This webinar, hosted by the National Center for Systemic Improvement, presents research related to language development patterns in young Dual Language Learners, an early childhood program success story, and perspectives from a family-led organization. Presenters will address the importance of maintaining a young child’s home language for their optimal development in all areas, including English language and literacy learning, and ideas for successfully partnering with families who speak a language other than English.
This second webinar in a new series sponsored by the Center on Great Teachers and Leaders, the National Board for Professional Teaching Standards, and the National Education Association offers educators concrete strategies for supporting their students’ well-being during distance learning during COVID-19 by using trauma-informed self-care and resilience-building strategies.
This first webinar in a new series sponsored by the Center on Great Teachers and Leaders (GTL Center), the National Board for Professional Teaching Standards, and the National Education Association explores how educators can better prepare themselves to face challenges by using trauma-informed self-care and resilience-building strategies. Participants had an opportunity to learn directly from two teacher leaders and a licensed mental health clinician. Click on the links below to go directly to the recordings, handouts, and resources.
This webinar showcases how practitioners can implement equitable practices to support students’ social and emotional development. Presenters discuss research on social and emotional learning (SEL) and equity, and the connections between the two. Presenters also share SEL strategies that districts and schools can use to promote equity.
This webinar, led by Dr. Lynn Fuchs of Vanderbilt University and Dr. Lee Kern of Lehigh University, addresses a challenge faced by many teachers: feeling inundated by data while struggling to find useful information to guide intervention decision-making. The webinar focuses on: (a) common progress monitoring measures in academics and behavior, (b) key considerations for optimizing data collection, and (c) structured questions for analyzing graphed progress monitoring data patterns.