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Participants will:
- Build shared understanding of instructional equity, cognitive justice, and students’ learning power.
- Examine how instructional practices influence student agency, cognitive development, and independence.
- Identify and shift practices that unintentionally limit students’ access to rigorous thinking and learning.
- Apply Hammond’s framework through classroom-based experimentation, reflection, and analysis of student evidence.
- Collaborate as a professional learning community to strengthen equitable instructional practices and student learning outcomes.
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Content standards for continuing education credit hours that apply to this PD are highlighted below.
The content and objectives of in-service continuing education credit hours must relate to one or more of the following:
(1) Opportunities for participants to collect and analyze evidence related to student learning;
(2) Professional certificate standards;
(3) Paraeducator standards of practice as described in Title 179 WAC;
(4) School and district improvement efforts;
(5) Education frameworks and curriculum alignment;
(6) Research-based instructional strategies and assessment practices;
(7) Content of current or anticipated assignment;
(8) Advocacy for students and leadership;
(9) Supervision, mentoring, or coaching; or
(10) Building a collaborative learning community.
Source: State Content Standards (Chapter 181-85 WAC)