These professional learning courses provide a variety of information about the tools and resources within the e² Instructional Practice Suite™ including their design and intended use.

Level up your work to “Disrupt the Canon” in your classroom with this new mini-course designed to shift your practice toward more relevant, representative, and equitable text selection and use! You’ll walk away with an understanding of how the #DisruptTexts principles are applied in preparing for and implementing literacy instruction in your grade-band--as modeled by Lorena Germán, co-founder of #DisruptTexts. By the end of the course, you’ll have an action plan to use tools to bring anti-racist, text-based instruction to life in your classroom that is grounded in the four pillars from #DisruptTexts.

Most widely published, used curriculum and materials do not authentically center Black, Indigenous, Latinx, Asian, and multilingual learners. This often leaves both students and teachers feeling frustrated and disconnected despite their desire and efforts to find the relevance that would allow them to thrive. The work of #DisruptTexts offers 4 Pillars for transforming education through literacy that we’ll use in the course to shape your learning and application:

   1.   Continuously interrogate our own biases and how they inform our thinking.
   2.   Center Black, Indigenous, and voices of color in literature.
   3.   Apply a critical literacy lens to our teaching practices.
   4.   Work in community with other antiracist educators, especially Black, Indigenous, and other educators of color.

Your learning will be organized into three “bite size” asynchronous modules (totaling 4 hours), including talks featuring #DisruptTexts co-founders Lorena Germán and Tricia Ebarvia, and content specific to the following grade bands: K-2, 3-5, 6-8, and 9-12. You will have the opportunity to connect with and learn from other course participants, and make a plan to carry this work forward into your ongoing work. The course will culminate in a live Q&A with Lorena Germán. For more information, please see the course brochure. 

During the first part of this course, we will reflect on ourselves, our students, and our existing literacy instructional materials. Then, we’ll turn to taking action by developing a prototype of materials adaptions using the Historically Responsive Literacy framework with your specific students in mind. Along the way, you’ll learn alongside other course participants in our online platform, test out your prototype with students, and build community during optional live events! For more information, see the course brochure. 

Registration for this session of the course is now closed. Subscribe to receive our emails or follow us on Twitter or Facebook for information on future sessions.

COURSE DETAILS

Duration:  12 hours (self-paced course, with two optional live events)
Course Dates: 11/1/2021 - 2/15/2022
Cost: Free
Primary Audience: K-12 Literacy Teachers (or those who support teachers)
Certificate: You will receive a professional learning certificate after completing all four modules included in this course (Modules 1 and 2 released 11/1/21, Modules 3 and 4 released 12/6/21). All work must be completed by 2/15/22. Additional certificates will be available for attending optional live events. Please reach out to your school district to ensure they will accept these certificates. 

See the accordion below to review the requirements, pacing, and syllabus. 

This course will leverage our LGBTQ+ Affirming Resource Bundle, as well as many other relevant resources from experts in the field. You will see these resources featured throughout the course.

Educators across the country are asking: How do we address unfinished learning this year while also staying focused on grade-level essential content for all students? Join us in this webinar to learn about how the two actually complement each other. We’ll dive into key messages from SAP’s 2020–21 Priority Instructional Content in English Language Arts/Literacy and Mathematics and CGCS’s Addressing Unfinished Learning After COVID-19 School Closures, discuss implementation challenges, and reflect on lessons learned from the first few months of school. Panelists include: Phil Daro, Jason Zimba, Lily Wong Fillmore, Sue Pimentel, and Nicole Mancini.

Part 2: Educator Perspectives: Guidance on Addressing Unfinished Learning and Essential Content

Implementing the guidance on unfinished learning and essential content is not an easy feat. It requires clear communication to administrators, teachers and parents, attention to providing support for implementation and collaboration, and constant iterating. Join us in this webinar to learn about some successes and challenges that practitioners have experienced in addressing unfinished learning while focusing on essential content.

Part 3: Leadership Perspectives: Best Practices and a Path Forward on Addressing Unfinished Learning and Essential Content

Districts have had to make quick adjustments during these last few months of implementing the guidance on unfinished learning and essential content. Despite moving pieces and moving targets, districts had to figure out how to move this work to scale. Join us in this webinar to learn about how district leaders have approached implementation, what went well, lessons learned, and changes they are considering for the future. Panelists will include CAO’s, curriculum content leaders, and principals.

Each part offers a certificate verifying professional learning time on the topic. To receive this certificate, select the “Access On-Demand” option and complete the webinar as a registered participant. If you’re accessing this page on a mobile device, the recording and resources from the webinar are available under “files.”

How can we disrupt the canon and move towards anti-racist teaching, as we keep complex text at the center of instruction? Leaning on the work of #DisruptTexts, this online course will engage in learning around four key pillars:

1. Continuously interrogating our own biases,
2. Centering Black, Indigenous, and authors of color,
3. Applying a critical literacy lens to our teaching practices, and
4. Working in  community with others, especially BIPOC.

COURSE DETAILS

Duration: 9.5 hours (self-paced course)
Cost: Free
Primary Audience:  K-12 ELA/Literacy Teachers (or those who support teachers)
Certificate: You will receive a certificate of professional learning immediately after completing each pillar. Certificate hours are as follows:

• Pillar 1: 2 hours
• Pillar 2: 3 hours
• Pillar 3: 3 hours
• Pillar 4: 1.5 hours

Please reach out to your school district to ensure they will accept these certificates. 

Register here.

See the accordion below to review the requirements, pacing, and syllabus. 

This webinar references an older version of the Instructional Practice Guide (IPG). An updated version of the IPG is available here.

This learning experience will be most powerful if used as part of a comprehensive, ongoing program of content-specific professional learning. To learn more, see the Professional Learning Principles.

This learning experience will be most powerful if used as part of a comprehensive, ongoing program of content-specific professional learning. To learn more, see the Professional Learning Principles.

A professional learning certificate is available for participating in this webinar. To receive this certificate, select “Access On-Demand” and complete the webinar as a registered participant. If you’re accessing this page on a mobile device, the recording and resources from the webinar are available under “files.”

This learning experience will be most powerful if used as part of a comprehensive, ongoing program of content-specific professional learning. To learn more, see the Professional Learning Principles.