\, instructional design\, and organizational leadership to her work\, grounded in years of hands-on experience in schools and educational systems. \nJoin the Be a Literacy Hero community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n \nTriple C Writing LLC provides a streamlined curriculum\, student resources\, and in-depth professional development to support all stages of elementary and middle school writing. Using evidence-based models\, Triple C Writing developed a pen-to-paper approach that is developmentally appropriate\, standards aligned\, and innovative to teach. \n \nStrides ABA in NY and NJ provides ABA services for neurodivergent children. \n \nWonDIRful Play DIR Floortime Therapy in NJ provides DIR Floortime Therapy for children with developmental delays in NJ\, MN\, and IL.
URL:https://home.edweb.net/webinar/literacyhero20260810/
CATEGORIES:English, Language Arts, Writing,Literacy,Student Achievement
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260810T130000
DTEND;TZID=America/New_York:20260810T140000
DTSTAMP:20260812T154114Z
CREATED:20260714T153430Z
LAST-MODIFIED:20260812T154114Z
UID:12714260-1786366800-1786370400@home.edweb.net
SUMMARY:Structuring Independent Math Work to Protect Time for Small Groups
DESCRIPTION:Presented by Ashley Marlow\, Former Educator\, Current Elementary Math Coach and Director of Operations\, All Learners Network; and Chris Singleton\, Former Educator\, Current Chief Learning Officer\, All Learners Network \nSponsored by All Learners Network \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nEvery math teacher faces the same start-of-year questions: What do I do with students who finish early? How do I free up time for the students who need extra support? How do I meet the needs of both struggling and advanced learners in the same class period? \nThis edWebinar gives educators a practical\, research-aligned approach to structuring independent math work so that small-group instruction time is protected and purposeful. The focus stays on keeping instruction anchored to high-leverage math concepts\, so independent work reinforces real learning goals\, freeing the teacher to run focused\, targeted small groups. \nViewers learn what separates purposeful\, teacher-monitored independent work from rotating centers or unstructured choice time and why that distinction matters for both engagement and learning outcomes. The session covers four categories of independent work that support differentiation: \n\nSkills practice paired with ongoing progress monitoring\nMath games organized to build reasoning across developmental stages\, from early number sense through middle school\nRich\, open-ended\, problem-solving tasks\nReflection routines that deepen understanding\n\nViewers leave with a sample 6–8-week sequence for introducing these routines gradually\, practical strategies for managing work locations\, partners\, and materials\, and a concrete plan for launching independent work structures that support\, rather than compete with\, small-group instruction and are sustainable throughout the school year. This edWebinar is of interest to PreK-8 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nAshley Marlow\, M.S.Ed.\, is an elementary math coach\, a consultant\, and the Director of Operations for All Learners Network. She has 15 years of experience in teaching and coaching and is passionate about supporting teachers in creating equitable learning opportunities in math. She is the co-author of Universal Design for Learning in Mathematics Instruction\, K-5. Ashley plans professional learning opportunities focusing on instructional routines in mathematics that support belonging\, engagement\, and access to rigorous\, grade-level content for all students. \n \nChris Singleton is the Chief Learning Officer and a Facilitator for the All Learners Network. She has 23 years’ experience teaching in Vermont schools\, as a primary grades teacher specializing in math\, a math interventionist\, and then a math coach. She has over 20 years of experience facilitating math professional development with a focus on both math content and improving pedagogy with teachers in grades K-8. She is a 2008 graduate of the Vermont Mathematics Initiative. When Chris is not working to improve mathematics instruction for all students\, she can be found enjoying the outdoors\, hiking\, biking\, running\, or skiing with friends and family. \nJoin the Building Understanding in Mathematics community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n					\n				\n					All Learners Network was founded on the premise that everyone can be successful with math regardless of ability or circumstance. We have found\, in our practice with hundreds of teachers and thousands of students\, that every single child can be successful if effective pedagogy is used. Our professional development offerings are designed to help teachers make the journey from hoping all children—children living in poverty\, children of color\, multilingual children\, and children with IEPs— can learn\, to fully believing that any child can learn math. Our motto is: All means all. Our mission\, energy\, and expertise are devoted to helping teachers support their students to achieve math success and access to all the opportunities that come with it.
URL:https://home.edweb.net/webinar/math20260810/
CATEGORIES:Early Childhood Learning,Mathematics,Teaching Practice and Pedagogy
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260811T150000
DTEND;TZID=America/New_York:20260811T160000
DTSTAMP:20260812T154050Z
CREATED:20260717T200146Z
LAST-MODIFIED:20260812T154050Z
UID:12777780-1786460400-1786464000@home.edweb.net
SUMMARY:The Overlooked Metrics Impacting Literacy Outcomes: Reading Efficiency and Underdeveloped Visual Skills
DESCRIPTION:Presented by Dr. Alexandra Spichtig\, Former Educator\, Current CEO and Co-Founder\, Stanford Taylor Foundation; and John Ferrara\, M.Ed.\, Former Educator\, Current Chief Research Officer\, Stanford Taylor Foundation \nSponsored by Stanford Taylor Foundation \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nTwo critical\, but often-missed factors sit underneath students’ reading struggles: inefficient reading habits and underdeveloped visual skills. These factors are more common than most educators realize. Roughly 70% of students reading at below-proficient levels read inefficiently. And signs of underdeveloped visual skills appear in about half of low-performing elementary readers and a quarter of middle schoolers. Most assessments tell educators that a student is struggling\, not how efficiently they read or whether the student’s visual skills are ready to handle the demands of reading. Neither inefficient reading nor underdeveloped visual skills are disabilities; they can be developed through targeted visual skill and reading efficiency instruction. \nThe goal of this edWebinar is to help educators recognize the role visual skills and reading efficiency play in reading development and achievement and to provide practical\, research-informed strategies for identifying and supporting students who may be affected by inefficient reading and underdeveloped visual skills. \nKey Topics: \n\nWhat are visual skills and reading efficiency\, and why are they important?\nWhat research shows about the relationships among visual skills\, reading efficiency\, and reading achievement\nHow to screen for students with underdeveloped visual skills and inefficient reading habits\nHow to implement targeted visual skill development and reading efficiency practice\n\nBy the end of the session\, viewers are able to: \n\nExplain the research connecting visual skills development\, reading efficiency\, and reading achievement\nIdentify indicators of underdeveloped visual skills and inefficient reading habits\nScreen for underdeveloped visual skills and inefficient reading\nApply practical strategies and tools to support visual skills and reading efficiency development within existing literacy instruction\n\nViewers leave with a new understanding of how reading inefficiency and underdeveloped visual skills may be contributing to reading difficulties\, and information regarding how to identify affected students and support students in need of targeted instruction. This edWebinar is of interest to elementary and middle school leaders\, district leaders\, curriculum directors\, and those involved in literacy intervention. \n \n \nAbout the Presenters \nDr. Alexandra Spichtig\, CEO and Co-founder of the Stanford Taylor Foundation\, is a researcher and literacy assessment and instruction expert specializing in eye movements\, visual skills\, and reading efficiency. Her landmark study on the 50-year decline of silent reading efficiency was published in Reading Research Quarterly\, and her broader work—including peer-reviewed articles\, book chapters\, and international presentations (ILA\, SSSR\, ECEM\, AERA\, LRA)—has advanced scientific understanding of how visual skills\, visual processing\, and reading efficiency influence literacy development. As former Chief Research Officer at Reading Plus\, she co-authored patented instructional methodologies and led the design of one of the first widely adopted web-based adaptive assessments measuring comprehension-based silent reading rate. She began her career as an elementary school teacher. Her expertise bridges literacy pedagogy\, classroom experience\, vision science\, learning engineering\, scalable digital assessment\, and visual and reading efficiency instruction. \n \nJohn Ferrara\, M.Ed.\, is the Stanford Taylor Foundation’s Chief Research Officer. He holds a master’s degree in education and a certificate of advanced study in education leadership and policy studies. He specializes in data systems\, assessment design\, and visual skills research\, leading all aspects of the research lifecycle from study design through dissemination. He played a central role in designing Vermont’s first statewide K–12 education data warehouse and implementing the state’s assessment and accountability systems. At Reading Plus\, he refined adaptive assessments\, established reading efficiency norms\, and led efficacy studies for large-scale literacy programs. His research on reading efficiency\, eye movements\, and visual skills has been published in peer-reviewed journals and presented at the Society for Scientific Studies of Reading\, the Literacy Research Association\, the National Science Foundation\, and the European Conference on Eye Movements. \nJoin the Empowering Struggling Readers community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n\n					\n				\n					The Stanford Taylor Foundation (STF) is an educational research nonprofit dedicated to understanding and improving reading efficiency and the visual skills that underpin it. STF’s mission is to perform research in this area\, share findings broadly\, and develop evidence-based educational tools that support students\, teachers\, and district leaders. STF’s team has decades of experience in reading research\, instructional design\, and the development of assessments and instructional products\, with extensive published research and conference presentations.
URL:https://home.edweb.net/webinar/readers20260811/
CATEGORIES:Assessment,Early Literacy,Reading Skills
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T130000
DTEND;TZID=America/New_York:20260812T140000
DTSTAMP:20260812T180511Z
CREATED:20260714T191622Z
LAST-MODIFIED:20260812T180511Z
UID:12718958-1786539600-1786543200@home.edweb.net
SUMMARY:Science of Reading and MTSS: Using Beginning-of-Year Data to Start Strong
DESCRIPTION:Presented by Susan Lambert\, Ed.D.\, Host of Science of Reading: The Podcast\, and Chief Academic Officer of Literacy\, Amplify \nSponsored by Amplify \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nBeginning-of-year (BOY) data can do more than identify risk. It can help educators build a proactive\, research-aligned system of support from day one. \nIn this edWebinar\, educators explore how the Science of Reading and a Multi-Tiered System of Supports (MTSS) work together to drive stronger literacy outcomes for all students. The session demystifies the relationship between these two foundational frameworks and show how BOY screening and assessment data can inform smarter decisions across the school year. Viewers learn how to identify student needs early\, strengthen core instruction\, determine when additional support is needed\, and build a more responsive tiered structure. Viewers also examine how ongoing progress monitoring can help move from isolated data points to meaningful instructional action. \nBy the end of the session\, viewers leave with a clearer understanding of how assessment\, instruction\, and intervention connect within an effective literacy system\, as well as practical ideas for using BOY data to guide MTSS implementation throughout the year. \nThis edWebinar is of interest to teachers\, literacy leaders\, interventionists\, school leaders\, and district leaders serving K–8 students. \n \n \nAbout the Presenter \nSusan Lambert\, Ed.D.\, is the Chief Academic Officer of Literacy at Amplify and host of Science of Reading: The Podcast. Her career has been focused on creating high-quality learning environments using evidence-based practices. As podcast host\, Dr. Lambert explores the increasing body of scientific research around how reading is taught. As a former classroom teacher\, administrator\, and curriculum developer\, Dr. Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom and to showcasing national models of reading instruction excellence. She is a mom of four\, a grandma of four\, a world traveler\, and a collector of stories. \nJoin the Assessment for Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\n \nAmplify is dedicated to collaborating with educators to create learning experiences that are rigorous and riveting for all students. \nTeaching is always challenging\, often exhausting\, and sometimes exhilarating. At Amplify\, we want teachers to experience more exhilaration—more great classroom moments and more great days when you’re reminded why you became a teacher. Whether you teach literacy\, science\, or math\, we create high-quality programs that make it easier for you to deliver inspiring\, impactful lessons that celebrate and develop the brilliance of your students.
URL:https://home.edweb.net/webinar/assessment20260812/
CATEGORIES:Assessment,MTSS,Reading Skills,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T140000
DTEND;TZID=America/New_York:20260812T150000
DTSTAMP:20260812T185719Z
CREATED:20260625T165455Z
LAST-MODIFIED:20260812T185719Z
UID:12573362-1786543200-1786546800@home.edweb.net
SUMMARY:What Reading Growth Really Looks Like in Grades 6–12: From Standards to Strength
DESCRIPTION:Presented by Sharon Alonso\, Experienced Educator\, District Administrator\, Hillsborough County Public Schools (FL); and Carisa Barnes\, Experienced Educator\, Literacy Instructional Coach\, San Diego Unified School District (CA) \nSponsored by Zinc Learning Labs \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nIn many secondary classrooms\, students are asked to demonstrate reading skills without the time or support to build them. This edWebinar explores the growing gap between what standards expect and the reading capacity students actually have\, and how that misalignment impacts both comprehension and motivation. \nThrough classroom stories and real student experiences\, we look at where breakdowns happen and how small shifts in instruction make them visible and fixable. We focus on how strengthening everyday reading practices puts the missing floor under standards while rebuilding confidence and engagement. Viewers leave with a clearer lens on what students need and practical ways to respond within the time they already have. \nThis edWebinar is of interest to middle and high school teachers\, librarians\, school leaders\, district leaders\, and education technology leaders. \n\n \n \nAbout the Presenters \nSharon Alonso is a seasoned educator with over 20 years of experience in K–12 education and currently serves as a Coordinator of Accelerated Programs for Hillsborough County Public Schools. In this district-level role\, she supports the implementation and expansion of advanced academic programs\, working closely with school leaders and instructional teams. Sharon previously served as a K–12 writing supervisor and a district writing coach for middle grades\, where she focused on strengthening literacy instruction and student achievement. With more than 15 years of experience as a professional learning writer and facilitator\, she has led professional learning in curriculum design and effective pedagogy for educators across the country. Based in Tampa\, Florida\, Sharon is committed to strengthening instructional practices and creating more opportunities for students to succeed through meaningful\, engaging learning experiences. \n \nCarisa Barnes is passionate about working with educators to reimagine and design ways to support student learning. She taught high school English for 17 years before moving into her current role as Literacy Instructional Coach for the San Diego Unified School District. She also consults for several organizations\, working with teachers to develop systems and structures that support literacy and standards-aligned instruction. Most recently\, Carisa’s work with Zinc Learning Labs\, IlluminatEd Collective\, the California Reading and Literature Project\, and the College Board’s Pre-AP program has provided opportunities to collaborate with teachers across math\, science\, history\, English\, PE\, and the arts. Carisa believes that all students can grow in the skills and mindset necessary to discover their strengths and abilities for present and future readiness. She is currently living her best life in downtown San Diego and believes that curiosity and wholeheartedness are essential to a rich personal and professional life. \n\nJoin the Teaching Reading and Writing community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n \n\n \n\n \n\n \n\nZinc Learning Labs is a science-backed reading skills accelerator for secondary schools that drives transformative reading growth. Zinc offers easy-to-implement\, individualized\, digital experiences backed by comprehensive reporting\, empowering teachers to guide all students to reading success.
URL:https://home.edweb.net/webinar/teach2read20260812/
CATEGORIES:English, Language Arts, Writing,Reading Skills,Science of Reading,Student Engagement and Motivation
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T150000
DTEND;TZID=America/New_York:20260812T160000
DTSTAMP:20260921T142755Z
CREATED:20260713T185004Z
LAST-MODIFIED:20260921T142755Z
UID:12707776-1786546800-1786550400@home.edweb.net
SUMMARY:Leading Literacy Through Change: How District Leaders Sustain Momentum and Accelerate Outcomes
DESCRIPTION:Presented by Dr. Terra Greenwell\, Senior K-12 Advisor and Former Chief Academic Officer; Dr. Glenda Sheffield\, Superintendent\, Hampton County School District (SC); and Dr. Deann Collins\, Chief of Staff\, Prince George’s County Public Schools (PGCPS) and Former Maryland Deputy State Superintendent\nModerated by Dr. Donna Wright\, Retired School Superintendent/Education Consultant \nSponsored by Really Great Reading \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nStrong literacy outcomes are not sustained by instructional materials alone. Districts need literacy systems that can withstand real-world change\, including teacher turnover\, leadership transitions\, shifting priorities\, and the ongoing need to support new and experienced educators. \nJoin district leaders and literacy experts for an edLeader Panel discussion on how districts can build durable literacy systems that maintain momentum over time. Panelists explore how strong implementation plans\, professional learning models\, instructional leadership practices\, onboarding systems\, and purposeful technology can help districts protect consistency across schools and classrooms. \nViewers learn how successful districts support educators\, reduce implementation fatigue\, and create the conditions for long-term student success\, including for older struggling readers who need consistent\, effective literacy intervention. \nThis edLeader Panel is of interest to elementary through high school teachers\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDr. Terra Greenwell is a nationally recognized K-12 education leader and Strategic Academic Advisor specializing in systems leadership\, change management\, and initiative-driven transformation. As a speaker\, advisor\, and strategic partner\, she guides public school districts\, non-profit organizations\, and for-profit education entities on scaling high-impact academic systems\, advancing educational equity\, and navigating complex organizational change. Dr. Greenwell’s strategic advising is backed by a distinguished career in executive district leadership\, most recently serving as the Chief Academic Officer for Jefferson County Public Schools (Louisville\, KY)\, where she oversaw academic programming for 97\,000 students. A proven innovator\, she pioneered the district’s middle school Explore Pathways to provide future-focused career exploration starting in the sixth grade. \nAs CAO\, she engineered a historic\, districtwide adoption of high-quality instructional resources\, revised the district’s early literacy program\, and established critical adolescent literacy shifts through an evidence-based\, research-backed framework. Crucially\, Dr. Greenwell developed Journey to Success\, an innovative accountability model built to provide structural validity and operationalize the Portrait of a Graduate framework into measurable\, real-world student outcomes. Holding a doctorate in educational leadership and organizational development\, Dr. Greenwell focuses her advisory work heavily on rethinking legacy assessment and accountability models to center student readiness on durable\, future-focused skills. Her national standing and insights are continuously shaped by her active leadership within the country’s most innovative educational networks. She collaborates regularly with superintendents\, researchers\, and corporate boards through the Education Research and Development Institute (ERDI)\, the National Council of Innovative Instructional Leaders (NCIIL)\, and the AASA Women’s Leadership Consortium to influence the national dialogue and drive systemic progress across the K-12 landscape. \n \nDr. Glenda Sheffield is the Superintendent of Hampton County School District\, bringing more than three decades of distinguished experience in education leadership. She has served in positions that spanned the full spectrum of educational leadership\, including teacher\, assistant principal\, principal\, instructional superintendent\, and chief academic officer. A passionate advocate for academic excellence and equity\, Dr. Sheffield has led transformative initiatives throughout her career. She successfully closed achievement gaps across the elementary\, middle\, and high school levels\, mentored and coached school leaders to strengthen instructional practices and foster leadership development\, and collaborated with district stakeholders to align curriculum resources and ensure rigorous standards-based instruction for all students. \nDr. Sheffield’s academic credentials reflect her commitment to lifelong learning. She holds a Bachelor of Science in Business Administration from Voorhees University\, a Master of Education in Business Education from Bowling Green State University\, and both an Educational Specialist and a doctorate in educational leadership from Nova Southeastern University. She has also completed prestigious leadership programs at Harvard University’s Principal Leadership Academy and the Atlantic Research Partners National Superintendent Academy. Beyond her professional accomplishments\, Dr. Sheffield is deeply rooted in family and community. She is the proud mother of two adult children\, Kayla and Martest III\, and has shared over 30 years of marriage with her husband\, Martest Jr. Her unwavering dedication to student success and leadership development continues to inspire educators and communities nationwide. \n \nDr. Deann Collins currently serves as the Chief of Staff for Prince George’s County Public Schools (PGCPS). In this role\, she acts as the “connective tissue\,” keeping cross-functional efforts moving toward a single vision\, while supporting the implementation of the superintendent’s vision and administration. She ensures coherence and accountability across the executive team\, facilitates strategic initiatives\, and promotes an equitable educational experience for all students. Dr. Collins brings nearly 30 years of state- and district-level expertise to PGCPS. \nShe previously served as the Deputy State Superintendent for Teaching and Learning at the Maryland State Department of Education\, where she led nationally recognized initiatives in literacy\, special education reform\, and the Blueprint for Maryland’s Future. Notably\, she spearheaded the development of Maryland’s first Pre-K to 3 Comprehensive Literacy Policy. Her journey in education began in the classroom as a teacher for Montgomery County Public Schools. Over her three-decade career\, she has served at every level of the system—from principal and school improvement specialist to central office director. As a proud Prince George’s County resident and parent\, her deep commitment to educational equity and excellence is deeply personal. \n \nAbout the Moderator \nDr. Donna Wright has served in many roles in her 40-plus-year career as an educator. She has positively influenced the educational field as a classroom teacher\, assistant principal\, principal\, assistant superintendent\, deputy director\, and school superintendent. Dr. Wright earned her doctorate in leadership studies from the University of Tennessee at Knoxville. She has been published in numerous educational journals\, invited to present at national and state conferences\, and has served as an adjunct professor at various institutions of higher learning. Although Dr. Wright recently retired from K-12 public education\, she continues to support and consult with colleagues and school districts around the country. Currently\, she serves as the AASA Lead Superintendent\, directing the National Women’s Leadership Consortium\, and collaborates with public school districts around the country. \nJoin the Structured Literacy Instruction community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \nLearn more about earning a CE certificate and our accessibility features. \n\nReally Great Reading has been leading the charge in effective Science of Reading strategies for over 18 years with our proven PK-12 curriculum in foundational literacy and intervention teaching methodologies. We turn reading research into classroom practice\, ensuring teachers have cutting-edge strategies and tools in classrooms across the country. It is our unwavering commitment to students and educators that sets us apart from other Science of Reading curricula\, and this is evident in the student outcomes and results that districts and schools see when using our products.
URL:https://home.edweb.net/webinar/structuredliteracy20260812/
CATEGORIES:edLeader Panel,Leadership/Administration,Literacy,Professional Development,Student Achievement,Teacher Development and Retention
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DTSTART;TZID=America/New_York:20260813T120000
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CREATED:20260711T023316Z
LAST-MODIFIED:20260813T165936Z
UID:12695185-1786622400-1786626000@home.edweb.net
SUMMARY:News Literacy for Every Classroom: An Integrated Approach
DESCRIPTION:Presented by Tracee Stanford\, Former Educator\, Current Senior Manager of Professional Learning\, News Literacy Project \nSponsored by News Literacy Project \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nJust getting started with news literacy or looking for fresh\, meaningful ways to weave this essential life skill into your teaching? This edWebinar helps you build a strong foundation for the school year. You discover ways to embed news literacy into your discipline to help students make informed decisions. \nThe News Literacy Project’s Tracee Stanford\, Senior Manager of Professional Learning\, shares a walkthrough of NLP’s Framework for Teaching News Literacy and Grade Band Expectations\, along with practical tips and strategies for incorporating relevant topics and lessons into your curricula—without starting from scratch. We examine the core concepts and competencies that help students distinguish credible information from misinformation\, evaluate sources and evidence\, recognize different types of information\, and understand the role of a free press in a democracy. \nViewers leave with ready-to-use planning resources and a clearer understanding of how to build these essential skills throughout the year. \nViewers learn how to: \n\nExplain what news literacy is and why it is an essential life skill for all students\nUse the Framework for Teaching News Literacy and Grade Band Expectations to support curriculum planning\nIntegrate news literacy concepts into existing lessons across subject areas\n\nThis edWebinar is ideal for K-12 teachers\, librarians\, and school and district leaders. \n \n \nAbout the Presenter \nTracee Stanford is the Senior Manager of Professional Learning at the News Literacy Project\, where she designs and facilitates engaging news literacy professional development sessions for educators nationwide\, virtually and in person. Before joining NLP\, she was a Program Manager at Free Spirit Media\, where she led media educators in teaching essential journalism skills to youth in underserved Chicagoland communities. She also worked as a high school journalism teacher in Chicago Public Schools\, contributing to curriculum development\, instructional strategies\, and strategic partnerships. \nTracee also has a background in local news\, producing morning news for WSFA 12 in Montgomery\, Alabama\, and working as a reporter and producer for Alabama Public Television. She began her career as a statehouse reporter covering politics in Springfield\, Illinois. Tracee holds a bachelor’s degree in broadcast journalism from the University of Illinois at Urbana-Champaign and a master’s degree in public affairs reporting from the University of Illinois\, Springfield. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the News Literacy community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\n \nThe News Literacy Project\, a nonpartisan education nonprofit\, provides educators in all 50 states with the resources they need to ensure every student graduates with the ability to thoughtfully evaluate news and information. For nearly 20 years\, the News Literacy Project has offered free resources to help educators make news literacy engaging and accessible for their students. Our mission is simple: Help young people become critical consumers of news and information so that they can make more informed decisions throughout their lives and within their communities. \n\n \n 
URL:https://home.edweb.net/webinar/newsliteracy20260813/
CATEGORIES:Digital Citizenship,English, Language Arts, Writing,Literacy,Media Literacy,Social Studies and Civics
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DTSTART;TZID=America/New_York:20260813T150000
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DTSTAMP:20260813T200402Z
CREATED:20260520T165016Z
LAST-MODIFIED:20260813T200402Z
UID:12273463-1786633200-1786636800@home.edweb.net
SUMMARY:4 Mindshifts for Teaching AI Agency
DESCRIPTION:Presented by Dan Be Kim\, AI Fellow and Translational Research Designer\, Center for Digital Thriving\, Harvard Graduate School of Education; and Dr. Carrie James\, Co-Founder and Co-Director\, Center for Digital Thriving\, and Co-Director\, Project Zero\, Harvard Graduate School of Education \nSponsored by Center for Digital Thriving at the Harvard Graduate School of Education \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAs debates about the role of generative AI in the classroom carry on\, some schools are responding with an emphasis on bans\, detection tools\, and compliance policies. What if we focused instead on empowering students to navigate an AI world well? The research team at the Center for Digital Thriving (CDT) at Project Zero\, Harvard Graduate School of Education\, engages in an intentional listening practice with young people to co-design relevant resources and tools that help them navigate a world increasingly shaped by AI with a sense of agency. \nIn this edWebinar\, CDT presenters Dr. Carrie James and Dan Be Kim explore how educators can support AI agency among their students—right now. They share relevant resources and four enduring mindshifts that are game changing for classroom conversations about tech: \n\nFrom Abstinence to Agency: Bans often push AI and other tech use underground; teaching agency prepares students for real-world decisions.\nFrom Referee to Coach: While AI may feel new and unfamiliar\, it’s also an amplifier of familiar human pressures around performance\, fairness\, and belonging. This framing changes what good guidance looks like. Educators don’t need to be AI experts to guide students through gray areas.\nFrom Assuming to Asking: We can better understand the “whys” behind students’ uses of AI when we shift from assuming all AI use is about cheating and\, instead\, ask open questions. Understanding paves the way for better\, more relevant support.\nFrom Us vs. Them to Us and Them: Making AI uses and dilemmas visible through open dialogue with students and colleagues can help us begin to co-create norms of use.\n\nGrounded in CDT’s youth voice work\, these mindshifts and resources are designed to endure by emphasizing student skill and agency building over tool management. The tech may keep evolving\, but with the right mindshifts\, so can we. This edWebinar is of interest to elementary through high school teachers\, librarians\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDan Be Kim is an AI Fellow and translational research designer at the Center for Digital Thriving at the Harvard Graduate School of Education\, where she helps translate emerging research insights into professional development programs and frameworks that support responsible AI use in education. A self-proclaimed AI tinkerer\, she is deeply curious about how technology shapes culture and identity—a question informed by her own experience as a third-culture kid shaped by Korea\, India\, and Germany. Dan Be is a core contributor to CDT’s IMAGINE AI project\, which brings a values-centered lens to AI by asking how lived experiences and moral compasses shape what we consider responsible use. She is also an AI Fellow at Harvard GSE\, helping onboard graduate students to leverage AI responsibly in their academic and professional work. Dan Be loves bringing people together across sectors and co-designed and co-taught AI Tools for Learning Design\, a mini-course bringing educators\, technologists\, and designers in the community to experiment with AI for immersive learning. \n \nDr. Carrie James is a sociologist\, researcher\, the current Co-director of Project Zero\, and the Co-founder of the Center for Digital Thriving. Her work focuses on young people’s digital experiences\, including opportunities and challenges for their well-being\, social connections\, and civic lives. She loves to translate research insights into practical tools and wisdom for families and educators. With Emily Weinstein\, Dr. James is the co-author of the book Behind Their Screens: What Teens Are Facing (And Adults Are Missing)\, which details compelling insights from thousands of teens. She is also the author of Disconnected: Youth\, New Media\, and the Ethics Gap (MIT Press\, 2014). Her perspectives have appeared in diverse outlets\, including The Boston Globe\, The Chicago Tribune\, TIME Magazine\, The New York Times\, TechCrunch\, and The Washington Post. Dr. James has a Ph.D. in sociology from New York University and is a parent to two technology-loving daughters. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Artificial Intelligence in Education community to network with educators\, participate in online discussions\, receive invitations to upcoming edWebinars\, and view recordings of previous programs to earn CE certificates. \n\nCenter for Digital Thriving (CDT) is a research and innovation center based at Project Zero at Harvard Graduate School of Education. We create knowledge- and research-based resources that help youth thrive in a tech-filled world—and we believe educators are essential partners in making that possible.
URL:https://home.edweb.net/webinar/ai20260813/
CATEGORIES:Artificial Intelligence,Professional Development,Student Agency and Voice,Teaching Practice and Pedagogy,Technology for Learning
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