Webinars & Online Courses

September 18, 2026, 3:00–5:00 p.m. EDT 

Learning to work productively and thoughtfully with instructional materials is now a central part of learning to teach. In this session, we will introduce our newest high-leverage practice, preparing to teach using instructional materials. Participants will explore why this practice is essential for novices, examine its decomposition, and consider how to make this work explicit and learnable in teacher education.

Friday, September 25, 2026, 3:00–4:30 p.m. EDT 

Teachers are increasingly expected to use internalization protocols and other tools for preparing to teach lessons and units from high-quality instructional materials (HQIM). If you are new to preparing teacher candidates for this work and looking for ideas and support, join us as we review different types of lesson and unit review and preparation tools, including one focused on identifying barriers and supports for multilingual learners. 

Friday, October 23, 2026, 12:00–1:30 p.m. 

High-quality instructional materials provide powerful opportunities for student learning—but only when teachers know how to use them well. This webinar is designed specifically for teacher educators who want to better prepare teacher candidates to thoughtfully analyze and adapt mathematical tasks found in commonly used instructional materials. 

Friday, October 30, 2026, 3:00–4:30 p.m. EDT 

As AI-enabled teaching tools rapidly enter elementary classrooms, teacher educators face a new and urgent challenge: preparing teacher candidates not just to use these tools, but to use them wisely. This 90-minute webinar equips teacher educators with practical frameworks and hands-on strategies for helping candidates evaluate and use AI-enabled tools for teaching mathematics through the lens of cognitive demand. 

Friday, December 4, 2026, 3:00–4:30 p.m. EST 

Are you interested in helping elementary teacher candidates learn to use high-quality instructional materials (HQIM)? In this webinar, we’ll provide an introduction to our Curriculum Literacy for Texas Elementary Mathematics Teachers instructional unit, show you how to use the materials, and highlight some of the most powerful learning activities it provides for teacher candidates. 

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.

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.

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.

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.

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.

Every content area has norms and practices for how people construct and share knowledge. Experience an asynchronous introduction to the practice of implementing norms and routines for classroom discourse and work.

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.