Universal Design for Learning: Supporting Teacher Efficacy

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Building collective teacher effectiveness enhances student outcomes more than feedback and classroom management combined (Hattie, 2015).  As teachers begin to understand the principles of Universal Design for Learning, they soon ask, “How do I apply these principles to my lesson design process?”  This session is designed for those who possess an understanding of the “what” and “why” of UDL and collaborate with teachers as they navigate the “how.”

Learning Outcomes

  1. Exploring  the UDL design process: clear, relevant, rigorous goal, identifying barriers, using the UDL Guidelines to find new instructional strategies in creating or revising lessons
  2. Reviewing and practicing several approaches that support teachers in designing lessons to meet the widest range of learner variability in a classroom. These include: Plus One, Troubleshooting Approach, and Journey Mapping.
  3. Explore a conversation map that guides teachers through the UDL design process.

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Leading the Co-Instructional Model: The Administrator’s Role

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As schools invest in the Co-Instructional Model as a service-delivery approach, administrators play a key role in ensuring its successful implementation. Join us as we explore the necessary components of a model that supports teachers, enhances student outcomes, and fosters a culture of collaboration.  A preferred, but not required, prerequisite is attending The Co-Instructional Model: It’s More Than Co-Teaching session.

Learning Outcomes

  1. Consider the steps needed to plan for and begin implementing a Co-Instructional Model.
  2. Explore strategies and structures that create clarity around practice and support teachers to be successful in each of the 4 parts of the model, including
    1. Considering scheduling challenges;
    2. Creating collaborative agreements;
    3. Supporting effective co-planning;
    4. Using the co-teaching models as a resource in classroom observations.
    5. Facilitating regular check-ins with co-teachers.

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The Co-Instructional Model: It’s More Than Co-Teaching

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The Co-Instructional Model is a comprehensive service-delivery model designed to enhance the implementation of a Multi-Tiered System of Support (MTSS). Far beyond traditional co-teaching, the Co-Instructional Model integrates four key components—co-planning, co-teaching, co-assessing, and co-reflecting—to ensure intentionality and impact in meeting the needs of all learners. Participants will explore how this collaborative approach fosters equitable access to instruction, strengthens student support across all tiers, and builds professional capacity within teams

Learning Outcomes

  1. Co-Planning: Learn about planning strategies and structures that support the expertise and efficacy of both teachers in lesson design and delivery. 
  2. Co-Teaching: Develop a shared understanding of the six models to enhance clarity and effectiveness for teachers and administrators.
  3. Co-Assessing: Discover ways to involve both teachers in the assessment process to inform instruction and support student growth.
  4. Co-Reflection: Consider structures for regular reflection that strengthen and sustain co-teaching partnerships over time.

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Education for all: Creating Life Centered Education Services

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As the population of the world includes 1-3% of individuals with intellectual and developmental disabilities, chances are you already have students in your community who require more intensive services or you are working with families who have children who need these services and are not at your school.​​ This session will use the example of the American International School of Johannesburg’s experience to guide school leaders and teachers in the first steps of developing and implementing life-centered education services.

Learning Outcomes

  1. Define Life-Centered Education – Who requires this level of service? What are the essential aspects of this level of service? What post-secondary transition planning is necessary?
  2. Align Vision – What community commitment and understanding is required? What language and learning is needed to build momentum for the development of LCE services?
  3. Reflect on Current Practices – Identify existing strengths and areas for growth in your schools’ approach to Support Services and in partnership with local resources.
  4. Identify First Steps for Expanding Services– Develop an initial action plan for integrating life-centered education within your school communities.

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