This event enables teacher educators to unpack and practice the work of coaching and supporting beginning teachers to build their instructional skills in a supportive and dynamic environment. The 2023 Winter Coaching Institute will be held January 20-21 in Woodand Hills, CA. Click below to register by December 15, 2022.

One asynchronous and one synchronous session offer strategies for supporting teacher candidates to work productively with multilingual learners. Participants may complete the asynchronous work at any time beginning on December 2, but should have it completed by the synchronous December 9th session.

Asynchronous session materials available: Friday, December 2
Synchronous session: Friday, December 9, 2022, 1:00-3:00 p.m.
Susan Atkins

One asynchronous and one synchronous session offer strategies for supporting novice teachers to work productively with English learners.

Susan Atkins

A year-long, blended sequence of learning opportunities for teacher educators interested in building their competency with practice-based teacher education
TeachingWorks staff

Learn to prepare teacher candidates to use K-12 curriculum materials with sensitivity and skill. Sample lesson plans and assessments will be provided in English language arts and mathematics, but teacher educators from all disciplines are welcome.

Session 1: Friday, February 3, 2023 - 3:00-5:00 p.m. (synchronous)
Session 2: Friday, February 10, 2023 - 3:00-5:00 p.m. (synchronous)
Session 3: Friday, February 17, 2023 - 3:00-5:00 p.m. (synchronous)
Session 4: Friday, February 24, 2023 - 3:00-5:00 p.m. (synchronous)

Registration deadline: Friday, January 27, 2023
Francesca Forzani and Heather Beasley

Interested in learning about specific high-leverage practices? Each of these asynchronous courses offers an introduction to a different high-leverage practice. These are introductory courses with no prerequisites, although Introduction to Practice-Based Teacher Education is recommended. You may register for all five courses in this set, or you may opt to register for just one or two courses individually.

One asynchronous and two synchronous sessions offer strategies for supporting novice teachers to identify complex text and make it the center of instruction.

Francesca Forzani and Monique Cherry-McDaniel

One asynchronous and two synchronous sessions offer strategies for supporting novice teachers to build knowledge through content-rich non-fiction.

Francesca Forzani and Monique Cherry-McDaniel

When eliciting and interpreting student thinking, teachers have an opportunity to position students as sense-makers and center their thinking as valuable. Experience an asynchronous introduction to the practice of eliciting and interpreting student thinking. This mini-course includes opportunities to examine the elements of the practice, consider the importance of the practice for novice teachers, and engage with video examples or instructional tools.

Facilitator: Martha Curren-Preis
Martha Curren-Preis

Teachers set and maintain community expectations and establish classroom environments that preserve students’ dignity and autonomy, while allowing for a productive and safe classroom community. Experience an asynchronous introduction to the practice of establishing and maintaining community expectations. This course includes opportunities to examine the elements of the practice, consider the importance of the practice for novice teachers, and engage with video examples or instructional tools.
Martha Curren-Preis

Every content area has norms and practices for how people construct and share knowledge. Teaching students these norms and practices, showing why they are important, and providing opportunities to use them is crucial for building understanding and capability in a given subject. Experience an asynchronous introduction to the practice of implementing norms and routines for classroom discourse and work. This course includes opportunities to examine the elements of the practice, consider the importance of the practice for novice teachers, and engage with video examples or instructional tools.
Martha Curren-Preis

Group discussions provide opportunities for students to make sense of complex ideas together and support one another to speak and listen in ways that advance the classroom community and common good. Experience an asynchronous introduction to the practice of leading a group discussion. This course includes opportunities to examine the elements of the practice, consider the importance of the practice for novice teachers, and engage with video examples or instructional tools.


Martha Curren-Preis

The practice of explaining and modeling content is about intentionally and thoughtfully providing access to skills, processes, and practices that may otherwise remain hidden to some students. Experience an asynchronous introduction to the practice of modeling and explaining content. This course includes opportunities to examine the elements of the practice, think about why the practice is important for novice teachers, and engage with video examples or instructional tools.

Facilitator: Martha Curren-Preis
Martha Curren-Preis

This workshop familiarizes participants with the basic concepts and tools of practice-based teacher education and equips them with approaches to teaching instructional practice. The 2023 Introduction to Practice-Based Teacher Education Workshop will be held on January 18–19 in Woodland Hills, CA. Click below to register by December 15, 2022.

Three asynchronous sessions define practice-based teacher education, introduce high-leverage practices, including practices for advancing justice; and take participants on a tour of the Learning Cycle, with introductions to practice-based pedagogies.
Deborah Loewenberg Ball and Francesca Forzani

Three asynchronous sessions define practice-based teacher education; introduce high-leverage practices, including practices for advancing justice; and take participants on a tour of the Learning Cycle, with introductions to practice-based pedagogies.
Deborah Loewenberg Ball and Francesca Forzani

Three asynchronous sessions explore the relationship between “achievement” in ELA and advancing justice through teaching. Participants who register for a subsequent course in this learning set will receive a copy of the required text Restorative Justice in the English Language Arts Classroom, by Maisha T. Winn, Hannah Graham, and Rita Renjitham Alfred at no additional charge. Copies will be mailed to participants upon payment of the registration fee. (Participants who register only for this first course in the series will need to access this text on their own.) Completion of this asynchronous course is required for participation in the final four courses in this learning set.

Monique Cherry-McDaniel and Francesca Forzani

One asynchronous and two synchronous sessions offer strategies for supporting novice teachers to identify complex text and make it the center of instruction.

Monique Cherry-McDaniel and Francesca Forzani

One asynchronous and three synchronous sessions offer strategies for supporting novice teachers to support students to engage in evidence-based writing.

Monique Cherry-McDaniel and Francesca Forzani

At the heart of teaching is building respectful relationships. Teacher educators need to create opportunities for novices to learn to do this in deliberate, equitable ways. After a short overview of the practice of building respectful relationships with students, facilitators will engage participants in experiencing and discussing examples of how to work on this practice with novice teachers using practice-based methods.

Heather Beasley and Martha Curren-Preis