| Videos in the Educational Impact Online Academy (Total: 7,184) | |
| Video Clip Title | Topic |
| Data is important for motivating reluctant adopters | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Demonstrating an understanding of how students learn differently | A. Using a Resource Room Flexibly | 15 min |
| Immersing oneself in art to heal trauma | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Research says participation in art improves quality of life | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Meeting all of the stakeholders: from student leaders to resource officers | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Multi-tiered levels of support and self-care | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| A sample community in New Haven: a community problem | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Addressing cultural and historical trauma | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| An example of dysregulation and some suggestions | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Case studies captured stories | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| DeRosa Pre-Conference | A. U.S. Government – Ms. DeRosa’s Social Studies Class conference available | 55 min |
| Engaging materials that support language and literacy development | C. Preschool Language and Literacy Development | 9 min |
| Engaging with families and the question of reporting | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Expulsion: Emergency situations | C. Student Discipline (Texas law cited) | 2 hr |
| Finding the trauma impacted students and getting them support | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Haase Fairy Tales Post-Conference | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Hijacking the amygdala: Small triggers - huge responses | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Long lasting relationships have lifelong impacts | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Looking at the pilot schools | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Love put into action | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Making schools trauma-informed, providing resources, modifying policies | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Moving from academic needs to the social emotional needs of students | J. BONUS The Whole Team Approach - Including Parents and Students - A Panel Discussion | 43 min |
| Mr White deepens student learning, uses representations (Rubrics 8 and 9) | A. Mr. White’s Elementary Class - Multiplication |
| Mr. White uses formative assessment data to revise instruction and analyze teaching effectiveness (Rubric 10) | A. Mr. White’s Elementary Class - Multiplication |
| Practicing positive and negative responses to solve conflicts | F. Ms. Slemc - Morning Circle | 28 min |
| Professional ethics | A. Professional Responsibilities |
| Realizing the impacts of toxic stress | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Rose Post-Conference Clip 2 | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Rose Pre-Conference | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Statutory rights of parents | B. Family Law (Texas law cited) | 1 hr |
| Student rights to free speech | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| The breaking point: before, in the moment and after | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Trauma impacted students an underdeveloped hippocampus | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Trauma is natural and can be healed | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Understanding Rubric 6: Learning Environment | C. Mr. Adamson's Secondary Class - Calculus |
| "Breaking Ranks" recommendations implemented at a PA High school (audio only) | B. Practitioner-School Environment | 34 min |
| "Bring your own device" is working in our school | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| "Drilling Down" into data | A. What is Data Anyway? | 37 min |
| "Rule Out" factors considered for special education eligibility | A. SLD Identification & the RTI Process | 40 min |
| "Universal Design for Learning" & RTI: Perfect compliments | E. Universal Design and the RTI Process | 15 min |
| "Using Data to Make Decisions" panel | A. Using Data to Make Decisions | 30 min |
| “Drilling Down” Data | A. Assessing Teaching and Student Progress Using Data | 35 min |
| “Junior” High School | B. The Changing Secondary School | 46 min |
| “Model T” Students | B. The Education Evolution | 44 min |
| 1970s: Mainstreaming Legislation | D. The History and Philosophy of Inclusion | 34 min |
| 1990s: Classroom Inclusion | D. The History and Philosophy of Inclusion | 34 min |
| 1990s: Classroom Inclusion | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| 21st Century | B. The Changing Secondary School | 46 min |
| 21st Century skills and continuous learning | A. New Ways to Teach Enduring Content | 52 min |
| 3 Levels of Implementing PBS: School-wide, Classroom & Individual | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| 4th Grade Descriptive Paragraph — Charlotte Danielson Commentary | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| 4th Grade Descriptive Paragraph — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| 4th Grade Descriptive Paragraph (components 2A, 2B, 2E) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| 4th Grade Descriptive Paragraph (components 3A, 3C) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| 4th Grade Language Arts Class: Editing Writing — Charlotte Danielson Commentary | A. Domain One: Planning and Preparation; all grades | 26 min |
| 4th Grade Language Arts Class: Editing Writing (Component 1F) | A. Domain One: Planning and Preparation; all grades | 26 min |
| 5 Standards Phase-In Chart Review | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| 5 Step intervention for students who have negative beliefs | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| 5 Steps to Completing a Practice Evaluation | A. Instructions for Using The Practice Observations | 6 min |
| 9th Grade Language Arts: Discourse, Discussion, Debate — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| 9th Grade Language Arts: Discourse, Discussion, Debate — Part 1 (components 2D, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| 9th Grade Language Arts: Discourse, Discussion, Debate — Part 2 (components 2D, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| A - Providing context information | A. Task 1: Planning for Literacy Instruction and Assessment |
| A "Solutions Based" IAT Model | A. Embracing IATs: Why They Work | 11 min |
| A "Teach To Lead" success story | G. Ruthanne Buck - Senior Advisor to the Secretary U.S. Department of Education | 7 min |
| A 12th grade student’s perspective on block scheduling | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| A 75 minute versus 90 minute period | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| A 9th grade student’s perspective on block scheduling | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| A blended classroom allows for more in-depth activities when together | B. The Same High School Lesson Is Blended | 32 min |
| A Blueprint for Thoughtful Learning | B. Assessment |
| A breathing technique and ACEs | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| A bried classroom example of a teacher simplifying vocabulary | A. Linguistic Modifications | 25 min |
| A brief classroom example of a comprehension check | B. Strategies For ESL Teachers | 8 min |
| A brief classroom example of a teacher slowing her speech | A. Linguistic Modifications | 25 min |
| A brief classroom example of an active learning structure | B. Strategies For ESL Teachers | 8 min |
| A brief classroom example of developing critical thinking skills | B. Strategies For ESL Teachers | 8 min |
| A brief classroom example of focusing on large concepts | B. Strategies For ESL Teachers | 8 min |
| A brief classroom example of linguistic modifications | B. Strategies For ESL Teachers | 8 min |
| A brief classroom example of promoting higher level thinking | C. Scaffolding and Higher Level Thinking | 10 min |
| A brief example of a teacher using "wait time" | A. Linguistic Modifications | 25 min |
| A briefing is an overview of expectations | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| A business leaders perspective on school partnerships | B. Practitioner- Ties to Higher Education | 52 min |
| A call to action: remove barriers, hear voices, review policy, etc. | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| A calm room called the Peace and Love Zone (PALZone) | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| A career day to expose students to job opportunities | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| A case for making computer science a requirement | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| A Change in Mission: Civil Rights | B. The Education Evolution | 44 min |
| A child confrontation that escalates out of control | C. What is Discipline? | 36 min |
| A child's negative belief system results in a family explosion | B. Connecting With Your Child | 1 hr 21 min |
| A child's personality type will determine how they respond to their parents | E. Personalities | 7 min |
| A classroom example — Emphasizing the rules of writing | B. Guided, Shared and Independent Writing | 48 min |
| A classroom example of "Total Physical Response" | A. Extralinguistic Cues | 27 min |
| A classroom example of a comprehension check through a physical signal | B. Comprehension Checks | 23 min |
| A classroom example of a comprehension check to confirm completion | B. Comprehension Checks | 23 min |
| A Classroom example of a debriefing | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| A classroom example of a teacher discussing new vocabulary | A. Linguistic Modifications | 25 min |
| A classroom example of a teacher reviewing definitions from the text | E. Comprehension Strategies | 18 min |
| A classroom example of a teacher working with students as they rotate between tasks | B. Task Rotation Strategy | 20 min |
| A classroom example of a written comprehension check | B. Comprehension Checks | 23 min |
| A Classroom Example of an Integrated Lesson | D. Integrated Curriculum Using an Interdisciplinary Approach | 18 min |
| A classroom example of an integrated math / reading lesson - Part 1 | E. Math Lesson | 13 min |
| A classroom example of an integrated math / reading lesson - Part 2 | E. Math Lesson | 13 min |
| A classroom example of developing the thinking skills of ESL students | C. Scaffolding and Higher Level Thinking | 10 min |
| A classroom example of effective universal screening | B. Universal Screening | 42 min |
| A classroom example of hooks and bridges to engage students | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| A classroom example of middle school linguistic instruction | B. Effective Differentiation | 20 min |
| A classroom example of small group modeling with ESL students | B. Activities | 48 min |
| A classroom example of student collaboration required for project based learning | C. Project Based Learning in Action | 21 min |
| A classroom example of students establishing a work plan | B. Task Rotation Strategy | 20 min |
| A classroom example of teaching writing dialog — Part 1 | B. Guided, Shared and Independent Writing | 48 min |
| A classroom example of teaching writing dialog — Part 2 | B. Guided, Shared and Independent Writing | 48 min |
| A classroom example of the initial steps required for task rotations | B. Task Rotation Strategy | 20 min |
| A classroom example: discussing character traits | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| A classroom example: discussing inferencing | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| A classroom example: discussing the illustrations | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| A classroom example: discussing the story setting | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| A classroom example: students encouraged to draw inferences — Part 1 | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| A classroom example: students encouraged to draw inferences — Part 2 | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| A classroom lesson on how the brain systematically searches memory | A. Raising Student Achievement | 3 hr 58 min |
| A classroom lesson on systematic search - Part 2 | A. Raising Student Achievement | 3 hr 58 min |
| A classroom lesson on systematic search - Part 3 | A. Raising Student Achievement | 3 hr 58 min |
| A classroom lesson on systematic search - Part 4 | A. Raising Student Achievement | 3 hr 58 min |
| A classroom lesson that helps students learn to listen - Part 1 | A. Raising Student Achievement | 3 hr 58 min |
| A classroom lesson that helps students learn to listen - Part 2 | A. Raising Student Achievement | 3 hr 58 min |
| A classroom lesson to help students understand metacognition | A. Raising Student Achievement | 3 hr 58 min |
| A cliff hanging story from the presenter | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| A Closer Look at Activities | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| A collaborative culture fosters more teacher leadership | I. Lynn Gaddis - Illinois State Teacher of the Year 1995 — President, Illinois State Teachers of the Year | 19 min |
| A collection of ideas to encourage emergent student writers | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| A common lesson format for all guided reading | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| A common understanding that focuses instruction on student learning | A. Standards-Based Education |
| A community that sings, cleans and dismisses on time (Marzano Elements DQ#8) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| A compare and contrast lesson from the perspective of a student | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| A compelling endorsement of online learning | A. Looking at the Big Picture of Cyber Learning | 3 min |
| A compelling use of provocative posters to promote cognitive thinking (Stronge Standard 3.7) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| A comprehension classroom example illustrating multiple ESL strategies - Part 1 | B. Creating a Dynamic Lesson | 43 min |
| A comprehension classroom example illustrating multiple ESL strategies - Part 2 | B. Creating a Dynamic Lesson | 43 min |
| A comprehension classroom example illustrating multiple ESL strategies - Part 3 | B. Creating a Dynamic Lesson | 43 min |
| A comprehension classroom example illustrating multiple ESL strategies - Part 4 | B. Creating a Dynamic Lesson | 43 min |
| A comprehension classroom example illustrating multiple ESL strategies - Part 5 | B. Creating a Dynamic Lesson | 43 min |
| A comprehensive guide to RTI professional development | A. Capacity, Readiness and Professional Development | 33 min |
| A Comprehensive Professional Development Plan for Paraprofessionals | E. Empowering the Paraprofessional | 20 min |
| A Comprehensive Versus Collaborative Classroom Environment | F. Proven Strategies to Enhance Your Team Teaching Skills | 11 min |
| A computer cannot replace a teacher | A. Bringing the Good Teaching Principles into the Online Setting | 17 min |
| A Connecticut case study where parents objected to RTI | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| A counselor's perspective on peer mediation | B. Embracing character education | 57 min |
| A creative way to use summary cards | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| A crisis model to increases the comfort level of teachers and administrators | D. A Rural School Deals With a Teacher Suicide | 38 min |
| A critical analysis of mentor/ mentee scenario 1 | A. Scenarios |
| A critical analysis of mentor/ mentee scenario 2 | A. Scenarios |
| A critical analysis of mentor/ mentee scenario 3 | A. Scenarios |
| A culture for learning is created with clear and high expectations (Danielson Component 2b) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| A definition of trauma | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| A description of the ELL Levels | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| A differentiated assessment to start the lesson | A. Classroom Example: Ms. Bryden's Secondary Math Lesson | 26 min |
| A diverse faculty for a diverse student body | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| A English teacher's perspective on the trimester schedule | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| A federal case turns Compton SD into a trauma-informed school model | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| A few words from a School Resource Officer | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| A flexible resource room is great for students with challenges | A. Using a Resource Room Flexibly | 15 min |
| A framework for establishing the school vision | C. Establishing a Vision for Your School | 32 min |
| A fun idea for using sticky notes to check for understanding | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| A good school environment requires an adequate facility (audio only) | A. Expert- School Environment | 24 min |
| A group activity to stimulate cognitive thinking (Marzano DQ #5: Element 31) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| A group of second year teachers collaborate to develop assessment for learning suggestions | C. Expanding Your School's Mentoring Program | 25 min |
| A Guided Classroom Observation | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| A Guided Classroom Observation & Review | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| A guided reading example using non fiction | A. Guided and Independent Reading | 32 min |
| A Harlem principal develops a unique community partnership | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| A Harlem school establishes non-negotiable conditions | A. Expert- School Governance | 40 min |
| A high school / industry partnership like none other in the U.S. | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| A high school campaign to prevent bullying | C. Stop Bullying Now! | 36 min |
| A high school that bridges the gap between the law and education | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| A historical review of school curriculum (audio only) | A. Expert- School Curriculum | 44 min |
| A historical review of the school reform movement (audio only) | A. Expert- Instructional Strategies | 36 min |
| A history of crisis intervention | B. Hostage Survival & Negotiation | 52 min |
| A holistic approach for teaching each online student | A. Essential Strategies to Successfully Prepare your School for Online Education | 27 min |
| A journey to teacher leadership | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| A learning club discusses reliable ways to determine a student's learning style | A. Instructional Learning Teams: Part I | 29 min |
| A learning club discusses strategies to develop "reading for meaning" | A. Instructional Learning Teams: Part I | 29 min |
| A learning culture blooms with essential questions (Danielson Component 2b) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| A Lesson in Essential Understandings | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| A list of concerns expressed by the faculty | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| A look at the assignments completed before this face-to-face lesson | B. The Same High School Lesson Is Blended | 32 min |
| A loving video hearing from the students and lawyers in Compton case | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| A master teacher fellowship program | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| A mentorship program aimed at rewiring brains | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| A middle level classroom example of group word study - Part 1 | D. Word Study | 16 min |
| A middle level classroom example of group word study - Part 2 | D. Word Study | 16 min |
| A middle school language arts teacher establishes targets for her virtual lesson | B. A Virtual Student's Typical School Day | 17 min |
| A middle school learning club examines student work | A. Instructional Learning Teams: Part I | 29 min |
| A middle school parent’s perspective on block scheduling | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| A middle school student’s perspective on block scheduling | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| A middle school's ties to higher education and industry | B. Leading by Example: Strategies & Tools Needed to Move a School Toward Higher Achievement | 13 min |
| A mindset shift is required to make the change | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| A model code of ethics developed by, and for practicing teachers | L. Lee-Ann Stephen - Minnesota Teacher of the Year 2007 — On Special Assignment for St. Louis SD | 6 min |
| A mother's perspective — Part 1 | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| A mother's perspective — Part 2 | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| A mother's perspective — Part 3 | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| A national anti-bullying campaign | C. Stop Bullying Now! | 36 min |
| A national perspective on block scheduling | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| A national survey on school violence | B. Early Warnings Signs / Effective Interventions | 1 hr |
| A New Focus: Individual Rights | B. The Education Evolution | 44 min |
| A new mentorship program is born | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| A new model for teacher leaders | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| A new Principals perspective on moving to block scheduling | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| A new vision for professional development | A. Expert - Professional Development | 47 min |
| A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| A panel of airline industry partners discuss Aviation H.S. | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| A panel of experts on universal screening | B. Universal Screening | 42 min |
| A paradigm change: Marketing your school to families in your community | B. Meeting the Increasing Demand for Online Course Options | 15 min |
| A paradigm shift from school management to instructional leadership | B. Practitioner | 1 hr 21 min |
| A parent coordinator to cultivate parental involvement | C. One Voice Policy: Bringing School & Community Together for Success | 20 min |
| A parent reflects on being part of the RTI process | C. Teaming Concepts | 27 min |
| A parent's perspective on block scheduling | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| A parent’s perspective on the move to block scheduling | C. Mistakes Made During the First Year Transition | 24 min |
| A parent’s perspective on the trimester schedule | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| A parents perspective on block scheduling | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| A pediatrician’s perspective on bullying | C. Stop Bullying Now! | 36 min |
| A personal story about lack of resources | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| A policy suggestion to help teachers increase collaboration | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| A poor book introduction can doom your guided reading lesson | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| A poor marital relationship prevents cooperative parenting | J. Frustration With a Child Causes Spousal Conflict | 10 min |
| A posse from Illinois is there to help | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| A powerful analogy to demonstrate barriers | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| A powerful case for covering a smaller number of topics | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| A powerful example of a virtual vocabulary lesson | D. A Collection of Proven Strategies for Effective Online Instruction | 30 min |
| A powerful example of examining errors in student reasoning (Marzano DQ #3) | F. Ms. Cowger's Mathematical Thinking Class - Elementary | 12 min |
| A powerful predictor of student achievement | A. Hidden Skills of Academic Literacy | 45 min |
| A practice assessment in a sheltered lesson | B. Unsheltered/Sheltered Language | 23 min |
| A Pre-K lesson: Using sounds to identify letters | B. Classroom Example: Pre-K Lesson | 25 min |
| A Pre-K rubric | E. Creating and Mastering Rubrics | 40 min |
| A Principal is the leader of leaders | A. Expert- School Leadership | 44 min |
| A Principal is the leader of leaders | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| A Principal mentor is an invaluable resource | B. Practitioner |1 hr 2 min |
| A Principal must espouse and model adult learning | A. Expert | 60 min |
| A principal needs to be the facilitator of staff PD | B. Practitioner - Professional Development | 47 min |
| A Principal panel discusses school culture | A. Shaping School Culture | 40 min |
| A principal that is personable, reachable and accessible | C. One Voice Policy: Bringing School & Community Together for Success | 20 min |
| A principal's perspective on using data to make instructional changes | D. Selecting the Right Assessment | 56 min |
| A principal/ assistant principal meeting in action | B. Jacqueline Gonzalez & Assistant Principal Candida Frith Planning Meeting | 12 min |
| A professional development activity to help teachers understand ESL learners | C. Expectations of Classroom Instruction | 10 min |
| A quick review of the Framework for Teaching - 4 domains & 22 components | A. Gathering Evidence of Domain Two (Classroom Environment) | 15 min |
| A reading strategy to develop higher level thinking skills | C. Effective Assessment | 20 min |
| A real world example of the need for data literacy | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| A reason for teaching | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| A reflection question is posed for their next asynchronous assignment | B. The Same High School Lesson Is Blended | 32 min |
| A repertoire of incentives to use with different aged children | C. What is Discipline? | 36 min |
| A repertoire of suggestions from an experienced crisis team leader | A. Preparing For a School Crisis | 1 hr 3 min |
| A research project that quantifies the practices of high performing schools | C. What Works: Results from a Two Year School Research Study | 29 min |
| A restorative justice practice is “how can we fix it?” | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| A Review of the "Breaking Ranks" recommendations in Chapter 1 (audio only) | A. Expert- School Curriculum | 44 min |
| A rich example of student collaboration in a virtual middle school class | B. Thoughtfully Designing Online Group Learning | 28 min |
| A round table of teachers reflect on their transformation from traditional to online teaching | E. Why Virtual Teachers Wouldn't "Go Back" | 15 min |
| A sample group activity to promote adolescent reading and comprehension | B. Effective Differentiation | 20 min |
| A school cannot be value neutral (audio only) | B. Practitioner-School Environment | 34 min |
| A school improvement plan modeled on the research of educational experts | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| A School Law Primer for Busy Administrators | A. A School Law Primer for Busy Administrators | 2 hr |
| A school leader's best opportunity to promote professional learning | A. Charlotte Danielson Defines | 45 min |
| A school memorial helps bring closure to the grieving process | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| A school partnership with News Corporation creates 60 student internships | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| A school that meets a student's intellectual, social, physical & psychological needs | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| A school wide “Stop and Think” program | B. Embracing character education | 57 min |
| A science class activity to promote reading, synthesizing and visualization | D. Science Lesson | 28 min |
| A science lesson with examples of differentiated instruction - Part 1 | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| A science lesson with examples of differentiated instruction - Part 2 | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| A sheltered activity for vocabulary recognition | B. Unsheltered/Sheltered Language | 23 min |
| A single form of teaching that integrates instruction and development | A. Expert | 60 min |
| A social studies lesson with examples of differentiated instruction | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| A state law that establishes accountability and expectations | B. Practitioner 1 | 42 min |
| A step by step approach to facility planning | A. A Guide to Facility Planning | 33 min |
| A story of a persistent teacher finding a way to bust out of the cage | B. Frederick Hess - Director of Education Policy Studies AEI | 9 min |
| A strategy for teaching vocabulary that really works | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| A strategy that improves pass-rates for algebra one | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| A Strong Research Base for Inclusion | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| A student code of conduct and alternative education placement | C. Student Discipline (Texas law cited) | 2 hr |
| A Student In Need of Intervention Assistance | A. Embracing IATs: Why They Work | 11 min |
| A student internship model that works | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| A student uses information from his compare and contrast lesson | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| A student-centered approach to teaching math | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| A student's perspective on active learning | A. Differentiation: A Margaret Searle Discussion | 30 min |
| A student’s perspective on the move to block scheduling | C. Mistakes Made During the First Year Transition | 24 min |
| A students perspective on block scheduling – part 1 | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| A students perspective on block scheduling – part 2 | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| A students perspective on block scheduling – part 3 | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| A students perspective on the trimester schedule | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| A suggested first step for integrating technology into your lesson | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| A summary and plan of action for your child | B. Connecting With Your Child | 1 hr 21 min |
| A summary of "Identifying Students WIth Learning Disabilities" | A. SLD Identification & the RTI Process | 40 min |
| A summary of "Teaming Concepts" for RTI | C. Teaming Concepts | 27 min |
| A summary of progress monitoring | C. Progress Monitoring | 5 min |
| A summary of scientifically based interventions | E. Scientifically Based Interventions | 20 min |
| A summary of the "Urban School Leadership 2" learning objectives | C. Conclusion | 2 min |
| A summary of the things you can expect when law enforcement arrives | A. Regaining Control – A Police Prospective | 39 min |
| A Teacher & Paraprofessional Lead an Arts & Crafts Class | E. Empowering the Paraprofessional | 20 min |
| A teacher panel discusses successful ways to facilitate a "true discussion" | B. True Discussion | 33 min |
| A teacher panel discusses successful ways to nurture student engagement | A. Teachers Discuss the Nurturing of Engagement— a Panel Discussion | 8 min |
| A teacher planning conference to build student skills needed to meet state standards | A. Curriculum Writing & Unit Design — Part 1 | 18 min |
| A teacher planning conference to develop a unit of instruction | A. Curriculum Writing & Unit Design — Part 1 | 18 min |
| A Teacher reflects on how the Framework improved her teaching | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| A Teacher Team from Royalton Provide Feedback on Teaming | G. Leadership that Empowers Team Teaching | 58 min |
| A teacher uses modeling with her ESL students | B. Activities | 48 min |
| A teacher's daily emphasis on writing | B. Guided, Shared and Independent Writing | 48 min |
| A teacher's perspective on grouping | B. Grouping Strategies | 11 min |
| A Teacher's Perspective: Why is flexible grouping important? | B. Grouping Strategies | 11 min |
| A team approach to RTI leadership | B. Leadership Roles and Responsibilities – From State to Building and Beyond | 55 min |
| A transformation from general education to scientifically based instruction | E. Scientifically Based Interventions | 20 min |
| A trio of community organizations assist Pershing Middle School | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| A vestibular warm-up | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| A veteran school leader provides advice for all new principals | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| A vision for the Mott Hall Middle School in NYC | B. Leading by Example: Strategies & Tools Needed to Move a School Toward Higher Achievement | 13 min |
| A visual example of equity and equality | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| A wealth of strategies to encourage virtual student participation | A. Does Online Teaching Require an Altered Approach? | 37 min |
| A wide range of methods for communicating with parents and the community | B. Practitioner 1 | 42 min |
| A wide range of strategies for developing community partnerships | C. Practitioner 2 | 1 hr 5 min |
| A youth-led organization is conceived: Count Me In | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| A zero tolerance policy for students with weapons and drugs (audio only) | A. Expert- School Environment | 24 min |
| Abington Junior High Case Study: Rules & Reinforcements — Part 1 | C. Creating Effective Rules | 25 min |
| About Jill, the audience and an overview of topics | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Above all…love your students | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Abraham Clip 1 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 10 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 11 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 12 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 13 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 14 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 2 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 3 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 4 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 5 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 6 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 7 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 8 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Clip 9 | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Post-Conference | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Abraham Pre-Conference | K. Critical Reading of Nonfiction Text — Ms. Abraham conference available | 1 hr 7 min |
| Academic integrity when working on a group project | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| Acceptance and inclusion at the prom | C. Best Buddies - An Afterschool Program Connecting Students with IDD (Intellectual and Developmental Disabilities) | 8 min |
| Accepting feedback and advice from parents | C. Practitioner 2 | 1 hr 5 min |
| Accepting Student Feelings / Being Courteous / Teacher Compliments | B. Creating a Safe and Welcoming Environment | 33 min |
| Accepting the situation… for now | L. A Strong Willed Child Tries the "Silent Treatment" | 9 min |
| Access the Program Library | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Accessing handouts that accompany the video content | A. How to Build & Maintain an RTI Team | 36 min |
| Accessing the teacher's website - Columbus: Hero or Villain? | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Accommodating a Student With a Disability | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Accountability is not the same thing as punishment | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Accountable talk - embracing professional learning communities | B. Practitioner | 1 hr 21 min |
| Achieving the ideal balance between administrative and instructional tasks | B. Practitioner |1 hr 2 min |
| Acklin Clip 1 | B. Fractions – Ms. Acklin | 35 min |
| Acklin Clip 2 | B. Fractions – Ms. Acklin | 35 min |
| Acklin Clip 3 | B. Fractions – Ms. Acklin | 35 min |
| Acklin Clip 4 | B. Fractions – Ms. Acklin | 35 min |
| Acknowledging others’ experiences, viewpoints, and injustices | D. Mr. Morabito - Debating the Actions of Christopher Columbus | 13 min |
| Acknowledging the feelings of others | A. Ms.Tiffani - Filling Emotional Buckets | 15 min |
| Acknowledging your child's challenges becomes a pathway to acceptance | E. Children Who Are Troubled By Normal Transitions | 7 min |
| Across grade levels: How to avoid duplication in novel studies and fieldtrips | B. Clustering & Pacing Indicators | 41 min |
| Acting as a positive influence by being a rule follower | B. Ms. Sack - Use of Computers: Showing Integrity By Staying Safe and On-Task | 3 min |
| Action planning for a safe school environment (audio only) | A. Expert- School Environment | 24 min |
| Action research and accelerated learning | A. Raising Student Achievement | 3 hr 58 min |
| Action research: Intervention approaches | A. The School Improvement Process | 33 min |
| Action research: Looping | A. The School Improvement Process | 33 min |
| Activating prior knowledge to explain the concept of quarters (Danielson Component 3a) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Active / passive voice substitution | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Active and reflective listening | B. Hostage Survival & Negotiation | 52 min |
| Active engagement — How to get everyone talking | C. Strategies for Engagement | 37 min |
| Active Learning Strategies — 3-Step Interview | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — 4-Step Problem-Solving, Part 1 | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — 4-Step Problem-Solving, Part 2 | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Chemistry Reactant/Product, Part 1 | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Chemistry Reactant/Product, Part 2 | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Get Like Me | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Inside-Outside Circles | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Introduction | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Jigsaw Activity | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Kinesthetic Side of Learning | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Mini-Lesson | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Pairing & Sharing | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Positive Interdependence, Team Competition | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Responsibility of Students for their own Learning | B. Active Learning: Part 2 — Strategies | 50 min |
| Active Learning Strategies — Structured Academic Controversy | B. Active Learning: Part 2 — Strategies | 50 min |
| Active learning: Is there any other way to teach?! | A. Active Learning Strategies | 25 min |
| Actively being inclusive of others who are different | C. Best Buddies - An Afterschool Program Connecting Students with IDD (Intellectual and Developmental Disabilities) | 8 min |
| Activists versus terrorists | A. What Does a Terrorist Look Like? | 36 min |
| Activities that team-build and increase risk-taking | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Activities to elicit student participation | B. A step by step approach to teen forums | 32 min |
| Activities to help teens get to know each other | B. A step by step approach to teen forums | 32 min |
| Activity Center Briefing: Fluency | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Activity Center Briefing: Grouping & Routing | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Activity Center Briefing: Reading Rules | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Activity Center Briefing: Writing | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Activity fund sample forms | B. School Activity Fund Law and Accounting | 2 hr |
| Activity: Fill in the Worksheet/Write Down the Centers | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Activity: Identify Challenging Thinking Strategies | B. Standard 4 – Challenging Thinking | 44 min |
| Activity: Word Study | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Adam Regener uses multimedia to engage his virtual seventh grade language arts students | C. Observing Powerful Virtual Teachers in Action | 58 min |
| Adamson Clip 1 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 10 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 11 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 12 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 2 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 3 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 4 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 5 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 6 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 7 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 8 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adamson Clip 9 | C. Continuity in Mapping – Mr. Adamson’s Calculus Class | 61 min |
| Adaptations & Equity | D. The History and Philosophy of Inclusion | 34 min |
| Adapting literature circles to the different content areas | B. Literature Circles for all Disciplines | 22 min |
| Add higher level skills like constructing, connecting and solving problems | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Adding computer science and robotics to the school curriculum | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| Adding visual prompts | B. Strategies to Improve Your Online Lesson |
| Additional learning activities to reinforce your understanding of PBL | A. Project Based Learning and 21st Century Skills | 26 min |
| Additional resources for students | A. What is the edTPA® Assessment and why is it important? |
| Additional resources in school data | A. Assessing Teaching and Student Progress Using Data | 35 min |
| Additional resources to help you properly facilitate an IEP meeting | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Additional support & services available to special education students | A. SLD Identification & the RTI Process | 40 min |
| Address Developmental Deficits | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Addressing discipline referrals | B. Case Study: Freeport Intermediate School – Texas | 17 min |
| Addressing safety head-on and being proactive | A. Understanding the Components of Safety | 48 min |
| Addressing the concerns of reluctant teachers – part 1 | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Addressing the concerns of reluctant teachers – part 2 | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Adjusting your own attitude | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Administrative discretion when recommending alternative education placement | C. Student Discipline (Texas law cited) | 2 hr |
| Administrator notes | H. Documentation (Texas Law cited) | 45 min |
| Administrator’s Perspective on Teacher Leaders & Teams | G. Leadership that Empowers Team Teaching | 58 min |
| Administrators need to be competent instructional leaders (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Adopting a "Coaching" orientation to our interactions with others | I. Joellen Killion - Senior Advisor Learning Forward | 6 min |
| Adopting a career academy concept in a school | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Adopting curriculum with RTI tools already "built in" | A. Capacity, Readiness and Professional Development | 33 min |
| Adult learner pre-assessments | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Adult learners want control of their time, topic, location and learning environment | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Advanced Grouping | B. Standard 1: JPA — New Guidelines | 40 min |
| Advanced grouping techniques for centers | D. Grouping and Routing Strategies | 21min |
| Advanced Instructional Frame — Use in the Classroom: Briefing | B. Standard 1: JPA — New Guidelines | 40 min |
| Advanced Instructional Frames | B. Standard 1: JPA — New Guidelines | 40 min |
| Advantages of student-centered learning | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Advice for New Teachers | D. Panel Discussion | 30 min |
| Advice for New Teachers on Use of CREDE Pedagogy Standards | D. Standard 3: Contextualization — New Guidelines | 14 min |
| Advice to aspiring administrators | A. A Grab Bag of Issues | 12 min |
| Advise to teachers who are beginning to teach in a block period | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Advocating for social media in the classroom | K. Josh Stumpenhorst - Illinois Teacher of the Year 2012 — Middle School 6th Grade ELA/Social Science | 4 min |
| Affect tolerance | A. Understanding the Components of Language of Trauma | 28 min |
| Affirmations help reprogram the brain | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| After all else fails, discovering a whole brain method to learn | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| Agencies that improve teaching and learning | B. Practitioner- Ties to Higher Education | 52 min |
| Agenda and Learning Outcomes | A. Introduction to IEQ in Schools | 11 min |
| Agenda and Learning Outcomes | A. Introduction and Design, Construction, Location | 23 min |
| Agenda and Learning Outcomes | A. Outside Sources: Nearby and School Grounds | 26 min |
| Air Sampling | A. Effective Organizing Strategies | 35 min |
| Alan November discusses technology tasks in classrooms | A. Teaching the Technology is Not the Goal | 36 min |
| Aligning the district goals with your improvement plan | A. Shared Leadership | 25 min |
| All kinds of art strategies | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| All learners need to feel safe and cared for in order to learn | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Allocating the proper time for staff development | B. Professional Development: Lead by Example | 35 min |
| Allocating the right amount of time for teacher PD | A. Establishing a Learning Centered School Culture | 54 min |
| Allocating Time for the Common Planning Necessary for Team Teaching | G. Leadership that Empowers Team Teaching | 58 min |
| Allow students choices of where to sit | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Allowing frustration to negatively affect your responses | C. A Tantrum Over Electronics Turns Ugly | 11 min |
| Allowing students to teach us the technology | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| Allowing the students to make connections | A. A Lesson in Research, Information Fluency and The Black Plague | 27 min |
| Alternative education placement | C. Student Discipline (Texas law cited) | 2 hr |
| Alternative education placement and suspension of extracurricular activities | C. Student Discipline (Texas law cited) | 2 hr |
| Alternative ways to create a menu activity | D. Reinforcing Learning through the use of menus | 38 min |
| Alternative ways to get to see other classrooms | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| Always check back with standards to see if anything was missed | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Am I an effective instructional leader? | A. Establishing a Learning Centered School Culture | 54 min |
| Am I rewarding bad behavior when I coddle my whining 4 year old? | A. Q & A with Child Behavior Expert Heather Forbes | 33 min |
| An "out of control classroom" is a teacher's worst nightmare | B. Embracing Your Role as a Project Based Learning Facilitator | 12 min |
| An abundance of professional development opportunities for the Principal | B. Practitioner |1 hr 2 min |
| An active body is an active mind | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| An activity to connect your curriculum to research based instruction | E. Scientifically Based Interventions | 20 min |
| An activity to help eliminate inappropriate special education referrals | A. SLD Identification & the RTI Process | 40 min |
| An activity to help you analyze data from progress monitoring | D. Data-Based Decision Making | 16 min |
| An activity to test your knowledge of progress monitoring | C. Progress Monitoring | 5 min |
| An actual example of the pursuit of an armed student within a school | B. Dealing with Bomb Threats | 1 hr 27 min |
| An Actual Teacher / At-Risk Specialist Reviews a Student's Progress - Part 1 | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| An Actual Teacher / At-Risk Specialist Reviews a Student's Progress - Part 2 | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| An adopted boy and his expectations | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| An adult who cared | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| An adult with ADD shares her first hand experience with neurofeedback | A. Strategies for Addressing ADD & ADHD |
| An analogy to demonstrate universal design for learning | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| An assignment requiring users to evaluate data from universal screening | B. Universal Screening | 42 min |
| An early adopter reflects back on the his move to block scheduling | A. Is Block Scheduling working? | 32 min |
| An Education Team Empowered to Remove Barriers to Achievement | E. Overcoming Problems: The Follow-up Meeting | 18 min |
| An example from a high school language arts class | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| An example of a “student prediction” activity using the PALS process | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| An example of a 4 by 4 plus 1 schedule | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| An Example of a Follow Up IAT Meeting - Without Parent & Student | E. Overcoming Problems: The Follow-up Meeting | 18 min |
| An example of a guided reading group discussing their interpretation of text | B. Managing Guided Reading Groups | 45 min |
| An Example of a Higher Order Assessment | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| An example of a kindergarten class identifying song items | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| An example of a kindergarten continuing activity center | B. Planning the Work for Students in Centers | 29 min |
| An example of a kindergarten echo song | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| An example of a planning conference that accounts for the ESL students | B. ESL Planning Session | 20 min |
| An example of a quick-check assessment used for student grouping | D. Selecting the Right Assessment | 56 min |
| An example of a quick-check assessment used to determine student enrichment | D. Selecting the Right Assessment | 56 min |
| An example of a school WITHOUT established essential learnings (audio only) | B. Practitioner - School Curriculum | 42 min |
| An example of a school-wide bullying prevention program | C. Stop Bullying Now! | 36 min |
| An example of a sheltered lesson | B. Unsheltered/Sheltered Language | 23 min |
| An example of a simplified instructional frame | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| An example of a song to identify animals | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| An example of a song to teach beat & expression | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| An example of a song to teach counting | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| An example of a teacher / student reading interview | C. Effective Assessment | 20 min |
| An example of a teacher implementing STEPS strategies in his class | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| An example of a teacher introducing the ”focus point” | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An example of a teacher shaping text for students | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An example of a teacher using formative assessment — Part 1 | D. Selecting the Right Assessment | 56 min |
| An example of a teacher using formative assessment — Part 2 | D. Selecting the Right Assessment | 56 min |
| An Example of an Effective Response | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| An Example of an Ineffective Response | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| An example of an interference from what text doesn't say | B. Managing Guided Reading Groups | 45 min |
| An example of an RTI team considering additional student evaluations | A. SLD Identification & the RTI Process | 40 min |
| An example of an RTI team reviewing specific student progress | A. SLD Identification & the RTI Process | 40 min |
| An example of an unsheltered lesson | B. Unsheltered/Sheltered Language | 23 min |
| An example of developing a present parallel from the text | B. Managing Guided Reading Groups | 45 min |
| An example of dysregulation and some suggestions | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| An example of inspiring students to improve their writing | B. Guided, Shared and Independent Writing | 48 min |
| An example of paragraph shrinking using the PALS process | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| An example of reading a story using verbal repetition | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| An example of reviewing student writing with the class | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An example of shared reading — Part 1 | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| An example of shared reading — Part 2 | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| An Example of Student / Intervention Specialist Meeting | C. Becoming a Coach for the Student and the Parent | 16 min |
| An example of student success in Oregon | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| An example of students using the PALS process — Part 1 | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| An example of students using the PALS process — Part 2 | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| An example of teaching students to write a descriptive paragraph | B. Guided, Shared and Independent Writing | 48 min |
| An example of teaching text structure | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An example of teaching the components of letter writing | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An example of teaching the story elements in a book — Part 1 | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| An example of teaching the story elements in a book — Part 2 | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| An example of the "wrap up" that ends the RTI team meeting | B. The Meeting Process | 17 min |
| An example of the first few minutes of an actual RTI team meeting | B. The Meeting Process | 17 min |
| An Example of the First Teacher Meeting After the Initial Referral - Part 1 | B. Step by Step Guide to the Referral Process | 32 min |
| An Example of the First Teacher Meeting After the Initial Referral - Part 2 | B. Step by Step Guide to the Referral Process | 32 min |
| An example of the RTI team discussing possible interventions | B. The Meeting Process | 17 min |
| An Example of the Specialist Discussing Goals with the Student | C. Becoming a Coach for the Student and the Parent | 16 min |
| An Example of the Specialist Explaining the Meeting to the Student | C. Becoming a Coach for the Student and the Parent | 16 min |
| An example of the teacher acting as a reading coach | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An example of the team soliciting input from the parent | B. The Meeting Process | 17 min |
| An example of using a scrapbook assignment as an authentic assessment | C. Student Projects as Effective Authentic Assessments | 10 min |
| An example of using a self-evaluation for a group assignment | C. Student Projects as Effective Authentic Assessments | 10 min |
| An example of using illustrations to support text | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An example of using props during singing | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| An example of using student names to encourage writing | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| An excellent example of planning for student engagement | B. Mr. Bais' 9th Grade Science Class - Lesson #3 | 24 min |
| An experience of mindfulness | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| An experienced principal shares his words of wisdom for new school leaders | C. One Voice Policy: Bringing School & Community Together for Success | 20 min |
| An expert panel on struggling readers | A. Panel Discussion of Dayton | 40 min |
| An historical perspective on values in education | A. Why do values matter? | 20 min |
| An IDEA glossary to help understand RTI terminology | E. Scientifically Based Interventions | 20 min |
| An ideal classroom set up for guided reading lessons | A. Guided and Independent Reading | 32 min |
| An implementation guide for administrators and school personnel | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| An implementation guide for administrators and school personnel | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| An inclusive environment to promote learning | B. Practitioner - Diversity | 42 min |
| An innovative job structure to promote teacher leadership | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| An innovative way to set high expectations | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| An inspiring story from Oregon's state teacher of the year | E. Nanette Lehman - Oregon Teacher of the Year 2013 – Elementary School 1st Grade| 7 min |
| An instructional leadership team at Hugo Newman Prep School | B. Hugo Newman Team Meeting | 22 min |
| An instructional team becomes immersed in learning styles | A. Instructional Learning Teams: Part I | 29 min |
| An instructional team collaborates to develop a web page for literacy | A. Instructional Learning Teams: Part I | 29 min |
| An instructional team discusses using vocabulary terms across the curriculum | A. Instructional Learning Teams: Part I | 29 min |
| An introduction to Aviation High School in NYC | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| An Introduction to David Warlick — “a technology immigrant” | B. The Last Generation of Internet Immigrants | 34 min |
| An Introduction to Peer Coaching for NEA CREDE — Part 1 | B. The Importance of Professional Learning Communities & Peer Coaching | 18 min |
| An Introduction to Peer Coaching for NEA CREDE — Part 2 | B. The Importance of Professional Learning Communities & Peer Coaching | 18 min |
| An introduction to task rotations | B. Task Rotation Strategy | 20 min |
| An Introduction to the Teacher Evaluation Practice Center | A. Instructions for Using The Practice Observations | 6 min |
| An Introduction to Thinking Maps® | A. A Common Visual Language for Learning | 30 min |
| An invaluable resource: World Language Paraprofessionals | D. Teaching Respect for All Cultures | 20 min |
| An invitation to collaborate with Lancaster School System | B. Practitioner 1 | 25 min |
| An optional accelerated reading program at Mathews Elementary School | C. Practitioner 2 | 1 hr 5 min |
| An Oregon Elementary school student commits suicide before school | B. An Elementary School Deals With a Student Suicide | 12 min |
| An Oregon high school faces the impending death of several popular teachers | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| An overview of character education at Upper Merion School | B. Embracing character education | 57 min |
| An overview of each "level of performance" in the Danielson framework | A. Charlotte Danielson Defines | 45 min |
| An Overview of the 3 Track Model | A. Improving the Current Teacher Evaluation System | 30 min |
| An overview of the critical analysis strategy of compare & contrast | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| An overview of the restorative process | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| An overview of this program | A. What is the edTPA® Assessment and why is it important? |
| An understanding of equity and social identities | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| An unusual strategy to engage students in algebra | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Analyzing Columbus' legacy in light of historical documents | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Analyzing data from universal screenings & progress monitoring | D. Data-Based Decision Making | 16 min |
| Analyzing your school’s reading scores | A. The School Improvement Process | 33 min |
| Analyzing, identifying problems and evaluating ideas | C. Ms. Dale - Moon Stations: Learning Teamwork and Problem Solving | 23 min |
| Anchor Teaching in Students' Experiences | D. Standard 3: Contextualization — New Guidelines | 14 min |
| Anderson Clip 1 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Clip 1 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Clip 2 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Clip 2 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Clip 3 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Clip 3 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Clip 4 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Clip 4 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Clip 5 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Clip 5 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Clip 6 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Clip 6 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Post-Conference 1 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Post-Conference 1 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Post-Conference 2 | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Anderson Post-Conference 2 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Post-Conference 3 | O. Mean, Median and Range – Mr. Anderson conference available | 1 hr 31 min |
| Anderson Pre-Conference | G. Converting Fractions to Percentages – Mr. Anderson conference available | 1hr 24 min |
| Andy and Billy: A developmental time-line | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Andy versus Billy | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Another brief classroom example of a teacher using "wait time" | A. Linguistic Modifications | 25 min |
| Another brief example of a teacher slowing her speech | A. Linguistic Modifications | 25 min |
| Another Use in the Classroom | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| Answer Key for Ms. Bautista's guided practice | B. Now You Try Identifying “Fluency” |
| Answer Key for Ms. Smith's guided practice | B. Now you try Identifying “Focus” |
| Answer Key for Ms. Strunk's guided practice | B. Now You Try Identifying “Coherence” |
| Answer Key to Ms. Strunk's Guided Practice | B. Now You Try Identifying “Application” |
| Answer key to Ms. Strunk's Guided Practice | B. Now You Try Identifying “Dual Intensity” |
| Answer Key- Deep understanding | B. Now You Try Identifying “Deep Understanding” |
| Answering the students question: “Is my school safe?” | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Anticipating & Hurdling the Roadblocks | C. PBS The Essential Component: Buy-in | 27 min |
| Anticipation guides help students make predictions | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Apologizing to your children | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Applauding varying approaches (Danielson Component 3c, 2b) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Application in the Classroom- 2nd grade Addition with Mrs. Robertson | A. Application: Using Math in the Real World In Action in Real Classrooms |
| Application in the Classroom- 4th Grade Circles with Ms. Shulz | A. Application: Using Math in the Real World In Action in Real Classrooms |
| Application in the Classroom- 5th Grade Percentages with Mr. Anderson | A. Application: Using Math in the Real World In Action in Real Classrooms |
| Application in the Classroom- 7th Grade Geometry with Mr. Farrell | A. Application: Using Math in the Real World In Action in Real Classrooms |
| Application Wrap Up | B. Now You Try Identifying “Application” |
| Applying cognitive strategies: Group Discussion | A. Raising Student Achievement | 3 hr 58 min |
| Applying discussion techniques & facilitating productive group work (Danielson Component 3b) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Applying history to today's real world (Stronge Standard 1.3) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Applying new knowledge through challenging activities (Marzano DQ#4: Element 21) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Applying new skills to increase understanding and retention | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Applying the ethics code to the day to day job of being a Principal | B. Ethics and Values in K-12 Education | 35 min |
| Approaching Your School with the PBS Solution | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Appropriately integrating student shoulder partners into the lesson (Stronge Standard 3.2) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Are boys affected more than girls? | A. Questions About ADD & ADHD |
| Are colleges adequately preparing the next generation of school leaders? | B. Is there a School Leader Shortage? | 35 min |
| Are community members informed enough to participate in decision making? | A. Expert | 1 hr 18 min |
| Are contagious diseases the greatest threat to today’s schools? | C. Naturally Occurring Diseases – A Ticking Time Bomb for Public Health | 8 min |
| Are educational research studies overemphasized? | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| Are implementing new standards worth the effort? | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Are rewards or incentives effective in modifying a child's behavior? | C. What is Discipline? | 36 min |
| Are student discipline and attendance affected by block scheduling? | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Are students who perform at a low level being taught at that level? | A. Expert | 44 min |
| Are students who stare at their phones all day turning into zombies? | A. Using Technology to Learn How to Learn | 21 min |
| Are teachers better prepared today? | I. Lynn Gaddis - Illinois State Teacher of the Year 1995 — President, Illinois State Teachers of the Year | 19 min |
| Are the same techniques used for autistic children? | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Are their date collection instruments available specifically for middle schools? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Are there alternative therapies? | A. Questions About ADD & ADHD |
| Are there national standards for middle level teacher preparation? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Are there too many standardized tests? | C. FAQs on Professional Development | 22 min |
| Are there viable alternatives to ability groupings? (audio only) | A. Expert- Organization and Time | 52 min |
| Are there viable alternatives to ability groupings? (audio only) | B. Practitioner-Organization and Time | 47 min |
| Are you a dyregulated teacher? | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Are you at your breaking point? | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Are you overwhelmed by the challenges of raising your child? You're not alone! | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Are you still gathering evidence during the reflection conference? | C. Listen to What the Danielson Experts Observed and the Levels of Performance Suggested | 35 min |
| Are you teaching note-taking skills? | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Are your probing questions effective? (Danielson Component 3D) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| Arguments are a power-struggle; learn to dance instead | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Around the clock media will cover any crisis that occurs | B. Terrorism – Why Schools Need to be Prepared | 10 min |
| Arrange Classrooms for Collaboration Activity | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Art Break: Tear yourself a tree | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Art Supplies | C. Inside Sources: Part 2 | 34 min |
| Articulating a vision and keeping the project on track | A. A Guide to Facility Planning | 33 min |
| Articulating an instructional vision to your faculty, staff, students & parents | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| Articulation difficulties | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| As the trial begins the students are palpably engaged | B. The Same High School Lesson Is Blended | 32 min |
| Asbestos | C. Inside Sources: Part 2 | 34 min |
| Asking "just the right question" can cause teachers to disconnect | I. Joellen Killion - Senior Advisor Learning Forward | 6 min |
| Asking children "Why" promotes unproductive rationalization | C. What is Discipline? | 36 min |
| Asking probing questions and pointing to resources (Strong Standard 3.3, 3.7) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Asking Questions & Giving Clues | A. Introduction to The Five Standards | 20 min |
| Asking students to memorize makes them bored with school | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Asking students to problem solve on their own (Marzano DQ #9) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Asking the right question, calming the brain | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Assembling an RTI team with diverse skills and backgrounds | A. How to Build & Maintain an RTI Team | 36 min |
| Assess, Prioritize, Recommend Solutions/IAQ Tools for Schools | A. Effective Organizing Strategies | 35 min |
| Assessing academic progress in a variety of ways (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Assessing individual understanding (Danielson Component 3d) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Assessing Student Performance Using Visual Tools | A. Visual Tools in Practice | 30 min |
| Assessing students by talking to them (Danielson Component 3d) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Assessing students' misconceptions and redirecting them to think again (Danielson Component 3d) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Assessing the word knowledge of an adolescent student | D. Word Study | 16 min |
| Assessing understanding through written conclusion activity (Stronge Standard 4.6) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Assessing when students need more than the tier one interventions | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Assessing your school culture | A. Shaping School Culture | 40 min |
| Assessing your school’s literacy practices | D. Developing a School-Wide Literacy Program | 30 min |
| Assessment | A. Bloodborne Pathogens | 15 min |
| Assessment | A. Bullying Prevention | 32 min |
| Assessment | A. Safety in the Classroom | 42 min |
| Assessment & Strategies | D. The History and Philosophy of Inclusion | 34 min |
| Assessment for Boyer/ O Dell and Cowger (2 topics) | F. Ms. Cowger's Mathematical Thinking Class - Elementary | 12 min |
| Assessment for Dale and Lindblom (2 topics) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Assessment for Robertson and Maloney and Bowman (3 topics) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Assessment for Siebert and Tuttle (2 topics) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Assessment for Zanjani, Tocci and Edwards (2 topics) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Assessment through personal interactions with students (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Assessment-Domain 1: Planning & Preparation | B. Assessment |
| Assessment-Domain 2: The Classroom Environment | B. Assessment |
| Assessment-Domain 3: Instruction | B. Assessment |
| Assignment | C. PBS The Essential Component: Buy-in | 27 min |
| Assignment Review: Charlotte reveals the answers | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Assignment: Can you tell the difference between evidence and opinion? | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Assignment: Complete a school readiness form for your team / school | A. How to Build & Maintain an RTI Team | 36 min |
| Assignment: Generate a list of helpful RTI resources in your school | A. How to Build & Maintain an RTI Team | 36 min |
| Assignment: Look for the evidence and strategies | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Assignment: Practice Looking For Evidence in Artifacts | A. Using Artifacts to Help Determine Performance Levels | 24 min |
| Assume the students will need extra guidance at first | A. Effective Integration of 1:1 Devices | 10 min |
| Assuming collective responsibility for student engagement | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Assuring that each student has a personal adult advocate (audio only) | B. Practitioner-School Environment | 34 min |
| Assuring that your mentee gets off to a good start | A. Defining Mentorship |
| Asthma: Part 1 | C. Health Effects of Poor IEQ-Asthma | 9 min |
| Asthma: Part 2 | C. Health Effects of Poor IEQ-Asthma | 9 min |
| At risk kids need special attention | C. Kim Zeydel - Idaho Teacher of the Year 2015 – High School Math | 5 min |
| Attentive listening and systematic search during the "input phase" | A. Raising Student Achievement | 3 hr 58 min |
| Attracting well qualified teachers | A. Gail Adams - West Virginia Teacher of the Year 2015 High School English | 7 min |
| Audience discussion of circles of identity | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| Authentic Assessment | C. Authentic Assessments, Mind Mapping, Summative Assessment, and Conclusion | 25 min |
| Authentic assessments, rubrics, and self assessments for project based learning | D. Creating Meaningful Project Based Learning Assessments | 20 min |
| Available Resources - Understanding by Design | B. Essential Questions -with Jay McTighe | 32 min |
| Aviation H.S. opens a facility inside of a NYC airport | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| Avoid even the appearance of ethical problems online | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Avoiding chaos through an established family reunification procedure | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Avoiding data collection disincentives | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Avoiding distraction…keep the focus on student learning (Danielson Component 2b) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Avoiding escalation by exhibiting patience and calm | F. Coping With a Child's Explosive Temper | 10 min |
| Avoiding staff workload increases associated with RTI | B. Workload in the RTI Process | 12 min |
| Avoiding teacher/student power struggles | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Avoiding the power point presentation rut | D. A Collection of Proven Strategies for Effective Online Instruction | 30 min |
| Awareness of unfairness and promoting social justice | D. Mr. Morabito - Debating the Actions of Christopher Columbus | 13 min |
| B – Writing your lesson plan | A. Task 1: Planning for Literacy Instruction and Assessment |
| Background information on the school case studies | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| Background to starting Morning Meetings & Closing Circles | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Backward designing your project around a driving question | C. A Step by Step Process for Designing a Project | 25 min |
| Backwards design: Why is it important? | B. Essential Questions -with Jay McTighe | 32 min |
| Bais Chemistry Clip 1 | J. Chemistry: Bohr Models Review — Mr. Bais' Physical Sciences Class conference available | 52 min |
| Bais Chemistry Clip 2 | J. Chemistry: Bohr Models Review — Mr. Bais' Physical Sciences Class conference available | 52 min |
| Bais Chemistry Clip 3 | J. Chemistry: Bohr Models Review — Mr. Bais' Physical Sciences Class conference available | 52 min |
| Bais Chemistry Clip 4 | J. Chemistry: Bohr Models Review — Mr. Bais' Physical Sciences Class conference available | 52 min |
| Bais Clip 1 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Clip 2 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Clip 3 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Clip 4 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Clip 5 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Clip 6 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Clip 7 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Post-Conference 1 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Post-Conference 2 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Post-Conference 3 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Post-Conference 4 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Post-Conference 5 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Pre-Conference 1 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Pre-Conference 2 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Pre-Conference 3 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Pre-Conference 4 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Pre-Conference 5 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Pre-Conference 6 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Mentored Pre-Conference 7 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Physical Science Clip 1 | I. Road Runner Physics – Mr. Bais’s Physical Sciences Class conference available | 1 hr 20 min |
| Bais Physical Science Clip 2 | I. Road Runner Physics – Mr. Bais’s Physical Sciences Class conference available | 1 hr 20 min |
| Bais Physical Science Clip 3 | I. Road Runner Physics – Mr. Bais’s Physical Sciences Class conference available | 1 hr 20 min |
| Bais Physical Science Clip 4 | I. Road Runner Physics – Mr. Bais’s Physical Sciences Class conference available | 1 hr 20 min |
| Bais Post-Conference 1 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Post-Conference 1 | J. Chemistry: Bohr Models Review — Mr. Bais' Physical Sciences Class conference available | 52 min |
| Bais Post-Conference 2 | J. Chemistry: Bohr Models Review — Mr. Bais' Physical Sciences Class conference available | 52 min |
| Bais Post-Conference 2 | C. Chemistry: Bohr Models of Atoms – Mr. Bais’ Physical Sciences Class conference available | 2 hr 32 min |
| Bais Pre-Conference 1 | I. Road Runner Physics – Mr. Bais’s Physical Sciences Class conference available | 1 hr 20 min |
| Bais Pre-Conference 2 | I. Road Runner Physics – Mr. Bais’s Physical Sciences Class conference available | 1 hr 20 min |
| Bais Pre-Conference 3 | I. Road Runner Physics – Mr. Bais’s Physical Sciences Class conference available | 1 hr 20 min |
| Balance between public information and rights to privacy | E. Student Records (Texas Law cited) | 45 min |
| Balance Management & Leadership Role | C. Assessment |
| Balanced Literacy Overview | A. "Balanced Literacy" Overview |
| Balancing fiction and non fiction for guided reading | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Balancing guided & independent reading simultaneously | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Balancing idealism with reality | F. Dr. David Basso – Connecticut Teacher of the Year 2012 — High School Social Studies | 7 min |
| Balancing intimacy and abandonment | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Balancing managerial versus instructional leadership | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Balancing technology with critical thinking and communication | D. Classroom Example Thanu Abraham | 17 min |
| Balancing the need to support struggling students and motivate overachievers | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Balancing your job and civic responsibilities | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Barriers in creating an interdisciplinary class | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Bartholio Clip 1 | T. Best Buddies - Mr. Bartholio's Extracurricular Club for Special Needs Students | 11 min |
| Bartholio Clip 2 | T. Best Buddies - Mr. Bartholio's Extracurricular Club for Special Needs Students | 11 min |
| Basic guidelines for introducing new vocabulary | B. Strategies to Teach Academic Vocabulary | 37 min |
| Basic principles to use when dealing with religious issues | G. Religious Issues (Texas Law cited) | 45 min |
| Basic terminology related to radioactivity | D. Radiological & Nuclear Threats | 50 min |
| Bautista Clip 1 | A. Multiplication Using Various Methods – Ms. Bautista | 53 min |
| Bautista Clip 2 | A. Multiplication Using Various Methods – Ms. Bautista | 53 min |
| Bautista Clip 3 | A. Multiplication Using Various Methods – Ms. Bautista | 53 min |
| Bautista Clip 4 | A. Multiplication Using Various Methods – Ms. Bautista | 53 min |
| Bautista Clip 5 | A. Multiplication Using Various Methods – Ms. Bautista | 53 min |
| Be alert for the potential of suicide | B. Hostage Survival & Negotiation | 52 min |
| Be ready to give individual supports | A. Understanding the Components of Regulation | 35 min |
| Be sure to be visible at all school events | C. Practitioner 2 | 1 hr 5 min |
| Be willing to act on the assessment results you receive (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Become a powerful instructional leader by following these guidelines | A. Expert | 27 min |
| Become passionate about student writing | F. Kathy Nimmer - Indiana Teacher of the Year 2015 – High School English | 11 min |
| Becoming a data driven decision maker | A. The School Improvement Process | 33 min |
| Becoming a detective; looking for the why of behavior | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Becoming a school leader that makes things happen | C. Passion for Leadership | 36 min |
| Becoming an advocate for education | C. John–David Bowman - Arizona Teacher of the Year 2015 – High School History | 17 min |
| Becoming critical consumers of text (Danielson Component 3a) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Becoming the Educated Advocate | A. Effective Organizing Strategies | 35 min |
| Bedtime strategies set up students for success | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Behavior modification and the trauma impacted student: it's not working | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Behavior versus regulation and dysregulation | A. Understanding the Components of Regulation | 35 min |
| Behind every good teacher is a supporting administrator | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Being a leader gives you confidence | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Being a seeker of knowledge with your students can empower them | I. Joellen Killion - Senior Advisor Learning Forward | 6 min |
| Being an ambassador for your school | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Being comfortable being uncomfortable | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| Being on the trauma team has made me more empathetic | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| Being Principal – every day is different | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Being State Teacher of the Year has been a journey | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Believing in the importance of tolerance and acceptance | A. Ms. Abraham - Cultures: Learning Tolerance and Acceptance | 7 min |
| Belly breathing | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| Benefits and challenges of curriculum mapping | C. Laying the groundwork for the Common Core Through Curriculum Mapping | 12 min |
| Benefits of reading aloud to children | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| Benefits of technology; paperless, sharing synchronously and rich feedback | F. Classroom Example Hillman | 8 min |
| Benevides Vocabulary Clip 1 | I. Vocabulary Lesson — Ms. Benevides | 18 min |
| Benevides Vocabulary Clip 2 | I. Vocabulary Lesson — Ms. Benevides | 18 min |
| Bifurcated leadership systems | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Big ideas keep learning and teaching fresh and interesting | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Billies operate from a place of high anxiety | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Billy looks at the world through the lens of fear | A. Understanding the Components of Language of Trauma | 28 min |
| Biology of Memory & Learning | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Blending project based learning with traditional instruction | A. Inspire and Engage Your Students with Project Based Learning | 32 min |
| Blessed live versus the at-risk life | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Block scheduling and the transition to colleges classes | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Block scheduling at the middle level | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Block scheduling catalysts | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Block scheduling is not a panacea | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Block scheduling revolutionized this high school teacher's class | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Blocking out time for classroom evaluations | A. Time Management | 38 min |
| Bloom’s Taxonomy | B. Course Design and Lesson Planning | 32 min |
| Bluiett Clip 1 | E. Circles – Ms. Bluiett | 19 min |
| Bluiett Clip 2 | E. Circles – Ms. Bluiett | 19 min |
| Bluiett Clip 3 | E. Circles – Ms. Bluiett | 19 min |
| Bob Marzano shares his research on effective schools | A. What Causes Learning? | 25 min |
| Body language that helps you gain instant rapport with a child | B. The Building Blocks of Parenting | 31 min |
| Boltz Clip 1 | B. Read-Aloud on Predator and Prey – Ms. Boltz | 31 min |
| Boltz Clip 2 | B. Read-Aloud on Predator and Prey – Ms. Boltz | 31 min |
| Boltz Clip 3 | B. Read-Aloud on Predator and Prey – Ms. Boltz | 31 min |
| Boltz Clip 4 | B. Read-Aloud on Predator and Prey – Ms. Boltz | 31 min |
| Bomb types | B. Dealing with Bomb Threats | 1 hr 27 min |
| Books and ELA theme including inferencing and cause and effect | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Books for teaching social emotional learning | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Books to deepen your understanding of strategies for ESL learners | B. Creating a Dynamic Lesson | 43 min |
| Bouncy balls help some students learn better (Stronge Standard 1.7) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Bowman Clip 1 | P. ‘New Deal’ Domestic Programs — Mr. Bowman’s AP History Class | 45 min |
| Bowman Clip 2 | P. ‘New Deal’ Domestic Programs — Mr. Bowman’s AP History Class | 45 min |
| Bowman Clip 3 | P. ‘New Deal’ Domestic Programs — Mr. Bowman’s AP History Class | 45 min |
| Bowman Clip 4 | P. ‘New Deal’ Domestic Programs — Mr. Bowman’s AP History Class | 45 min |
| Boyer-O'Dell Clip 1 | C. Literature and History Integration — Ms. Boyer and Ms. O'Dell | 42 min |
| Boyer-O'Dell Clip 2 | C. Literature and History Integration — Ms. Boyer and Ms. O'Dell | 42 min |
| Boyer-O'Dell Clip 3 | C. Literature and History Integration — Ms. Boyer and Ms. O'Dell | 42 min |
| Boyer-O'Dell Clip 4 | C. Literature and History Integration — Ms. Boyer and Ms. O'Dell | 42 min |
| Boys to Men program | A. Teaching Abstinence to today’s teens | 13 min |
| Bradeberry and Johnson Clip 1 | B. Review of Grammatical Terms – Ms. Bradeberry and Ms. Johnson | 23 min |
| Bradeberry and Johnson Clip 2 | B. Review of Grammatical Terms – Ms. Bradeberry and Ms. Johnson | 23 min |
| Bradeberry and Johnson Clip 3 | B. Review of Grammatical Terms – Ms. Bradeberry and Ms. Johnson | 23 min |
| Bradshaw Clip 1 | E. Talk about the Weather – Ms. Bradshaw | 8 min |
| Brain lobes: Predicting long term success | A. Raising Student Achievement | 3 hr 58 min |
| Brain Research: The Visual Brain — Part 1 | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| Brain Research: The Visual Brain — Part 2 | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| Brainstorming examples of heroes and villains | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Brandfass Clip 1 | F. US Constitution Review – Mr. Brandfass’s History Class | 6 min |
| Break out of the bubble: Using 1:1 to enhance teaching | A. Effective Integration of 1:1 Devices | 10 min |
| Break out rooms encourages close collaboration | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Breaking a student forum into small groups | A. How to conduct a student forum | 30 min |
| Breaking the chain of negativity | B. Connecting With Your Child | 1 hr 21 min |
| Breaking the Pattern of Failure Through Intervention Assistance Teams | A. Embracing IATs: Why They Work | 11 min |
| Breathing techniques, smiling, refocusing, and final thoughts | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Bridging the gap between theory and the real world | A. Gail Adams - West Virginia Teacher of the Year 2015 High School English | 7 min |
| Briefing at the Beginning of Instruction | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| Bringing At-RIsk Students Out of Isolation | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Bringing other teachers along on an instructional walk-through | B. Practitioner | 1 hr 21 min |
| Bringing teachers' knowledge to all levels of administration | E. Peggy Stewart - Educational Consultant | 4 min |
| Bringing your true self to the classroom | F. Kathy Nimmer - Indiana Teacher of the Year 2015 – High School English | 11 min |
| Brosious Math Clip 1 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 10 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 11 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 12 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 2 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 3 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 4 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 5 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 6 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 7 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 8 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Clip 9 | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Post Conference | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious Math Pre-Conference | Q. Tenths and One Hundredths – Mr. Brosious – with conference | 1 hr 9 min |
| Brosious STEAM Clip 1 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 10 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 11 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 12 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 13 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 2 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 3 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 4 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 5 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 6 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 7 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 8 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Clip 9 | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious STEAM Pre-Conference | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Brosious-Miliner Assessment | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Brosius STEAM Post-Conference | N. Art Robots – Mr. Brosious' STEAM Lesson - conference available | 1 hr 14 min |
| Bruney Clip 1 | O. S.T.E.P.s Program – Mr. Bruney | 11 min |
| Bryden Day 1 Clip 1 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Clip 2 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Clip 3 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Clip 4 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Clip 5 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Clip 6 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Clip 7 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Post Conference Clip 1 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Post Conference Clip 2 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 1 Post Conference Clip 3 | F. 3D Geometry Project- Day 1 – Ms. Bryden – conference available | 62 min |
| Bryden Day 2 Clip 1 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 10 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 2 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 3 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 4 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 5 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 6 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 7 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 8 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden Day 2 Clip 9 | G. 3D Geometry Project- Day 2 – Ms. Bryden | 56 min |
| Bryden-White Assessment | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Budgeting for activity funds — Part 1 | B. School Activity Fund Law and Accounting | 2 hr |
| Budgeting for activity funds — Part 2 | B. School Activity Fund Law and Accounting | 2 hr |
| Build a Personal Learning Plan (PLP) | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Build and Develop Relationships | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Build New Skills on Students’ Experiences & Knowledge | H. Contextualization Guideline 2: Build on Students' Experiences and Knowledge | 7 min |
| Build on Students' Experiences & Knowledge | D. Standard 3: Contextualization — New Guidelines | 14 min |
| Build student engagement with theater | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Building & sustaining instructional capacity | A. Establishing a Learning Centered School Culture | 54 min |
| Building a community of learners, readers and writers | A. Panel Discussion of Dayton | 40 min |
| Building a quality relationship with your mentee | A. Quality Relationships |
| Building a relationship with a child who does not want a relationship | B. Connecting With Your Child | 1 hr 21 min |
| Building a school schedule conducive to RTI | A. Capacity, Readiness and Professional Development | 33 min |
| Building a Tower of Understanding | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Building an assessment system around a continuous flow of data | B. Practitioner 1 | 25 min |
| Building and classroom security systems | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Building background knowledge using video | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Building classroom strategies with teachers | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Building Community | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Building community and connections | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Building community with a class meeting | J. BONUS The Whole Team Approach - Including Parents and Students - A Panel Discussion | 43 min |
| Building community: Ideas from the field | A. Building Community in an Online Classroom |
| Building conflict resolution strategies while teaching empathy | C. Ms. Siebert - Using Literature to Teach Problem Solving | 17 min |
| Building critical thinking and metacognition within a lunar space station | C. Ms. Dale - Moon Stations: Learning Teamwork and Problem Solving | 23 min |
| Building entryways | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Building Exhaust | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| Building great student relationships | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Building great student relationships can be learned | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| Building lessons with a long-term perspective | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| Building level emergency tubs | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| Building on knowledge with new learning goals (Marzano DQ #1) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Building on previous number work and making new connections (Marzano Elements DQ#2) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Building on student's existing knowledge (Stronge Standard 3.2 / Danielson Component 3b) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Building partnerships through teacher preparation | A. Expert- Ties to Higher Education | 1 hr |
| Building rapport with teachers and students | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Building relationships and building trust | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Building relationships and creating a safe space | A. Jasmyn Wright Demonstrates Her Affirmative Philosophy for her Students | 16 min |
| Building relationships and making connections | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Building relationships is mission critical | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Building relationships with teachers, staff and families | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Building research and fluency skills | B. A Lesson in Collaboration, Communication and STEAM Art Robots |22 min |
| Building skills and encouraging collaboration through a 1:1 initiative | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Building staff commitment and dedication at the KIPP Academy | B. Practitioner | 35 min |
| Building student independence through peer assessments (Stronge Standard 4.2) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Building student relationships by focusing on the positive | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Building student relationships through social media apps | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Building the right schedule for your school | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Building trauma-informed practices from the ground up | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Building Trust | A. Introduction: Creating an Effective Learning Environment | 18 min |
| Building two-way trust with parents | J. BONUS The Whole Team Approach - Including Parents and Students - A Panel Discussion | 43 min |
| Building understanding about the value of civic responsibility | A. Ms. Williams - Civics: Understanding the Value of Community and Civic Responsibility | 26 min |
| Building virtual student rapport | D. Developing a Virtual School Community | 15 min |
| Bullying awareness, risk factors and impacts | A. Bullying Prevention (Coming Soon) |
| Bullying legislation, policies and procedures | C. Stop Bullying Now! | 36 min |
| Bullying prevention | A. Bullying Prevention | 32 |
| Bumps in the road of implementation | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Burch Clip 2 | C. Odd and Even Number Patterns with Goldfish — Ms. Burch | 7 min |
| Burch Clip1 | C. Odd and Even Number Patterns with Goldfish — Ms. Burch | 7 min |
| Busch Science Clip 1 | A. Planet Earth – Ms. Busch’s Science Class | 6 min |
| Busch Turtle Clip 1 | D. Care of a Class Pet Turtle – Ms. Busch | 5 min |
| Butler Clip 1 | M. Improper Fractions — Ms. Butler | 25 min |
| Butler Clip 2 | M. Improper Fractions — Ms. Butler | 25 min |
| Butler Clip 3 | M. Improper Fractions — Ms. Butler | 25 min |
| Butler Clip 4 | M. Improper Fractions — Ms. Butler | 25 min |
| Butler Clip 5 | M. Improper Fractions — Ms. Butler | 25 min |
| Butler Clip 6 | M. Improper Fractions — Ms. Butler | 25 min |
| C - Selecting key instructional materials | A. Task 1: Planning for Literacy Instruction and Assessment |
| C.A.R.E. Strategies for Closing the Achievement Gaps — Program Overview | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| Call and response using general affirmations | A. Jasmyn Wright Demonstrates Her Affirmative Philosophy for her Students | 16 min |
| Callahan Clip 1 | K. Learning Styles – Ms. Callahan | 12 min |
| Callahan Clip 2 | K. Learning Styles – Ms. Callahan | 12 min |
| Calming your child by expressing fear of a bad outcome | A. Endlessly Arguing About Everything | 13 min |
| Can a faith-based organization use your school facility? | B. School Activity Fund Law and Accounting | 2 hr |
| Can a private sector management company run a school? | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Can a student master content and language simultaneously? | A. Introduction to Sheltered English | 20 min |
| Can a terrorist organization construct an nuclear bomb? | D. Radiological & Nuclear Threats | 50 min |
| Can ADD students succeed in a standardized school setting? | A. Strategies for Addressing ADD & ADHD |
| Can demands & threats get results? | L. A Strong Willed Child Tries the "Silent Treatment" | 9 min |
| Can differentiated instructional strategies be overused? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Can environmental design make security more difficult? | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Can guided reading work in middle and high school? | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Can I be effective with ESL students without speaking a second language myself? | A. Introduction to Sheltered English | 20 min |
| Can I bomb proof my school? | B. Dealing with Bomb Threats | 1 hr 27 min |
| Can I obtain a needs assessment? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Can K-12/Higher Education really have a unity of purpose? | C. FAQ's on Ties to Higher Education | 36 min |
| Can new teachers be mentors and teacher leaders? | A. Creating and Effective Mentoring Program - Principal Panel | 42 min |
| Can school leadership be learned? | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| Can school leadership be learned? | A. Expert- School Leadership | 44 min |
| Can schools guarantee graduating students have job related competencies? (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Can student video production be successfully incorporated into a lesson? | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| Can students self monitor? | C. Progress Monitoring | 5 min |
| Can substitute teachers lead guided or shared reading groups? | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Can teachers effectively facilitate student forums? | D. From student forums to school-wide discussions | 25 min |
| Can teachers foster an atmosphere of trust while dealing with academic dishonesty? | A. Identifying and Preventing Student Cheating | 20 min |
| Can technology provide too much information to parents? | A. The Power of Leadership | 47 min |
| Can tiers be co-mingled during certain lessons? | C. Tiered Lessons | 20 min |
| Can universal screening be used with English Language Learners? | B. Universal Screening | 42 min |
| Can Values be infused inside of any curriculum? | C. Incorporating values inside of the curriculum | 26 min |
| Can We Grow a Student's IQ? | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Can you have effective systemic change with the involvement of the Principal? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Can your school use funds from a defunct organization? | B. School Activity Fund Law and Accounting | 2 hr |
| Carbon Dioxide | C. Inside Sources: Part 2 | 34 min |
| Carbon Monoxide | C. Inside Sources: Part 2 | 34 min |
| Career/Technical Classroom Hazards | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| Carefully selected resources stimulate conversations | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Caring about your students (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Caring and respect are the norm for Ms. Dale (Strong Standard 5.4) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Carl Jung's theories on sensing, intuition, thinking & feeling | A. Learning Styles | 52 min |
| Carol Ann Tomlinson — Differentiation is like an stereo equalizer | E. Multiple Ways to Group Students | 26 min |
| Carrol Clip 1 | B. Hallway Rules – Mr. Carrol’s Homeroom | 10 min |
| Cartography and Cognition: A Social Studies Example | A. Visual Tools in Practice | 30 min |
| Cartography and Cognition: An Algebra Example | A. Visual Tools in Practice | 30 min |
| Cartography and Cognition: Beyond the Limiting and Linear Mindset | A. Visual Tools in Practice | 30 min |
| Case law - behavior intervention plans | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Case law - manifestation determinations | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Case law – alternative education placement | C. Student Discipline (Texas law cited) | 2 hr |
| Case law – reasonable cause for a school search | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Case law – religion in public schools | G. Religious Issues (Texas Law cited) | 45 min |
| Case law – student drug testing | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Case Studies from Schools that Adopted Block Scheduling | E. Assessment |
| Case Studies: From the Seeds of Discontent to the Team-driven Solution | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Case study on implementing a digital grade book (audio only) | B. Practitioner-School Technology | 21 min |
| CATs for measuring baseline knowledge and progress | B. Classroom Assessment Techniques (CATS) | 22 min |
| CATs to determine student opinions, study skills and teacher feedback | B. Classroom Assessment Techniques (CATS) | 22 min |
| CATs to measure course related knowledge and skills | B. Classroom Assessment Techniques (CATS) | 22 min |
| Celebrating a collective achievement | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| Celebrating educational achievement | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| Celebrating student accomplishment | B. Case Study: Freeport Intermediate School – Texas | 17 min |
| Celebrating student success | A. Using Data to Make Decisions | 30 min |
| Celebrating success | F. Kathy Nimmer - Indiana Teacher of the Year 2015 – High School English | 11 min |
| Celebrating Success: A Student Assembly Idea | C. Creating Effective Rules | 25 min |
| Celebration of Learning | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Centering your lessons around students' interests | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| Centralized v. decentralized day-to-day operations | B. School Activity Fund Law and Accounting | 2 hr |
| Centralized versus decentralized activity fund accounting | B. School Activity Fund Law and Accounting | 2 hr |
| Challenge the way we’ve always done it (TTWWADI) | A. New Ways to Teach Enduring Content | 52 min |
| Challenged to write a book - imparting knowledge | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| Challenges and Successes of CREDE Pedagogy Standards Implementation | D. Panel Discussion | 30 min |
| Challenges of creating big ideas when teaching a skill | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Challenges of implementing RTI in a rural setting | D. Urban and Rural Considerations | 24 min |
| Challenges of implementing RTI in an urban setting | D. Urban and Rural Considerations | 24 min |
| Challenges of teaching STEM/STEAM | D. June Teisan - Michigan Teacher of the Year 2008 – Middle School Science | 17 min |
| Challenging Questions - Use in the Classroom | B. Standard 4 – Challenging Thinking | 44 min |
| Challenging teachers to increase student achievement | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Challenging the negative beliefs and processes | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Changes | B. The Changing Secondary School | 46 min |
| Changing a culture from punitive to restorative | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| Changing Attitudes | B. The Changing Secondary School | 46 min |
| Changing child behavior through repetitious conditioning | B. Connecting With Your Child | 1 hr 21 min |
| Changing expectations for school Principals | A. Shaping School Culture | 40 min |
| Changing from test preparation to thinking, reasoning and writing | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| Changing instructional practice | A. Leading the Change Process | 28 min |
| Changing paradigms: Looking through different lenses | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Changing perspectives provokes varying students' analysis (Stronge Standard 3.1) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Changing Role of Faculty, Part 1 | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Changing Role of Faculty, Part 2 | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Changing Role of Faculty, Part 3 | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Changing Role of Faculty, Part 4 | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Changing student beliefs helps change behavior | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Changing the misconceptions about SROs | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Changing the organization and support structure | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| Changing the role of the teacher and the student | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Changing the world through increased educational opportunities | A. Moshsen Gaffari - Utah Teacher of the Year 2015 – Elementary School | 10 min |
| Changing to Looping | A. Case Study: Barren Middle School - Kentucky | 39 min |
| Changing your voice tone and body language to achieve a positive outcome | C. A Tantrum Over Electronics Turns Ugly | 11 min |
| Chapter 1: School Curriculum | D. Assessment |
| Chapter 10: School Resources | D. Assessment |
| Chapter 11: Ties to Higher Education | D. Assessment |
| Chapter 2: Instructional Strategies | D. Assessment |
| Chapter 3: School Environment | D. Assessment |
| Chapter 4: School Technology | D. Assessment |
| Chapter 5: Organization and Time | D. Assessment |
| Chapter 6: Assessment and Accountability | D. Assessment |
| Chapter 7: Professional Development | D. Assessment |
| Chapter 8: Diversity | D. Assessment |
| Chapter 9: School Governance | D. Assessment |
| Chapters 12 & 13: School Leadership | D. Assessment |
| Character education for special needs students | B. Embracing character education | 57 min |
| Characteristics of children who have suffered from trauma | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Characteristics of children with developmental deficit? | B. Connecting With Your Child | 1 hr 21 min |
| Charlotte and the Quiet Place | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Charlotte Danielson sums up the big ideas of teacher evaluation | B. Lessons Learned from a State-Wide Implementation of the Danielson Framework | 34 min |
| Charlotte Danielson: Instructional leadership introduction | A. Charlotte Danielson Defines | 45 min |
| Chat window allows for individual self-expression | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Chavez Clip 1 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 10 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 11 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 2 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 3 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 4 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 5 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 6 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 7 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 8 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Chavez Clip 9 | F. Doing Good in the Community – Ms. Chavez' Civics Lesson | 69 min |
| Checking in on students' decisions in a student-directed class (Danielson Component 3d) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Checking our own negative beliefs about Billy | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Chemical and biological availability and detection | B. Chemical and Biological Threats | 35 min |
| Chemical threats over the past two centuries | D. History of Terrorism | 9 min |
| Chemical, Biological, Radiological, and Nuclear Threats Summary | A. Recognizing a Threat to Your School | 5 min |
| Childhood trauma has a profound impact on student learning | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Childhood trauma is like heartbreak on steroids | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Children excel when parents take an interest in the school | C. Practitioner 2 | 1 hr 5 min |
| Children getting stuck in their trauma | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Children of military connected families have special emotional & educational needs | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Children who suffer from trauma can be hopeless, helpless and powerless | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Choosing the ideal interventions for positive behavior support | E. Scientifically Based Interventions | 20 min |
| Choosing the proper formative assessment for each student | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Christy Smith's fifth grade virtual classroom | C. Observing Powerful Virtual Teachers in Action | 58 min |
| Chunking Content, Part 1 | B. Course Design and Lesson Planning | 32 min |
| Chunking Content, Part 2 | B. Course Design and Lesson Planning | 32 min |
| Circles of identity strategy | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| Citizens organizing to replace the school leader | A. Expert | 1 hr 18 min |
| Clarification, wait time, patience, vocabulary and repetition | A. Linguistic Modifications | 25 min |
| Clarifying questions to promote problem solving | A. Mentor Tips: Powerful Cognitive Coaching Strategies for New Teachers | 30 min |
| Clashes in culture between the street socialized and others | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| Class clown - Productive | G. Dealing with the Class Clown (Attention Seeking) | 11 min |
| Class clown - Productive | G. Dealing with the Class Clown (Attention Seeking) | 11 min |
| Class clown - Unproductive (Bleeped) | G. Dealing with the Class Clown (Attention Seeking) | 11 min |
| Class clown - Unproductive (Uncensored) | G. Dealing with the Class Clown (Attention Seeking) | 11 min |
| Classroom Agreement Highlights | A. Joint Productive Activity (JPA) Guideline 1: Community Building and Producing a Classroom Community Work Agreement | 18 min |
| Classroom Assessment Techniques 1, Part 1 | B. Classroom Assessments Techniques | 28 min |
| Classroom Assessment Techniques 1, Part 2 | B. Classroom Assessments Techniques | 28 min |
| Classroom Assessment Techniques 1, Part 3 | B. Classroom Assessments Techniques | 28 min |
| Classroom Assessment Techniques 1, Part 4 | B. Classroom Assessments Techniques | 28 min |
| Classroom Assessment Techniques 1, Part 5 | B. Classroom Assessments Techniques | 28 min |
| Classroom Assessment Techniques 2, Part 1 | B. Classroom Assessments Techniques | 28 min |
| Classroom Assessment Techniques 2, Part 2 | B. Classroom Assessments Techniques | 28 min |
| Classroom Community Work Agreement: Classroom Example | A. Joint Productive Activity (JPA) Guideline 1: Community Building and Producing a Classroom Community Work Agreement | 18 min |
| Classroom Community Work Agreement: Classroom Example cont'd | A. Joint Productive Activity (JPA) Guideline 1: Community Building and Producing a Classroom Community Work Agreement | 18 min |
| Classroom Demo: Moving from History to Literature Lesson | D. Integrated Curriculum Using an Interdisciplinary Approach | 18 min |
| Classroom Environment | A. Creating a Literacy Rich Classroom | 6 min |
| Classroom Example 2: Students Working Independently | C. JPA Guideline 3: Develop Student Independence | 12 min |
| Classroom example of "choice" grouping | D. Grouping and Routing Strategies | 21min |
| Classroom example of analytical thinking - Mr. Morabito | A. Thinking Lessons | 29 min |
| Classroom example of analytical thinking - Ms. Tuttle | A. Thinking Lessons | 29 min |
| Classroom example of creative thinking - Mr. Bowman | A. Thinking Lessons | 29 min |
| Classroom example of practical thinking - Ms. Hertzog | A. Thinking Lessons | 29 min |
| Classroom Example of Spanish Language Activity | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Classroom example research-based thinking - Mr. Hite | A. Thinking Lessons | 29 min |
| Classroom example research-based thinking - Ms. Fuentes | A. Thinking Lessons | 29 min |
| Classroom Example: Students Working Independently | C. JPA Guideline 3: Develop Student Independence | 12 min |
| Classroom Examples of SCIIP Classroom Management | B. Standard 1: JPA — New Guidelines | 40 min |
| Classroom Illustration using LLD Guidelines | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Classroom Management — Course Design | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Classroom Management — Fear in the Classroom | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Classroom Management — Fear in the Classroom: The First Days of Class | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Classroom Management — Review | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Classroom management needed for block scheduling | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Classroom Observation Part 1 | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Classroom Observation Part 1 | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Classroom Observation Part 1 | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Classroom Observation Part 1 | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Classroom Observation Part 1 | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Classroom Observation Part 1 | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Classroom Observation Part 1 | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Classroom Observation Part 1 | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Classroom Observation Part 2 | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Classroom Observation Part 2 | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Classroom Observation Part 2 | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Classroom Observation Part 2 | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Classroom Observation Part 2 | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Classroom Observation Part 2 | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Classroom Observation Part 2 | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Classroom Observation Part 2 | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Classroom Observation Part 3 | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Classroom Observation Part 3 | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Classroom Observation Part 3 | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Classroom Observation Part 3 | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Classroom Observation Part 3 | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Classroom Observation Part 3 | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Classroom Observation Part 3 | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Classroom Observation Part 3 | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Classroom Observation Part 4 | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Classroom Observation Part 4 | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Classroom Observation Part 4 | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Classroom Observation Part 4 | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Classroom Observation Part 4 | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Classroom observations are not about finding faults | B. Practitioner | 1 hr 21 min |
| Classroom Practice | A. Raising Student Achievement | 3 hr 58 min |
| Classroom Strategies for the Pre-K Classroom | B. Classroom Example: Pre-K Lesson | 25 min |
| Classroom technology need not be intimidating | A. Using Technology to Learn How to Learn | 21 min |
| Classroom work as an extension of homework | B. Classroom Example Ryan White | 26 min |
| Classroom180: A framework for creating, sustaining and assessing the trauma-informed classroom | A. Up close with the Author of Classroom180 Framework |
| Clause inversion, splitting sentences | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Cleaning Supplies/Chemicals/VOCs: Part 1 | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| Cleaning Supplies/Chemicals/VOCs: Part 2 | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| Clear expectations, accountable talk, organizing for effort & academic rigor | B. Practitioner | 1 hr 21 min |
| Clear limits, consequences and most importantly… reset | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Clearly communicating high expectations for all students (Marzano DQ #9: Element 39) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Click on the handouts for more resources on universal screening | B. Universal Screening | 42 min |
| Clip 4 Kennon Post-Conference | I. How Many Beans? – Mr. Kennon | 32 min |
| Clip 8 Jasmyn Wright Post-Conference | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Closing a lesson by asking students to reflect on their learning | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Closing Circles example to close the session | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Closing Discussion: So what do you think? | A. Combining QuickStart, Danielson 101 and the TEPC |
| Closing the Achievement Gap | B. Creating a Safe and Welcoming Environment | 33 min |
| Clustering and combining plausible solutions | B. Creating a Data Driven Action Plan | 51 min |
| Co-regulation means being present, parallel, and patient | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Coaching students based on the "output phase" | A. Raising Student Achievement | 3 hr 58 min |
| Cobb county school district’s school safety manual | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Cockroaches and Products from Home/Fragrances | C. Inside Sources: Part 2 | 34 min |
| Code of ethics for administrators: A Texas example – part 1 | B. Ethics and Values in K-12 Education | 35 min |
| Code of ethics for administrators: A Texas example – part 2 | B. Ethics and Values in K-12 Education | 35 min |
| Cognitive skills built with games | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| Cognitive weaknesses improved by cognitive skills | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| Cognitively demanding assignments foster student engagement (Danielson Component 3c) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| Collaborate to create an interdisciplinary project based curriculum | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Collaborating on the design of a new school building | B. Case Study: Freeport Intermediate School – Texas | 17 min |
| Collaborating teams are given choices (Stronge Standard 3.1, 3.5) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Collaborating to become a better teacher (Stronge Standard 6.8) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Collaborating to discuss what was observed in a teacher observation | B. Jacqueline Gonzalez & Assistant Principal Candida Frith Planning Meeting | 12 min |
| Collaborating to share the successes and challenges | B. Final Considerations in the Use of Technology | 16 min |
| Collaborating with colleagues | A. Professional Responsibilities |
| Collaboration Between the Regular & Special Education Teachers | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| Collaboration, commitment, caring, creativity and crazy at Toth Elem. | B. Practitioner | 58 min |
| Collaborative conferences after classroom observations are critical | A. Up close with the Author of Classroom180 Framework |
| Collaborative groups learn about empathy and perspective using literature | D. Ms. Tocci & Ms. Edwards - Learning Emotions through Literature | 25 min |
| Collaboratively defining the characteristics of heroes and villains | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Collaboratively Identifying high school achievement targets (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Colleagues helping new teachers develop their skills | E. Peggy Stewart - Educational Consultant | 4 min |
| Collecting data on trauma factors that impact students | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Collecting evidence from a text - reading for meaning - Part 1 | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Collecting evidence from a text - reading for meaning - Part 2 | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Collegial conversations around accountable talk | B. Practitioner | 1 hr 21 min |
| Columbus: Hero or Villain? Introducing the lesson | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Combating hopelessness and frustration together | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Combining Mr. Rogers and General Patton? | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Coming Soon! | E. Kinesthetic Strategies to Boost Learning Outcomes - Suzy Koontz (Coming Soon) |
| Coming Soon! | F. Inside Out: Exploring Self-Regulatory Skills - Amanda Lynch, MA (Coming Soon) |
| Coming Soon! | F. Inside Out: Exploring Self-Regulatory Skills - Amanda Lynch, MA (Coming Soon) |
| Coming Soon! | G. Practical Strategies for Regulating Students’ Brains - Josh MacNeill (Coming Soon) |
| Coming Soon! | H. Rewiring Our Perceptions of Discipline - Dr. Lori Desautels (Coming Soon) |
| Coming Soon! | I. Self-care of Our Brains and Bodies - Dr. Lori Desautels (Coming Soon) |
| Coming Soon! | J. Effective Conversations with Parents - Tania Farran (Coming Soon) |
| Coming Soon! | K. Connections > Content - Darrion Cockrell, STOY (Coming Soon) |
| Comments from Teachers on Activity Centers | B. Phase Three: New Guidelines | 30 min |
| Common Characteristics of High-Performing Teachers (Ken Blanchard) | F. Proven Strategies to Enhance Your Team Teaching Skills | 11 min |
| Common cheating techniques – part 1 | A. Identifying and Preventing Student Cheating | 20 min |
| Common cheating techniques – part 2 | A. Identifying and Preventing Student Cheating | 20 min |
| Common cheating techniques – part 3 | A. Identifying and Preventing Student Cheating | 20 min |
| Common Core helps develop mathematical thinking | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| Common core, test scores and school ranking | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Common curriculum versus personalized curriculum (audio only) | B. Practitioner - School Curriculum | 42 min |
| Common initial steps to implement an RTI plan | A. An Introduction to RTI Leadership | 33 min |
| Common mistakes made when recommending expulsion | C. Student Discipline (Texas law cited) | 2 hr |
| Common mistakes when completing an alternative education placement | C. Student Discipline (Texas law cited) | 2 hr |
| Common myths and realities about RTI | A. "Mastering RTI" Overview | 28 min |
| Common negative belief: My parents won't love me anymore | B. Connecting With Your Child | 1 hr 21 min |
| Common problems teachers encounter when using technology | A. Using Technology to Learn How to Learn | 21 min |
| Common Problems with Ventilation Systems | B. Ventilation Systems | 25 min |
| Common rookie mistakes made by virtual teachers | A. Does Online Teaching Require an Altered Approach? | 37 min |
| Common sense recommendations for student discipline | C. Student Discipline (Texas law cited) | 2 hr |
| Common sense teacher ethics | E. Barbara Hopkins - Nebraska Teacher of the Year 1988 – Middle School ELA - NEA Online Projects | 16 min |
| Common Themes within the Danielson Framework for Teaching | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Common traffic flow issues | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Commonly Asked Questions about the Danielson Framework for Teaching | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Communicating education policy to your colleagues | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Communicating high school achievement results to the community (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Communicating important ideas in a blended course lesson | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Communicating important ideas in a traditional classroom | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Communicating important ideas in an online classroom | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Communicating important ideas using 1:1 devices | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Communicating important ideas with an interactive whiteboard | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Communicating state test results to the faculty | A. Using Data to Make Decisions | 30 min |
| Communicating the crisis plan to your faculty, students and parents | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Communicating the directions carefully (Danielson Component 3a) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Communicating the news of the suicide to the student body | B. An Elementary School Deals With a Student Suicide | 12 min |
| Communicating with a resistant parent | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Communicating with community – establishing meaningful partnerships | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Communicating with families | A. Professional Responsibilities |
| Communicating with families - Part 2 | A. Professional Responsibilities |
| Communicating with immigrant parents | E. Barbara Hopkins - Nebraska Teacher of the Year 1988 – Middle School ELA - NEA Online Projects | 16 min |
| Communicating with parents | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Communicating with parents and the community | C. Practitioner 2 | 1 hr 5 min |
| Communicating with the family of the student who committed suicide | B. An Elementary School Deals With a Student Suicide | 12 min |
| Communicating with the suspect | A. Regaining Control – A Police Prospective | 39 min |
| Communicating your instructional frame to students | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| Communication between high schools and higher education | A. Expert- Ties to Higher Education | 1 hr |
| Communication shift | A. Understanding the Components of Language of Trauma | 28 min |
| Communication systems and student release procedures | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| Communication, collaboration, and being realistic | A. A Guide to Facility Planning | 33 min |
| Communication: Actions speak louder than words | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Communication: Faculty meetings | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Communication: Morning buzz, mission & vision | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Community agency looks at collaborating with schools in providing treatments | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Community agency solutions to trauma in the schools | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Community based services and residential treatments from Crittenton | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Community building and independence allows for successful activity centers | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Community support and engagement in distressed communities | A. Expert | 1 hr 18 min |
| Community support comes from more than just parents | A. Expert | 1 hr 18 min |
| Compacting information, Independent study, Anchoring activities | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| Compare & Contrast: A Sample Lesson – Description Phase | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Compare and contrast leads to cause and effect | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Compare Lessons Summary and Writing Activities for Different ELL Levels | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Compare your evidence with Charlotte's | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Compare your results with an expert's analysis | A. Suggested Methods for Debriefing Your Results | 8 min |
| Compare your Room Scan notes with Heather | C. Now You Try - Gather Evidence of Regulation (Domain 2) |
| Comparing and contrasting the mentee/ mentor scenarios | A. Scenarios |
| Comparing different questioning strategies | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| Compassionately firm: not too firm and not too soft | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Compelling evidence that students are actively engaged (Stronge Standard 3.1) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| Competent speakers can apply transformations | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Competing for the attention of your students | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Complex tasks requiring multiple perspectives (Marzano DQ #4) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Complying with special education law | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Component 1A – Demonstrates Knowledge of Content & Pedagogy | A. Domain 1: Planning & Preparation | 48 min |
| Component 1B – Knowledge of Students; Part 1 | A. Domain 1: Planning & Preparation | 48 min |
| Component 1B – Knowledge of Students; Part 2 | A. Domain 1: Planning & Preparation | 48 min |
| Component 1C – Setting Instructional Outcomes | A. Domain 1: Planning & Preparation | 48 min |
| Component 1D – Demonstrates Knowledge of Resources | A. Domain 1: Planning & Preparation | 48 min |
| Component 1E – Designing Coherent Instruction; Part 1 | A. Domain 1: Planning & Preparation | 48 min |
| Component 1E – Designing Coherent Instruction; Part 2 | A. Domain 1: Planning & Preparation | 48 min |
| Component 1F – Designing Student Assessments | A. Domain 1: Planning & Preparation | 48 min |
| Component 2A – Creating an Environment of Respect & Rapport | A. Domain 2: The Classroom Environment | 31 min |
| Component 2B – Establishing a Culture for Learning | A. Domain 2: The Classroom Environment | 31 min |
| Component 2C – Managing Classroom Procedures | A. Domain 2: The Classroom Environment | 31 min |
| Component 2D – Managing Student Behavior | A. Domain 2: The Classroom Environment | 31 min |
| Component 2E – Organizing Physical Space | A. Domain 2: The Classroom Environment | 31 min |
| Component 3A – Communicating with Students | A. Domain 3: Instruction | 35 min |
| Component 3B – Using Questioning & Discussion Techniques; Part One | A. Domain 3: Instruction | 35 min |
| Component 3B – Using Questioning & Discussion Techniques; Part Two | A. Domain 3: Instruction | 35 min |
| Component 3C – Engaging Students in Learning | A. Domain 3: Instruction | 35 min |
| Component 3D – Using Assessment in Instruction | A. Domain 3: Instruction | 35 min |
| Component 3E – Demonstrating Flexibility & Responsiveness | A. Domain 3: Instruction | 35 min |
| Component 4A – Reflecting on Teaching | A. Domain 4: Professional Responsibilities | 36 min |
| Component 4B – Maintaining Accurate Records | A. Domain 4: Professional Responsibilities | 36 min |
| Component 4C – Communicating with Parents; Part 1 | A. Domain 4: Professional Responsibilities | 36 min |
| Component 4C – Communicating with Parents; Part 2 | A. Domain 4: Professional Responsibilities | 36 min |
| Component 4D – Participating in a Professional Community | A. Domain 4: Professional Responsibilities | 36 min |
| Component 4E – Growing & Developing Professionally | A. Domain 4: Professional Responsibilities | 36 min |
| Component 4F – Showing Professionalism | A. Domain 4: Professional Responsibilities | 36 min |
| Comprehension checks require attentive listening | C. Kim Zeydel - Idaho Teacher of the Year 2015 – High School Math | 5 min |
| Comprehension strategies for ESL learners | A. Introduction to Comprehension Strategies | 5 min |
| Compton Clip 1 | N. Story Summary Writing – Ms. Crompton | 16 min |
| Compton Clip 2 | N. Story Summary Writing – Ms. Crompton | 16 min |
| Conclusion | D. Standard 3: Contextualization — New Guidelines | 14 min |
| Conclusion | A. What is Data Anyway? | 37 min |
| Conclusion | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Conclusion | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Conclusion | B. Engaging Students in Learning | 33 min |
| Conclusion | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Conclusion | B. Observing and Critiquing a Lesson — Simulation | 18 min |
| Conclusion — Staff | B. Active Learning: Part 2 — Strategies | 50 min |
| Conclusion — Students | B. Active Learning: Part 2 — Strategies | 50 min |
| Conclusion: Teachers: Wise Weavers of Knowledge | C. Authentic Assessments, Mind Mapping, Summative Assessment, and Conclusion | 25 min |
| Conducting a post observation conference with the teacher | B. Practitioner | 1 hr 21 min |
| Conducting surveys to help target professional development | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| Confronting the negative attitudes with curiosity | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Connect a lesson to a story or a song | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| Connect a variety of data sources to measure performance | A. Expert | 55 min |
| Connect new vocabulary to prior knowledge: Observe the standards-based lesson | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Connect teaching to reality | E. Multiple Ways to Group Students | 26 min |
| Connect your curriculum to the real world | C. Joe Fatheree - Illinois Teacher of the Year 2007 – Project Director NNSTOY | 30 min |
| Connecting & integrating school programs with the community | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| Connecting curriculum to real life knowledge and skills (audio only) | B. Practitioner - School Curriculum | 42 min |
| Connecting elementary instruction to middle & high school instruction | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Connecting ESL student instruction with something they already know | B. Strategies For ESL Teachers | 8 min |
| Connecting mentoring to sustainable teacher professional development | A. Creating and Effective Mentoring Program - Principal Panel | 42 min |
| Connecting professional development to student achievement | C. What Works: Results from a Two Year School Research Study | 29 min |
| Connecting project based learning to multiple intelligence theory | A. Inspire and Engage Your Students with Project Based Learning | 32 min |
| Connecting rules and consequences | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Connecting teachers using technology | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| Connecting to a student's prior knowledge using formative assessments | B. Implementing Strategies for ELL Students in the General Classroom | 12 min |
| Connecting with students: three keys | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| Connecting, collaborating and defining rolls for the court case | B. The Same High School Lesson Is Blended | 32 min |
| Connections and patterns: Observe the standards-based lesson | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Connections before content | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| Consequences with relational support; it's not about rejection | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Consider a variety of data sources to measure performance | A. Expert | 55 min |
| Consider creating assessments for more than one standard | B. Clustering & Pacing Indicators | 41 min |
| Consider the “big picture” when evaluating options | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Consider what learning will be like one generation out | A. New Ways to Teach Enduring Content | 52 min |
| Consider which skills are advanced | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Considerations for effectively using CATs | B. Classroom Assessment Techniques (CATS) | 22 min |
| Considerations when ordering a search | B. Dealing with Bomb Threats | 1 hr 27 min |
| Considerations when planning for a school evacuation | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Considering ethics and values in all of your decisions | B. Ethics and Values in K-12 Education | 35 min |
| Considering human needs in the classroom | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Constructive feedback using probing questions (Marzano DQ#3) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Contemporary Challenges | A. The History of Middle Schools | 21 min |
| Contents that should be included in every emergency kit – part 1 | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| Contents that should be included in every emergency kit – part 2 | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| Contextualization | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Contextualization | D. Panel Discussion | 30 min |
| Contextualization – Connecting Student Activities to Ideas and Themes | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| Continuing the support with a possible 504 plan | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Continuous formative assessments | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Contract Language/District Policy and Alternative Tactics | A. Effective Organizing Strategies | 35 min |
| Contributing and correcting misinformation contained in education policy | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Control Strategies | C. Occupant Activities and Pollutant Sources | 15 min |
| Controlling outbursts in a household with ADD children | A. Teaching ADD & ADHD Students |
| Controversy and interpretations keep talk lively (Marzano DQ#5) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Conveying the school vision and mission to parents | C. Practitioner 2 | 1 hr 5 min |
| Cooperation and Communication | A. Regaining Control – A Police Prospective | 39 min |
| Cooperative behavior skills are taught through team work | D. Ms. Tocci & Ms. Edwards - Learning Emotions through Literature | 25 min |
| Coordinating and allocating RTI resources in a large urban district | D. Urban and Rural Considerations | 24 min |
| Coordinating care and meeting funding needs | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Coping skills | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Coping with changing student demographics | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Correlating age and child development | B. Connecting With Your Child | 1 hr 21 min |
| Counteracting a negative with a positive affirmation | A. Jasmyn Wright Demonstrates Her Affirmative Philosophy for her Students | 16 min |
| Course Overview | A. "Indoor Environmental Quality" Overview | 19 min |
| Course Website Navigation | A. "Indoor Environmental Quality" Overview | 19 min |
| Courtney, Sullivan Clip 1 | C. Three Kinds of Math Algorithms – Ms. Courtney and Ms. Sullivan | 32 min |
| Courtney, Sullivan Clip 2 | C. Three Kinds of Math Algorithms – Ms. Courtney and Ms. Sullivan | 32 min |
| Courtney, Sullivan Clip 3 | C. Three Kinds of Math Algorithms – Ms. Courtney and Ms. Sullivan | 32 min |
| Courtney, Sullivan Clip 4 | C. Three Kinds of Math Algorithms – Ms. Courtney and Ms. Sullivan | 32 min |
| Cowger Clip 1 | A. Exploring Various Ways to Add Numbers – Ms. Cowger | 66 min |
| Cowger Clip 2 | A. Exploring Various Ways to Add Numbers – Ms. Cowger | 66 min |
| Cowger Clip 3 | A. Exploring Various Ways to Add Numbers – Ms. Cowger | 66 min |
| Cowger Clip 4 | A. Exploring Various Ways to Add Numbers – Ms. Cowger | 66 min |
| Cowger Clip 5 | A. Exploring Various Ways to Add Numbers – Ms. Cowger | 66 min |
| Cowger Clip 6 | A. Exploring Various Ways to Add Numbers – Ms. Cowger | 66 min |
| Crawford Clip 1 | C. Egyptian Gods and Societies – Ms. Crawford’s Social Studies Class | 15 min |
| Crawford Clip 2 | C. Egyptian Gods and Societies – Ms. Crawford’s Social Studies Class | 15 min |
| Create a Family Culture | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Create a general 2 week plan | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Create a pathway to success by deconstructing the Common Core State Standards | A. Successfully Transitioning to the Common Core | 38 min |
| Create a personal learning plan (PLP) aligned to the Danielson Framework | A. Using Evaluation Data to Set Professional Development Goals | 38min |
| Create a personal professional learning plan for every teacher | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Create a plan for your coping strategies | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| Create a Regulating Environment | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Create a Safe & Welcoming Environment | D. The History and Philosophy of Inclusion | 34 min |
| Create a Safe & Welcoming Environment | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Create a school environment that is comfortable using data | A. Expert | 55 min |
| Create Accountability | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Create an activity bank and add variety to your lessons | A. Differentiation: A Margaret Searle Discussion | 30 min |
| Creating “readiness” for professional learning communities | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Creating “schools within a school” | B. Innovative Ways to Organize the School Day | 50 min |
| Creating a “Student Character Award” | E. Establishing a character rewards program | 7 min |
| Creating a climate that welcomes new students | A. Learning Activities that "Break the Ice" | 30 min |
| Creating a collegial environment within your school | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Creating a common focus on student achievement | B. Professional Development: Lead by Example | 35 min |
| Creating a community of learners | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Creating a culture for engagement and risk taking | C. Strategies for Engagement | 37 min |
| Creating a culture for learning that is engaging (Danielson Component 3c) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Creating a culture of collaboration | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Creating a culture of learning for at risk kids | C. Kim Zeydel - Idaho Teacher of the Year 2015 – High School Math | 5 min |
| Creating a culture that emphasizes teaching and learning | A. Shaping School Culture | 40 min |
| Creating a Culture that Promotes Student Learning and Achievement | B. Observing and Critiquing a Lesson — Simulation | 18 min |
| Creating a Curriculum Map – How and Why? | B. Mapping Your Curriculum to the Common Core | 20 min |
| Creating a customized learning approach for each virtual student | A. Essential Strategies to Successfully Prepare your School for Online Education | 27 min |
| Creating a Data Driven Action Plan | B. Creating a Data Driven Action Plan | 51 min |
| Creating a district-wide culture that supports school reform from top down to bottom up | A. Strategic School Change | 53 min |
| Creating a family atmosphere of compassion and empathy | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Creating a framework for guided reading | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Creating a great environment for your student teacher | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Creating a menu activity | D. Reinforcing Learning through the use of menus | 38 min |
| Creating a military drill team to reduce at risk behavior | A. Successful strategies for community involvement | 35 min |
| Creating a personalized affirmation | A. Jasmyn Wright Demonstrates Her Affirmative Philosophy for her Students | 16 min |
| Creating a positive culture around teacher leadership | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Creating a positive staff culture | A. A Grab Bag of Issues | 12 min |
| Creating a powerful school improvement team that uses data | C. Practitioner 2 | 38 min |
| Creating a productive school governance structure | A. Expert | 1 hr 18 min |
| Creating a professional learning community | B. Practitioner |1 hr 2 min |
| Creating a Professional Learning Community through Peer Coaching | B. The Importance of Professional Learning Communities & Peer Coaching | 18 min |
| Creating a rigorous and integrated curriculum | C. What Works: Results from a Two Year School Research Study | 29 min |
| Creating a Routing Plan | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| Creating a safe and welcoming environment for all students | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Creating a Safe Environment for Data Use - Part 1 | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Creating a Safe Environment for Data Use - Part 2 | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Creating a safe environment for teaching and learning | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Creating a safe space to release the trauma | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| Creating a school that works for kids | A. Eric Scheninger - Senior Fellow & Thought Leader on Digital Leadership with ICLE | 4 min |
| Creating a school wide culture of continuous improvement | B. Practitioner 1 | 25 min |
| Creating a school with a theme of “student respect” | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| Creating a sense of community within your school | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| Creating a sense of community within your school | A. Expert- School Leadership | 44 min |
| Creating a sense of family erases negativity | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Creating a single coordinator for information technology (audio only) | A. Expert- School Technology | 21 min |
| Creating a staff development plan – accepting the present realities | B. Professional Development: Lead by Example | 35 min |
| Creating a staff development plan – first consider your audience | B. Professional Development: Lead by Example | 35 min |
| Creating a tutoring program for incoming high school students | A. Successful strategies for community involvement | 35 min |
| Creating an effective professional learning community within a cyber school | B. Developing a Culture of Professional Learning | 23 min |
| Creating an improvement plan with your assistant principal | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Creating an integrated curriculum (audio only) | A. Expert- Organization and Time | 52 min |
| Creating an integrated curriculum (audio only) | B. Practitioner-Organization and Time | 47 min |
| Creating an RTI community communication plan | A. Family and Community Engagement | 28 min |
| Creating and fostering a community of learners | B. Practitioner | 58 min |
| Creating constructive dialogue to de-escalate a confrontation | H. A Child Fails to Handle Responsibility | 7 min |
| Creating definitions that are meaningful | B. Strategies to Teach Academic Vocabulary | 37 min |
| Creating Effective Learning Environments | A. Introduction: Creating an Effective Learning Environment | 18 min |
| Creating emotional space for a child to accept your decision | D. Saying "No" To Your Child | 15 min |
| Creating equitable opportunities for all students | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Creating instruction that allows every child to excel | A. Differentiation: A Margaret Searle Discussion | 30 min |
| Creating lasting partnerships with local business | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| Creating lesson objectives for the ESL learner | A. How to Focus Instruction & Planning | 13 min |
| Creating opportunities for ESL students to practice their English | C. Expectations of Classroom Instruction | 10 min |
| Creating opportunities to lead | A. Expert- School Leadership | 44 min |
| Creating opportunities to lead | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| Creating predictability for ESL learner success | B. Introduction to Thinking Strategies | 12 min |
| Creating safety is a win, win, win; for Billy, Andy and Teacher | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| Creating spaces where people are seen and heard | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| Creating student-centered classrooms can be tricky | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Creating students that are life long learners | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| Creating the Rules & Expectations | C. Creating Effective Rules | 25 min |
| Creating thirty community partnerships that work | A. Case Study: Barren Middle School - Kentucky | 39 min |
| Creating universal proactive supports | A. Understanding the Components of Regulation | 35 min |
| Creating your portfolio | A. What is the edTPA® Assessment and why is it important? |
| Creative freedom in both lesson planning and student work | A. Effective Integration of 1:1 Devices | 10 min |
| Creative ways to allocate time for mentoring | A. Creating and Effective Mentoring Program - Principal Panel | 42 min |
| CREDE Research & Development | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| CREDE Research Instruments & Findings — Part 1 | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| CREDE Research Instruments & Findings — Part 2 | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| CREDE Research Instruments & Findings — Part 3 | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| CREDE Standards Overview | A. Introduction to The Five Standards | 20 min |
| Credit by exam/copyright laws | I. Human Resource Management (Texas Law cited) | 45 min |
| Criteria for student eligibility for special education | A. SLD Identification & the RTI Process | 40 min |
| Critical aspects of students' success (audio only) | A. Expert- Instructional Strategies | 36 min |
| Critical checkpoints to access your team's readiness for RTI | A. How to Build & Maintain an RTI Team | 36 min |
| Critical communication and applied reasoning skills | A. New Ways to Teach Enduring Content | 52 min |
| Critical considerations for cyber schools implementing the Common Core | A. Principles to Guide your Curriculum and Instructional Planning | 16 min |
| Critical dimensions of the school improvement process | B. The Reflective Practitioner — Simulation | 12 min |
| Critical elements of a debriefing | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| Critical factors in determining student retention | B. Practitioner - School Governance | 38 min |
| Critical guidelines to focus your readers | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Critical questions leaders must ask when evaluating RTI | C. Program Assessment | 22 min |
| Critical steps to assure community buy-in and support | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Critical things to do... and to avoid when using RTI teams | B. The Meeting Process | 17 min |
| Critiquing Your Co-Teacher's Plan - Don't be Defensive | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| Cross Clip 1 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 10 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 11 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 12 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 2 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 3 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 4 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 5 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 6 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 7 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 8 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cross Clip 9 | G. The Plague— Ms. Cross’s Social Studies Class | 62 min |
| Cultivate teacher reflection through an ongoing principal/teacher dialogue | B. Practitioner |1 hr 2 min |
| Cultivate, captivate and celebrate school culture | A. Shaping School Culture | 40 min |
| Culturally responsive teaching | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Culture, background and language norms affect comprehension | B. Comprehension Checks | 23 min |
| Current Writing Education — Part 1 | C. The Evolution of Writing Instruction | 25 min |
| Current Writing Education — Part 2 | C. The Evolution of Writing Instruction | 25 min |
| Curriculum and accountability | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Curriculum change in the 21st century (audio only) | A. Expert- School Curriculum | 44 min |
| Curriculum in a changing society | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Curriculum integration | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Curriculum Mapping Workshop: Essential questions and final steps | C. Grouping the Standards Using the Big Ideas and Essential Questions | 20 min |
| Curriculum Mapping Workshop: Using big ideas and essential questions to cover standards | C. Grouping the Standards Using the Big Ideas and Essential Questions | 20 min |
| Curriculum maps create powerful vertical & horizontal conversations | B. Clustering & Pacing Indicators | 41 min |
| Customize your teaching for the unique needs of every classneeds of every class | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| Customizing your curriculum with consensus & diary maps | A. Thoughtfully Designing Curriculum for Your Classroom | 9 min |
| D - Submitting literacy assessments | A. Task 1: Planning for Literacy Instruction and Assessment |
| Daily opportunities for free play | B. Supporting Children's Approaches to Learning | 8 min |
| Daily planning suggestions for teachers | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Daily walkthroughs to take the pulse of the school | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Dale Clip 1 | E. Model Space Stations — Ms. Dale's STEM class | 42 min |
| Dale Clip 2 | E. Model Space Stations — Ms. Dale's STEM class | 42 min |
| Dale Clip 3 | E. Model Space Stations — Ms. Dale's STEM class | 42 min |
| Dale Clip 4 | E. Model Space Stations — Ms. Dale's STEM class | 42 min |
| Danielson 101: A suggested scope and sequence | A. Combining QuickStart, Danielson 101 and the TEPC |
| Danielson Group - Part 1: Listen to their analysis | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Danielson Group - Part 2: Listen to their analysis | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Danielson Group - Part 3: Listen to their analysis | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Danielson Group - Part 4: Listen to their analysis | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Danielson Group - Part 5: Listen to their analysis | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Data Analysis - Part 1 | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Data Analysis - Part 2 | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Data analysis drives our staff to become better professionals | C. Practitioner 2 | 38 min |
| Data Analysis Observations | A. Developing a School Portfolio | 47 min |
| Data can be used to elicit parental support | C. Practitioner 2 | 38 min |
| Data can be used to meet all of the "Leading Learning Communities" standards | A. Expert | 55 min |
| Data Categories | A. What is Data Anyway? | 37 min |
| Data Driven Decision Making | C. Assessment |
| Data from Block scheduling schools | B. Innovative Ways to Organize the School Day | 50 min |
| Data to obtain information about specific skills and students | A. Expert | 55 min |
| Data-Driven Annual Improvement Goals | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Data-Use Decisions | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Dealing with “leadership potholes” | C. Passion for Leadership | 36 min |
| Dealing with a dangerous student - Part 1 | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Dealing with a dangerous student - Part 2 | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Dealing with aggressive parents | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Dealing with disruptive parents – part 1 | B. Family Law (Texas law cited) | 1 hr |
| Dealing with disruptive parents – part 2 | B. Family Law (Texas law cited) | 1 hr |
| Dealing with drugs and weapons | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Dealing with grief and crises in schools | A. Preparing For a School Crisis | 1 hr 3 min |
| Dealing with pressure and stress | A. Shaping School Culture | 40 min |
| Dealing with reinforced neural pathways in the brain | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Dealing with students who claim plausible deniability | B. Identifying and Preventing Student Plagiarism | 37 min |
| Dealing with the After | A. Let’s Talk About Some Real Scenarios | 52 min |
| Debriefing — The Final Section of the Frame | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| Debriefing following "Leadership Strategies" simulation | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Debriefing following the "Sharing Data" simulation | B. Sharing Data with the School Improvement Team — Simulation | 10 min |
| Debriefing from "Declining Test Scores" simulation | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Debriefing with a student rape victim | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Debriefing with the crisis team | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Deciding when to delegate | A. Time Management | 38 min |
| Deciding whether to use technology in a lesson | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Decision making based on data and evidence | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Decision-making: Managing student discipline | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Deconstructing standards into specific and measurable learning targets | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Deconstructing the standards & identifying learning targets | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Decoupling learning and punishment | A. Expert | 45 min |
| Deep Understanding in the classroom- 2nd grade Addition with Mrs. Robertson | A. Deep Conceptual Understanding In Action in Real Classrooms |
| Deep understanding in the classroom- 4th grade Multiplication with Mrs. Bautista | A. Deep Conceptual Understanding In Action in Real Classrooms |
| Deep understanding in the classroom- 4th grade Profit with Ms. Smith | A. Deep Conceptual Understanding In Action in Real Classrooms |
| Deep understanding in the classroom- 4th grade small group with Ms. Smith | A. Deep Conceptual Understanding In Action in Real Classrooms |
| Deep understanding in the classroom- 5th grade Algorithms with Mrs. Courtney | A. Deep Conceptual Understanding In Action in Real Classrooms |
| Deep understanding in the classroom- 5th grade column addition with Mrs. Courtney | A. Deep Conceptual Understanding In Action in Real Classrooms |
| Deepening student understanding with collaboration and discussion (Marzano DQ#3: Element 15) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Defamation & student records | A. A School Law Primer for Busy Administrators | 2 hr |
| Defeating the perception that you're a worthless and unsuccessful parent | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Defining Contextualization | G. Contextualization Guideline 1: Use an Early Content Theme | 20 min |
| Defining Data | B. The History and Evolution of Data | 50 min |
| Defining de–tracking | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Defining differentiated instruction | A. Defining Differentiated Instruction | 16 min |
| Defining modern day terrorism | A. What Does a Terrorist Look Like? | 36 min |
| Defining personalized learning | F. Melissa Tracy - 2014 Nat'l Teacher Fellow & Michele Johnson NBCT - DE Teacher of the Year 2008 | 6 min |
| Defining progress by goals and data points | C. Progress Monitoring | 5 min |
| Defining Regulation and Dysregulation | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Defining standards of practice for teaching | A. Charlotte Danielson Defines | 45 min |
| Defining terms in chapter six of "Breaking Ranks." (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Defining the Purposes of Thinking Process Maps | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Defining trauma and building relationships | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Defining your success by the impact you have on students | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| Definition of IEQ | A. Introduction to IEQ in Schools | 11 min |
| Delegating responsibility to teacher leaders | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Demonstrating that improvement is actually taking place | A. Shared Leadership | 25 min |
| Demonstrating the powerful impact of hurtful words | G. Ms. Wright - Don’t Bowl Me Over | 20 min |
| Dendrites and axons working together in the brain | A. Raising Student Achievement | 3 hr 58 min |
| Denotations typically happen first – followed by a claim | B. Dealing with Bomb Threats | 1 hr 27 min |
| Denying admission to a student | B. Family Law (Texas law cited) | 1 hr |
| DeRosa Clip 1 | A. U.S. Government – Ms. DeRosa’s Social Studies Class conference available | 55 min |
| DeRosa Clip 2 | A. U.S. Government – Ms. DeRosa’s Social Studies Class conference available | 55 min |
| DeRosa Clip 3 | A. U.S. Government – Ms. DeRosa’s Social Studies Class conference available | 55 min |
| DeRosa Clip 4 | A. U.S. Government – Ms. DeRosa’s Social Studies Class conference available | 55 min |
| DeRosa Clip 5 | A. U.S. Government – Ms. DeRosa’s Social Studies Class conference available | 55 min |
| DeRosa Post Conference | A. U.S. Government – Ms. DeRosa’s Social Studies Class conference available | 55 min |
| Design higher-level assessments | B. Clustering & Pacing Indicators | 41 min |
| Design Tasks to Promote Students' Language | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Design Tasks to Promote Students' Language | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| Designing and implementing a staff development program | B. Professional Development: Lead by Example | 35 min |
| Designing collaborative student activities that use the computer (Danielson Component 3c) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Designing curriculum that has meaning | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Designing for Differentiation (Marzano Elements 48 & 49) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Designing global learning projects | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| Designing multi-tasked performance (audio only) | A. Expert- Instructional Strategies | 36 min |
| Designing SEL lessons with online interactivity | A. Building Community in an Online Classroom |
| Designing staff development activities | B. Professional Development: Lead by Example | 35 min |
| Designing sufficient complexity and assessment (Danielson Component 3c, 3d) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Designing the lesson to be increasingly challenging (Danielson Component 1e) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Designing the school for inter-disciplinary instruction | A. Case Study: Barren Middle School - Kentucky | 39 min |
| Designing traffic flow to enhance school security | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Desire, discipline and dedication at the KIPP Academy | B. Practitioner | 35 min |
| Detailed sample lesson plans for task rotation are included in the handouts | B. Task Rotation Strategy | 20 min |
| Detailed sample vocabulary lesson plans are provided in the handouts | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Detecting radioactivity | D. Radiological & Nuclear Threats | 50 min |
| Determining a topic for your student forum | A. How to conduct a student forum | 30 min |
| Determining critical mass when budgeting for technology (audio only) | A. Expert- School Technology | 21 min |
| Determining learning targets from math standards | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Determining the professional development needs of your staff | A. Establishing a Learning Centered School Culture | 54 min |
| Determining the proper reading level for each group | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| Determining what students already know | A. Guided and Independent Reading | 32 min |
| Determining your leadership style | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Develop a formal rating system | A. Suggested Methods for Debriefing Your Results | 8 min |
| Develop Activities That Allow Student Choice | B. Standard 4 – Challenging Thinking | 44 min |
| Develop deeper understandings with active learning | A. Active Learning Strategies | 25 min |
| Develop good relationships with students' families | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Develop Student Independence | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Developing & Implementing a School Improvement Plan | B. The Reflective Practitioner — Simulation | 12 min |
| Developing a collaborative relationship with your community organization | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Developing a community of learners | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| Developing a district communication system | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Developing a district wide crisis response plan | A. Preparing For a School Crisis | 1 hr 3 min |
| Developing a family fun night | A. Successful strategies for community involvement | 35 min |
| Developing a K-12 curriculum for the 21st Century | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Developing a school leadership team with a common language | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Developing a School Portfolio | A. Developing a School Portfolio | 47 min |
| Developing a service learning project for your students | A. Lead by serving: A principal embraces school community service | 13 min |
| Developing a strategic technology plan (audio only) | B. Practitioner-School Technology | 21 min |
| Developing a strong school culture | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Developing a student code of conduct | C. Student Discipline (Texas law cited) | 2 hr |
| Developing a student learning profile through pre-assessment | D. Pre-Assessments | 10 min |
| Developing a Syllabus, Part 1 | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Developing a Syllabus, Part 2 | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Developing a trauma leadership team | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Developing a unambiguous parental notification system | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Developing awareness before reading the text | D. Science Lesson | 28 min |
| Developing classroom agreements and rules for successful collaboration | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Developing community, demonstrate consistency and relatability | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| Developing confidence in your crisis team | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| Developing language understanding through guessing and mistake analysis (Marzano DQ#3) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Developing learning profiles, Data collection templates | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| Developing pacing guides for coursework (audio only) | A. Expert- Instructional Strategies | 36 min |
| Developing personalized learning | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Developing potential solutions | B. Creating a Data Driven Action Plan | 51 min |
| Developing School-wide Rules | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Developing self-advocacy skills | A. Using a Resource Room Flexibly | 15 min |
| Developing solutions based on scientific research | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Developing Specific Modifications for Struggling Students | A. Embracing IATs: Why They Work | 11 min |
| Developing standards for teacher department meetings | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Developing student character and academic skills at the appropriate age | B. Practitioner | 35 min |
| Developing student independence | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Developing teachers who are proficient in using and sharing technology | C. The Goal is to Enhance the Classroom Experience | 6 min |
| Developing the first blue print for personalized learning | F. Melissa Tracy - 2014 Nat'l Teacher Fellow & Michele Johnson NBCT - DE Teacher of the Year 2008 | 6 min |
| Developing unique methods for teaching military connected students | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Developing your school crisis kit – a collaborative process | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| Developmental Deficits | A. Let’s Talk About Some Real Scenarios | 52 min |
| Developmental trauma impacts the ability to interact with the world | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Diagnosing the problems students are having at home | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Diagnosis and its negative implications | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Difference Between Teacher & Paraprofessional Should be Seamless to Children | E. Empowering the Paraprofessional | 20 min |
| Different rungs of technology all functioning seamlessly together | D. Classroom Example Thanu Abraham | 17 min |
| Different strategies for different students (Stronge Standard 3.3) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Differentiated exit tickets (Stronge Standard 4.3, 4.6) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Differentiated Instruction & the Big Idea | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Differentiated instruction and universal design give kids choices | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| Differentiated instruction by groups and individuals | A. Classroom Example: Ms. Bryden's Secondary Math Lesson | 26 min |
| Differentiated Instruction seems overwhelming – where do I start? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Differentiated lessons by content | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| Differentiated lessons by process | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| Differentiated lessons by product | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| Differentiated questioning philosophy (Stronge Standard 3.3, 3.7) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Differentiating by allowing choices in projects | A. Classroom Example: Ms. Bryden's Secondary Math Lesson | 26 min |
| Differentiating by interest | E. Multiple Ways to Group Students | 26 min |
| Differentiating by learning profiles: Culture | E. Multiple Ways to Group Students | 26 min |
| Differentiating by learning profiles: Environment | E. Multiple Ways to Group Students | 26 min |
| Differentiating by learning profiles: Kinesthetic learners | E. Multiple Ways to Group Students | 26 min |
| Differentiating by learning profiles: Multiple intelligences | E. Multiple Ways to Group Students | 26 min |
| Differentiating by learning profiles: Visual & auditory learners | E. Multiple Ways to Group Students | 26 min |
| Differentiating by readiness | E. Multiple Ways to Group Students | 26 min |
| Differentiating by using multiple fiction books | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Differentiating independent work using the data | B. Classroom Example Ryan White | 26 min |
| Differentiating with elementary students | B. Classroom Example: Pre-K Lesson | 25 min |
| Differentiating your instruction using project based learning | A. Inspire and Engage Your Students with Project Based Learning | 32 min |
| Differentiation by content, process or product | A. Defining Differentiated Instruction | 16 min |
| Differentiation by readiness, interest or learning profile | A. Defining Differentiated Instruction | 16 min |
| Differentiation is not assigning extra tasks | A. Defining Differentiated Instruction | 16 min |
| Differentiation is vital for engagement | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Digging deeper and making personal connections (Danielson Components 2a & 3b) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Digging deeper into the framework for teaching | A. Gathering Evidence of Domain Two (Classroom Environment) | 15 min |
| Digital Immigrants versus Digital Natives | A. A Guide to the Terminology of Cyber Education | 21 min |
| Digital leadership: becoming more effective and efficient | A. Eric Scheninger - Senior Fellow & Thought Leader on Digital Leadership with ICLE | 4 min |
| Digital tools: A changing model | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Disability definition fits the brain science of trauma | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| Discharging the Trauma | A. Let’s Talk About Some Real Scenarios | 52 min |
| Discharging the trauma: The Mr. Slammie strategy | A. Understanding the Components of Safety | 48 min |
| Discharging the trauma: The polar bear analogy | A. Understanding the Components of Safety | 48 min |
| Discipline and empowerment in a whole new light | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Discipline is Both Punishment AND Reinforcement | B. Rules, Reinforcement & Discipline | 25 min |
| Discipline is NOT punishment | C. What is Discipline? | 36 min |
| Discover how technology helps build teacher collegiality | A. The Power of Leadership | 47 min |
| Discover the benefits of instructional learning teams and clubs | A. Instructional Learning Teams: Part I | 29 min |
| Discover the impact group learning can have with your ESL students | B. Activities | 48 min |
| Discover the unique needs of adult learners | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Discovering & nurturing potential instructional leaders | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Discovering the need for change | A. Leading the Change Process | 28 min |
| Discuss, debate & reflect on your findings | A. Suggested Methods for Debriefing Your Results | 8 min |
| Discussing expectations for cooperative group work | B. Ms. Haase - Peacemakers: Rule Creation Discussion | 22 min |
| Discussing goals and progress monitoring at the RTI team meeting | B. The Meeting Process | 17 min |
| Discussing student data at an actual RTI team meeting | B. The Meeting Process | 17 min |
| Discussing the student's strengths & challenges at the RTI team meeting | B. The Meeting Process | 17 min |
| Discussion | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Discussion | C. PBS The Essential Component: Buy-in | 27 min |
| Discussion questions are thoughtfully composed (Danielson Component 3b-3c) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Disengagement, delinquency, and dropouts | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| Disrespects teacher - Productive | C. Student Disrespects His Teacher (Abandonment) | 11 min |
| Disrespects teacher - Productive | C. Student Disrespects His Teacher (Abandonment) | 11 min |
| Disrespects teacher - Unproductive (Bleeped) | C. Student Disrespects His Teacher (Abandonment) | 11 min |
| Disrespects teacher - Unproductive (Uncensored) | C. Student Disrespects His Teacher (Abandonment) | 11 min |
| Disseminating data: "Where did we miss?" | C. Practitioner 2 | 38 min |
| Distinct Types: Clustering, Webbing, Mind Mapping — Part 1 | A. Webs of Creativity | 32 min |
| Distinct Types: Clustering, Webbing, Mind Mapping — Part 2 | A. Webs of Creativity | 32 min |
| Distribution of outside religious material | G. Religious Issues (Texas Law cited) | 45 min |
| Distributive leadership that works | A. Expert | 60 min |
| Diversity Awareness (Coming Soon) | A. Diversity Awareness (Coming Soon) |
| Diversity in the Real World | B. Creating a Safe and Welcoming Environment | 33 min |
| Diversity recommendations in Breaking Ranks | A. Expert - Diversity | 42 min |
| Do better classroom assessment practices lead to student achievement gains? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| Do differentials in student performance becomes institutionalized through groupings? | A. Expert | 44 min |
| Do ESL strategies work with all students? | A. Introduction to Sheltered English | 20 min |
| Do General Teachers Have Enough Special Education Knowledge? | C. Breaking the Culture of Isolation | 9 min |
| Do good school leaders need to be charismatic? | B. Practitioner-School Leadership | 54 min |
| Do high performing middle schools have interdisciplinary teams? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Do I need to be familiar with the content standards to be an effective mentor? | A. Standards-Based Education |
| Do middle level teachers value special preparation? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Do school wide screening programs work? | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Do students act out what they learn in video games? | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Do students really not talk to each other anymore? | A. Using Blended and Flipped Lessons to Their Greatest Benefit | 9 min |
| Do traditional instructional strategies work in an online environment? | A. Does Online Teaching Require an Altered Approach? | 37 min |
| Do traditional student rewards and punishment work? | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Do TV and movies desensitize students to violence? | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Do we need special software to complete our school schedule? | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Do we really have to be concerned about what happens between 8th and 9th grade? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Do your students carry on their conversations after you intervene? (Marzano DQ #5) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| Do your students know how to learn in a virtual synchronous environment? | A. Essential Strategies to Successfully Prepare your School for Online Education | 27 min |
| Documentation (Texas Law cited) | H. Documentation (Texas Law cited) | 45 min |
| Documentation required for teacher evaluation | H. Documentation (Texas Law cited) | 45 min |
| Documenting student suspensions | C. Student Discipline (Texas law cited) | 2 hr |
| Does teacher mentoring improve student learning? | A. Creating and Effective Mentoring Program - Principal Panel | 42 min |
| Does a student really understand what you are teaching? (Stronge Standard 3.5 & 3.7) | F. Ms. Cowger's Mathematical Thinking Class - Elementary | 12 min |
| Does behavior therapy work? | A. Questions About ADD & ADHD |
| Does block scheduling meet student needs? | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Does demanding your child change their behavior work? | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Does differentiation take up more classroom time? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Does edTPA take the place of faculty observation? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| Does establishing extremely high student expectations work? | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Does improved assessment practice increase student achievement? | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Does learning change the brain's physical structure? | A. Raising Student Achievement | 3 hr 58 min |
| Does medication help? | A. Questions About ADD & ADHD |
| Does Mr. Anderson improve student engagement by posing better questions? | E. Mr. Andersons' 5th Grade Math Class - Lesson #2 | 24 min |
| Does my support staff need professional development? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Does neurofeedback fundamentally change the patient? | A. Strategies for Addressing ADD & ADHD |
| Does providing children with a choice really work? | C. What is Discipline? | 36 min |
| Does smaller class size really work? | B. Practitioner | 35 min |
| Does spanking work? | D. When Techniques & Strategies Don't Work | 9 min |
| Does the media’s coverage of violent school crime actually encourage juvenile crime? | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Does the RTI process inappropriately slow down special education referrals? | A. SLD Identification & the RTI Process | 40 min |
| Does transformations encourage plagiarism? | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Does translation retard English acquisition? | B. Activities | 48 min |
| Does your child's behavior trigger your own unfinished business? | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Domain 4: Professional Responsibilities | B. Assessment |
| Don't be afraid to expose your vulnerabilities | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Don't be afraid to speak out on education policy | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Don't expect validation from your child | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Don't forget about formative assessments | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Don't lose sight of your learning objectives | B. Embracing Your Role as a Project Based Learning Facilitator | 12 min |
| Don't overestimate your capabilities | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Don't view curriculum, instruction or assessment in isolation (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Dos & Don'ts during the interview | I. Human Resource Management (Texas Law cited) | 45 min |
| Dr. McGraw and Mrs. Hertzog second pre-conference for co-planning the lesson | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Dr. McGraw and Mrs. Hertzog second pre-conference: brainstorming to improve the lesson | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Dr. McGraw and Mrs. Hertzog second pre-conference: mapping the lesson and pacing | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Dr. McGraw develops a meaningful planning activity for second year teachers | C. Expanding Your School's Mentoring Program | 25 min |
| Dr. McGraw leads a year two mentoring workshop on assessment for learning | C. Expanding Your School's Mentoring Program | 25 min |
| Dr. McGraw's final word | A. Our Mentees Reflect on Their First Full Year in the Classroom | 32 min |
| Dr. McGraw's private observations about Ms. King's lack of progress | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| Dr. McGraw's private observations on aesthetic distance and teacher professionalism | E. Ms. King's High School P.E. Class - Lesson #2 | 34 min |
| Dr. McGraw's private observations on the evidence of learning from Mrs. Hertzog's lesson | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Dr. McGraw's private observations on the risk of wanting to be liked by students | E. Ms. King's High School P.E. Class - Lesson #2 | 34 min |
| Dr. McGraw's private observations prior to Mrs. Hertzog's lesson | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Dr. McGraw's private observations prior to Ms. King's post conference | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| Drawing inspiration through peer collaboration | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Dress Codes, Uniform & Hair Length (Texas Law cited) | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| Dries Clip 1 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Clip 2 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Clip 3 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Clip 4 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Post-Conference 1 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Post-Conference 2 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Post-Conference 3 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Pre-Conference 1 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Pre-Conference 2 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Dries Pre-Conference 3 | F. Rhythm and Meter Patterns – Ms. Dries Music Class conference available | 1 hr 24 min |
| Drug & Weapons Searches (Texas Law cited) | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Drug Testing: Breathalyzers | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Drug Testing: Overview | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Drum circles foster a sense of community and belonging | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Dual Intensity in the Classroom- Ms. Cowager | A. Dual Intensity: Balancing practice and understanding In Action in Real Classrooms |
| Dual Intensity in the Classroom- Ms. Smith | A. Dual Intensity: Balancing practice and understanding In Action in Real Classrooms |
| Dual Intensity in the Classroom- Ms. VanCleve and Ms. Petteys | A. Dual Intensity: Balancing practice and understanding In Action in Real Classrooms |
| Dual Intensity Wrap Up | B. Now You Try Identifying “Dual Intensity” |
| Due process for a student alternative education placement | C. Student Discipline (Texas law cited) | 2 hr |
| Due process required for student suspensions | C. Student Discipline (Texas law cited) | 2 hr |
| Dunagan Clip 1 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 2 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 3 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 4 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 5 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 6 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 7 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 8 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Clip 9 | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dunagan Post-Conference | G. Dealing with Anger — Ms. Dunagan’s SEL Lesson - conference available | 1 hr 4 minutes |
| Dust Mites | C. Inside Sources: Part 2 | 34 min |
| Dust/Dirt and Renovation/Construction: Part 1 | A. Outside Sources: Nearby and School Grounds | 26 min |
| Dysfunctional brainwave activity - the core of ADD | A. Strategies for Addressing ADD & ADHD |
| Dysregulation Spectrum and Behavior | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Dysregulation vs. Regulation and Hyper-arousal vs. Hypo-arousal | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Dysregulation vs. Regulation and Hyper-arousal vs. Hypo-arousal | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| E – The Literacy Planning Commentary: Developing academic language | A. Task 1: Planning for Literacy Instruction and Assessment |
| E – The Literacy Planning Commentary: Monitoring student learning | A. Task 1: Planning for Literacy Instruction and Assessment |
| E – The Literacy Planning Commentary: Supporting ELA learning | A. Task 1: Planning for Literacy Instruction and Assessment |
| E – The Literacy Planning Commentary: Describing the central focus and essential literacy strategy | A. Task 1: Planning for Literacy Instruction and Assessment |
| E – The Literacy Planning Commentary: Showing your knowledge about your students | A. Task 1: Planning for Literacy Instruction and Assessment |
| Early childhood trauma | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Early Content Theme in the Classroom — Part 1 | G. Contextualization Guideline 1: Use an Early Content Theme | 20 min |
| Early Content Theme in the Classroom — Part 2 | G. Contextualization Guideline 1: Use an Early Content Theme | 20 min |
| Early interventions are more effective than waiting for misbehavior | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Earning the trust of the faculty and staff | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Echoing the Concern of Others on the IAT | B. Step by Step Guide to the Referral Process | 32 min |
| Educators can't lead where they won't go | A. Expert | 45 min |
| Educators need to be actively engaged in learning supports | A. Expert | 1 hr 18 min |
| Educators need to know what their students are worried about | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Educators' frustrations--Part 1 | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Educators' frustrations--Part 2 | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Edwards Clip 1 | I. Reading PALS – Ms. Edwards | 20 min |
| Edwards Clip 2 | I. Reading PALS – Ms. Edwards | 20 min |
| Edwards Clip 3 | I. Reading PALS – Ms. Edwards | 20 min |
| Effective instruction requires collaboration | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Effective Instruction: Nine Research-Based Instructional Techniques – Robert Marzano | A. Visual Tools in Practice | 30 min |
| Effective methods to handle student confrontations | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Effective scaffolding leads to meaningful student discussions (Danielson Component 3b) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| Effective School Resource Officers programs (SROs) | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Effective schools internalize responsibility for student achievement | A. Expert | 44 min |
| Effective schools look for external guidance | A. Expert | 44 min |
| Effective site based decision making | C. Practitioner 2 | 1 hr 5 min |
| Effective Use of Standards in the IC Center | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Effective ways for principals to use technology | I. Human Resource Management (Texas Law cited) | 45 min |
| Effective ways to overcome opposition to change | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| Effective ways to seek supplemental school resources | A. Expert- School Resources | 44 min |
| Effectively connecting to prior knowledge (Marzano DQ #2: Element 8) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Effectively differentiating instruction to meet students' needs (Stronge Standard 3.3) | F. Ms. Cowger's Mathematical Thinking Class - Elementary | 12 min |
| Effectively identify struggling readers | A. Panel Discussion of Dayton | 40 min |
| Effectively introducing an interdisciplinary lesson (Marzano Element #42) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| Effectively introducing the lesson with clear objectives and connections (Stronge Standard 1.3) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Effectively using instructional strategies (Stronge Standard 3.5) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Effectively using student writing folders | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| Effectiveness of Middle Schools | A. The History of Middle Schools | 21 min |
| EFT tapping to release negative feelings | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Eight common ingredients of good mentorship | A. Defining Mentorship |
| Eight Questions to Ask Students Before and After the Intervention | A. Embracing IATs: Why They Work | 11 min |
| Eight steps in revamp the instructional process | B. Case Study: Freeport Intermediate School – Texas | 17 min |
| ELA and social emotional themes | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Electronic security: proximity cards and keyless entry | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Elements of a Professional Learning Community | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Elements of an instructional frame: briefing, instruction and debriefing | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| Eliciting judgments and defenses takes good questioning (Danielson Component 3b) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Eliciting teacher feedback after a classroom observation | B. Practitioner | 1 hr 21 min |
| ELL Coordinator shares strategies for English Language Learners | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Embedded Assessment | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Embedding social emotional learning using choice of books | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Embracing a properly balanced assessment system | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Embracing block scheduling | B. Case Study: Freeport Intermediate School – Texas | 17 min |
| Embracing challenges in your classroom culture (Danielson Component 3a, 2b) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Embracing classroom management to reduce school violence | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Embracing parent access by digitizing your school's curriculum | B. Meeting the Increasing Demand for Online Course Options | 15 min |
| Embracing professional learning communities | B. Practitioner - Professional Development | 47 min |
| Embracing school change | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Embracing student diversity | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Embracing student inquiry through the use of technology | A. Best Practices of Successful Cyber Schools: Introduction to ECOT | 25 min |
| Embracing the change process | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Embracing the change required to move to student-centered learning | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Emergency communications: signals, phone numbers and special needs | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Emotional intelligence, self-regulation, and awareness of bodily sensations | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Emotional neglect has negative impact on the brain | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Emotional resiliency can be learned | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| Emotional strategies for checking-in and self-regulation | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Empathize with the parent | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Emphasize Word Meaning & Concept Development | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Emphasize Word Meaning & Concept Development | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| Emphasizing differentiated instruction | A. Establishing a Learning Centered School Culture | 54 min |
| Emphasizing problem solving and higher order thinking skills | C. What Works: Results from a Two Year School Research Study | 29 min |
| Emphasizing the importance of positive group communications | B. A Lesson in Collaboration, Communication and STEAM Art Robots |22 min |
| Emphasizing the Positive | A. Introduction to "Positive Behavior Support" | 18 min |
| Empower by letting the students do the thinking and talking | B. Ann Marie Corgill - Alabama Teacher of the Year 2015 Elementary School | 9 min |
| Empowering PLCs through collective inquiry | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Empowering student groups to lead your character education efforts | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Empowering students through active learning | B. Mr. Bais' 9th Grade Science Class - Lesson #3 | 24 min |
| Empowering students to seek answers to their own questions (Danielson Component 3b) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Empowering teachers to make their own decisions | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| Empowering the PTA to help you establish school culture | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Empowering your assistant principal through shared leadership | C. One Voice Policy: Bringing School & Community Together for Success | 20 min |
| Encompassing people of all sexual and gender identities | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| Encourage mentees to envision their future lessons | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Encourage Student Interaction & Mutual Assistance | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| Encourage student planning to enhance reflection skills | A. Hidden Skills of Academic Literacy | 45 min |
| Encourage students to model good writing | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Encouraging and supporting others | A. Ms.Tiffani - Filling Emotional Buckets | 15 min |
| Encouraging children to talk about what they are doing | C. Preschool Language and Literacy Development | 9 min |
| Encouraging critical thinking through reading and visualization | B. Effective Differentiation | 20 min |
| Encouraging guided reading discussions that reference the text | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Encouraging individual student responsibility through an honor code | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| Encouraging meaningful parent involvement | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| Encouraging new teachers to reflect on their current practice | A. Mentor Tips: Powerful Cognitive Coaching Strategies for New Teachers | 30 min |
| Encouraging organization through the use of student planners | B. Effective Differentiation | 20 min |
| Encouraging parents to be part of the RTI process | C. Teaming Concepts | 27 min |
| Encouraging post lesson independent reading | A. Guided and Independent Reading | 32 min |
| Encouraging reflection on what was learned (Element 13) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Encouraging STEM through a weekend girls club | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Encouraging student debate (Danielson Component 3b) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| Encouraging students to "add on" to other group member comments | B. Managing Guided Reading Groups | 45 min |
| Encouraging students to ask questions of each other (Danielson Component 3b & 3c) | F. Ms. Cowger's Mathematical Thinking Class - Elementary | 12 min |
| Encouraging students to be life long learners | A. Expert | 45 min |
| Encouraging students to generate their own hypothesis (Marzano DQ#4: Element 22) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Encouraging students to practice and deepen new knowledge (Marzano DQ #3: Element 15) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Encouraging students to problem solve | A. Moshsen Gaffari - Utah Teacher of the Year 2015 – Elementary School | 10 min |
| Encouraging students to take ownership of their own learning | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| Encouraging students to work as a team (Danielson Component 2a & Stronge Standard 5.4) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Encouraging teacher collaboration | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Encouraging teacher leadership - a powerful paradigm shift | A. Expert- School Leadership | 44 min |
| Encouraging teacher leadership - a powerful paradigm shift | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| Encouraging teacher professional development | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Encouraging teacher study groups | A. Establishing a Learning Centered School Culture | 54 min |
| Encouraging teachers to be life long learners | A. Expert | 45 min |
| Encouraging teachers to try new things | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| Encouraging women to pursue careers in STEM | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| End of Phase Three | B. Phase Three: New Guidelines | 30 min |
| Ending emotionally punitive practices | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Enforcing your policies and procedures | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Engage adult learners by relating to their needs | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Engage students through guided questions | A. Guided and Independent Reading | 32 min |
| Engage the public by encouraging feedback | C. Practitioner 2 | 38 min |
| Engage your students by connecting learning to real world situations | B. The Constructivist Classroom | 5 min |
| Engage your students with extra-linguistic cues | A. Extralinguistic Cues | 27 min |
| Engage your students with guest speakers and real life exposure | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Engaged students want to do more (Danielson Component 3c) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Engagement can be a powerful antidote for student discipline issues (Danielson Component 3c) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Engaging and connecting with all students effectively (Marzano DQ#5) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Engaging everyone online using straws | B. Strategies to Improve Your Online Lesson |
| Engaging families as partners in education | B. Practitioner- Ties to Higher Education | 52 min |
| Engaging math activities used in longer time periods | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Engaging secondary school parents | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Engaging students in forming conclusions (Danielson Component 3c) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Engaging students through writing workshop | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| Engaging the entire community in public education | E. Barbara Hopkins - Nebraska Teacher of the Year 1988 – Middle School ELA - NEA Online Projects | 16 min |
| Engaging the PTA in meaningful dialogue | C. One Voice Policy: Bringing School & Community Together for Success | 20 min |
| Enhancing interactions through the arrangement of your classroom | B. Planning the Work for Students in Centers | 29 min |
| Enhancing learning through family involvement | A. Establishing a Learning Centered School Culture | 54 min |
| Enhancing security through proper lighting and landscaping | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Enhancing the classroom experience with technology | B. Classroom Example Ryan White | 26 min |
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk – Use in the Classroom, Part 1 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk – Use in the Classroom, Part 2 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Ensures Student Talk Occurs at Higher Rates than Teacher Talk – Use in the Classroom, Part 3 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Ensuring that an RTI strategy is implemented as described | F. Fidelity of Implementation | 6 min |
| Ensuring the classroom is a safe place to take risks | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| Enterprise software to monitor student data | A. The Power of Leadership | 47 min |
| Environments with interesting and engaging materials | B. Supporting Children's Approaches to Learning | 8 min |
| Epilogue: Dr. McGraw explains why she recommended that Ms. King repeat the first year of the mentoring program | A. Our Mentees Reflect on Their First Full Year in the Classroom | 32 min |
| Epilogue: Was Ms. King's performance negatively affected by her other school responsibilities? | A. Our Mentees Reflect on Their First Full Year in the Classroom | 32 min |
| Equipping kids with critical life skills through mindfulness | I. Ms. Iademarco - Mindfulness | 25 min |
| Equity and technology | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Equity vs. equality group discussion | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Erf Clip 1 | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Clip 1 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Clip 2 | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Clip 2 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Clip 3 | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Clip 3 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Clip 4 | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Clip 4 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Clip 5 | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Clip 5 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Clip 6 | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Clip 6 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Clip 7 | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Clip 7 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Clip 8 | M. Insects – Mr. Erf's Science Class | 62 min |
| Erf Post-Conference | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Erf Pre-Conference | K. Magnetism — Mr. Erf’s Science Class conference available | 38 min |
| Escalating conflict by attempting to abruptly end all discussion | D. Saying "No" To Your Child | 15 min |
| Escalating conflict by invalidating your child's ideas | A. Endlessly Arguing About Everything | 13 min |
| Escalating conflict by invalidating your child's ideas (part 2) | A. Endlessly Arguing About Everything | 13 min |
| ESL Class: Vocabulary Development — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| ESL Class: Vocabulary Development (components 2A, 2B) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| ESL comprehension check strategies | B. Strategies For ESL Teachers | 8 min |
| Essential Communication Skills for Successful School Leaders | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Essential questions should be kid-friendly and open-ended | B. Essential Questions -with Jay McTighe | 32 min |
| Essential skills needed in the "knowledge economy" | A. The Power of Leadership | 47 min |
| Establish classroom culture | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| Establish Ground Rules for Meetings | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Established Pedagogy Support System | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Establishing a clear vision around commonly shared goals & objectives | A. Expert | 44 min |
| Establishing a common image of a successful student (audio only) | B. Practitioner - School Curriculum | 42 min |
| Establishing a culture based on student learning | A. Establishing a Learning Centered School Culture | 54 min |
| Establishing a Culture for Learning | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Establishing a culture of “No Excuses” | A. The School Improvement Process | 33 min |
| Establishing a faculty advisory committee | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Establishing a forum of diverse students | A. How to conduct a student forum | 30 min |
| Establishing a meaningful peer mediation process | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Establishing a parents center at every school | A. Successful strategies for community involvement | 35 min |
| Establishing a personal learning plan for every teacher | B. Practitioner - Professional Development | 47 min |
| Establishing a Safe Environment for Intervention Assistance Teams | B. Step by Step Guide to the Referral Process | 32 min |
| Establishing a school-business partnerships - part 1 | B. Embracing character education | 57 min |
| Establishing a school-business partnerships - part 2 | B. Embracing character education | 57 min |
| Establishing a shared mission, vision, values and goals | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Establishing a shared school vision | C. Establishing a Vision for Your School | 32 min |
| Establishing a student facilitator for the forum | A. How to conduct a student forum | 30 min |
| Establishing a tutorial period within the block schedule | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Establishing a vision & strategic plan | A. Strategic School Change | 53 min |
| Establishing a vision and goals for each school building | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Establishing a Vision for Your School | C. Establishing a Vision for Your School | 32 min |
| Establishing a visitor policy | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Establishing a year round service learning club | B. Middle school community service projects | 21 min |
| Establishing academic expectations | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Establishing academic standards for higher education | A. Expert- Ties to Higher Education | 1 hr |
| Establishing alternatives to tracking and ability groupings | B. Innovative Ways to Organize the School Day | 50 min |
| Establishing and communicating academic integrity policies and procedures | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| Establishing and selecting a crisis management team | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Establishing baseline data for measuring block scheduling results | A. Is Block Scheduling working? | 32 min |
| Establishing bench marks for authentic assessments | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Establishing classroom culture is paramount | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| Establishing community connections | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| Establishing continuing activity centers | B. Planning the Work for Students in Centers | 29 min |
| Establishing crisis expectations | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Establishing efficient classroom procedures | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| Establishing enduring goals | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Establishing expectations for student behavior | C. Successful classroom management through student forums | 15 min |
| Establishing goals & objectives for a professional learning community | A. The Principals Role in Leading a Professional Learning Community | 30 min |
| Establishing ground rules for a student forum | A. How to conduct a student forum | 30 min |
| Establishing High Expectations | E. Establishing High Expectations | 22 min |
| Establishing meaningful classroom routines for independent learning (Marzano DQ #6: Element 4) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| Establishing mutual expectations | A. Different Levels of Expectations |
| Establishing non-negotiable priorities | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Establishing objectives and expectations | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Establishing parent groups that understand reform and data | B. Practitioner 1 | 42 min |
| Establishing professional learning communities | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Establishing responsibilities for RTI team members | A. How to Build & Maintain an RTI Team | 36 min |
| Establishing School Priorities / Making Decisions | C. Assessment |
| Establishing student advisory groups | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Establishing student-teacher relationships | A. The Thoughtful Building of the Classroom’s Atmosphere | 28 min |
| Establishing the goals and objectives for moving to block scheduling | A. Is Block Scheduling working? | 32 min |
| Establishing the length of an alternative education placement | C. Student Discipline (Texas law cited) | 2 hr |
| Establishing trust/Dealing with tragedy | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Estimated student reading times | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Ethics and Values in K-12 Education | B. Ethics and Values in K-12 Education | 35 min |
| Evaluating a student's emotional and social skills | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Evaluating Graphic Organizers | A. The Organized Mind Using Graphic Organizers | 35 min |
| Evaluating information and reasoning to solve problems | C. Ms. Dale - Moon Stations: Learning Teamwork and Problem Solving | 23 min |
| Evaluating outcomes prior to starting a program | B. Practitioner - School Governance | 38 min |
| Evaluating the effectiveness of your staff development | B. Professional Development: Lead by Example | 35 min |
| Evaluating the results – gathering feedback | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Evaluating the risk of a biological threat | C. Contagious Virus Threats | 14 min |
| Evaluating the success of the 4 by 4 block schedule | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Evaluation and documentation for At-will employees | I. Human Resource Management (Texas Law cited) | 45 min |
| Even when parent relationships start out poorly, keep communicating | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Every child in the classroom benefits from learning about trauma | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Every plan should include prevention, intervention and aftermath | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Every teacher should have a personal professional development plan | A. Expert | 60 min |
| Everybody needs to calm down before we problem solve | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Everyday is new in teaching | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Everyone in the school is responsible for addressing trauma | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Everyone’s work is shared using the laptops in conjunction with the whiteboard | E. Classroom Example Kim and Flynn | 20 min |
| Evidence of student learning is the single strongest teacher motivator | A. Expert | 44 min |
| Evolution of Data Analysis | B. The History and Evolution of Data | 50 min |
| Evolution of teamwork | B. The History and Evolution of Data | 50 min |
| Evolving as a teacher leader | C. John–David Bowman - Arizona Teacher of the Year 2015 – High School History | 17 min |
| Examine similarities and differences in a compare & contrast activity - Part 1 | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Examine similarities and differences in a compare & contrast activity - Part 2 | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Examining a Real Event- Part 1 | A. Let’s Talk About Some Real Scenarios | 52 min |
| Examining a Real Event- Part 2 | A. Let’s Talk About Some Real Scenarios | 52 min |
| Examining a Real Event- Part 3 | A. Let’s Talk About Some Real Scenarios | 52 min |
| Examining and discussing the evidence together | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Examining four types of learning targets within standards | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Examining learning targets for primary math standards | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Examining learning targets from math standards (Gr. 3-5) | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Examining our own deficit thinking | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| Examining the beliefs of effective instructional leaders | A. Expert | 27 min |
| Examining the five steps in planning a vocabulary lesson - overview | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Examining the personal characteristics of successful mentors | D. Developing and Supporting Highly Qualified Mentors | 18 min |
| Example: Tic-tac-toe & restaurant menus | D. Reinforcing Learning through the use of menus | 38 min |
| Examples from Around the World: New Zealand, Singapore, Canada, etc. | A. A Common Visual Language for Learning | 30 min |
| Examples of family activities that promote parental involvement | C. Practitioner 2 | 1 hr 5 min |
| Examples of radioactive accidents | D. Radiological & Nuclear Threats | 50 min |
| Examples of the "output phase" | A. Raising Student Achievement | 3 hr 58 min |
| Examples of values incorporated into the curriculum – part 1 | C. Incorporating values inside of the curriculum | 26 min |
| Examples of values incorporated into the curriculum – part 2 | C. Incorporating values inside of the curriculum | 26 min |
| Exceptional teachers have great rapport with their students (Danielson Component 2a) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Exceptions to student privacy rights | E. Student Records (Texas Law cited) | 45 min |
| Exciting changes – technology and common core | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| Exciting developments with the 1:1 initiatives | A. Effective Integration of 1:1 Devices | 10 min |
| Executive function planning strategies | A. Using a Resource Room Flexibly | 15 min |
| Expanding school's mental health supports | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Expectations of overcoming challenges (Danielson Component 2b, 2c) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Expected reactions to an actual emergency | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Expecting the explanation because the answer is not enough (Danielson Component 2b) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Expending little time through practiced transitions (Danielson Component 2c) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Experienced educators provide insights based on their use of RTI | A. "Mastering RTI" Overview | 28 min |
| Experiences that change racial bias | B. Practitioner - Diversity | 42 min |
| Experiencing a National State Teacher of the Year Conference | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Experts use Rubrics 2 and 3 to analyze Ms. Tuttle's planning skills | A. Task 1: Planning for Literacy Instruction and Assessment |
| Explain, describe and compare: Observe the standards-based lesson | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Explaining next generation STEAM goals (Danielson Component 3a) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Explaining to students how knowledge will build upon itself (Stronge Standard 1.3, 3.2) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Explanation of instructional strategies | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Explore a new relationship and introduce a new term | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Explore Students' Prior Knowledge for Accuracy | B. Standard 4 – Challenging Thinking | 44 min |
| Explore Students' Prior Knowledge for Accuracy - Use in the Classroom | B. Standard 4 – Challenging Thinking | 44 min |
| Explore the Four | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Explore the Four: Custom courses, PLPs and the 360 | A. Combining QuickStart, Danielson 101 and the TEPC |
| Exploring design options | A. A Guide to Facility Planning | 33 min |
| Exploring different personality types | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Exploring language of emotions through a literary character's perspective | D. Ms. Tocci & Ms. Edwards - Learning Emotions through Literature | 25 min |
| Exploring Skype in the classroom | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Exploring the power of story | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Exploring the success of Pershing Middle School in NYC | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| Exploring varying perspectives on history; putting everyone on trial | B. The Same High School Lesson Is Blended | 32 min |
| Expulsion: Discretionary offenses | C. Student Discipline (Texas law cited) | 2 hr |
| Expulsion: Mandatory violations–Part 1 | C. Student Discipline (Texas law cited) | 2 hr |
| Expulsion: Mandatory violations–Part 2 | C. Student Discipline (Texas law cited) | 2 hr |
| Extend and Enhance your Literacy Program | C. Assessment |
| Extending physical activity beyond PE classes | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Extending the academic program beyond the high school campus (audio only) | A. Expert- Organization and Time | 52 min |
| Extending the academic program beyond the high school campus (audio only) | B. Practitioner-Organization and Time | 47 min |
| Extending the academic program beyond the school campus | B. Innovative Ways to Organize the School Day | 50 min |
| Extending the Learning Environment Virtually | B. Engaging Students in Learning | 33 min |
| Extending the learning in small groups | A. Two Teachers - One Vision of Success with Classroom Example | 26 min |
| Extending the reach of special education using technology | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| External changes that affect facility planning | A. A Guide to Facility Planning | 33 min |
| Extra Practice: Generate your own classroom examples | A. Determining Levels of Performance: The Big Ideas of Each Level | 23 min |
| Extracurricular activities code of conduct | C. Student Discipline (Texas law cited) | 2 hr |
| F-off | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Facilitating Habits of Mind in Classroom Practice – Art Costa | A. Visual Tools in Practice | 30 min |
| Facilitating the Change from Isolation to Teams | C. Breaking the Culture of Isolation | 9 min |
| Facilitating the restorative conversation | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| Facing my first controversial issue as middle school principal | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| Factors Responsible for Indoor Air Pollutant Increase | A. Introduction and Design, Construction, Location | 23 min |
| Factors stacking the deck | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Factors that drive student achievement | A. Expert- School Governance | 40 min |
| Factors to consider when formulating your plan | A. A Guide to Facility Planning | 33 min |
| Faculty meetings for chronic student misbehavior | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Fagiani Clip 1 | B. Renewable and Nonrenewable Energy – Ms. Fagiani’s Science Class | 32 min |
| Fagiani Clip 2 | B. Renewable and Nonrenewable Energy – Ms. Fagiani’s Science Class | 32 min |
| Fagiani Clip 3 | B. Renewable and Nonrenewable Energy – Ms. Fagiani’s Science Class | 32 min |
| Fagiani Clip 4 | B. Renewable and Nonrenewable Energy – Ms. Fagiani’s Science Class | 32 min |
| Failing to recognize a dysregulated child | E. Children Who Are Troubled By Normal Transitions | 7 min |
| Failing to see the real issue behind bad behavior | I. Keeping Cool When A Child "Cops An Attitude" | 10 min |
| Fair is not always equal | A. Expert - Diversity | 42 min |
| Faith imagines advocating for herself | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Family & community engagement to make RTI successful | A. Family and Community Engagement | 28 min |
| Family culture: When a classroom becomes a family, everybody wins | A. Understanding the Components of Relationships and Family Culture | 31 min |
| Family education rights and privacy act (“FERPA”) | E. Student Records (Texas Law cited) | 45 min |
| Family Law (Texas law cited) | B. Family Law (Texas law cited) | 1 hr |
| FAQ - Does Publicizing Data Place Administrator’s Job at Risk? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| FAQ - How Can Data be Used to Develop School Improvement Plans? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| FAQ - How do Administrators Encourage Use of Data? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| FAQ - What do Administrators do if They Lack Interest & Skills to Use Data? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| FAQ - Will Use of Test Data Miss Important Information? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| FAQ #1 - Is block scheduling appropriate for both high school and middle school? | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| FAQ #1 - What does the “design down” process mean? | A. A Guide to Facility Planning | 33 min |
| FAQ #2 -Should Advance Placement courses be scheduled differently? | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| FAQ #2 – Why does vision have to drive the plan? | A. A Guide to Facility Planning | 33 min |
| FAQ #3 - Are all students impacted by scheduling enhancement? | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| FAQ #3 - Why do we need to rethink school architecture? | A. A Guide to Facility Planning | 33 min |
| FAQ #4 - What is the purpose of the educational specifications? | A. A Guide to Facility Planning | 33 min |
| FAQ #4 – Can I use block scheduling, while keeping interdisciplinary teams in place? | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| FAQ #5 - Why do I have to consult with the community and other stakeholders? | A. A Guide to Facility Planning | 33 min |
| FAQ-Access by Both Parents Absent Court Order | E. Student Records (Texas Law cited) | 45 min |
| FAQs | B. Creating a Data Driven Action Plan | 51 min |
| FAQs — student activity funds — Part 1 | B. School Activity Fund Law and Accounting | 2 hr |
| FAQs — student activity funds — Part 2 | B. School Activity Fund Law and Accounting | 2 hr |
| FAQs — student activity funds — Part 3 | B. School Activity Fund Law and Accounting | 2 hr |
| FAQs about activity funds | B. School Activity Fund Law and Accounting | 2 hr |
| Farrell Clip 1 | A. Geometry and Error Analysis – Mr. Farrell | 34 min |
| Farrell Clip 2 | A. Geometry and Error Analysis – Mr. Farrell | 34 min |
| Farrell Clip 3 | A. Geometry and Error Analysis – Mr. Farrell | 34 min |
| Farrell Clip 4 | A. Geometry and Error Analysis – Mr. Farrell | 34 min |
| Features of an Instructional Conversation | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Feedback and follow up from your teen forum | B. A step by step approach to teen forums | 32 min |
| Feedback from a service learning partner | A. Lead by serving: A principal embraces school community service | 13 min |
| Feedback from Experienced Paraprofessionals | E. Empowering the Paraprofessional | 20 min |
| FERPA and student’s exchange of papers | E. Student Records (Texas Law cited) | 45 min |
| FERPA and the release of student videos | E. Student Records (Texas Law cited) | 45 min |
| FERPA non compliance penalties – part 1 | E. Student Records (Texas Law cited) | 45 min |
| FERPA non compliance penalties – part 2 | E. Student Records (Texas Law cited) | 45 min |
| Fewer students plus longer blocks of time | B. Innovative Ways to Organize the School Day | 50 min |
| Figuring out how our words and actions can impact others | G. Ms. Wright - Don’t Bowl Me Over | 20 min |
| Figuring out how to make systems work for your kids | B. Frederick Hess - Director of Education Policy Studies AEI | 9 min |
| Filming the year long journey of the four new teachers featured in this program | A. Meet the Teachers | 26 min |
| Filtering the data and assessment results | A. Using Data to Make Decisions | 30 min |
| Final check before designing lesson plans | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Final conclusions: Everyone gets to vote hero or villain? | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Final thoughts from Mr. Bais on last day of school | A. Our Mentees Reflect on Their First Full Year in the Classroom | 32 min |
| Final thoughts from Mrs. Hertzog on last day of school | A. Our Mentees Reflect on Their First Full Year in the Classroom | 32 min |
| Final thoughts from Ms. King on last day of school | A. Our Mentees Reflect on Their First Full Year in the Classroom | 32 min |
| Final thoughts on school improvement | A. The School Improvement Process | 33 min |
| Final Thoughts on Using the Instructional Frame | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| Final words on RTI | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| Finalizing the action plan | B. Creating a Data Driven Action Plan | 51 min |
| Find the Continuing Activity Centers in Ms. Selgado's Class | B. Phase Three: New Guidelines | 30 min |
| Finding healthy releases for stress | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Finding practical strategies to engage students | C. Strategies for Engagement | 37 min |
| Finding the perfect "School Ambassador" from the community | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| Finding the right balance: screens vs in-person | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Finding time for the RTI process | C. Teaming Concepts | 27 min |
| Findings from National Curriculum Reports | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Firearm fatality statistics | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| First steps taken for this elementary school | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Five examples of engaging activities for a single session | B. Planning the Work for Students in Centers | 29 min |
| Five key communication patterns for all situations | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Five methods to keep middle school students interested in reading | E. Comprehension Strategies | 18 min |
| Five pillars that support student learning and classroom needs | A. What Causes Learning? | 25 min |
| Five Qualities of Thinking Maps® as a Language — Part 1 | A. A Common Visual Language for Learning | 30 min |
| Five Qualities of Thinking Maps® as a Language — Part 2 | A. A Common Visual Language for Learning | 30 min |
| Flexible groupings and the need for ongoing changes | A. Defining Differentiated Instruction | 16 min |
| Flip the script on the negative affirmations from trauma | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| Flipped and blended lessons: the benefits, similarities and differences | A. Using Blended and Flipped Lessons to Their Greatest Benefit | 9 min |
| Flipping a science classroom to increase engagement | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| Floor Coverings: Part 1 | C. Inside Sources: Part 2 | 34 min |
| Floor Coverings: Part 2 | C. Inside Sources: Part 2 | 34 min |
| Floor Coverings: Part 3 | C. Inside Sources: Part 2 | 34 min |
| Fluency in Action- 5th grade Algorithms with Mrs. Courtney | A. Fluency In Action in Real Classroom |
| Fluency in the classroom- 2nd grade Addition with Mrs. Cowager | A. Fluency In Action in Real Classroom |
| Fluency in the classroom- 2nd grade Addition with Mrs. Robertson | A. Fluency In Action in Real Classroom |
| Fluency Wrap Up | B. Now You Try Identifying “Fluency” |
| Focus in the classroom- 2nd grade Addition with Mrs. Cowager | A. Coherence In Action in Real Classrooms |
| Focus in the classroom- 4th grade multiplication with Ms. Bautista | A. Increasing “Instructional Focus” In Real Classrooms |
| Focus in the classroom- 4th grade Profit with Ms. Smith | A. Coherence In Action in Real Classrooms |
| Focus in the classroom- 5th grade Algorithms with Mrs. Sullivan | A. Coherence In Action in Real Classrooms |
| Focus in the classroom- 7th grade algebra with Ms. Strunk | A. Increasing “Instructional Focus” In Real Classrooms |
| Focus in the classroom- Ms. Bautista small group work | A. Increasing “Instructional Focus” In Real Classrooms |
| Focus in the classroom- Ms. VanCleve 5th grade math manipulatives | A. Increasing “Instructional Focus” In Real Classrooms |
| Focus on each child – not all children | D. Teach the Child - NOT the Subject | 20 min |
| Focus on the students' learning | J. Mark Mautone – New Jersey STOY 2015 – Elementary School - Hoboken Autism ABA Program | 7 min |
| Focus on yourself to build back better | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Focus your lessons on large concepts, not details | B. Strategies For ESL Teachers | 8 min |
| Focusing attention on the visual elements | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Focusing on academic standards | B. Practitioner - School Governance | 38 min |
| Focusing on self-care | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| Focusing on standards and practice | B. Practitioner | 1 hr 21 min |
| Focusing on student skills | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Focusing on teacher content knowledge | A. Establishing a Learning Centered School Culture | 54 min |
| Focusing on teaching executive functioning | A. Using a Resource Room Flexibly | 15 min |
| Focusing on the right curriculum | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| Focusing teacher feedback on the learning process (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Follow-up Center Using Joint Production Activity | D. Instructional Conversation: New Guidelines 5 & 6 | 28 min |
| Foreshadowing the project | A. A Lesson in Research, Information Fluency and The Black Plague | 27 min |
| Formative Assessment | A. Assessments, Rubrics and Formative Assessments | 18 min |
| Formative assessment for writing instruction | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Formative assessment in a blended course lesson | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Formative assessment in a traditional classroom | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Formative assessment in an online classroom | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Formative assessment using 1:1 devices | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Formative assessment with an interactive whiteboard | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Formative vs. summative assessment | C. Professional Learning Community Discusses Assessments | 18 min |
| Formatively assessing understanding using technology (Stronge Standard 4.6) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Forming a campus advisory council | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Forming alliances and relationships | A. Expert- Ties to Higher Education | 1 hr |
| Forming smaller teacher teams | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| Foster teacher reflection through the use of these practical suggestions | A. Expert | 27 min |
| Fostering a healthy self-image | C. Joe Fatheree - Illinois Teacher of the Year 2007 – Project Director NNSTOY | 30 min |
| Fostering community empowerment | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Fostering expertise in others | I. Joellen Killion - Senior Advisor Learning Forward | 6 min |
| Fostering Student communication | D. From student forums to school-wide discussions | 25 min |
| Four basis transformations | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Four critical areas of instructional reform (audio only) | A. Expert- Instructional Strategies | 36 min |
| Four principles of thought | A. Learning Styles | 52 min |
| Frameworks and Curricula for SEL | A. Piloting the Influence of Social Emotional Learning |
| Frequently asked questions – threats and school security | B. Dealing with Bomb Threats | 1 hr 27 min |
| Frequently asked questions about block scheduling | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Frequently asked questions about leadership passion | C. Passion for Leadership | 36 min |
| Frequently asked questions about RTI components | A. Implementing an Effective RTI Process | 10 min |
| From student forums to school-wide discussions | D. From student forums to school-wide discussions | 25 min |
| From WWI to the Depression | A. The History of Middle Schools | 21 min |
| Frost Clip 1 | C. Reading and Writing “This Land is Your Land.” – Ms. Frost |18 min |
| Frost Clip 2 | C. Reading and Writing “This Land is Your Land.” – Ms. Frost |18 min |
| Fuentes Clip 1 | C. Plants – Ms. Fuentes' Integrated Science Class conference available | 1 hr |
| Fuentes Clip 2 | C. Plants – Ms. Fuentes' Integrated Science Class conference available | 1 hr |
| Fuentes Clip 3 | C. Plants – Ms. Fuentes' Integrated Science Class conference available | 1 hr |
| Fuentes Clip 4 | C. Plants – Ms. Fuentes' Integrated Science Class conference available | 1 hr |
| Fuentes Clip 5 | C. Plants – Ms. Fuentes' Integrated Science Class conference available | 1 hr |
| Fuentes Post-Conference | C. Plants – Ms. Fuentes' Integrated Science Class conference available | 1 hr |
| Fuentes Pre-Conference | C. Plants – Ms. Fuentes' Integrated Science Class conference available | 1 hr |
| Funding and resources must allow for flexibility | B. Practitioner - School Resources | 23 min |
| Funding for national and state mandates | B. Practitioner - School Resources | 23 min |
| Furman Clip 1 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Clip 2 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Clip 3 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Clip 4 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Clip 5 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Post-Conference 1 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Post-Conference 2 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Post-Conference 3 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Post-Conference 4 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Pre-Conference 1 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Furman Pre-Conference 2 | D. Words That Have Multiple Meaning – Ms. Furman conference available | 1 hr 24 min |
| Gain a deep understanding of good teaching | A. Expert | 60 min |
| Gaining consensus | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Gaining rapport with every student | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Garnering Support for Collective Action | A. Effective Organizing Strategies | 35 min |
| Gather lots of data and information to make informed decisions | B. Practitioner 1 | 25 min |
| Gathering Additional Evidence Through Artifacts | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Gathering Additional Evidence Through Artifacts | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Gathering Additional Evidence Through Artifacts | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Gathering Additional Evidence Through Artifacts | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Gathering Additional Evidence Through Artifacts | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Gathering Additional Evidence Through Artifacts | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Gathering Additional Evidence Through Artifacts | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Gathering Additional Evidence Through Artifacts | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Gathering data from universal screenings & progress monitoring | D. Data-Based Decision Making | 16 min |
| Gathering data to make informed decisions | B. Practitioner-School Leadership | 54 min |
| Gathering evidence to accurately access teacher performance | A. Charlotte Danielson Defines | 45 min |
| Gathering information on what has occurred | A. Regaining Control – A Police Prospective | 39 min |
| General conclusions: Part 1 (audio only) | A. Expert- Organization and Time | 52 min |
| General conclusions: Part 2 (audio only) | A. Expert- Organization and Time | 52 min |
| Gestures, pictures and words in a sheltered lesson | B. Unsheltered/Sheltered Language | 23 min |
| Get on your student's level | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Get ready to gather evidence as you watch Ms. McGee's lesson | B. Gather Evidence Along with the Principal in This Real Classroom Lesson | 30 min |
| Get students out of the classroom to inspire learning | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Get the school secretary involved in character education | B. Embracing character education | 57 min |
| Get to know your military connected families | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Getting all teachers "on board" with essential tasks (audio only) | B. Practitioner - School Curriculum | 42 min |
| Getting buy-in from students, teachers and parents | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Getting excited about Data | B. The History and Evolution of Data | 50 min |
| Getting excited about mapping the standards and indicators | A. Standards-Based Education |
| Getting in the shoes of Billy: Safety | A. Understanding the Components of Safety | 48 min |
| Getting into the shoes of Billy | A. Understanding the Components of Relationships and Family Culture | 31 min |
| Getting into the shoes of Billy - discipline and empowerment | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Getting into the shoes of Billy - language of trauma | A. Understanding the Components of Language of Trauma | 28 min |
| Getting into the shoes of Billy - regulation | A. Understanding the Components of Regulation | 35 min |
| Getting kids excited about reading | A. Guided Reading | 53 min |
| Getting out into the classrooms and working with the kids | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| Getting parents involved in the universal screening process | B. Universal Screening | 42 min |
| Getting past the typical rhetoric of schooling | A. Expert- Ties to Higher Education | 1 hr |
| Getting ready for the reflection conference: Charlotte's advice | C. Listen to What the Danielson Experts Observed and the Levels of Performance Suggested | 35 min |
| Getting ready to gather evidence of the physical environment | C. Now You Try - Gather Evidence of Regulation (Domain 2) |
| Getting Started | A. "Indoor Environmental Quality" Overview | 19 min |
| Getting started in global learning | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| Getting started with student-centered learning | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Getting student feedback to make improvements | B. Final Considerations in the Use of Technology | 16 min |
| Getting students to care | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Getting the Most From Your Middle School Teacher Team | G. Leadership that Empowers Team Teaching | 58 min |
| Getting the Most From Your Paraprofessionals | E. Empowering the Paraprofessional | 20 min |
| Getting to know other students by really listening: three real stories | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| Getting to the Root Cause of a Student's Problem | B. Step by Step Guide to the Referral Process | 32 min |
| Give your students a sensory activity diet | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Givens Clip 1 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 10 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 11 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 12 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 2 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 3 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 4 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 5 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 6 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 7 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 8 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Givens Clip 9 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| Giving every student the chance to apply SEL skills in context | H. Ms. Rosenfeld - Learning to Apply Empathy | 23 min |
| Giving feedback to individuals and groups (Stronge Standard 5.8) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Giving more energy to the good and less to the bad | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Giving students time they need to regulate | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Giving Super Brain Yoga a try | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Giving the power of positive thoughts to students | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Giving the student a stake in determining instruction (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Giving your child the opportunity to heal | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Glass Fiber | C. Inside Sources: Part 2 | 34 min |
| Global education in the knowledge economy | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Global learning through a 1:1 initiative | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| Goehle Clip 1 | A. Propaganda and Advertising – Mr. Goehle’s Social Studies Class | 27 min |
| Goehle Clip 2 | A. Propaganda and Advertising – Mr. Goehle’s Social Studies Class | 27 min |
| Goehle Clip 3 | A. Propaganda and Advertising – Mr. Goehle’s Social Studies Class | 27 min |
| Goehle Clip 4 | A. Propaganda and Advertising – Mr. Goehle’s Social Studies Class | 27 min |
| Going beyond memorization and linear thought | A. New Ways to Teach Enduring Content | 52 min |
| Going deeper using probing questions (Danielson 3b) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Good disciplinarians speak in positives | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Good household rules and bad household rules | B. The Building Blocks of Parenting | 31 min |
| Good Teaching is Good No Matter What Rubric | A. Exceptional Classroom Teaching Under Any Evaluation System |
| Governance of education | A. A School Law Primer for Busy Administrators | 2 hr |
| Grading menus | D. Reinforcing Learning through the use of menus | 38 min |
| Graduating students need a good attitude and great communication skills (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Grandparents day: The best activity we ever had | A. Successful strategies for community involvement | 35 min |
| Graphic Organizers and the Special-Need Student | A. The Organized Mind Using Graphic Organizers | 35 min |
| Graphic Organizers as Task-Specific Organizers | A. The Organized Mind Using Graphic Organizers | 35 min |
| Graphic organizers help students get organized | A. The Organized Mind Using Graphic Organizers | 35 min |
| Graphic organizers, practice activities, and kinesthetic learning for online students | A. Does Online Teaching Require an Altered Approach? | 37 min |
| Great principals are visible | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Great teachers are always seeking to improve their practice | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Green Cleaning | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| Green/High-Performance Schools: Part 1 | A. Introduction and Design, Construction, Location | 23 min |
| Green/High-Performance Schools: Part 2 | A. Introduction and Design, Construction, Location | 23 min |
| Greeting activities result in positive tone, recognition, sense of belonging and builds social skills | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Grieving is an essential part of the recovery process | B. An Elementary School Deals With a Student Suicide | 12 min |
| Group activities that engage students in reading | E. Comprehension Strategies | 18 min |
| Group discussion on differentiation | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Group Discussion: Do you have a bias? Are you sure?! | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Group discussions build consensus – refining our thinking | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Group learning means group accountability | B. Activities | 48 min |
| Group learning procedures, lesson pacing, classroom management and misc. teaching resources | E. Mr. Andersons' 5th Grade Math Class - Lesson #2 | 24 min |
| Group Searches | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Group Students in a Variety of Ways | B. Standard 1: JPA — New Guidelines | 40 min |
| Group Students in a Variety of Ways — Use in the Classroom | B. Standard 1: JPA — New Guidelines | 40 min |
| Group testing for drugs | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Group work at stations shows excellent room arrangement (Strong Standard 5.1) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Group work engages students — Cautions and challenges | C. Strategies for Engagement | 37 min |
| Grouping adolescent readers | B. Effective Differentiation | 20 min |
| Grouping heterogeneously vs homogeneously | D. Grouping and Routing Strategies | 21min |
| Grouping in centers for joint productive activity | D. Grouping and Routing Strategies - Coming Soon |
| Grouping students by the appropriate reading level | A. Guided and Independent Reading | 32 min |
| Groups need to be monitored closely | B. Grouping Strategies | 11 min |
| Guidance for future Principals | A. Shaping School Culture | 40 min |
| Guidance to help your mentee implement standards based instruction | A. Standards-Based Education |
| Guided Practice- Focus in the classroom with Ms. Smith | B. Now you try Identifying “Focus” |
| Guided Practice- How Do You See Application Being Demonstrated? | B. Now You Try Identifying “Application” |
| Guided practice- How do you see fluency developing? | B. Now You Try Identifying “Fluency” |
| Guided Practice-How do you see coherence developing? | B. Now You Try Identifying “Coherence” |
| Guided Practice-How do you see deep understanding being demonstrated? | B. Now You Try Identifying “Deep Understanding” |
| Guided Practice: Gather evidence from Ms.Hatch's lesson | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Guided Practice: Charlotte models how to collect evidence | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Guided Practice: Interpret evidence from Ms Hatch's lesson | B. Determining Levels of Performance: Practice Opportunities | 23 min |
| Guided reading: Developing student curiosity | A. Guided and Independent Reading | 32 min |
| Guidelines for creating a Problem/Goal statement | B. Creating a Data Driven Action Plan | 51 min |
| Guidelines for doing what is right | B. Ethics and Values in K-12 Education | 35 min |
| Guidelines for reasonable searches – procedures and suggestions | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Guidelines for student admissions | B. Family Law (Texas law cited) | 1 hr |
| Guidelines for the day to day management of activity funds | B. School Activity Fund Law and Accounting | 2 hr |
| Guidelines for using positive behaviors generators | C. What is Discipline? | 36 min |
| Guidelines to Implement the First Three Standards | A. Joint Productive Activity (JPA) Guideline 1: Community Building and Producing a Classroom Community Work Agreement | 18 min |
| Guiding a struggling group to communicate and collaborate more effectively | B. A Lesson in Collaboration, Communication and STEAM Art Robots |22 min |
| Guiding principles for administrators conducting school searches | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Guiding staff development principles: reflection and responsiveness | B. Professional Development: Lead by Example | 35 min |
| Guiding staff development principles: relevance, rigor and results driven | B. Professional Development: Lead by Example | 35 min |
| Guiding student thinking for complex tasks (Marzano DQ#4) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Guiding students to evaluate choices and decisions | B. Ms.King - Health: Teaching Teens to Make Good Decisions | 8 min |
| Guns - the final ingredient | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Haase Butterfly Post-Conference | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Butterfly Pre-Conference | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 1 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 2 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 3 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 4 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 5 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 6 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 7 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Clip 8 | G. Butterflies – Ms. Haase conference available | 1hr 43 min |
| Haase Fairy Tales Clip 1 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Clip 2 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Clip 3 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Clip 4 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Clip 5 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Clip 6 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Clip 7 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Clip 8 | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Fairy Tales Pre-Conference | H. Fairy Tales – Ms. Haase conference available | 1 hr 15 min |
| Haase Peacemaker Clip 1 | D. Peacemaker Class Rules – Ms. Haase | 19 min |
| Haase Peacemaker Clip 2 | D. Peacemaker Class Rules – Ms. Haase | 19 min |
| Haase Peacemaker Clip 3 | D. Peacemaker Class Rules – Ms. Haase | 19 min |
| Hair & gender-specific regulations | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| Hand movements, facial expressions and cultural context | A. Extralinguistic Cues | 27 min |
| Handling the media | A. Regaining Control – A Police Prospective | 39 min |
| Handouts that go with the literature circles presentation | B. Literature Circles for all Disciplines | 22 min |
| Harris Clip 1 | K. Biology: Group DNA Activity — Mr. Harris | 24 min |
| Harris Clip 2 | K. Biology: Group DNA Activity — Mr. Harris | 24 min |
| Harris Clip 3 | K. Biology: Group DNA Activity — Mr. Harris | 24 min |
| Has Mr. Bais improved in establishing student expectations? | C. Mr. Bais' 9th Grade Science Class - Lesson #2 | 14 min |
| Has Ms. King developed better classroom procedures? | E. Ms. King's High School P.E. Class - Lesson #2 | 34 min |
| Hatch Clip 1 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 10 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 11 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 2 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 3 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 4 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 5 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 6 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 7 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 8 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hatch Clip 9 | L. Units of Measurements and Capacity — Ms. Hatch | 50 min |
| Hate groups in today’s schools | A. What Does a Terrorist Look Like? | 36 min |
| Hating his school changed when Shane made connections | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| Have a crisis plan - follow the plan | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| Hayes Intermediate School: Beginning the Co-Teaching Process — Moving from Suspicion to Trust | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Behavior Management Plan | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Classroom Community | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Classroom Discussion | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Changes, Improvements & Rewards | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Communication & Conflict Resolution | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Intervention Specialist’s Perspective | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Math Teacher’s Perspective | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Planning Future Lessons Together | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Presenting the Team as One Unit | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Principal’s Perspective | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Role Reversal | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Co-Teaching — Students’ Perspectives | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Final Comments — Principal, Teachers, Intervention Specialist & Students | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Role & Involvement of Intervention Specialist | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Students Helping Students | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Team Lesson Planning | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Hayes Intermediate School: Variations of Co-Teaching in a Language Arts Lesson | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Healing through expressing pain and vulnerability | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| Health and Safety Committees | A. Effective Organizing Strategies | 35 min |
| Health Effects: Part 1 | B. Health Effects of Poor IEQ | 18 min |
| Health Effects: Part 2 | B. Health Effects of Poor IEQ | 18 min |
| Health Effects: Part 3 | B. Health Effects of Poor IEQ | 18 min |
| Health Effects: Part 4 | B. Health Effects of Poor IEQ | 18 min |
| Health Effects: Part 5 | B. Health Effects of Poor IEQ | 18 min |
| Hearing and meeting the needs of all students | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Heather Tester's computer technology virtual classroom | C. Observing Powerful Virtual Teachers in Action | 58 min |
| Help other teachers discover the advantages of new pedagogy | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Help with Transitioning | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Helpful hints | A. "Mastering RTI" Overview | 28 min |
| Helping community organizations understand the school system | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Helping middle school students find their niche | A. Case Study: Barren Middle School - Kentucky | 39 min |
| Helping readers make connections with the text | B. Managing Guided Reading Groups | 45 min |
| Helping struggling teachers by encouraging self-reflection | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Helping students deepen their understanding of new content (Marzano DQ #3: Element 14) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Helping students gain meaning from their reading | A. Guided Reading | 53 min |
| Helping students interact with new knowledge (Marzano DQ #2: Elements 6, 7 & 8) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Helping students look for patterns | A. Guided Reading | 53 min |
| Helping students make reading more meaningful | A. Guided Reading | 53 min |
| Helping students out of trauma requires understanding their fear | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Helping students think, learn & communicate more effectively | A. Raising Student Achievement | 3 hr 58 min |
| Helping students to stay regulated requires teacher self-regulation | A. Understanding the Components of Regulation | 35 min |
| Helping Students with the Language of Emotions | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Helping to improve the developmental deficits | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Helping your child go from dysregulated to regulated | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Helping your mentee communicate in meaningful ways | A. Standards-Based Education |
| Helping your mentee document their leadership | A. Final Pointers for Success |
| Helping your mentee gain a professional license | A. Final Pointers for Success |
| Hero or villain: Everyone gets to vote | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Hertzog Clip 1 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Clip 2 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Clip 3 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Clip 4 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Clip 5 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Clip 6 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Clip 7 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Planning-Conference 1 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Planning-Conference 2 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Planning-Conference 3 | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Post-Conference | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hertzog Pre-Conference | B. Hand Writing Analysis – Ms. Hertzog’s Criminal Justice Class conference available | 2 hr 9 min |
| Hidden signs of aggressive student behavior | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| Hiding one's true feelings from others | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| Hierarchy of Learning: The four things Billy needs | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| High quality leadership at the site level is critically important | A. Expert | 60 min |
| High School and Middle School | B. The Changing Secondary School | 46 min |
| High School Biology Lesson — Charlotte Danielson Commentary | A. Domain One: Planning and Preparation; all grades | 26 min |
| High School Biology Lesson (component 1D) | A. Domain One: Planning and Preparation; all grades | 26 min |
| High School Biology: Physical Learning Activity — Charlotte Danielson Commentary | D. Domain Two: Examples from High School classrooms | 11 min |
| High School Biology: Physical Learning Activity — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High School Biology: Physical Learning Activity (components 2A, 2D, 2E) | D. Domain Two: Examples from High School classrooms | 11 min |
| High School Biology: Physical Learning Activity (components 3A, 3C) | C. Domain Three: Examples from High School classes | 36 min |
| High School Class: Editing Writing — Charlotte Danielson Commentary | D. Domain Two: Examples from High School classrooms | 11 min |
| High School Class: Editing Writing (components 2A, 2B) | D. Domain Two: Examples from High School classrooms | 11 min |
| High School Class: Grammatical Sentence Editing — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High School Class: Grammatical Sentence Editing (Components 3C, 3D) | C. Domain Three: Examples from High School classes | 36 min |
| High School Class: Importance of Good Writing — Charlotte Danielson Commentary | D. Domain Two: Examples from High School classrooms | 11 min |
| High School Class: Importance of Good Writing (component 2B) | D. Domain Two: Examples from High School classrooms | 11 min |
| High School English & Social Studies: Integration of Disciplines — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High School English & Social Studies: Integration of Disciplines (component 3C) | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Creative Group Writing Assignment — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Creative Group Writing Assignment (component 3C) | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Reading Text Closely — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Reading Text Closely (component 3C) | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Types of Verbal Interaction, Part 1 — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Types of Verbal Interaction, Part 1 (component 3A) | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Types of Verbal Interaction, Part 2 — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High School English: Types of Verbal Interaction, Part 2 (component 3C) | C. Domain Three: Examples from High School classes | 36 min |
| High School French: Reflection on Learning (components 3A, 3C, 3D) | C. Domain Three: Examples from High School classes | 36 min |
| High School French: Reflections on Learning — Charlotte Danielson Commentary | C. Domain Three: Examples from High School classes | 36 min |
| High school students tutor elementary school students | C. Practitioner 2 | 1 hr 5 min |
| High schools need to develop flexible schedules (audio only) | B. Practitioner-Organization and Time | 47 min |
| High schools need to develop flexible schedules: Part 1 (audio only) | A. Expert- Organization and Time | 52 min |
| High schools need to develop flexible schedules: Part 2 (audio only) | A. Expert- Organization and Time | 52 min |
| High schools need to develop flexible schedules: Part 3 (audio only) | A. Expert- Organization and Time | 52 min |
| High schools need to develop flexible schedules: Part 4 (audio only) | A. Expert- Organization and Time | 52 min |
| High schools will create smaller units (audio only) | A. Expert- Organization and Time | 52 min |
| High schools will create smaller units (audio only) | B. Practitioner-Organization and Time | 47 min |
| High standards require new instructional strategies (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| High-level cognitive work starts with complex questions (Marzano DQ#4) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| High-level conversations require thoughtful planning (Stronge Standard 1.2) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Higher education panel introduction | A. Expert- Ties to Higher Education | 1 hr |
| Higher education should continue to research best practices | B. Practitioner- Ties to Higher Education | 52 min |
| Hillman Clip 1 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 10 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 11 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 12 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 2 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 3 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 4 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 5 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 6 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 7 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 8 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hillman Clip 9 | F. Chromebook Peer Reviewing — Mr. Hillman | 42 min |
| Hire teachers with the right personal characteristics | A. Expert | 60 min |
| Hiring great teachers - look for winners and people that have overcome difficulty | B. Practitioner | 35 min |
| Hiring teachers who model best practices | A. Expert- Ties to Higher Education | 1 hr |
| Hiring teachers with the ability to connect | A. A Grab Bag of Issues | 12 min |
| Hiring with trauma-informed practices in mind | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Historical maps build knowledge | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| History and background from Jefferson middle school | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| History of high school organization: Part 1 (audio only) | A. Expert- Organization and Time | 52 min |
| History of high school organization: Part 2 (audio only) | A. Expert- Organization and Time | 52 min |
| History of school funding - 80's and 90's | A. Expert- School Resources | 44 min |
| History of Thurgood Marshall middle school | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| History of Writing Education — Part 1 | C. The Evolution of Writing Instruction | 25 min |
| History of Writing Education — Part 2 | C. The Evolution of Writing Instruction | 25 min |
| Hite History Clip 1 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 10 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 11 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 12 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 2 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 3 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 4 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 5 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 6 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 7 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 8 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Clip 9 | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite History Post-Conference | I. Westward Expansion — Mr. Hite’s Gifted History Class - conference available | 54 min |
| Hite Post Conference | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 1 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 10 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 11 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 2 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 3 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 4 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 5 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 6 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 7 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 8 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 1 Clip 9 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 1 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 10 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 2 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 3 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 4 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 5 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 6 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 7 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 8 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Hite Science Class 2 Clip 9 | H. A Year End Review — Mr. Hite’s Science Classes (2) conference available | 1 hr 45 min |
| Homeland Security Department’s recommendations for those who suspect exposure to radiation | D. Radiological & Nuclear Threats | 50 min |
| Homeland Security Department’s recommendations if you suspect a chemical attack | B. Chemical and Biological Threats | 35 min |
| Homeland Security Departments recommendation in the event of a nuclear explosion | D. Radiological & Nuclear Threats | 50 min |
| Homeland Security Departments recommendations if you suspect a biological attack | C. Contagious Virus Threats | 14 min |
| Homework basics | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Honest communication is the key to resolving a crisis | C. Situational Survival | 1 hr 1 min |
| Honoring impact over intention | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| HOPE Club: A second students perspective on service learning | B. Middle school community service projects | 21 min |
| HOPE Club: A students perspective on service learning | B. Middle school community service projects | 21 min |
| Hopelessness and stress | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| How are bomb threats delivered? | B. Dealing with Bomb Threats | 1 hr 27 min |
| How are children impacted by bullying? | C. Stop Bullying Now! | 36 min |
| How are mentoring and coaching different? | B. Establishing a Roadmap for New Teacher Success | 22 min |
| How are Ms Tuttle's assessments evaluated using Rubric 5? | A. Task 1: Planning for Literacy Instruction and Assessment |
| How are students tracked and referred? | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| How are the Danielson Framework for Teaching Components Organized? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| How are we influenced by the school environments we create? (audio only) | C. FAQs on School Environment | 6 min |
| How assessment patterns provide input for meaningful mini lessons | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| How block scheduling impacted our student test scores | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| How body language impacts rapport | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| How can a principal document evidence of performance around the standards? | A. ISLLC Standards |
| How can a union contribute to RTI success? | B. Leadership Roles and Responsibilities – From State to Building and Beyond | 55 min |
| How can an instructional frame improve your planning and teaching? | C. The CREDE Instructional Frame | 24 min |
| How can I find the time for assessment PD? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| How can I find time to identify essential learnings? (audio only) | C. FAQs on School Curriculum | 15 min |
| How can I make assessment practices more meaningful? (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| How can I manage a student’s stress related to the transition to and from middle school? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| How can I obtain resources for cultural diversity? | C. FAQs on Diversity | 25 min |
| How can I protect myself from radiation hazards? | D. Radiological & Nuclear Threats | 50 min |
| How can I reach students who believe I cannot relate to them? | C. FAQs on Diversity | 25 min |
| How can I relate to students of other cultures? | C. FAQs on Diversity | 25 min |
| How can I use formal data? | A. Assessing Teaching and Student Progress Using Data | 35 min |
| How can I use formal data? | A. What is Data Anyway? | 37 min |
| How can I use informal data? | A. What is Data Anyway? | 37 min |
| How can I use informal data? | A. Assessing Teaching and Student Progress Using Data | 35 min |
| How can parents and families assist in the RTI process? | A. Family and Community Engagement | 28 min |
| How can resources be used to increase exit exam success? | C. FAQs on School Resources | 38 min |
| How can school boards develop incentives for change? | C. FAQs on School Governance | 32 min |
| How can school boards insure their principals are effective? | C. FAQs on School Governance | 32 min |
| How can school leaders support the public's understanding of equity? | A. Expert | 1 hr 18 min |
| How can the school determine if RTI is succeeding? | C. Program Assessment | 22 min |
| How can this program help to develop inter-rater reliability? | B. Determining Levels of Performance: Practice Opportunities | 23 min |
| How can we engage students in their own learning? (audio only) | C. FAQs on School Technology | 9 min |
| How can we find the time to participate in quality professional development? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How can we motivate colleague to participate in professional development? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How can we use our existing resources more effectively? | C. FAQs on School Resources | 38 min |
| How can we use technology to enhance teaching & learning? (audio only) | C. FAQs on School Technology | 9 min |
| How can we use technology to integrate essential knowledge? (audio only) | C. FAQs on School Technology | 9 min |
| How collecting data affects the school community? | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| How CREDE Aligns with C.A.R.E. | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| How data changes teacher practice | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| How Delaware introduced their new evaluation system | B. Lessons Learned from a State-Wide Implementation of the Danielson Framework | 34 min |
| How detailed should my documentation be? | H. Documentation (Texas Law cited) | 45 min |
| How did the crisis team assist the school Principal? | B. An Elementary School Deals With a Student Suicide | 12 min |
| How did they manage the paradigm shift and change process? | B. Lessons Learned from a State-Wide Implementation of the Danielson Framework | 34 min |
| How do an Intervention Specialist and Paraprofessional Work Together? | E. Empowering the Paraprofessional | 20 min |
| How do business leaders view schools and teachers? | B. Practitioner- Ties to Higher Education | 52 min |
| How do chemical and biological materials enter your body? | B. Chemical and Biological Threats | 35 min |
| How do cultural differences impact RTI interventions? | C. Teaming Concepts | 27 min |
| How do I address fairness issues when DI affects results? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| How do I allocate time to teach multiple perspectives? | C. FAQs on Diversity | 25 min |
| How do I avoid neglecting my other children when my difficult child takes so much time? | A. Q & A with Child Behavior Expert Heather Forbes | 33 min |
| How do I back map the strategic planning process? | C. FAQ's on Ties to Higher Education | 36 min |
| How do I become more effective in assessment strategies? (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| How do I better articulate with higher education? | C. FAQs on School Resources | 38 min |
| How do I budget for school wide technology use? (audio only) | C. FAQs on School Technology | 9 min |
| How do I choose the proper disability designations from the list of 14? | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| How do I create structures for shared leadership? | C. FAQs on School Leadership | 37 min |
| How do I deal with an autistic son that acts out to seek attention? | A. Q & A with Child Behavior Expert Heather Forbes | 33 min |
| How do I deal with fears associated with high stakes testing? | C. FAQs on School Leadership | 37 min |
| How do I deal with people that resist change? | C. FAQs on School Leadership | 37 min |
| How do I deal with students that resist change? | C. FAQs on School Leadership | 37 min |
| How do I deal with teacher negativity? | C. FAQs on Professional Development | 22 min |
| How do I determine the real meaning of a mission statement? | C. FAQ's on Ties to Higher Education | 36 min |
| How do I determine which ESL strategies to use in my classroom? | A. Determining Which ESL Strategies to Use | 5 min |
| How do I determine which partners are best for my school? | C. FAQ's on Ties to Higher Education | 36 min |
| How do I differentiate my instruction? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| How do I encourage teacher leadership and a community of learners? | B. Leading by Example: Strategies & Tools Needed to Move a School Toward Higher Achievement | 13 min |
| How do I encourage teachers NOT to work independently? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| How do I establish faculty and staff collegiality? | A. Expert | 44 min |
| How do I explain to parents, “fair is not always equal?” | C. FAQs on Diversity | 25 min |
| How do I find time to provide every student with personal attention? (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| How do I gain consensus for staff development? | C. FAQs on Professional Development | 22 min |
| How do I gather evidence of student learning? | A. Expert | 60 min |
| How do I get the administration to support instructional change? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| How do I handle student accusations of unfair treatment? | C. FAQs on Diversity | 25 min |
| How do I handle student taunting due to racial differences? | C. FAQs on Diversity | 25 min |
| How do I implement cooperative learning in my class? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| How do I integrate all of the reading strategies with my students? | A. Guided Reading | 53 min |
| How do I involve a student's family in a project? | A. The Profound Impact of Adding an Outside Expert to Your Project Based Learning | 25 min |
| How do I know my sheltered language strategies are working? | A. Linguistic Modifications | 25 min |
| How do I know my students are at their computers and engaged? | C. Three Pillars of Engagement | 19 min |
| How do I know staff development will produce the results I am after? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How do I look for student similarities? | C. FAQs on Diversity | 25 min |
| How do I meet the needs of my middle school teachers? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| How do I motivate teachers to use technology? (audio only) | C. FAQs on School Technology | 9 min |
| How do I move away from lecturing? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| How do I obtain funding for staff development? | C. FAQs on Professional Development | 22 min |
| How do I reach students who have strong bias? | C. FAQs on Diversity | 25 min |
| How do I use carousel brainstorming with ESL students? | B. Activities | 48 min |
| How do I work with outside community support organizations? | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| How do learning clubs work? | A. Instructional Learning Teams: Part I | 29 min |
| How do middle schools make student achievement the first priority? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| How do Principals communicate a vision? | C. FAQs on School Leadership | 37 min |
| How do Principals encourage student and teacher leadership? | C. FAQs on School Leadership | 37 min |
| How do school boards develop trust with school employees? | C. FAQs on School Governance | 32 min |
| How do schools use the Framework? | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| How do Special Ed students handle 90 minute periods? (audio only) | C. FAQs on Organization and Time | 23 min |
| How do students benefit from service learning projects? | B. Middle school community service projects | 21 min |
| How do teachers deal with the loss of total time? | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| How do teachers find time for collaboration and PD? (audio only) | C. FAQs on School Curriculum | 15 min |
| How do teachers set priorities? (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| How do teams plan for interdisciplinary thematic instruction? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How do teams use a flexible block schedule? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How do test results affect staff development? | C. FAQs on Professional Development | 22 min |
| How do we begin the process of developing ties to higher Ed? | C. FAQ's on Ties to Higher Education | 36 min |
| How do we create the ideal school climate? (audio only) | C. FAQs on School Environment | 6 min |
| How do we know when we have the ideal school climate? (audio only) | C. FAQs on School Environment | 6 min |
| How do we launch a conversation about student achievement? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How do we maintain the ideal school climate once we have it? (audio only) | C. FAQs on School Environment | 6 min |
| How do we measure school environment? (audio only) | B. Practitioner-School Environment | 34 min |
| How do we obtain funding for diversity training? | C. FAQs on Diversity | 25 min |
| How do we prepare teachers to succeed in the Block? (audio only) | C. FAQs on Organization and Time | 23 min |
| How do we respond to mistakes? (Danielson Component 2b) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| How do we select staff development with limited resources? | C. FAQs on Professional Development | 22 min |
| How do we stop children from going to prison? | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| How do you determine which assessments are appropriate? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| How do you find time for staff development? | C. FAQs on Professional Development | 22 min |
| How do you increase student engagement | C. FAQs on School Resources | 38 min |
| How do you know that the "Breaking Ranks" recommendations work? (audio only) | C. FAQs on School Curriculum | 15 min |
| How Do You See Dual Intensity Being Demonstrated? | B. Now You Try Identifying “Dual Intensity” |
| How do you use study periods within Block scheduling? (audio only) | C. FAQs on Organization and Time | 23 min |
| How does a middle school become developmentally responsive? | A. Principal Jacqueline Gonzalez Interview | 31 min |
| How does a school council participate in finding and hiring a new Principal? | B. Practitioner 1 | 42 min |
| How does a school measure "Fidelity of Implementation?" | C. Program Assessment | 22 min |
| How does block scheduling affect retention? | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| How does block scheduling affect retention? | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| How does block scheduling affect special education classes? | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| How does edTPA align with other teaching standards? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| How does learning style impact understanding? | A. Learning Styles | 52 min |
| How does my school system set up a successful mentoring program? | B. Establishing a Roadmap for New Teacher Success | 22 min |
| How does the committee remain on target? | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| How does the community support teaching and learning? | A. Expert | 1 hr 18 min |
| How does the superintendent build community confidence? | C. FAQs on School Governance | 32 min |
| How expensive is it to implement Universal Design? | E. Universal Design and the RTI Process | 15 min |
| How has school leadership been affected by standards? | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| How has the Framework changed teacher practice? | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| How have societal changes impacted the job of a school Principal? | A. Shaping School Culture | 40 min |
| How increased access to information is affecting the role of the school leader | B. Professional Development: Lead by Example | 35 min |
| How is an assessment map different than a course of study? | B. Clustering & Pacing Indicators | 41 min |
| How is assessment impacted by cross curricular instruction? | B. Clustering & Pacing Indicators | 41 min |
| How is Good Teaching Defined? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| How is Ms. Tuttle doing on Rubric 1? | A. Task 1: Planning for Literacy Instruction and Assessment |
| How is the Danielson Framework for Teaching Being Used? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| How is the Framework structured? | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| How long does systemic school improvement take? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How long will it take for a hostage situation to be resolved? | C. Situational Survival | 1 hr 1 min |
| How many "chunks" of information can the brain process at one time? | A. Raising Student Achievement | 3 hr 58 min |
| How many schools can we serve? | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| How many times do students need to use thorough comparison during the school year? | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| How much can a church do for public education? | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| How much of my day should be spent on instructional leadership? | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| How much should we really listen to the voice of business? | C. FAQ's on Ties to Higher Education | 36 min |
| How NOT to conduct a pre and post-conference: A Dramatization | A. Building Conferencing Skills / A Questionable Conference | 22 min |
| How NOT to use levels of performance | A. Determining Levels of Performance: The Big Ideas of Each Level | 23 min |
| How novelty quickly progresses to fear and terror | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| How resource rooms can function for various students | A. Using a Resource Room Flexibly | 15 min |
| How school law evolves | A. A School Law Primer for Busy Administrators | 2 hr |
| How should action research be evaluated? | A. The School Improvement Process | 33 min |
| How should district administrators support project based learning? | B. Creating the Foundation for Successful Project Based Learning | 10 min |
| How should I evaluate my current transition program? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| How should I group students in different literature circles? | B. Literature Circles for all Disciplines | 22 min |
| How should I project myself to the suspect? | C. Situational Survival | 1 hr 1 min |
| How should school administrators support project based learning? | B. Creating the Foundation for Successful Project Based Learning | 10 min |
| How should school boards allocate resources between schools? | C. FAQs on School Governance | 32 min |
| How should teachers set classroom rules? | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| How should we assess students' understanding of big ideas? | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| How struggling reading affects other academic areas | A. Panel Discussion of Dayton | 40 min |
| How student self identify impacts behavior | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| How students and teachers get dysregulated | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| How the brain makes sense of the world | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| How the brain works in perceived trauma | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| How the Danielson Framework for Teaching was Developed | B. Presentation by Charlotte Danielson on her book | 1 hr |
| How the ELL specialist can help general ed teachers | A. Preparing for Success Using ELL Strategies | 17 min |
| How to become an effective listener | D. Essential Communication Skills for Successful School Leaders | 35 min |
| How to begin a brave conversation starts with why | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| How to communicate – how not to communicate | C. Situational Survival | 1 hr 1 min |
| How to conduct a teacher-student reading conference | A. Guided and Independent Reading | 32 min |
| How to create a classroom affirmation | A. Jasmyn Wright Demonstrates Her Affirmative Philosophy for her Students | 16 min |
| How to develop activity banks and performance activities | A. Differentiation: A Margaret Searle Discussion | 30 min |
| How to handle those who object to student forums | A. How to conduct a student forum | 30 min |
| How to have meaningful professional conversations | A. Establishing a Learning Centered School Culture | 54 min |
| How to I create staff development that is job embedded? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| How to keep abreast of new school law | A. A School Law Primer for Busy Administrators | 2 hr |
| How to make accommodations and modifications for the ELL students | B. Implementing Strategies for ELL Students in the General Classroom | 12 min |
| How to prevent "leadership burn-out" | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| How to start the conversation with a tough parent | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| How to support the students through the process | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| How to use conferences to elicit teacher thinking | A. Building Conferencing Skills / A Questionable Conference | 22 min |
| How to use partial outlines & concept webs | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| How to use the data from the homework | B. Classroom Example Ryan White | 26 min |
| How to you balance school quality and fiscal issues? | C. FAQs on School Resources | 38 min |
| How trauma impacts on the brain | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| How trauma impacts on the brain | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| How was the Danielson framework designed and structured? | A. Charlotte Danielson Defines | 45 min |
| How was the Framework designed? | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| How was the mentoring program for our four new teachers developed? | B. Establishing a Roadmap for New Teacher Success | 22 min |
| How was this ESL program developed and structured? | A. Introduction to "Teaching the ESL Learner" | 13 min |
| How will my edTPA portfolio be assessed? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| How will my lessons change with an ESL learner in the class? | A. How to Focus Instruction & Planning | 13 min |
| How will the Common Core State Standards change my teaching? | A. Successfully Transitioning to the Common Core | 38 min |
| How will you differentiate instruction? | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| How will your planning skills be assessed? | A. Task 1: Planning for Literacy Instruction and Assessment |
| How writing impacts student thinking | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| How writing instruction impacts standardized test scores | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| How you know your forum is successful | A. How to conduct a student forum | 30 min |
| Human Resource Management (Texas Law cited) | I. Human Resource Management (Texas Law cited) | 45 min |
| Humor in creating student relationships | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Hurley Clip 1 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Clip 2 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Clip 3 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Clip 4 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Clip 5 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Clip 6 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Post-Conference Clip 1 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Post-Confernce Clip 2 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Post-Confernce Clip 3 | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hurley Pre-Conference | O. Word Meaning Game — Ms. Hurley’s Spanish Class conference available | 51 min |
| Hypersensitivity occurs when child registers stimuli too intensely | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| I don't deserve to succeed | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| I hate you | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Iademarco Clip 1 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Clip 2 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Clip 3 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Clip 4 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Clip 5 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Clip 6 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Clip 7 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Clip 8 | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Iademarco Post-Conference | F. Mindfulness: Calming Our Thoughts — Ms. Iademarco’s SEL Lesson conference available | 45 min |
| Ian Jukes discusses constant change in the 21st Century | A. New Ways to Teach Enduring Content | 52 min |
| IAQ Tools for Schools | A. Introduction to IEQ in Schools | 11 min |
| IDEA & ESEA mandates that require scientifically based interventions | E. Scientifically Based Interventions | 20 min |
| IDEA law | A. A School Law Primer for Busy Administrators | 2 hr |
| IDEA law requirements regarding parental involvement | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| IDEA law requirements regarding teacher participation in an IEP meeting | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Idea of Phasing: Keeping the Goal in Mind “The Instructional Conversation” | A. Introduction to The Five Standards | 20 min |
| IDEA rules and regulations for student suspensions | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Ideas for community service projects | B. Embracing character education | 57 min |
| Ideas for teachers in a synchronous online environment | C. Three Pillars of Engagement | 19 min |
| Identification of Individual Safety Issues: Proactive strategies | A. Understanding the Components of Safety | 48 min |
| Identification of Individual Safety Issues: Progression to aggression | A. Understanding the Components of Safety | 48 min |
| Identifying & Developing Understandings | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Identifying and classifying worries based on ability to control a situation | E. Ms. Phillips - Managing Worry or Anxiety | 28 min |
| Identifying attitudes that contribute to success | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Identifying community members most in need | A. Successful strategies for community involvement | 35 min |
| Identifying early warning signs | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Identifying emotions in self and others | I. Ms. Iademarco - Mindfulness | 25 min |
| Identifying essential learnings provides focus (audio only) | B. Practitioner - School Curriculum | 42 min |
| Identifying foundational versus transformational students | E. Multiple Ways to Group Students | 26 min |
| Identifying Guidelines in Use | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Identifying independent versus dependent student learning | E. Multiple Ways to Group Students | 26 min |
| Identifying possible problem areas | B. Creating a Data Driven Action Plan | 51 min |
| Identifying Problems — Making Changes — Measuring Results | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Identifying problems and brainstorming solutions | C. Ms. Siebert - Using Literature to Teach Problem Solving | 17 min |
| Identifying specific student needs and ELL accommodations - Woodley | A. Preparing for Success Using ELL Strategies | 17 min |
| Identifying struggling versus uninterested readers | A. Panel Discussion of Dayton | 40 min |
| Identifying students who have experienced childhood trauma | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Identifying students who think abstractly versus concretely | E. Multiple Ways to Group Students | 26 min |
| Identifying teacher leaders | I. Lynn Gaddis - Illinois State Teacher of the Year 1995 — President, Illinois State Teachers of the Year | 19 min |
| Identifying teachers who overused discipline referrals | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| Identifying the range of expertise available within the school & community | A. Expert | 1 hr 18 min |
| Identifying your child's stress…both real and imagined | B. Connecting With Your Child | 1 hr 21 min |
| Identity development and differences between us all | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| If asked, should a hostage speak for the hostage taker? | B. Hostage Survival & Negotiation | 52 min |
| If treated responsibly, kids will act responsibly | A. Why Do Kids Misbehave? | 26 min |
| If you change the target, you change the trajectory | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| If you create middle level teacher certification programs, will anyone enter them? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| If you don't get a seat at the table, make your own table | G. Ruthanne Buck - Senior Advisor to the Secretary U.S. Department of Education | 7 min |
| Igniting a passion in children | B. Ann Marie Corgill - Alabama Teacher of the Year 2015 Elementary School | 9 min |
| Images that represent the four primary learning styles | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Imagine that… A personal story | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Immediate information you will need to provide law enforcement | A. Regaining Control – A Police Prospective | 39 min |
| Immediate utility: moving from theory to practice | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Impact of cognitive assets | A. Raising Student Achievement | 3 hr 58 min |
| Impact of Collecting Data at Individual Child’s Level | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Impact of the pandemic on kids and ourselves | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Implementation tips and best practices | B. Lessons Learned from a State-Wide Implementation of the Danielson Framework | 34 min |
| Implementing a last-resort physical intervention plan | A. Understanding the Components of Safety | 48 min |
| Implementing a trauma approach starts with de-escalating students | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Implementing Morning Meetings in the classroom | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Implementing online education is a marathon…not a sprint | C. Starting a Cyber School / Offering Online Student Courses For the First Time | 8 min |
| Implementing standards based instruction (audio only) | A. Expert- Instructional Strategies | 36 min |
| Implementing the action plan strategies | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Implementing the recommendation from your security assessment | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Implementing the Six Shifts- Additional Comments with Jane Robertson | A. Implementing the Six Shifts |
| Implementing UDL and all curriculum standards | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Importance of CREDE to Illinois Education Association (IEA) | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| Importance of Writing | C. The Evolution of Writing Instruction | 25 min |
| Important considerations for evaluating least restrictive environment | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Important Items to Cover When First Contacting the Parent(s) | C. Becoming a Coach for the Student and the Parent | 16 min |
| Improve differentiation through curriculum sharing | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Improve engagement with short lectures and time for individual exploration | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Improve student learning by asking great questions | A. Mentor Tips: Helping the First Year Teacher Improve Their Planning and Instruction | 18 min |
| Improve student learning through virtual student collaboration | B. Thoughtfully Designing Online Group Learning | 28 min |
| Improving as a school leader | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Improving co-teaching opportunities | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Improving metacognition through learning logs | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Improving safety – a step by step approach | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Improving teacher leadership improves student outcomes | I. Lynn Gaddis - Illinois State Teacher of the Year 1995 — President, Illinois State Teachers of the Year | 19 min |
| Improving the use of technology | B. Final Considerations in the Use of Technology | 16 min |
| Improving the way students communicate in class | B. Practitioner | 1 hr 21 min |
| In the moment crisis intervention | A. Safety in the Classroom | 42 min |
| Inappropriately Touching a Student | B. Creating a Safe and Welcoming Environment | 33 min |
| Including students on all school committees | A. How to conduct a student forum | 30 min |
| Including the community in your student forum | A. How to conduct a student forum | 30 min |
| Including the families by offering supports | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Inclusion | D. The History and Philosophy of Inclusion | 34 min |
| Incorporate core vocabulary | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Incorporate testing words like explain, compare and describe | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Incorporating diversity into the curriculum | A. Expert - Diversity | 42 min |
| Incorporating feedback into student forums | D. From student forums to school-wide discussions | 25 min |
| Incorporating kinesthetic movement for better cognition (Marzano DQ#5: Element 27) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Incorporating new teaching strategies into your lessons | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Incorporating student input into the lesson planning process | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Increase retention with interactive activities | A. Differentiation: A Margaret Searle Discussion | 30 min |
| Increase Rigor in Activities | B. Standard 4 – Challenging Thinking | 44 min |
| Increasing student engagement through a 1:1 initiative | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Increasing student engagement through thoughtful planning | A. Mentor Tips: Helping the First Year Teacher Improve Their Planning and Instruction | 18 min |
| Increasing your listening capacity | A. Raising Student Achievement | 3 hr 58 min |
| Indentifying student pace | E. Multiple Ways to Group Students | 26 min |
| Independence allows for differentiation and assistance (Stronge Standard 2.3, 3.3) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Independent Practice: Collect evidence from Ms Givens' lesson | D. Independent Practice: Collect and Record Your Own Evidence from a New Classroom — Ms Givens | 31 min |
| Independent Practice: Collect evidence from Ms. Paul's lesson | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Independent Practice: Collect evidence from Ms. Paul's lesson (cont'd) | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Independent Practice: Interpret Evidence from Ms Given’s Classroom | B. Determining Levels of Performance: Practice Opportunities | 23 min |
| Independent writing overview | B. Guided, Shared and Independent Writing | 48 min |
| Indiana: An example of a state professional development initiative | A. Capacity, Readiness and Professional Development | 33 min |
| Individualize instruction through diagnosis | A. Gail Adams - West Virginia Teacher of the Year 2015 High School English | 7 min |
| Inductive Tower (Clark) and Concept Mapping (Novak) — Part 1 | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Inductive Tower (Clark) and Concept Mapping (Novak) — Part 2 | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Industry advice for school leaders who want to imitate Aviation H.S. | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| Ineffective vs. Effective Responses | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Infectious Disease | C. Inside Sources: Part 2 | 34 min |
| Influencing student behavior | A. The Thoughtful Building of the Classroom’s Atmosphere | 28 min |
| Inform parents with social media | I. Michael Dunlea – New Jersey Teacher of the Year Finalist 2012 — Elementary School 2nd Grade | 17 min |
| Information Literacy | B. Engaging Students in Learning | 33 min |
| Information Literacy and Technology | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| Information literacy workshop suggestions | A. Teaching the Technology is Not the Goal | 36 min |
| Information Literacy: Nonfiction Reading and Note Taking Across Disciplines | A. The Organized Mind Using Graphic Organizers | 35 min |
| Information requests | B. Family Law (Texas law cited) | 1 hr |
| Infusing “respect education” into a middle level reading lesson | B. Embracing character education | 57 min |
| Infusing “stereotyping education” into a literature lesson | B. Embracing character education | 57 min |
| Infusing “values education” into a language arts class | B. Embracing character education | 57 min |
| Initial action: stabilize and contain the situation | C. Situational Survival | 1 hr 1 min |
| Initiating and sustaining a community support program | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| Innis Post-Conference 1 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Innis Post-Conference 2 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Innis Post-Conference 3 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Innis Post-Conference 4 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Innis Pre-Conference 1 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Innis Pre-Conference 2 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Inniss Clip 1 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Inniss Clip 2 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Inniss Clip 3 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Inniss Clip 4 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Inniss Clip 5 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Inniss Clip 6 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Inniss Clip 7 | B. Hyperbole – Ms. Inniss conference available | 1 hr 35 min |
| Innovative ways to improve reading proficiency at a low performing school | D. Developing a School-Wide Literacy Program | 30 min |
| Inspiring critical thinking through the use of inferences (Marzano DQ #4: Element 23) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Inspiring students to reach their potential | C. Joe Fatheree - Illinois Teacher of the Year 2007 – Project Director NNSTOY | 30 min |
| Instilling student responsibility and love for learning | A. The Thoughtful Building of the Classroom’s Atmosphere | 28 min |
| Instructing all Students | D. Panel Discussion | 30 min |
| Instruction based on personality style | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Instructional Activities | H. Contextualization Guideline 2: Build on Students' Experiences and Knowledge | 7 min |
| Instructional Activity | G. Contextualization Guideline 1: Use an Early Content Theme | 20 min |
| Instructional Conversation - Use in a Kindergarten Classroom | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Instructional Conversation Overview | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Instructional Frame, Advanced Grouping and Routing | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| Instructional grouping strategies | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| Instructional leadership - making a commitment to change | B. Practitioner | 1 hr 21 min |
| Instructional leadership coaching - A model that works | B. Practitioner |1 hr 2 min |
| Instructional leadership driven by passion | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Instructional rounds to improve teaching | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Instructional soundness in technology integration | B. Final Considerations in the Use of Technology | 16 min |
| Instructional strategies needed to be successful in a block period | C. Mistakes Made During the First Year Transition | 24 min |
| Instructional strategies that work (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Instructions for small group collaboration using thinking maps | A. Two Teachers - One Vision of Success with Classroom Example | 26 min |
| Insuring new teachers receive the support and resources they need | A. Moshsen Gaffari - Utah Teacher of the Year 2015 – Elementary School | 10 min |
| Insuring that differentiating instruction is cohesive | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Insuring that the RTI team is flexible through the tiered process | A. SLD Identification & the RTI Process | 40 min |
| Integrate cross curricular connections | B. Clustering & Pacing Indicators | 41 min |
| Integrated subjects makes learning more interesting | C. Strategies for Engagement | 37 min |
| Integrating a school wide continuous improvement & literacy plan | D. Developing a School-Wide Literacy Program | 30 min |
| Integrating assessment into instruction (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Integrating curriculum increases student engagement | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Integrating Reading, Writing and Thinking | A. A Common Visual Language for Learning | 30 min |
| Integrating science across the curriculum | D. June Teisan - Michigan Teacher of the Year 2008 – Middle School Science | 17 min |
| Integrating science instruction with reading reflection | D. Science Lesson | 28 min |
| Integrating technology into a block period | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Integrating Technology into the Curriculum (audio only) | B. Practitioner-School Technology | 21 min |
| Integrating your curriculum with a service learning experience | A. Lead by serving: A principal embraces school community service | 13 min |
| Integration and collaboration with STEAM (Stronge Standard 1.3) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Intensifying conflict by failing to listen | G. Confronting A Child About Poor Grades | 8 min |
| Intentional planning to utilize effective resources and strategies (Danielson Component 1d) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Inter and Outer perimeters | A. Regaining Control – A Police Prospective | 39 min |
| Inter-Disciplinary Lessons for Teaching In-Depth Concepts | D. Integrated Curriculum Using an Interdisciplinary Approach | 18 min |
| Interacting students demonstrate collaboration (Danielson Component 2a) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Interacting to encourage children to use language | C. Preschool Language and Literacy Development | 9 min |
| Interactions that encourage positive approached to learning | B. Supporting Children's Approaches to Learning | 8 min |
| Interactive pens, white boards and other online tools | C. Examining the Tools and Technologies that Power Online Learning | 21 min |
| Intergrating technology into the curriculum (audio only) | A. Expert- School Technology | 21 min |
| Intermediate Class: Small Group Fiction/Nonfiction Book Classification — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Class: Small Group Fiction/Nonfiction Book Classification (Components 3B, 3C, 3D) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts Lesson — Writing & Editing (components 3A, 3D) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Intermediate Language Arts Lesson: Vocabulary Review — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts Lesson: Vocabulary Review (components 3A, 3C, 3D) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts Lesson: Writing & Editing — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Intermediate Language Arts: Presentation Evaluation — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts: Presentation Evaluation (components 3B, 3D) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts: Starting a Writing Assignment — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts: Starting a Writing Assignment (component 3B) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts: Writing a Story Summary — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Language Arts: Writing a Story Summary (components 3A, 3C) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Math lesson: Hands-on Activity — Charlotte Danielson Commentary | A. Domain One: Planning and Preparation; all grades | 26 min |
| Intermediate Math Lesson: Hands-on Activity — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Math lesson: Hands-on Activity (component 1C) | A. Domain One: Planning and Preparation; all grades | 26 min |
| Intermediate Math Lesson: Hands-on Activity (component 3C) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Math Lesson: Number Conversion — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Math Lesson: Number Conversions (components 3A, 3C) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Math: Hands-on Activity — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Intermediate Math: Hands-on Activity (components 2A, 2D, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Intermediate Reading: Small Group Discussion — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Reading: Small Group Discussion (component 3B) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Small Group Reading: Making Inference — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Small Group Reading: Making Inference (components 3B, 3C) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Intermediate Social Studies Lesson — Charlotte Danielson Commentary | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Intermediate Social Studies Lesson — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Intermediate Social Studies Lesson (components 2A, 2B, 2C, 2E) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Intermediate Social Studies Lesson (components 3B, 3C) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Internal accountability | A. The Principals Role in Leading a Professional Learning Community | 30 min |
| Internalizing the Rules & an Example from Academics: Reading — Part 1 | C. Creating Effective Rules | 25 min |
| Internalizing the Rules & an Example from Academics: Reading — Part 2 | C. Creating Effective Rules | 25 min |
| Internet information literacy: an essential skill in the knowledge economy | A. The Power of Leadership | 47 min |
| Interpersonal connections strengthen learning | D. Mr. Hite - Year-End Student Feedback: Intentionally Creating a Positive Climate for Middle School Students | 21 min |
| Interrupting an ADD child's negative behavior & impulsivity | A. Teaching Students at Home |
| Intervening when an ELL student does not understand | B. Implementing Strategies for ELL Students in the General Classroom | 12 min |
| Intervention strategies based on personality types | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Interviewing for the job of middle school principal | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| Introduce Charlotte Danielson to your staff | A. Danielson 101 |
| Introduce new terms: Observe the standards-based lesson | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Introduce New Vocabulary: Observe the standards-based lesson | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Introducing Andy and Billy | A. Up close with the Author of Classroom180 Framework |
| Introducing friendly numbers to expand their repertoire (Marzano Elements DQ#3) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Introducing text to a guided reading group | B. Managing Guided Reading Groups | 45 min |
| Introducing The Big Idea - Classroom Example | B. Essential Questions -with Jay McTighe | 32 min |
| Introducing the experts on the roundtable | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Introducing the five domains of Classroom180 | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Introducing the four Ms of the Art Break | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Introducing the lesson through class discussion | A. A Lesson in Research, Information Fluency and The Black Plague | 27 min |
| Introducing the model code of ethics to your staff | L. Lee-Ann Stephen - Minnesota Teacher of the Year 2007 — On Special Assignment for St. Louis SD | 6 min |
| Introduction | A. Introduction |
| Introduction | A. Developing a School Portfolio | 47 min |
| Introduction | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Introduction | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Introduction | B. Creating a Data Driven Action Plan | 51 min |
| Introduction | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Introduction | A. Program Introduction |
| Introduction | A. Why do values matter? | 20 min |
| Introduction and Agenda | A. Danielson 101 |
| Introduction of Rick Stiggins (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Introduction to "21st Century Schools: How Digital Innovation is Transforming Teaching" | A. "21st Century Schools" Overview | 4 min |
| Introduction to "A Guide to DIfferentiated Instruction" | A. "A Guide to Differentiated Instruction" Overview | 2 min |
| Introduction to "Adolescent Literacy" | A. "Adolescent Literacy" Overview | 3 min |
| Introduction to "Brain Based Instruction" | A. Raising Student Achievement | 3 hr 58 min |
| Introduction to "Breaking the Culture of Isolation" | C. Breaking the Culture of Isolation | 9 min |
| Introduction to "Building and Maintaining an RTI Team" | A. How to Build & Maintain an RTI Team | 36 min |
| Introduction to "Charlotte Danielson's Teaching Framework" | A. "Charlotte Danielson's Teaching Framework" Overview | 4 min |
| Introduction to "Choosing the Right Schedule" | A. "Choosing the Right Schedule" Overview | 5 min |
| Introduction to "Data Based Decision Making" for RTI | D. Data-Based Decision Making | 16 min |
| Introduction to "Declining Test Scores" simulation | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Introduction to "Designing an Effective Learning Process" | A. Designing an Effective Learning Process: Getting Started | 28 min |
| Introduction to "Domain One: Planning and Preparation / Domain Two: the Classroom Environment" | A. Domain One: Planning and Preparation; all grades | 26 min |
| Introduction to "Dynamic School Leadership" | A. "Dynamic School Leadership" Overview | 4 min |
| Introduction to "Effective Interventions Assistance Teams" (IAT) | A. Embracing IATs: Why They Work | 11 min |
| Introduction to "Effective Teaching in Diverse Classrooms" | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| Introduction to "Embracing Data: A Roadmap to School Improvement Gains" | A. "Embracing Data" Overview | 3 min |
| Introduction to "Factors that Affect IEQ": Part 2 | B. Ventilation Systems | 25 min |
| Introduction to "Identifying Students With Learning Disabilities" | A. SLD Identification & the RTI Process | 40 min |
| Introduction to "Indoor Environmental Quality" | A. "Indoor Environmental Quality" Overview | 19 min |
| Introduction to "Instructional Leadership in Practice" | A. "Instructional Leadership in Practice" Overview | 5 min |
| Introduction to "Kindergarten Literacy Night" | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| Introduction to "Leadership Strategies" simulation | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Introduction to "Managing the Defiant Child" | A. Why Do Kids Misbehave? | 26 min |
| Introduction to "Middle School Leadership that Works" | A. "Middle School Leadership that Works" Overview | 4 min |
| Introduction to "Mixed Signals" simulation | B. Responding to Mixed Signals — Simulation | 12 min |
| Introduction to "Monitoring Student Progress" | C. Progress Monitoring | 5 min |
| Introduction to "Observing and Critiquing a Lesson" | B. Observing and Critiquing a Lesson — Simulation | 18 min |
| Introduction to "Phase 2 of the CREDE Pedagogy" | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Introduction to "Phase 3 of the CREDE Pedagogy" | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Introduction to "Phase 4 of the CREDE Pedagogy" | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| Introduction to "Preventing Student Cheating and Plagiarism" | A. "Preventing Student Cheating and Plagiarism" Overview | 4 min |
| Introduction to "School Law 101" | A. "School Law" Overview | 4 min |
| Introduction to "School Terrorism and Contagious Diseases: Understanding the New Threat" | A. Introduction to "School Terrorism and Contagious Diseases" | 2 min |
| Introduction to "Teaching Strategies to Supercharge Your College Classroom" | A. Introduction: Creating an Effective Learning Environment | 18 min |
| Introduction to "Teaching the ADD/ADHD Student" | A. "Teaching the ADD/ADHD Student" Overview |
| Introduction to "The History of Education" | A. Introduction to "The History of Education" | 5 min |
| Introduction to "The School Leadership Toolbox" | A. "The School Leadership Toolbox" Overview | 3 min |
| Introduction to "Universal Screening" | B. Universal Screening | 42 min |
| Introduction to "Violence Prevention & Safe School Planning" | A. "Violence Prevention & Safe School Planning" Overview | 4 min |
| Introduction to a panel of successful NY school administrators | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Introduction to an "IAT Follow Up Meeting" | E. Overcoming Problems: The Follow-up Meeting | 18 min |
| Introduction to assessment data | A. What is Data Anyway? | 37 min |
| Introduction to assessment data | A. Assessing Teaching and Student Progress Using Data | 35 min |
| Introduction to Assessments for Learning | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Introduction to Behaviors on Fire | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Introduction to Classroom Assessment Techniques (“CATS”) | B. Classroom Assessment Techniques (CATS) | 22 min |
| Introduction to community involvement at St. Matthews Elementary School | C. Practitioner 2 | 1 hr 5 min |
| Introduction to cubing | E. Designing CUBES that Differentiate Instruction | 15 min |
| Introduction to family law and student custody issues | B. Family Law (Texas law cited) | 1 hr |
| Introduction to grouping | B. Grouping Strategies | 11 min |
| Introduction to Hugo Newman Prep School in NYC | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| Introduction to human resource management | I. Human Resource Management (Texas Law cited) | 45 min |
| Introduction to instructional leadership at Miramar Elementary School | B. Practitioner |1 hr 2 min |
| Introduction to instructional strategies (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Introduction to Integrated Curriculum Using an Inter-Disciplinary Approach | D. Integrated Curriculum Using an Interdisciplinary Approach | 18 min |
| Introduction to literature circles | B. Literature Circles for all Disciplines | 22 min |
| Introduction to managing school activity funds | B. School Activity Fund Law and Accounting | 2 hr |
| Introduction to Michael Fullan & his presentation on school change | A. Strategic School Change | 53 min |
| Introduction to Peer Assisted Learning Strategies (“PALS”) | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Introduction to Pre-K classroom example | B. Classroom Example: Pre-K Lesson | 25 min |
| Introduction to professional development | B. Practitioner - Professional Development | 47 min |
| Introduction to religion in public schools | G. Religious Issues (Texas Law cited) | 45 min |
| Introduction to RTI leadership | A. An Introduction to RTI Leadership | 33 min |
| Introduction to school documentation | H. Documentation (Texas Law cited) | 45 min |
| Introduction to school law | A. A School Law Primer for Busy Administrators | 2 hr |
| Introduction to school law and dress codes | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| Introduction to school law as it relates to drug and weapons searches | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Introduction to school law effecting student discipline procedures | C. Student Discipline (Texas law cited) | 2 hr |
| Introduction to Special Education Law: 12 Common Scenarios | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Introduction to student records | E. Student Records (Texas Law cited) | 45 min |
| Introduction to the "Five Practices of Highly Effective Classrooms" | A. What Causes Learning? | 25 min |
| Introduction to the "Principal Mentorship" conference presenters | A. "How to be an Effective Principal Mentor" Overview |
| Introduction to the "Sharing Data" simulation | B. Sharing Data with the School Improvement Team — Simulation | 10 min |
| Introduction to the 21st Century Classroom | A. A Lesson in Research, Information Fluency and The Black Plague | 27 min |
| Introduction to the domains and components of the Danielson Framework | A. Domain 1: Planning & Preparation | 48 min |
| Introduction to the Parallel Teaching Model | B. The Parallel Teaching System | 12 min |
| Introduction to the Prichard citizen advocacy group | B. Practitioner 1 | 42 min |
| Introduction to the Principal of NYACK middle school | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Introduction to the six key components of the RTI process | A. Implementing an Effective RTI Process | 10 min |
| Introduction to the skills needed | B. A Lesson in Collaboration, Communication and STEAM Art Robots |22 min |
| Introduction to Three Types of Visual Tools | A. Visual Tools in Practice | 30 min |
| Introduction to Time Management Simulation | B. Time Management — Simulation | 12 min |
| Introduction, Agenda, and Learning Outcomes | A. Effective Organizing Strategies | 35 min |
| Introduction: EI and the Program Library | A. Combining QuickStart, Danielson 101 and the TEPC |
| Investing in parent communication | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| Invite your students into a connected relationship | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Inviting parents to become involved in certain classroom activities | I. Michael Dunlea – New Jersey Teacher of the Year Finalist 2012 — Elementary School 2nd Grade | 17 min |
| Involve students in the assessment process | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Involving All Students / Wait Time / Questioning Techniques | B. Creating a Safe and Welcoming Environment | 33 min |
| Involving community businesses in your school | A. Expert- School Governance | 40 min |
| Involving ELLs in making morning announcements | D. Teaching Respect for All Cultures | 20 min |
| Involving parents in all aspects of the school | C. Practitioner 2 | 1 hr 5 min |
| Involving students in assessing and analyzing each other's work (Marzano DQ#4: Element 21) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Involving students in setting learning goals and monitoring progress (Stronge Standard 4.2) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Involving students in the briefing | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| Involving the community in your school safety program | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Involving the Students in the Briefing | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| Involving various community groups | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Iowa's Teacher Leadership & Compensation system | J. D.T. Magee - Iowa Board of Educational Examiners and Sara Brown Wessling - Iowa/National Teacher of the Year 2010 | 6 min |
| IQ | D. The History and Philosophy of Inclusion | 34 min |
| Is a 12-month school year feasible? | B. Innovative Ways to Organize the School Day | 50 min |
| Is a campus security program right for my school? | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Is a full school security assessment necessary? | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Is a hostage situation a viable threat? | C. Situational Survival | 1 hr 1 min |
| Is an interactive whiteboard nothing more than an enhanced overhead projector? | A. Maximizing the Value of Your Interactive Whiteboard | 6 min |
| Is bad parenting responsible for ADD? | A. Questions About ADD & ADHD |
| Is changing to Block scheduling a lot of work for teachers? (audio only) | C. FAQs on Organization and Time | 23 min |
| Is early retirement a good thing? | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Is It Fair for a Child With a Disability to Get an "A"? | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Is Madeline Hunter's lesson planning model still relevant today? | B. The Madeline Hunter Model | 38 min |
| Is medication and nutrition going to change my child's misbehavior? | B. Connecting With Your Child | 1 hr 21 min |
| Is RTI a new concept in education? | A. "Mastering RTI" Overview | 28 min |
| Is self-directed inquiry easy to implement? | A. Using Evaluation Data to Set Professional Development Goals | 38min |
| Is staff development the same as in-service? | C. FAQs on Professional Development | 22 min |
| Is the Framework a rubric? | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| Is the role of an administrator too broad? | A. Expert- School Resources | 44 min |
| Is there a common profile for the juvenile killer? | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Is there a movement to design a national curriculum? (audio only) | C. FAQs on School Curriculum | 15 min |
| Is there a progression for teachers to move to differentiated instruction? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Is there a specific example of an ongoing assessment? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Is there anything missing from the Framework for Teaching? | A. Gathering Evidence of Domain Two (Classroom Environment) | 15 min |
| Is there evidence that Block scheduling increases student achievement? (audio only) | C. FAQs on Organization and Time | 23 min |
| Is there too much emphasis on college preparation? | B. Practitioner- Ties to Higher Education | 52 min |
| Is your child overwhelmed? | B. Connecting With Your Child | 1 hr 21 min |
| Is your data reliable, feasible, actionable or harmful? | A. Assessing Teaching and Student Progress Using Data | 35 min |
| Is your data reliable, feasible, actionable or harmful? | A. What is Data Anyway? | 37 min |
| Is your school's organizational structure helping you meet your goals? | B. Practitioner | 1 hr 21 min |
| It Is Not About Me | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| It takes a team: the story of Wyatt | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| It's okay to say you don't know | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| Jasmyn Wright clip 1 | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Jasmyn Wright clip 2 | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Jasmyn Wright clip 3 | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Jasmyn Wright clip 4 | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Jasmyn Wright clip 5 | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Jasmyn Wright clip 6 | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Jasmyn Wright clip 7 | U. Affirmations Lesson — Ms. Wright - conference available | 53 min |
| Jay McTighe - Should students be involved in the design of essential questions? | B. Essential Questions -with Jay McTighe | 32 min |
| Jay McTighe: Frame teaching around essential questions | B. Essential Questions -with Jay McTighe | 32 min |
| Jay McTighe: Why should teaching be focused around big ideas? | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Jennifer Cowx's virtual high school science class | C. Observing Powerful Virtual Teachers in Action | 58 min |
| Jim is cozy at the middle school | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Jim is motivated to make changes ASAP | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Job embedded professional development shows a lot of promise | C. Gretchen Weber - Principal Researcher Educator Effectiveness Programs AIR | 5 min |
| Job-embedded continuous improvement | A. Final Pointers for Success |
| John Bowlby's groundbreaking research on the impact of the early parent/child relationship | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Joining students in their pain helps validate their struggle | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Joining with parent to advocate for student rights | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| Joint Productive Activities | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Joking with the students to build rapport (Danielson Component 2a) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Jones Clip 1 | B. Pre-K Art Class — Ms. Jones | 13 min |
| Jones Clip 2 | B. Pre-K Art Class — Ms. Jones | 13 min |
| Journals are great for summarizing | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Journey to Standards-Based Instruction | D. The History and Philosophy of Inclusion | 34 min |
| Journey to Standards-Based Instruction | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Juergens Clip 1 | D. Geology Vocabulary – Ms. Juergens’ Science Class | 18 min |
| Juergens Clip 2 | D. Geology Vocabulary – Ms. Juergens’ Science Class | 18 min |
| Just-in-time student feedback online | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Keep a portfolio of "goodness" | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Keep track of best practices – track before and after performance | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Keep your edTPA® assessment handbook and rubrics handy | A. What is the edTPA® Assessment and why is it important? |
| Keeping it lively and fun (Marzano Elements DQ#5) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Keeping kids animated | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| Keeping students actively learning intentionally (Marzano DQ#5) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Keeping Students on-pace with expectation communication (Danielson Component 3a) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Keeping yourself in a good mindset | B. Connecting With Your Child | 1 hr 21 min |
| Kelly Clip 1 | J. Fiction versus Non-fiction – Ms. Kelly conference available | 59 min |
| Kelly Clip 2 | J. Fiction versus Non-fiction – Ms. Kelly conference available | 59 min |
| Kelly Clip 3 | J. Fiction versus Non-fiction – Ms. Kelly conference available | 59 min |
| Kelly Clip 4 | J. Fiction versus Non-fiction – Ms. Kelly conference available | 59 min |
| Kelly Clip 5 | J. Fiction versus Non-fiction – Ms. Kelly conference available | 59 min |
| Kelly Post-Conference | J. Fiction versus Non-fiction – Ms. Kelly conference available | 59 min |
| Kelly Pre-Conference | J. Fiction versus Non-fiction – Ms. Kelly conference available | 59 min |
| Kennon Clip 1 | I. How Many Beans? – Mr. Kennon | 32 min |
| Kennon Clip 2 | I. How Many Beans? – Mr. Kennon | 32 min |
| Kennon Clip 3 | I. How Many Beans? – Mr. Kennon | 32 min |
| Key components to make RTI successful district-wide | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| Key considerations for building an RTI team | A. How to Build & Maintain an RTI Team | 36 min |
| Key questions to consider when planning for guided reading | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Keys to Positive Behavior Support | D. Summary | 10 min |
| Kids are always reading our energy | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Kids are trying to figure us out and push our buttons | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Kids like a challenge | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Kids reclaiming their power through play | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Kids with trauma backgrounds have a different home life | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Kim & Flynn Clip 1 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 10 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 11 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 12 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 13 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 14 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 15 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 16 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 17 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 18 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 19 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 2 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 20 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 21 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 22 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 3 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 4 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 5 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 6 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 7 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 8 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kim & Flynn Clip 9 | T. Tone vs. Mood — Ms. Kim and Ms. Flynn | 68 min |
| Kindergarten Briefing: A Classroom Example of Routing | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| Kindergarten Discussion: Concept of Pattern — Charlotte Danielson Commentary | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Kindergarten Discussion: Concept of Pattern — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Kindergarten Discussion: Concept of Pattern (components 2C, 2E) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Kindergarten Discussion: Concept of Pattern (components 3A, 3C, 3D, 3E) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Kindergarten Learning Centers — Charlotte Danielson Commentary | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Kindergarten Learning Centers, Part 1 (Components 2B, 2C, 2D) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Kindergarten Learning Centers, Part 2 (Components 2B, 2C, 2D) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Kindergarten Note-Taking Center | E. Empowering the Paraprofessional | 20 min |
| Kindergarten Science Lesson — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Kindergarten Science Lesson (component 3C) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Kindergarten: Characteristics of Good Writing — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Kindergarten: Characteristics of Good Writing (Component 3A) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| King Clip 1 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Clip 2 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Clip 3 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Clip 4 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Clip 5 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Clip 6 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Frisbee Clip 1 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Frisbee Clip 2 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Frisbee Clip 3 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Frisbee Clip 4 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Making Decisions Clip 1 | N. Making Decisions – Ms. King’s Health Class conference available | 51 min |
| King Making Decisions Clip 2 | N. Making Decisions – Ms. King’s Health Class conference available | 51 min |
| King Making Decisions Clip 3 | N. Making Decisions – Ms. King’s Health Class conference available | 51 min |
| King Making Decisions Clip 4 | N. Making Decisions – Ms. King’s Health Class conference available | 51 min |
| King Post-Conference 1 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Post-Conference 1 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Post-Conference 2 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Post-Conference 2 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Post-Conference 3 | G. Tag and Volleyball – Ms. King’s Gym Class conference available | 1 hr 23 min |
| King Pre-Conference 1 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Pre-Conference 1 | N. Making Decisions – Ms. King’s Health Class conference available | 51 min |
| King Pre-Conference 2 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Pre-Conference 2 | N. Making Decisions – Ms. King’s Health Class conference available | 51 min |
| King Pre-Conference 3 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| King Pre-Conference 4 | M. Frisbee – Ms. King’s Gym Class conference available | 1 hr 15 min |
| Kipp Academy mission: Help kids develop academic & character skills | B. Practitioner | 35 min |
| Kirby Clip 1 | A. Algebra Worksheets – Mr. Kirby | 9 min |
| Kladke Clip 1 | F. Folk Literature: 3 Little Pigs – Ms. Kladke | 23 min |
| Kladke Clip 2 | F. Folk Literature: 3 Little Pigs – Ms. Kladke | 23 min |
| Kladke Clip 3 | F. Folk Literature: 3 Little Pigs – Ms. Kladke | 23 min |
| Knight Lower Level Clip 1 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 2 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 3 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 4 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 5 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 6 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 7 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 8 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Lower Level Clip 9 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 10 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 11 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 12 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 13 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 14 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 15 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 16 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 17 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Knight Upper Level Clip 18 | O. Healthy or Harmful to the Environment - Ms. Knight | 1 hr 43 min |
| Know your students' learning styles to differentiate effectively | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Knowing students pays off in smooth classroom management (Danielson Component 1b) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Kook Clip 1 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Clip 2 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Clip 3 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Clip 4 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Post-Conference 1 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Post-Conference 2 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Post-Conference 3 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Post-Conference 4 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Post-Conference 5 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Pre-Conference 1 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Pre-Conference 2 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kook Pre-Conference 3 | E. Horticulture Vocabulary – Ms. Kook’s Science Class conference available | 1 hr 29 min |
| Kotajarvi - Drensky Clip 1 | C. Pre-K Activities and Classroom Duties – Ms. Kotajarvi and Ms.Drensky | 22 min |
| Kotajarvi - Drensky Clip 2 | C. Pre-K Activities and Classroom Duties – Ms. Kotajarvi and Ms.Drensky | 22 min |
| Kotajarvi - Drensky Clip 3 | C. Pre-K Activities and Classroom Duties – Ms. Kotajarvi and Ms.Drensky | 22 min |
| Kotajarvi - Drensky Clip 4 | C. Pre-K Activities and Classroom Duties – Ms. Kotajarvi and Ms.Drensky | 22 min |
| Kotajarvi - Drensky Post-Conference | C. Pre-K Activities and Classroom Duties – Ms. Kotajarvi and Ms.Drensky | 22 min |
| KWL - so what?! | B. Essential Questions -with Jay McTighe | 32 min |
| Labeling is Disabling | D. The History and Philosophy of Inclusion | 34 min |
| Labeling is Disabling | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Lancaster school system moves to data driven decision making | B. Practitioner 1 | 25 min |
| Language Arts: Use of Physical Space (components 2A, 2E) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Language Development Models in Kindergarten | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Language Development Techniques | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Language Development Techniques | B. Phase Three: New Guidelines | 30 min |
| Language development with joint productive activities | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Language is powerful | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Language Learners English (Components 2B, 2D, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Language Learners English: Sentence Writing — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Language Learners English: Sentence Writing — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Language Learners English: Sentence Writing (components 3A, 3B, 3C) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Laptops and interactive whiteboards working together | C. Classroom Example Jesse Brosious | 15 min |
| Lariccia Clip 1 | C. Reading for Science – Mr. Lariccia's Science Class | 36 min |
| Lariccia Clip 2 | C. Reading for Science – Mr. Lariccia's Science Class | 36 min |
| Lariccia Clip 3 | C. Reading for Science – Mr. Lariccia's Science Class | 36 min |
| Lariccia Clip 4 | C. Reading for Science – Mr. Lariccia's Science Class | 36 min |
| Larry T. Luddite - Computers are killing real teaching – Not necessarily | A. Effective Integration of 1:1 Devices | 10 min |
| Law enforcement, school safety and emergency operations | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Laying the foundation for critical discussion (Stronge Standard 1.3) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Laying the groundwork for academic excellence | C. Establishing a Vision Statement for Your Middle School | 28 min |
| Laying the groundwork for instructional excellence | A. Mentor Tips: Helping the First Year Teacher Improve Their Planning and Instruction | 18 min |
| Laying the groundwork for literacy success | D. Developing a School-Wide Literacy Program | 30 min |
| Lead | C. Inside Sources: Part 2 | 34 min |
| Lead by example: A professional development plan for the principal | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Lead, follow, or get out of the way | C. Passion for Leadership | 36 min |
| Leaders have an obligation to develop other leaders | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| Leaders have an obligation to develop other leaders | A. Expert- School Leadership | 44 min |
| Leaders need to model the best instructional practices | A. Expert | 44 min |
| Leadership and listening | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| Leadership consistency creates a connection with the staff | C. One Voice Policy: Bringing School & Community Together for Success | 20 min |
| Leadership in a New Language | A. Learning Literacy Through Whole School Change | 7 min |
| Leadership makes the difference | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Leadership professional development through story telling | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| Leadership response four | B. Responding to Mixed Signals — Simulation | 12 min |
| Leadership response one | B. Time Management — Simulation | 12 min |
| Leadership response one | B. Responding to Mixed Signals — Simulation | 12 min |
| Leadership response three | B. Time Management — Simulation | 12 min |
| Leadership response three | B. Responding to Mixed Signals — Simulation | 12 min |
| Leadership response two | B. Time Management — Simulation | 12 min |
| Leadership response two | B. Responding to Mixed Signals — Simulation | 12 min |
| Leadership Takes Passion | B. Vision/Leardership/Partnership Summary | 53 min |
| Leadership Takes Time & Hard Work | B. Vision/Leardership/Partnership Summary | 53 min |
| Leadership working with school resource officers (SROs) | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Leadership: Challenges | B. Vision/Leardership/Partnership Summary | 53 min |
| Leadership: Philosophy | B. Vision/Leardership/Partnership Summary | 53 min |
| Leadership: Qualities | B. Vision/Leardership/Partnership Summary | 53 min |
| Leadership: Strategies | B. Vision/Leardership/Partnership Summary | 53 min |
| Leading a Professional Learning Community | C. Assessment |
| Leading a Professional Learning Community | A. The Principals Role in Leading a Professional Learning Community | 30 min |
| Leading and facilitating second-order change | A. Leading the Change Process | 28 min |
| Leading and learning at the National Network of State Teachers of the Year Conference | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Leading by example: the Principal as the standard bearer | B. Ethics and Values in K-12 Education | 35 min |
| Leading data-informed decision making | A. Using Data to Make Decisions | 30 min |
| Leading teachers through the change process | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Leading your school’s quest to improve | A. Shared Leadership | 25 min |
| Learn to drive your brain | A. Raising Student Achievement | 3 hr 58 min |
| Learn to see the situation through the lens of fear | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Learning about mindfulness in everyday routines | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Learning Activities | B. ESL Planning Session | 20 min |
| Learning Activities for Kindergarten Math | E. Empowering the Paraprofessional | 20 min |
| Learning centers, Flexible grouping, Adjust questions, Learning contracts & Tiered activities | F. Planning Differentiated Lessons: Content – Process – Product | 37 min |
| Learning from experienced teachers | K. Josh Stumpenhorst - Illinois Teacher of the Year 2012 — Middle School 6th Grade ELA/Social Science | 4 min |
| Learning from the history of biological terrorism | D. History of Terrorism | 9 min |
| Learning inner restraints and growing in goodness | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Learning is constructed in the mind of the student | B. The Constructivist Classroom | 5 min |
| Learning Objectives & Course Design | B. Course Design and Lesson Planning | 32 min |
| Learning Outcomes and Introduction to "Factors that Affect IEQ": Part 1 | B. Ventilation Systems | 25 min |
| Learning style groups analyzing and discussing Columbus' motives | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Learning style groups have varying assignments | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Learning style tempo | A. Learning Styles | 52 min |
| Learning the first four steps of the brain gym activities | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Learning the incentives from video games | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Learning to believe positive things about oneself | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Learning to detach from personal attacks | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Learning to imagine a future that we want | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Learning to listen and share leadership | C. Practitioner 2 | 1 hr 5 min |
| Learning to model self-regulation | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Learning to notice the stress in your body | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| Learning to replay key information from another person's dialogue | A. Raising Student Achievement | 3 hr 58 min |
| Learning to speak the language of trauma | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Learning to work within the window of stress tolerance | A. Understanding the Components of Regulation | 35 min |
| Learning when to let it go | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Lee Clip 1 | I. History: Why Do People Rebel? — Mr. Lee | 26 min |
| Lee Clip 2 | I. History: Why Do People Rebel? — Mr. Lee | 26 min |
| Legal considerations for school funding and finance | A. A School Law Primer for Busy Administrators | 2 hr |
| Legal liability summary – political speech | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| Legal requirements for “High Stakes Testing” | A. A School Law Primer for Busy Administrators | 2 hr |
| Legal requirements for activity funds — Part 1 | B. School Activity Fund Law and Accounting | 2 hr |
| Legal requirements for activity funds — Part 2 | B. School Activity Fund Law and Accounting | 2 hr |
| Legal requirements for desegregation | A. A School Law Primer for Busy Administrators | 2 hr |
| Lesson Planning & Learning Outcomes, Part 1 | B. Course Design and Lesson Planning | 32 min |
| Lesson Planning & Learning Outcomes, Part 2 | B. Course Design and Lesson Planning | 32 min |
| Lesson Planning Models | D. Assessment |
| Lessons learned from my years as a middle school principal | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| Lessons should be authentic and based on the real world | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Lessons to help you teach abstinence | A. Teaching Abstinence to today’s teens | 13 min |
| Let's look at the process for the edTPA® assessment | A. What is the edTPA® Assessment and why is it important? |
| Let’s play some examples of brain games | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| Letting go of our negative inner voices | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Letting go of the lecture | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Letting go of your own resentment, fear and anger | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Leveling and matching text to the appropriate students | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Levels of change using the SAMR model | A. Substitution, Augmentation, Modification and Redefinition (SAMR) | 11 min |
| Leveraging technology to make learning limitless | A. Using Technology to Learn How to Learn | 21 min |
| Lewis Clip 1 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis Clip 2 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis Clip 3 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis Clip 4 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis Clip 5 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis Clip 6 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis: Post-Conference 1 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis: Post-Conference 2 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis: Post-Conference 3 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| Lewis: Pre-Conference 1 | D. Electrical Circuits – Ms. Lewis’ Science Class conference available | 1 hr 18 min |
| LGBTQ cultural competence | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| LGBTQ in schools: Looking at the impact | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| LGBTQ students can build resilience | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| Lindblom Clip 1 | Q. Political Cartoons of the Civil War— Ms. Lindblom’s AP History Class | 54 min |
| Lindblom Clip 2 | Q. Political Cartoons of the Civil War— Ms. Lindblom’s AP History Class | 54 min |
| Lindblom Clip 3 | Q. Political Cartoons of the Civil War— Ms. Lindblom’s AP History Class | 54 min |
| Lindblom Clip 4 | Q. Political Cartoons of the Civil War— Ms. Lindblom’s AP History Class | 54 min |
| Lindblom Clip 5 | Q. Political Cartoons of the Civil War— Ms. Lindblom’s AP History Class | 54 min |
| List Possible Roles — Part 1 | D. Practical Recommendations for the Initial Meeting | 28 min |
| List Possible Roles — Part 2 | D. Practical Recommendations for the Initial Meeting | 28 min |
| Listen Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 1 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Listen Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 2 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Listen in on Ms. McGee's reflection after her lesson | D. Watch the Real Post Conference that Followed the Classroom Lesson Above | 40 min |
| Listen to Charlotte's analysis of Ms. McGee's lesson (2A, 2B, 2C) | C. Listen to What the Danielson Experts Observed and the Levels of Performance Suggested | 35 min |
| Listen to Charlotte's analysis of Ms. McGee's lesson (2D, 2E, 3A) | C. Listen to What the Danielson Experts Observed and the Levels of Performance Suggested | 35 min |
| Listen to Charlotte's analysis of Ms. McGee's lesson (3B, 3C:) | C. Listen to What the Danielson Experts Observed and the Levels of Performance Suggested | 35 min |
| Listen to Charlotte's analysis of Ms. McGee's lesson (3D, 3E) | C. Listen to What the Danielson Experts Observed and the Levels of Performance Suggested | 35 min |
| Listen to Mrs. Haase's Instructional Conversation on Cinderella | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Listen to the analysis of Ms. Hatch's lesson: Domain 2 levels | B. Determining Levels of Performance: Practice Opportunities | 23 min |
| Listen to the analysis of Ms. Hatch's lesson: Domain 3A, 3B, 3C levels | B. Determining Levels of Performance: Practice Opportunities | 23 min |
| Listen to the analysis of Ms. Hatch's lesson: Domain 3D & 3E levels | B. Determining Levels of Performance: Practice Opportunities | 23 min |
| Listening and building on students' response (Stronge Standard 5.7) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Listening for what's really driving behaviors | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Listening strategies for different learning styles | A. Raising Student Achievement | 3 hr 58 min |
| Listening to and using language | C. Preschool Language and Literacy Development | 9 min |
| Listening: The critical first step in the change process | A. Leading the Change Process | 28 min |
| Listens Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 3 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Listens Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 4 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Listens Carefully to Assess Level of Students' Understanding – Use in the Classroom, Part 5 | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Logistics & Communications | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Long-term planning links new learning to previous knowledge (Marzano Element 42) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Look for the signs of stress in your students and have a plan | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Look for the Strategies Used - Part 2 | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Look for the Strategies Used - Part 3 | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Look for the Strategies Used in this Instructional Conversation | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Looking at Columbus again in light of these characteristics | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Looking at discipline and empowerment | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Looking at essential questions for each standard | B. Practitioner | 1 hr 21 min |
| Looking at specific aspects of instruction | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Looking at Springfield MO: statistics and challenges | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Looking at the ACEs data | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Looking at the Classroom180 Rubric | A. Up close with the Author of Classroom180 Framework |
| Looking at the scope of the trauma problem | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Looking at the the various aspects of safety | A. Understanding the Components of Safety | 48 min |
| Looking at the various aspects of regulation | A. Understanding the Components of Regulation | 35 min |
| Looking at the various aspects of relationships and family culture | A. Understanding the Components of Relationships and Family Culture | 31 min |
| Looking at the various aspects of the language of trauma | A. Understanding the Components of Language of Trauma | 28 min |
| Looking at yourself and your state of regulation | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Looking for evidence of engagement | A. Evidence of Engagement | 14 min |
| Looking for opportunities to reinforce learning goals (Stronge Standard 3.4) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Looking for the strengths of each faculty and staff member | B. Practitioner | 58 min |
| Looking for warning signs | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Looking in on an example of co-teaching | A. Two Teachers - One Vision of Success with Classroom Example | 26 min |
| Losing the joy of being a family | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Lots of ways to get the answer (Stronge Standard 3.3) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Love put into action | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Loving your child DOES work! | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Madej-Warham Clip 1 | L. Metaphors – Ms. Madej-Warham | 25 min |
| Madej-Warham Clip 2 | L. Metaphors – Ms. Madej-Warham | 25 min |
| Madej-Warham Clip 3 | L. Metaphors – Ms. Madej-Warham | 25 min |
| Mahler Clip 1 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Clip 2 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Clip 3 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Clip 4 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Clip 5 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Clip 6 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Clip 7 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Post-Conference 1 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Post-Conference 2 | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Mahler Pre-Conference | A. Pre-WWII The World Stage Between 1933 and 1940 – Mr. Mahler’s History Class conference available | 1 hr 22 min |
| Maintaining a collaborative, respectful, mutual and informal climate for adult learning | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Maintaining a dialogue between teacher leaders and education policy makers | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| Maintaining a positive attitude helps strengthen student relationships | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Maintaining a vision and focus on student learning | A. Expert- School Leadership | 44 min |
| Maintaining a vision and focus on student learning | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| Maintaining and sustaining your efforts | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| Maintaining credibility as an instructional leader | A. Establishing a Learning Centered School Culture | 54 min |
| Maintaining focus on the essential question (Stronge Standard 1.2) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Maintaining momentum throughout the school year | A. Shared Leadership | 25 min |
| Maintaining self control | A. Shaping School Culture | 40 min |
| Maintaining your mentee relationship through action steps | A. Quality Relationships |
| Maintaining your passion for teaching | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Maintaining your passion for teaching | C. Kim Zeydel - Idaho Teacher of the Year 2015 – High School Math | 5 min |
| Make a meaningful personal connection with each virtual student in your class | B. A Virtual Student's Typical School Day | 17 min |
| Make a strong commitment to improving teacher practice | A. Expert | 60 min |
| Make connections and identify patterns | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Make it interesting and fun for kids to learn | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Make learning relevant by connecting to the real world | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| Make learning relevant to the students individually | C. Strategies for Engagement | 37 min |
| Make School Fun | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Make sure teaching is what you love | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| Make your initial parent communication positive | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Make-up work just got easier with 1:1 devices | A. Effective Integration of 1:1 Devices | 10 min |
| Making a flipped classroom work | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Making a fully inclusive school work | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| Making academics the first priority | A. Case Study: Barren Middle School - Kentucky | 39 min |
| Making ADD a behavior and not an identity | A. Teaching Students at Home |
| Making adjustments on the fly (Danielson Component 3e) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Making an impact on your students | F. Dr. David Basso – Connecticut Teacher of the Year 2012 — High School Social Studies | 7 min |
| Making changes based on formative assessment results | D. Selecting the Right Assessment | 56 min |
| Making Children Feel Safe and Welcome | B. Creating a Safe and Welcoming Environment | 33 min |
| Making connections and honoring perceptions | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Making connections to existing knowledge during the "processing phase" | A. Raising Student Achievement | 3 hr 58 min |
| Making connections to modern times | A. A Lesson in Research, Information Fluency and The Black Plague | 27 min |
| Making counterproductive suggestions | F. Coping With a Child's Explosive Temper | 10 min |
| Making decisions that motivate your faculty and staff | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Making differentiated instruction a part of every lesson | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Making differentiation less obvious to students | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Making each parent a cyber cheerleader | A. Essential Strategies to Successfully Prepare your School for Online Education | 27 min |
| Making efficient use of teacher planning time | A. Time Management | 38 min |
| Making every high school a learning community | A. Expert - Professional Development | 47 min |
| Making PD a continuous and ongoing process | B. Practitioner - Professional Development | 47 min |
| Making school fun | A. Moshsen Gaffari - Utah Teacher of the Year 2015 – Elementary School | 10 min |
| Making sense of abstract academic vocabulary | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Making students feel safe | A. The Thoughtful Building of the Classroom’s Atmosphere | 28 min |
| Making students the content experts (Danielson Component 3a) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Making sure ELL families are invited and included | D. Teaching Respect for All Cultures | 20 min |
| Making teachers comfortable with classroom visits by the Principal | B. Practitioner | 1 hr 21 min |
| Making the critical decision – part 1 | B. Dealing with Bomb Threats | 1 hr 27 min |
| Making the critical decision – part 2 | B. Dealing with Bomb Threats | 1 hr 27 min |
| Making time to advocate for good education policy | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| Making your classroom an adventure for students | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| Making your lessons authentic | I. Michael Dunlea – New Jersey Teacher of the Year Finalist 2012 — Elementary School 2nd Grade | 17 min |
| Making your lessons relevant | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Maloney Clip 1 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Maloney Clip 2 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Maloney Clip 3 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Maloney Clip 4 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Maloney Clip 5 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Maloney Clip 6 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Maloney Clip 7 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Maloney Clip 8 | L. Preamble to the Constitution — Ms. Maloney's History Class | 76 min |
| Management and leadership at Toth Elementary school | B. Practitioner | 58 min |
| Management in support of Instruction | A. Time Management | 38 min |
| Manager or leader? | A. Time Management | 38 min |
| Managers do things right, but leaders do the right things | B. Practitioner | 58 min |
| Managing all of the hats | A. A Grab Bag of Issues | 12 min |
| Managing emotions and how students learn to self-regulate | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Managing monies from student fundraisers — Part 1 | B. School Activity Fund Law and Accounting | 2 hr |
| Managing monies from student fundraisers — Part 2 | B. School Activity Fund Law and Accounting | 2 hr |
| Managing testing within the UDL framework | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Managing the change process – conducting a needs analysis | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Managing the media | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Managing Time to Support Instruction | B. Time Management — Simulation | 12 min |
| Managing your school with a limited budget | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Mandating that every teacher maintain a data profile for each student | C. Practitioner 2 | 38 min |
| Manmade sources of radioactivity | D. Radiological & Nuclear Threats | 50 min |
| Many view the American high school as a dinosaur | B. Practitioner-School Leadership | 54 min |
| Map Instructional Activities with a Frame | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| Mapping in Everyday Life | A. Visual Tools in Practice | 30 min |
| Mapping your project / Managing the process | C. A Step by Step Process for Designing a Project | 25 min |
| Margaret Searle: How to teach vocabulary that sticks | B. Strategies to Teach Academic Vocabulary | 37 min |
| Margaret Searle: Examples of essential questions that engage students | B. Essential Questions -with Jay McTighe | 32 min |
| Margaret Searle: The importance of background knowledge | B. Strategies to Teach Academic Vocabulary | 37 min |
| Margaret Searle: The power of effective schools | A. Standards-Based Instructional Design: A Blueprint for Success | 11 min |
| Mark Clip 1 | F. Character Types and Function — Ms. Mark | 34 min |
| Mark Clip 2 | F. Character Types and Function — Ms. Mark | 34 min |
| Mark Clip 3 | F. Character Types and Function — Ms. Mark | 34 min |
| Mark Clip 4 | F. Character Types and Function — Ms. Mark | 34 min |
| Marzano's commentary on the "Breaking Ranks" recommendations (audio only) | A. Expert- School Curriculum | 44 min |
| Marzano's research on the impact of quality teachers | A. What Causes Learning? | 25 min |
| Marzano's research on the standards based movement | A. What Causes Learning? | 25 min |
| Mason Clip 1 | A. A,B,C Books Project – Ms. Mason | 16 min |
| Mason Clip 2 | A. A,B,C Books Project – Ms. Mason | 16 min |
| Mass Customization | B. The Education Evolution | 44 min |
| Master domains and components | A. Danielson 101 |
| Master Teach | D. The History and Philosophy of Inclusion | 34 min |
| Mastering discipline through personality profiling | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Mastering Domain 4 - Safety | D. Assessment |
| Mastering SEL skills is brilliantly powerful | A. Piloting the Influence of Social Emotional Learning |
| Matching a need with a school partner's ability to deliver | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Matching personality profile with learning style | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Matching school funding to national goals | A. Expert- School Resources | 44 min |
| Matching the assessment method with the achievement target | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Materials and activities to bring to school to add more art | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Math Shifts Assessment | A. Watch this video, then take the Module 9 Video Assessment |
| Math suggestions, breathing techniques and more | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Matthews Clip 1 | D. Rules of Behavior – Mr. Matthew's PBIS Lesson | 9 min |
| Maull Clip 1 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Clip 2 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Clip 3 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Clip 4 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Clip 5 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Clip 6 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Clip 7 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Clip 8 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maull Post-Conference Clip 9 | V. Text Features of Non-Fiction - Ms. Maull | 39 min |
| Maximizing the value of teacher's time away from the classroom | B. Practitioner |1 hr 2 min |
| McCloy Clip1 | E. How to Ask for Help – Ms. McCloy's PBIS Lesson | 9 min |
| McCutcheon and Pajk Clip 1 | B. Healthy Living Project – Ms. McCutcheon and Pajk’s Interdisciplinary Class | 14 min |
| McCutcheon and Pajk Clip 2 | B. Healthy Living Project – Ms. McCutcheon and Pajk’s Interdisciplinary Class | 14 min |
| McGee Clip 1 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 10 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 11 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 12 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 13 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 14 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 15 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 16 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 17 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 2 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 3 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 4 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 5 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 6 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 7 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 8 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Clip 9 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Post-Conference 1 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Post-Conference 2 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Post-Conference 3 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Post-Conference 4 | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Pre-Conference | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McGee Reflection | N. Rounding Decimal Numbers – Ms. McGee conference available | 1 hr 52 min |
| McInerney Algebra Clip 1 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Clip 2 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Clip 3 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Clip 4 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Clip 5 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Clip 6 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Post Conference 1 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Post Conference 2 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| McInerney Algebra Post Conference 3 | B. Intercept Values in Algebra – Ms. McInerney -conference available | 49 min |
| Meaningful methods for groups to use data | A. Assessing Teaching and Student Progress Using Data | 35 min |
| Meaningful methods for groups to use data | A. What is Data Anyway? | 37 min |
| Meaningful parental involvement | B. Practitioner | 58 min |
| Meaningful ways to build trust with challenging students | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Measurable Goals | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Measuring student achievement through multiple measures | C. What Works: Results from a Two Year School Research Study | 29 min |
| Measuring the effectiveness of block scheduling | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Measuring the results of block scheduling | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| Mechanical Ventilation | B. Ventilation Systems | 25 min |
| Mediating student disputes | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Meet first year teacher Aleecia King: High school health and physical education | A. Meet the Teachers | 26 min |
| Meet first year teacher Brian Bais: 9th grade science | A. Meet the Teachers | 26 min |
| Meet first year teacher James Anderson: 5th grade math | A. Meet the Teachers | 26 min |
| Meet first year teacher Lisa Escobar Hertzog: Public safety & criminal justice | A. Meet the Teachers | 26 min |
| Meet veteran mentor, Beth Ann Glucks | C. Meet the Mentors | 18 min |
| Meet veteran mentor, Dr. Mary Ellen McGraw | C. Meet the Mentors | 18 min |
| Meeting Student Needs | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Meeting students where they are, post-pandemic | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Meeting the challenges faced by urban schools | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| Meeting the challenges posed by "at risk" students | C. Kim Zeydel - Idaho Teacher of the Year 2015 – High School Math | 5 min |
| Meeting the Needs of Diverse Learners | C. Assessment |
| Meeting the needs of diverse learners | A. Standards-Based Instructional Design: A Blueprint for Success | 11 min |
| Meeting the students “where they’re at” | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Mentees need to practice as they learn | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Mentor observations versus teacher evaluations | A. Creating and Effective Mentoring Program - Principal Panel | 42 min |
| Mentor/ mentee walkthroughs to confirm common understandings | A. A Successful Walkthrough |
| Mentoring is NOT about creating someone in your own image | B. Defining the Relationship |
| Mentoring new teachers helps me improve my practice | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Mentoring new teachers helps me improve my practice | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| Mentoring other teachers | A. Professional Responsibilities |
| Mentoring young teachers with a music collection | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| Mercury/Science Supplies | C. Inside Sources: Part 2 | 34 min |
| Message to students: use your voice | I. Joellen Killion - Senior Advisor Learning Forward | 6 min |
| Metacognition is "thinking about your thinking" | A. Raising Student Achievement | 3 hr 58 min |
| Metal detectors and school law | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Metal Halide and Mercury Vapor Lights | C. Inside Sources: Part 2 | 34 min |
| Methods to deter student plagiarism | B. Identifying and Preventing Student Plagiarism | 37 min |
| Methods to observe Principal leadership in action | A. Expert | 60 min |
| Methods used to integrate differentiated instruction into the classroom | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| Microaggressions are about impact, not intent | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| Microsoft Office Mix make creating interactive content as easy as making a PowerPoint | K. Anoop Gupta - Distinguished Scientist Microsoft Research Redmond WA | 6 min |
| Middle level teacher certification | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Middle School English: Note-taking Techniques — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School English: Note-taking Techniques (components 2A, 2C, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School English: Concept of Clear Standards & Criteria (component 1F) | A. Domain One: Planning and Preparation; all grades | 26 min |
| Middle School English: Note-taking Techniques — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School English: Note-taking Techniques (components 3C, 3D) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School ESL Class: Vocabulary Development — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School ESL Class: Vocabulary Development (components 3C, 3D, 3E) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School Language Arts & Social Studies Lesson — Charlotte Danielson Commentary | A. Domain One: Planning and Preparation; all grades | 26 min |
| Middle School Language Arts & Social Studies Lesson (component 1B) | A. Domain One: Planning and Preparation; all grades | 26 min |
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion (components 2A, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Language Arts & Social Studies: Vocabulary Review — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Language Arts & Social Studies: Vocabulary Review (components 2A, 2C, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School Language Arts & Social Studies: Concept Development & Student Discussion (components 3B, 3C) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School Language Arts: Starting a Writing Assignment — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Language Arts: Starting a Writing Assignment (components 2A, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Math: Use of Formative Assessment (components 2A, 2B, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Math: Use of Formative Assessment — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Middle School Math: Peer Test Review — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School Math: Peer Test Review (component 3D) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School Math: Use of Formative Assessment — Charlotte Danielson Commentary | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Middle School Math: Use of Formative Assessment (component 3D) | B. Domain Three: Examples from Intermediate classes | 1 hr 27 min |
| Miliner Clip 1 | K. Demonstrating Multiplication – Ms. Miliner | 35 min |
| Miliner Clip 2 | K. Demonstrating Multiplication – Ms. Miliner | 35 min |
| Miliner Clip 3 | K. Demonstrating Multiplication – Ms. Miliner | 35 min |
| Miliner Clip 4 | K. Demonstrating Multiplication – Ms. Miliner | 35 min |
| Miliner Clip 5 | K. Demonstrating Multiplication – Ms. Miliner | 35 min |
| Miliner Clip 6 | K. Demonstrating Multiplication – Ms. Miliner | 35 min |
| Miliner Post-Conference | K. Demonstrating Multiplication – Ms. Miliner | 35 min |
| Mind Mapping - Buzan | A. Webs of Creativity | 32 min |
| Mind Mapping, Part 1 | C. Authentic Assessments, Mind Mapping, Summative Assessment, and Conclusion | 25 min |
| Mind Mapping, Part 2 | C. Authentic Assessments, Mind Mapping, Summative Assessment, and Conclusion | 25 min |
| Mindfulness helps to pay attention to emotions in a non-judgmental way | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Mindfulness is a tool for self-regulation | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Mindfulness, trauma and the brain | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| Minimize the pandemic impacts by addressing them | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Minimizing crisis chaos | A. Regaining Control – A Police Prospective | 39 min |
| Mirko sharing his complicated background | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| Mirko’s complicated background continued | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| Misbehaves for substitute - Productive - Part 1 | C. Student Misbehaves for a Substitute Teacher (Unexpected Change) | 17 min |
| Misbehaves for substitute - Productive - Part 1 | C. Student Misbehaves for a Substitute Teacher (Unexpected Change) | 17 min |
| Misbehaves for substitute - Productive - Part 2 | C. Student Misbehaves for a Substitute Teacher (Unexpected Change) | 17 min |
| Misbehaves for substitute - Productive - Part 2 | C. Student Misbehaves for a Substitute Teacher (Unexpected Change) | 17 min |
| Misbehaves for substitute - Unproductive | C. Student Misbehaves for a Substitute Teacher (Unexpected Change) | 17 min |
| Misbehaves for substitute - Unproductive | C. Student Misbehaves for a Substitute Teacher (Unexpected Change) | 17 min |
| Mistakes made after the initial year | C. Mistakes Made During the First Year Transition | 24 min |
| Mixed signals simulation | B. Responding to Mixed Signals — Simulation | 12 min |
| Mobile Sources/Diesel Exhaust | A. Outside Sources: Nearby and School Grounds | 26 min |
| Mobilizing the faculty, staff and crisis team | A. Preparing For a School Crisis | 1 hr 3 min |
| Model a reading strategy to encourage student engagement | A. Guided Reading | 53 min |
| Model letter writing | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| Model the best practices of ECOT virtual teachers | C. Observing Powerful Virtual Teachers in Action | 58 min |
| Model the best practices of other successful teachers | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Model the Language of Instruction | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| Modeling a real-world problem solving process (Stronge Standard 1.3) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Modeling and problem solving a scenario | F. Ms. Slemc - Morning Circle | 28 min |
| Modeling de-escalation | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Modeling how to share emotions in a safe space? | E. Ms. Phillips - Managing Worry or Anxiety | 28 min |
| Modeling Language Development | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Modeling role-taking and perspective while reviewing empathy | H. Ms. Rosenfeld - Learning to Apply Empathy | 23 min |
| Modeling success prior to releasing students to practice (Marzano DQ #1) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Modeling the best practices of other teachers | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Moderating a student forum | A. How to conduct a student forum | 30 min |
| Modifying instruction based on classroom data | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Mold | C. Inside Sources: Part 2 | 34 min |
| Monitoring allows for quick error analysis (Marzano DQ#3) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Monitoring conversations in small groups (Stronge Standard 4.7) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Monitoring student discussions and redirecting where appropriate (Marzano DQ #3) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| Monitoring the successes of treatment: we have improvement | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Morabito 1:1 Lesson Clip 1 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito 1:1 Lesson Clip 2 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito 1:1 Lesson Clip 3 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito 1:1 Revised Lesson Clip 1 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito 1:1 Revised Lesson Clip 2 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito 1:1 Revised Lesson Clip 3 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Blended Classroom Post-Conference | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Blended Classroom Pre-Conference | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Blended Clip 1 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Blended Clip 2 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Blended Clip 3 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Interactive Whiteboard Lesson Clip 1 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Interactive Whiteboard Lesson Clip 2 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Interactive Whiteboard Lesson Clip 3 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Interactive Whiteboard Revised Lesson Clip 1 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Interactive Whiteboard Revised Lesson Clip 2 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Interactive Whiteboard Revised Lesson Clip 3 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Online Clip 1 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Online Clip 2 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Online Clip 3 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Online Clip 4 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Traditional Clip 1 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Traditional Clip 2 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Morabito Traditional Clip 3 | S. Columbus: 1 Lesson 7 Ways - Mr. Morabito's History Class | 5 hours 36 min |
| Moran Freehill Day 1 Clip 1 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| Moran Freehill Day 1 Clip 2 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| Moran Freehill Day 1 Clip 3 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| Moran Freehill Day 1 Clip 4 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| Moran Freehill Day 2 Clip 1 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| Moran Freehill Day 2 Clip 2 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| Moran Freehill Day 2 Clip 3 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| Moran Freehill Day 2 Clip 4 | L. Two Day Lesson on Cesar Chavez – Ms. Moran and Ms. Freehill | 1 hr 43 |
| More activities for building community | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| More coping skills | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| More movements and their intended purpose | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| More school time is critical to student success at the KIPP Academy | B. Practitioner | 35 min |
| More strategies for confronting dysregulation | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| More strategies for self-regulation | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| More strategies to regulate emotions | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| More Student Interaction & Mutual Assistance — Use in the Classroom | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| More teacher voices are needed in education policy | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| More things to do to calm the body | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| More ways to calm using proprioceptive input | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Most school leaders are struggling to enjoin the community | B. Practitioner - School Resources | 23 min |
| Most student grouping practices have proven to be ineffective | A. Expert | 44 min |
| Motivate students through field trip rewards | B. Practitioner | 35 min |
| Motivating parents | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Motivating teachers to use data | C. Practitioner 2 | 38 min |
| Motivation/Access | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Move Beyond Recall | B. Standard 4 – Challenging Thinking | 44 min |
| Movement | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Movement activities and the brain | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Movement helps with rewiring the brain | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Moving away from "one size fits all" professional development | B. Practitioner |1 hr 2 min |
| Moving away from equating seat time to learning (audio only) | A. Expert- Organization and Time | 52 min |
| Moving away from equating seat time to learning (audio only) | B. Practitioner-Organization and Time | 47 min |
| Moving away from equating seat time with learning | B. Innovative Ways to Organize the School Day | 50 min |
| Moving beyond one size fits all | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Moving from "sage on the stage" to "guide on the side" | A. What is Engagement? | 26 min |
| Moving from a theoretical to a practical understanding of the ISLLC standards | A. ISLLC Standards |
| Moving from essential learnings to essential tasks (audio only) | B. Practitioner - School Curriculum | 42 min |
| Moving from individual teacher feedback to staff conversations | B. Practitioner | 1 hr 21 min |
| Moving From Isolation to Inclusion | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Moving from variable expectations to high expectations | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| Moving into an advanced instructional frame | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| Moving the Trimester schedule | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Moving to a 4 by 4 schedule | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Moving to a student centered classroom | C. Mistakes Made During the First Year Transition | 24 min |
| Moving to an A/B block schedule | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Moving to power standards | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Moving to power standards | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| Mr Adamson deepens student learning, uses representations (Rubrics 8 and 9) | C. Mr. Adamson's Secondary Class - Calculus |
| Mr White continues to challenge and engage his students (Rubric 6-7) | A. Mr. White’s Elementary Class - Multiplication |
| Mr White develops mutual respect and rapport (Rubric 6) | A. Mr. White’s Elementary Class - Multiplication |
| Mr White engages his students and makes connections (Rubric 6-7) | A. Mr. White’s Elementary Class - Multiplication |
| Mr. Adamson engages students by activating prior knowledge and facilitating interactions (Rubric 7-8) | C. Mr. Adamson's Secondary Class - Calculus |
| Mr. Adamson's students share varied perspectives on a challenging topic (Rubric 6) | C. Mr. Adamson's Secondary Class - Calculus |
| Mr. Anderson creates a student learning activity on percentages | D. Mr. Andersons' 5th Grade Math Class- Lesson #1 | 40 min |
| Mr. Anderson explains the learning objectives to his students | D. Mr. Andersons' 5th Grade Math Class- Lesson #1 | 40 min |
| Mr. Anderson leads his math students in a discussion about using percentages | D. Mr. Andersons' 5th Grade Math Class- Lesson #1 | 40 min |
| Mr. Bais creates a group activity requiring students to draw bohr models | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| Mr. Bais leads a class discussion on electrons, protons and neutrons | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| Mr. Bais organizes the class for an activity on atomic structure | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| Mr. Bais uses competition to heighten student engagement | B. Mr. Bais' 9th Grade Science Class - Lesson #3 | 24 min |
| Mr. Bowman's "New Deal" lesson | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Mr. Hillman: Looking at the rubric | B. Classroom Examples of Regulation |
| Mr. Hillman’s high school lesson with commentary | B. Classroom Examples of Regulation |
| Mr. Hite: Looking at the rubric | B. Classroom Examples of Relationships and Family Culture |
| Mr. Hite’s middle school lesson with commentary | B. Classroom Examples of Relationships and Family Culture |
| Mr. Hite’s middle school lesson with more commentary | B. Classroom Examples of Relationships and Family Culture |
| Mr. Raney and Ms. McGee share the benefits of using the Framework for Teaching | D. Watch the Real Post Conference that Followed the Classroom Lesson Above | 40 min |
| Mrs. Haase's Instructional Conversation - Part 3 | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Mrs. Haase's Instructional Conversation - Part 4 | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Mrs. Haase's Instructional Conversation- Part 2 | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| Mrs. Hertzog and Dr. McGraw co-teach a lesson on handwriting analysis | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Mrs. Hertzog and Dr. McGraw lead a student learning activity on handwriting analysis | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Mrs. Hertzog concludes the lesson with a "ticket out" assessment | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Mrs. Hertzog faces difficult and unexpected classroom challenges | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| Ms Strunk deepens student learning (Rubric 8) | B. Ms. Strunk’s Intermediate Class - Pythagorean Theorem |
| Ms. Arnold: Looking at the rubric | B. Classroom Examples of Language of Trauma |
| Ms. Arnold's elementary school lesson with commentary | B. Classroom Examples of Language of Trauma |
| Ms. Boyer and Ms. O'Dell plan to integrate interdisciplinary standards | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Ms. Burtelle's geometry lesson | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Dale integrates high expectations into her lesson | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Ms. Dale's moon station lesson | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Dehel's lesson on Dante's Inferno | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Fitzpatrick's sculpture interpretations | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Givens - Part 1: Observe lesson and gather evidence | D. Independent Practice: Collect and Record Your Own Evidence from a New Classroom — Ms Givens | 31 min |
| Ms. Givens - Part 2: Observe lesson and gather evidence | D. Independent Practice: Collect and Record Your Own Evidence from a New Classroom — Ms Givens | 31 min |
| Ms. Givens - Part 3: Observe lesson and gather evidence | D. Independent Practice: Collect and Record Your Own Evidence from a New Classroom — Ms Givens | 31 min |
| Ms. Hatch - Part 1: Observe lesson and gather evidence | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Ms. Hatch - Part 2: Observe lesson and gather evidence | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Ms. Hatch - Part 3: Observe lesson and gather evidence | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Ms. Hatch - Part 4: Observe lesson and gather evidence | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Ms. Hatch - Part 5: Observe lesson and gather evidence | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| Ms. Jamie: Looking at the rubric | B. Classroom Examples of Safety |
| Ms. Jamie’s elementary school lesson with commentary | B. Classroom Examples of Safety |
| Ms. Jamie’s elementary school lesson with more commentary | B. Classroom Examples of Safety |
| Ms. King gathers students together in preparation for gym activities | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| Ms. King leads students in volleyball and other outdoor games | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| Ms. King reflects on her first year in the classroom | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| Ms. King reviews the rules for the student Frisbee game | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| Ms. King starts her P.E. class by establishing student expectations | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| Ms. Kummar: Looking at the rubric | B. Classroom Examples of Language of Trauma |
| Ms. Kummar’s high school lesson with commentary | B. Classroom Examples of Language of Trauma |
| Ms. Lindblom integrates primary resources | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Ms. Maloney plans to harness her students' strengths | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Ms. Maloney's Constitution lesson | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Miliner intentionally plans conceptual understanding | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Ms. Norman's idioms comment | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Pikus's economic systems lesson | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Ramirez calm room conversation | B. Classroom Examples of Discipline and Empowerment |
| Ms. Ramirez more calm room conversation | B. Classroom Examples of Discipline and Empowerment |
| Ms. Ramirez: Looking at the rubric 2 | B. Classroom Examples of Discipline and Empowerment |
| Ms. Robertson searches for real world connections | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Ms. Robertson's math lesson | B. Lessons that Engaged: What they did and how we know it worked | 32 min |
| Ms. Tiffany's approaches to learning | B. Supporting Children's Approaches to Learning | 8 min |
| Ms. Tiffany's overarching strategies for success | A. Setting up your classroom for success | 12 min |
| Ms. Tuttle plans her lesson to engage students | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Ms. Wright: Looking at the rubric | B. Classroom Examples of Discipline and Empowerment |
| Ms. Zanjani organizes her reading lesson | A. Exceptional Lessons Require Exceptional Planning | 37 min |
| Mt. Airy Elementary School: Whole School Literacy Development | A. Learning Literacy Through Whole School Change | 7 min |
| Mulleny Calculus Clip 1 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 2 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 3 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 4 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 5 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 6 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 7 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 8 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Mulleny Calculus Clip 9 | C. Area of Irregular Shapes in Calculus – Mr. Mulleny | 54 min |
| Multicultural Family Night: A celebration of the world | D. Teaching Respect for All Cultures | 20 min |
| Multiple strategies to maximize reading comprehension | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| Multiple techniques to assess a student's reading proficiency | C. Effective Assessment | 20 min |
| Multiple treatment strategies for ADD | A. Strategies for Addressing ADD & ADHD |
| Multiple ways to present information to virtual students | A. Does Online Teaching Require an Altered Approach? | 37 min |
| Multiple ways to provide positive student reinforcement in a virtual setting | A. Essential Strategies to Successfully Prepare your School for Online Education | 27 min |
| Music education teaches cooperation | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| Music is a fun way to practice math concepts (Marzano Elements DQ#3 and #5) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Music, security and love make students want to come to school | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| My first day as a middle school principal | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| My number one teaching strategy: Use humor whenever possible | C. John–David Bowman - Arizona Teacher of the Year 2015 – High School History | 17 min |
| Myths about differentiation | A. Differentiation: A Margaret Searle Discussion | 30 min |
| Name Card Strategy: Discussion buddies | A. Learning Activities that "Break the Ice" | 30 min |
| Name Tag Activity: Getting acquainted with someone new — Part 1 | A. Learning Activities that "Break the Ice" | 30 min |
| Name Tag Activity: Getting acquainted with someone new — Part 2 | A. Learning Activities that "Break the Ice" | 30 min |
| Naming our feelings | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Narrowing the focus to a few clear instructional goals | A. The Principals Role in Leading a Professional Learning Community | 30 min |
| Narrowing the possible solutions | B. Creating a Data Driven Action Plan | 51 min |
| National Board Certification was the most valuable PD ever | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| National school goals established in 1989 - without resources | A. Expert- School Resources | 44 min |
| Natural Ventilation | B. Ventilation Systems | 25 min |
| Navigate the Learner Dashboard | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| NEA & CEC Partnership — Part 1 | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| NEA & CEC Partnership — Part 2 | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| NEA Welcomes You to the CREDE Program | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| Neal Clip 1 | D. Chemical Reactions and Equilibrium – Mr. O'Neal's Chemistry Class | 12 min |
| Neal Clip 2 | D. Chemical Reactions and Equilibrium – Mr. O'Neal's Chemistry Class | 12 min |
| Negative Consequences of Poor IEQ | A. Introduction to IEQ in Schools | 11 min |
| Negative energy fuels bad behavior | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Neural Networking and Brainstorming — Part 2 | A. Webs of Creativity | 32 min |
| Neural Networking and Brainstorming — Part 3 | A. Webs of Creativity | 32 min |
| Neurofeedback and new brain frequency patterns | A. Strategies for Addressing ADD & ADHD |
| Neuroscience and current brain based research | A. Raising Student Achievement | 3 hr 58 min |
| Never ask for the demands of a hostage taker | B. Hostage Survival & Negotiation | 52 min |
| Never give up on your child - tell them you love them | G. Conclusion | 1 hr 10 min |
| Never say no to a demand | C. Situational Survival | 1 hr 1 min |
| New guidelines to determine whether a student has a learning disability | A. "Mastering RTI" Overview | 28 min |
| New law enforcement procedures for handling a school crisis | C. Situational Survival | 1 hr 1 min |
| New teacher resilience | F. Dr. David Basso – Connecticut Teacher of the Year 2012 — High School Social Studies | 7 min |
| New teachers don't know what they don't know | A. Creating an Effective Mentoring Program - Principal Panel | 42 min |
| New teachers need to let students have more choices | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| New teachers should listen until they've earned some credibility | B. Frederick Hess - Director of Education Policy Studies AEI | 9 min |
| Nicole Schrock's virtual high school English class | C. Observing Powerful Virtual Teachers in Action | 58 min |
| NJEA Worksite Safety and Health Committee | A. Effective Organizing Strategies | 35 min |
| No bomb threats does not mean no threat | B. Dealing with Bomb Threats | 1 hr 27 min |
| No quick fixes for school violence | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Nolan-Agarwal Clip 1 | G. Reading Comprehension — Ms. Nolan and Ms. Agarwal | 28 min |
| Nolan-Agarwal Clip 2 | G. Reading Comprehension — Ms. Nolan and Ms. Agarwal | 28 min |
| Nolan-Agarwal Clip 3 | G. Reading Comprehension — Ms. Nolan and Ms. Agarwal | 28 min |
| Non traditional ways to share successful teaching strategies | C. Joe Fatheree - Illinois Teacher of the Year 2007 – Project Director NNSTOY | 30 min |
| Non-negotiables about the TLC meetings | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| Nonverbal communication | A. Understanding the Components of Language of Trauma | 28 min |
| Not all classes need to be flipped | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Not just memorizing facts – teach kids to think | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Not much law enforcement needed if we're doing it right | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Nothing is gained from negativity | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Notice, name that feeling, validate, respond and calm that student | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Notifying parents, safe rooms, and student memorials | A. Preparing For a School Crisis | 1 hr 3 min |
| Nurtured heart approach: Planting seeds of positivity | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Nurturing reading at school and at home | A. Panel Discussion of Dayton | 40 min |
| Nutrition, hydration and brain function | A. Raising Student Achievement | 3 hr 58 min |
| O'Brien Clip 1 | F. Strong Vivid Language Guided Writing – Mr. O’Brien | 33 min |
| O'Brien Clip 2 | F. Strong Vivid Language Guided Writing – Mr. O’Brien | 33 min |
| O'Brien Clip 3 | F. Strong Vivid Language Guided Writing – Mr. O’Brien | 33 min |
| O'Brien Clip 4 | F. Strong Vivid Language Guided Writing – Mr. O’Brien | 33 min |
| O'Brien Clip 5 | F. Strong Vivid Language Guided Writing – Mr. O’Brien | 33 min |
| Observations of engagement: Student art projects | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Observations of engagement: A "true" student discussion | B. True Discussion | 33 min |
| Observations of engagement: Closure and reflection | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Observations of engagement: Compare and contrast activity | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Observations of engagement: Instructions for centers | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Observations of engagement: Student board game | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Observations of engagement: Student Smart Board activity | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Observations of engagement: Students working on puzzles | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Observations to make while students are using a new technology | A. Teaching the Technology is Not the Goal | 36 min |
| Observe a Debriefing | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| Observe a guided tour through the TEPC | A. A Quick Overview of the TEPC |
| Observe a High School Briefing | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| Observe a lesson differentiated by learning style | A. Differentiation: A Margaret Searle Discussion | 30 min |
| Observe a lesson differentiated by learning style cont'd | A. Differentiation: A Margaret Searle Discussion | 30 min |
| Observe a real planning conference: Mr. Raney and Ms. McGee | A. A Complete Observation Starts with a Planning Conference: Watch a Real Principal in Action | 15 min |
| Observe a school goal setting meeting about improving teacher reflections | A. Using Evaluation Data to Set Professional Development Goals | 38min |
| Observe a teacher-mentor reflection and coaching session | A. Using Evaluation Data to Set Professional Development Goals | 38min |
| Observe a Track Three Intervention between a teacher and principal | A. Evaluating and Coaching the Underperforming Teacher | 18 min |
| Observe an artifact party in action | A. Using Artifacts to Help Determine Performance Levels | 24 min |
| Observe an effective virtual lesson that incorporates student breakout rooms | A. Does Online Teaching Require an Altered Approach? | 37 min |
| Observe Charlotte collecting evidence from Mr. Rose's lesson | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Observe Charlotte collecting evidence from Mr. Rose's lesson (cont'd) | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Observe closely to understand children's interests and abilities | A. Setting up your classroom for success | 12 min |
| Observe how to conduct a post-conference | B. A Good Conference | 17 min |
| Observe how to conduct a post-conference (cont'd) | B. A Good Conference | 17 min |
| Observe how to conduct a pre-conference | B. A Good Conference | 17 min |
| Observe Mr. Raney and Ms. McGee in the reflection conference | D. Watch the Real Post Conference that Followed the Classroom Lesson Above | 40 min |
| Observe Mr. Raney and Ms. McGee in the reflection conference (2B, 2C, 2D, 2E, 3A, 3B) | D. Watch the Real Post Conference that Followed the Classroom Lesson Above | 40 min |
| Observe Mr. Raney and Ms. McGee in the reflection conference (3C, 3D) | D. Watch the Real Post Conference that Followed the Classroom Lesson Above | 40 min |
| Observe Mr. Raney and Ms. McGee in the reflection conference (Domain 4) | D. Watch the Real Post Conference that Followed the Classroom Lesson Above | 40 min |
| Observe Ms Strunk's learning environment and student engagement (Rubrics 6-7) | B. Ms. Strunk’s Intermediate Class - Pythagorean Theorem |
| Observe Ms. McGee's math lesson: Part 1 | B. Gather Evidence Along with the Principal in This Real Classroom Lesson | 30 min |
| Observe Ms. McGee's math lesson: Part 2 | B. Gather Evidence Along with the Principal in This Real Classroom Lesson | 30 min |
| Observe Ms. McGee's math lesson: Part 3 | B. Gather Evidence Along with the Principal in This Real Classroom Lesson | 30 min |
| Observe Ms. McGee's math lesson: Part 4 | B. Gather Evidence Along with the Principal in This Real Classroom Lesson | 30 min |
| Observe the teacher continue to develop students' thinking | C. Effective Assessment | 20 min |
| Obstacles to teaching STEM effectively | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Obtaining external funding for your school /community project | B. Middle school community service projects | 21 min |
| Obtaining information from the person delivering the threat | B. Dealing with Bomb Threats | 1 hr 27 min |
| Obtaining support and additional information about facility planning | A. A Guide to Facility Planning | 33 min |
| Occupant Activities | C. Occupant Activities and Pollutant Sources | 15 min |
| Occupant Activities: Learning Outcomes | C. Occupant Activities and Pollutant Sources | 15 min |
| Odors and Pests/Dumpsters | A. Outside Sources: Nearby and School Grounds | 26 min |
| Off campus offenses | C. Student Discipline (Texas law cited) | 2 hr |
| Offenses that require alternative education placement – part 1 | C. Student Discipline (Texas law cited) | 2 hr |
| Offenses that require alternative education placement – part 2 | C. Student Discipline (Texas law cited) | 2 hr |
| Offer Student Choice | B. Standard 4 – Challenging Thinking | 44 min |
| Offer your mentee a repertoire of ideas and alternatives | A. Scenarios |
| Offering a multilingual lending library helps with literacy | D. Teaching Respect for All Cultures | 20 min |
| Offering autonomy and choices keep students engaged (Danielson Component 3c) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Offering constructive and timely feedback (Stronge Standard 4.7) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Offering support to manage the causes of behavior | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Offering your colleagues constructive suggestions | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Office Equipment/Ozone | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| Ohio provides state wide training on mentorship | A. Final Pointers for Success |
| On demand information available to parents | A. Case Study: Barren Middle School - Kentucky | 39 min |
| One in every crowd | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| One of the foundational requirements is team communications | J. BONUS The Whole Team Approach - Including Parents and Students - A Panel Discussion | 43 min |
| Ongoing Assessment to Drive Instruction | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Ongoing professional development for your staff | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Online Learning Hints | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Online project based learning | B. Thoughtfully Designing Online Group Learning | 28 min |
| Online tools that encourage student participation | D. A Collection of Proven Strategies for Effective Online Instruction | 30 min |
| Open a window to a student's mind by analyzing their notes | A. Hidden Skills of Academic Literacy | 45 min |
| Open online resources, MOOCs, Game theory, and the Cloud | B. Future Trends in Online Education | 5 min |
| Open-Ended Graphics Software Programs | A. Webs of Creativity | 32 min |
| Opening up the lines of communications | A. Effective Integration of 1:1 Devices | 10 min |
| Openly discuss self-care and burnout | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Operating as one unit led by two teachers | A. Two Teachers - One Vision of Success with Classroom Example | 26 min |
| Opportunities for teacher leadership within the community | E. Barbara Hopkins - Nebraska Teacher of the Year 1988 – Middle School ELA - NEA Online Projects | 16 min |
| Opportunities for teachers to engage and reflect | B. Practitioner |1 hr 2 min |
| Orbanosky Clip 1 | S. Poetry Vocabulary – Ms. Orbanosky | 37 min |
| Orbanosky Clip 2 | S. Poetry Vocabulary – Ms. Orbanosky | 37 min |
| Orbanosky Clip 3 | S. Poetry Vocabulary – Ms. Orbanosky | 37 min |
| Orbanosky Clip 4 | S. Poetry Vocabulary – Ms. Orbanosky | 37 min |
| Orbanosky Clip 5 | S. Poetry Vocabulary – Ms. Orbanosky | 37 min |
| Orbanosky Clip 6 | S. Poetry Vocabulary – Ms. Orbanosky | 37 min |
| Orchestrating room arrangement and routines | A. The Thoughtful Building of the Classroom’s Atmosphere | 28 min |
| Organizational barriers prevents constructive engagement with teachers | B. Frederick Hess - Director of Education Policy Studies AEI | 9 min |
| Organize Activity Centers for Content | B. Standard 4 – Challenging Thinking | 44 min |
| Organize Activity Centers for Content - Use in the Classroom | B. Standard 4 – Challenging Thinking | 44 min |
| Organizing and facilitating student forums | D. From student forums to school-wide discussions | 25 min |
| Organizing classroom movement during class time | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Organizing reading materials in the classroom | A. Guided and Independent Reading | 32 min |
| Organizing strategies | A. Using a Resource Room Flexibly | 15 min |
| Organizing students for activities that require critical thinking (Marzano DQ #4) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| Organizing teacher notes from a guided reading lesson | B. Managing Guided Reading Groups | 45 min |
| Organizing the Classroom for Group Activity | B. JPA Guideline 2: Arrange Classrooms for Collaborative Activity | 6 min |
| Organizing the Community | A. Effective Organizing Strategies | 35 min |
| Organizing your virtual students into small learning groups | B. Thoughtfully Designing Online Group Learning | 28 min |
| Other Danielson tools: PLPs and Courses | A. Danielson 101 |
| Other discipline options for special education students | C. Student Discipline (Texas law cited) | 2 hr |
| Other resources for compare & contrast lessons | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Other resources to deepen your understanding of active learning strategies | B. Activities | 48 min |
| Other sources of funds to support your school's RTI initiative | B. Fiscal Considerations | 18 min |
| Other universal screening resources available to educators | B. Universal Screening | 42 min |
| Our new standards improve the teaching of STEM/STEAM | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Our new teachers prepare for their first mentor meeting | C. Meet the Mentors | 18 min |
| Our students’ futures are different and unpredictable | B. The Last Generation of Internet Immigrants | 34 min |
| Out of class - Productive | H. Student Runs Out of Classroom (Hallway) | 8 min |
| Out of class - Productive | H. Student Runs Out of Classroom (Hallway) | 8 min |
| Out of class - Unproductive (Bleeped) | H. Student Runs Out of Classroom (Hallway) | 8 min |
| Out of class - Unproductive (Uncensored) | H. Student Runs Out of Classroom (Hallway) | 8 min |
| Outlining the elements in a RAFT | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| Outside experts offer a wealth of first hand experience | A. The Profound Impact of Adding an Outside Expert to Your Project Based Learning | 25 min |
| Outside experts share captivating stories and invaluable insight | A. The Profound Impact of Adding an Outside Expert to Your Project Based Learning | 25 min |
| Outside resources to reduce school violence | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| Overcoming a parent's reluctance due to lack of academic knowledge | C. Teaming Concepts | 27 min |
| Overcoming anger leads to a productive dialogue | I. Keeping Cool When A Child "Cops An Attitude" | 10 min |
| Overcoming anxiety inherent in PLCs | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Overcoming cultural diversity | B. Practitioner - Diversity | 42 min |
| Overcoming negativity | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Overcoming reluctance to discuss diversity | A. Expert - Diversity | 42 min |
| Overcoming school wide challenges of implementing RTI | A. An Introduction to RTI Leadership | 33 min |
| Overcoming the challenge of a year long school construction project | B. Practitioner | 58 min |
| Overcoming the challenge of delivering video lessons in a flipped classroom | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Overcoming the challenge of teacher isolation | A. Expert | 44 min |
| Overcoming the misconception that RTI is a special education initiative | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| Overcoming the Scheduling Challenges of Team Teaching | C. Breaking the Culture of Isolation | 9 min |
| Overlook Elementary School Case Study: Knowing the Expectations | B. Rules, Reinforcement & Discipline | 25 min |
| Overview | A. Assessments, Rubrics and Formative Assessments | 18 min |
| Overview - Mentoring and Coaching | A. Meet the Teachers | 26 min |
| Overview & Mainstreaming Legislation | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Overview of Guidelines | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Overview of Phase 1 Pedagogy Standards | A. Joint Productive Activity (JPA) Guideline 1: Community Building and Producing a Classroom Community Work Agreement | 18 min |
| Overview of RAFTs | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| Pacing: How many standards can be covered in a month, realistically? | B. Clustering & Pacing Indicators | 41 min |
| Paine get a new name – Lincoln High School | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| Panel of teachers discuss various strategies that improve engagement | C. Strategies for Engagement | 37 min |
| Paraprofessional Collaboration & Cooperation | E. Empowering the Paraprofessional | 20 min |
| Parent / Community Partnerships | A. Successful strategies for community involvement | 35 min |
| Parent & Community Involvement | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Parent Communications and National Board Certification | I. Michael Dunlea – New Jersey Teacher of the Year Finalist 2012 — Elementary School 2nd Grade | 17 min |
| Parent mistakes child's stress for willful disobedience | K. Punishing A Defiant Adolescent Child | 12 min |
| Parent sets boundary and shields child from stressful situation | K. Punishing A Defiant Adolescent Child | 12 min |
| Parent teacher conferences | C. Practitioner 2 | 1 hr 5 min |
| Parental consistency and agreement is critical in establishing household rules | B. The Building Blocks of Parenting | 31 min |
| Parental involvement at Aviation H.S. | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| Parental involvement through an RTI "Open House" | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| Parental reactions spiraling out of control | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Parents need to model the behavior they desire from their children | B. The Building Blocks of Parenting | 31 min |
| Parents often feel ready to give up | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Parents respond if their input is taken seriously | B. Practitioner 1 | 42 min |
| Parents' perceptions sometimes differ from our own - be receptive | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Participating in your staff's professional development | B. Practitioner |1 hr 2 min |
| Partner Work – A High School Classroom Example | B. Grouping Strategies | 11 min |
| Partner work allows student-centered collaboration then using technology to share | C. Classroom Example Jesse Brosious | 15 min |
| Partnering students for peer-tutoring and more (Stronge Standard 3.3, 3.5, 3.4, 4.7) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Partnerships: Collaboration | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Engaging in Partnerships | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Industry Partners | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Internal Resources | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Managing Financial Resources | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Parents | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Strategies | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Types of Partners | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Value to Students | B. Vision/Leardership/Partnership Summary | 53 min |
| Partnerships: Values to Partners | B. Vision/Leardership/Partnership Summary | 53 min |
| Passion and enthusiasm demonstrated by the school leader | B. "Together We Can Do More": Creating a Top-Ranked School | 30 min |
| Passion for the job of school leader | B. Is there a School Leader Shortage? | 35 min |
| Paul Clip 1 | T. Social Studies Vocabulary Review — Ms. Paul - conference available | 32 min |
| Paul Clip 2 | T. Social Studies Vocabulary Review — Ms. Paul - conference available | 32 min |
| Paul Clip 3 | T. Social Studies Vocabulary Review — Ms. Paul - conference available | 32 min |
| Paul Clip 4 | T. Social Studies Vocabulary Review — Ms. Paul - conference available | 32 min |
| Paul Post-Conference 1 | T. Social Studies Vocabulary Review — Ms. Paul - conference available | 32 min |
| Paul Post-Conference 2 | T. Social Studies Vocabulary Review — Ms. Paul - conference available | 32 min |
| Peer Coaching Discussion | C. Peer Coaching Discussion | 4 min |
| Peer Coaching Discussion | E. Peer Coaching – Phase 5 | 5 min |
| Peer Coaching Discussion on Activities | E. Peer Coaching | 5 min |
| Peer coaching for block scheduling PD | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Peer mediation and conflict resolution programs | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Pelanek Clip 1 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 10 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 11 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 2 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 3 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 4 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 5 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 6 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 7 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 8 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Pelanek Clip 9 | J. Arguing Point of View — Ms. Pelanek | 54 min |
| Perceived problems with block scheduling – fact or fiction | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Performance & Authentic Assessments | A. The Compelling History of Inclusion: A Blueprint for Success | 36 min |
| Performance: Part 1 | D. Effects of Poor IEQ on Performance | 15 min |
| Performance: Part 2 | D. Effects of Poor IEQ on Performance | 15 min |
| Periodic self reflection is essential when implementing school change | B. Practitioner | 1 hr 21 min |
| Periodically evaluating and amending your crisis plan | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Personal connections overcome assumptions about trauma-impacted kids | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Personal self-care ideas | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| Personality is part of being a good teacher | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Personalize affirmations by learning about students | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| Personally connecting with your students | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Perspectives on the IAT Process | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Persuade your students to verbalize their thinking (Marzano DQ #2) | F. Ms. Cowger's Mathematical Thinking Class - Elementary | 12 min |
| Pesticides | A. Outside Sources: Nearby and School Grounds | 26 min |
| Pet Dander | C. Inside Sources: Part 2 | 34 min |
| Phase 2 Overview | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Phase 3 New Guidelines Overview | B. Phase Three: New Guidelines | 30 min |
| Phase 3 Pedagogy Standards — Peer Coaching Discussion | C. Peer Coaching Discussion | 4 min |
| Phase 3 Standards & Guidelines | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Phasing in Activity Centers | A. Joint Productive Activity (JPA) Guideline 1: Community Building and Producing a Classroom Community Work Agreement | 18 min |
| Phillips Clip 1 | P. Managing Worry - Ms. Phillips’ SEL Lesson - conference available | 38 min |
| Phillips Clip 2 | P. Managing Worry - Ms. Phillips’ SEL Lesson - conference available | 38 min |
| Phillips Clip 3 | P. Managing Worry - Ms. Phillips’ SEL Lesson - conference available | 38 min |
| Phillips Clip 4 | P. Managing Worry - Ms. Phillips’ SEL Lesson - conference available | 38 min |
| Phillips Clip 5 | P. Managing Worry - Ms. Phillips’ SEL Lesson - conference available | 38 min |
| Phillips Clip 6 | P. Managing Worry - Ms. Phillips’ SEL Lesson - conference available | 38 min |
| Phillips Post-Conference | P. Managing Worry - Ms. Phillips’ SEL Lesson - conference available | 38 min |
| Physical feelings and the emotions | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Physical movement to improve student focus and learning | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| Physical security: windows and doors – part 1 | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Physical security: windows and doors – part 2 | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Picking up students after school | B. Family Law (Texas law cited) | 1 hr |
| PIGS & PIES | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Pillar One: Teacher Affect | C. Three Pillars of Engagement | 19 min |
| Pillar Three: Lesson Planning | C. Three Pillars of Engagement | 19 min |
| Pillar Two: Integrating Technology | C. Three Pillars of Engagement | 19 min |
| Pistawka Day 1 Clip 1 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 2 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 3 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 4 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 5 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 6 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 7 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 8 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Clip 9 | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Conference | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 1 Discussion of Homework | D. Rational Expressions Day 1 – Mr. Pistawka – conference available | 1 hr 12 min |
| Pistawka Day 2 Clip 1 | E. Rational Expressions Day 2 – Mr. Pistawka | 45 min |
| Pistawka Day 2 Clip 2 | E. Rational Expressions Day 2 – Mr. Pistawka | 45 min |
| Pistawka Day 2 Clip 3 | E. Rational Expressions Day 2 – Mr. Pistawka | 45 min |
| Pistawka Day 2 Clip 4 | E. Rational Expressions Day 2 – Mr. Pistawka | 45 min |
| Pistawka Day 2 Clip 5 | E. Rational Expressions Day 2 – Mr. Pistawka | 45 min |
| Pistawka Day 2 Clip 6 | E. Rational Expressions Day 2 – Mr. Pistawka | 45 min |
| Plagiarism and web based paper mills | B. Identifying and Preventing Student Plagiarism | 37 min |
| Plan the post-assessment | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Plan to repeat important vocabulary during lessons | A. Linguistic Modifications | 25 min |
| Plan your Implementation | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Planning a lesson that provides for meaningful language connections | B. ESL Planning Session | 20 min |
| Planning an interdisciplinary lesson that is student-driven (Stronge Standard 1.3) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Planning and preparing for a bomb threat | B. Dealing with Bomb Threats | 1 hr 27 min |
| Planning for a coherent lesson and successfully using assessment in instruction (Danielson Components 1e & 3d) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Planning for change using technology | A. Substitution, Augmentation, Modification and Redefinition (SAMR) | 11 min |
| Planning for engagement | A. What is Engagement? | 26 min |
| Planning for meaningful student discussions | B. True Discussion | 33 min |
| Planning for specific needs and ELL accommodations - Alexander | A. Preparing for Success Using ELL Strategies | 17 min |
| Planning for the extension of the lesson (Danielson Component 1c) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Planning for the teacher activity center and a follow-up activity | B. Planning the Work for Students in Centers | 29 min |
| Planning instruction for coherence | B. Now You Try Identifying “Coherence” |
| Planning instruction that accounts for learner characteristics | B. ESL Planning Session | 20 min |
| Planning the activities in your centers | B. Planning the Work for Students in Centers | 29 min |
| Planning the use of technology as a simple catalyst to the learning | D. Classroom Example Thanu Abraham | 17 min |
| Planning your grouping in activity centers | D. Grouping and Routing Strategies | 21min |
| Planning, Teaching & Grouping for Parallel Teaching | B. The Parallel Teaching System | 12 min |
| Points to remember when arranging your classroom | B. Planning the Work for Students in Centers | 29 min |
| Policies and procedures for dealing with student plagiarism | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| Polling the final analyses and the summative assignment | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Pollutant Pathways and Driving Forces | B. Ventilation Systems | 25 min |
| Pollutant Sources Overview | C. Occupant Activities and Pollutant Sources | 15 min |
| Pollutant Sources: Learning Outcomes | C. Occupant Activities and Pollutant Sources | 15 min |
| Pooling resources to make a difference | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Portable Classrooms/Formaldehyde | A. Outside Sources: Nearby and School Grounds | 26 min |
| Portfolios can be used in teacher evaluation | A. Using Artifacts to Help Determine Performance Levels | 24 min |
| Positive & Solution-Focused Problem-Solving Process — Part 1 | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Positive & Solution-Focused Problem-Solving Process — Part 2 | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Positive belief systems improve creativity, problem solving, and communication | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Positive classroom climate driven by goal-directed behavior | D. Mr. Hite - Year-End Student Feedback: Intentionally Creating a Positive Climate for Middle School Students | 21 min |
| Positive interdependence and individual accountability for ESL learners | B. Activities | 48 min |
| Positive language | A. Understanding the Components of Language of Trauma | 28 min |
| Positive maneuvers to prevent student cheating | B. Identifying and Preventing Student Plagiarism | 37 min |
| Possible legal counterclaims made by students charged with academic integrity violations | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| Possible student sanctions for academic dishonesty | B. The Process of Adjudicating an Academic Honesty Violation | 23 min |
| Post Conference Part 1 | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Post Conference Part 1 | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Post Conference Part 1 | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Post Conference Part 1 | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Post Conference Part 1 | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Post Conference Part 1 | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Post Conference Part 1 | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Post Conference Part 1 | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Post Conference Part 2 | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Post Conference Part 2 | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Post Conference Part 2 | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Post Conference Part 2 | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Post Conference Part 2 | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Post Conference Part 2 | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Post Conference Part 2 | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Post Conference Part 2 | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Post Conference Part 3 | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Post-pandemic learning loss and deficits | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Power comes from a heightened sense of self awareness | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| Power struggles and the survival mode | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Power struggles and the survival mode | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Powerful affirmation taught by Jasmyn Wright | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Powerful Classroom Examples of Intermediate Reading and Writing Instruction (Grades 4-6) | C. Assessment |
| Powerful project based learning suggestions for every classroom | A. Project Based Learning and 21st Century Skills | 26 min |
| Powerful questioning techniques for math | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Powerful Questions for IAT Discussions | B. Step by Step Guide to the Referral Process | 32 min |
| Powerful results from block scheduling | A. Expert- School Governance | 40 min |
| Powerful school restructuring that works | A. Expert- School Governance | 40 min |
| Powerful strategies to deal with disruptive students | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Powerful suggestions for using data | A. Assessing Teaching and Student Progress Using Data | 35 min |
| Powerful suggestions for using data | A. What is Data Anyway? | 37 min |
| Powerful Teaching Strategies for All Classrooms | F. Assessment |
| Powerful visual cues to reinforce writing types | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| Powerful ways to offer synchronous & asynchronous flexibility for student learning. | A. Best Practices of Successful Cyber Schools: Introduction to ECOT | 25 min |
| Practical advice for meaningful walk-throughs | B. Practitioner |1 hr 2 min |
| Practical guidelines for school documentation | H. Documentation (Texas Law cited) | 45 min |
| Practical strategies for grouping and pairing ESL students - Part 1 | B. Activities | 48 min |
| Practical strategies for grouping and pairing ESL students - Part 2 | B. Activities | 48 min |
| Practical suggestions for observing other teachers | B. Practitioner |1 hr 2 min |
| Practical suggestions for selecting effective mentors | D. Developing and Supporting Highly Qualified Mentors | 18 min |
| Practical suggestions for staying connected with your online students | D. A Collection of Proven Strategies for Effective Online Instruction | 30 min |
| Practical ways to demonstrate your determination, inspiration and relentlessness | B. Leading by Example: Strategies & Tools Needed to Move a School Toward Higher Achievement | 13 min |
| Practice Activity: Create the Instructional Frame | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Practice drills | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| Practice Language Development and Contextualization | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| Practice Practice Practice | A. Danielson 101 |
| Practices to prevent the spread bloodborne pathogens in schools | A. Bloodborne Pathogens | 15 min |
| Practicing empathy and perspective-taking with real-life scenarios | H. Ms. Rosenfeld - Learning to Apply Empathy | 23 min |
| Practicing the correct behavior with a child | C. What is Discipline? | 36 min |
| Practicing vigilance on your school grounds | A. What Does a Terrorist Look Like? | 36 min |
| Praising Students / Listening to Students | B. Creating a Safe and Welcoming Environment | 33 min |
| Prayer at graduation ceremonies | G. Religious Issues (Texas Law cited) | 45 min |
| Prayer at school activities | G. Religious Issues (Texas Law cited) | 45 min |
| Prayer in public schools | G. Religious Issues (Texas Law cited) | 45 min |
| Pre-assessments that dramatically increases achievement | A. Expert- School Governance | 40 min |
| Pre-Conference | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Pre-Conference | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Pre-Conference | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Pre-Conference | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Pre-Conference | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Pre-Conference Part 1 | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Pre-Conference Part 1 | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Pre-Conference Part 1 | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Pre-Conference Part 2 | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Pre-Conference Part 2 | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Pre-K Discussion: Likes & Dislikes (component 3B) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Pre-Test: Classroom180 for Trauma-Informed Schools | A. Up close with the Author of Classroom180 Framework |
| Predetermined safe areas within a school or classroom | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Preparation is key to achieving buy-in | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| Prepare yourself for all types of adult learners | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Preparing a student to return from the PALZone to the classroom | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Preparing Activity Centers for a Diverse Classroom | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Preparing for a student forum | A. How to conduct a student forum | 30 min |
| Preparing for an emergency situation | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Preparing for the First Student / Intervention Specialist Meeting | C. Becoming a Coach for the Student and the Parent | 16 min |
| Preparing students for the real world | A. The Profound Impact of Adding an Outside Expert to Your Project Based Learning | 25 min |
| Preparing students for the realities of the job world | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Preparing yourself for the unimaginable | D. History of Terrorism | 9 min |
| Prescribing Interventions for At-Risk Students | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| Presenting the problem | B. Observing and Critiquing a Lesson — Simulation | 18 min |
| Preserving the integrity of the learning process | B. Identifying and Preventing Student Plagiarism | 37 min |
| Preventing school violence through adult/student communication | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Preventing the school-to-prison pipeline | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| Prewriting Processes and Brainstorming | A. Webs of Creativity | 32 min |
| Primary and Secondary Concepts | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Primary ESL Class: Literal vs. Interpretive (component 3A) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary ESL Class: Literal vs. Interpretive Questions — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary goal of an SRO is to build positive relationships | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Primary Math Lesson (component 3C) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary Reading Lesson — Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary Reading Lesson (components 3C, 3A) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary Reading: Vocabulary Development — Charlotte Danielson Commentary | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Primary Reading: Vocabulary Development (components 2C, 2D) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Primary Science Lesson — Charlotte Danielson Commentary | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Primary Science Lesson — Part 2 (components 2A, 2B, 2E) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Primary Science Lesson: Charlotte Danielson Commentary | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary Science Lesson: Part 1 (component 3C) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary Science Lesson: Part 1 (components 2A, 2B, 2E) | B. Domain Two: Examples from Pre-K and Elementary classrooms | 46 min |
| Primary Science Lesson: Part 2 (component 3C) | A. Domain Three: Examples from Pre-K and Elementary classes | 52 min |
| Primary SEL lesson with commentary | B. Classroom Examples of Discipline and Empowerment |
| Principal and administrator professional development | A. Expert | 60 min |
| Principal planning, preparation and time management | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Principal politics – communicating with the administration and school board | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Principal's perspective on connecting to standards | A. Standards-Based Instructional Design: A Blueprint for Success | 11 min |
| Principals are shifting from management to instructional leadership | A. Expert | 1 hr 18 min |
| Principals need to ask the right questions | B. Practitioner-School Leadership | 54 min |
| Principals need to encourage teachers risk taking | B. Practitioner-School Leadership | 54 min |
| Principals need to find balance between leadership and management | A. Expert | 45 min |
| Principals should have lots of latitude when making decisions | B. Practitioner-School Leadership | 54 min |
| Principles of Data Analysis - Demographic Data | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - Discussion | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - In General | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - Outcome Data | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - Patterns | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - Process Data | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - What’s the Content? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - What’s the Data’s Purpose? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - What’s the Forum? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - When Will the Data be Released? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Data Analysis - Who’s Your Audience? | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Principles of Differentiated Instruction | H. Assessment |
| Principles of differentiated learning | B. Reasons to Differentiate Instruction | 12 min |
| Proactive safety practices | A. Safety in the Classroom | 42 min |
| Proactive strategies to prevent bullying | C. Stop Bullying Now! | 36 min |
| Proactively reducing the size of your child's world | B. Connecting With Your Child | 1 hr 21 min |
| Proactively reviewing classroom rules | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Probing students to problem solve and test their thinking (Marzano DQ#4) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Probing with meaningful questions to check for student understanding (Danielson Component 3b) | F. Ms. Cowger's Mathematical Thinking Class - Elementary | 12 min |
| Problem solving is taught to enable independence | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Problems with traditional curriculum | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Procedures for accepting cash and checks | B. School Activity Fund Law and Accounting | 2 hr |
| Procedures for accepting donated items | B. School Activity Fund Law and Accounting | 2 hr |
| Procedures for paying activity fund invoices | B. School Activity Fund Law and Accounting | 2 hr |
| Procedures for payments made to employees | B. School Activity Fund Law and Accounting | 2 hr |
| Procedures for reconciling bank accounts and statements | B. School Activity Fund Law and Accounting | 2 hr |
| Processing and deepening understanding of complex text (Marzano DQ #3) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Processing new information requires think time (Marzano Elements DQ#2) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Produce a Classroom Agreement | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Productively working when the teacher is not present (Danielson Component 3c) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Professional Development Appraisal System (PDAS) | I. Human Resource Management (Texas Law cited) | 45 min |
| Professional development for Teacher Leader Model Standards | E. Peggy Stewart - Educational Consultant | 4 min |
| Professional development for the support staff | B. Practitioner - Professional Development | 47 min |
| Professional development that includes idea sharing | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Professional development: lead by example | B. Practitioner - Professional Development | 47 min |
| Professional growth in the content areas | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Professional learning | A. Professional Responsibilities |
| Professional learning communities & job embedded training for RTI | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| Professional Planning That is Flexible & Adaptable | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| Professional Responsibilities/Closing Comments | D. Domain Four: Professional Responsibilities / Closing comments | 2 min |
| Professional self-care ideas | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| Profound noticing: Kids feel seen, heard and valued | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Program Overview: Designing Lessons to Inspire Thinking and Learning | A. Introduction to "Designing Lessons" |
| Program overview: "Principal Mentorship" | A. "How to be an Effective Principal Mentor" Overview |
| Program Overview: "Teaching the ESL Learner" | A. Introduction to "Teaching the ESL Learner" | 13 min |
| Program overview: "Urban School Leadership 1" | A. "Urban School Leadership" Overview | 7 min |
| Program overview: "Urban School Leadership 2" | A. Charlotte Danielson Defines | 45 min |
| Program overview: Unpacking the Common Core | A. Successfully Transitioning to the Common Core | 38 min |
| Program Preview | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| Progress monitoring in a differentiated lesson | A. Classroom Example: Ms. Bryden's Secondary Math Lesson | 26 min |
| Progress monitoring with Universal Design and RTI | E. Universal Design and the RTI Process | 15 min |
| Project "Lead the Way" helps student prepare for the future | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Project based learning is "Curriculum Fuel" for your standards | B. The Constructivist Classroom | 5 min |
| Project based learning misconceptions | A. Project Based Learning and 21st Century Skills | 26 min |
| Promote critical thinking through open-ended questioning | B. Ann Marie Corgill - Alabama Teacher of the Year 2015 Elementary School | 9 min |
| Promote literacy by creating meaningful partnerships with the business community | D. Developing a School-Wide Literacy Program | 30 min |
| Promoting a learning environment | E. Establishing High Expectations | 22 min |
| Promoting and encouraging student engagement | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| Promoting and rewarding teacher imagination and passion | B. Practitioner | 58 min |
| Promoting community service at school and work | B. Practitioner- Ties to Higher Education | 52 min |
| Promoting constructive dialogue | G. Confronting A Child About Poor Grades | 8 min |
| Promoting critical thinking skills by asking "why" | C. Kim Zeydel - Idaho Teacher of the Year 2015 – High School Math | 5 min |
| Promoting learner-centered leadership | B. Practitioner | 58 min |
| Promoting parent involvement | A. Successful strategies for community involvement | 35 min |
| Promoting parental involvement through committees & councils | C. Practitioner 2 | 1 hr 5 min |
| Promoting professional growth though ISLLC based scenarios | A. ISLLC Standards |
| Promoting student inquiry through the use of meaningful questioning techniques (Danielson Component 3b) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Promoting teacher collaboration | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Promoting the profession of teaching | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Promoting the school wide adoption of global learning initiatives | C. Joe Fatheree - Illinois Teacher of the Year 2007 – Project Director NNSTOY | 30 min |
| Prompting students to explain and connect with content (Danielson Component 3a) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Proof that the trimester schedule works | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Proper selection and training of an SRO | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Proper signage is an essential part of security | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Proper ways to deal with student conflict | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Properly learning to greet each other | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Pros and cons of using a weapon dog | B. Dealing with Bomb Threats | 1 hr 27 min |
| Protecting yourself from contamination from radioactivity | D. Radiological & Nuclear Threats | 50 min |
| Protocols for Data Use - Part 1 | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Protocols for Data Use - Part 2 | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Proven learning strategies based on brain science | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| Proven strategies for building meaningful student relationships | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| Proven strategies for conflict resolution | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| Proven strategies for implementing Special Education and RTI in a cyber school | A. Principles to Guide your Curriculum and Instructional Planning | 16 min |
| Proven strategies for responding to student threats | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Proven strategies to deal with your child's negative body language | B. The Building Blocks of Parenting | 31 min |
| Proven strategies to encourage your mentee to talk about a problem | A. How to Help |
| Proven strategies to improve your guidance counselor program | D. Essential Communication Skills for Successful School Leaders | 35 min |
| Proven Strategies to Work Effectively with the Community Groups | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Provide a wide variety of engaging materials | A. Setting up your classroom for success | 12 min |
| Provide Corrective Feedback | B. Standard 4 – Challenging Thinking | 44 min |
| Provide Corrective Feedback – Use in the Classroom | B. Standard 4 – Challenging Thinking | 44 min |
| Provide examples of how technology advances learning? (audio only) | C. FAQs on School Technology | 9 min |
| Provide JPA that Requires an Outcome or Product | E. JPA Guideline 5: Provide Joint Productive Activity | 6 min |
| Provide plentiful professional resources for future reference | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Providing adequate time for staff development | A. Expert - Professional Development | 47 min |
| Providing clear instructions for a new task (Marzano DQ#2: Element 8) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Providing clear instructions to students participating in group learning/centers | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Providing effective and constructive teacher feedback | A. Expert | 60 min |
| Providing feedback focused on improving teacher practice | A. Expert | 60 min |
| Providing opportunities for teachers to visit colleagues | B. Practitioner |1 hr 2 min |
| Providing parents with the tools to help their children learn | I. Michael Dunlea – New Jersey Teacher of the Year Finalist 2012 — Elementary School 2nd Grade | 17 min |
| Providing students with direction on menu choices | D. Reinforcing Learning through the use of menus | 38 min |
| Providing time during the school day for teachers to work together | A. Expert | 44 min |
| Psychological self-care ideas | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| Pull on prior knowledge | A. Guided and Independent Reading | 32 min |
| Pull-out classroom - Lower levels - Introduction to lesson | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Pull-out classroom - Lower levels - Review vocabulary | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Pull-out classroom - Upper levels - Introduction to lesson | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Pull-out classroom - Upper levels - Language Practice | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Pull-out classroom - Upper levels - Review vocabulary | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Punishments Come Last | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Purposes for documentation | H. Documentation (Texas Law cited) | 45 min |
| Push Through mantra changed the classroom culture | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| Putting it all Together: A Principals' Meeting in Action | B. Assessment |
| Putting leadership theory into practice | B. Is there a School Leader Shortage? | 35 min |
| Putting Reading First: Research on Reading and Writing Using Visual Organizers | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| Putting together a school improvement plan | A. The School Improvement Process | 33 min |
| Putting together procedures manual for school safety | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Q & A - Does restraining students re-traumatize them? | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Q & A - How to Make Time for Trauma Informed Practices? | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Q & A - Should Traumatized Children Face Consequences? | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Q & A - Suspend judgment, show compassion, use trusted colleagues | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Q & A - What to do in the moment | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Q & A on the restorative justice process | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| Q & A: What is your favorite way to use EI? | A. Combining QuickStart, Danielson 101 and the TEPC |
| Q & A's from the audience about trauma informed implementation | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Q/A, True or False Review Quiz | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Q&A - Changing the belief system of the educators | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Quantifying a multi-day lesson | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Quantifying and measuring the results | C. Establishing a Vision for Your School | 32 min |
| Quantifying parent and community perceptions | A. Is Block Scheduling working? | 32 min |
| Quantifying the benefits of school reform initiative | A. Expert | 45 min |
| Question & answers-exit cards | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Questions & answers | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Questions & Reflection | I. Peer Coaching: Phase One | 5 min |
| Questions and Answers | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| Questions and Answers | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Questions disciplinarians ask | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Questions to assess a new principal's situation | A. Standards-Based Education |
| Questions to Elicit Student Thinking – Bloom’s Taxonomy | B. Standard 4 – Challenging Thinking | 44 min |
| Quick check formative assessment using technology | E. Classroom Example Kim and Flynn | 20 min |
| Quieting the over arousal of the nervous system | A. Strategies for Addressing ADD & ADHD |
| Radioactive fallout from a nuclear explosion | D. Radiological & Nuclear Threats | 50 min |
| Radon | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| RAFT example — A drop of water | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| RAFT example — Gum wrapper | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| RAFT example — The number zero | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| RAFTS — Assignments for each group | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| Raising Student Achievement | B. Assessment |
| Raising the status of teaching in our society | F. Dr. David Basso – Connecticut Teacher of the Year 2012 — High School Social Studies | 7 min |
| Randomly assigning partners purposefully (Stronge Standard 3.5) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Rating student word knowledge in advance of a reading assignment | A. Guided Reading | 53 min |
| Razor Clip 1 | M. Letter Writing – Ms. Razor | 19 min |
| Razor Clip 2 | M. Letter Writing – Ms. Razor | 19 min |
| Re-alignment of resources may be needed to achieve goals | A. Teaching the Technology is Not the Goal | 36 min |
| Re-discovering your passion for teaching | C. John–David Bowman - Arizona Teacher of the Year 2015 – High School History | 17 min |
| Re-engaging the brain by reasoning and matching the payout | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Re-imagining professional development for teachers | C. Gretchen Weber - Principal Researcher Educator Effectiveness Programs AIR | 5 min |
| Re-thinking the STEAM experience | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Reaching a common goal | E. Establishing High Expectations | 22 min |
| Reaching a consensus about the learning targets | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Reacting versus responding | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Reading aloud to elementary children | C. Shared Reading & Read Alouds | 7 min |
| Reading Comprehension and Text Structure | A. The Organized Mind Using Graphic Organizers | 35 min |
| Reading extension: less is more | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Reading instruction beyond elementary school | A. Panel Discussion of Dayton | 40 min |
| Reading to Learn | F. Assessment |
| Reading to Understand Theme | A. Introduction to The Five Standards | 20 min |
| Reading: Small Group Discussion — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Reading: Small Group Discussion (component 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Reading: From Impressions to Comprehensions | A. Webs of Creativity | 32 min |
| Real Classroom Examples of Differentiated Instruction | C. Assessment |
| Real School Experiences | C. PBS The Essential Component: Buy-in | 27 min |
| Reasons for using a “shelter in place” | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Reasons to move to a block schedule | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Reasons why schools fail | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Reassuring students they are safe | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| Rebuilding faith in the school as a safe place to learn | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| Reciprocal accountability | A. Expert | 60 min |
| Reciprocal accountability between states and school districts | A. Expert | 1 hr 18 min |
| Recognizing a pattern before it results in a child's fight or flight response | B. Connecting With Your Child | 1 hr 21 min |
| Recognizing the difference between conflict and bullying | C. Stop Bullying Now! | 36 min |
| Recognizing the difference between trauma and grief | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Recommendations for purchasing technology solutions (audio only) | B. Practitioner-School Technology | 21 min |
| Recommendations for schools that are transitioning to block scheduling | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Recommendations for training for staff | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Recruiting and retaining great teachers | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Reduce your child's stress by adjusting the environment | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Reducing the possibility of an outbreak | C. Naturally Occurring Diseases – A Ticking Time Bomb for Public Health | 8 min |
| Reducing your child's agitation by pinpointing the real dilemma | B. Managing Sibling Harassment | 8 min |
| Referrals and discipline issues are down as a result of interventions | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Reflect: Are All Components Equally Important? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Reflecting and adjusting lesson plans (Marzano Element 51) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Reflecting on Engagement | D. Assessment |
| Reflecting on how block scheduling affected student achievement over a five year period | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| Reflecting on impact over intent | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| Reflecting on our own journey | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| Reflecting on teaching | A. Professional Responsibilities |
| Reflecting on the deliberate guidance provided by the teacher | B. Managing Guided Reading Groups | 45 min |
| Reflecting on the importance of respectful listening in guided reading | B. Managing Guided Reading Groups | 45 min |
| Reflecting on the learning is a great way to end a lesson (Stronge Standard 4.2) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Reflecting on the skills we just learned (Danielson Component 3d, 2b) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Reflecting on what we've learned about engagement | C. Engagement: Now You Define It | 3 min |
| Reflection and on-going growth | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Reflections on the moving parts of the lesson | C. Classroom Example Jesse Brosious | 15 min |
| Reframe the negative brainwashing | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Refusal to put phone away - Productive | F. Student Refuses to Put Her Phone Away (Trash can) | 5 min |
| Refusal to put phone away - Productive | F. Student Refuses to Put Her Phone Away (Trash can) | 5 min |
| Refusal to put phone away - Unproductive (Bleeped) | F. Student Refuses to Put Her Phone Away (Trash can) | 5 min |
| Refusal to put phone away - Unproductive (Uncensored) | F. Student Refuses to Put Her Phone Away (Trash can) | 5 min |
| Refuses assignment - Productive Part 1 | A. Student Refuses to Complete an Assignment (Silent Refusal) | 12 min |
| Refuses assignment - Productive Part 1 | A. Student Refuses to Complete an Assignment (Silent Refusal) | 12 min |
| Refuses assignment - Productive Part 2 | A. Student Refuses to Complete an Assignment (Silent Refusal) | 12 min |
| Refuses assignment - Productive Part 2 | A. Student Refuses to Complete an Assignment (Silent Refusal) | 12 min |
| Refuses assignment - Unproductive (Bleeped) | A. Student Refuses to Complete an Assignment (Silent Refusal) | 12 min |
| Refuses assignment - Unproductive (Uncensored) | A. Student Refuses to Complete an Assignment (Silent Refusal) | 12 min |
| Refuses to transition - Productive | B. Student Refuses to Transition to a New Lesson (Transitions) | 8 min |
| Refuses to transition - Productive | B. Student Refuses to Transition to a New Lesson (Transitions) | 8 min |
| Refuses to transition - Unproductive | B. Student Refuses to Transition to a New Lesson (Transitions) | 8 min |
| Refuses to transition - Unproductive | B. Student Refuses to Transition to a New Lesson (Transitions) | 8 min |
| Refusing to assist with the care of a younger sibling erupts into an explosive conflict | H. A Child Fails to Handle Responsibility | 7 min |
| Regaining the ability to listen | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Regulating Activities – Increase the Window of Stress Tolerance | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Regulation comes before restorative practices | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| Regulation comes through relationships | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Regulatory-based discipline focuses on regulation rather than behavior | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Rehl Clip 1 | L. Political Science: Civil Rights — Ms. Rehl | 26 min |
| Rehl Clip 2 | L. Political Science: Civil Rights — Ms. Rehl | 26 min |
| Rehl Clip 3 | L. Political Science: Civil Rights — Ms. Rehl | 26 min |
| Reigler Clip 1 | E. Renting an Apartment — Ms. Reigler | 38 min |
| Reigler Clip 2 | E. Renting an Apartment — Ms. Reigler | 38 min |
| Reigler Clip 3 | E. Renting an Apartment — Ms. Reigler | 38 min |
| Reigler Clip 4 | E. Renting an Apartment — Ms. Reigler | 38 min |
| Reigler Clip 5 | E. Renting an Apartment — Ms. Reigler | 38 min |
| Reigler Clip 6 | E. Renting an Apartment — Ms. Reigler | 38 min |
| Reinforcement Sets Kids up for Success — Part 1 | B. Rules, Reinforcement & Discipline | 25 min |
| Reinforcement Sets Kids up for Success — Part 2 | B. Rules, Reinforcement & Discipline | 25 min |
| Reinforcing learning by having students record what they know (Marzano DQ #2: Element 12) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Reinforcing learning goals so students understand the "why" (Stronge Standard 3.4) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Relating today's task to the enduring understanding (Marzano DQ #2) | O. Mr. White’s Complex Text Reading Lesson — Elementary | 29 min |
| Relationship and safety | A. Safety in the Classroom | 42 min |
| Relationship building at the beginning of the year | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Relationship building is deeper and takes more effort | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Relationships with families directly impacts student learning | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Relationships, vulnerability, dignity and love | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Releasing stress and trauma to improve outcomes | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Religion in schools — Part 1 | A. A School Law Primer for Busy Administrators | 2 hr |
| Religion in schools — recent case law | A. A School Law Primer for Busy Administrators | 2 hr |
| Religious exemptions | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| Religious Issues (Texas Law cited) | G. Religious Issues (Texas Law cited) | 45 min |
| Relinquishing Control of the Paraprofessional | E. Empowering the Paraprofessional | 20 min |
| Relying on something more than consequences | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Remaining a masterful learner not just a masterful teacher | D. Dr. Curtis Chandler - Kansas Teacher of the Year 2011 – Educational Specialist Staff Developer BYU Idaho | 2 min |
| Remaining calm is critical in any child confrontation | B. The Building Blocks of Parenting | 31 min |
| Remedies for academic integrity violations | B. The Process of Adjudicating an Academic Honesty Violation | 23 min |
| Removing barriers on student's ability to use technology | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| Renovation/Construction: Part 2 | A. Outside Sources: Nearby and School Grounds | 26 min |
| Renovation/Construction: Part 3 | A. Outside Sources: Nearby and School Grounds | 26 min |
| Reorganizing the traditional department structure | B. Innovative Ways to Organize the School Day | 50 min |
| Repair and healing is changing behavior from the inside | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Repetition helps kindergarten children internalize & remember | B. Examples from a Kindergarten Family Literacy Night | 20 min |
| Repetition, praise and teacher directions in a sheltered lesson | B. Unsheltered/Sheltered Language | 23 min |
| Replicating the “Jeopardy” game in class | A. Learning Activities that "Break the Ice" | 30 min |
| Request Facts, Feelings, Rationales, Judgments – Use in the Classroom, Part 1 | B. Standard 4 – Challenging Thinking | 44 min |
| Require an IC Product – Debriefing, Part 1 | D. Instructional Conversation: New Guidelines 5 & 6 | 28 min |
| Require an IC Product – Debriefing, Part 2 | D. Instructional Conversation: New Guidelines 5 & 6 | 28 min |
| Requirements based on student activity fund classification | B. School Activity Fund Law and Accounting | 2 hr |
| Requiring high school English students to maintain a full year blog | H. Jackie Roehl - Minnesota Teacher of the Year 2013 – High School English | 23 min |
| Requiring student impact statements (audio only) | B. Practitioner-School Environment | 34 min |
| Requiring students to keep a reading log | A. Guided and Independent Reading | 32 min |
| Requiring students to monitor their own progress | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Research | D. The History and Philosophy of Inclusion | 34 min |
| Research and Results — Part 2 | A. A Common Visual Language for Learning | 30 min |
| Research and Results: From Phonemic Awareness, Language and Acquisition to College Applications | A. A Common Visual Language for Learning | 30 min |
| Research on “benchmark” schools | A. Expert- School Governance | 40 min |
| Research on the characteristics of effective instructional leaders | A. Expert | 27 min |
| Research project summary | C. What Works: Results from a Two Year School Research Study | 29 min |
| Research supports the use of big ideas | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Research-based approach to creating the Classroom180 rubric | A. Up close with the Author of Classroom180 Framework |
| Research-based Solutions | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Reshaping behavior and connections through affirmations | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| Reshaping your classroom to promote collaborative student learning (Stronge Standard 5.4) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Resisting a Manipulative Student | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Resisting the urge to provide students with the correct answer (Stronge Standard 4.7) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Resolving a crisis: listen and build rapport | C. Situational Survival | 1 hr 1 min |
| Resolving a crisis: the first 5 to 15 minutes | C. Situational Survival | 1 hr 1 min |
| Resources and Q&A | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| Resources for Responding to Traumatized Students | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Resources to help organize & teach the Common Core State Standards | A. Successfully Transitioning to the Common Core | 38 min |
| Respectfully working in pairs (Danielson Component 2a) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Respond by regulating, relating and lastly reasoning | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Respond…. don't react | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Responding gets you further than reacting | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Responding in a Moment of Crisis: Safety first | A. Understanding the Components of Safety | 48 min |
| Responding to bullying | A. Bullying Prevention | 32 |
| Response to Intervention "RTI" is more than a model for struggling students | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Responsibilities established by the incident commander | A. Regaining Control – A Police Prospective | 39 min |
| Responsibility to students is most important | L. Lee-Ann Stephen - Minnesota Teacher of the Year 2007 — On Special Assignment for St. Louis SD | 6 min |
| Responsive Assistance | B. Standard 1: JPA — New Guidelines | 40 min |
| Responsive classrooms seemed the way to go | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Responsively Assist Students to More Complex Content Understanding – Use in the Classroom | D. Instructional Conversation: New Guidelines 5 & 6 | 28 min |
| Restorative justice: finding out the issue is most important thing | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| Restoring hope in schools | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| Restoring relationship is key | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Restructuring our educational entities | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Restructuring the teacher teams | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| Results from RAFTING groups | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| Results from schools who have moved to the “Block” | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Results: smaller class sizes and longer periods of time | B. Innovative Ways to Organize the School Day | 50 min |
| Resurrecting your planning skills | A. A Guide to Facility Planning | 33 min |
| Retaining staff requires involvement | A. A Grab Bag of Issues | 12 min |
| Retaining students who want virtual options | B. Meeting the Increasing Demand for Online Course Options | 15 min |
| Retaining the best teachers | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Returning to the teaching profession | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Review of CREDE Pedagogy Standards 1-3 | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Review the handouts for a glossary of terms related to progress monitoring | C. Progress Monitoring | 5 min |
| Review: Five components of Domain 3 (cont'd) | B. Gathering Evidence of Domain Three (Instruction) | 18 min |
| Review: Five components of Domain 2 | A. Gathering Evidence of Domain Two (Classroom Environment) | 15 min |
| Review: Five components of Domain 3 | B. Gathering Evidence of Domain Three (Instruction) | 18 min |
| Reviewing and revising learning targets | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Reviewing classroom routines for group work (Marzano DQ#6) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Reviewing content and bringing closure to a lesson (Marzano DQ #3: Element 14) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Reviewing historical facts regarding Columbus | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Reviewing Terminology – Classroom Example | B. Strategies to Teach Academic Vocabulary | 37 min |
| Reviewing the movements | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Revising assignments and lesson plans | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Reynolds Clip 1 | R. Vocabulary Review – Mr. Reynolds | 25 min |
| Reynolds Clip 2 | R. Vocabulary Review – Mr. Reynolds | 25 min |
| Reynolds Clip 3 | R. Vocabulary Review – Mr. Reynolds | 25 min |
| Reynolds Clip 4 | R. Vocabulary Review – Mr. Reynolds | 25 min |
| Richie Clip 1 | G. Science and Literature Integration — Mr. Richie | 25 min |
| Richie Clip 2 | G. Science and Literature Integration — Mr. Richie | 25 min |
| Richie Clip 3 | G. Science and Literature Integration — Mr. Richie | 25 min |
| Richie Clip 4 | G. Science and Literature Integration — Mr. Richie | 25 min |
| Right-brain to right-brain de-escalation | A. Understanding the Components of Language of Trauma | 28 min |
| Rights of separated parents that are NOT divorced | B. Family Law (Texas law cited) | 1 hr |
| Rigidity helps Billy feel in control | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Rigor, relevance and relationships | G. Diana Beasley - North Carolina Teacher of the Year 2007 — High School Science | 25 min |
| Robert Marzano's research on compare & contrast | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Robertson Clip 1 | B. Adding Two Digit Numbers— Ms. Robertson | 60 min |
| Robertson Clip 2 | B. Adding Two Digit Numbers— Ms. Robertson | 60 min |
| Robertson Clip 3 | B. Adding Two Digit Numbers— Ms. Robertson | 60 min |
| Robertson Clip 4 | B. Adding Two Digit Numbers— Ms. Robertson | 60 min |
| Robertson Clip 5 | B. Adding Two Digit Numbers— Ms. Robertson | 60 min |
| Rojas Clip 1 | Q. Letters to the Editor – Ms. Rojas | 41 min |
| Rojas Clip 2 | Q. Letters to the Editor – Ms. Rojas | 41 min |
| Rojas Clip 3 | Q. Letters to the Editor – Ms. Rojas | 41 min |
| Rojas Clip 4 | Q. Letters to the Editor – Ms. Rojas | 41 min |
| Rojas Clip 5 | Q. Letters to the Editor – Ms. Rojas | 41 min |
| Rojas Clip 6 | Q. Letters to the Editor – Ms. Rojas | 41 min |
| Rojas Clip 7 | Q. Letters to the Editor – Ms. Rojas | 41 min |
| Role - Playing an Effective Response | A. Let’s Talk About Some Real Scenarios | 52 min |
| Role Play: A daughter who resists | B. Connecting With Your Child | 1 hr 21 min |
| Role Play: A defiant 5 year old and her "type A" mother in crazy town | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Role Play: A relationship driven approach to a mother/daughter conflict | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Role Play: An insubordinate 8 year old wants Cheerios | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Role Play: De-escalating sibling conflict and rivalry | B. Connecting With Your Child | 1 hr 21 min |
| Role Play: Helping a defiant child with their homework | B. Connecting With Your Child | 1 hr 21 min |
| Role plays to teach ethical values | A. Ms. Williams - Civics: Understanding the Value of Community and Civic Responsibility | 26 min |
| Roles & Responsibilities of Students, Parents & Teachers | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Rolling out compassionate schools in the State of Delaware | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Room tour – A guided practice activity using the Room Scan | C. Now You Try - Gather Evidence of Regulation (Domain 2) |
| Rose Clip 1 | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Rose Clip 2 | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Rose Clip 3 | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Rose Clip 4 | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Rose Clip 5 | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Rose Post-Conference Clip 1 | D. Punctuation and Grammar — Mr. Rose conference available | 49 min |
| Rosenfeld Clip 1 | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rosenfeld Clip 2 | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rosenfeld Clip 3 | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rosenfeld Clip 4 | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rosenfeld Clip 5 | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rosenfeld Clip 6 | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rosenfeld Clip 7 | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rosenfeld Post-Conference | R. Empathy and Inclusion — Ms. Rosenfeld’s SEL Lesson - conference available | 34 min |
| Rotating Students Through Activity Centers | B. Phase Three: New Guidelines | 30 min |
| Rotating through the groups | D. Grouping and Routing Strategies | 21min |
| Routing Adaptions and Fostering Classroom Community | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| Routing through complex mixed groupings | D. Grouping and Routing Strategies | 21min |
| Royalton High School Overview - Team Teaching and Full Inclusion | G. Leadership that Empowers Team Teaching | 58 min |
| RTI administrative support in a large district? | D. Urban and Rural Considerations | 24 min |
| RTI and commercial programs, collecting data, software & fidelity | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| RTI and paraprofessionals, resources, training & public meetings | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| RTI capacity, readiness and professional development | A. Capacity, Readiness and Professional Development | 33 min |
| RTI data is a subset of multiple sets of school data | A. SLD Identification & the RTI Process | 40 min |
| RTI guidelines for interventions prior to a student referral | A. SLD Identification & the RTI Process | 40 min |
| RTI implementation - different by state and district | A. SLD Identification & the RTI Process | 40 min |
| RTI is NOT a separate activity | A. An Introduction to RTI Leadership | 33 min |
| RTI program overview | A. "Mastering RTI" Overview | 28 min |
| RTI reflects a new paradigm shift | A. "Mastering RTI" Overview | 28 min |
| RTI: A systematic approach to help students return to the core program | A. An Introduction to RTI Leadership | 33 min |
| RTI: Another fad or a real difference maker? | A. "Mastering RTI" Overview | 28 min |
| Rubrics and methods for determining student success | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Rubrics are great tools to evaluate subjective assignments | E. Creating and Mastering Rubrics | 40 min |
| Rubrics, Part 1 | A. Assessments, Rubrics and Formative Assessments | 18 min |
| Rubrics, Part 2 | A. Assessments, Rubrics and Formative Assessments | 18 min |
| Rudibaugh Math Clip 1 | A. Math Review – Ms. Rudibaugh’s Math Lesson | 22 min |
| Rudibaugh Math Clip 2 | A. Math Review – Ms. Rudibaugh’s Math Lesson | 22 min |
| Rules and discipline for ADD children | A. Teaching ADD & ADHD Students |
| Rules, Expectations & the Importance of Consistency | A. Introduction to "Positive Behavior Support" | 18 min |
| Ruling and controlling is not leading | C. Passion for Leadership | 36 min |
| Sableski Clip 1 | E. Root Words – Ms. Sableski | 25 min |
| Sableski Clip 2 | E. Root Words – Ms. Sableski | 25 min |
| Sableski Clip 3 | E. Root Words – Ms. Sableski | 25 min |
| Sack Clip 1 | D. Finding the Main Topic – Ms. Sack | 11 min |
| Sadly accepting the narrative written for Mirko | L. Equity by Design: Honoring Impact Over Intentions - Mirko Chardin | 1 hr 9 min |
| Safe spots and peace corners and teaching about the brain | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Safeguards for managing activity funds | B. School Activity Fund Law and Accounting | 2 hr |
| Safety First | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Safety is a continuous process | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Salgado Clip 1 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Clip 2 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Clip 3 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Clip 4 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Clip 5 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Clip 6 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Clip 7 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Clip 8 | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Post-Conference | H. Citizenship— Ms. Salgado | 76 min |
| Salgado Pre-Conference | H. Citizenship— Ms. Salgado | 76 min |
| Salient Standards & Outcomes | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Sample Ideas that are initiated from a RAFT | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| Sample student activity fund procedures | B. School Activity Fund Law and Accounting | 2 hr |
| Sandpiper demonstrates resilience | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Saving time through proper assessment practice | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Saying "No" and making it stick | B. The Building Blocks of Parenting | 31 min |
| Scaffolding | B. Course Design and Lesson Planning | 32 min |
| Scaffolding and supporting your child | B. Connecting With Your Child | 1 hr 21 min |
| Scaffolding learning targets to achieve standards (Stronge Standard 1.1) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Scaffolding support and learning objectives for ESL learners | B. ESL Planning Session | 20 min |
| Scaffolding the lesson to allow high-level analysis (Danielson Component 1e) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Scaffolding the Writing Process Using Graphic Organizers — Part 1 | A. The Organized Mind Using Graphic Organizers | 35 min |
| Scaffolding the Writing Process Using Graphic Organizers — Part 2 | A. The Organized Mind Using Graphic Organizers | 35 min |
| Scenario 1: mentor/ mentee discussion | A. Scenarios |
| Scenario 2: mentor/ mentee discussion | A. Scenarios |
| Scenario 3: mentor/ mentee discussion | A. Scenarios |
| Scenario: A 504 plan for a student who no longer qualifies for special education | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: A teacher team develops recommendations for a problem student | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Accurately presenting parental rights in an IEP meeting | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: An IEP meeting to finalize a disability designation | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Determining the least restrictive environment for a student | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Disciplining and/or suspending a student with an IEP | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Expelling an IEP student for criminal activity | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Functional Behavior Assessments "FBA" and Behavior Intervention Plans "BIPs" | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Having a student referred for special education services | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Implementing positive behavior supports and establishing classroom rules | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Mandatory parental participation in an IEP meeting | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenario: Teacher participation in an IEP meeting | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Scenes from the last day of school | A. Our Mentees Reflect on Their First Full Year in the Classroom | 32 min |
| Scents, tastes and chews | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Schedules differ by grade level | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Scheduling Adjustments are Discussed at the Royalton Team Meeting | G. Leadership that Empowers Team Teaching | 58 min |
| Scheduling time for teachers to collaborate and reflect on their practice | B. Practitioner |1 hr 2 min |
| Scheduling your band classes | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| School / community partnerships to establish school priorities | A. Expert | 1 hr 18 min |
| School Activity Fund Law and Accounting | B. School Activity Fund Law and Accounting | 2 hr |
| School Administrators: character, competence, commitment & concern | B. Ethics and Values in K-12 Education | 35 min |
| School climate affects student achievement | B. Practitioner - School Governance | 38 min |
| School connectedness is the solution | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| School councils promote shared decision making? | B. Practitioner 1 | 42 min |
| School culture change occurs only when specific problems are confronted | A. Expert | 44 min |
| School Departmentalization: A potential roadblock | B. The History and Evolution of Data | 50 min |
| School Design, Construction, and Location, Part 1 | A. Introduction and Design, Construction, Location | 23 min |
| School Design, Construction, and Location, Part 2 | A. Introduction and Design, Construction, Location | 23 min |
| School district background – Beach Grove, Indiana school system | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| School district support for data driven decision making | C. Practitioner 2 | 38 min |
| School employee prayer participation | G. Religious Issues (Texas Law cited) | 45 min |
| School funding is often driven by politics | A. Expert- School Resources | 44 min |
| School improvement needs are determined by data analysis? | A. Expert | 55 min |
| School improvement that relies on data collection | B. Practitioner | 58 min |
| School in the New Knowledge Economy | B. Assessment |
| School leaders cannot accept excuses | B. Practitioner | 35 min |
| School leaders need to talk about beliefs | B. Practitioner-School Leadership | 54 min |
| School leadership - first understand your own values | C. Establishing a Vision for Your School | 32 min |
| School leadership by ability, interest and connections | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| School leadership is the key to successful educational reform | A. Strategic School Change | 53 min |
| School Leadership That Prioritizes Inclusion & Team Teaching | G. Leadership that Empowers Team Teaching | 58 min |
| School performance records need public scrutiny (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| School policies should not “single out” students | B. Practitioner - Diversity | 42 min |
| School policies that don’t work | A. Expert- School Governance | 40 min |
| School Resources/Priorities | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| School safety planning should be a collaborative effort | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| School scheduling – a historical perspective – part 1 | B. Innovative Ways to Organize the School Day | 50 min |
| School scheduling – a historical perspective – part 2 | B. Innovative Ways to Organize the School Day | 50 min |
| School Security overview | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| School shootings – don’t ignore reality | B. Early Warnings Signs / Effective Interventions | 1 hr |
| School supervisors need to be literate In assessment practices (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| School transformation requires effective school leadership | C. What Works: Results from a Two Year School Research Study | 29 min |
| School uniforms | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| School violence – what works and what does not | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| School violence and adolescent suicide | A. Preparing For a School Crisis | 1 hr 3 min |
| School violence and the FBI threat assessment report | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| School wide strategies to reduce school violence | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| School-wide cultural responsiveness at Banneker Elementary | D. Teaching Respect for All Cultures | 20 min |
| Schools are changing the way they use their time together | C. Gretchen Weber - Principal Researcher Educator Effectiveness Programs AIR | 5 min |
| Schools need to adapt to the individual needs of the modern student (audio only) | B. Practitioner-School Environment | 34 min |
| Schools need to also give back to the community | C. Practitioner 2 | 1 hr 5 min |
| Schools need to promote risk taking with a supportive structure | A. Expert | 45 min |
| Schulz Clip 1 | D. 4 Circles – Ms. Schulz | 31 min |
| Schulz Clip 2 | D. 4 Circles – Ms. Schulz | 31 min |
| Schulz Clip 3 | D. 4 Circles – Ms. Schulz | 31 min |
| Schwieterman Clip 1 | H. Measuring the Volume of Your Nose – Bern Schwieterman Integrated Science and Math Class | 37 min |
| Schwieterman Clip 2 | H. Measuring the Volume of Your Nose – Bern Schwieterman Integrated Science and Math Class | 37 min |
| Schwieterman Clip 3 | H. Measuring the Volume of Your Nose – Bern Schwieterman Integrated Science and Math Class | 37 min |
| Schwieterman Clip 4 | H. Measuring the Volume of Your Nose – Bern Schwieterman Integrated Science and Math Class | 37 min |
| Science, social studies and social emotional curriculum | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Screening for trauma with consent | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Seamless integration between curriculum, instruction & assessment (audio only) | A. Expert- School Curriculum | 44 min |
| Search teams and training | B. Dealing with Bomb Threats | 1 hr 27 min |
| Searches in School Context - Overview | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Searching for the ideal video to support your virtual lesson | C. Examining the Tools and Technologies that Power Online Learning | 21 min |
| Searle: An example of using a rubric to grade a descriptive paragraph — Part 1 | E. Creating and Mastering Rubrics | 40 min |
| Searle: An example of using a rubric to grade a descriptive paragraph — Part 2 | E. Creating and Mastering Rubrics | 40 min |
| Searle: Don't just use rubrics for scoring! | E. Creating and Mastering Rubrics | 40 min |
| Searle: Rubrics help to scaffold instruction | E. Creating and Mastering Rubrics | 40 min |
| Searle: Use rubrics to set and maintain clear expectations | E. Creating and Mastering Rubrics | 40 min |
| Secondary School | B. The Changing Secondary School | 46 min |
| Securing trust | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Seeking a sustainable relationship with your child | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Seeking leadership from multiple sources | B. Practitioner | 58 min |
| Seeking various remedies for the students at Compton | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| Select Individual Goals | D. Practical Recommendations for the Initial Meeting | 28 min |
| Select targeted professional development | B. Practitioner |1 hr 2 min |
| Selecting a recipient for a University of Phoenix scholarship | E. Laura Drake - Wyoming Teacher of the Year 2013 – Elementary School 3rd Grade | 4 min |
| Selecting interactive and visually engaging online curriculum | A. Principles to Guide your Curriculum and Instructional Planning | 16 min |
| Selecting project based learning resources for ESL students | B. ESL Planning Session | 20 min |
| Selecting students for each tier | C. Tiered Lessons | 20 min |
| Selecting students for roles in the literature circle | B. Literature Circles for all Disciplines | 22 min |
| Selecting Students for the award | E. Establishing a character rewards program | 7 min |
| Selecting the Perfect Assessment for Every Circumstance | F. Assessment |
| Self directed teacher professional development | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Self-assessment goal setting for students (Stronge Standard 4.2, 4.6) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Self-image and identity development is core to healing | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Self-knowledge through guided reflection | D. Mr. Hite - Year-End Student Feedback: Intentionally Creating a Positive Climate for Middle School Students | 21 min |
| Sending lewd, vulgar, or offensive messages | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| Sending students off site to learn from business partners | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Sensitivity to Students with Disability & Overcoming Prejudice | C. Breaking the Culture of Isolation | 9 min |
| Sensory Overload | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| Service learning needs to be interdisciplinary | C. High school community service projects | 41 min |
| Service project: Teaching problem solving to younger students | C. High school community service projects | 41 min |
| Service project: A paper recycling initiative | C. High school community service projects | 41 min |
| Service project: Basketball team develops “Hoops for Happiness” | C. High school community service projects | 41 min |
| Service project: Basketball team tutors younger students | C. High school community service projects | 41 min |
| Service project: creating a library project – part 1 | C. High school community service projects | 41 min |
| Service project: creating a library project – part 2 | C. High school community service projects | 41 min |
| Service project: Creating a wheel chair ramp | C. High school community service projects | 41 min |
| Service project: Establishing a “reading buddies” program | C. High school community service projects | 41 min |
| Service project: Football team tutors younger students | C. High school community service projects | 41 min |
| Service project: Suggestions for each month of the year | C. High school community service projects | 41 min |
| Service project: Teaching geometry to younger students | C. High school community service projects | 41 min |
| Set up the environment with children in mind | A. Setting up your classroom for success | 12 min |
| Setting a positive tone by greeting students at the door | F. Ms. Slemc - Morning Circle | 28 min |
| Setting a tone for instructional leadership | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Setting annual achievement goals | B. Practitioner - School Governance | 38 min |
| Setting clear teacher expectations | A. Expert | 60 min |
| Setting expectations and focus prior to the classroom walk-through | B. Practitioner | 1 hr 21 min |
| Setting rules with clarity | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| Setting the stage for differentiation | A. Learning Activities that "Break the Ice" | 30 min |
| Setting timelines and targets for school culture change is essential | A. Expert | 44 min |
| Setting up a teen forum | B. A step by step approach to teen forums | 32 min |
| Seven discipline rules established by the teachers | D. Case Study: Thurgood Marshall Middle School – Chicago IL | 37 min |
| Sewer Gas | B. Building Exhaust, Underground, and Inside Sources: Part 1 | 25 min |
| Shane secretly goes back to high school as an adult | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| Shaping School Culture | A. Shaping School Culture | 40 min |
| Shaping the behavior of an ADD student | A. Teaching Students at Home |
| Share information, strategies and create co-regulation plans | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Share your experience of emotions with students | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Shared decision making | I. Lynn Gaddis - Illinois State Teacher of the Year 1995 — President, Illinois State Teachers of the Year | 19 min |
| Shared decision making | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Shared decision making fosters creativity | C. Practitioner 2 | 1 hr 5 min |
| Shared decision making promotes a good school environment (audio only) | A. Expert- School Environment | 24 min |
| Shared leadership and responsibility to ensure RTI success | B. Leadership Roles and Responsibilities – From State to Building and Beyond | 55 min |
| Sharing a unique school vision with your faculty & staff | C. One Voice Policy: Bringing School & Community Together for Success | 20 min |
| Sharing activities builds connections, relationships and empathy | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Sharing activity examples | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| Sharing characteristics examples of heroes and villains | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Sharing criteria to make compare & contrast decisions | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Sharing historical documents and observations upfront | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Sharing instructional leadership responsibilities | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Sharing knowledge with your colleagues | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Sharing Leadership / Collaborative Decision Making | B. Assessment |
| Sharing our thoughts and feelings about doing art | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| Sharing out characteristics of heroes and villains from the small groups | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Sharing out ideas from the small groups | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Sharing the evidence from the various groups upfront | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Sharing the Vision | B. Vision/Leardership/Partnership Summary | 53 min |
| Sharing what Iowa is doing in education | J. D.T. Magee - Iowa Board of Educational Examiners and Sara Brown Wessling - Iowa/National Teacher of the Year 2010 | 6 min |
| Sharing your leadership responsibilities | A. Shared Leadership | 25 min |
| She gets on my nerves | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Shifting and reframing our words to empower students | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Shifting from punishment to consequences | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Shifting from teaching to facilitating | B. Embracing Your Role as a Project Based Learning Facilitator | 12 min |
| Shifting from trauma informed to trauma responsive | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Shifting judgment to observations then make a connection | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| Shifting to a student centered classroom | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Short cycle assessments and student learning activities for the virtual classroom | D. A Collection of Proven Strategies for Effective Online Instruction | 30 min |
| Should a Paraprofessional Collect Student Data? | E. Empowering the Paraprofessional | 20 min |
| Should a school “look forward” when dealing with a terminal illness? | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Should a school develop a crisis response team? | A. Preparing For a School Crisis | 1 hr 3 min |
| Should a single student’s needs affect your overall plan? | A. The School Improvement Process | 33 min |
| Should a Student With an IEP Be Part of a Cooperative Classroom? | G. Leadership that Empowers Team Teaching | 58 min |
| Should an essential question be differentiated? | B. Essential Questions -with Jay McTighe | 32 min |
| Should assistant principals also be instructional leaders? | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| Should Beginning Teachers Have a Different Evaluation Rubric? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Should EVERY student have an IEP? (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Should higher education spend less time on research? | A. Expert- Ties to Higher Education | 1 hr |
| Should I expect parents to understand RTI terminology? | C. Teaming Concepts | 27 min |
| Should I share my school’s results with others? | A. The School Improvement Process | 33 min |
| Should I use a student's native language to confirm comprehension? | B. Comprehension Checks | 23 min |
| Should maps be shared with parents? | B. Clustering & Pacing Indicators | 41 min |
| Should mentors be required for new principals? | B. Is there a School Leader Shortage? | 35 min |
| Should my middle school adopt looping or multi-age groupings? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Should online college courses be available to high school students? | A. The Power of Leadership | 47 min |
| Should profits be derived from education? | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| Should school leaders be required to have previous teaching experience? | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Should school leaders be risk adverse? | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Should schools operate on a 12 month basis? (audio only) | B. Practitioner-Organization and Time | 47 min |
| Should schools operate on a 12-month basis? (audio only) | A. Expert- Organization and Time | 52 min |
| Should standards affect grading and reporting? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| Should students be involved in looking at data? | A. Establishing a Learning Centered School Culture | 54 min |
| Should students regularly evaluate teachers? (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Should teacher accreditation be tougher? | B. Practitioner- Ties to Higher Education | 52 min |
| Should teacher licensure be grade level specific? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Should teachers establish contracts with each other? (audio only) | B. Practitioner - School Curriculum | 42 min |
| Should teachers regularly evaluate administrators? (audio only) | A. Expert- Assessment and Accountability | 44 min |
| Should technology integration be included in teacher evaluations? (audio only) | B. Practitioner-School Technology | 21 min |
| Should the student be in attendance at an RTI team meeting? | C. Teaming Concepts | 27 min |
| Should we group students? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Should we have more discussion about student achievement? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Should we prepare our students for standardized tests like SATs? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| Showing students they can have joy | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Shrock Clip 1 | E. Online Vocabulary Quiz Review — Ms. Schrock | 8 min |
| Siebert Clip 1 | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Clip 2 | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Clip 3 | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Clip 4 | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Clip 5 | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Clip 6 | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Clip 7 | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Post-Conference | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Pre-Conference | J. Pioneer Travel — Ms. Siebert conference available | 1 hr 11 min |
| Siebert Problems & Solutions Clip 1 | H. Problems and Solutions — Ms. Siebert | 21 min |
| Siebert Problems & Solutions Clip 2 | H. Problems and Solutions — Ms. Siebert | 21 min |
| Silence what's in our head to become a better listener | I. Joellen Killion - Senior Advisor Learning Forward | 6 min |
| Simple ways to address virtual student misbehavior | C. Examining the Tools and Technologies that Power Online Learning | 21 min |
| Simplifying vocabulary for an ESL student | A. Linguistic Modifications | 25 min |
| Simulating a crisis - testing your plan | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Simulation: Literacy coach input | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Simulation: Meet with the leader of the school improvement team | B. Sharing Data with the School Improvement Team — Simulation | 10 min |
| Simulation: Principal/Teacher leader discussion | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Simulation: Report to the leader of the school improvement team | B. Sharing Data with the School Improvement Team — Simulation | 10 min |
| Simulation: Share observations with school improvement team | B. Sharing Data with the School Improvement Team — Simulation | 10 min |
| Simulation: Strategy decision 1 | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Simulation: Strategy decision 2 | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Simulation: Strategy decision 3 | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Simulation: Strategy decision 4 | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Simulation: Strategy decision 5 | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Simulation: Student involvement — Part 1 | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Simulation: Student involvement — Part 2 | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Simulation: Summary of classroom observations | B. Sharing Data with the School Improvement Team — Simulation | 10 min |
| Simulation: Teacher leader meeting prep | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Simulation: The issue | B. Sharing Data with the School Improvement Team — Simulation | 10 min |
| Simulation: The issue | B. Leadership Strategies to improve Instruction — Simulation | 10 min |
| Simulation: The issue | B. Responding to Declining Student Test Scores — Simulation | 24 min |
| Site based management and funding decisions | A. Expert- School Resources | 44 min |
| Site based school autonomy is at risk | B. Practitioner - School Resources | 23 min |
| Site Tips | A. "Embracing Data" Overview | 3 min |
| Site Tips | A. "How to be an Effective Principal Mentor" Overview |
| Site Tips | A. Why Do Kids Misbehave? | 26 min |
| Site Tips | A. Successfully Transitioning to the Common Core | 38 min |
| Site Tips | A. "Middle School Leadership that Works" Overview | 4 min |
| Site Tips | A. Why do values matter? | 20 min |
| Site Tips | A. "Teaching the ADD/ADHD Student" Overview |
| Site Tips | A. Introduction to "The History of Education" | 5 min |
| Site Tips | A. "The School Leadership Toolbox" Overview | 3 min |
| Site Tips | A. "Violence Prevention & Safe School Planning" Overview | 4 min |
| Site Tips | A. "Instructional Leadership in Practice" Overview | 5 min |
| Site Tips | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| Situations and circumstances beyond your control | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| Situations that call for a behavior intervention plan (BIP) | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Six proven teaching strategies for ESL learners | A. Introduction to Sheltered English | 20 min |
| Six questions to guide curriculum planning | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| Six Steps for 60 Minutes of Instruction Model, Part 1 | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Six Steps for 60 Minutes of Instruction Model, Part 2 | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Six Steps for 60 Minutes of Instruction Model, Part 3 | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Six Steps for 60 Minutes of Instruction Model, Part 4 | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Six Steps for 60 Minutes of Instruction Template — Stages 1 & 2 | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Six Steps for 60 Minutes of Instruction Template — Stages 3 & 4 | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Six Steps for 60 Minutes of Instruction Template — Stages 5 & 6 | C. 6 Steps for 60 Minutes of Instruction | 37 min |
| Slemc Clip 1 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 2 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 3 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 4 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 5 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 6 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 7 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 8 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Clip 9 | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Slemc Post-Conference | S. Morning Circle Time — Ms. Slemc’s SEL Lesson - conference available | 1 hour |
| Small group assignments – collaboration and consensus | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Small group pre-reading lesson | B. Classroom Example: Pre-K Lesson | 25 min |
| Small Group with Teacher | B. Standard 1: JPA — New Guidelines | 40 min |
| Smith Clip 1 | B. What is Profit? – Ms. Smith | 27 min |
| Smith Clip 1 | D. Measuring Area — Ms. Smith | 14 min |
| Smith Clip 2 | B. What is Profit? – Ms. Smith | 27 min |
| Smith Clip 2 | D. Measuring Area — Ms. Smith | 14 min |
| Smith Clip 3 | B. What is Profit? – Ms. Smith | 27 min |
| So you want to teach an online class… | A. Bringing the Good Teaching Principles into the Online Setting | 17 min |
| Social and emotional learning requires special attention | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Social emotional competencies | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| Social media, and online student relationships | D. Developing a Virtual School Community | 15 min |
| Socratic questioning and high level student discussions | B. True Discussion | 33 min |
| Softening the impact of grades on self-image and happiness | A. Understanding the Components of Discipline and Empowerment | 43 min |
| Software for partial outlines & concept webs | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Software for partial outlines & concept webs cont'd | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Solving problems when designing your 4 by 4 schedule | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Solving the problem | B. Observing and Critiquing a Lesson — Simulation | 18 min |
| Some final thoughts on the evaluation cycle | C. The Planning & Reflection Conferences | 20 min |
| Some students need help believing affirmations | A. Jasmyn Wright Demonstrates Her Affirmative Philosophy for her Students | 16 min |
| Song: How could anyone think you are any less than? | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Sources of activity funds | B. School Activity Fund Law and Accounting | 2 hr |
| Speaking with a voice that communicates values | A. Expert | 60 min |
| Special circumstances for the expulsion of an IEP students | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Special Education Compliance & Discipline (Texas law cited) | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Special Education law is designed to protect students and families | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Special education teachers help parents find services for their kids | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| Special Education: 10% of the students…50% of the problems | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Specific challenges of changing to block scheduling | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| Specific considerations for implementing RTI in high school | C. Teaming Concepts | 27 min |
| Specific directions to reduce the procrastination tendencies of ADD students | A. Teaching Students at Home |
| Spelling is NOT writing | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Splitting a block into two year long periods | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| SROs can teach | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Staff conferences: A blueprint for success | B. Practitioner |1 hr 2 min |
| Staff development design – Motorola University example | A. Teaching the Technology is Not the Goal | 36 min |
| Staff development design essentials | A. Teaching the Technology is Not the Goal | 36 min |
| Staff development for effective technology integration (audio only) | A. Expert- School Technology | 21 min |
| Staff development for writing instruction | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Staff development needed to move to block scheduling | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Staff development needs to be differentiated | B. Practitioner |1 hr 2 min |
| Staff development required for the hybrid schedule | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Staff development suggestions for non teachers | A. Expert - Professional Development | 47 min |
| Staff development through redefining faculty meetings | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| Staff development to help teachers integrate technology into their lesson | A. The Power of Leadership | 47 min |
| Stage 1 — Identifying state tests and student characteristics | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Stage 2 — Matching assessment results with learning needs | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Stage 3 — Reconciling needs to standards | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Stage 4 — Participating in PLCs – refining strategies | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Standardization, Centralization & Control | B. The Education Evolution | 44 min |
| Standardized Tests | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Standards based professional development for school leaders | A. ISLLC Standards |
| Standards for what Principals Should Know and Be Able To Do (NAESP Manual) | A. NAESP Manual |
| Standards Shape Activities | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Standards-based map creation - an example | B. Clustering & Pacing Indicators | 41 min |
| Start a lesson by establishing learning goals (Danielson Component 2b & 3b) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Start by asking the right questions | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Start with a pre-test | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Start with building student relationships | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Starting a lesson by building upon student's existing knowledge (Stronge Standard 3.2) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| Starting a successful community volunteer program | A. Successful strategies for community involvement | 35 min |
| Starting out with personalized learning | F. Melissa Tracy - 2014 Nat'l Teacher Fellow & Michele Johnson NBCT - DE Teacher of the Year 2008 | 6 min |
| Starting the day by gauging students' emotional state in circle | F. Ms. Slemc - Morning Circle | 28 min |
| Starting the school improvement process | A. The School Improvement Process | 33 min |
| Starting the year with a drive-by shooting | B. Case Study: Freeport Intermediate School – Texas | 17 min |
| Starting to assemble the TLC team | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| Starting with a Multi-Tiered Systems of Support (MTSS) program | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| State agencies must be more service oriented | B. Practitioner - School Resources | 23 min |
| States of the brain; from calm to terror | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Stay focused on middle school literacy | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| Staying Flexible & Using the Data to Adapt | C. PBS The Essential Component: Buy-in | 27 min |
| Step 1 - Identifying essential vocabulary | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Step 1: Anticipatory Set and Objective | B. The Madeline Hunter Model | 38 min |
| Step 2 - Help students connect to the vocabulary | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Step 2: Lesson Delivery and Guided Practice | B. The Madeline Hunter Model | 38 min |
| Step 3 - Establish a method to help students organize new words | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Step 3: Check for Understanding | B. The Madeline Hunter Model | 38 min |
| Step 4 - Activate deep processing of the words | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Step 4: Independent Practice and Assessment | B. The Madeline Hunter Model | 38 min |
| Step 5 - Search for opportunities that allow students to exercise and practice | B. Ability to Make Sense of Abstract Academic Vocabulary | 21 min |
| Step 5: Closing | B. The Madeline Hunter Model | 38 min |
| Step One - Collecting Evidence | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Step One - Collecting Evidence | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Step One - Collecting Evidence | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| Step One - Collecting Evidence | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Step One - Collecting Evidence | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Step One - Collecting Evidence | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Step One - Collecting Evidence | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Step One - Collecting Evidence | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Steps Two through Five | A. Ms. Kook’s 9th and 10th Grade Science Class | 1 hr 30 min |
| Steps Two through Five | A. Ms. Dries’ Music Class | 1 hr 17 min |
| Steps Two through Five – Assigning Levels of Performance | B. Ms. Furman’s 2nd Grade Inclusion Language Arts Class | 1 hr 20 min |
| Steps Two through Five – Assigning Levels of Performance | B. Ms. Strunk's 7th Grade Math Class | 1 hr 14 min |
| Steps Two through Five – Assigning Levels of Performance | C. Ms. Inniss’ 7th Grade English Class | 1 hr 18 min |
| Steps Two through Five – Assigning Levels of Performance | B. Mr. Mahler’s 11th Grade Social Studies Class | 1 hr 21 min |
| Steps Two through Five – Assigning Levels of Performance | A. Mrs. Tuttle’s Fifth Grade Literature Class | 1 hr 26 min |
| Steps Two through Five – Assigning Levels of Performance | A. Ms. Lewis' 7th Grade Science Class | 1 hr 15 min |
| STEPS: An example of using data to evaluate student progress | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Stereotyping discourages student involvement | A. Expert - Diversity | 42 min |
| Stiggins: Accurate record keeping necessary to track student progress | D. Selecting the Right Assessment | 56 min |
| Stiggins: Involving students in the assessment process | D. Selecting the Right Assessment | 56 min |
| Stop asking how to change behavior | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Stop asking how to change behavior | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Strategic grouping for STEAM lesson (Danielson Component 3c) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Strategies for "taking the temperature of a school facility" | A. Standards-Based Education |
| Strategies for inclusive practices | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| Strategies for right and left hemispheric learners | A. Raising Student Achievement | 3 hr 58 min |
| Strategies for supporting student teachers | G. Diana Beasley - North Carolina Teacher of the Year 2007 — High School Science | 25 min |
| Strategies for the power struggles and situation escalations | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Strategies for using fiction and non fiction | A. Panel Discussion of Dayton | 40 min |
| Strategies that calm the brain | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Strategies timeline (before, in the moment, after) | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Strategies to assess student engagement | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| Strategies to assist students to get regulated | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Strategies to deal with child homework, fighting, peer pressure, chores, curfews, theft, drugs, and sex | F. Addressing Specific Incidents | 9 min |
| Strategies to deal with whining, procrastination, excuses, and threats | D. When Techniques & Strategies Don't Work | 9 min |
| Strategies to guide the conversation of the reading group | B. Managing Guided Reading Groups | 45 min |
| Strategies to help students deepen their understanding of the text | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Strategies to improve connection | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Strategies to improve professional development for teachers | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Strategies to intervene with troubled students | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| Strategies to introduce a writing lesson | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Strategies to involve parents in behavior intervention | C. Teaming Concepts | 27 min |
| Strategies to measure ESL student success | B. ESL Planning Session | 20 min |
| Strategies to process text | A. Guided Reading | 53 min |
| Strategies used by SROs including heart | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| Strategies: Video modeling, task analysis and student motivation | J. Mark Mautone – New Jersey STOY 2015 – Elementary School - Hoboken Autism ABA Program | 7 min |
| Strebe Clip 1 | H. Passports Activity – Ms. Strebe’s French Class | 6 min |
| Stress inhibits the ability of both sides of the body working together | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Stressors and coping skills | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| Striving for continuous improvement | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Structures to encourage teachers to become instructional leaders | F. Dr. David Basso – Connecticut Teacher of the Year 2012 — High School Social Studies | 7 min |
| Structuring activities for maximum participation (Danielson Component 3c) | K. Mr. Bowman’s AP US History Lesson – High School | 16 min |
| Struggles with transition - Productive | D. Student Struggles with the End of the Year Transition (Transitions) | 9 min |
| Struggles with transition - Productive | D. Student Struggles with the End of the Year Transition (Transitions) | 9 min |
| Struggles with transition - Unproductive (Bleeped) | D. Student Struggles with the End of the Year Transition (Transitions) | 9 min |
| Struggles with transition - Unproductive (Uncensored) | D. Student Struggles with the End of the Year Transition (Transitions) | 9 min |
| Strunk Clip 1 | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Strunk Clip 2 | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Strunk Clip 3 | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Strunk Clip 4 | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Strunk Post-Conference 1 | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Strunk Post-Conference 2 | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Strunk Post-Conference 3 | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Strunk Pre-Conference | C. Pythagorean Theorem – Ms. Strunk conference available | 1 hr 13 min |
| Student achievement for your English Language Learning students | A. Preparing for Success Using ELL Strategies | 17 min |
| Student activities to promote abstinence | A. Teaching Abstinence to today’s teens | 13 min |
| Student activity funds | I. Human Resource Management (Texas Law cited) | 45 min |
| Student activity funds — campus activity funds — booster clubs | B. School Activity Fund Law and Accounting | 2 hr |
| Student and parent rights to student records | E. Student Records (Texas Law cited) | 45 min |
| Student attendance and participation in live teacher sessions | B. A Virtual Student's Typical School Day | 17 min |
| Student becomes aggressive - Productive | B. Student Becomes Aggressive in the Classroom - High School (Outburst) | 11 min |
| Student becomes aggressive - Productive | B. Student Becomes Aggressive in the Classroom - High School (Outburst) | 11 min |
| Student becomes aggressive - Unproductive (Bleeped) | B. Student Becomes Aggressive in the Classroom - High School (Outburst) | 11 min |
| Student becomes aggressive - Unproductive (Uncensored) | B. Student Becomes Aggressive in the Classroom - High School (Outburst) | 11 min |
| Student collaboration in a knowledge-based economy | B. Meeting the Increasing Demand for Online Course Options | 15 min |
| Student collaboration in the digital realm | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Student collaborative work using technology | F. Classroom Example Hillman | 8 min |
| Student considerations must be the center of all decisions (audio only) | A. Expert- School Environment | 24 min |
| Student corporal punishment | C. Student Discipline (Texas law cited) | 2 hr |
| Student demographics in the ESL classroom examples | A. Introduction to "Teaching the ESL Learner" | 13 min |
| Student Discipline (Texas law cited) | C. Student Discipline (Texas law cited) | 2 hr |
| Student disrupts - Productive | D. Student Disrupts All the Other Students (Abandonment) | 6 min |
| Student disrupts - Productive | D. Student Disrupts All the Other Students (Abandonment) | 6 min |
| Student disrupts - Unproductive | D. Student Disrupts All the Other Students (Abandonment) | 6 min |
| Student disrupts - Unproductive | D. Student Disrupts All the Other Students (Abandonment) | 6 min |
| Student engagement in a blended course lesson | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Student engagement in a traditional classroom | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Student engagement in an online classroom | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Student engagement using 1:1 devices | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Student Engagement, Part 1 | B. Engaging Students in Learning | 33 min |
| Student Engagement, Part 2 | B. Engaging Students in Learning | 33 min |
| Student expulsion for most serious offenses | C. Student Discipline (Texas law cited) | 2 hr |
| Student Interaction & Mutual Assistance — Teacher Reflection | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| Student interactions in a blended course lesson | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Student interactions in an online classroom | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Student interactions with an interactive whiteboard | A. Improving the Use of Technology in Various Aspects of Instruction | 37 |
| Student misbehavior: Things that DO work | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Student misbehavior: Things that DON’T work | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Student murderers | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| Student need to be at the center of learning | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Student Participation | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Student perspectives on learning through the use of technology | B. What Do Students Want and Need From Technology? | 11 min |
| Student programs available at Aviation H.S. | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| Student Records (Texas Law cited) | E. Student Records (Texas Law cited) | 45 min |
| Student recourse to academic dishonesty charges | B. The Process of Adjudicating an Academic Honesty Violation | 23 min |
| Student relationships are critical for engagement | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Student relationships are the basis of teaching | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| Student relationships are the foundation for learning | A. Gail Adams - West Virginia Teacher of the Year 2015 High School English | 7 min |
| Student retention – foreign language classes | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Student rights — freedom of expression | A. A School Law Primer for Busy Administrators | 2 hr |
| Student rights — limitations and administrative discretion | A. A School Law Primer for Busy Administrators | 2 hr |
| Student rights — search and seizure | A. A School Law Primer for Busy Administrators | 2 hr |
| Student rights to due process and fairness | A. A School Law Primer for Busy Administrators | 2 hr |
| Student routines that maximize engagement | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Student shares story of self | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| Student suspension | C. Student Discipline (Texas law cited) | 2 hr |
| Student teacher relationships are the core of good teaching | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Student teachers need a no nonsense coach | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Student test scores after moving to block scheduling | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Student work is a great source of evidence | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| Student-centered classrooms | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Student-centered learning is here to stay | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Student-centered teaching produces measurable results | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| Student-student relationships | A. Understanding the Components of Relationships and Family Culture | 31 min |
| Student's Belief System | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Students and parents must be viewed as partners in learning (audio only) | B. Practitioner-School Environment | 34 min |
| Students and their triggers – it's not about you | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Students are a great source of Data | B. The History and Evolution of Data | 50 min |
| Students are a terrific source of feedback for teachers | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Students are advocates for stricter honor codes and enforcement | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| Students are consistently aware of learning goals (Stronge Standard 3.4) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Students are different today | B. The Last Generation of Internet Immigrants | 34 min |
| Students are ready to learn (Danielson Component 2b) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Students benefit from accountability mixed with positive intents | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Students come to school with defiant attitudes | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| Students continue to chatter about the trial as they leave the classroom | B. The Same High School Lesson Is Blended | 32 min |
| Students develop cognitive regulation skills through creation of classroom rules | B. Ms. Haase - Peacemakers: Rule Creation Discussion | 22 min |
| Students learn when they discover the answer for themselves | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Students like being engaged and being actively involved | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| Students need adult advocates (audio only) | A. Expert- School Environment | 24 min |
| Students proudly present their projects to the class | C. PBL: Teachers and Students Learning & Having Fun | 10 min |
| Students pushing their peers to think deeply (Marzano DQ #4) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Students responses to the lesson on truth and honesty | D. A classroom lesson on truth and honesty | 15 min |
| Students seeking extra help | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Students share their thoughts on project based learning | A. Inspire and Engage Your Students with Project Based Learning | 32 min |
| Students synthesize during their reading | D. Science Lesson | 28 min |
| Students try harder when they know you care | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Students use the PALZone systematically to learn to self-regulate | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Students working together enthusiastically to deepen their understanding of new knowledge (Marzano DQ #3) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Students' negative beliefs impact their reality | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| Students’ belief systems are the missing piece | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| Studying all of the research | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Subjects that lend themselves to menus | D. Reinforcing Learning through the use of menus | 38 min |
| Successes | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Successful methods for communicating with parents | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| Successful school discipline | B. Early Warnings Signs / Effective Interventions | 1 hr |
| Successfully collaborating to develop an effective solution | J. Frustration With a Child Causes Spousal Conflict | 10 min |
| Successfully implementing a properly designed unit or lesson | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Successfully juggling your work responsibilities | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Sufficiency vs. flexibility of school funding | A. Expert- School Resources | 44 min |
| Suggested activities to jump start character education | B. Embracing character education | 57 min |
| Suggestions for creating unambiguous documentation | H. Documentation (Texas Law cited) | 45 min |
| Suggestions for delivering essential questions and enduring understandings | B. Essential Questions -with Jay McTighe | 32 min |
| Suggestions for different types of teen forums – part 1 | B. A step by step approach to teen forums | 32 min |
| Suggestions for different types of teen forums – part 2 | B. A step by step approach to teen forums | 32 min |
| Suggestions for disciplining specific personality types | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Suggestions for implementing RTI at different grade levels | C. Teaming Concepts | 27 min |
| Suggestions for implementing the vision statement in your school | C. Establishing a Vision Statement for Your Middle School | 28 min |
| Suggestions for infusing global learning into your lesson plan | C. Joe Fatheree - Illinois Teacher of the Year 2007 – Project Director NNSTOY | 30 min |
| Suggestions for positive behavior support | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| Suggestions for recruiting great teachers | I. Human Resource Management (Texas Law cited) | 45 min |
| Suggestions for RTI team communication | A. How to Build & Maintain an RTI Team | 36 min |
| Suggestions for School Administrators in the event of a nuclear explosion | D. Radiological & Nuclear Threats | 50 min |
| Suggestions to help motivate your students | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| Suggestions to improve teacher evaluation | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Suggestions to promote classroom diversity | A. Expert - Diversity | 42 min |
| Suggestions to support staff PD | A. Expert - Professional Development | 47 min |
| Sullivan Clip 1 | F. Estimation Reading Book – Ms. Sullivan | 5 min |
| Sullivan, DiSalle, Courtney Clip 1 | A. A Lesson in Persuasion and Ice Cream – Ms Sullivan, Ms. DiSalle and Ms. Courtney | 29 min |
| Sullivan, DiSalle, Courtney Clip 2 | A. A Lesson in Persuasion and Ice Cream – Ms Sullivan, Ms. DiSalle and Ms. Courtney | 29 min |
| Sullivan, DiSalle, Courtney Clip 3 | A. A Lesson in Persuasion and Ice Cream – Ms Sullivan, Ms. DiSalle and Ms. Courtney | 29 min |
| Sullivan, DiSalle, Courtney Clip 4 | A. A Lesson in Persuasion and Ice Cream – Ms Sullivan, Ms. DiSalle and Ms. Courtney | 29 min |
| Summarizing the 6 components of a multi-tiered approach to RTI | F. Fidelity of Implementation | 6 min |
| Summarizing the goals before releasing students into groups (Stronge Standard 3.4) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Summarizing the process for establishing a school vision | C. Establishing a Vision for Your School | 32 min |
| Summarizing the steps to establish a student forum | A. How to conduct a student forum | 30 min |
| Summarizing universal screening | B. Universal Screening | 42 min |
| Summary | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Summary – separation of church and state | G. Religious Issues (Texas Law cited) | 45 min |
| Summary and Closing | D. Effects of Poor IEQ on Performance | 15 min |
| Summary and Closing | C. Occupant Activities and Pollutant Sources | 15 min |
| Summary and Closing | C. Inside Sources: Part 2 | 34 min |
| Summary and Closing | A. Effective Organizing Strategies | 35 min |
| Summary conference memos | H. Documentation (Texas Law cited) | 45 min |
| Summary of characteristics found in effective schools | A. Expert | 44 min |
| Summary of ELL Strategies | C. Offering Intensive Supports Using Pull-Out Lessons | 30 min |
| Summary: "Teaching the Craft of Writing" | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Summative Assessment | C. Authentic Assessments, Mind Mapping, Summative Assessment, and Conclusion | 25 min |
| Supporting students during “test week” | A. Using Data to Make Decisions | 30 min |
| Supporting teachers to maintain their commitment | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Supporting the Struggling Adolescent Reader | B. Assessment |
| Supporting the technology needs of virtual students and teachers | D. Embracing Technology that Empowers Student Learning | 14 min |
| Supporting your assistant principal | B. Jacqueline Gonzalez & Assistant Principal Candida Frith Planning Meeting | 12 min |
| Surfacing Concepts and Misconceptions Across Mental Models | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Surrendering responsibility to your students | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Surrounding the students with support | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| Survey your team's knowledge of RTI | A. How to Build & Maintain an RTI Team | 36 min |
| Survival increases with rational and controlled thinking and action | B. Hostage Survival & Negotiation | 52 min |
| Sustaining trauma-informed practices for the long-haul | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Swift Clip 1 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 10 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 2 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 3 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 4 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 5 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 6 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 7 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 8 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Swift Clip 9 | B. Teaching Problem Solving Methods — Mr. Swift's Education Lesson | 52 min |
| Switching from a bottom-up to a top-down control | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Systematic search during the input phase | A. Raising Student Achievement | 3 hr 58 min |
| Systemic support is critical for school reform | B. Practitioner-School Leadership | 54 min |
| Systems Thinking - Senge | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Tactical SWAT teams: the second phase of an operation | A. Regaining Control – A Police Prospective | 39 min |
| Take a close look at your materials | B. Clustering & Pacing Indicators | 41 min |
| Take the pre-test to access your current knowledge of RTI | A. "Mastering RTI" Overview | 28 min |
| Take the RTI survey to log you initial impression or concerns | A. "Mastering RTI" Overview | 28 min |
| Taking a child from dysregulation through relationship to reasoning | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Taking co-instructor positions in a singular lesson | A. Two Teachers - One Vision of Success with Classroom Example | 26 min |
| Taking on the job of facility planning | A. A Guide to Facility Planning | 33 min |
| Taking pride in the teaching profession | D. June Teisan - Michigan Teacher of the Year 2008 – Middle School Science | 17 min |
| Talking about students of concern | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Targeted assessments - six facets of student understanding — Part 1 | D. Selecting the Right Assessment | 56 min |
| Targeted assessments - six facets of student understanding — Part 2 | D. Selecting the Right Assessment | 56 min |
| Targeted Teamwork - Part 1 | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Targeted Teamwork - Part 2 | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Task 2: Ms Tuttle gives student feedback with commentary | B. Task 2: Presenting Instruction Using Video |
| Task 2: Ms. Tuttle's lesson with commentary | B. Task 2: Presenting Instruction Using Video |
| Task 2: Ms. Tuttle's written commentary | B. Task 2: Presenting Instruction Using Video |
| Task 2: Showcasing your lesson | B. Task 2: Presenting Instruction Using Video |
| Task 2: Tips for preparing your videos and written commentary | B. Task 2: Presenting Instruction Using Video |
| Task 3: Assessing Students' Lit. Learning (Rubrics 11-15) | C. Task 3: Assessing Students’ Literacy Learning | 15 min |
| Task 3: Evidence of Feedback | C. Task 3: Assessing Students’ Literacy Learning | 15 min |
| Task 3: Literacy Assessment Commentary | C. Task 3: Assessing Students’ Literacy Learning | 15 min |
| Task 3: Student Literacy Work Samples | C. Task 3: Assessing Students’ Literacy Learning | 15 min |
| Task 3: Summary | C. Task 3: Assessing Students’ Literacy Learning | 15 min |
| Task Cards | B. Phase Three: New Guidelines | 30 min |
| Tasks for Understanding | B. Standard 1: JPA — New Guidelines | 40 min |
| Teach children strategies so they can be empowered to self-regulate | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Teach kids how to think; books are just a vehicle | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| Teach new vocabulary: Observe the standards-based lesson | B. Watch Teachers Plan, Then Teach a Lesson on Circles | 60 min |
| Teach writing instruction | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Teacher & Coach Discuss Contextualization & Making Meaning | G. Contextualization Guideline 1: Use an Early Content Theme | 20 min |
| Teacher and administrator professional development for RTI | C. Teaming Concepts | 27 min |
| Teacher Capacities | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Teacher collaboration: Using tech to improve tech | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Teacher digitally roams from group to group checking for understanding | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Teacher evaluation & student accountability | A. Gail Adams - West Virginia Teacher of the Year 2015 High School English | 7 min |
| Teacher evaluation has really changed in Delaware! | B. Lessons Learned from a State-Wide Implementation of the Danielson Framework | 34 min |
| Teacher evaluation needs to be reformed (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| Teacher expertise makes a difference | C. What Works: Results from a Two Year School Research Study | 29 min |
| Teacher groups – empowerment and responsibility | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| Teacher guides peacemaker discussion to create classroom rules together | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Teacher integrity | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Teacher leader: sharing the pain | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| Teacher leaders and administrative leaders need to work well together | H. Mark Smylie - Educational Policy Studies Faculty Affiliate, Prof. Emeritus University of Illinois | 5 min |
| Teacher leaders and the team building process | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Teacher leaders become leaders because they want to say "yes" | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Teacher leaders can help administrators be instructional leaders | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Teacher leaders learn from failed assessments | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Teacher leadership can improve the status of the teaching profession | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Teacher leadership can take many forms | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Teacher leadership comes from experience | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| Teacher leadership in practice | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Teacher leadership is important because teachers shape their environment | I. Joellen Killion - Senior Advisor Learning Forward | 6 min |
| Teacher leadership is not about credentials; it's about actions | A. Eric Scheninger - Senior Fellow & Thought Leader on Digital Leadership with ICLE | 4 min |
| Teacher leadership is sharing your expertise with other teachers | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Teacher leadership is ultimately how it reaches the students | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| Teacher leadership needs to play a bigger role in the future of systems of education | H. Mark Smylie - Educational Policy Studies Faculty Affiliate, Prof. Emeritus University of Illinois | 5 min |
| Teacher leadership programs improve retention of the best teachers | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Teacher leadership requires support from administrators | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| Teacher leadership through building networks | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| Teacher leadership yields results | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Teacher leadership: Seeing the classroom is bigger than four walls | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| Teacher leadership's impact on student learning | K. Josh Stumpenhorst - Illinois Teacher of the Year 2012 — Middle School 6th Grade ELA/Social Science | 4 min |
| Teacher mentoring and the Common Core | A. Creating and Effective Mentoring Program - Principal Panel | 42 min |
| Teacher monitors group work using his device | B. The Same High School Lesson Using 1:1 Devices | 25 min |
| Teacher outreach | C. Sarah Ballew Welch - Georgia Teacher of the Year 2015 Finalist – High School English | 19 min |
| Teacher perspectives on the use of rubrics | E. Creating and Mastering Rubrics | 40 min |
| Teacher preparation needs to be more practical | B. Practitioner- Ties to Higher Education | 52 min |
| Teacher resistance to change | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Teacher retention starts with great leadership | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Teacher rights — limitations to free speech | A. A School Law Primer for Busy Administrators | 2 hr |
| Teacher rights — termination and dismissal | A. A School Law Primer for Busy Administrators | 2 hr |
| Teacher training necessary for block scheduling | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Teacher voices in education policy discussions | I. Lynn Gaddis - Illinois State Teacher of the Year 1995 — President, Illinois State Teachers of the Year | 19 min |
| Teacher Workshop: A Musical Chairs Activity | F. Proven Strategies to Enhance Your Team Teaching Skills | 11 min |
| Teacher Workshop: Character Traits of the Musical Chairs Participants | F. Proven Strategies to Enhance Your Team Teaching Skills | 11 min |
| Teacher-parent relationships | A. Understanding the Components of Relationships and Family Culture | 31 min |
| Teacher-student relationships | A. Understanding the Components of Relationships and Family Culture | 31 min |
| Teacher’s Perspective on Teaming | F. Proven Strategies to Enhance Your Team Teaching Skills | 11 min |
| Teacher/Coach Interview - Teacher's Reflection of the Lesson | C. Instructional Conversation: New Guidelines 3 & 4 | 36 min |
| Teacher/Coach Interview: Debriefing & Bringing all of the Standards Together in the IC | D. Instructional Conversation: New Guidelines 5 & 6 | 28 min |
| Teacher/Coach Interview: Designing & Using Activity Centers to Support Teaching & Learning | A. Overview of Phase 5: All 5 Standards Working Together | 34 min |
| Teachers affect the learning environment in their schools | B. Frederick Hess - Director of Education Policy Studies AEI | 9 min |
| Teachers and administrators in crisis often act illogically | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Teachers and students have different teaching & learning styles (audio only) | A. Expert- School Environment | 24 min |
| Teachers as "Protectors" | B. Practitioner | 35 min |
| Teachers as thermostats know when to apply regulating strategies | S. It’s Getting Hot in Here - Teri Lawler / Jessica Begley | 1 hr 2 min |
| Teachers becoming advocates for student learning and the profession | E. Peggy Stewart - Educational Consultant | 4 min |
| Teachers can contribute to the way technology gets developed | K. Anoop Gupta - Distinguished Scientist Microsoft Research Redmond WA | 6 min |
| Teachers comment on the benefits of joint productive activities | B. Planning the Work for Students in Centers | 29 min |
| Teachers display data on their classroom doors | C. Practitioner 2 | 38 min |
| Teachers need a heart to serve their students | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| Teachers need a voice in educational policy | F. Dr. David Basso – Connecticut Teacher of the Year 2012 — High School Social Studies | 7 min |
| Teachers need more advanced training for special needs students | J. Mark Mautone – New Jersey STOY 2015 – Elementary School - Hoboken Autism ABA Program | 7 min |
| Teachers need more collaboration | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Teachers need non-punitive discipline options | P. Derailing the School-to-Prison Pipeline - David Diehl | 54 min |
| Teachers need to have a broad base of knowledge (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Teachers need to label themselves as "Leading Learners" | A. Expert | 45 min |
| Teachers need training, support and time to make co-teaching work | F. Jemelleh Coes - Georgia Teacher of the Year 2014 — Middle School 8th Grade ELA Special Education | 17 min |
| Teachers provide their perspective on using multiple assessment types | D. Selecting the Right Assessment | 56 min |
| Teachers reflect on their differentiated lessons | A. Classroom Example: Science and Social Studies Lesson | 42 min |
| Teachers share stories of their journey | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Teachers share their experience in moving to skills based assessments | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Teachers share their strategies and successes using technology | C. A Celebration of Successes | 6 min |
| Teachers sharing content and lessons leads to iterative improvement | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Teachers taking charge of their time collectively | C. Gretchen Weber - Principal Researcher Educator Effectiveness Programs AIR | 5 min |
| Teachers teach children – not a particular subject | D. Teach the Child - NOT the Subject | 20 min |
| Teachers that are reluctant to move to block scheduling | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Teachers will serve as coaches and facilitators (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Teachers Working as a Community | C. Breaking the Culture of Isolation | 9 min |
| Teachers' Perspectives on Cross-Disciplinary Teaming | D. Integrated Curriculum Using an Interdisciplinary Approach | 18 min |
| Teachers' perspectives on mapping: Great benefits | A. Standards-Based Instructional Design: A Blueprint for Success | 11 min |
| Teachers' Perspectives: How do curriculum maps help teachers cover the standards? | B. Clustering & Pacing Indicators | 41 min |
| Teachers’ Behind-the-Scenes Work | A. Domain One: Planning and Preparation; all grades | 26 min |
| Teachers’ Experiences with Guidelines | F. LLD Guidelines: Model the Language of Instruction & Design Tasks to Promote Students' Language | 16 min |
| Teachers’ Opinions about the CREDE Program | A. Introduction to The Five Standards | 20 min |
| Teachers’ Perspectives on Contextualization | G. Contextualization Guideline 1: Use an Early Content Theme | 20 min |
| Teachers’ Perspectives on IAT Process | D. Practical Recommendations for the Initial Meeting | 28 min |
| Teachers’ Perspectives on Leadership’s Support of Teams | G. Leadership that Empowers Team Teaching | 58 min |
| Teachers’ Reflections on CREDE Pedagogy Standards Implementation | D. Instructional Conversation: New Guidelines 5 & 6 | 28 min |
| Teaching 21st century skills & SEL competencies | C. Ms. Dale - Moon Stations: Learning Teamwork and Problem Solving | 23 min |
| Teaching A/P English in a block period | C. Mistakes Made During the First Year Transition | 24 min |
| Teaching Abstinence | A. Teaching Abstinence to today’s teens | 13 min |
| Teaching activities is where students work on instruction in groups | C. An Instructional Frame that Plans for Maximum Productivity | 27min |
| Teaching Activity | B. Standard 1: JPA — New Guidelines | 40 min |
| Teaching Activity | C. Standard 2: Language & Literacy Development — New Guidelines | 26 min |
| Teaching Activity | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Teaching Activity | A. Standard 1, 2 and 3 Review: New Classroom Examples/Self-Evaluation | 32 min |
| Teaching Activity | B. Phase Three: New Guidelines | 30 min |
| Teaching Activity | D. Instructional Conversation: New Guidelines 5 & 6 | 28 min |
| Teaching Activity: Contextualization | D. Standard 3: Contextualization — New Guidelines | 14 min |
| Teaching Activity: Create Continuing Activity Center | B. Phase Three: New Guidelines | 30 min |
| Teaching Activity: Group Student | B. Standard 1: JPA — New Guidelines | 40 min |
| Teaching Activity: Reflect on Language Development Techniques | B. Phase Three: New Guidelines | 30 min |
| Teaching an ADD child very precise organization skills | A. Teaching Students at Home |
| Teaching and building relationships with the whole child | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| Teaching and Learning in the New Digital World | C. Assessment |
| Teaching and learning is not all about data | D. Teach the Child - NOT the Subject | 20 min |
| Teaching appropriate responses to anger | J. Ms. Dunagan - Dealing with Anger | 21 min |
| Teaching Before and After CREDE | D. Panel Discussion | 30 min |
| Teaching before, during and after reading | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Teaching both academics and behavior | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Teaching children about their emotions | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Teaching comparison | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Teaching ELL Students | D. Panel Discussion | 30 min |
| Teaching ethical values using quotes from famous people | F. Ms. Slemc - Morning Circle | 28 min |
| Teaching from a diverse perspective | B. Practitioner - Diversity | 42 min |
| Teaching from multiple perspectives | A. Expert - Diversity | 42 min |
| Teaching from the Heart | A. Introduction: Creating an Effective Learning Environment | 18 min |
| Teaching Groups other than ELL Students | D. Panel Discussion | 30 min |
| Teaching honesty through a student challenge of “No TV” | D. A classroom lesson on truth and honesty | 15 min |
| Teaching identity, growth and positive self-image | A. Jasmyn Wright Demonstrates Her Affirmative Philosophy for her Students | 16 min |
| Teaching is a form of public service | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Teaching is Important, Difficult and Complex | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Teaching is Responsive Assistance | A. Introduction to The Five Standards | 20 min |
| Teaching is solving puzzles | G. Jeffery Shea – Massachusetts Teacher of the Year 2015 — High School History | 12 min |
| Teaching it’s ok to feel your feelings | J. Ms. Dunagan - Dealing with Anger | 21 min |
| Teaching kids how to curate information | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| Teaching kids to hold themselves to a higher standard | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| Teaching kids to pay attention to their emotions | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Teaching language arts classes in longer periods of time | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Teaching life skills at Aviation High School | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| Teaching literacy skills in all content areas (audio only) | A. Expert- Instructional Strategies | 36 min |
| Teaching makes me a better person | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| Teaching math in longer periods of time | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Teaching problem solving and critical thinking (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Teaching re-writes, paraphrasing, and transformation | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Teaching science class students about schema & picture clues | D. Science Lesson | 28 min |
| Teaching science in a block period | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Teaching sequencing, self-talk, growth mindset and problem solving | L. Mindful Instruction: Teaching the Standards with Intention - Michelle Benedict | 1 hr 11 min |
| Teaching Spanish classes in longer periods of time | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Teaching strategies for block scheduling | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Teaching strategies needed for longer class times | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Teaching student how to AVOID plagiarism | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Teaching students about context cues | A. Guided Reading | 53 min |
| Teaching students about fair and inclusive behaviors | B. Ms. Haase - Peacemakers: Rule Creation Discussion | 22 min |
| Teaching students about text features | A. Guided Reading | 53 min |
| Teaching students about their behavior triggers | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Teaching students academic, social and emotional skills | G. Diana Beasley - North Carolina Teacher of the Year 2007 — High School Science | 25 min |
| Teaching students how to help one another appropriately | B. Ms. Haase - Peacemakers: Rule Creation Discussion | 22 min |
| Teaching students how to work with partners | A. Learning Activities that "Break the Ice" | 30 min |
| Teaching students to "self monitor" during their reading | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Teaching students to aim at a specific goal | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Teaching students to be civically-minded | A. Ms. Williams - Civics: Understanding the Value of Community and Civic Responsibility | 26 min |
| Teaching students to overcome stereotyping | A. Expert - Diversity | 42 min |
| Teaching students to self-regulate | I. Ms. Iademarco - Mindfulness | 25 min |
| Teaching students to share feelings in a safe environment? | E. Ms. Phillips - Managing Worry or Anxiety | 28 min |
| Teaching students who have suffered from trauma can be counterintuitive | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Teaching teachers how to recognize & categorize various behaviors | D. Data-Based Decision Making | 16 min |
| Teaching teachers to teach understanding not just facts | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Teaching the history of civil rights | B. Practitioner - Diversity | 42 min |
| Teaching the language of description | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Teaching the movements to students | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Teaching the Technology is Not the Goal | B. Assessment |
| Teaching the way the brain learns | A. Raising Student Achievement | 3 hr 58 min |
| Teaching truth and honesty at school and at home | D. A classroom lesson on truth and honesty | 15 min |
| Team and club prayer | G. Religious Issues (Texas Law cited) | 45 min |
| Team Learning Log | A. Identifying Problems — Making Changes — Measuring Results | 36 min |
| Team Makeup | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Technological change is getting faster all the time | K. Anoop Gupta - Distinguished Scientist Microsoft Research Redmond WA | 6 min |
| Technology brings the world into the classroom | A. Moshsen Gaffari - Utah Teacher of the Year 2015 – Elementary School | 10 min |
| Technology budgets need to account for ongoing costs (audio only) | B. Practitioner-School Technology | 21 min |
| Technology integration concerns of principals and teachers | A. Teaching the Technology is Not the Goal | 36 min |
| Technology is not a replacement for good teaching | A. Expert | 60 min |
| Technology needs good software and networking (audio only) | B. Practitioner-School Technology | 21 min |
| Technology plans must produce results (audio only) | A. Expert- School Technology | 21 min |
| Technology puts every student in the front row | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Technology skills that last a lifetime | C. Examining the Tools and Technologies that Power Online Learning | 21 min |
| Temperature and Relative Humidity | B. Ventilation Systems | 25 min |
| Temperature Extremes | C. Inside Sources: Part 2 | 34 min |
| Ten questions that will be answers in this ADD program | A. Questions About ADD & ADHD |
| TEPC: Tools for promoting inter-rater reliability | A. Combining QuickStart, Danielson 101 and the TEPC |
| Terminology used when referring to a hostage situation | B. Hostage Survival & Negotiation | 52 min |
| Terrorism Awareness: The Reality of Today’s World | A. What Does a Terrorist Look Like? | 36 min |
| Terrorism does not always fit a mold | A. What Does a Terrorist Look Like? | 36 min |
| Terrorism is not new | D. History of Terrorism | 9 min |
| Test video | A. Safety in the Classroom | 42 min |
| Testing design assumptions and alternatives | A. A Guide to Facility Planning | 33 min |
| Texas Association of school board policy | I. Human Resource Management (Texas Law cited) | 45 min |
| Texas Public Information Act | E. Student Records (Texas Law cited) | 45 min |
| Text Introduction | A. Text Introduction |
| The "one word" you must use with all children | C. What is Discipline? | 36 min |
| The "ripple effect" of successfully using technology for teaching and learning | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| The "Teach To Lead" initiative | G. Ruthanne Buck - Senior Advisor to the Secretary U.S. Department of Education | 7 min |
| The “committed sardine” makes change | A. New Ways to Teach Enduring Content | 52 min |
| The 3 R’s and the 3 T’s | A. New Ways to Teach Enduring Content | 52 min |
| The 3 T’s — Teleconnection | B. The Last Generation of Internet Immigrants | 34 min |
| The 3 T’s — Time | B. The Last Generation of Internet Immigrants | 34 min |
| The 3 T’s — Tools | B. The Last Generation of Internet Immigrants | 34 min |
| The 4 by 4 schedule | B. Innovative Ways to Organize the School Day | 50 min |
| The adolescent brain and the effects of stress need strategies | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| The advantages of a trimester schedule | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| The advantages of an interdisciplinary approach | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| The Advantages of Teaching Teams | C. Breaking the Culture of Isolation | 9 min |
| The affects of parent disconnection | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| The affirmation that went viral | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| The alternate day schedule | B. Innovative Ways to Organize the School Day | 50 min |
| The anthrax threat | B. Chemical and Biological Threats | 35 min |
| THe application phase of compare and contrast | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| The Assistant Principal / Principal partnership | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| The bad days are the ones you grow from | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| The basic academic and social needs of an ESL student | A. Introduction to Sheltered English | 20 min |
| The basics of the nervous system | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| The behavior patterns of the fours personality types | A. Learning Styles | 52 min |
| The benefit of mentorship and job shadowing | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The benefits of being in a co-teaching classroom | A. Two Teachers - One Vision of Success with Classroom Example | 26 min |
| The benefits of integrating manipulatives with technology | C. Classroom Example Jesse Brosious | 15 min |
| The benefits of online classes | A. Bringing the Good Teaching Principles into the Online Setting | 17 min |
| The benefits of sharing artifacts | A. Using Artifacts to Help Determine Performance Levels | 24 min |
| The benefits of using music | D. Jane Robertson - Arizona Teacher of the Year 2004 — Elementary School 2nd Grade | 15 min |
| The benefits of using RTI data to justify special education referrals | A. SLD Identification & the RTI Process | 40 min |
| The Big Ideas of PBS — Part 1 | D. Summary | 10 min |
| The Big Ideas of PBS — Part 2 | D. Summary | 10 min |
| The Big Three - Learning how to focus on what is most important | A. Using a Resource Room Flexibly | 15 min |
| The biggest barrier to successfully implementing universal design | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| The Biggest Challenge of Being a Paraprofessional | E. Empowering the Paraprofessional | 20 min |
| The biggest misconceptions about virtual teachers & online learning | A. Best Practices of Successful Cyber Schools: Introduction to ECOT | 25 min |
| The body accommodates for the stimulus that surrounds us | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| The breaking point: before, in the moment and after | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| The Briefing – See how to create clear procedures | C. The CREDE Instructional Frame | 24 min |
| The Briefing – See how to involve students in a discussion | C. The CREDE Instructional Frame | 24 min |
| The Briefing: See how to set clear expectations | C. The CREDE Instructional Frame | 24 min |
| The challenge of assessing engagement | A. Evidence of Engagement | 14 min |
| The challenge of education reform | A. Expert | 1 hr 18 min |
| The challenge of increasing student expectations | E. Establishing High Expectations | 22 min |
| The challenge of maintaining academic integrity in higher education | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| The challenge of moving from the one school to another | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| The challenge of recruiting successful school leaders | B. Is there a School Leader Shortage? | 35 min |
| The challenge of using disaggregated Data | B. The History and Evolution of Data | 50 min |
| The challenges confronted by an ADD student | A. Strategies for Addressing ADD & ADHD |
| The challenges faced by urban school leaders (Jill Levy remarks) | A. Jill Levy Closing Remarks | 7 min |
| The challenges of change and the "Implementation Dip" | A. Strategic School Change | 53 min |
| The challenges of parental communication in secondary schools | H. Rich Ognibene – New York Teacher of the Year 2008 — High School Chemistry & Physics | 21 min |
| The challenges of urban school leadership (Baxter Atkinson) | A. "Urban School Leadership" Overview | 7 min |
| The Change Process: Leading by Example | C. Assessment |
| The changes made at Jefferson middle school | C. Case Study: Jefferson Middle School - Illinois | 1 hr 8 min |
| The characteristics of a "Natural Leader" | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| The characteristics of a great principal | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| The characteristics of a servant leader | C. Establishing a Vision for Your School | 32 min |
| The characteristics of a successful school leader | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The characteristics of the four personality types | A. Learning Styles | 52 min |
| The chilling reaction to terrorist training films | A. What Does a Terrorist Look Like? | 36 min |
| The common core gives me freedom to teach what I want | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| The compelling benefit of inquiry based learning | C. What Works: Results from a Two Year School Research Study | 29 min |
| The compelling results from an innovative school / church partnership | A. "Living the Dream" at Thurgood Marshall Academy for Social Change | 30 min |
| The competencies of an accomplished principal mentor | A. "How to be an Effective Principal Mentor" Overview |
| The components of good school culture | A. Shaping School Culture | 40 min |
| The components of reciprocal teaching strategies (audio only) | A. Expert- Instructional Strategies | 36 min |
| The connection between relationships and student–centered learning | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| The connection between the heart and the head | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| The consequences of ACEs | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| The Continuing Activity Centers | B. Phase Three: New Guidelines | 30 min |
| The Correct Way for a Co-Teacher to "Add to the Lesson." | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| The Correct Way for a Co-Teacher to "Chart and Take Notes." | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| The Correct Way for a Co-Teacher to "Play a Duel Role." | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| The Correct Way for a Co-Teacher to "Walk the Room." | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| The correlation between trauma and behavioral problems | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| The cost of caring is similar to post-traumatic stress | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| The cost of cyber education | B. Meeting the Increasing Demand for Online Course Options | 15 min |
| The counselor and mentor SRO | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| The Creation of Middle Schools | A. The History of Middle Schools | 21 min |
| The crisis plan synopsis – essential reading for all teachers | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| The criteria for assigning students to a tier | C. Tiered Lessons | 20 min |
| The criteria for forming reading groups | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| The criteria for hiring and training school leaders | A. Expert- School Leadership | 44 min |
| The criteria for hiring and training school leaders | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| The critical elements of a short and long term instructional plan | A. Principal Jacqueline Gonzalez Interview | 31 min |
| The critical first step – control the perimeter | A. Regaining Control – A Police Prospective | 39 min |
| The critical nature of safety: A personal story | A. Understanding the Components of Safety | 48 min |
| The critical need to connect yourself to school community groups | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| The critical planning that goes into guided reading | A. Guided and Independent Reading | 32 min |
| The critical role of the emergency response team | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| The critical skill necessary to be an effective technology coordinator (audio only) | B. Practitioner-School Technology | 21 min |
| The curriculum coordinator perspective on differentiation | B. Classroom Example: Pre-K Lesson | 25 min |
| The cycle of distrust between educators and policy makers | B. Frederick Hess - Director of Education Policy Studies AEI | 9 min |
| The darker side of Walla Walla | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| The Debriefing – See how to involve students and review expectations | C. The CREDE Instructional Frame | 24 min |
| The Debriefing – See how to praise students and self assess behavior | C. The CREDE Instructional Frame | 24 min |
| The decision making process | A. Shaping School Culture | 40 min |
| The desire to produce positive outcomes for students | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| The difference between curriculum based measurement and assessment | B. Universal Screening | 42 min |
| The difference between differentiation and ability based grouping | C. Tiered Lessons | 20 min |
| The difference between teacher observation and teacher evaluation | A. Charlotte Danielson Defines | 45 min |
| The difference between text structures and text features | A. Guided Reading | 53 min |
| The disturbing facts and research on bullying | C. Stop Bullying Now! | 36 min |
| The Do's and Don'ts of using an interactive whiteboard | A. Maximizing the Value of Your Interactive Whiteboard | 6 min |
| The dramatic impact of student praise | D. Gay Beck - Utah Teacher of the Year 2011 – Elementary School Kindergarten | 18 min |
| The easiest way to get 400 repetitions to create new synapses is games | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| The economic realities of retaining great teachers | C. John–David Bowman - Arizona Teacher of the Year 2015 – High School History | 17 min |
| The elements that should be included on every campus map | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| The emotions and energy which we emit outside ourselves | F. Overcoming Negative Belief Systems - Heather Forbes | 1 hr 8 min |
| The essential brainstorming process | B. Creating a Data Driven Action Plan | 51 min |
| The essential components of a middle school literacy rich classroom | A. Creating a Literacy Rich Classroom Environment | 6 min |
| The essential elements that should be part of every school crisis plan | A. Preparing For a School Crisis | 1 hr 3 min |
| The evolution of the standards movement | A. Expert | 1 hr 18 min |
| The experts provide their top recommendations for school reform | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| The family that informs the presenter | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| The Fifth Pillar: Instructional Learning Teams | B. Assessment |
| The First 100 Years | B. The Education Evolution | 44 min |
| The first 15 minutes of a crisis is the most critical time period | C. Situational Survival | 1 hr 1 min |
| The first hours following a teacher suicide | D. A Rural School Deals With a Teacher Suicide | 38 min |
| The First Pillar: The Hidden Skills of Academic Literacy | C. Assessment |
| The first step: Establish essential questions for your project | A. Project Based Learning and 21st Century Skills | 26 min |
| The Fishbowl Professional Learning Community | B. Leading Great Discussions Around Teaching | 9 min |
| The five essential components of good reading instruction | D. Developing a School-Wide Literacy Program | 30 min |
| The follow up meeting: Three weeks after the initial RTI team meeting | B. The Meeting Process | 17 min |
| The four components of a morning meeting | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| The four critical components of instructional leadership | A. Panel Discussion: Principals, an Assistant Principal, and a District/State Administrator | 50 min |
| The four phases of a thorough comparison | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| The four sources of a person in crisis | B. Hostage Survival & Negotiation | 52 min |
| The four traits of an effective school leader | C. Passion for Leadership | 36 min |
| The Fourth Pillar: Classroom Curriculum Design | C. Assessment |
| The frequently overlooked perks of being an online teacher | E. Why Virtual Teachers Wouldn't "Go Back" | 15 min |
| The future of global learning | C. Joe Fatheree - Illinois Teacher of the Year 2007 – Project Director NNSTOY | 30 min |
| The future of online learning | A. The Power of Leadership | 47 min |
| The gifts resilience | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| The goal of having students become independent users of compare & contrast | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| The goals and measurable outcomes selected to quantify the results – part 1 | A. Is Block Scheduling working? | 32 min |
| The goals and measurable outcomes selected to quantify the results – part 2 | A. Is Block Scheduling working? | 32 min |
| The harmful effects of an "us against you" mentality | B. Managing Sibling Harassment | 8 min |
| The hazards of radioactivity | D. Radiological & Nuclear Threats | 50 min |
| The healing of the Rainbow Camp | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| The healthy brain versus the survival brain | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| The heart of a successful school leader | C. Passion for Leadership | 36 min |
| The heighted concern about school safety | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| The History and Evolution of Data | B. The History and Evolution of Data | 50 min |
| The history of nuclear weapons | D. Radiological & Nuclear Threats | 50 min |
| The human aspect of using Data | B. The History and Evolution of Data | 50 min |
| The IAT Brainstorms About Future Modifications for the Student | E. Overcoming Problems: The Follow-up Meeting | 18 min |
| The IAT Discusses a Possible Tutor, Homework & Collecting Additional Data | E. Overcoming Problems: The Follow-up Meeting | 18 min |
| The IAT Discusses Modifications Based On the Student's Test Scores | E. Overcoming Problems: The Follow-up Meeting | 18 min |
| The IAT Reviews the Student's Progress at the Follow Up Meeting | E. Overcoming Problems: The Follow-up Meeting | 18 min |
| The Imagine Project is a free and easy process | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| The impact of a clean, attractive and well-equipped school building (audio only) | B. Practitioner-School Environment | 34 min |
| The impact of collecting data | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| The Impact of collecting data at the classroom level | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| The impact of positive climate on social-emotional learning | D. Mr. Hite - Year-End Student Feedback: Intentionally Creating a Positive Climate for Middle School Students | 21 min |
| The impact of spending more time on writing instruction | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| The impact of standards on teaching | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| The impact on abolishing the grade of “D” | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| The impact on athletics, procedural learning, writing instruction, etc | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| The impacts of sensory preferences and movement | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| The importance of active engagement strategies | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| The importance of being an “educational futurist” | A. New Ways to Teach Enduring Content | 52 min |
| The importance of building student relationships | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| The importance of campus culture | F. Proven Strategies to Work Effectively with the Community Groups | 45 min |
| The importance of critical thinking | A. Teaching the Technology is Not the Goal | 36 min |
| The Importance of Early Detection & Action | A. PBS-Looking at the Problems and the Solution | 12 min |
| The importance of greeting kids at the door | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| The importance of instructional leadership | B. Professional Development: Lead by Example | 35 min |
| The importance of inter-rater reliability | A. Suggested Methods for Debriefing Your Results | 8 min |
| The importance of monitoring student success | C. What Works: Results from a Two Year School Research Study | 29 min |
| The importance of performing frequent reality tests | A. A Guide to Facility Planning | 33 min |
| The importance of reflection, dialogue and inquiry | A. Improving the Current Teacher Evaluation System | 30 min |
| The importance of student movement during Spanish class | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| The importance of students' learning styles | J. Mark Mautone – New Jersey STOY 2015 – Elementary School - Hoboken Autism ABA Program | 7 min |
| The importance of the student / teacher relationship | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| The importance of transitional supports | A. Understanding the Components of Regulation | 35 min |
| The importance of using a rubric to establish student expectations | E. Creating and Mastering Rubrics | 40 min |
| The importance of value and ethics in the principalship | B. Ethics and Values in K-12 Education | 35 min |
| The important initial step of gathering a guiding coalition | A. Expert- School Leadership | 44 min |
| The important initial step of gathering a guiding coalition | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| The incident command center | A. Regaining Control – A Police Prospective | 39 min |
| The Industrial Revolution | B. The Education Evolution | 44 min |
| The information and technology revolution | A. New Ways to Teach Enduring Content | 52 min |
| The initial communication | B. Hostage Survival & Negotiation | 52 min |
| The Instructional Goal of the Instructional Conversation | B. Instructional Conversation: New Guidelines 1 & 2 | 35 min |
| The instructional shifts required for the Common Core math and language arts standards | A. Successfully Transitioning to the Common Core | 38 min |
| The instructional team discusses ways to increase student reading time | B. Hugo Newman Team Meeting | 22 min |
| The instructional team plans the "Increase Reading" campaign | B. Hugo Newman Team Meeting | 22 min |
| The instructional team review results from a professional development survey | B. Hugo Newman Team Meeting | 22 min |
| The instructional team reviews various school needs | B. Hugo Newman Team Meeting | 22 min |
| The instructional team schedules teacher professional development | B. Hugo Newman Team Meeting | 22 min |
| The issues affecting the LGBTQ student | G. Trauma-informed for All: Equity for LGBTQ2+ Students - Anne Thomson | 67 min |
| The issues faced by today's school leaders | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The joy of teaching teachers | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| The knock-knock and picture greetings | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| The last resort is the "hold down" | C. What is Discipline? | 36 min |
| The legal requirements for becoming a school leader | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The life of a middle school leader | A. Real Stories from a Life Long Middle School Principal | 1 hr |
| The lion's share of Principal's time must be spent in classrooms | A. Expert | 60 min |
| The little things that transform you into a successful teacher leader | A. Andrea Peterson - National & Washington Teacher of the Year 2007 Elementary School Music | 15 min |
| The lived history of leading a trauma impacted school | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| The look and feel of engagement | A. What is Engagement? | 26 min |
| The main problem is a lack of trust | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| The major components of the middle level hybrid schedule | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| The many components of self-care | N. Self-Care and the Resilient Educator - Hailey Uphaus | 56 min |
| The many ways to support children's approaches to learning | B. Supporting Children's Approaches to Learning | 8 min |
| The media’s coverage of violent school crime | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| The Middle School | B. The Changing Secondary School | 46 min |
| The Mind, Constructivism and Cognitive Science Research | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| The misalignment of global citizenship and standards based testing | D. June Teisan - Michigan Teacher of the Year 2008 – Middle School Science | 17 min |
| The mission is to help children with trauma through school | A. Up close with the Author of Classroom180 Framework |
| The Mistake Most Educators Make When Analyzing a Student's Problem | B. Step by Step Guide to the Referral Process | 32 min |
| The Model Code of Ethics for Educators (MCEE) | L. Lee-Ann Stephen - Minnesota Teacher of the Year 2007 — On Special Assignment for St. Louis SD | 6 min |
| The model code of ethics is a handy guide for new teachers | L. Lee-Ann Stephen - Minnesota Teacher of the Year 2007 — On Special Assignment for St. Louis SD | 6 min |
| The modern High School: working collaboratively or in isolation? (audio only) | B. Practitioner - School Curriculum | 42 min |
| The morning message | T. Morning Meetings and Closing Circles - Lisa Allen | 1 hr 10 min | |
| The most important factor in student learning | A. Charlotte Danielson Defines | 45 min |
| The most important strategies have to do with active engagement | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| The movement to online learning, choice and access | B. Meeting the Increasing Demand for Online Course Options | 15 min |
| The National Teacher of the Year is an advocate for students and the profession of teaching | C. Sean McComb - Maryland & National Teacher of the Year 2014 – High School English | 12 min |
| The need for 360 degree feedback for school leaders (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| The need for a changed and integrated curriculum | A. New Ways to Teach Enduring Content | 52 min |
| The Need for a Curriculum Map – A School's Perspective | B. Mapping Your Curriculum to the Common Core | 20 min |
| The need for balance (audio only) | A. Expert- Assessment and Accountability | 44 min |
| The need for data literacy | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| The Need for Literacy Tools — Part 1 | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| The Need for Literacy Tools — Part 2 | A. Why Visual Tools for Literacy Now? Research and Results | 30 min |
| The need for relevant professional development for school leaders | B. Is there a School Leader Shortage? | 35 min |
| The need for SEL skills | A. Piloting the Influence of Social Emotional Learning |
| The need to reduce class sizes | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| The negative loop of trying to change behavior | A. Parenting with Love and Acceptance | 1 hr 21 min |
| The next phase was a purging process | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| The number one barrier to technology integration | A. The Power of Leadership | 47 min |
| The number one concern of students entering middle school | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| The number one psychological need of all children | A. Why Do Kids Misbehave? | 26 min |
| The objective: Serve while learning | C. High school community service projects | 41 min |
| The Olympics: A celebration of mutual understanding, friendship and fair play | D. Teaching Respect for All Cultures | 20 min |
| The online synchronous connect session begins | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| The passion and dreams of a successful instructional leader | A. Principal Jacqueline Gonzalez Interview | 31 min |
| The pillars of success at the KIPP Academy | B. Practitioner | 35 min |
| The pitfalls of connecting teacher evaluation to test scores | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| The planning process | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| The planning process — A collaborative effort | A. Shared Leadership | 25 min |
| The positive aspects of standards | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| The post observation-conference: Dr. McGraw and Ms. King differ on successes and areas for improvement | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| The post-conference: Dr. McGraw & Mrs. Hertzog reflect on the lesson structure | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| The post-conference: Ms. Gluck & Mr. Anderson reflect on the math lesson on percentage | D. Mr. Andersons' 5th Grade Math Class- Lesson #1 | 40 min |
| The post-conference: Ms. Gluck uses cognitive coaching to guide Mr. Anderson | D. Mr. Andersons' 5th Grade Math Class- Lesson #1 | 40 min |
| The post-observation conference: Dr. McGraw and Mr. Bais discuss transitions and classroom management | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| The post-observation conference: Dr. McGraw and Mr. Bais reflect on classroom management | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| The post-observation conference: Dr. McGraw and Ms. King reflect on student behavior & class procedures | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| The post-observation conference: Dr. McGraw and Ms. King reflect on the Frisbee class | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| The post-observation conference: Dr. McGraw and Ms. King target new strategies for student misbehavior | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| The post-observation conference: Ms. King discusses suggested changes for next Frisbee lesson | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| The power of constant professional conversations | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| The power of information gathering | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| The power of play dough | H. Art Smart Classrooms for Traumatized Children - Deb Fetterman Moyer, MDiv | 1 hr 2 min |
| The power of school/community partnerships | A. Expert | 1 hr 18 min |
| The power of the breath; the Win Hof story | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| The powerful impact child stress has on communication and connection | B. Connecting With Your Child | 1 hr 21 min |
| The powerful impact of having industry partners speak to incoming students | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| The powerful impact of using visualization with intermediate readers | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| The powerful research on integrating reading with writing | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| The pre-conference: Dr. McGraw and Mrs. Hertzog discuss a new teacher's need for support & guidance | F. Mrs. Hertzog's Middle School Crimminal Justice Class - Lesson #1 | 1 hr 8 min |
| The pre-conference: Mr. Anderson discusses his instructional challenges | D. Mr. Andersons' 5th Grade Math Class- Lesson #1 | 40 min |
| The pre-observation conference: Dr. McGraw and Mr. Bais discuss classroom procedures | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| The pre-observation conference: Dr. McGraw and Mr. Bais establish expectations | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| The pre-observation conference: Dr. McGraw and Mr. Bais review the lesson plan | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| The pre-observation conference: Dr. McGraw and Ms. King discuss potential challenges | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| The pre-observation conference: Dr. McGraw and Ms. King discuss student procedures | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| The pre-observation conference: Dr. McGraw and Ms. King discuss the need for evidence to demonstrate competency | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| The pre-observation conference: Dr. McGraw and Ms. King review the lesson plan | D. Ms. King's High School P.E. Class - Lesson #1 | 1 hr 23 min |
| The pre-observation conference: Dr. McGraw and Ms. King review the standards for the upcoming P.E. class | C. Ms. King's High School P.E. Class - Lesson #3 | 36 min |
| The primary question every teacher evaluation system must address | A. Charlotte Danielson Defines | 45 min |
| The primary reasons parents fail as disciplinarians | B. The Building Blocks of Parenting | 31 min |
| The principal & assistant principal discuss the rollout of the Danielson Framework | B. Jacqueline Gonzalez & Assistant Principal Candida Frith Planning Meeting | 12 min |
| The principal as an instructional leader | A. Expert | 60 min |
| The Principal is the instructional leader of the school | A. Expert | 45 min |
| The Principal reflects on what he learned from the suicide crisis | B. An Elementary School Deals With a Student Suicide | 12 min |
| The Principal reflects on what was learned from the grieving process | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| The principal's role in establishing a culture of data driven instruction | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| The principal’s role in the facility planning process | A. A Guide to Facility Planning | 33 min |
| The process of establishing essential learnings (audio only) | B. Practitioner - School Curriculum | 42 min |
| The process of getting National Board Certification is its own reward | I. Michael Dunlea – New Jersey Teacher of the Year Finalist 2012 — Elementary School 2nd Grade | 17 min |
| The process of moving from evaluation to professional learning | A. Charlotte Danielson Defines | 45 min |
| The profound correlation between bullying and school violence | B. Early Warnings Signs / Effective Interventions | 1 hr |
| The profound impact of a passionate and committed principal | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| The profound impact of assessment literacy | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| The profound impact of caring and setting high expectations | C. What Works: Results from a Two Year School Research Study | 29 min |
| The profound impact of community engagement | E. Barbara Hopkins - Nebraska Teacher of the Year 1988 – Middle School ELA - NEA Online Projects | 16 min |
| The profound impact of multi-sensory instruction | A. Raising Student Achievement | 3 hr 58 min |
| The profound impact of professional learning communities | A. Strategic School Change | 53 min |
| The profound impact of student extracurriculars | B. Practitioner | 35 min |
| The profound impact of teacher induction | B. Practitioner - School Governance | 38 min |
| The profound impact of teaching ”writing dialog” | B. Guided, Shared and Independent Writing | 48 min |
| The Profound Impact of Writing Instruction | B. Assessment |
| The profound impact prior knowledge has on reading | A. Guided Reading | 53 min |
| The proper way to speak with a hostage taker | B. Hostage Survival & Negotiation | 52 min |
| The pros and cons of fencing | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| The pros and cons of individual instruction vs. group learning | B. Thoughtfully Designing Online Group Learning | 28 min |
| The pros and cons of school choice | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The pros and cons of social media | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| The pros and cons of synchronous & asynchronous online learning | A. A Guide to the Terminology of Cyber Education | 21 min |
| The pros and cons of the 4 by 4 semester schedule | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| The pros and cons of the alternating day schedule | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| The pros and cons of the trimester schedule | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| The pros and cons of using data for school benchmarking | A. Expert | 55 min |
| The pros and cons of using school suspensions | B. Early Warnings Signs / Effective Interventions | 1 hr |
| The protocols for a successful walkthrough | A. A Successful Walkthrough |
| The psyche of a child who has suffered from relationship trauma | B. Connecting With Your Child | 1 hr 21 min |
| The Push Through Crew and positive classroom connections | B. The Power of Affirmations - Jasmyn Wright | 59 min |
| The Pyramid: Red, Yellow & Green Zone Kids | A. PBS-Looking at the Problems and the Solution | 12 min |
| The quest for National Board Certification | I. Michael Dunlea – New Jersey Teacher of the Year Finalist 2012 — Elementary School 2nd Grade | 17 min |
| The Quick CLICK Personality Survey | H. Personality Assessment |
| The Referral Process Starts a Student Toward an IAT | B. Step by Step Guide to the Referral Process | 32 min |
| The reflective practitioner: School improvement plans | B. The Reflective Practitioner — Simulation | 12 min |
| The relationship between parental attitude and child behavior | A. Why Do Kids Misbehave? | 26 min |
| The relationship between parental involvement and student achievement | A. Raising Student Achievement | 3 hr 58 min |
| The relationship between physical activity and brain activity | A. Raising Student Achievement | 3 hr 58 min |
| The relationship between teacher quality and student achievement | A. Raising Student Achievement | 3 hr 58 min |
| The report about Paine Alternative High School is bad | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| The requirements for large scale school reform | A. Strategic School Change | 53 min |
| The research that drives curriculum change (audio only) | A. Expert- School Curriculum | 44 min |
| The responsibilities of being an advocate for education | C. John–David Bowman - Arizona Teacher of the Year 2015 – High School History | 17 min |
| The restorative circle guidelines | C. Implementing Tier II Restorative Justice Interventions - Michael McCline, MEDL | 57 min |
| The rewards are the students' accomplishments | J. Mark Mautone – New Jersey STOY 2015 – Elementary School - Hoboken Autism ABA Program | 7 min |
| The rewards of becoming a National Board Certified teacher | B. Beth Maloney - Arizona Teacher of the Year 2014 – Middle School 5th Grade | 12 min |
| The right to safety supersedes the rights of individual students (audio only) | B. Practitioner-School Environment | 34 min |
| The role of each member of the RTI team | A. How to Build & Maintain an RTI Team | 36 min |
| The role of state education agencies in implementing RTI | B. Leadership Roles and Responsibilities – From State to Building and Beyond | 55 min |
| The role of the architect | A. A Guide to Facility Planning | 33 min |
| The role of the fire department, police and county government | C. School Crisis Kits: A Indispensable Component of Every Plan | 28 min |
| The role of the Principal in overseeing extracurricular activities | D. Essential Communication Skills for Successful School Leaders | 35 min |
| The role of the special education teacher in the intervention process | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| The roles and responsibilities of the members of the team | J. BONUS The Whole Team Approach - Including Parents and Students - A Panel Discussion | 43 min |
| The roller coaster ride of a first year teacher | B. Establishing a Roadmap for New Teacher Success | 22 min |
| The Room Scan | C. Now You Try - Gather Evidence of Regulation (Domain 2) |
| The Royalton Administrators Reflect on Their Teaming Initiative - Part 1 | G. Leadership that Empowers Team Teaching | 58 min |
| The Royalton Administrators Reflect on Their Teaming Initiative - Part 3 | G. Leadership that Empowers Team Teaching | 58 min |
| The Royalton Team Administrators Reflect on Their Teaming Initiative - Part 2 | G. Leadership that Empowers Team Teaching | 58 min |
| The Royalton Team Critically Assesses the Benefits of Teacher Teaming | G. Leadership that Empowers Team Teaching | 58 min |
| The Royalton Team DIscusses Cooperative Lesson Planning | G. Leadership that Empowers Team Teaching | 58 min |
| The Royalton Team Plans for Class Size | G. Leadership that Empowers Team Teaching | 58 min |
| The RTI responsibilities of the school building leader | B. Leadership Roles and Responsibilities – From State to Building and Beyond | 55 min |
| The RTI team chooses the appropriate intervention for the student | B. The Meeting Process | 17 min |
| The RTI team establishes a follow up meeting | B. The Meeting Process | 17 min |
| The RTI team finalizes the frequency and duration of progress monitoring | B. The Meeting Process | 17 min |
| The Scenario: Lincoln High is in Walla Walla Washington | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| The school as a learning community | C. What Works: Results from a Two Year School Research Study | 29 min |
| The school is neither safe for students nor teachers | D. My Story at Lincoln from Jim Sporleder | 1 hr 11 min |
| The school leader as a politician | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The School Portfolio - Books, Example Portfolios, Databases & Tool Kits | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Concluding Comments | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Continuous Improvement & Evaluation | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Information & Analysis | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Leadership | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Overview - Part 1 | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Overview - Part 2 | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Partnership Development | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Professional Development | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Quality Planning (Shared Vision) | A. Developing a School Portfolio | 47 min |
| The School Portfolio - Student Achievement | A. Developing a School Portfolio | 47 min |
| The scope of the problems with trauma-impacted students | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| The Second Pillar: Research-Based Strategies | B. Assessment |
| The secondary impacts of trauma on teachers and funding services | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| The secret is revealed: giving and receiving gratitude | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| The secret power of mentorship | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| The SEL: Looking at Real Classrooms program | A. Piloting the Influence of Social Emotional Learning |
| The self-determination theory | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| The shortage of school leaders | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The shortcomings of using letter grades | A. Doug Reeves: A National Perspective on Literacy | 1 hr 9 min |
| The six basic text structures and text features | A. Guided Reading | 53 min |
| The six components of a successful school | A. Standards-Based Education |
| The six ISLLC standards that define a principal's work | A. ISLLC Standards |
| The six negative behaviors of ADD children | A. Teaching Students at Home |
| The Six Shifts: What Are They and What Do They Mean? | A. The Six Shifts: What Are They and What Do They Mean? |
| The six standards in the "Leading Learning Communities" publication | A. Expert | 27 min |
| The stages of stress on the autonomic nervous system | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| The steep learning curve faced by all new Principals | A. "How to be an Effective Principal Mentor" Overview |
| The steps in developing a higher education partnership | A. Expert- Ties to Higher Education | 1 hr |
| The stories about five real students at Compton | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| The story of Keegan and his quest for safely | N. Building Relationships with Your Toughest Parents - Janie Dickens | 1 hr 12 min |
| The Story of Self strategy | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| The strategic national stockpile – what you need to know | C. Naturally Occurring Diseases – A Ticking Time Bomb for Public Health | 8 min |
| The students and teacher offer insights into the project they just completed | C. Project Based Learning in Action | 21 min |
| The students now get to act as jurors | B. The Same High School Lesson Is Blended | 32 min |
| The teacher in the classroom with the support of the team | J. BONUS The Whole Team Approach - Including Parents and Students - A Panel Discussion | 43 min |
| The teacher makes students justify their positions | B. The Same High School Lesson Is Blended | 32 min |
| The teacher workshop participants share their sheltered lesson observations | B. Unsheltered/Sheltered Language | 23 min |
| The teacher's observations on how the lesson went | B. Observing and Critiquing a Lesson — Simulation | 18 min |
| The teacher's perspective on the classroom example | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| The Teaching Activity - Part of the Instructional Frame | D. JPA Guideline 4: Use an Instructional Frame | 28 min |
| The Teaching Activity – Use whole and small group instruction | C. The CREDE Instructional Frame | 24 min |
| The things I wish I knew when I first started teaching | K. Josh Stumpenhorst - Illinois Teacher of the Year 2012 — Middle School 6th Grade ELA/Social Science | 4 min |
| The Third Pillar: A Diversity That Works | C. Assessment |
| The thoughtful classroom process for curriculum and unit design | A. Curriculum Writing & Unit Design — Part 1 | 18 min |
| The three components of a high performing middle school | C. Establishing a Vision Statement for Your Middle School | 28 min |
| The three phases to thinking, learning and communicating | A. Raising Student Achievement | 3 hr 58 min |
| The three primary benefits of block scheduling | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| The time involved in completing a school security assessment | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| The top ten questions to ask when designing a lesson - Paula Rutherford | B. Creating a Dynamic Lesson | 43 min |
| The transition process | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| The trauma-informed journey is like a marathon | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| The trend toward a School Interoperability Framework…. or SIF | A. A Guide to the Terminology of Cyber Education | 21 min |
| The trimester schedule | B. Innovative Ways to Organize the School Day | 50 min |
| The Truth of Why We are Here | B. The Education Evolution | 44 min |
| The typical day of a virtual elementary school student | B. A Virtual Student's Typical School Day | 17 min |
| The typical day of a virtual high school student | B. A Virtual Student's Typical School Day | 17 min |
| The typical day of a virtual middle school student | B. A Virtual Student's Typical School Day | 17 min |
| The unique role of the online school principal / instructional leader | B. Developing a Culture of Professional Learning | 23 min |
| The uniqueness of the four learning styles | A. Learning Styles | 52 min |
| The unknowns associated with neurofeedback | A. Strategies for Addressing ADD & ADHD |
| The unreported warning signs of bullying | C. Stop Bullying Now! | 36 min |
| The value of leadership experience | A. Characteristics of Great School Leaders | 1 hr 7 min |
| The variations of block scheduling | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| The various types of biological threats | B. Chemical and Biological Threats | 35 min |
| The various types of nerve agents | B. Chemical and Biological Threats | 35 min |
| The various types of viruses | C. Contagious Virus Threats | 14 min |
| The virtue of illogical patience | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| The vision for teaching together just clicked | A. Two Teachers - One Vision of Success with Classroom Example | 26 min |
| The widespread use of Data | B. The History and Evolution of Data | 50 min |
| The window of tolerance: Andy vs. Billy | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| The window of tolerance: Andy vs. Billy | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| The working conditions for teachers are the learning conditions for students | C. Gretchen Weber - Principal Researcher Educator Effectiveness Programs AIR | 5 min |
| The wrong way to overcome a student's negative belief system | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| There is more to teacher evaluation than classroom observation | A. Improving the Current Teacher Evaluation System | 30 min |
| These amazing new technologies may affect teaching in the future | K. Anoop Gupta - Distinguished Scientist Microsoft Research Redmond WA | 6 min |
| Think Beyond the Traditional | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Think critically before discussion (Danielson Component 3b) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Thinking Maps® Software and the Mapping the Standards Database | A. A Common Visual Language for Learning | 30 min |
| Thinking outside of the box | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Thinking Skills Instruction, Concept, Development and Literacy | A. Conceptual Learning Using the Thinking Process Maps | 28 min |
| Third Grade Routing and Grouping | A. Overview of Phase 4 of the Crede Pedagogy | 22 min |
| This assignment is stupid | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| This joint productive activity is a game created by HS students | B. Planning the Work for Students in Centers | 29 min |
| This principal's passion brought him to trauma through mental health | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| This process allows students to evaluate their own stress | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Thought processes | B. Observing and Critiquing a Lesson — Simulation | 18 min |
| Thoughtful guidance helps students gain new knowledge (Marzano DQ #4: Element 23) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| Thoughtfully connecting tasks within an interdisciplinary lesson (Stronge Standard 3.2) | E. Ms. Boyer and Ms. O'Dell's History and Literature Integration - High School | 14 min |
| Thoughtfully developing partnerships that bring resources into your school | C. "Realizing the Vision": Developing a School from the Ground Up | 40 min |
| Thoughtfully reinforcing student learning goals (Stronge Standard 3.4 / Marzano DQ #3: Element 15) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Three components of an effective lesson plan | C. The CREDE Instructional Frame | 24 min |
| Three elements of all plans: consistency, consequences and responsibility | B. Terrorism – Why Schools Need to be Prepared | 10 min |
| Three essential communication skills | A. Hidden Skills of Academic Literacy | 45 min |
| Three essential critical thinking skills | A. Hidden Skills of Academic Literacy | 45 min |
| Three essential reading skills | A. Hidden Skills of Academic Literacy | 45 min |
| Three essential reflective skills | A. Hidden Skills of Academic Literacy | 45 min |
| Three guidelines for activity funds: planning, consistency & follow through | B. School Activity Fund Law and Accounting | 2 hr |
| Three keys to student-centered learning | B. Ann Marie Corgill - Alabama Teacher of the Year 2015 Elementary School | 9 min |
| Three mentees all reaching for their personal best | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| Three phases in a "Track Three Intervention" | A. Evaluating and Coaching the Underperforming Teacher | 18 min |
| Three questions to guide your staff development | A. Expert - Professional Development | 47 min |
| Three questions you need to ask before adopting school technology? | A. The Power of Leadership | 47 min |
| Three types of assessment to customize your teaching | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Three types of visual tools | A. Webs of Creativity | 32 min |
| Throwing a little bit of grammar into the transition (Danielson Component 2c) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Thurau Clip 1 | E. Mystery Elements – Ms. Thurau | 27 min |
| Thurau Clip 2 | E. Mystery Elements – Ms. Thurau | 27 min |
| Thurau Clip 3 | E. Mystery Elements – Ms. Thurau | 27 min |
| Thurau Clip 4 | E. Mystery Elements – Ms. Thurau | 27 min |
| Tier one support teaches regulation to all students | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Tiered activities | C. Tiered Lessons | 20 min |
| Tiered lessons in subjects other than literacy | C. Tiered Lessons | 20 min |
| Ties to higher education is often neglected | B. Practitioner- Ties to Higher Education | 52 min |
| Tiffani Clip 1 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 10 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 11 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 12 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 13 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 14 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 15 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 16 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 17 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 2 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 3 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 4 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 5 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 6 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 7 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 8 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Clip 9 | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Tiffani Post-Conference | D. Pre-K Montessori Setting Activity Centers — Ms. Tiffani conference available | 1 hr 24 min |
| Time management skills for the virtual student | A. Best Practices of Successful Cyber Schools: Introduction to ECOT | 25 min |
| Time management strategies | A. Time Management | 38 min |
| Time management: Creating The Big Three | A. A Grab Bag of Issues | 12 min |
| Time-savings in feedback; monitoring understanding using the whiteboard | E. Classroom Example Kim and Flynn | 20 min |
| Timedonitis simulation | B. Time Management — Simulation | 12 min |
| Timing & Positive Feedback | F. Reflections from the Trenches: Real Case Studies | 42 min |
| Tips for designing your cubes | E. Designing CUBES that Differentiate Instruction | 15 min |
| Tips for setting professional goals | A. Using Evaluation Data to Set Professional Development Goals | 38min |
| TLC's can support teachers, parents, and the whole staff | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| TLC's support the teachers who are supporting the students | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| To improve teacher leadership consider how it is developed | H. Mark Smylie - Educational Policy Studies Faculty Affiliate, Prof. Emeritus University of Illinois | 5 min |
| Tocci-Edwards clip 1 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 2 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 3 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 4 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 5 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 6 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 7 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 8 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tocci-Edwards clip 9 | P. Faithful Elephants – Ms. Tocci and Ms. Edwards | 90 min |
| Tolhurst Clip 1 | B. Guided Reading/Making Inferences – Ms. Tolhurst | 38 min |
| Tolhurst Clip 2 | B. Guided Reading/Making Inferences – Ms. Tolhurst | 38 min |
| Tolhurst Clip 3 | B. Guided Reading/Making Inferences – Ms. Tolhurst | 38 min |
| Tolhurst Clip 4 | B. Guided Reading/Making Inferences – Ms. Tolhurst | 38 min |
| Tollafield Clip 1 | A. Writing Dialogue – Ms. Tollafield | 44 min |
| Tollafield Clip 2 | A. Writing Dialogue – Ms. Tollafield | 44 min |
| Tollafield Clip 3 | A. Writing Dialogue – Ms. Tollafield | 44 min |
| Tollafield Clip 4 | A. Writing Dialogue – Ms. Tollafield | 44 min |
| Tollafield Clip 5 | A. Writing Dialogue – Ms. Tollafield | 44 min |
| Tools for Implementing PBS: How to Gather Information from Your School | B. The PBS Process: How a Team Implements PBS in their School | 34 min |
| Tools techniques and tactics for teacher leader learners | D. Dr. Curtis Chandler - Kansas Teacher of the Year 2011 – Educational Specialist Staff Developer BYU Idaho | 2 min |
| Tools to promote critical thinking and student engagement | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| Tools, like focused movement, gives students power to control their brain | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Toorman Bales Clip 1 | E. Water Cycle – Ms. Toorman Bales | 35 min |
| Toorman Bales Clip 2 | E. Water Cycle – Ms. Toorman Bales | 35 min |
| Toorman Bales Clip 3 | E. Water Cycle – Ms. Toorman Bales | 35 min |
| Top 10 reasons to differentiate instruction | B. Reasons to Differentiate Instruction | 12 min |
| Top 10 Ways to Lower Test Scores | D. Effects of Poor IEQ on Performance | 15 min |
| Topic A: Staff Morale and Self Care | A. Staff Morale and Self Care |
| Topic B: Movement and Creative Arts | B. Movement and Creative Arts |
| Topics that must be covered in the professional development for block-scheduling | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| Totaling the stacked decks: the qualities of life compared | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Toth Elementary Principal - final thoughts | B. Practitioner | 58 min |
| Touch the Future | D. The History and Philosophy of Inclusion | 34 min |
| Toxic Pollutants | A. Outside Sources: Nearby and School Grounds | 26 min |
| Tracing plagiarized papers on the web | B. Identifying and Preventing Student Plagiarism | 37 min |
| Tracking forms to record student reading progress | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Tracking the initial results - good news | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Tracking the progress and effectiveness of areas targeted for improvement | B. Practitioner 1 | 25 min |
| Traditional approaches aren't working and teachers are stressed | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Traditional view vs. Regulation and Dysregulation | A. How Trauma Changes a Child’s Development | 1 hour 12 min |
| Training a trauma-informed staff | J. Nuts and Bolts: Implementing a Trauma Informed School - Part 2 - Jim Sporleder | 68 min |
| Training and engaging everyone including parents | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Training needs to be on-going or old habits won't die | K. Building an Emotionally Regulated Staff - John Laffoon, EdD | 1 hr 15 min |
| Training on when and how to conduct a school search | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| Training the faculty on safety procedures | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Transferring the Goals to the Concern | D. Practical Recommendations for the Initial Meeting | 28 min |
| Transformation examples | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Transforming Cemetery Model to CREDE Model | A. Introduction to The Five Standards | 20 min |
| Transforming student behavior through empathy and relationship | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| Transforming text to avoid plagiarism | C. Teaching Transformations to Avoid Plagiarism | 37 min |
| Transforming your classroom by turning ownership over to the students (Marzano DQ #2 & #4) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Transforming your school culture | A. Shaping School Culture | 40 min |
| Transition time is lost instructional time | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| Transitioning from mentees to active professional learning community participants | C. Expanding Your School's Mentoring Program | 25 min |
| Transitioning from the business sector to the classroom | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Transitioning from traditional to trauma-informed | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Transitions are an important part of classroom management (Marzano DQ#6) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Translating a school vision into reality | C. Establishing a Vision for Your School | 32 min |
| Translating knowledge into improved classroom performance | B. Becoming an Enduring Influence For Adult Learners | 32 min |
| Translating self reflection into meaningful changes in practice | A. Mentor Tips: Powerful Cognitive Coaching Strategies for New Teachers | 30 min |
| Translating values into all aspects of the school experience | A. Why do values matter? | 20 min |
| Translating your professional learning into classroom practice | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Trauma day-in and day-out | P. Risk & Resilience - Rodney Walker | 1 hr 9 min |
| Trauma is about loss, isolation and disconnection | B. Creating a System of Care to Address Trauma in Schools - Kim Jewers-Dailley | 1 hr 15 min |
| Trauma is natural and can be healed | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| Trauma is often recognized first through behaviors | D. Recognizing and Responding to Trauma - Katie Bell-Simpson | 1 hr 11 min |
| Trauma prevents parts of the brain from working in unison | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Trauma-impacted students often misinterpret body language | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Trauma-informed school seminars for all staff | A. Training for Educational Staff in Trauma-Informed Schools | 9 min |
| Trauma-informed, character education and social emotional learning | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| Treat your students the way you want to be treated | L. Keeping the Momentum Despite the Barriers - James Moffett | 1 hr 12 min |
| Treating others with kindness and respect | A. Ms.Tiffani - Filling Emotional Buckets | 15 min |
| Treating trauma with mindfulness plus Q&A | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| Treating you students like clients | B. Ian Salzman - Nevada Teacher of the Year 2015 - High School English | 22 min |
| Trickling Effect | B. The Changing Secondary School | 46 min |
| Triggers - Thinking about that kid who always gets to us | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Triggers return us to past experiences | O. Emotional Regulation: Helping Children Express and Cope with Their Feelings - Jill Kreikemeier | 1 hr 8 min |
| Troubled students struggle to imagine the possibilities | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Troubleshooting: Seven Warning Signs that Graphic Organizers are NOT working | A. The Organized Mind Using Graphic Organizers | 35 min |
| Troubling terrorist trends – just a matter of time | A. What Does a Terrorist Look Like? | 36 min |
| Trust needs to be earned | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Trusting your student teacher | E. Marguerite Izzo – New York Teacher of the Year 2007 — Elementary School 5th Grade | 14 min |
| Try SQ3R in your classroom | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Try this Strategy: A 3 Step Interview | A. Active Learning Strategies | 25 min |
| Try this Strategy: A Jigsaw | A. Active Learning Strategies | 25 min |
| Try this Strategy: Inside Outside Circles | A. Active Learning Strategies | 25 min |
| Try this Strategy: Kinesthetic Learning | A. Active Learning Strategies | 25 min |
| Try this Strategy: Structured Academic Controversy | A. Active Learning Strategies | 25 min |
| Try this strategy: PAIR and SHARE | A. Active Learning Strategies | 25 min |
| Trying to stop punitive discipline for trauma related behaviors | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| Trying to understand today's teens | M. The Secret Life of Teens - Shane Feldman | 1 hr 5 min |
| Tuning our awareness to assess our students’ state of regulation | A. Understanding the Components of Regulation | 35 min |
| Turn of the 20th Century | A. The History of Middle Schools | 21 min |
| Turning around a low achieving school | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Turning hopelessness into hope | I. Nuts and Bolts: Why Schools Need a New Approach - Part 1 - Jim Sporleder | 61 min |
| Turning negative interactions into positive interactions | B. Responding vs. Reacting: Understanding Self-Regulation Begins with You - James Moffett, Cindy Blasi, LMSW, CCTP |1 hr 18 min |
| Tuttle Clip 1 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Clip 1 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Clip 2 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Clip 2 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Clip 3 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Clip 3 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Clip 4 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Clip 4 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Clip 5 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Clip 5 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Clip 6 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Post-Conference 1 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Post-Conference 2 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Post-Conference 3 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Post-Conference Clip 1 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Post-Conference Clip 2 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Post-Conference Clip 3 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Post-Conference Clip 4 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Pre-Conference 1 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Pre-Conference 2 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Pre-Conference 3 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Pre-Conference 4 | H. Making Inferences – Ms. Tuttle conference available | 1 hr 13 min |
| Tuttle Pre-Conference Clip 1 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Pre-Conference Clip 2 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Tuttle Pre-Conference Clip 3 | C. Identifying Text Structures – Ms. Tuttle conference available | 1 hr 55 min |
| Twelve implications for comprehensive staff development | A. Expert | 27 min |
| Two students argue - Productive | A. Two Students Bring an Argument Into the Classroom (Outburst) | 8 min |
| Two students argue - Productive | A. Two Students Bring an Argument Into the Classroom (Outburst) | 8 min |
| Two students argue - Unproductive | A. Two Students Bring an Argument Into the Classroom (Outburst) | 8 min |
| Two students argue - Unproductive | A. Two Students Bring an Argument Into the Classroom (Outburst) | 8 min |
| Tying in treatment to also include the family | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Types of records that are subject to FERPA laws | E. Student Records (Texas Law cited) | 45 min |
| Types of student groups that require activity fund management | B. School Activity Fund Law and Accounting | 2 hr |
| Types of terrorist organizations – home and abroad | A. What Does a Terrorist Look Like? | 36 min |
| Types of Ventilation Systems | B. Ventilation Systems | 25 min |
| UDL & Belonging: It’s a Two Way Street | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| Unconditional Acceptance | B. Connecting With Your Child | 1 hr 21 min |
| Uncovering the root cause of the problem | B. Creating a Data Driven Action Plan | 51 min |
| Understand the Complete Evaluation Cycle – Modules 1-3 | A. Danielson 101 |
| Understand the Complete Evaluation Cycle – Modules 4-8 | A. Danielson 101 |
| Understanding and avoiding stereotypes | A. Ms. Abraham - Cultures: Learning Tolerance and Acceptance | 7 min |
| Understanding and complying with the RTI and IEP problem solving process | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Understanding bias | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| Understanding by Design: Big ideas and essential understandings | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Understanding our students' world view | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| Understanding Restorative Practices | R. Relational, Restorative and Resilient - Shenekia Weeks | 52 min |
| Understanding Rubric 6 and 7 | B. Ms. Strunk’s Intermediate Class - Pythagorean Theorem |
| Understanding Rubrics 6 and 7 | A. Mr. White’s Elementary Class - Multiplication |
| Understanding Rubrics 7-8 | C. Mr. Adamson's Secondary Class - Calculus |
| Understanding Sensory Processing Disorder (SPD) | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Understanding student expectations | E. Establishing High Expectations | 22 min |
| Understanding the difference between activities and assessments | D. Selecting the Right Assessment | 56 min |
| Understanding the four different personality types | E. Personalities | 7 min |
| Understanding the guided writing process | B. Guided, Shared and Independent Writing | 48 min |
| Understanding the Impacts of COVID pandemic | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Understanding the stages in the process | B. A NY School Goes Through The Year Long Process of Collecting and Analyzing Data | 39 min |
| Understanding the three tiers of the RTI process | A. Implementing an Effective RTI Process | 10 min |
| Understanding Why Behavior Problems Happen | A. PBS-Looking at the Problems and the Solution | 12 min |
| Understanding your child's brain science | A. Parenting with Love and Acceptance | 1 hr 21 min |
| Understanding your connection to community and the world | A. Ms. Williams - Civics: Understanding the Value of Community and Civic Responsibility | 26 min |
| Understanding your students to challenge them appropriately (Stronge Standard 1.7, 2.4, 3.1) | M. Mr. Brosious’ STEAM Art Robot Lesson — Elementary | 30 min |
| Unexpected results from block scheduling | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Unique considerations when disciplining special education students | C. Student Discipline (Texas law cited) | 2 hr |
| Unity of purpose between K-12 & higher education | A. Expert- Ties to Higher Education | 1 hr |
| Universal Design and Social Emotional Learning for all students | O. Applying Data to Determine Trauma Interventions - Suzanna Ramirez & Kim Bryant | 1 hr 9 min |
| Universal Design for Learning (UDL) is a framework | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| Universal Design for Learning (UDL) is an instrument for change | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Universal Design for Learning is a mindshift | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Universal design for learning vs. differentiated instruction | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| Universal design requires synergy and takes time to develop | E. Stacey Todd - Mississippi State Teacher of the Year 2013 — High School Special Education |19 min |
| Universal Safety Practices: Discussing suicide | A. Understanding the Components of Safety | 48 min |
| Universal Safety Practices: Proactive strategies | A. Understanding the Components of Safety | 48 min |
| Universal Safety Practices: Using mantras | A. Understanding the Components of Safety | 48 min |
| Universal screening that measures social and emotional well being | B. Universal Screening | 42 min |
| Universal screening that measures student behavior | B. Universal Screening | 42 min |
| Unlock student potential through self monitoring and correction | A. Guided Reading | 53 min |
| Unzip the DNA – A Classroom example of active learning | A. Active Learning Strategies | 25 min |
| Up next - Classroom examples | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Urban school leaders need a repertoire of skills (Jill Levy) | A. "Urban School Leadership" Overview | 7 min |
| Use "titration" to return your child to a normality | B. Connecting With Your Child | 1 hr 21 min |
| Use a 3-2-1 chart for summarizing | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Use a Familiar Early Content Theme | D. Standard 3: Contextualization — New Guidelines | 14 min |
| Use a Familiar Early Content Theme (ECT) | G. Contextualization Guideline 1: Use an Early Content Theme | 20 min |
| Use a wide range of perceptual data to assist in the planning process | A. Expert | 55 min |
| Use an Instructional Frame | A. Overview of Phase 2/Standard 1: JPA — Guidelines Review | 26 min |
| Use as many different questioning strategies as possible | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| Use Classroom examples to illustrate each component | A. Danielson 101 |
| Use cubing to promote critical thinking skills | B. Activities | 48 min |
| Use data to change student motivation and behavior | B. Practitioner 1 | 25 min |
| Use data to determine deficiencies in meeting academic standards | B. Practitioner 1 | 25 min |
| Use data to make meaningful professional development decisions | B. Practitioner 1 | 25 min |
| Use data to provide focus | A. Expert | 55 min |
| Use Positive Classroom Management SCIIP | B. Standard 1: JPA — New Guidelines | 40 min |
| Use power standards to create cross curricular standards-based instruction | B. Clustering & Pacing Indicators | 41 min |
| Use predictable schedules and routines | A. Setting up your classroom for success | 12 min |
| Use questioning to guide thinking | A. Guided and Independent Reading | 32 min |
| Use reflective questions to avoid inappropriate comments | A. How to Help |
| Use student feedback to improve online content | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| Use the resources in the handouts section to complete the assignment | B. Universal Screening | 42 min |
| Use the Teacher Evaluation Practice Center to build confidence & reliability | A. Suggested Methods for Debriefing Your Results | 8 min |
| Use thoughtful transitions | A. Setting up your classroom for success | 12 min |
| Use visual depictions to engage teachers in using data | A. Expert | 55 min |
| Use/Misuse of Data | A. Overcoming the Challenges of Moving to a Data Driven Culture | 33 min |
| Using "acceptance" to enact a love based behavior model | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| Using "compare and contrast" to keep students cognitively engaged | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Using "Contrast" in writing | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Using "shock & discovery" to engage your students | F. Kathy Nimmer - Indiana Teacher of the Year 2015 – High School English | 11 min |
| Using a “ticket out” CAT to evaluate the day’s lesson | B. Classroom Assessment Techniques (CATS) | 22 min |
| Using a board game to learn about text structures | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Using a CAT to measure an out-of-class group assignment | B. Classroom Assessment Techniques (CATS) | 22 min |
| Using a holistic approach to treating ADD/ADHD | A. Conclusion |
| Using a learning goal and a scale to informally assess | E. Tara Dale - 2014 Ambassador for Excellence, AZ Teacher of the Year Program — Middle School Science | 18 min |
| Using a metaphor to teach SEL skills | G. Ms. Wright - Don’t Bowl Me Over | 20 min |
| Using a picture book for a middle level read aloud | E. Math Lesson | 13 min |
| Using a pre-assessment to determine student knowledge | A. Defining Differentiated Instruction | 16 min |
| Using a rubric to score student work | B. Practitioner | 1 hr 21 min |
| Using a Smart Board to problem solve | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Using a student activity to introduce the concept of honesty and trust | D. A classroom lesson on truth and honesty | 15 min |
| Using a student's revelation to teach others (Danielson Component 2b) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Using a team teaching approach | D. The Middle Level Hybrid Schedule –Keith Valley Middle School – Pennsylvania | 45 min |
| Using a third party to help you with your security assessment | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Using a variety of classroom technologies to enrich math instruction | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| Using a variety of instructional strategies (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Using a weapon dog to search your school | B. Dealing with Bomb Threats | 1 hr 27 min |
| Using a wide variety of instructional strategies when planning (Stronge Standard 3.5) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Using academic games and friendly controversy to promote student engagement (Marzano DQ #5) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Using activities to build a sense of character | C. Incorporating values inside of the curriculum | 26 min |
| Using activities to build a sense of community | C. Incorporating values inside of the curriculum | 26 min |
| Using ADA/504 law to change punitive policies for trauma-impacted students | H. Litigation as a Stratagem to Bring Trauma-Informed Practices to Schools- Annie Hudson-Price | 49 min |
| Using an "Exit Ticket" and other interactive activities to heighten engagement | A. Does Online Teaching Require an Altered Approach? | 37 min |
| Using an A-Z Taxonomy activity to stimulate thinking | A. Learning Activities that "Break the Ice" | 30 min |
| Using an individual greeting with students online | A. Building Community in an Online Classroom |
| Using analogies to teach mindfulness strategies | I. Ms. Iademarco - Mindfulness | 25 min |
| Using art projects to increase student engagement | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Using assessment data to close the achievement gap | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Using assessment data to improve teaching practice and student programs | C. What Works: Results from a Two Year School Research Study | 29 min |
| Using Assessment Data to Modify Instruction | D. Assessment |
| Using assessment for learning to make adjustments and ensure student understanding (Stronge Standard 4.6) | G. Ms. Dale’s Interdisciplinary Space Station STEM class – Middle School | 23 min |
| Using assessment to augment SEL skills | A. Piloting the Influence of Social Emotional Learning |
| Using assistant principals to explore student needs | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| Using classroom observations to guide instructional leadership | A. Establishing a Learning Centered School Culture | 54 min |
| Using clues to identify attitudes | B. Curriculum Writing & Unit Design — Part 2 | 33 min |
| Using constructive feedback in a timely manner (Stronge Standard 4.7) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Using criteria filters | B. Creating a Data Driven Action Plan | 51 min |
| Using data at Martin Luther King Elementary School | C. Practitioner 2 | 38 min |
| Using Data in a Professional Learning Community | C. Using Data in a Professional Learning Community | 1 hr 6 min |
| Using data is challenging for new principals | A. Expert | 55 min |
| Using data provides invaluable information for school administrators | A. Expert | 55 min |
| Using Data to determine credentialing | B. Practitioner | 58 min |
| Using data to establish expectations for students, teachers and parents | C. Practitioner 2 | 38 min |
| Using data to have a conversation with a marginal teacher | A. The Principals Role in Leading a Professional Learning Community | 30 min |
| Using data to help determine therapy | F. Building Trauma-Informed Elementary Schools - Kathy Szafran, LPC and Joe King, LCSW | 1 hr 10 min |
| Using data to make daily adjustments | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Using data to modify and customize your instruction | B. Elizabeth Miner - Colorado Teacher of the Year 2014 – Middle School Physical Education | 20 min |
| Using data to periodically modify lessons and instruction | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Using data to plan daily classroom instruction | A. Expert | 55 min |
| Using data to provide opportunities for change | A. Expert | 60 min |
| Using Data to Steer Your School Improvement Plan | B. Using Data to Steer Your School Improvement Plan | 58 min |
| Using deliberate questions to encourage student participation (Danielson Component 3b) | B. Ms. Tocci and Ms. Edwards’ Read Aloud and Group Work - Elementary | 19 min |
| Using dialog to extend comprehension (Stronge Standard 3.5) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Using differentiated choice-making opportunities (Marzano DQ #4) | N. Ms. Bryden’s 3D Geometry Project — Middle/High School | 33 min |
| Using effective questioning techniques to process new information (Danielson Component 3b / Marzano DQ #2: Element 10) | A. Ms. Zanjani’s Small Guided Reading Group - Elementary | 20 min |
| Using engaging videos to enhance virtual lessons | D. A Collection of Proven Strategies for Effective Online Instruction | 30 min |
| Using fictional characters to practice problem solving skills | C. Ms. Siebert - Using Literature to Teach Problem Solving | 17 min |
| Using field trips to expose students to the wonders of nature | D. June Teisan - Michigan Teacher of the Year 2008 – Middle School Science | 17 min |
| Using fun games to collect data for assessing students' understanding | E. Classroom Example Kim and Flynn | 20 min |
| Using graphic organizers (audio only) | A. Expert- Instructional Strategies | 36 min |
| Using graphic organizers and group discussion strategies with ESL students | B. Comprehension Checks | 23 min |
| Using guided reading and curriculum maps to meet your objectives | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| Using historical evidence to determine responsibility | B. The Same High School Lesson Is Blended | 32 min |
| Using historical facts to generate a hyphothesis and create consensus (Marzano DQ#4) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Using humor and prior knowledge to engage students (Stronge Standard 3.2) | C. Ms. Siebert’s Center on Pioneers - Elementary | 15 min |
| Using instructional data to identify the need for specific resources | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Using interest checklists | D. Pre-Assessments | 10 min |
| Using Latin and Greek roots to make intelligent guesses | B. Strategies to Teach Academic Vocabulary | 37 min |
| Using life experiences to enhance your teaching | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Using literary characters to help identify emotions and feelings? | E. Ms. Phillips - Managing Worry or Anxiety | 28 min |
| Using literature circles in places other than literature | B. Literature Circles for all Disciplines | 22 min |
| Using literature to teach key SEL skills | D. Ms. Tocci & Ms. Edwards - Learning Emotions through Literature | 25 min |
| Using math to solve real world problems | A. Shelby Aaberg - Nebraska Teacher of the Year 2015 High School Math | 35 min |
| Using menus as part of a contract | D. Reinforcing Learning through the use of menus | 38 min |
| Using menus for extension and independent study | D. Reinforcing Learning through the use of menus | 38 min |
| Using menus to promote student choice | D. Reinforcing Learning through the use of menus | 38 min |
| Using mind maps to check for understanding | D. Selecting the Right Assessment | 56 min |
| Using mini writing lessons based on student observations | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| Using mobile devices to query the jury | B. The Same High School Lesson Is Blended | 32 min |
| Using multi colored cubes | E. Designing CUBES that Differentiate Instruction | 15 min |
| Using multiple resources to improve learning | A. Gail Adams - West Virginia Teacher of the Year 2015 High School English | 7 min |
| Using multiple strategies to assess, instruct and plan for ESL students | B. Introduction to Thinking Strategies | 12 min |
| Using music to get students ready to learn (Stronge Standard 1.7) | I. Ms. Robertson’s Singing Math Class – Elementary | 31 min |
| Using numbered cubes | E. Designing CUBES that Differentiate Instruction | 15 min |
| Using online tools to make the writing process visible | F. Classroom Example Hillman | 8 min |
| Using our understanding of the brain to increase engagement | C. Strategies for Engagement | 37 min |
| Using pair and share so all students get the opportunity to talk (Stronge Standard 3.5) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Using pictures and realia in a sheltered lesson | A. Extralinguistic Cues | 27 min |
| Using primary source documents to think like an historian (Stronge Standard 1.2) | H. Ms. Lindblom's Students' Historical Analysis - High School | 22 min |
| Using project based learning to create meaningful instruction | A. Project Based Learning and 21st Century Skills | 26 min |
| Using project based learning to foster the development of 21st century skills | A. Inspire and Engage Your Students with Project Based Learning | 32 min |
| Using prompts to guide struggling students (Stronge Standard 5.8) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Using protocols to help teachers examine and make data useful | B. Practitioner 1 | 25 min |
| Using puzzles for problem solving and thinking | B. What Does Engagement Look Like in a Classroom? Ms. Tuttle’s Class | 47 min |
| Using questioning techniques that check for understanding and critical thinking | E. Mr. Andersons' 5th Grade Math Class - Lesson #2 | 24 min |
| Using RAFTS to improve student writing | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| Using real world examples and humor to increase student engagement | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Using research based best practices to provide creditability for your PD plan | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Using Responsive Assistance to Develop Deeper Understanding | A. Introduction to The Five Standards | 20 min |
| Using RTI data to assist in special education identification | A. SLD Identification & the RTI Process | 40 min |
| Using RTI to reduce inappropriate referrals to special education | A. An Introduction to RTI Leadership | 33 min |
| Using rubrics to establishing an end target | A. Using Assessments to Become a Reflective Teacher — with Rick Stiggins | 20 min |
| Using rubrics to facilitate effective student communication | E. Creating and Mastering Rubrics | 40 min |
| Using school and class demographics to identify needs of ELL learners | A. Preparing for Success Using ELL Strategies | 17 min |
| Using school data to answer five important questions | A. Assessing Teaching and Student Progress Using Data | 35 min |
| Using school data to answer five important questions | A. What is Data Anyway? | 37 min |
| Using sensory input to calm the body | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Using Socratic seminars, debates and a spectrum to get students engaged | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| Using standards to drive self improvement | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Using standards to establish a vision | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Using standards to establish expectations | A. Establishing Priorities, Communicating and Decision Making | 52 min |
| Using strategies for success | A. Setting up your classroom for success | 12 min |
| Using student devises to enhance interaction | D. Maggie Mabery - California Teacher of the Year 2015 – Middle School 7th & 8th Grade Science | 8 min |
| Using student feedback to guide your instructional leadership | A. Establishing a Learning Centered School Culture | 54 min |
| Using student forums to address behavior issues | C. Successful classroom management through student forums | 15 min |
| Using student responses to probe deeper and refine thinking (Marzano DQ#3: Element 20) | J. Ms. Maloney’s Preamble of the Constitution Lesson - Middle School | 32 min |
| Using student work to determine commonalities & patterns | A. Assessing Teaching and Student Progress Using Data | 35 min |
| Using student work to determine commonalities & patterns | A. What is Data Anyway? | 37 min |
| Using student-centered learning for a standards based lesson | B. Blaise Messinger - Connecticut Teacher of the Year 2013 – Middle School Science | 17 min |
| Using task cards to assist in understanding the directions | B. Planning the Work for Students in Centers | 29 min |
| Using teacher retreats to drive instructional improvement | A. The Principals Role in Leading a Professional Learning Community | 30 min |
| Using technology and equipment to enhance school safety | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| Using technology in staff development | B. Professional Development: Lead by Example | 35 min |
| Using technology to connect | A. Professional Responsibilities |
| Using technology to connect students with knowledge | D. Suzanne Culbreth - Alabama Teacher of the Year 2013 – High School Math | 25 min |
| Using technology to connect students, teachers and parents | A. The Power of Leadership | 47 min |
| Using technology to enhance student autonomy | B. Objectives of Creating a Meaningful Digital Environment | 60 min |
| Using technology to enhance student learning (Marzano DQ #2) | D. Ms. Tuttle’s Engaging Centers - Elementary | 25 min |
| Using technology to improve student and faculty collaboration | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| Using technology to offer students more choices and options | B. What Do Students Want and Need From Technology? | 11 min |
| Using technology to promote authentic communication and assessment | A. The Power of Leadership | 47 min |
| Using technology to publish every teacher's best practices | A. The Power of Leadership | 47 min |
| Using teen forum panels | B. A step by step approach to teen forums | 32 min |
| Using the "5 Reasons Deep" Process to Determine a Student's Problem | B. Step by Step Guide to the Referral Process | 32 min |
| Using the "scenario based" special education videos in this module | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Using the Danielson Framework to Promote Professional Conversations | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Using the Framework improves the quality of teaching | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| Using the HEAR strategy to improve listening during the input phase | A. Raising Student Achievement | 3 hr 58 min |
| Using the high school library as a safe room | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| Using the Internet and technology to promote teacher & student creativity | B. Meeting the Increasing Demand for Online Course Options | 15 min |
| Using the internet to share curriculum | C. Brett Bigham - Oregon Teacher of the Year 2014 – Transition Grade Special Education | 22 min |
| Using the language of emotions | A. Ms.Tiffani - Filling Emotional Buckets | 15 min |
| Using the National Corporation for Service for additional suggestions | C. High school community service projects | 41 min |
| Using the number of out of school suspensions as a measurable goal | A. Is Block Scheduling working? | 32 min |
| Using the NY school report card to make changes to the plan | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| Using the physical environment to assist in student regulation | A. Understanding the Components of Regulation | 35 min |
| Using the school report card to analyze data and look for patterns | A. Principal Jacqueline Gonzalez Interview | 31 min |
| Using the Wizard of Oz to illustrate the four personality types | A. Learning Styles | 52 min |
| Using value added student achievement metrics to evaluate teachers | B. Chris Holmes - Missouri Teacher of the Year 2014 High School Journalism | 18 min |
| Using visual strategies to teach ADD students | A. Teaching Students at Home |
| Using wait time so students can deepen their thinking (Marzano DQ#3) | L. Ms. Miliner’s Math Strategies Lesson — Elementary | 15 min |
| Using your classroom to pioneer the use of technology | D. June Teisan - Michigan Teacher of the Year 2008 – Middle School Science | 17 min |
| Using your crisis plan to address other related issues | D. A Rural School Deals With a Teacher Suicide | 38 min |
| Utilizing Joint Productive Activities Successfully | A. Creating a Community of Learners by Developing Collaboration Skills |18 min |
| Utilizing student learning data to set goals and objectives | E. Establishing High Expectations | 22 min |
| Utilizing technology to improve student learning (audio only) | B. Practitioner-Instructional Strategies | 45 min |
| Vague or overly broad regulations | F. Dress Codes, Uniform & Hair Length (Texas Law cited) | 1 hr |
| Value of Active Learning, Part 1 | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Value of Active Learning, Part 2 | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| Values are incorporated into our founding documents | A. Why do values matter? | 20 min |
| Values need to be centralized – operations need to be decentralized | A. Expert- School Leadership | 44 min |
| Values need to be centralized – operations need to be decentralized | B. Phil Schlechty – What Makes a School Leader Successful? | 44 min |
| Valuing the greatness in our kids | C. Transforming the Difficult Child - Howard Glasser | 1 hr 12 min |
| VanCleve-Petteys clip 1 | J. Division Using Math Manipulatives – Ms. VanCleve and Ms. Petteys | 51 min |
| VanCleve-Petteys clip 2 | J. Division Using Math Manipulatives – Ms. VanCleve and Ms. Petteys | 51 min |
| VanCleve-Petteys clip 3 | J. Division Using Math Manipulatives – Ms. VanCleve and Ms. Petteys | 51 min |
| VanCleve-Petteys clip 4 | J. Division Using Math Manipulatives – Ms. VanCleve and Ms. Petteys | 51 min |
| VanCleve-Petteys clip 5 | J. Division Using Math Manipulatives – Ms. VanCleve and Ms. Petteys | 51 min |
| VanCleve-Petteys clip 6 | J. Division Using Math Manipulatives – Ms. VanCleve and Ms. Petteys | 51 min |
| VanCleve-Petteys clip 7 | J. Division Using Math Manipulatives – Ms. VanCleve and Ms. Petteys | 51 min |
| Variability is always in play | N. UDL as an Instrument of Change - Mirko Chardin | 1 hr 1 min |
| Various Levels | B. The Changing Secondary School | 46 min |
| Various scenarios to practice decision making | B. Ms.King - Health: Teaching Teens to Make Good Decisions | 8 min |
| Various stakeholders provide feedback on block scheduling | B. The Rotating A/B Block Schedule – Capistrano Unified School District - California | 38 min |
| Various states adopt RTI | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| Ventilation Recommendations | B. Ventilation Systems | 25 min |
| Victim witness programs | B. Crisis Planning – Insights from an Experienced School Administrator | 1 hr 21 min |
| View Handouts included in "Embracing a Two Teacher Solution" | C. Embracing a Permanent Two-Teacher Solution | 1 hr 3 min |
| Violence can be a social toxin | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Violent crime and young adults | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Violent crime statistics | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Vision | B. Vision/Leardership/Partnership Summary | 53 min |
| Vision: Flexibility | B. Vision/Leardership/Partnership Summary | 53 min |
| Vision: Passion | B. Vision/Leardership/Partnership Summary | 53 min |
| Vision: Persistency | B. Vision/Leardership/Partnership Summary | 53 min |
| Vision: Setting Goals | B. Vision/Leardership/Partnership Summary | 53 min |
| Visual learners use the interactive whiteboard interactively | B. A High School Classroom with an Interactive Whiteboard | 33 min |
| Visual Literacy | B. Engaging Students in Learning | 33 min |
| Visuals, noises and accommodations | E. Sensory Processing Disorder in the Classroom: Strategies for Success - Cara Koscinski, MOT, OTR/L | 1 hr 13 min |
| Vocabulary Game — Charlotte Danielson Commentary | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Vocabulary Game — Part 1 (components 2A, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Vocabulary Game — Part 2 (components 2A, 2E) | C. Domain Two: Examples from Intermediate/Middle School classrooms | 1 hr 14 min |
| Volunteers share their stories | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Wage & hour requirements for non-certified employees | I. Human Resource Management (Texas Law cited) | 45 min |
| Walkthroughs and Surveys | A. Effective Organizing Strategies | 35 min |
| Wasting time and resources on student testing | I. Lynn Gaddis - Illinois State Teacher of the Year 1995 — President, Illinois State Teachers of the Year | 19 min |
| Watch a middle school teacher review character traits from a novel | E. Comprehension Strategies | 18 min |
| Watch a real bullying incident caught on video | C. Stop Bullying Now! | 36 min |
| Watch a school nurse address a real bullying incident | C. Stop Bullying Now! | 36 min |
| Watch an interdisciplinary team of teachers design a "Healthy Living" project | C. A Step by Step Process for Designing a Project | 25 min |
| Watch how to use a jigsaw activity to review note-taking styles | C. Strategies to Teach Note Taking – Margaret Searle | 50 min |
| Watch one of our new teachers meet his mentor for the first time | B. Establishing a Roadmap for New Teacher Success | 22 min |
| Watch project based learning in action in a real classroom | C. Project Based Learning in Action | 21 min |
| Watching different teaching strategies is the best professional development | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| Ways to differentiate cubing | E. Designing CUBES that Differentiate Instruction | 15 min |
| Ways to get businesses involved in our schools | B. Is there a School Leader Shortage? | 35 min |
| Ways to see engagement in your classroom | A. Evidence of Engagement | 14 min |
| We believe we have a rigorous program, but parents don’t agree. What do we do? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| We need more teacher leader training programs | D. Chris Poulos - Connecticut Teacher of the Year 2007 – High School Spanish | 20 min |
| Welcome from EPA | A. Introduction to IEQ in Schools | 11 min |
| Welcome from NEA and NEA HIN | A. "Indoor Environmental Quality" Overview | 19 min |
| Welcome to Phase One | A. Joint Productive Activity (JPA) Guideline 1: Community Building and Producing a Classroom Community Work Agreement | 18 min |
| Welcome to the "Reflective Practitioner" simulation | B. The Reflective Practitioner — Simulation | 12 min |
| Well researched and effective instructional models (audio only) | A. Expert- Instructional Strategies | 36 min |
| What a sample cube might look like | E. Designing CUBES that Differentiate Instruction | 15 min |
| What about experienced and tenured teachers? | A. Using Evaluation Data to Set Professional Development Goals | 38min |
| What about the “gap”; between trimesters? | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| What are "Teacher Expectation / Student Achievement" (TESA) Guidelines? | B. Creating a Safe and Welcoming Environment | 33 min |
| What are active learning structures? | B. Strategies For ESL Teachers | 8 min |
| What are blister agents? | B. Chemical and Biological Threats | 35 min |
| What are covert and overt cells? | A. What Does a Terrorist Look Like? | 36 min |
| What are effective ways to interview leader candidates? | C. FAQs on School Governance | 32 min |
| What are extra-linguistic cues? | B. Strategies For ESL Teachers | 8 min |
| What are learning styles? | A. Learning Styles | 52 min |
| What are linguistic modifications? | B. Strategies For ESL Teachers | 8 min |
| What are major changes that must occur in future curriculum? (audio only) | C. FAQs on School Curriculum | 15 min |
| What are middle school students doing in an instructionally focused classroom? | A. Principal Jacqueline Gonzalez Interview | 31 min |
| What are scientifically based interventions? | E. Scientifically Based Interventions | 20 min |
| What are some other approaches in dealing with ADD? | A. Questions About ADD & ADHD |
| What are super predators? | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| What are the basic needs of most ESL students? | A. Linguistic Modifications | 25 min |
| What are the benefits and challenges of conferencing? | C. The Planning & Reflection Conferences | 20 min |
| What are the causes of aggressive student behavior? | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| What are the characteristics of a good mentor? | A. Defining Mentorship |
| What are the characteristics of a good middle level school leader? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| What are the characteristics of a good school leaders? | C. FAQs on School Governance | 32 min |
| What are the components of a complete observation? | A. A Complete Observation Starts with a Planning Conference: Watch a Real Principal in Action | 15 min |
| What are the different levels of performance? | A. Determining Levels of Performance: The Big Ideas of Each Level | 23 min |
| What are the fundamental considerations when using universal screening? | B. Universal Screening | 42 min |
| What are the future of state agencies? | B. Practitioner - School Resources | 23 min |
| What are the goals and objectives for Universal Design for Learning? | E. Universal Design and the RTI Process | 15 min |
| What are the goals of comparison in a school setting? | A. Research-Based Strategies; Compare/Contrast | 1 hr 23 min |
| What are the greatest strengths and weaknesses of Block scheduling? (audio only) | C. FAQs on Organization and Time | 23 min |
| What are the historical and legal foundations of RTI? | A. SLD Identification & the RTI Process | 40 min |
| What are the key drivers for successful school change? — Part 1 | A. Strategic School Change | 53 min |
| What are the key drivers for successful school change? — Part 2 | A. Strategic School Change | 53 min |
| What are the key questions an evaluation system should address? | A. Improving the Current Teacher Evaluation System | 30 min |
| What are the measurement criteria for quantifying results? | A. Is Block Scheduling working? | 32 min |
| What are the most common challenges faced by a new virtual teacher? | D. Embracing Technology that Empowers Student Learning | 14 min |
| What are the most important experiences for the school board? | C. FAQs on School Governance | 32 min |
| What are the processes for exemplary school leadership? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| What are the qualities of an essential question? | B. Essential Questions -with Jay McTighe | 32 min |
| What are the six roles of successful middle school leaders? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| What are the standards for professional development? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| What are the standards used to reach a determination | B. The Process of Adjudicating an Academic Honesty Violation | 23 min |
| What are the support structures needed for good professional development? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| What are the symptoms and remediation for exposure to blister agents? | B. Chemical and Biological Threats | 35 min |
| What are the symptoms and remediation for exposure to nerve agents? | B. Chemical and Biological Threats | 35 min |
| What are the symptoms and remediation for viruses | C. Contagious Virus Threats | 14 min |
| What are the twelve essential skills for student success? | A. Hidden Skills of Academic Literacy | 45 min |
| What are the two major approaches used in the RTI process? | A. "Mastering RTI" Overview | 28 min |
| What are toxic industrial chemicals | B. Chemical and Biological Threats | 35 min |
| What can schools do to help children with ADD/ADHD? | A. Questions About ADD & ADHD |
| What can teachers do to help with the disadvantaged students? | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| What can we do to connect with apathetic parents? | C. FAQ's on Ties to Higher Education | 36 min |
| What can we do to support teacher leaders? | J. D.T. Magee - Iowa Board of Educational Examiners and Sara Brown Wessling - Iowa/National Teacher of the Year 2010 | 6 min |
| What causes ADD? | A. "Teaching the ADD/ADHD Student" Overview |
| What changes should be made to teacher preparation programs? | C. FAQ's on Ties to Higher Education | 36 min |
| What compels students to compromise their integrity? | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| What conversation techniques are necessary for good conferences? | A. Building Conferencing Skills / A Questionable Conference | 22 min |
| What criteria should an administrator use to evaluate teachers using PBL? | B. Creating the Foundation for Successful Project Based Learning | 10 min |
| What criteria should an RTI team use to recommend additional evaluations? | A. SLD Identification & the RTI Process | 40 min |
| What criteria should be used to evaluate student engagement? | A. What is Engagement? | 26 min |
| What curriculum changes are needed for block scheduling? | B. Five Years Later: Administrators Reflect On Moving to the Block | 36 min |
| What data should teachers review in their professional learning groups? | C. Practitioner 2 | 38 min |
| What did Charlotte think about the reflection conference? | D. Watch the Real Post Conference that Followed the Classroom Lesson Above | 40 min |
| What distinguishes and good school from a really good school? (audio only) | B. Practitioner - School Curriculum | 42 min |
| What district level leadership is needed to implement RTI? | B. Leadership Roles and Responsibilities – From State to Building and Beyond | 55 min |
| What do 94% of all state tests questions require? | A. Hidden Skills of Academic Literacy | 45 min |
| What do children need at school to make learning better - Ask the experts | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| What do children need at school to make learning better - Ask the experts | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| What do highly effective schools do? | A. What Causes Learning? | 25 min |
| What do I do about my 6 year old that is stealing and asking about her birth mother? | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| What do I do about my overwhelmed 7 year old child that "shuts down?" | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| What do I do when my adopted daughter physically attacks me? | A. Q & A with Child Behavior Expert Heather Forbes | 33 min |
| What do I do with students who cannot read the course text? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| What do I include in the curriculum? | C. Developing a 21st Century Curriculum | 1 hr 22 min |
| What do I want my students to do? Vs. What are my students going to learn? | M. Sarah Brown-Wessling – Iowa STOY 2010 – High School English | 14 min |
| What do student notes reveal? | A. Hidden Skills of Academic Literacy | 45 min |
| What do the scores mean? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| What do today's students expect from their teachers? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What do we do with resistant teachers? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| What do you think your students think about your assessments? | C. Professional Learning Community Discusses Assessments | 18 min |
| What does "proficient" teaching look like? | A. Determining Levels of Performance: The Big Ideas of Each Level | 23 min |
| What does "true discussion" look like in a real classroom lesson? | B. True Discussion | 33 min |
| What does "unsatisfactory" mean? | A. Determining Levels of Performance: The Big Ideas of Each Level | 23 min |
| What does a committee meeting look like? | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| What does a positive higher education relationship look like? | B. Practitioner- Ties to Higher Education | 52 min |
| What does a suspicious device look like? | B. Dealing with Bomb Threats | 1 hr 27 min |
| What does a terrorist look like? | A. What Does a Terrorist Look Like? | 36 min |
| What does academic excellence look like? | C. Establishing a Vision Statement for Your Middle School | 28 min |
| What does an online school day look like? | B. A Virtual Student's Typical School Day | 17 min |
| What does Charlotte think about the conference examples? | C. The Planning & Reflection Conferences | 20 min |
| What does Charlotte think about using student data in teacher evaluations? | A. Evaluating and Coaching the Underperforming Teacher | 18 min |
| What does Coherence mean? | A. Coherence In Action in Real Classrooms |
| What does Deep Understanding mean? | A. Deep Conceptual Understanding In Action in Real Classrooms |
| What does developmental responsiveness look like? | C. Establishing a Vision Statement for Your Middle School | 28 min |
| What Does Dual Intensity Mean? | A. Dual Intensity: Balancing practice and understanding In Action in Real Classrooms |
| What does Fluency mean? | A. Fluency In Action in Real Classroom |
| What does good professional development look like? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| What does it take to be a true instructional leader? | B. Practitioner | 1 hr 21 min |
| What does it take to do well on Rubric 4? | A. Task 1: Planning for Literacy Instruction and Assessment |
| What does my state or employer expect from a mentor? | A. Different Levels of Expectations |
| What does school diversity really mean? | A. Expert - Diversity | 42 min |
| What does shared governance really mean? | A. Expert | 27 min |
| What does socially equitable mean? | C. Establishing a Vision Statement for Your Middle School | 28 min |
| What does student engagement really look like? | B. Gathering Evidence of Domain Three (Instruction) | 18 min |
| What does the "Focus" shift mean? | A. Increasing “Instructional Focus” In Real Classrooms |
| What Does the Application Shift Mean? - Additional Comments from Jane Robertson | A. Application: Using Math in the Real World In Action in Real Classrooms |
| What does the culture of our school say to our kids? | A. Eric Scheninger - Senior Fellow & Thought Leader on Digital Leadership with ICLE | 4 min |
| What does the faculty expect from an effective instructional leader? | A. Principal Jacqueline Gonzalez Interview | 31 min |
| What does the process of disaggregating data actually reveal? | A. Expert | 55 min |
| What does the research say about teaching vocabulary? | B. Strategies to Teach Academic Vocabulary | 37 min |
| What does the research tell us about effective literacy practices? | D. Developing a School-Wide Literacy Program | 30 min |
| What equipment is needed to integrate technology? (audio only) | A. Expert- School Technology | 21 min |
| What evidence can be collected for Domain 1 and Domain 4? | A. Using Artifacts to Help Determine Performance Levels | 24 min |
| What evidence is in the student work from Ms Hatch's class? | C. Guided Practice: Charlotte Models Evidence Collection from a Real Classroom — Ms Hatch | 52 min |
| What follows the initial teacher referral? | A. How to Build & Maintain an RTI Team | 36 min |
| What funds can my school use to fund its RTI initiative? | B. Fiscal Considerations | 18 min |
| What Happened to the Middle School? | B. The Changing Secondary School | 46 min |
| What happens if ADD goes undetected? | A. Questions About ADD & ADHD |
| What happens inside successful interdisciplinary teams? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| What happens when a student becomes a defendant? | B. The Process of Adjudicating an Academic Honesty Violation | 23 min |
| What have the courts ruled in higher education academic integrity cases? | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| What if a new virtual student does not own a computer? | C. Examining the Tools and Technologies that Power Online Learning | 21 min |
| What if a student breaks the rules? | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| What if a student is not living with the parents? | B. Family Law (Texas law cited) | 1 hr |
| What if all of my students are at the same level? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| What if my students do not possess the ability to learn? (audio only) | B. Practitioner-Assessment and Accountability | 50 min |
| What if the standards don't align with the curriculum? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| What indicators should school leaders monitor? | B. Practitioner-School Leadership | 54 min |
| What Information Will the IAT Need From the Referring Teacher? | B. Step by Step Guide to the Referral Process | 32 min |
| What is "distinguished" teaching? | A. Determining Levels of Performance: The Big Ideas of Each Level | 23 min |
| What is a "Basic" Level of Performance? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| What is a "Proficient" or "Distinguished" Level of Performance? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| What is a “learner leading” model? | C. Establishing a Vision for Your School | 32 min |
| What is a “learning community?” | C. Establishing a Vision for Your School | 32 min |
| What is a campus culture? | D. Essential Communication Skills for Successful School Leaders | 35 min |
| What is a crisis? | B. Hostage Survival & Negotiation | 52 min |
| What is a cyber-charter school? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is a dirty bomb? How can it be harmful? | D. Radiological & Nuclear Threats | 50 min |
| What is a dysregulated student? | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| What is a Flipped Classroom? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is a hybrid or blended model of learning? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is a Learning Management System...or LMS? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is a menu activity? | D. Reinforcing Learning through the use of menus | 38 min |
| What is a microaggression? | M. UDL & Belonging, It’s a Two Way Street - Mirko Chardin | 1 hr 5 min |
| What is a mobile learning device? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is a school leader's most important function? | A. Charlotte Danielson Defines | 45 min |
| What is a School Resource Officer anyway? | E. Relationship-Based Approach from a School Resource Officer - D.J. Schoeff | 1 hr 15 min |
| What is a school security assessment? | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| What is a Student Information System…or SIS? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is a Trauma-informed Leadership Committee? (TLC) | C. Developing a Trauma-Informed, Building-Wide Leadership Team - Dr. Gerald Cox, Theresa Kummer | 1 hr 10 min |
| What is a virtual classroom? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is a Virtual Platform? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is Active Learning? | A. Active Learning: Part 1 — What it is and how important it is | 38 min |
| What is ADD & ADHD? | A. Questions About ADD & ADHD |
| What is an "Unsatisfactory" Level of Performance? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| What is an appropriate tool to monitor progress | C. Progress Monitoring | 5 min |
| What is an emergency kit and when should it be used? | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| What is an ideal guided reading group? | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| What is an instructor’s responsibility in maintaining academic integrity? | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| What is assessment mapping? | B. Clustering & Pacing Indicators | 41 min |
| What is considered "basic"? | A. Determining Levels of Performance: The Big Ideas of Each Level | 23 min |
| What is considered a student’s “Intellectual property?” | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| What is Data Anyway? | A. What is Data Anyway? | 37 min |
| What is Data? | A. What is Data Anyway? | 37 min |
| What is Domain 1 in the Danielson Framework? | A. Domain 1: Planning & Preparation | 48 min |
| What is Domain 2 in the Danielson Framework? | A. Domain 2: The Classroom Environment | 31 min |
| What is Domain 3 in the Danielson Framework? | A. Domain 3: Instruction | 35 min |
| What is Domain 4 in the Danielson Framework? | A. Domain 4: Professional Responsibilities | 36 min |
| What is edTPA based on? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| What is edTPA? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| What is Empathy? | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| What is global learning? | J. Dyane Smokorowski - Kansas Teacher of the Year 2013 — Middle School Advanced ELA | 8 min |
| What is going on in an ADD child's brain? | A. Teaching Students at Home |
| What is going to happen to the charter school movement? | C. FAQs on School Resources | 38 min |
| What is good teaching? | A. Charlotte Danielson Defines | 45 min |
| What is good teaching? Program Overview | A. Improving the Current Teacher Evaluation System | 30 min |
| What is higher education’s role in ongoing teacher PD? | C. FAQ's on Ties to Higher Education | 36 min |
| What is included in a school security assessment? | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| What is involved in edTPA? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| What is involved in the process of moving to block scheduling? | A. A Step-by-Step Guide to Block Scheduling | 2 hr 30 min |
| What is involved in the school change process? (Case Studies) | A. Strategic School Change | 53 min |
| What is it like to be someone with ADD or ADHD? | A. Questions About ADD & ADHD |
| What is local policy versus legal policy | I. Human Resource Management (Texas Law cited) | 45 min |
| What is mindfulness? | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| What is not evidence? | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| What is project based learning? | A. Project Based Learning and 21st Century Skills | 26 min |
| What is quality professional development? | A. Expert - Professional Development | 47 min |
| What is radioactive decay? | D. Radiological & Nuclear Threats | 50 min |
| What is reciprocal teaching? | C. Guided Reading Modeled Lessons | 1 hr 23 min |
| What is RTI? | A. "Mastering RTI" Overview | 28 min |
| What is school culture | A. Shaping School Culture | 40 min |
| What is student retaliation? | C. Student Discipline (Texas law cited) | 2 hr |
| What is the administrator's role in insuring ESL student success? | B. Creating a Dynamic Lesson | 43 min |
| What is the appropriate salary for school leaders? | B. Is there a School Leader Shortage? | 35 min |
| What is the best way for me to get PD on assessment practices? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| What is the cost to move to Block scheduling? (audio only) | C. FAQs on Organization and Time | 23 min |
| What is the CREDE Pedagogy? | A. Introduction to The Five Standards | 20 min |
| What is the Danielson Series? | A. Danielson 101 |
| What is the difference between crisis management and counseling? | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| What is the difference between synchronous & asynchronous online learning? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is the first day of class like for an ESL student? | C. Expectations of Classroom Instruction | 10 min |
| What is the first step a leader should take in the school improvement process? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| What is the future of the state agency? | C. FAQs on School Resources | 38 min |
| What is the greatest thing you have learned about assessment? | C. Professional Learning Community Discusses Assessments | 18 min |
| What is the ideal ratio of computers to students? (audio only) | C. FAQs on School Technology | 9 min |
| What is the impact of assessment mapping on special education? | C. Develop Essential Understandings | 10 min |
| What is the institutions responsibility in maintaining academic integrity? | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| What is the Job of a Paraprofessional? | E. Empowering the Paraprofessional | 20 min |
| What is the key element of a professional goal? | A. Using Evaluation Data to Set Professional Development Goals | 38min |
| What is the meaning of the term "curriculum?" (audio only) | C. FAQs on School Curriculum | 15 min |
| What is the most important aspect of teacher evaluation? | A. Charlotte Answers Teacher's Questions about the Framework | 16 min |
| What is the proper role of the school Principal? | B. Practitioner - School Resources | 23 min |
| What is the relationship between learning style and attention? | A. Learning Styles | 52 min |
| What is the role of a school advocacy group? | B. Practitioner 1 | 42 min |
| What is the role of business in education? | C. FAQs on School Resources | 38 min |
| What is the role of each member of the crisis team? | A. Preparing For a School Crisis | 1 hr 3 min |
| What is the role of school environment in terms of school performance? (audio only) | C. FAQs on School Environment | 6 min |
| What is the role of self assessment? | C. Professional Learning Community Discusses Assessments | 18 min |
| What is the Role of the Intervention Specialist? | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| What is trauma-informed? Learn about it here. | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| What is trauma-informed? Learn about it here. | A. Help for Billy Abridged: The Survival Brain and the Compromised Window of Tolerance | 1 hr 7 min |
| What is Tribrid Learning? | A. A Guide to the Terminology of Cyber Education | 21 min |
| What is universal screening and why is it conducted? | B. Universal Screening | 42 min |
| What is your child's window of stress tolerance? | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| What it takes to support military connected students | A. Daniele Massey - Department of Defense Teacher of the Year 2015 – High School Math | 24 min |
| What makes a good reader? | A. Panel Discussion of Dayton | 40 min |
| What motivates highly defiant children? | A. Why Do Kids Misbehave? | 26 min |
| What motivates students to commit school violence? | B. Student Interventions to Prevent School Violence | 1 hr 8 min |
| What number of students are too many for a teacher to handle? (audio only) | B. Practitioner-Organization and Time | 47 min |
| What number of students is too many for a teacher to handle? (audio only) | A. Expert- Organization and Time | 52 min |
| What other community members should to be part of your crisis team? | C. A High School Deals with Multiple Teacher Deaths | 20 min |
| What percentage of high academic achievers admit cheating | A. Identifying and Preventing Student Cheating | 20 min |
| What percentage of U.S. aircraft technicians have graduated from Aviation H.S.? | A. "Success Knows No Boundaries" at Aviation High School | 33 min |
| What performance indicators will the community evaluate? | A. Expert | 1 hr 18 min |
| What qualifies as "evidence"? | B. The Classroom Observation: Evidence Versus Opinion | 50 min |
| What role should I expect parents to take in their child's online education? | C. Communication between Families and the Online Educational Community | 10 min |
| What score do I need to pass? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| What should a mentor observe during a classroom observation? | B. Mr. Bais' 9th Grade Science Class - Lesson #1 | 1 hr 8 min |
| What should a pre-assessment quantify? | D. Pre-Assessments | 10 min |
| What should a Principal look for during a classroom observation? | A. Expert | 60 min |
| What Should be Discussed at a Teacher Planning Session? | A. The Impact of Using a Special Education Specialist as a Consultant | 27 min |
| What should be included in a comprehensive one year mentoring program? | A. Creating and Effective Mentoring Program - Principal Panel | 42 min |
| What should be included in a manifestation determination | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| What should be included in the second or year of a mentoring program? | C. Expanding Your School's Mentoring Program | 25 min |
| What should be the consequences for students caught cheating | A. A comprehensive Discussion on Academic Dishonesty in Higher Education | 56 min |
| What should I do if my child regresses? | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| What should I do if there are unspent funds? | B. School Activity Fund Law and Accounting | 2 hr |
| What should I do when a student or teacher is diagnosed with a terminal illness? | A. Preparing For a School Crisis | 1 hr 3 min |
| What should I do with a 3 year old that has no understanding of consequences? | A. Q & A with Child Behavior Expert Heather Forbes | 33 min |
| What should I expect during the "Silent Period"? | A. Linguistic Modifications | 25 min |
| What should I expect from my students once they complete their project? | A. Project Based Learning and 21st Century Skills | 26 min |
| What should I include in my school's short and long range plan? | A. Principal Dr. Peter L. McFarlane Interview | 15 min |
| What should parents expect from their school system? | B. Practitioner 1 | 42 min |
| What should we do if we cannot find enough certified middle level teachers? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| What Should You Do In the Moment? | A. What Can a Teacher Do to Help the Trauma-Impacted Student? | 1 hour 28 Min |
| What the difference between deficit data an vision driven data? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| What the factors that contribute to high levels of student achievement? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| What to do if you believe a suspect is suicidal | C. Situational Survival | 1 hr 1 min |
| What to do when teachers need intensive assistance | A. Evaluating and Coaching the Underperforming Teacher | 18 min |
| What to do with Collected Data | B. The History and Evolution of Data | 50 min |
| What to know before you start | A. A Quick Overview of the TEPC |
| What type of assessments should I use for project based learning? | D. Creating Meaningful Project Based Learning Assessments | 20 min |
| What type of classroom environment inspires students to read? | A. Panel Discussion of Dayton | 40 min |
| What type of environment is most conducive to professional learning? | A. Charlotte Danielson Defines | 45 min |
| What type of notes should a teacher take during guided reading? | B. Managing Guided Reading Groups | 45 min |
| What type of preparation is necessary to move to Block scheduling? (audio only) | C. FAQs on Organization and Time | 23 min |
| What type of relationship should an advocacy group have with a school leader? | B. Practitioner 1 | 42 min |
| What type of scheduling provides the greatest instructional flexibility? (audio only) | C. FAQs on Organization and Time | 23 min |
| What values anchor the philosophy of your school? (audio only) | A. Expert- School Environment | 24 min |
| What were the keys to a successful implementation? | B. Lessons Learned from a State-Wide Implementation of the Danielson Framework | 34 min |
| What will typically be discussed at an RTI team meeting? | A. How to Build & Maintain an RTI Team | 36 min |
| What works in schools: Translating research into action | A. Final Pointers for Success |
| What would a Breaking Ranks high school look like? | C. FAQs on School Leadership | 37 min |
| What would have made this conference better? | C. The Planning & Reflection Conferences | 20 min |
| What Would You See and Hear in an Excellent Teacher's Classroom? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| When am I required to present parental rights to a student's family? | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| When and how do I involve Special Ed in an RTI general education initiative? | A. SLD Identification & the RTI Process | 40 min |
| When and how menus should be used | D. Reinforcing Learning through the use of menus | 38 min |
| When and how to use mind maps with your students | D. Selecting the Right Assessment | 56 min |
| When assigning projects how do I avoid doing all of the work? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| When can a teacher remove a student from a classroom? | C. Student Discipline (Texas law cited) | 2 hr |
| When can schools be held liable? | A. A School Law Primer for Busy Administrators | 2 hr |
| When can student records be released to third parties? | E. Student Records (Texas Law cited) | 45 min |
| When internal negativity conflicts with external messages | A. The Power of a Student's Belief System - Heather T. Forbes, LCSW | 1 hr 8 min |
| When is a manifestation required? | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| When is a teacher mandated to remove a student from a classroom? | C. Student Discipline (Texas law cited) | 2 hr |
| When is it appropriate to collaborate with the faculty? | A. Time Management | 38 min |
| When is positive student praise detrimental? | A. Ten Compelling Suggestions for Teaching and Interacting With Students That Have Suffered Childhood Trauma | 48 min |
| When negotiation breaks down | C. Situational Survival | 1 hr 1 min |
| When Problems Arise | B. Assessment |
| When should a transition program begin and end? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| When should I use progress monitoring? | C. Progress Monitoring | 5 min |
| When should I use timeout with my ADD child? | A. Teaching ADD & ADHD Students |
| When students are engaged there are no classroom management problems | F. Nancie Lindblom - Arizona Teacher of the Year 2013 – High School AP History | 13 min |
| When to contact an attorney related to student custody issues | B. Family Law (Texas law cited) | 1 hr |
| When to contact law enforcement? | D. Drug & Weapons Searches (Texas Law cited) | 45 min |
| When to use a "time out" | C. What is Discipline? | 36 min |
| When to use authentic assessment | C. Student Projects as Effective Authentic Assessments | 10 min |
| When, why and how to initiate a FBA and a BIP | A. Reviewing Special Ed Law Through the Lens of Common Scenarios | 62 min |
| Where can I find form pre-assessments? | G. Frequently Asked Questions About Differentiated Instruction | 42 min |
| Where can I obtain more resources for my school? | C. FAQs on School Resources | 38 min |
| Where can I see examples of model schools? | C. FAQs on School Leadership | 37 min |
| Where do I find edTPA research and theories? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| Where do students learn how to cheat? | A. Identifying and Preventing Student Cheating | 20 min |
| Where does natural radioactivity exist? | D. Radiological & Nuclear Threats | 50 min |
| Where does the mentor start with the mentee? | A. Different Levels of Expectations |
| Where is violent school crime taking place? | A. Understanding School Violence: Fear vs. Fact | 1 hr 8 min |
| Where should school board members spend their time? | C. FAQs on School Governance | 32 min |
| Where to find more information | I. Putting Tools in Their Hands - Sharon Plaskett | 1 hr 14 min |
| Which divorced parent can provide consent for a student? | B. Family Law (Texas law cited) | 1 hr |
| Which Domain Will Be Remembered by Students? | B. Presentation by Charlotte Danielson on her book | 1 hr |
| Which school leaders should review periodic RTI data? | F. Roundtable: Comparisons of RTI Implementation in Various States and Districts | 58 min |
| White -homework explained | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Clip 1 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 10 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 11 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 2 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 3 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 4 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 5 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 6 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 7 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 8 | U. Main Ideas in Text – Mr. White | 55 min |
| White Clip 9 | U. Main Ideas in Text – Mr. White | 55 min |
| White Math Clip 1 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 10 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 2 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 3 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 4 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 5 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 6 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 7 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 8 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Math Clip 9 | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Post-conference | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| White Pre-conference | P. Algorithms for Multiplication Flipped – Mr. White with Conference | 1 hr 40 min |
| Who are Andy and Billy? | U. Behaviors on Fire - Heather T. Forbes, LCSW | 51 min |
| Who are the domestic terrorist organizations? | A. What Does a Terrorist Look Like? | 36 min |
| Who are the on-site decision makers? | A. Regaining Control – A Police Prospective | 39 min |
| Who can enroll a student in school? | B. Family Law (Texas law cited) | 1 hr |
| Who is Al-Qaeda? | A. What Does a Terrorist Look Like? | 36 min |
| Who is ECOT? | A. Best Practices of Successful Cyber Schools: Introduction to ECOT | 25 min |
| Who Is Educational Impact? | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Who is J Anderson, his school and his family? | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Who is responsible for IEP Implementation | A. Special Education Compliance & Discipline (Texas law cited) | 35 min |
| Who should be on the middle school transition team? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Who should conduct your school security assessment? | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Who should determine the school curriculum? | C. FAQs on School Governance | 32 min |
| Who should develop the big ideas and enduring understandings? | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Who should evaluate the bomb threat? | B. Dealing with Bomb Threats | 1 hr 27 min |
| Who should NOT be the first responder to the crisis | B. Hostage Survival & Negotiation | 52 min |
| Who's Involved in the Curriculum Mapping Process? | B. Mapping Your Curriculum to the Common Core | 20 min |
| Whole group sharing from the breakout sessions | B. The Same High School Lesson Seen Executed Completely Online | 34 min |
| Whole Program Assessment - Modules 1-3 | E. Assessment |
| Whole School Implementation | A. Learning Literacy Through Whole School Change | 7 min |
| Why “pray and spray” never works | A. The 4 by 4 Block Schedule – Angola High School – Indiana | 1 hr 22 min |
| Why a trauma-informed classroom framework is needed | A. Up close with the Author of Classroom180 Framework |
| Why are essential understandings so important? | C. Develop Essential Understandings | 10 min |
| Why are legislators pushing for assessments to be used for accountability? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| Why are some teachers more effective than others? | G. Diana Beasley - North Carolina Teacher of the Year 2007 — High School Science | 25 min |
| Why are the skills of academic literacy under taught? | A. Hidden Skills of Academic Literacy | 45 min |
| Why become a school principal or superintendent? | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Why behavior modification does NOT work | A. Powerful Student Discipline Techniques and Strategies | 2 hr 27 min |
| Why create a district wide crisis management plan? | A. A Step by Step Guide to Developing a School Crisis Plan | 37 min |
| Why data is critical in developing school improvement plans | B. Practitioner 1 | 25 min |
| Why do I need edTPA? | B. FAQ’s from Teacher Candidates on the edTPA® Assessment | 8 min |
| Why do kids misbehave? | A. Why Do Kids Misbehave? | 26 min |
| Why do students choose to enroll in a virtual school? | A. Best Practices of Successful Cyber Schools: Introduction to ECOT | 25 min |
| Why do we need ongoing staff development | C. FAQs on Professional Development | 22 min |
| Why do we teach social emotional learning? | A. Piloting the Influence of Social Emotional Learning |
| Why does every school need to do a school security assessment? | A. Evaluating and Assessing Your School’s Physical Security | 1 hr 43 min |
| Why does PALS work? | B. Powerful Case Studies: Using Data to Increase Student Achievement | 34 min |
| Why High School is Changing (1) | B. The Changing Secondary School | 46 min |
| Why High School is Changing (2) | B. The Changing Secondary School | 46 min |
| Why hostage and crisis training is essential | C. Situational Survival | 1 hr 1 min |
| Why I continue to teach | A. Whitney Crews - Texas Teacher of the Year 2015 – Elementary School | 11 min |
| Why I teach | H. Amanda Miliner ‐ Georgia Teacher of the Year 2015 — Elementary School Math | 12 min |
| Why integrate technology in homework | B. Classroom Example Ryan White | 26 min |
| Why is guided reading important? | A. Guided and Independent Reading | 32 min |
| Why is it important to use different grouping strategies? | B. Grouping Strategies | 11 min |
| Why is it so important to have an evaluation system? | A. Improving the Current Teacher Evaluation System | 30 min |
| Why is the edTPA® assessment important? | A. What is the edTPA® Assessment and why is it important? |
| Why is the planning conference so important? | A. A Complete Observation Starts with a Planning Conference: Watch a Real Principal in Action | 15 min |
| Why is there inadequate communication between my 8th and 9th grade teachers? | A. FAQs: What do successful middle schools look like? | 1 hr 36 min |
| Why isn't assessment training included in teacher preparation courses? (audio only) | C. FAQs on Assessment and Accountability | 26 min |
| Why NOT to offer too many RAFT choices | C. Using RAFTS to Stimulate Creative Thinking | 28 min |
| Why RTI is more than traditional differentiated instruction | A. Implementing an Effective RTI Process | 10 min |
| Why schools need to prepare for a terrorist attack | B. Terrorism – Why Schools Need to be Prepared | 10 min |
| Why service learning is really authentic assessment | C. High school community service projects | 41 min |
| Why should I use active learning strategies with ESL students? | A. Cooperative Learning Strategies | 10 min |
| Why should my middle school be interested in a transition program? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Why should teams be smaller? | B. FAQs: How do I lead the effort to transform my middle school? | 44 min |
| Why should we be trauma-informed anyway? | A. Training for Educational Staff in Trauma-Informed Schools | 9 min |
| Why Solving Symptoms Seldom Resolves the Real Problem | B. Step by Step Guide to the Referral Process | 32 min |
| Why Teach Behavior | A. Introduction to "Positive Behavior Support" | 18 min |
| Why teachers don’t seek leadership positions | A. Characteristics of Great School Leaders | 1 hr 7 min |
| Why the trimester schedule? | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Why trauma starts with relationships and family culture | A. Understanding the Components of Relationships and Family Culture | 31 min |
| Why use a trimester instead of accelerated block schedule? | C. The Trimester Block Schedule – LD Bell High School – Texas | 46 min |
| Why use new strategies when evaluation isn't changing? (audio only) | C. FAQs on Instructional Strategies | 19 min |
| Why was RTI created and developed? | A. "Mastering RTI" Overview | 28 min |
| Why was the Common Core created? | A. Successfully Transitioning to the Common Core | 38 min |
| Why We Develop Student Independence | C. JPA Guideline 3: Develop Student Independence | 12 min |
| Why we need to teach about anxiety | E. Ms. Phillips - Managing Worry or Anxiety | 28 min |
| Why we need to teach self-management skills to young students | J. Ms. Dunagan - Dealing with Anger | 21 min |
| Why would a high achieving school change to Block scheduling? (audio only) | C. FAQs on Organization and Time | 23 min |
| Why would a person hold hostages? | B. Hostage Survival & Negotiation | 52 min |
| Why would you choose a four by four schedule? (audio only) | C. FAQs on Organization and Time | 23 min |
| Will linguistic modifications slow down the lesson for other students? | A. Linguistic Modifications | 25 min |
| Will somebody else take care of that kid? | M. Unstacking the Deck - J Anderson | 1 hr 7 min |
| Will technology improve the learning outcome? | G. Cindy Couchman - Kansas Teacher of the Year 2009 – High School Math | 14 min |
| Williams Clip 1 | R. Jury Duty – Ms. Williams' Civics Class | 60 min |
| Williams Clip 2 | R. Jury Duty – Ms. Williams' Civics Class | 60 min |
| Williams Clip 3 | R. Jury Duty – Ms. Williams' Civics Class | 60 min |
| Williams Clip 4 | R. Jury Duty – Ms. Williams' Civics Class | 60 min |
| Williams Clip 5 | R. Jury Duty – Ms. Williams' Civics Class | 60 min |
| Williams Clip 6 | R. Jury Duty – Ms. Williams' Civics Class | 60 min |
| Wise teachers build student leadership opportunities into their lessons | B. Practitioner-School Leadership | 54 min |
| Without a school vision, you don't have a plan (Roc Girard) | A. "Urban School Leadership" Overview | 7 min |
| Won't take off hoodie - Productive | E. Student Won’t Take Off His Hoodie (Fairness) | 6 min |
| Won't take off hoodie - Productive | E. Student Won’t Take Off His Hoodie (Fairness) | 6 min |
| Won't take off hoodie - Unproductive (Bleeped) | E. Student Won’t Take Off His Hoodie (Fairness) | 6 min |
| Won't take off hoodie - Unproductive (Uncensored) | E. Student Won’t Take Off His Hoodie (Fairness) | 6 min |
| Word study groups | A. Guided, Shared and Independent Reading | 1 hr 5 min |
| Word Walls and Vocabulary Rings – Classroom Example | B. Strategies to Teach Academic Vocabulary | 37 min |
| Working closely with teachers to develop The Big Three | A. Using a Resource Room Flexibly | 15 min |
| Working memory games | D. Building Cognitive Skills through BrainGames - Ann-Maura Hinton, MEd | 1 hr 8 min |
| Working one-on-one in a synchronous session | B. Strategies to Improve Your Online Lesson |
| Working through conflict with cooperation and fairness | C. Ms. Siebert - Using Literature to Teach Problem Solving | 17 min |
| Working through the steps of the imagine writing project | K. Powerful Tools to Help Kids Overcome Stress and Trauma - Dianne Maroney | 1 hr |
| Working to Regulate Ourselves | A. Specific Objectives When Handling the Trauma-Impacted Student | 59 min |
| Working with a family resource center to meet student needs | C. Practitioner 2 | 1 hr 5 min |
| Workshop introduction | A. The Many Ways to Use Educational Impact: Using the Power of Online Learning |
| Workshop: Developing curriculum maps and learning progressions at the school level | C. Deconstructing the Standards – the First Step in the Process | 60 min |
| Workshop: Organizing and clustering learning targets | A. Developing Units of Instruction Using BIG IDEAS -with Jay McTighe | 32 min |
| Would Ms. King be better served by maintaining aesthetic distance from her students? | E. Ms. King's High School P.E. Class - Lesson #2 | 34 min |
| wow Shifting to a school culture of student centered learning | A. The Power of Leadership | 47 min |
| Wrap Up Deep Understanding shift and Comments from Jane Robertson | B. Now You Try Identifying “Deep Understanding” |
| Wrap Up of Focus Shift | B. Now you try Identifying “Focus” |
| Wrapping up the lesson and demonstrating the robots | B. A Lesson in Collaboration, Communication and STEAM Art Robots |22 min |
| Wright Clip 1 | Q. Words Can Bowl People Over — Ms. Wright’s SEL Lesson - conference available | 33 Minutes |
| Wright Clip 2 | Q. Words Can Bowl People Over — Ms. Wright’s SEL Lesson - conference available | 33 Minutes |
| Wright Clip 3 | Q. Words Can Bowl People Over — Ms. Wright’s SEL Lesson - conference available | 33 Minutes |
| Wright Clip 4 | Q. Words Can Bowl People Over — Ms. Wright’s SEL Lesson - conference available | 33 Minutes |
| Wright Clip 5 | Q. Words Can Bowl People Over — Ms. Wright’s SEL Lesson - conference available | 33 Minutes |
| Wright Clip 6 | Q. Words Can Bowl People Over — Ms. Wright’s SEL Lesson - conference available | 33 Minutes |
| Wright Post-Conference | Q. Words Can Bowl People Over — Ms. Wright’s SEL Lesson - conference available | 33 Minutes |
| Writing Craft — Part 1 | C. The Evolution of Writing Instruction | 25 min |
| Writing Craft — Part 2 | C. The Evolution of Writing Instruction | 25 min |
| Writing craft's effect on reading | A. Marcia Freeman: Teaching the Craft of Writing | 40 min |
| Writing observations and setting student goals | B. Guided, Shared and Independent Writing | 1 hr 4 min |
| WWII and Beyond | A. The History of Middle Schools | 21 min |
| Year one: Building awareness | A. Balancing the Effects of Trauma on Student Learning - Jill Reedy and Matt Snyder | 1 hr 14 min |
| You are not the only teacher in the room | B. Ann Marie Corgill - Alabama Teacher of the Year 2015 Elementary School | 9 min |
| You cannot mess up the practice of mindfulness | G. The Neuropsychology of Mindfulness & Trauma - Cody Wiggs | 1 hr 15 min |
| You don't have to "fix" your kids | B. Parent / Child Role Playing in Action | 1 hr 27 min |
| You're not in charge of me | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| You're really pissing me off | Q. The Language of Trauma - Heather Forbes | 1 hr 4 min |
| Yount Clip 1 | C. Using Verbs, Adjectives, Nouns, and Gerunds – Ms. Yount | 32 min |
| Yount Clip 2 | C. Using Verbs, Adjectives, Nouns, and Gerunds – Ms. Yount | 32 min |
| Yount Clip 3 | C. Using Verbs, Adjectives, Nouns, and Gerunds – Ms. Yount | 32 min |
| Yount Clip 4 | C. Using Verbs, Adjectives, Nouns, and Gerunds – Ms. Yount | 32 min |
| Your child's needs may be manifested though their misbehavior | B. Connecting With Your Child | 1 hr 21 min |
| Your role as a first responder | B. Hostage Survival & Negotiation | 52 min |
| Zanjani Clip 1 | A. Non-Fiction Guided Reading – Ms. Zanjani | 26 min |
| Zanjani Clip 2 | A. Non-Fiction Guided Reading – Ms. Zanjani | 26 min |
| Zone of Proximal Development ZPD | A. Introduction to NEA Effective Teaching in Diverse Classrooms Online & CREDE Pedagogy History and Research | 55 min |
| 1. Coming Soon! | D. Grouping and Routing Strategies - Coming Soon |
| 10 foods to sustain health and increase brain activity - Part 1 | A. Raising Student Achievement | 3 hr 58 min |
| 10 foods to sustain health and increase brain activity - Part 2 | A. Raising Student Achievement | 3 hr 58 min |
| 5. Givens Clip 5 | G. Parts of Speech and Main Ideas – Ms. Givens | 30 min |
| 8-minute learning cycles to increase comprehension | A. Raising Student Achievement | 3 hr 58 min |
| Additional resources on brain based instruction | A. Raising Student Achievement | 3 hr 58 min |
| All About the Block | C. Assessment |
| An overview of "Brain Based Instruction" | A. Raising Student Achievement | 3 hr 58 min |
| Creating brain based lesson plans - Part 1 | A. Raising Student Achievement | 3 hr 58 min |
| Creating brain based lesson plans - part 2 | A. Raising Student Achievement | 3 hr 58 min |
| Cues to determine if a student is a kinesthetic learner | A. Raising Student Achievement | 3 hr 58 min |
| Cues to determine if a student is a visual learner | A. Raising Student Achievement | 3 hr 58 min |
| Cues to determine if a student is an auditory learner | A. Raising Student Achievement | 3 hr 58 min |
| How much does the brain retain from a typical book? | A. Raising Student Achievement | 3 hr 58 min |
| How much does the brain retain from a typical lecture? | A. Raising Student Achievement | 3 hr 58 min |
| How much potential storage capacity does the brain have? | A. Raising Student Achievement | 3 hr 58 min |
| Increase retention by seeing, associating, and vividly experiencing | A. Raising Student Achievement | 3 hr 58 min |
| Increase retention through dialogue | A. Raising Student Achievement | 3 hr 58 min |
| Increase retention through kinesthetic activities | A. Raising Student Achievement | 3 hr 58 min |
| Increase retention through modeling | A. Raising Student Achievement | 3 hr 58 min |
| Increase your energy to increase your attention level | A. Raising Student Achievement | 3 hr 58 min |
| Information retention: use it or lose it | A. Raising Student Achievement | 3 hr 58 min |
| Learning and memory summary | A. Raising Student Achievement | 3 hr 58 min |
| The character traits of the nine intelligence types | A. Raising Student Achievement | 3 hr 58 min |
| Three student learning styles | A. Raising Student Achievement | 3 hr 58 min |
| Using imagination, location and the save key to increase retention | A. Raising Student Achievement | 3 hr 58 min |