Professional Learning Extension Custom Offerings
We translate education research into practical, engaging professional learning and coaching programs for districts and education systems. Our custom offerings focus on improving practice and making lasting systems change.
Our Offering Formats
Professional Learning Series
Three to five connected professional learning sessions focused on a particular content area that can include between-session activities for participants (readings, reflections, application, etc.). Includes 1-2 pre-meetings with school partners that ensures alignment of learning with long term goals.
Professional Learning Series + Coaching
Multi-session learning experiences focused on a particular content area. Includes between-session activities for participants, including application, a deliverable, and coaching. Coaching can be a variety of formats including structured peer group sessions or individual or team sessions.
Institutes
Our cohort-based learning experiences leverage Stanford faculty and research, peer collaboration, and ongoing support to take practice to the next level. Institutes begin with multi-day intensive professional learning sessions, followed by bi-monthly or monthly sessions that can include peer group work, coaching sessions, and a culminating event. Participants receive a certificate of completion and optional continuing education units.
Number of participants, mode of professional learning, and travel requirements will affect pricing.
Expertise
Adaptive Leadership for Future-ready Districts/Systems
With a focus on building future-ready and inclusive school systems, school principals and leaders engage in learning experiences to understand how to design future ready school systems while strengthening their adaptive leadership skills through a hands-on change project and intensive coaching support.
A.I. Literacy for K-14 Educators
Equips educators and school leaders with a foundation in AI literacy — exploring what it means, why it matters, and how to develop a principled stance that guides responsible decision-making in service of teaching and learning. Participants will deepen their understanding of generative AI tools and concepts, including the ethical responsibilities, risks, and opportunities they present for teaching and learning.
Building Teacher Leadership
Supports teacher leaders in their growth and development to strengthen their leadership identity and stance, practice leadership that supports effective and inclusive instruction, create strong learning cultures, practice leadership in ways that improve outcomes for students, and identify challenges in their systems and discern how to respond.
Digital Pedagogy
Shifts the instructional focus away from teaching the tool and helps educators design inclusive, creative, and joyful learning environments that center technologies as tools for multiple means of engagement and representation of ideas. Educators will be able to design powerful learning experiences that use technologies and materials as tools for concept-building, creativity, and collaboration.
Watch to learn about the collaboration with San Mateo County Office of Education
Instructional Practices for Multilingual Learners
Helps teachers and school leaders learn the language of each academic discipline and its use in higher order cognitive skills as essential to students learning content. Educators will be able to meet students’ evolving linguistic needs and effect systemic change for students classified as English Language Learners through exploration of current research and development of instructional resources
Watch to learn about a collaboration with Prince William County Public Schools
Secondary Literacy
Engages secondary educators in creative, collaborative learning experiences to understand, design, and implement literacy instruction for all secondary students, with special focus on students reading below grade level, English language learners, and students with special needs.
We welcome the opportunity to discuss how we can support you and your organization.
