Workshops, PD's, Retreats, & Keynotes


―Less talking, more doing...

Bite-sized talks interspersed with active learning and discovery around topics such as:

  • Design Thinking: Learn how to implement the process of design thinking across the curriculum and throughout the district to fuel empowered learners and more purposeful learning. Design thinking sessions can be facilitated as workshops, retreats, or professional development sessions and are presented with opportunities for sustained engagement throughout the school year.

  • Professional Collaboration & Student-Led Assessment: Deepen learning and increase engagement amongst colleagues and alongside learners through interdisciplinary collaborations and discover the power of student-led assessment across the curriculum.

  • Formative Assessment: Discover novel techniques for creating, applying and using the results of formative assessment to drive instruction and elevate student voice as an integral role in the process of ongoing learning.

  • Science of Learning Applied: Unpack the cognitive science underlying engagement, passion, and purposeful learning then apply concrete methods to enhance learning in your unique learning community.

  • Emerging Technologies for Tomorrow's Leaders: Explore the most innovative emerging technologies that extend learning beyond the walls of the classroom and learn how to implement these tools seamlessly throughout the curriculum.

Learn More →

PDs that Inspire.jpg

Successful learning is built upon*:


1. Competence

Learners are able to demonstrate mastery of content while building their sense of efficacy and persistence.


2. Autonomy

Learners demonstrate mastery using their voice and choice in a way that honors their unique contributions.


3. Relatedness

Learners know they are part of a classroom and global community and feel connected to others in the process of learning.


*Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist55(1), 68.