As schools continue to recover from the tragedy of a global pandemic, they can look to new opportunities emerging amidst the trauma and grief. These opportunities include a return to the primacy of relationships among adults and students, the abandonment of ineffective practices such as inspirational monologues without meaningful interaction, and dramatic improvements in professional learning. To realize the latter, educators need to drive toward five transformations in professional learning. Although we have long known the inadequacies of traditional approaches to PD, the constraints imposed on schools by the pandemic create a sense of urgency that should make us intolerant of such ineffective practices.

WELL BEFORE the global pandemic caused a wave of school building closures and consequent learning losses, teachers complained there were too many standards for student learning. The problem was that, however well-intentioned and thoughtfully designed, state standards all su!er from the same faulty assumption: Students need only one year of learning. That assumption always has been questionable, but after students in 2020 lost at least six months of learning (and many would argue they lost more), teachers in 2021 are facing students who may be two years or more behind their current grade level. The idea of teaching and assessing three years of learning in a single year is preposterous. Fortunately, some practical solutions are available.

The primary importance of critical thinking is to compare the claim to the evidence. Every academic skill requires critical thinking as it is the foundation of creativity, communication, and collaboration. Dr. Douglas Reeves engages participants in a case study activity, What you already know versus What don't you know that doves deeper into effective implementation of critical thinking strategies from the classroom to the Boardroom.

Initiative fatigue is real and overwhelmingly impacts hard working teachers and leaders across the country. Many initiatives have impact but many do not get the attention they receive because there are just darn too many to do and do well. Dr. Douglas Reeves' research suggest less is more. When you look at all the research that was conducted, there are about five things that matter most.

In this interactive webinar, Dr. Douglas Reeves engages leaders to have teachers watch teachers. Therefore, leaders are in the classrooms, while colleagues observe and learn from one another. Engage with disengaged students' parents and/or adults in their lives immediately. There is no time to waste. Dr. Reeves encourages educators to reduce the D and F rates within 100 days by stop using the average and by getting rid of the zero. That will definitely improve morale for all. Finally, he addresses what is most effective with homework and practice.

Dr. Douglas Reeves addresses one of the most important topics for educational leaders. Why is it that some people have more time for classroom observation? Dr. Reeves shares five strategies for making the most of your valuable time. He differentiates between tasks and projects, as well as encourages everyone to have a daily priority task list. Update it every day or night and start your day with the top priority. Give yourself uninterrupted time of 45 minutes a day. Learn more practical strategies to maximize your time.