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DTSTART;TZID=America/New_York:20260805T130000
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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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DTSTART;TZID=America/New_York:20260805T120000
DTEND;TZID=America/New_York:20260805T130000
DTSTAMP:20260805T170003Z
CREATED:20260708T025105Z
LAST-MODIFIED:20260805T170003Z
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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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260804T150000
DTEND;TZID=America/New_York:20260804T160000
DTSTAMP:20260804T194804Z
CREATED:20260720T202311Z
LAST-MODIFIED:20260804T194804Z
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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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260804T140000
DTEND;TZID=America/New_York:20260804T150000
DTSTAMP:20260812T175315Z
CREATED:20260713T143349Z
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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: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: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: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: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: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: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: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: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: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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BEGIN:VEVENT
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260720T140000
DTEND;TZID=America/New_York:20260720T150000
DTSTAMP:20260921T142648Z
CREATED:20260622T023210Z
LAST-MODIFIED:20260921T142648Z
UID:12530497-1784556000-1784559600@home.edweb.net
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:20260720T110000
DTEND;TZID=America/New_York:20260720T120000
DTSTAMP:20260803T030801Z
CREATED:20260610T202007Z
LAST-MODIFIED:20260803T030801Z
UID:12446785-1784545200-1784548800@home.edweb.net
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260716T120000
DTEND;TZID=America/New_York:20260716T130000
DTSTAMP:20260805T172016Z
CREATED:20260702T145029Z
LAST-MODIFIED:20260805T172016Z
UID:12623142-1784203200-1784206800@home.edweb.net
SUMMARY:Overcoming Imposter Syndrome: Learn How to Trust Yourself on the Path to Leadership
DESCRIPTION:Presented by Lori Kirksted\, Author of The Imposter’s Guide to Authentic Leadership\, Founder and Managing Director of Content Uncomplicated \nWatch the RecordingListen to the Podcast \nLearn more about earning a CE certificate and our accessibility features. \nImposter syndrome hits hardest in the people who least deserve it. Every educator who has stepped into a leadership role has felt some version of the question: Who am I to be the one in charge here? The doubt gets louder\, not smaller\, the more responsibility someone takes on\, even when every promotion was earned on results that should have settled the question entirely. \nThere is a specific reason for that. The instinct to read what students and colleagues need\, to keep the room steady\, to put relationships at the center of how you teach and lead\, is what makes someone good at this work\, and it is also the instinct that\, taken into a leadership moment\, can shift into needing everyone’s approval to feel like you’re doing it right. Leadership asks you to make decisions people will not always like\, to hold positions that disappoint someone in the room\, and to trust your own judgment when no one is going to confirm you’ve got it right\, and for people whose whole craft is built on attunement to others\, that is the harder part of the job\, and almost nobody names it out loud. \nThis edWebinar is built around Dr. Bill George’s Five Dimensions of Authentic Leadership\, interpreted through the lens of educators and people-pleasers who got here by being excellent at a completely different job\, exploring what it actually looks like to lead from trust in yourself instead of approval from everyone else\, whether the room you’re leading has 30 kids in it or 30 adults. \nThis edWebinar is for you if… \n\nYou got promoted because you were excellent at the work\, and now you sometimes wonder if you tricked everyone into thinking you could do this job\nYou came up through the classroom and leadership is asking for something completely different from what made you great at teaching\nYou are the person your team comes to with everything\, and you are starting to feel the weight of that\nYou have been told to just be yourself as a leader and found that advice spectacularly unhelpful\nYou care so much about getting it right that the caring itself has started to feel like the problem\n\nYou leave with… \n\nA clear understanding of why imposter syndrome is a predictable feature of the practitioner-to-leader path\, not something wrong with you\nLanguage for what is actually happening when leadership feels harder than it should\, so you can stop treating it like a personal flaw\nThe ability to spot where your people-pleasing instincts are serving your team and where they are running the show in ways that cost everyone\nA real distinction between being liked and being trusted\, and why that gap matters more in education than almost anywhere else\nAt least one concrete reframe for a leadership challenge you are facing right now\, drawn from Dr. Bill George’s Five Dimensions interpreted through the lens of people who got here by caring deeply about everyone else\n\nBuy The Imposter’s Guide to Authentic Leadership by Lori Kirksted here. \n \n \nAbout the Presenter \nLori Kirksted is the author of The Imposter’s Guide to Authentic Leadership and the Founder and Managing Director of Content Uncomplicated\, a boutique marketing consultancy. She spent close to two decades inside the education sector\, building the content marketing function at Lexia Learning from the ground up and later serving as Director of Marketing at CORE Learning. That work put her in close orbit with the educators\, instructional coaches\, and school leaders who became the inspiration for this book\, not as its intended audience\, but as proof that the practitioner-to-leader transition is one of the most disorienting and least-discussed experiences in professional life. Lori writes and speaks for anyone who got promoted on the strength of their work and then discovered that leading required something fundamentally different from what made them excellent in the first place. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Leadership and Innovation 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/leadersplc20260716/
CATEGORIES:Book Talk,Business Ed and Entrepreneurship,Leadership/Administration,Women and Girls' Leadership
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DTSTART;TZID=America/New_York:20260713T150000
DTEND;TZID=America/New_York:20260713T160000
DTSTAMP:20260805T171953Z
CREATED:20260613T203721Z
LAST-MODIFIED:20260805T171953Z
UID:12500664-1783954800-1783958400@home.edweb.net
SUMMARY:Say YES! The Mindset That Unlocks Innovation in Education
DESCRIPTION:An Interview with Julie Young\, Innovator\, Edupreneur\, and the Founding CEO of Florida Virtual School\, with Lisa Schmucki\, Founder and CEO of edWeb.net \nWatch the RecordingListen to the Podcast \nLearn more about earning a CE certificate and our accessibility features. \nJoin us for an edWebinar with Julie Young on her new book\, Say YES! How Virtual Became Reality. Julie was the founding CEO of Florida Virtual School and grew a small\, grant-funded pilot into a national model serving millions of students. She went on to be the founding CEO of ASU Prep Digital at Arizona State University. Michael Crow\, the President of ASU\, says of her book\, “The inside story of how a bold experiment grew… by reimagining learning.” \nJulie continues to be an innovator and edupreneur who understands from personal experience how your mindset is the key to unlocking innovation in education. What happens when we allow ourselves to dream about new learning environments minus the roadblocks? Julie shares stories of experimentation\, partnership\, and courage\, and how a simple shift in thinking can transform what’s possible for students. \nAs the founder and CEO of edWeb.net\, Lisa Schmucki is delighted for the opportunity to interview Julie on a subject close to Lisa’s heart\, too. This interview is of interest to anyone who wants to understand how we can make meaningful\, positive change in education\, a topic that is especially relevant at the dawn of the AI age. \n \n \nAbout the Presenters \nJulie Young is an edupreneur\, educator\, innovator\, and author whose work has helped transform modern education. As the founding President and CEO of Florida Virtual School\, she played a pioneering role in creating the virtual education industry. Over 17 years\, she grew FLVS from a startup serving 77 students into the largest state virtual school in the USA\, ultimately reaching more than two million learners worldwide and establishing Florida as a global leader in online learning. \nJulie later joined Arizona State University\, where she was the founding CEO of ASU Prep Digital and ASU Prep Global and served as CEO and Senior Advisor to ASU Prep Academy. Throughout her career\, her focus has remained constant: designing student-centered learning models that expand access and opportunity. A sought-after speaker\, advisor\, author of Say Yes! How Virtual Became Reality\, and co-author of Virtual Schools\, Actual Learning\, Julie now works with organizations and leaders committed to reimagining the future of work. \n \nLisa Schmucki is the founder and CEO of edWeb.net\, an award-winning professional learning network that provides peer-to-peer learning for a global community of 1 million educators. Prior to founding edWeb\, Lisa held senior positions in educational publishing and media. She serves on the Board of NCTET (National Coalition for Technology in Education & Training)\, the Expert Network for ERDI (Education Research and Development Institute)\, the Project Tomorrow SpeakUp Council\, the EdSAFE Industry Council\, the SIIA AI Transparency Working Group\, and is a Trustee for the Charles Blaschke EdTech Fund. She is a graduate of Princeton University and has a master’s degree from the Stern School of Business at NYU. Lisa is featured in InnovateHERs: Why Purpose-Driven Entrepreneurial Women Rise to the Top by Barbara Kurshan and Kathy Hurley.  \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 
URL:https://home.edweb.net/webinar/leadership20260713/
CATEGORIES:Book Talk,Business Ed and Entrepreneurship,Digital Learning,Growth Mindset and Culture,Leadership/Administration
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DTSTART;TZID=America/New_York:20260709T140000
DTEND;TZID=America/New_York:20260709T150000
DTSTAMP:20260710T023816Z
CREATED:20260608T151121Z
LAST-MODIFIED:20260710T023816Z
UID:12413733-1783605600-1783609200@home.edweb.net
SUMMARY:How Rural Districts Are Using AI to Meet Real Needs: Lessons from the Rural AI Strategy Lab
DESCRIPTION:Presented by David Huggins\, K-8 Innovation Lab Coordinator\, Mohave Valley Elementary School District (AZ); Jessica Gillespie\, Director\, Instructional Improvement–Innovation\, Griswold Public Schools (CT); and Ted W. Paton\, Associate Superintendent\, Ionia County Intermediate School District (ICISD)\, and Principal\, Ionia County Career Center (MI)\nModerated by Dr. Megan Benay\, Partner\, Implementation and Practice\, FullScale; and Dr. Adam A. Phyall\, III\, Director\, Professional Learning and Leadership\, All4Ed \nSponsored by FullScale \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nWhat does it actually look like when rural school districts design AI solutions for their own communities? In this edWebinar\, moderators Dr. Megan Benay (FullScale) and Dr. Adam A. Phyall\, III (All4Ed) are joined by three team leads from the Rural AI Strategy Lab\, a cohort-based initiative where 13 rural school district teams are working through a human-centered design process to identify real problems and build AI-enabled solutions that fit their contexts. \nViewers hear directly from David Huggins (Mohave Valley Elementary School District)\, Jessica Gillespie (Griswold Public Schools)\, and Ted W. Paton (Ionia County Career Center) as they walk through their experience from the inside. They share the user-centered problems they identified\, the AI tools they selected and why\, what they learned when they started prototyping\, and how they’re planning their pilots for fall 2026. Viewers hear about what surprised them\, what they’d do differently\, and what they think other rural districts should know about this work. \nThis recorded edWebinar is of interest to K-12 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nDavid Huggins is an educator and United States Army veteran with more than a decade of experience in education. He began his teaching career in 2012 at Dell H. Robison Middle School in Las Vegas after earning both his Bachelor of Arts in History (2010) and Master of Arts in Curriculum and Instruction (2012) from UNLV. In 2021\, he joined the Mohave Valley Elementary School District as a sixth-grade social studies teacher at Mohave Valley Junior High. Currently\, he serves as the Innovation Lab teacher and the district’s K–8 Innovation Coordinator\, helping students and staff integrate creativity\, technology\, and problem-solving into learning. In 2025\, he was recognized as the Arizona Rural Schools Teacher of Distinction for his leadership\, innovation\, and commitment to student success. \n \nJessica Gillespie is the Director of Instructional Improvement–Innovation at Griswold Public Schools. As an ISTE-certified Edtech Leader\, she collaborates with teachers across disciplines in grades K-12 to integrate technology and artificial intelligence in ways that center student learning and engagement. Currently\, Jessica’s professional responsibilities include leading curriculum development; new teacher support and mentor training; supporting instruction\, assessment\, and Multi-Tiered Systems of Supports; and providing professional learning. In addition to being a former Griswold Public Schools Teacher of the Year\, Jessica is also a Modern Classrooms Project Distinguished Educator and Expert Mentor\, a Google and SchoolAI certified educator\, and CT Impact Educator for her work on blended learning. Jessica is passionate about making teaching more sustainable and about empowering learners through inclusive and authentic experiences. \n \nTed W. Paton is a forward-thinking educator and innovator dedicated to bridging the digital divide for the next generation of rural leaders. As a collaborator with the Rural AI Lab\, Ted focuses on the vital intersection of advanced technology and community-driven workforce development in Ionia. At the Ionia County Career Center\, Ted plays a pivotal role as Principal in equipping students with the practical\, hands-on skills needed to thrive in an increasingly automated world. Ted’s other roles include being the Associate Superintendent of Ionia County ISD and Director for CEPD 53. As a former science and computer teacher\, the merging of AI and education has been a natural step to take. Helping staff and students consider how tech/AI can be a force multiplier for work\, careers and education makes sense. He looks forward to collaborating with other forward-thinking educators in AI work this summer and next fall. \n \nAbout the Moderators \nDr. Megan Benay is a Partner on the Practice and Implementation team at FullScale and a strategic\, innovative educational leader with deep experience advancing student-centered\, evidence-based improvement in K–12 education. Throughout her career\, she has focused on using research\, collaboration\, data\, and emerging technologies to strengthen teaching and learning and create more inclusive\, equitable learning environments. \nPrior to joining FullScale\, Dr. Benay worked as an education consultant supporting organizations including the New York State Education Department and educator preparation leaders to strengthen evidence-based literacy instruction. Previously\, she served as Senior National Director of Data & Research and Director of Inclusive Education at Great Oaks Foundation\, where she led continuous improvement\, research\, and systems-building efforts to improve academic\, social\, and emotional outcomes for diverse learners. Dr. Benay holds degrees from Johns Hopkins University\, Columbia University’s Teachers College\, Hunter College\, and the University of Vermont Honors College. \n \nDr. Adam A. Phyall\, III\, is a former high school science teacher whose love of educational technology began the day he got his first laptop in college. Early in his teaching career\, he had students create videos and podcasts to explain advanced science concepts\, and once he saw the impact on learning\, he began sharing those strategies with peers. That path led him from Building Instructional Technology Leader to Technology Facilitator to Director of Technology & Media Services for Newton County School System. Today\, Dr. Phyall serves as Director of Professional Learning and Leadership at All4Ed\, supporting Future Ready Schools\, and co-hosts the UnDisrupted podcast with Carl Hooker\, unpacking the everyday challenges of district-level leadership. His guiding philosophy: “If you’re having fun teaching it\, then your students will have fun learning it.” \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\n \nFullScale is a national nonprofit formed through the 2025 merger of The Learning Accelerator and the Aurora Institute. FullScale’s mission is to unite education leaders and organizations together to drive collective learning\, action\, and systems transformation. We break silos\, bridge divides\, lift up new evidence and unseen innovations\, and accelerate change for lasting impact for every learner. \n 
URL:https://home.edweb.net/webinar/ai20260709/
CATEGORIES:Artificial Intelligence,Digital Learning,Leadership/Administration,Technology for Learning
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DTSTART;TZID=America/New_York:20260708T140000
DTEND;TZID=America/New_York:20260708T150000
DTSTAMP:20260708T185254Z
CREATED:20260601T015730Z
LAST-MODIFIED:20260708T185254Z
UID:12347872-1783519200-1783522800@home.edweb.net
SUMMARY:Science of Reading Coaching Strategies: Bridging the Gap
DESCRIPTION:Presented by Austen Hecker\, Ed.D.\, Coordinator\, America Reads Tutoring Program\, and Outreach Specialist\, Virginia Literacy Partnerships\, University of Virginia; and Christa Haring\, Ph.D.\, CCC-SLP\, Research Scientist\, Virginia Literacy Partnerships\, University of Virginia\nModerated by Stephanie Roselli\, Executive Editor\, Gryphon House \nSponsored by Gryphon House \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nIn Virginia Literacy Partnerships’ work of supporting the implementation of state-level legislation related to literacy instruction\, the goal is to align research\, policy\, and practice so that all students have access to the skills they need to read and comprehend text. Coaching requires intentionality throughout the process of preparing for\, implementing\, and sustaining change within complex systems. \nIn this edWebinar\, experts from Virginia Literacy Partnerships discuss several of the coaching strategies that they have learned through their experience supporting schools and divisions across the state\, including: \n\nSuccessful implementation requires intentional planning at the system level\nReading support is a shared job\, and success is possible even in complex/imperfect systems\nEvidence-based literacy practices should be implemented across settings\, but how that looks varies by context\nOur collective lens should be on the experience of students throughout their school day\nStart small: Target a few\, high-leverage practices (small shifts\, big impact)\n\nThis edWebinar is of interest to K-8 teachers\, school leaders\, district leaders\, and any educator involved in reading instruction and evidence-based literacy instruction. \n \n \nAbout the Presenters \nAusten Hecker\, Ed.D.\, is the Coordinator for the America Reads tutoring program and serves as an Outreach Specialist for Virginia Literacy Partnerships (VLP). She earned her Ed.D. in curriculum and instruction from the University of Virginia in 2024. Prior to working at the University of Virginia\, Dr. Hecker taught English for speakers of other languages in K-8\, fifth grade\, and a secondary reading intervention program. Her research interests include literacy instructional practice\, data-based decision making\, equitable literacy practices for culturally and linguistically diverse students\, and qualitative methodologies. \n \nChrista Haring\, Ph.D.\, CCC-SLP\, has served in the field of education for more than 25 years and has worked with students at every age\, from those in early intervention to those completing doctoral programs. She received her bachelor’s degree in communication sciences and disorders and post-baccalaureate degrees in special education from Brigham Young University\, her master’s degree in speech-language pathology from Florida State University\, and her doctoral degree in learning disabilities and behavior disorders from the University of Texas at Austin. Her doctoral research examined the impact of coaching support on intervention fidelity across teacher and student outcomes\, and her post-doctoral program research focused on early language and literacy experiences of children in under-resourced environments. \nPrior to coming to work at Virginia Literacy Partnerships\, Dr. Haring served as an assistant professor in a pre-service education program and as the national director of research and evaluation for a home visiting program serving families in 96 programs in 25 states across the country. Through decades of work both in the classroom and serving educators as a coach\, she has found motivation in the unconquerable spirit and hearts of educators. Their relentless compassion\, resilience\, innumerable efforts\, and persistent dedication in the face of ever-growing challenges and barriers provide inspiration to continue searching for ways to magnify their efforts to increase student understanding. \n\n \nAbout the Moderator \nStephanie Roselli is the Executive Editor at Gryphon House\, the leading publisher of educational resources for teachers and parents\, where she acquires and develops the latest books from today’s top early childhood experts. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin the Early Learning Book Chats 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\nGryphon House is an award-winning publisher of early childhood resources for teachers and parents.
URL:https://home.edweb.net/webinar/bookchats20260708/
CATEGORIES:Coaching and Mentorship,Early Literacy,Science of Reading
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260624T150000
DTEND;TZID=America/New_York:20260624T160000
DTSTAMP:20260921T142623Z
CREATED:20260527T183509Z
LAST-MODIFIED:20260921T142623Z
UID:12301722-1782313200-1782316800@home.edweb.net
SUMMARY:Building Inclusive Assessments With the Wheel of Inclusion: UDL\, Accessibility\, and AI
DESCRIPTION:Presented by Peter Jacobson\, Experienced Educator\, Product Leader\, Khan Academy; and Michelle Soriano\, Former Educator\, Current Professional Learning and Implementation Specialist\, CAST \nSponsored by CAST \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about viewing the live presentation and the recording\, and earning your CE certificate. \nIn today’s educational landscape\, meeting the baseline for accessibility is no longer enough—it’s about creating inclusive\, high-quality learning experiences that support every student. As districts evaluate a growing number of AI-enabled instructional and assessment tools\, leaders are asking important questions: How can we identify solutions that are equitable\, accessible\, and designed with learner variability in mind from the start? \nJoin this edLeader Panel for a behind-the-scenes look at the “Wheel of Inclusion\,” a major collaboration involving CAST\, the Gates Foundation\, and organizations developing the next generation of digital assessment tools. Panelists share why leading organizations are investing significant time\, expertise\, and resources into Universal Design for Learning (UDL)\, accessibility\, and inclusive AI design—and how these efforts aim to improve experiences and outcomes for both students and educators. \nViewers explore: \n\nHow accessibility and UDL considerations are shaping the development of AI-enabled assessment tools\nWhat district leaders should look for when evaluating digital products for procurement and implementation\nHow organizations are working to reduce bias and create more flexible\, learner-centered assessment experiences\nWhat goes into achieving third-party UDL Product Certification and why it matters for schools and districts\nWhy sustainable\, cross-functional approaches to inclusive design are becoming essential in today’s educational technology landscape\n\nWhether you lead curricula\, assessment\, technology\, innovation\, or student support initiatives\, you leave with practical insights and key questions to help guide conversations about equitable AI adoption and future-ready assessment design. This edLeader Panel is of interest to elementary through high school district leaders\, school leaders\, and education technology leaders. \n \n \nAbout the Presenters \nPeter Jacobson is a product leader passionate about building research-backed tools that improve learning outcomes for all students. With over a decade of experience in education technology\, he specializes in identifying opportunities to leverage emerging technologies to measure student growth and achievement with greater accuracy and efficiency. As a Product Manager at Khan Academy\, Peter partners closely with researchers\, educators\, and engineers to ensure that new innovations are not only forward thinking but also scientifically sound\, valid\, reliable\, and equitable for diverse learners. His background as a trained educator shapes his product philosophy: pairing bold innovation with practical classroom impact and an unwavering commitment to measurement integrity. Peter holds a master’s in teaching from the University of Southern California’s Rossier School of Education\, as well as a master’s in business administration from Southern Methodist University’s Cox School of Business. \n \nAs a Professional Learning and Implementation Specialist at CAST and technical assistance support for the Center on Inclusive Technology & Education Systems (CITES)\, Michelle Soriano promotes inclusive\, equitable\, and accessible instructional opportunities for all learners. In her role\, she partners not only with educators and organizations but also with edtech developers—supporting teams in embedding Universal Design for Learning (UDL) and accessibility into product design workflows\, development cycles\, and system-level decision making to ensure tools are usable and inclusive from the start. \nPrior to joining CAST\, Michelle served as a regional education specialist in the area of inclusive practices for two different Education Service Centers in Texas. During this time\, she provided technical assistance and support through professional development\, instructional coaching\, professional learning communities\, and partnerships in creating state and regional documents and training. She has also worked as a behavior specialist administrator\, PK–12 instructional coach\, general education teacher\, and special education teacher. Michelle’s passion in education resides in supporting both educators and product developers in embracing learner variability through Universal Design for Learning. She is committed to empowering systems to design with intention so that all learners have meaningful options to engage\, participate\, and guide their own learning journey according to their personal preferences and needs. \nLearn more about viewing the live presentation and the recording\, and earning your CE certificate. \nJoin the Assessment for Learning community to network with educators\, participate in online discussions\, receive invitations to upcoming edLeader Panels\, and view recordings of previous programs to earn CE certificates. \n\n\n					\n				\n					A nonprofit\, education research and development organization\, CAST leads\, inspires\, and convenes a global community to design inclusive learning experiences through our Universal Design for Learning framework and UDL Guidelines\, now used all over the world. CAST provides professional learning services to support UDL implementation\, accessibility solutions\, and the UDL Product Certification.
URL:https://home.edweb.net/webinar/assessment20260624/
CATEGORIES:Accessibility,Artificial Intelligence,Assessment,edLeader Panel,Inclusive Education,Universal Design for Learning
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DTSTART;TZID=America/New_York:20260624T140000
DTEND;TZID=America/New_York:20260624T150000
DTSTAMP:20260624T185918Z
CREATED:20260601T015629Z
LAST-MODIFIED:20260624T185918Z
UID:12347765-1782309600-1782313200@home.edweb.net
SUMMARY:Play Is the Work in Kindergarten: Why Rigor and Joy Aren’t a Trade-Off
DESCRIPTION:Presented by ​​Laura Bornfreund\, MPA\, EdL\, Author\, Educator\, and Policy Researcher\, New America\nModerated by Kim Thore\, Director of Marketing\, Gryphon House \nSponsored by Gryphon House \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nToo many kindergartners spend their days sitting still\, filling out worksheets\, and preparing for assessments\, while the research shows that play is how young children learn best. School and district leaders are uniquely positioned to change that. \nIn this edWebinar\, author and early elementary education expert Laura Bornfreund draws on decades of research and classroom observations across the country to argue that play-based learning and academic rigor are not opposing forces. They’re essential partners. \nViewers: \n\nUnderstand what the research says about play and academic outcomes in kindergarten\nIdentify what high-quality\, intentional play looks like in practice\nRecognize the conditions (policy\, culture\, and instructional support) that allow teachers to teach and meet young students’ needs\nLearn how to communicate the value of play-based learning to leadership\, families\, and communities\n\nWhether you’re a principal supporting a single classroom or a district leader shaping K–3 policy\, this edWebinar gives you the language\, evidence\, and practical strategies to champion kindergartens where children thrive academically and joyfully. \nBased on Laura Bornfreund’s new book\, Rediscovering Kindergarten (Gryphon House\, 2026). \n \n \nAbout the Presenter \nLaura Bornfreund\, MPA\, EdL\, is a Senior Fellow in Education Policy and the former Director of Early and Elementary Education Policy at New America\, where she focuses on transforming kindergarten and promoting policy and practice that will strengthen the transition from PreK to kindergarten and early elementary school. She has written extensively for Slate\, The Hechinger Report\, The Atlantic\, Education Week\, CNN\, and Phi Delta Kappan on issues related to early childhood education. Rediscovering Kindergarten is Laura’s first book with Gryphon House. \n \nAbout the Moderator \nKim Thore is the Director of Marketing at Gryphon House\, a leading publisher of professional resources for early childhood educators\, administrators\, and families. In her role\, she leads strategic marketing\, author engagement\, digital communications\, and thought leadership initiatives that connect research-based practices with the professionals who support young children. Kim collaborates closely with nationally recognized authors\, researchers\, and education leaders to promote innovative ideas and evidence-based approaches that advance the field of early childhood education. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Early Learning Book Chats 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\nGryphon House is an award-winning publisher of early childhood resources for teachers and parents.
URL:https://home.edweb.net/webinar/bookchats20260624/
CATEGORIES:Early Childhood Learning,Play-Based Learning,PreK-K Programs
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DTSTART;TZID=America/New_York:20260623T160000
DTEND;TZID=America/New_York:20260623T170000
DTSTAMP:20260623T205947Z
CREATED:20260608T184615Z
LAST-MODIFIED:20260623T205947Z
UID:12421693-1782230400-1782234000@home.edweb.net
SUMMARY:Teaching Reggae and the African Diaspora
DESCRIPTION:Presented by Imani Wilson\, Chief Strategy and Innovation Officer\, Experienced Music Educator\, TeachRock; and Triza Cox\, Program Manager\, Experienced Arts Educator\, TeachRock\nModerated by Gina Machado\, Director of Programs and Partnerships\, Former New York City Public School Teacher\, TeachRock \nSponsored by TeachRock \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nIn this edWebinar\, viewers explore TeachRock’s free resources and discover how to use music as a primary source pedagogy to trace Reggae’s roots in the African diaspora across U.S. and global history. This session provides teachers with lesson plans\, materials\, and strategies to bring the transformative legacy of Reggae music and the communities that shaped it into their classrooms. \nThis recorded edWebinar is of interest to high school teachers\, school leaders\, and district leaders. \nView all of the recent TeachRock edWebinars. \n \n \nAbout the Presenters \nImani Wilson is Chief Strategy and Innovation Officer at TeachRock. Prior to joining the foundation\, Imani taught music in the public schools of New York and New Orleans\, was a museum educator in London\, and led music departments in community art school and conservatory. Imani’s writing is anthologized in collections published in the UK and the United States. Her work at TeachRock lives at the intersection of her passion for teaching music with her love of research and writing\, as seen in her favorite resources\, the Lost Friends and Afrofuturism and Flying Africans Student Editions. A lifelong church musician\, she is a member of the Greater Allen Cathedral Mass Choir. \n \nTriza Cox is the Program Manager for TeachRock’s Harmony Student Wellness Program. In this capacity\, she uses her passion for democratizing arts access as well as her commitment to wellness through the use of art to engage students in social and emotional learning. Triza holds a Master of Fine Arts in Theatre Performance from the University of Louisville and has worked for over a decade as an arts educator as well as a playwright\, director\, producer\, and actor. Additionally\, Triza has been a Certified Prevention Specialist and worked in drug and alcohol prevention. She is currently a National Leaders of Color Fellow in Arts Administration. In 2021\, Triza was awarded a fellowship in screenwriting from the South Carolina Arts Commission. She is also currently the Artistic Director of The Drama Lady Theatre Group. \n \nAbout the Moderator \nGina Machado is the Director of Programs and Partnerships at TeachRock\, where she leads the development of an arts-integrated social and emotional learning program and designs and facilitates professional development initiatives nationwide. Drawing from her experience as a classroom educator in The Bronx\, New York\, and her master’s degrees in special education and educational leadership\, Gina supports educators across the United States in implementing TeachRock’s curriculum and pedagogical approaches. An educator at heart with extensive experience working with students of various levels and abilities\, Gina’s passion lies in developing creative ways to engage all learners while strengthening meaningful student-teacher relationships. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Music 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\nLaunched by Stevie Van Zandt and the Founders Board of Bono\, Jackson Browne\, Martin Scorsese\, and Bruce Springsteen\, TeachRock.org provides free\, standards-aligned resources that use music to help K-12 students succeed in science\, math\, social studies\, language arts\, and more.
URL:https://home.edweb.net/webinar/musiced20260623/
CATEGORIES:Arts in Education,Multicultural Learning,Music,Social Studies and Civics,Teaching Practice and Pedagogy,TeachRock
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DTSTART;TZID=America/New_York:20260618T130000
DTEND;TZID=America/New_York:20260618T140000
DTSTAMP:20260618T174702Z
CREATED:20260601T143443Z
LAST-MODIFIED:20260618T174702Z
UID:12353126-1781787600-1781791200@home.edweb.net
SUMMARY:Closing the Attendance Impact Gap Part 4: Completing the Missing Pieces of Your Attendance System
DESCRIPTION:Presented by Kate Pechacek\, Former Teacher\, Current K12 Strategic Consultant\, No Isolation\nModerated by Roland Jones\, Former Teacher\, Current K12 Partnerships\, No Isolation \nSponsored by No Isolation \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nIn the first three edWebinars of the Closing the Attendance Impact Gap series\, we explored the attendance paradox\, the true cost of chronic absence\, and the critical role belonging plays in helping students return and stay connected to school. In this final session\, we bring those ideas together into a practical framework districts can use to strengthen and complete their attendance systems. \nMany districts have built strong attendance structures\, yet gaps remain\, particularly in prevention\, connection during absence\, and return-to-stay planning. This edWebinar introduces a modern attendance systems framework designed to help schools move beyond reactive interventions toward sustainable\, belonging-centered systems of support. \nViewers examine five essential components of a comprehensive attendance system\, including prevention\, early intervention\, intensive support\, continuity during absence\, and intentional return-to-stay planning. The session also introduces a district attendance systems self-assessment tool that leadership teams can use to identify strengths\, uncover gaps\, and prioritize next steps. \nViewers: \n\nUnderstand the core components of a modern attendance system\nIdentify common gaps that limit attendance impact\nExplore practical strategies to strengthen belonging\, connection\, and continuity\n\nViewers leave with actionable ideas and tools to help build stronger attendance systems that improve outcomes for students\, schools\, and communities. This edWebinar is of interest to teachers\, school leaders\, and district leaders of all grade levels. \nView part one: 5 Gap-Filling Strategies for Solving the Attendance Paradox\nView part two: 3 Steps to Maximize Return on Attendance\, and What Absence Really Costs\nView part three: 3 Strategies to Build Belonging – the Key to Attendance Today and Every Day After \n \n \nAbout the Presenter \nKate Pechacek serves as a K–12 Strategic Advisor to systems-improving education technology organizations and school districts\, including No Isolation\, and is the founder and CEO of OpendoorsEd. She began her 30-year career in education as a secondary mathematics teacher\, serving for 15 years before holding multiple site- and district-level leadership roles in curriculum\, instruction\, assessment\, and MTSS across districts nationwide. She then spent nearly a decade in education technology before founding OpendoorsEd. Kate is an internationally recognized speaker\, including at the 2025 World Inclusion Congress in Almaty\, Kazakhstan\, and is passionate about systemic school improvement. \n \nAbout the Moderator \nRoland Jones brings a unique perspective to educational innovation\, blending formal teaching credentials with deep expertise in technology adoption and digital transformation. A licensed educator with a Bachelor of Science in Music Education from the University of Missouri\, Roland also studied at the University of Sydney Conservatorium of Music. With over 20 years of experience leading technology-driven change initiatives\, he specializes in helping institutions maximize the impact of innovative solutions. In his current role\, Roland leads new K–12 partnerships for No Isolation and is passionate about removing barriers to learning and strengthening student engagement and attendance. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Creating a Positive School Climate 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 \nNo Isolation is a mission-driven technology company dedicated to combating loneliness and social exclusion through human-centered innovation. Founded in Norway\, the company designs communication tools that bridge gaps for individuals facing barriers to connection—especially young people unable to attend school due to illness\, mental health challenges\, or other circumstances. \nTheir flagship product\, the AV1 telepresence robot\, serves as a student’s eyes\, ears\, and voice in the classroom. Controlled remotely via a secure app\, AV1 enables students to participate in lessons and maintain vital social ties with classmates\, even from a hospital bed or home. \nUsed in over 2\,500 schools across 18 countries\, AV1 has supported more than 10\,000 students\, helping districts promote equity\, belonging\, and academic continuity. No Isolation also meets the highest standards of data security and privacy for students\, staff\, and families—making AV1 a trusted solution for inclusive education. Learn more at www.noisolation.com.
URL:https://home.edweb.net/webinar/positive20260618/
CATEGORIES:Absenteeism and Attendance,Counseling,Culture of Belonging,Leadership/Administration
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DTSTART;TZID=America/New_York:20260617T130000
DTEND;TZID=America/New_York:20260617T140000
DTSTAMP:20260617T180307Z
CREATED:20260521T162924Z
LAST-MODIFIED:20260617T180307Z
UID:12284695-1781701200-1781704800@home.edweb.net
SUMMARY:Building Father-Friendly Early Childhood Programs: From Barriers to Bridges
DESCRIPTION:Presented by Dr. Jawan Burwell\, Program Director\, Child Development Laboratory\, North Carolina A&T State University\, and Lead Educational Consultant\, JMB Learning Solutions\, LLC\nModerated by Stephanie Roselli\, Executive Editor\, Gryphon House \nSponsored by Gryphon House \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nJoin Dr. Jawan Burwell for an engaging edWebinar focused on strengthening father engagement and building inclusive partnerships in early childhood education. Based on insights from his upcoming book\, Engaging Fathers: Strategies for Inclusive Family Partnerships in Early Childhood\, this session explores the critical role fathers play in children’s learning and development while addressing barriers that often prevent fathers—particularly Black fathers and other fathers of color—from feeling welcomed and valued in early childhood settings. \nViewers gain practical strategies for creating father-friendly environments\, fostering authentic family partnerships\, and challenging assumptions that may unintentionally limit engagement opportunities. The presentation also highlights ways educators and administrators can examine policies\, communication practices\, and classroom culture to ensure all caregivers feel represented and included. \nViewers leave with actionable tools that can immediately be implemented within programs and classrooms. Learning objectives include identifying barriers to father engagement\, understanding the impact of inclusive family partnerships on child outcomes\, and developing strategies that promote equitable and meaningful father involvement. \nThis edWebinar is ideal for educators\, administrators\, family engagement professionals\, and higher education students seeking to build more inclusive early learning communities. \n \n \nAbout the Presenter \nDr. Jawan Burwell is the Program Director of the North Carolina A&T State University Child Development Laboratory and the Lead Educational Consultant for JMB Learning Solutions. With more than 15 years of experience in early childhood education\, Dr. Burwell is recognized for his work in leadership\, family engagement\, and advancing inclusive practices within early learning environments. He is also an adjunct instructor\, speaker\, advocate\, and author of Daddy’s Classroom: A Journey of Learning Together and Engaging Fathers: Strategies for Inclusive Family Partnerships in Early Childhood. His work focuses on strengthening partnerships with families\, increasing father and male representation in early childhood education\, and supporting meaningful learning experiences for children\, educators\, and communities. Dr. Burwell frequently presents at conferences and events on topics related to father engagement\, leadership\, equity\, and the importance of inclusive family partnerships in early childhood settings. \n\n \nAbout the Moderator \nStephanie Roselli is the Executive Editor at Gryphon House\, the leading publisher of educational resources for teachers and parents\, where she acquires and develops the latest books from today’s top early childhood experts. \n\nLearn more about earning a CE certificate and our accessibility features. \nJoin the Early Learning Book Chats 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\nGryphon House is an award-winning publisher of early childhood resources for teachers and parents.
URL:https://home.edweb.net/webinar/bookchats20260617/
CATEGORIES:Early Childhood Learning,Family and Community Engagement,PreK-K Programs
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DTSTART;TZID=America/New_York:20260616T130000
DTEND;TZID=America/New_York:20260616T140000
DTSTAMP:20260616T175425Z
CREATED:20260506T140024Z
LAST-MODIFIED:20260616T175425Z
UID:12145040-1781614800-1781618400@home.edweb.net
SUMMARY:Bridging K–5 Math Foundations to Grades 6–8: From Models to Meaning
DESCRIPTION:Presented by Kevin Davis\, Former Educator\, Current Success Lead\, Great Minds; and Heidi Strate\, Former Educator\, Current Success Lead\, Great Minds \nSponsored by Great Minds \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nThe transition from elementary to middle school math is a critical turning point. Too often\, it’s where student proficiency begins to decline. Why does this happen\, and what can educators do about it? \nIn this edWebinar\, K–8 educators explore the often-overlooked representational gap that emerges as students move from concrete and visual models to more abstract mathematical thinking. Drawing on classroom practice and research-based approaches\, we examine how this shift can disrupt understanding and how to intentionally bridge it. \nViewers gain insight into how students experience this transition and learn practical strategies to maintain conceptual coherence across grade levels. Grounded in the Concrete–Representational–Abstract (CRA) progression\, this session focuses on preserving the visual and conceptual anchors that help students make sense of mathematics as it becomes more symbolic and complex. This edWebinar addresses: \n\nWhy student proficiency often drops between grades five and six\nWhat changes in mathematical representation as students move into middle school\nHow to use CRA strategies to connect elementary foundations to middle school content\n\nViewers leave with a clear understanding of how gaps in K–5 foundations impact learning\, along with practical strategies and tools to build confidence and strengthen conceptual understanding. This edWebinar is of interest to K–8 teachers\, school leaders\, and district leaders. \n \n \nAbout the Presenters \nKevin Davis is a Success Lead at Great Minds\, supporting school districts across the Northeast and Mid-Atlantic in implementing Eureka Math². Prior to joining Great Minds\, he spent several years as a middle school and high school math teacher. Over the past seven years\, he’s worked with educators and leaders to navigate the challenges of curriculum adoption\, from classroom walkthroughs to systemic change. When he’s not coaching teachers or troubleshooting implementation puzzles\, Kevin loves working with his hands—whether that’s 3D printing\, knitting\, or baking sourdough—and cheering on New England sports teams. He’s originally from Maine and now lives in Syracuse\, NY\, with his wife\, Kristy\, and their sons\, Brady and Logan. \n \nHeidi Strate is a Lead Curriculum Developer on the Math Product team and a National Board Certified Teacher in early adolescent mathematics. Before joining Great Minds\, she served as a middle school math teacher\, new teacher mentor\, math department lead\, and instructional coach in an urban Phoenix school district. Since joining Great Minds in 2018\, Heidi has most notably served as Managing Editor for the Eureka Math² Grade 6 and 7-8 accelerated curricula. \nLearn more about earning a CE certificate and our accessibility features. \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. \n\n \nAt Great Minds PBC\, we’re focused on ensuring all students have access to knowledge-rich instruction and all teachers have the resources to deliver it effectively. Built by teachers for teachers\, Eureka Math² gives educators the resources\, structure\, and supports to deliver engaging math lessons that help students excel. The curriculum is available for PK-Algebra I or Mathematics I classrooms nationwide. \nA research-proven program\, Eureka Math² delivers High-Quality Instructional Materials built to drive student outcomes. It helps teachers deliver rigorous\, grade-level instruction with confidence—while supporting all learners through consistent structure\, visual models\, and real-world application.
URL:https://home.edweb.net/webinar/math20260616/
CATEGORIES:Mathematics
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DTSTART;TZID=America/New_York:20260609T150000
DTEND;TZID=America/New_York:20260609T160000
DTSTAMP:20260921T142601Z
CREATED:20260429T180907Z
LAST-MODIFIED:20260921T142601Z
UID:12090752-1781017200-1781020800@home.edweb.net
SUMMARY:The Overlooked Pieces of the Science of Reading
DESCRIPTION:Presented by Dr. Kate Cain\, Professor of Psychology\, Lancaster University\, and Past President\, Society for the Scientific Study of Reading (SSSR); Dr. Kristin Bourdage\, Former Educator\, Current Assistant Director\, Professional Learning and Instructional Design\, Partnerships for Authentic Learning and Leadership; and Beth Lawrence\, M.A.\, CCC-SLP\, Experienced Educator\, Co-Founder\, Infercabulary\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. \nLanguage comprehension is foundational to reading\, yet it can feel difficult to define and even harder to teach at scale. It begins with oral language and develops over time\, with decoding strengthening the pathway to meaning. While frameworks such as Scarborough’s Reading Rope and the Simple View of Reading highlight its importance\, many districts lack a clear\, actionable roadmap for building it across classrooms. \nResearch points to specific skills that distinguish strong comprehenders\, including vocabulary knowledge\, inference making\, syntactic processing\, background knowledge\, self-regulation\, and motivation. This edLeader Panel focuses on how these components come together in instruction\, with a deeper look at vocabulary and inference making as high-impact levers for improving comprehension. \nIn this session\, you learn: \n\nThe types of inferences students need to actively construct meaning from text\nHow vocabulary depth and inference making work together to build understanding across contexts\nWhat it takes to implement language comprehension instruction effectively across classrooms and districts\n\nThis edLeader Panel is of interest to K-12 teachers\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDr. Kate Cain is Professor of Psychology at Lancaster University and Past President of the Society for the Scientific Study of Reading (SSSR). Beginning in the late 1990s\, her research established inference making as a core component of comprehension difficulties and identified “poor comprehenders” (i.e.\, children who decode accurately yet fail to understand text) as a distinct population requiring targeted intervention. Throughout the 2000s\, she built the critical connection between vocabulary knowledge and inference ability\, showing how these skills develop interdependently. Her research on comprehension monitoring consistently demonstrates that early childhood oral language abilities are strong predictors of later reading success. With over 25 years of active research and recognition through the Samuel Torrey Orton Award and AIM Academy Hollis Scarborough Award (2025)\, her work bridges research and practice in reading comprehension development. \n \nKristin Bourdage\, Ph.D.\, is a former elementary and middle school teacher who served as Associate Professor and Department Chair at Otterbein University for 13 years before transitioning to district leadership. From 2020 to 2024\, she led secondary curriculum and instruction for a large Midwest district\, implementing a large-scale vocabulary initiative across middle schools. Her research focuses on classroom dialogue and how the questions teachers ask during reading powerfully shape students’ comprehension and thinking. She co-authored Quality Talk About Text (2021) with Ian Wilkinson and Nell Duke\, and has published in Language and Education on dialogic teaching. She currently bridges research on classroom talk and K-12 implementation through professional development and leadership at Partnerships for Authentic Learning and Leadership. \n \nBeth Lawrence\, M.A.\, CCC-SLP\, is a veteran speech-language pathologist specializing in supporting literacy skills. She co-founded InferCabulary\, now part of Really Great Reading\, which builds depth of vocabulary through semantic reasoning\, replicating with images and captions how avid readers naturally build word knowledge across multiple contexts. She has authored papers on semantic reasoning\, including Abstract Vocabulary Development: Embodied Theory and Practice in Educational Psychology Review (2023) with dual coding theory researcher Mark Sadoski\, demonstrating how semantic reasoning offers one approach to the challenge of teaching nuanced\, abstract vocabulary. She co-authored the norm-referenced Test of Semantic Reasoning and bridges research and practice through professional development and product development. \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. \nLearn more about earning a CE certificate and our accessibility features. \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. \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/structuredliteracy20260609/
CATEGORIES:edLeader Panel,Reading Skills,Science of Reading
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DTSTART;TZID=America/New_York:20260604T150000
DTEND;TZID=America/New_York:20260604T160000
DTSTAMP:20260604T195859Z
CREATED:20260506T155923Z
LAST-MODIFIED:20260604T195859Z
UID:12150328-1780585200-1780588800@home.edweb.net
SUMMARY:Science of Reading in Action: The Art of Effective Reading Instruction
DESCRIPTION:Presented by Tim Rasinski\, Ph.D.\, Professor Emeritus of Literacy Education at Kent State University\, and Author\nModerated by Nicole Downer\, Academic Officer\, Teacher Created Materials \nSponsored by Teacher Created Materials \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nEducators are increasingly expected to align reading instruction with scientific research—but understanding the science is only the beginning. The real opportunity lies in bringing that knowledge to life through daily instruction that is clear\, engaging\, and effective. \nIn this edWebinar\, Dr. Tim Rasinski shows how powerful reading instruction exists at the intersection of science and art. Viewers learn how to implement science-based reading competencies in intentional\, flexible\, and engaging ways that work in real classrooms\, demonstrating how evidence-based instruction can also be meaningful and motivating. Educators leave with classroom-ready strategies they can use immediately with their students. \nIn this edWebinar\, you: \n\nLearn essential science-based reading competencies that support reading success\nUnderstand why effective reading instruction requires both scientific knowledge and artful teaching\nIdentify key characteristics of artful reading instruction\nGain actionable strategies for teaching science-based reading skills\n\nThis edWebinar is of interest to K–12 educators\, literacy coaches\, school leaders\, and district leaders. \n \n \nAbout the Presenter \nTim Rasinski\, Ph.D.\, is the author of numerous best-selling books\, articles\, and curriculum programs on literacy education. He is Professor Emeritus\, Literacy Education\, at Kent State University where he previously directed the university’s award-winning reading clinic (Camp Read-A-Lot). A former elementary and middle school classroom teacher and reading specialist\, Dr. Rasinski is well known for his work on word study and reading fluency. \n \nAbout the Moderator \nNicole Downer is an Academic Officer at Teacher Created Materials\, where she supports educators through professional learning focused on effective\, student-centered instructional practices. She brings extensive leadership experience as a former school principal\, assistant principal\, literacy intervention specialist/coach\, and elementary classroom teacher.  \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Build Educator Capacity and Boost Student Achievement 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\nTeacher Created Materials develops innovative and imaginative educational materials and services for students worldwide. Everything we do is created by teachers for teachers and students to make teaching more effective and learning more fun. Join us on our mission to create a world where children truly want to learn.
URL:https://home.edweb.net/webinar/building-educator-capacity20260604/
CATEGORIES:Reading Skills,Science of Reading,Teaching Practice and Pedagogy
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DTSTART;TZID=America/New_York:20260604T140000
DTEND;TZID=America/New_York:20260604T150000
DTSTAMP:20260604T185245Z
CREATED:20260516T022121Z
LAST-MODIFIED:20260604T185245Z
UID:12243266-1780581600-1780585200@home.edweb.net
SUMMARY:Creating Environments for Wee Ones: A Luminous Design Approach
DESCRIPTION:Presented by Dr. Sandra Duncan\, International Specialist on Designing Environments for Young Children\nModerated by Rebecca Berlin\, Ph.D.\, Senior Vice President of Intellectual Properties\, Kaplan Early Learning Company\, and President\, Gryphon House Publishing \nSponsored by Kaplan Early Learning Company \nWatch the Recording\nLearn more about earning a CE certificate and our accessibility features. \nAdult awareness often works like a spotlight: we can zoom in on a task\, ignore distractions\, and move with laser focus toward clear goals. Unlike an adult\, a young child’s awareness is closer to a lantern—broad\, less filtered\, and open to whatever is happening nearby. \nDrawing on developmental psychologist Alison Gopnik’s research\, this edWebinar explores the idea that as we learn more\, our attention and focus narrow. If this is true (i.e.\, knowing more means seeing less)\, we may be designing spaces with an adult spotlight mindset\, unintentionally creating environments that feel too rigid\, overly structured\, or institutional—even for infants and toddlers. \nLuminous Design challenges you to step away from the adult spotlight and gravitate toward the child’s lantern mode. It offers a fresh lens for shaping environments that listen to the child’s awareness and perspectives. Luminous Design calls for a shift in pedagogical practice and traditional environmental design by sharing several essential design strategies and three important lessons from (1) lobsters\, (2) chickens\, and (3) ocean waves. \nThis edWebinar is of interest to infant and toddler teachers. \n \n \nAbout the Presenter \nDr. Sandra Duncan works to assure the miracle and magic of childhood through indoor and outdoor play spaces that are intentionally designed to connect young children to their early learning environments\, communities\, and neighborhoods. Dr. Duncan is an international consultant\, author of seven books focused on the environmental design of early childhood places\, designer of four furniture collections called Sense of Place for infants\, toddlers\, preschool\, and school age\, as well as adjunct faculty at Nova Southeastern University. Dr. Duncan has designed and taught university courses on built learning environments (Association for Learning Environments and Walden University) and has collaborated with architects\, interior designers\, landscape architects\, and educators to create extraordinary places and possibilities for children and students of all ages.  \n \nAbout the Moderator \nDr. Rebecca Berlin has a B.A. in American government and English from Georgetown University\, an M.A. in infant and toddler special education from George Washington University\, and a Ph.D. in education policy\, leadership\, and foundations from the University of Virginia. She is recognized as an industry expert and leads many transformative early childhood initiatives throughout the United States. Dr. Berlin has previously served as Executive Director of the Parenting Translator Foundation\, Chief Learning Officer at Start Early\, and Chief Strategy Officer of Teachstone. She has been an early childhood special education teacher\, an inclusion teacher\, an autism specialist\, and a school administrator. Dr. Berlin is the Senior Vice President of Intellectual Properties at Kaplan Early Learning Company and President of Gryphon House\, Inc. She lives in Charlottesville\, VA and serves on the school board of Albemarle County Public Schools. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Practical Strategies for Early 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\nFor more than 50 years\, Kaplan Early Learning Company has been a champion for play. From our research-based curricula to enriching classroom environments and innovative technology solutions\, Kaplan’s products and services inspire a lifelong love of learning in children and educators. We are architects of learning good and defenders of the imagination. We live for inseparable bonds and open minds. We encourage the eager and inspire the inspirers. We transform lives through play.
URL:https://home.edweb.net/webinar/kaplan20260604/
CATEGORIES:Early Childhood Learning,PreK-K Programs
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DTSTART;TZID=America/New_York:20260603T140000
DTEND;TZID=America/New_York:20260603T150000
DTSTAMP:20260921T142535Z
CREATED:20260505T193723Z
LAST-MODIFIED:20260921T142535Z
UID:12139738-1780495200-1780498800@home.edweb.net
SUMMARY:Building Confident Bilingual Learners with Purposeful Edtech
DESCRIPTION:Presented by Dwight Goodwin\, Executive Director of Technology Services\, Coppell Independent School District (TX); and Madeleine Mortimore\, Global Education Innovation and Research Lead\, Logitech \nSponsored by Logitech \nWatch the RecordingListen to the PodcastRead the Article \nLearn more about earning a CE certificate and our accessibility features. \nFor many students\, confidence gaps\, language barriers\, and limited access to the right tools can make it hard to fully participate in today’s digital learning environment. Addressing these challenges requires a thoughtful\, student-centered approach to edtech integration. \nRichard J. Lee Elementary\, an Apple Distinguished School in Coppell ISD\, offers a compelling example of what’s possible when students have access to the right tools. Educators there are using iPad devices alongside headsets\, styluses\, and keyboard cases to remove barriers\, increase focus\, and unlock new possibilities for creativity and project-based learning. \nThe results are striking: over 90% of students surveyed after the edtech pilot felt more confident using common tools and platforms\, with significant gains in participation and academic growth\, especially for emergent bilinguals and newly enrolled students. \nIn this edLeader Panel\, Dwight Goodwin\, Executive Director of Technology for Coppell ISD\, and Madeleine Mortimore\, Global Education Innovation and Research Lead at Logitech\, share what worked for Richard J. Lee Elementary alongside new research from FullScale and THE Journal. Viewers leave with actionable practices to help all students overcome confidence gaps\, engage more deeply with digital tools\, and express themselves fully throughout their learning journey. \nThis edLeader Panel is of interest to K-12 librarians\, school leaders\, district leaders\, and education technology leaders. \n \n \nAbout the Presenters \nDwight Goodwin is an accomplished educator with over 30 years of experience. He is the Executive Director of Technology for Coppell Independent School District (CISD)\, where he supports teachers and students as they find innovative ways to enhance daily activities and create dynamic learning environments with edtech. Dwight is passionate about using technology to enhance collaboration\, communication\, creativity\, and critical thinking. His focus is on building systems that improve both teaching and school operations. He has also served on the TCEA Board of Directors and was President. \n \nMadeleine Mortimore is the Global Education Innovation and Research Lead for Logitech\, where she leads research on edtech hardware. With years of experience as a classroom teacher\, Madeleine has developed a curriculum for grades 4-12. Her research experience includes positions at the MIT Teaching and Learning Lab. Madeleine has a Master of Education from the Harvard University Graduate School of Education. \nLearn more about earning a CE certificate and our accessibility features. \nJoin the Helping ELL\, ESL\, and Bilingual Students Succeed 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\nLogitech designs software-enabled hardware solutions that help organizations of all types thrive\, bringing people together when working\, creating\, learning\, teaching\, and more. We believe great design belongs in the classroom. That’s why we create tools for students and educators—with students and educators. From early concepts to prototype testing and final feedback\, we collaborate with hundreds of teachers and learners whose insights shape every meaningful design choice.
URL:https://home.edweb.net/webinar/ell20260603/
CATEGORIES:Bilingual and Multilingual Language Acquisition,Digital Learning,edLeader Panel,Education Research/Evidence,ELL/ESL Language Acquisition,Technology for Learning
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