Professional Learning Series
Our Series
Build your team’s understanding and skills in the science of learning, leadership, equity, and innovation through our fun and memorable professional learning sessions. All series are a customizable set of sessions, and can be facilitated in-person or virtually, to best fit your needs.
The Science of Learning and Leadership
FOR ADMINISTRATOR TEAMS
Being an effective leader is about understanding people, and what they need in order to succeed. Cut through the noise and learn current brain science behind what students, teachers, and communities need from you as a leader. In this series, strengthen your skills in building trust, agency, and passion for your staff, using our Six Gears TM Framework. Work collaboratively with your leadership team to shift culture and practice in your organization, aligned with current research.
The Science of Learning
FOR TEACHER INDUCTION
Create more memorable, meaningful, and memorable learning by applying key ideas from current brain science in your practice. In this two-year series, learn what scientists now understand about how cognitive and social-emotional learning works in the brain, and collaborate with your colleagues to make strategic changes to practice that benefit students using our Six Gears TM Framework.
Team Retreats
FOR ANY TEAM OF PROFESSIONALS
Create a renewed team culture and purpose in our Team Retreat Series. Take time to step back as a group and refresh your common why, and practices that support your collaboration and aligned direction. This series works best for a small group of teammates who works closely as a leadership group in a school, district, or organization. The series can be customized as up to three workshops over the span of a school year.
“I loved how accessible you made the science information. I also appreciated your pace and rhythm throughout the presentation. I thought the most valuable part of the session was when we considered just how important feeling physical and emotional preparation is to the learning that students do. I was reminded to think in a more holistic way about the "space" that students are in when they are expected to learn.”
— High School Educator & College Professor