定制培训

通过我们专为教育工作者量身定制的培训项目，提升您的教育环境。我们的课程重点在于指导如何优化教与学过程、有效管理课堂行为以及如何合理利用辅助专业人员。此外，我们还涵盖特殊教育的基本实践、理解式教学设计 (UbD)、通用学习设计 (UDL) 以及合作教学方法。加入我们，赋能您的教职工，营造包容的学习氛围。

Authored Books

Vol. 1: The Educator's Guide to the Great Educational Debates, Vol. 1

Should grades reflect only what students know and can do academically?
Should grades be used to motivate students or simply communicate learning?
Do traditional letter grades accurately represent student achievement?
Should homework be graded at all?
Should schools place strict limits on the amount of homework students receive?
Should schools adopt differentiated homework expectations to address inequity?
Should students use artificial intelligence (AI) for schoolwork?
Should schools restrict student cell phone use?
How much screen time should replace traditional learning materials?
Should social media be integrated into learning?
Should retest scores replace original scores?
What role should assessment scores play in learning?
Does retesting improve student learning or encourage procrastination?
Should student test scores be used to evaluate teachers?
Should teachers pay be linked to performance?

16. Should schools collect and analyze achievement data by demographic groups?

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Vol 2: The Educator's Guide to the Great Educational Debates (Special Education)

Should full inclusion be the goal for every student with a disability?
What is more important: where a student is educated or how well the student learns?
What weight should various factors carry when determining a student's Least Restrictive Environment?
How much support should schools be required to provide before determining that a student needs a more restrictive educational placement?
Can a placement truly be considered appropriate if the school lacks the resources necessary to implement it effectively?
When disruptive or dangerous behavior is linked to a student's disability, should schools prioritize protecting that student's educational rights even when it creates an unsafe learning environment for others?
Should repeated misconduct by a student with a disability eventually result in a more restrictive educational placement?
Should students with disabilities ever be disciplined differently than students without disabilities for the same misconduct?
Should IEP teams write goals ambitious enough to close achievement gaps with grade-level peers, or focus on goals that are realistically attainable for each individual student?
Should educators be held professionally accountable when students consistently fail to make meaningful progress toward their IEP goals, or should accountability be based on the quality and fidelity of the services provided rather than student outcomes?
Should all students with disabilities be expected to work toward grade-level academic standards regardless of the severity of their disability, or should schools prioritize instruction based on each student's individualized instructional level, even when it differs significantly from grade-level expectations?
When a student's disability prevents consistent grade-level performance, should schools be judged primarily by the student's progress toward individualized learning goals or by the student's achievement on grade-level standards and state assessments?
Should students with significant accommodations or a modified curriculum be graded using the same grading system as their peers, or should grading better reflect individual learning, growth, and achievement?

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Vol. 3: The Educator's Guide to the Great Educational Debates (Leadership)

Should principals have greater autonomy to make school-level decisions, or should district leaders maintain centralized control to ensure consistency and equity?
Should school leaders strive to build consensus before making major decisions, or should they act decisively even when significant staff disagreement exists?
Should teacher effectiveness be the primary factor in hiring, evaluation, retention, and dismissal decisions, or should schools place equal value on collaboration, relationships, and contributions to school culture?
Should ineffective teachers receive extended coaching and opportunities for improvement, or should schools move more quickly to replace them in the best interest of students?
Should standardized test performance be the primary measure of school effectiveness, or should schools be evaluated using a broader range of indicators of student success?
Should principals be held accountable for overall school performance even when many factors influencing student achievement are beyond their direct control?
Should school discipline prioritize restorative practices that focus on repairing harm, or should schools rely primarily on traditional consequences to maintain order and accountability?
Should school leaders prioritize maintaining a safe and orderly learning environment even if it results in higher suspension and expulsion rates, or should reducing exclusionary discipline remain the greater priority?
Should parents have greater influence over curriculum, instructional materials, and school policies, or should these decisions remain primarily the responsibility of educational professionals?
Should school leaders remain publicly neutral on politically and socially controversial issues, or should they take visible positions when they believe it serves the best interests of students and the school community?
Should school leaders rapidly adopt emerging technologies such as artificial intelligence to transform teaching, learning, and operations, or should implementation proceed cautiously until stronger evidence and safeguards are established?

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教师指导

这项导师制支持旨在加强对新教师和发展中教师的支持体系。参与者将学习有效的辅导、反馈、人际关系建立和专业发展策略。课程提供实用工具，帮助导师指导教师应对挑战、改进教学并增强信心。课程结束时，学校将更有能力培养协作、留住人才和持续改进的文化。

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ARD协调员支持

本课程旨在提升招生、审核和解聘 (ARD) 会议主持人的技能和信心。学员将学习如何有效地准备文件、指导团队、确保合规性以及促进以学生为中心的协作式讨论。课程提供应对复杂情况、明确角色和支持高效决策的实用工具。课程结束时，主持人将能够主持高效、合规且以学生利益为导向的 ARD 会议。

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高效的辅助专业人员

本课程旨在帮助教学辅助人员掌握支持高质量教学所需的技能和策略。学员将学习协助课堂管理、差异化教学和提升学生参与度的实用技巧。课程提供清晰的指导，帮助教学辅助人员在团队协作、沟通和发挥最大效用方面取得进步。课程结束时，教学辅助人员将充满信心，并做好充分准备，每天为学生的成功做出有意义的贡献。

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有效的合作教学实践

本课程旨在帮助教育工作者建立牢固的合作关系，从而提升所有学习者的学习效果。学员将探索行之有效的合作教学模式、角色和策略，以促进团队协作和高质量的课堂教学。课程提供规划、沟通、差异化教学和责任共担等方面的实用工具。课程结束时，教育工作者将能够创建包容性强、互动性高的课堂，真正通过合作教学提升学生的学习成效。

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提供全方位服务

本课程旨在帮助教育工作者和学校领导理解并实施一系列全面的支持措施，以应对学生多样化的需求。学员将学习如何设计符合法律要求、促进包容性并确保个性化支持的服务模式。课程将详细讲解课程安排、人员配备、服务提供和进度监控等方面的有效实践。课程结束时，教育工作者将能够创建一个协调一致的系统，最大限度地提高学生的受教育机会、公平性和成功率。

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通用学习设计（UDL）

本课程旨在帮助教育工作者设计灵活、包容的学习环境，满足所有学生的学习需求。学员将学习如何运用通用设计学习（UDL）原则来提高学生的参与度，提供多元化的理解途径，并支持不同学习者。课程提供可立即应用于课堂教学的实用工具和策略。课程结束时，教育工作者将能够创建以学生为中心的、易于理解的课程，消除学习障碍，促进每位学习者的成功。