Professional Learning Resources

Professional Learning Resources


Investing in educators is a proven way to foster student growth. Our Professional Learning Resources are designed to help you bring impactful discussions about teaching, learning and leading to your own school, on your own schedule.  

School administrators, coaches, and teacher leaders use our Discussion Guides to explore timely topics with faculty and staff. Each Guide includes research-based resources and a suggested meeting agenda with engaging activities and provocative discussion prompts that are built around WPS’ signature principles of adult learning. They promote personal reflection, increase conceptual understanding, and equip educators with practical strategies to improve instruction and better support students and colleagues. 

Agency, Morale, & Resilience Discussion Guides Available Now!

  



At a Glance:

  • 1 hr long sessions, no prework or follow-up work
  • Self-facilitated
  • Designed for school-based implementation
  • Grounded in curated research
  • Created for groups as small as 6-8, scalable as needed
  • Flexible pacing: employ a suggested sequence or implement stand alone sessions

Explore our Collection of Discussion Guides

Available Now:

  • Agency, Morale, & Resilience

Discussion Guides Coming Soon:

  • Social Emotional Learning  
  • Restorative Practices for Classroom Management 
  • Advanced Student Assessment 
  • Self Directed Learning  

Catalogue of WPS Discussion Guides

Agency, Morale, & Resilience
Today’s teachers operate under immense pressure that results in burnout for many. This module explores ways of balancing out the pressures of the classroom with self-care strategies and rethinking how teachers can position themselves in their roles. Concepts from Amy Wrzesniewski’s research on job crafting and Maslach’s Burnout Inventory provide insights for nurturing adult mental health, deepening individual purpose, and finding greater meaning in the workplace. Ultimately, this module aims to cultivate teacher thriving with the understanding that students learn best when the adults in their building are flourishing.
Restorative Classroom Management

Many schools, in the aftermath of remote learning, are navigating unprecedented challenges to classroom management. Focusing on the individual classroom level, this module is designed for teachers interested in implementing a restorative approach to student behaviors that interrupt learning. Drawing on the work of Luanna Meyer, these sessions examine strategies for keeping students in class, facilitating challenging conversations with students that are affirming, and rethinking how teachers might rethink their role in student learning.

Advanced Student Assessment

Assessment is central to student progress and development. This module provides teachers with an opportunity to reflect on the purpose of assessment; what elements should be included in a grade; and what we communicate to students and families when we speak about student outcomes. Ultimately, this module aims to address how approaches to assessment can either promote or hinder equity in education.

Self-Directed Learning

Metacognitive skills, or “thinking-about-thinking”, are the focus of this module. Sessions build understanding of the various phases of metacognition, proposing strategies for teachers to help students navigate their own learning. Deci and Ryan’s Self-Determination Theory framework provides insight for supporting students in goal setting; overcoming obstacles such as confusion and errors; and helping students to cultivate flexibility in thinking or by adapting alternative strategies for learning.

Social-Emotional Learning

In a time of constant change, this module explores what is required to create student learning environments that foster a sense of belonging and social-emotional thriving. These sessions are based on the premise that social-emotional health is central to student academic development. Readings and activities examine power Self-Affirmations to ground students in core values and themselves. Sessions offer insight into the ways trauma affects student learning as well as how secondary trauma effects adults in school buildings. Drawing on the research of Nadine Burke Harris, Gregory M. Walton, Shannon T. Grady, David Yeager, and Shaun Ginwright, this sessions in this module aim to offer strategies that promote social-emotional growth for students and adults.


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