UnboundEd Summits can be delivered virtually or in-person and are appropriate for your teachers, coaches, and leaders.
Our Summits provide an interactive learning experience focusing on the mindset and planning required for implementing grade-level, engaging, affirming, and meaningful (GLEAM™) instruction. During the two-day experience, participants will explore the impacts of racist and biased instructional practices and materials for students of color. Participants will identify specific mindsets and practices that embody GLEAM instruction for the chosen pathway. Throughout the sessions, participants will reflect on and commit to specific action steps aligned with GLEAM instruction in their chosen pathway. Participants leave the Summit with a personalized action plan that identifies context-specific opportunities to ensure students receive grade-level, engaging, affirming, and meaningful instruction.
Who Should Attend the Summits
UnboundEd Summits are perfect for teachers, coaches, and leaders interested in learning how to incorporate equity-focused, anti-racist, culturally relevant and responsive instruction into their classrooms.
What to Expect from the Summits
Participants will engage in an immersive learning experience that includes:
- Engaging learning sessions led by our highly trained facilitators
- An interactive experience with a 1:17 facilitator-to-participant ratio and a maximum of 30-35 participants per session
- Powerful, transformational keynote speakers
- Time-saving tools, strategies, and frameworks to help evaluate and improve ELA and math instruction and/or leadership practices
- Courageous conversations and open dialogue about implicit bias and racist structures, with insights and actions to share with colleagues
During Summit ELA sessions, we’ll use the science of reading, text complexity analysis, lesson analysis, and scaffolding to identify grade-level, engaging, affirming, and meaningful (GLEAM™) entry points for students with unfinished instruction. We’ll also reflect on the impact of unconscious bias on equitable student access to grade-level ELA content.
This pathway focuses exclusively on instruction and support for multilingual learners in the earliest grades. Participants make connections between historical legislation and contemporary classroom practices to understand the current situation for multilingual learners in the US. Participants enter the world of PreK-Grade 3 Instruction through case studies, virtual classroom walkthroughs, and high-leverage strategies and aligned resources to support early reading development and GLEAM™ experiences for multilingual students.
During the Summit Math sessions, we’ll explore what it means to be good at math, name the impact of math identity (both teacher and student) on the type of instruction students have and can receive, and learn how to foster a positive math identity in their classroom. We’ll apply this knowledge by analyzing a lesson plan and adapting it to plan for GLEAM™ math instruction.
During Science Summit sessions, participants learn how to create grade-level lessons that engage students in making sense of phenomena they can see, experience, and analyze. Through model lessons and activities, participants learn specific strategies for reading, discourse, and inquiry-based activities that foster engagement and productive struggle in science learning. Participants leave Summit with a structure for sensemaking lessons, a repertoire of practical moves, and a plan to bring GLEAM™ instruction to life in their own contexts.
During Summit Leadership sessions, we’ll explore the historical roots of inequitable instruction, the impact of identity in fostering positive academic identity, and learn how attention to grade-level, engaging, affirming, and meaningful (GLEAM™) combats bias in instruction.
We will apply this knowledge by analyzing and adapting a lesson plan for GLEAM instruction. We’ll also use the lesson to connect leadership practices to teacher development structures and the role leaders play in operationalizing GLEAM instruction.
During Summit UnboundEd Planning Process™ (UPP®) sessions, we’ll learn four powerful practices for access and differentiation: prioritizing grade-level activities, scaffolding for diverse groups, orchestrating productive struggle, and using student funds of knowledge. For each practice, we’ll learn what it is, common pitfalls, and a step-by-step recipe for using the strategy with any lesson. Along the way, we’ll also try these practices on a set of aligned lessons and explore the mindsets required to make lasting changes to teaching and learning.
As educators, our goal is always to reach all students. But knowing the goal isn’t enough; we need to know exactly how to get there. The UnboundEd Planning Process (UPP) gives you the steps and know-how to make instruction more equitable.
Note: K-5 educators will learn through the use of both ELA and math lessons; Educators in grades 6-12 will learn through lessons in their preferred subject area — either ELA or math.
Hosting a virtual Summit requires at least three (3) sections with up to 35 participants per section and is priced at $76,875 (includes a one-time $6,000 set-up fee). It is $23,625.00 per section for additional sections. We recommend the two days be no more than a month apart.
Hosting an in-person Summit requires at least four (4) sections with up to 30 participants per section and is $100,000 ($25,000 per section for additional sections). The two-days must be consecutive days.
The focus on teacher's power to really empower our students through literacy or disempower them through our low expectations and over scaffolding (modifying). Lots of good call outs of things I have done in my own practice and how I can grow from there.
I leaned into my discomfort. I most enjoyed the breakout rooms and the chance to interact with other educators across the country. The facilitators created a safe space for me to engage and take supported risks in the sessions.
I love the fact that the summit brought forward the racial legacy affecting the educational system especially for students of color -- and that racism was highlighted as something educators must be aware of.