Innovate. Lead. Excel. 26-27

As educators, we all know that teaching isn’t just about academic. It’s about managing behaviors, emotions, and everything in between. One thing I’ve learned is that how we show up in the classroom really matters.

This professional learning session provides a comprehensive review of the Texas Teacher Evaluation and Support System (T-TESS) framework. This session is designed to ensure instructional staff are fully equipped, supported, and aligned with district expectations for the upcoming academic year.

Now, more than ever, students of ALL ages need so much more than just what the curriculum provides.  Students need teachers to SHOW UP in so many ways.  This session will provide teachers with visuals of what a child's day looks like when no one notices them or cares VS. the difference when the adults "show up" in various ways. We will remind educators about the importance of ENTHUSIASM and ENCOURAGING kids.  This goes for every grade level, especially High School!  Students learn from people they like and those who believe in them.  Being excited about teaching and showing the kids LOVE is the key to classroom management!  We will share strategies and things that teachers can do to make their students feel love and feel seen.  


We will explore:

• The difference between compliance-based classroom management and relationship-based classroom culture
• Why enthusiasm is not optional—it is instructional strategy
• The neuroscience behind belonging and its connection to learning
• The role of encouragement in shaping student identity and resilience
• Practical, immediately implementable strategies to ensure students feel noticed, valued, and supported

Special emphasis will be placed on middle and high school settings, where students often appear independent but still deeply need connection and affirmation.


Students learn from educators they trust. They work harder for teachers who believe in them. When teachers demonstrate authentic enthusiasm and communicate high expectations with warmth, classroom management becomes proactive rather than reactive.


My High School students who want to be future teachers and I just went to the State TAFE conference.  TAFE stands for Texas Association of Future Educators.  We got to listen to and meet Aric Bostick and he really got us all fired up for teaching.  I have two students who brainstormed all the way back from Dallas about doing Professional Development for teachers at TISD.  I think this would be the perfect opportunity for them to share what they have learned and remind teachers about what really matters to our students....straight out of the mouths of babes!  

This session is useful for all educators from higher elementary through high school. The activities of this session help you teach your students to PLAN and implement regardless of whether it's a research paper, a project or a community activity. You will leave the session with several lessons/activities that you can do the first week or pull it out anytime during the year. 

Student collaboration is most powerful when it is intentionally structured. In this interactive session, teachers will learn how to strategically pair students to increase meaningful academic conversations and engagement in the classroom. Participants will explore practical strategies for structuring partner work and sheltering academic interactions to enable emergent bilingual students to fully participate in rigorous learning. Teachers will leave with ready-to-use conversation supports, pairing structures, and routines that promote equitable participation and language development.

This professional learning session provides a comprehensive review of the Texas Teacher Evaluation and Support System (T-TESS) framework. This session is designed to ensure instructional staff are fully equipped, supported, and aligned with district expectations for the upcoming academic year.

• Implement IEP accommodations with fidelity to ensure students have equitable access to grade-level instruction
• Accurately document the frequency, type, and level of support provided during accommodation use
• Justify accommodations by:
  
  • Comparing student performance with and without supports
  • Using objective data and classroom evidence
• Maintain and organize student work samples:
  
  • Hard copy (e.g., folders, binders, stapled samples)
  • Digital (e.g., Google Drive, scanned artifacts,  etc.)
• Utilize both hard copy and digital data collection systems to:
  
  • Track progress toward IEP goals
  • Inform instructional adjustments
  • Support ARD committee decision-making and compliance

Planting Seeds for Safety: Meeting Social-Emotional Needs First focuses on understanding trauma and its impact on student behavior and learning. Participants will learn practical strategies to build emotional safety, support regulation, and respond to behavior through connection rather than reaction. This session highlights the role of adults in planting intentional seeds that promote calm classrooms, readiness to learn, and long-term student growth.