Leaders learn how to reduce unnecessary complexity without lowering expectations. The session focuses on the few shared commitments, routines, roles, and decision rules that make improvement work clearer and more sustainable.

• Distinguish productive simplification from lowering expectations.

• Clarify nonnegotiables, ownership, and repeatable team routines.

• Build a practical plan for consistency and long-term sustainability.

This leadership session applies the guaranteed-and-viable mindset to adult practice. Leaders identify the essential knowledge and skills every teacher needs, then align support, collaboration, and follow-through around those priorities.

• Identify essential teacher knowledge, skills, and practices.

• Translate expectations into observable actions and aligned support.

• Create a plan to reinforce, monitor, and continuously improve practice.

Participants move from broad standards and overloaded pacing guides to a coherent course blueprint that prioritizes essential learning, clarifies targets and evidence, and protects enough time for students to learn deeply.

• Apply criteria to identify essential course outcomes.

• Connect standards, learning targets, assessments, and instruction.

• Build realistic pacing that balances coverage with depth.

Teams learn to build common formative assessments that generate useful evidence—not just scores—and convert the results into immediate decisions about reteaching, intervention, extension, and next-step instruction.

• Evaluate CFA alignment, clarity, rigor, and instructional usefulness.

• Analyze results by learning target, item, and student need.

• Turn evidence into timely reteaching, support, and extension.

Move beyond broad intervention lists to proactive, precise support. Participants connect specific evidence of need to practical Tier 1 and Tier 2 responses that can be delivered consistently within existing instructional systems.

• Differentiate strong Tier 1 support from targeted Tier 2 response.

• Use evidence to identify the right support for the right need.

• Design routines that make responsive support sustainable.

Participants make the PLC process more manageable by connecting the four critical questions to a small set of purposeful team routines, products, and decisions that move collaborative work forward.

• Assess current practice through the four critical questions.

• Clarify the team routines and products that deserve protection.

• Develop a focused next-step plan for stronger collaboration.

Designed for CTE educators and the leaders who support them, this session helps industry experts translate deep technical knowledge into clear learning targets, teachable sequences, effective demonstrations, and manageable classroom systems.

• Translate industry expertise into student-ready learning outcomes.

• Sequence, model, and scaffold complex technical skills.

• Build practical planning, assessment, and classroom routines.

This session adapts PLC at Work® practices to the realities of CTE: pathway alignment, varied student products, labs, projects, certifications, safety requirements, and teachers who may work as singletons.

• Identify essential learning across CTE courses and pathways.

• Develop common evidence without requiring identical student tasks.

• Plan timely support and extension within authentic CTE instruction.

Educators explore practical, responsible ways to use AI for planning, organization, communication, feedback, and resource development—while protecting privacy, accuracy, and the professional judgment only educators can provide.

• Identify high-value AI uses that reduce low-value workload.

• Write and refine prompts that produce usable first drafts.

• Establish guardrails for privacy, accuracy, and professional review.