UnboundEd’s interactive two-day Virtual Summit for teachers, coaches, and leaders emphasizes the instructional planning and mindset shifts necessary to combat unfinished instruction exacerbated by COVID-19.
With an emphasis on grade-level curriculum, strategic supports, and equitable instruction, the summit moves educators through planning processes that can produce meaningful, engaging in-person and virtual classroom experiences. Teachers and coaches leave the Virtual Summit better prepared to make informed decisions that address unfinished instruction while remaining in grade-level curriculum. Additionally, leaders leave the Virtual Summit better prepared to make decisions that ensure students have equitable access to grade-level instruction.
Who Should Attend?
The Virtual Summit is 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 Virtual Summit
Participants will engage in an immersive virtual learning experience that includes:
- Engaging virtual learning sessions led by our highly trained facilitators
- An interactive experience with a 1:17 facilitator to participant ratio and a maximum of 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
How We Organize the Learning
Pathways differ by audience role, content, and grade band:
The ELA Pathways examine the role educator beliefs play in instructional choices and lesson preparation. Participants learn to use text complexity, lesson analysis, and scaffolding to identify entry points for students with unfinished instruction and reflect on the impact of unconscious bias on equitable student access to grade-level ELA content. In the elementary grade band, participants also explore the foundational skills of reading instruction. Participants leave the session with a personalized action plan that prioritizes identifying opportunities to address unfinished instruction and increase the frequency of student access to grade-level ELA content.
The Math Pathways examine the role educator beliefs play in instructional choices and lesson preparation. Participants engage in a process to identify potential areas of unfinished instruction and reflect on the impact of unconscious bias on equitable student access to grade-level math content. Participants closely examine the standards, within- and across-grade connections, and the balance of conceptual understanding, procedural skills, and fluency. Using these elements, participants identify opportunities to address unfinished instruction and increase the frequency of student access to grade-level math content.
The Leadership Pathways examine the role that school leadership and beliefs play in math and ELA educational equity. Participants learn about Post Pandemic Pedagogy, educational equity, unconscious bias, and cultural lenses, then use this learning to reflect on practices that enable or inhibit equitable student access to grade-level content. Through this experience, instructional leaders consider how to operationalize and support instruction based on high-quality instructional materials. Participants leave the session with planning frameworks instrumental for increasing the frequency of student access to grade-level content.
The UnboundEd Planning Process™ (UPP) pathways guide ELA and math teachers through a daily process of internalizing and adapting lessons from a high-quality, aligned curriculum. Participants reflect on the changes in mindsets and practice necessary to make their lesson plans grade-level, engaging, affirming, and meaningful (GLEAM™). Participants learn how to prioritize a single, clear goal for each lesson and how to identify elements in the lesson that build toward this goal. They also develop a foundational understanding of culturally relevant teaching and learn how to adapt lessons with practices that lead to GLEAM™ instruction for all students. These sessions involve a cycle of modeling, hands-on practice, and feedback that leads to increased confidence and agency in daily lesson planning. UPP is designed for teachers using an aligned curriculum (“meets expectations” in all EdReports gateways).
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.
Previous Keynote Speakers
Can't make it to our national Virtual Summit?
UnboundEd offers our Virtual Summit pathways at a state, district, school, or organization level, which provides a unique opportunity for your group of educators to learn and grow together.