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UPDATED Adventist K-12 School Board Membership Training

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UPDATED Adventist K-12 School Board Membership Training

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July 24, 2025

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Adventist Learning Community - Updated Adventist K-12 School Board Membership Training

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The ALC is a Seventh-day Adventist ministerial and educational platform designed to strengthen professionals through continuing education courses, teaching courses, ministerial training, and distribution of uniquely Adventist content for the church community and beyond.

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July 23, 2025

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Pacific Press Resources - Ends August 31, 2025

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Pacific Press Resources - Ends August 31, 2025

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July 1, 2025

Education Books Closeout Sale

Through August 31, 2025

Special Offer—While Supplies Last!!

Pacific Press is retiring its inventory of school books, and you can take advantage of greatly reduced prices as long as supplies last.

These materials cover various subjects for grades 1-12.  Although they are from the previous Adventist educational curriculum, they continue to have good value.  Due to limited quantities, many of these items will move quickly.  Special prices will be good until August 31, 2025 after which these materials will no longer be available.

See attachment above!

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June 2025

Comparison of the three DataRollup-approved Student Information Systems (SIS): Please find the attached document outlining the key features and distinctions of each platform.

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2025 May Zoom - SLIDES with Upcoming Event Dates

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2025 May Zoom - SLIDES with Upcoming Event Dates

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Learn More about NAD Dashboard Resources

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Learn More about NAD Dashboard Resources

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May 2025

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The ALC is a Seventh-day Adventist ministerial and educational platform designed to strengthen professionals through continuing education courses, teaching courses, ministerial training, and distribution of uniquely Adventist content for the church community and beyond.

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May 2025: Here is a link to an overview video sharing the features/improved user interface for Britannica.

Samantha Schlieben is our customer support rep.  Here is her contact information:

Samantha Schlieben | Customer Success Manager

609.273.3040 | sschlieben@eb.com

Please don’t hesitate to connect with her – and copy Martha Ban (MarthaBan@nadadventist.org) on the communication so she is in the loop. 😊

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Hi everyone! In this video, I’m excited to share some updates about Britannica School, including new features for early elementary and high school levels. I highlight tools like the read-aloud feature, citation tools, and the new Teach Britannica resource hub for teachers. Please take a moment to explore these updates and let me know if you have any questions or need further information!

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Britannica School

Schools in these Unions have free access to Britannica School:

Atlantic Union

Columbia Union

Lake Union

Mid-America Union

North Pacific Union

Southern Union

Guam-Micronesia Mission

Username: School Org ID (all lower case)

Ask your school principal/head teacher for your school's ORG ID.

Password: nadsa1

Create your own Teacher Account: Information

Britannica Image Quest

Username: School Org ID (all lower case)
Password: nadsa1

Britannica eBooks

Variety of non-fiction eBooks for grades PK-12

Improve reading comprehension with the progressively challenging informational texts in Britannica's rapidly expanding e-book collection.

108 titles are now available for art, early childhood, language arts, math, science, social studies, and other school subjects.

Brimming with brilliant illustrations and vivid photographs, each e-book helps develop the essential literacy and critical-thinking skills that students need to succeed.

They are great for everyday classroom use, in after-school programs and summer school, or for homework help!

Informational Flier

Visit Britannica Collective to access the login portal.
Choose the option to "Register Now" to create your personal account. Moving forward, use the "Sign In" option.
Disclaimer: The purpose of the EB eBooks resource is to widen the scope of the educational materials available to classroom students and teachers. This resource is designed to complement the NAD curricula. Each eBook has been reviewed prior to inclusion as a resource. However, teachers are encouraged to review each resource prior to introducing it into the classroom. While most resources are consistent with the Adventist Worldview, teachers always should use their discretion as to whether to make the resource available taking advantage of the teachable moment, discussing what is or is not in alignment with the Adventist worldview, examining ways to review and process information that is not in alignment, and sharing methods for interacting and relating to others whose views are different.

Webinars

Log in to your Adventist Education Dashboard account and click on Files to find these informational sessions highlighting the Britannica Digital resources available to all NAD educators and students!

2019-20

Britannica School for Elementary Teachers

Britannica School for Middle School and High School Teachers

My Britannica for Teachers

Image Quest for Teachers

Britannica EBooks for Teachers

EBSCO Resources in Britannica

Image Quest for Librarians

Britannica School for Librarians

Britannica EBooks for Librarians

Previous video modules

Differentiated Instruction: Reach and Teach All Learners

Become a Britannica Expert in One Hour!

Britannica Digital Learning

Britannnica School ImageQuest

Britannica eBooks - Yours for the Downloading

Britannica Online School Edition, Secondary

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Schools in these Unions have free access to Britannica School: Atlantic Union Columbia Union Lake Union Mid-America Union North Pacific Union Southern Union Guam-Micronesia Mission Username: School Org ID (all lower case) Ask your school principal/head teacher for your school's ORG ID.

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NEW! UFLI Phonics Curriculum Ordering Information 

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NEW! UFLI Phonics Curriculum Ordering Information 

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The ALC is a Seventh-day Adventist ministerial and educational platform designed to strengthen professionals through continuing education courses, teaching courses, ministerial training, and distribution of uniquely Adventist content for the church community and beyond.

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HOW CAN SCHOOLS PURCHASE DIGITAL RESOURCES AT NEGOTIATED PRICING FOR NAD SCHOOLS?

All ordering/communication is done directly through the vendor. Please check vendor information closely for ordering deadlines.

NAD has vetted digital resources and negotiated discounted pricing from the following vendors:

HELPFUL TIPS

You will need your ORG ID number. (Find this in the Dashboard. Please DO NOT make this up.)

Consider "padding" your quantity. This is for the purpose of any students you may gain during the school year.

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Discounted Resources | Adventist Education

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NAD has vetted digital resources and negotiated discounted pricing from the following vendors: You will need your ORG ID number. (Find this in the Dashboard. Please DO NOT make this up.) Consider "padding" your quantity. This is for the purpose of any students you may gain during the school year.

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4/8/25 Renaissance Learning products: Nearpod, Flocabulary, and Accelerated Reader

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4/8/25 Renaissance Learning products: Nearpod, Flocabulary, and Accelerated Reader

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Conference-wide volume discounting for our schools with Renaissance Learning products!

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How Nearpod impacts teaching and learning through impactful instructional experiences.

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The Science Behind Learning to Read Columbia Union

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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Can you teach UFLI Foundations without the purchasing the manual? Certainly. We have developed free companion resources to accompany each concept, so you can create your own lesson plans to go along with them. However, we've done all the work for you in the manual, and the UFLI Foundations lesson plans are so awesome (we're not bragging - it's what we've been told by teachers who have piloted the program over the past two years), you won't want to miss out!

We have worked closely with our publisher, Ventris Learning, to keep the cost affordable for teachers. Proceeds will supportUFLI's work creating fabulous resources to support effective reading instruction.

Visit Ventris Learning's UFLI Foundation page to order your very own copy at the introductory price of $70 (plus shipping and handling).

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UFLI Foundations Materials | UF Literacy Institute

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Can you teach UFLI Foundations without the purchasing the manual? Certainly. We have developed free companion resources to accompany each concept, so you can create your own lesson plans to go along with them.

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The Bridge to Reading Foundational Skills Curriculum combines explicit phonemic awareness and systematic phonics instruction for a comprehensive and highly effective approach to literacy instruction.

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Science of Reading Defining Guide 2022 (PDF)

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Science of Reading Defining Guide 2022 (PDF)

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CU Presentation on NAD Guidance on Immigration

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CU Presentation on NAD Guidance on Immigration

# data[].attributes.headline
NAD Guidance on Immigration Enforcement Activity (PDF)

# data[].attributes.subject
NAD Guidance on Immigration Enforcement Activity (PDF)

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Guidance on Immigration Enforcement Activity final 013125

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Share your videos with friends, family, and the world

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July 17, 2024

Click on the link for information on the schedule and speakers.

WATCH FOR REGISTRATION INFORMATION

COMING AUGUST 2025!

ASDASA: Association of Seventh-day Adventist School Administrators (ASDASA) Conference will be held from February 9-12, 2026 in The Woodlands, Texas.

Adventist educational leaders—school principals, conference and union administrators and more—are INVITED!  Be affirmed, inspired, and challenged to build your leadership capacity.  Be the learning leader conferencing with nationally recognized plenary speakers and with colleagues in breakout sessions. Be a part of the journey to excellence in Adventist education.

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School improvement often feels like a climb too steep or a trip too long! But engagement with other leaders who have embarked on the journey will encourage and energize us anew. Join us at ASDASA to reflect on our opportunities, reconceptualize our leadership role, refocus our mindset, and reorder our priorities to realize whole-student learning results. Become the learning leader that will assist all on your team to fulfill the redemptive purpose of Adventist education.

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Griggs Math Summer Cohort - Register by May 26

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Griggs Math Summer Cohort - Register by May 26

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ALGEBRA I COHORT

THIS SUMMER!

We are so excited to offer this live/synchronous course (learning with classmates at the same pace set by the teacher!) Students will have deadlines and requirements of meeting daily on weekdays via Zoom with their teacher and fellow students to receive direct instruction. More information can be found below!

This synchronous course has limited seats

Daily teacher instruction, eTextbook, proctored assessments and 24/7 tutoring included

For those who prefer self-paced learning, the regular courses are still available.

Dates to remember:
* no refunds after June 5
** 1 - 2 hours on Zoom and 2 hours working outside of class

Prerequisites :
1177.0 Algebra I: Passing grade in Grade 8 Math or Pre-Algebra
View technology requirements
Steps to Enroll

Step 1: New or Returning Student Application
If you are a new student to Griggs, complete the online new student application using the button below. If you are returning, please move to Step 2 (Enrollment Form).

Once you have submitted the application, please allow 1 business day for processing. Your student ID # will be sent to the primary email address you provided. Once you receive this email, you may proceed to Step 2.

NEW STUDENT APPLICATION

This is where you will select the course and provide additional important information. Once you're done, Step 2: Enrollment Form
email the enrollment form and supporting documents to enrollgia@andrews.edu.
Supporting documents include:

birth certificate (if enrolling at Griggs for the first time)

report card/transcript

IEP, 504, etc. (for any students where that may apply)

Step 3: Make Payment
Please use our online payment service to make your payment after submitting your enrollment form.

Please note that it takes 2 to 3 business day for the payments to be processed.

Step 4: Wait for Enrollment Approval
Once the enrollment packet, payment and supporting documents (ie. birth certificate, transcript, IEP, etc.) are submitted, allow 3-5 business days for your enrollment to be approved and processed. If something is missing, we'll email you to remind you of what we need before we complete the process.
Your enrollment is subject to approval as admission to Griggs is not guaranteed.
Questions? Contact: enrollgia@andrews.edu or call 269-471-6497

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We are so excited to offer this live/synchronous course (learning with classmates at the same pace set by the teacher!) Students will have deadlines and requirements of meeting daily on weekdays via Zoom with their teacher and fellow students to receive direct instruction. More information can be found below!

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Webinar

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March 27:  FREE AI & Applications Conference from Andrews University

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March 27:  FREE AI & Applications Conference from Andrews University

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ATTEND the 22nd annual Andrews University Teaching and Learning Conference (AUTLC) on Thursday, March 27, 2025 to discover innovations and insights for educators at all levels. Walk away with practical understandings of generative AI and timely applications within the education field.

This FREE conference will feature over 50 informative and practical research presentations, posters and best practice sessions from PreK-12 teachers, graduate and undergraduate education students, higher education faculty and other education professionals.

The conference, themed "Founded in Excellence, Forward in Innovation," will feature timely and relevant sessions on the following topics:

Digital Teaching and Learning

Content Area Teaching and Learning

Diversity and Inclusion

Faith Engagement

Partnerships with Families and Communities

Interdisciplinary Collaboration

Trauma-Informed Approaches

Conference attendance is free. Don’t miss this wonderful opportunity! Register now at the AUTLC 2025 event site.

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Andrews University Teaching and Learning Conference 2025

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An arena where faculty and teachers from K–12 schools, colleges, and universities can focus on research and best practices

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Science survey – Deadline of March 31!

https://forms.office.com/r/L0WQTXCHLH

We are excited to collaborate with our elementary teachers and teaching principals as we update our elementary sciencecurriculum resources, beginning with a survey. Their expertise is invaluable in helping us better understand how to best support our North American Division schools. By sharing their insights, they will play a key role in shaping the future of our curriculum.

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Tech/Online Resources - Martha Ban Presentation PDF

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Tech/Online Resources - Martha Ban Presentation PDF

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Find direct URLS at the bottom of each page to help you navigate to the resource.

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School Profile on NAD AE Website!  School Marketing

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School Profile on NAD AE Website!  School Marketing

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Be sure your school is making the most of this opportunity!

Submit content through this linked form: https://nad.adventisteducation.org/SchoolProfile2023https://nad.adventisteducation.org/SchoolProfile2023

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March 31:  Movement Professionals (PE Teachers)

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March 31:  Movement Professionals (PE Teachers)

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2025 AAMP Convention

WHEN

Monday, March 31, 20258:00am Registration, 9:00am Welcome & Worship

WHERE

NAD Headquarters

9705 Patuxent Woods Drive, Columbia, MD 21046-1565

LODGING

SpringHill Suites by Marriott

+1 410-290-7896

COST

$40 Professionals
$10 Students

THEME

The Power of Connection: Mentoring Through Teaching and Coaching

LIVE STREAM

Zoom link to be posted here in March

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Padlets are visual boards for collecting, organizing, and presenting content. In this video series, we will show you the basics of Padlet.

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Downloadable ...

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The ALC is a Seventh-day Adventist ministerial and educational platform designed to strengthen professionals through continuing education courses, teaching courses, ministerial training, and distribution of uniquely Adventist content for the church community and beyond.

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CU Principals' Bootcamp:  Desmond Suarez Presentation

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CU Principals' Bootcamp:  Desmond Suarez Presentation

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“Prepare your students to live in a world of AI,” Desmond Suarez

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Generative AI - Principal’s bootcamp 2024

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This link is valid until: October 07, 2024

Be careful who you share this link with.  Accounts created with the above link will be "Teacher" accounts and have special privileges not available to other users.

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An online thesaurus and dictionary of over 145,000 words that you explore using an interactive map. It's a tool for people who think visually. The most fun you've ever had with words. The Visual Thesaurus was built using Thinkmap, a data visualization technology.

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Use these helpful materials and resources in your promotion of Adventist Education.

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PowerPoint from John Antonishak

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The ALC is a Seventh-day Adventist ministerial and educational platform designed to strengthen professionals through continuing education courses, teaching courses, ministerial training, and distribution of uniquely Adventist content for the church community and beyond.

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"He consistently epitomized true servant leadership, was natural collaborator, and was a blessing to us all."

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Leaders Handbook Series | Adventist Education

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Columbia Union Curriculum Committee February 2025 PDF 3 slides per page Responsive Teaching Mindset Principles Practicalities handout version

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“Prepare your students to live in a world of AI,” Desmond Suarez

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Generative AI - Principal’s bootcamp 2024

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Potomac Conference Educator Conference: Desmond Suarez Presentation

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Potomac Conference Educator Conference: Desmond Suarez Presentation

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Generative AI - Pastor & Educators Convention 2024

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REACH Manual (Current 2024 -- 5th Edition)

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REACH Manual (Current 2024 -- 5th Edition)

# data[].attributes.headline
Amazon List Book Recommendations from Carisa Carr

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Amazon List Book Recommendations from Carisa Carr

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Natalie Wexler, Penguin Audio (Audible Audiobook)

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To move between items, use your keyboard’s up or down arrows.

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A Guide for Principals and Administrators

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Manual for School Boards | Resources | Adventist Education

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Open the link to access folders with all of the handouts used during our Principals’ Bootcamp.

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Adobe Express for Education is everything students and teachers need to create graphics, photos, and videos. Free for K12 schools and districts.

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Informational area for educators to learn more about what is available through this student information system

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We are excited to introduce the new NAD Educators' Corner. Find links materials, resources, sites, tools, guidelines, and other useful assets to assist you in your ministry in Adventist Education.

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We are excited to introduce the new NAD Educators' Corner. Find links materials, resources, sites, tools, guidelines, and other useful assets to assist you in your ministry in Adventist Education.

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AEtech-Equipment LENDING Library for Schools!

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AEtech-Equipment LENDING Library for Schools!

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The following items are available for loan. This is restricted to NAD schools. Click here to reserve one of these options. Schools are responsible for cost of repair/replacement if damage occurs during the duration of the loan.

1. OCULUS RIFT

A head-mounted display. It is a specially designed virtual reality display that makes use of state-of-the-art display systems, optics, and refresh rates to provide a high level of visual fidelity and an immersive, wide field of view. A laptop is included with each set.

2. MEET EVO

Classroom set: The app-connected robot with two ways to code: Color Codes and OzoBlockly.

3. EPSON CD-13 DOCUMENT CAMERA

Capture and display books and experiments with clarity.

4. PORTABLE PODCAST STUDIO

Easy and intuitive to use. It offers four channels of audio mixing and easy connections to microphones, smartphones, PC, Mac, and other sources; Advanced engineering that allows the user to control the sound levels and add live vocal and sound effects through a comprehensive set of tools to avoid difficult post-production and editing. Built-in rechargeable battery for even more portability. Information

5. BBC MICRO:BITS CLUB SET

The BBC micro:bit v2 is a mini computer that has been designed to make the coding fun and easy to learn. The micro:bit Club is a kit containing 10 lots of bundles of 10 x micro:bit v2 boards as well as the essentials to get powered up and ready to program - the perfect choice for teaching groups and learning how to code using the micro:bit.
Info and Resources
Micro:Bit Classroom
Micro:Bit Lessons

6. ORBA 2

Play any sound imaginable with its unique sample engine. Listen through the built-in speaker or plug in and get loud. Customize your instrument with the Orba App and share your creations with friends. Take your creativity to new heights as you take Orba 2 anywhere you go. Overview Video

7. HUMMINGBIRD BIT ROBOTICS KIT

Design, build, and program a personally meaningful robot out of any materials, with any device, in multiple programming languages. Training Session. Information

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The following items are available for loan. This is restricted to NAD schools. Click here to reserve one of these options. Schools are responsible for cost of repair/replacement if damage occurs during the duration of the loan. OCULUS RIFT A head-mounted display.

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Adventist Accounting Software International (AASI.net) is a web-based solution specifically designed for the worldwide Seventh-day Adventist church's treasury management needs. The ACTS team continually works to enhance the program and ensure that denominational policies and government requirements are met. AASI.net is fully integrated with Adventist Payroll System (APS) and Adventist Personnel System (APS.net) for easy posting of detailed payroll-related general ledger entries, but can also be used as a standalone accounting program. For more information on how AASI.net can fit your organization's treasury needs, please contact the ACTS team.

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Adventist Accounting Software International (AASI.net) is a web-based solution specifically designed for the worldwide Seventh-day Adventist church's treasury management needs. The ACTS team continually works to enhance the program and ensure that denominational policies and government requirements are met.

# data[].attributes.body
If you have questions, talk with your local conference treasury team.  They are the support for the STS product.

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School Treasury System (STS) is a web-based solution specifically designed for the elementary schools treasury management needs. The ACTS team continually works to enhance the program and ensure that denominational policies and government requirements are met. STS is designed for large and small schools to help manage the schools billing, and reporting needs.
For more information on how STS can fit your organization's treasury needs, please contact the ACTS team.

# data[].attributes.attachment_link.description
School Treasury System (STS) is a web-based solution specifically designed for the elementary schools treasury management needs. The ACTS team continually works to enhance the program and ensure that denominational policies and government requirements are met. STS is designed for large and small schools to help manage the schools billing, and reporting needs.

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AE Website - Google Form to INCLUDE YOUR School's Profile on AE Website!

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AE Website - Google Form to INCLUDE YOUR School's Profile on AE Website!

# data[].attributes.body
Here is the website to see those that have been completed: https://adventisteducation.org/schools

# data[].attributes.attachment_link.description
Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Are you a relocating educator searching for a new job? A school administrator who needs to hire a teacher? Use these tools to make an employment connection.

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Resources for Multigrade Classrooms

Resources for Multigrade Classrooms

Select a section below to get started.

Lifeline: A Handbook for Multigrade Educators

This is your survival guide! Lifeline was developed to help make your multigrade classroom a model of success. Whether you are a brand new teacher, just new to multigrade teaching, or an experienced veteran who simply wants to help create a better school, you will find this material a valuable resource. Here you will find answers to many of your most basic questions.

Explore Handbook

Multigrade Teaching and Learning

Adventist curriculum development is defined by the Adventist worldview and based on our underlying philosophy.

Explore Resources

Multigrade Administration

There is no "one-size-fits-all" when it comes to curriculum and instruction. Much depends on your unique circumstances. Flexibility, creativity, and adaptability are key, however, it does not hurt to have a little help to begin the process.

Explore Resources

Multigrade Professional Development and Wellness

Professional development and wellness for educators are crucial for enhancing teaching effectiveness and sustaining mental and emotional well-being in the demanding field of education.

Explore Resources

This site of smart resources was created to support multigrade Adventist Education teachers as they navigate their complex role in a small school setting.

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Resources for Multigrade Classrooms Resources for Multigrade Classrooms Select a section below to get started. This is your survival guide! Lifeline was developed to help make your multigrade classroom a model of success. Whether you are a brand new teacher, just new to multigrade teaching, or an experienced veteran who simply wants to help create a better school, you will find this material a valuable resource.

# data[].attributes.attachment_link.readable_text
HOW CAN SCHOOLS PURCHASE DIGITAL RESOURCES AT NEGOTIATED PRICING FOR NAD SCHOOLS?

All ordering/communication is done directly through the vendor. Please check vendor information closely for ordering deadlines.

NAD has vetted digital resources and negotiated discounted pricing from the following vendors:

HELPFUL TIPS

You will need your ORG ID number. (Find this in the Dashboard. Please DO NOT make this up.)

Consider "padding" your quantity. This is for the purpose of any students you may gain during the school year.

# data[].attributes.attachment_link.title
Discounted Resources | Adventist Education

# data[].attributes.attachment_link.description
NAD has vetted digital resources and negotiated discounted pricing from the following vendors: You will need your ORG ID number. (Find this in the Dashboard. Please DO NOT make this up.) Consider "padding" your quantity. This is for the purpose of any students you may gain during the school year.

# data[].attributes.attachment_link.readable_text
Britannica School

Schools in these Unions have free access to Britannica School:

Atlantic Union

Columbia Union

Lake Union

Mid-America Union

North Pacific Union

Southern Union

Guam-Micronesia Mission

Username: School Org ID (all lower case)

Ask your school principal/head teacher for your school's ORG ID.

Password: nadsa1

Create your own Teacher Account: Information

Britannica Image Quest

Username: School Org ID (all lower case)
Password: nadsa1

Britannica eBooks

Variety of non-fiction eBooks for grades PK-12

Improve reading comprehension with the progressively challenging informational texts in Britannica's rapidly expanding e-book collection.

108 titles are now available for art, early childhood, language arts, math, science, social studies, and other school subjects.

Brimming with brilliant illustrations and vivid photographs, each e-book helps develop the essential literacy and critical-thinking skills that students need to succeed.

They are great for everyday classroom use, in after-school programs and summer school, or for homework help!

Informational Flier

Visit Britannica Collective to access the login portal.
Choose the option to "Register Now" to create your personal account. Moving forward, use the "Sign In" option.
Disclaimer: The purpose of the EB eBooks resource is to widen the scope of the educational materials available to classroom students and teachers. This resource is designed to complement the NAD curricula. Each eBook has been reviewed prior to inclusion as a resource. However, teachers are encouraged to review each resource prior to introducing it into the classroom. While most resources are consistent with the Adventist Worldview, teachers always should use their discretion as to whether to make the resource available taking advantage of the teachable moment, discussing what is or is not in alignment with the Adventist worldview, examining ways to review and process information that is not in alignment, and sharing methods for interacting and relating to others whose views are different.

Webinars

Log in to your Adventist Education Dashboard account and click on Files to find these informational sessions highlighting the Britannica Digital resources available to all NAD educators and students!

2019-20

Britannica School for Elementary Teachers

Britannica School for Middle School and High School Teachers

My Britannica for Teachers

Image Quest for Teachers

Britannica EBooks for Teachers

EBSCO Resources in Britannica

Image Quest for Librarians

Britannica School for Librarians

Britannica EBooks for Librarians

Previous video modules

Differentiated Instruction: Reach and Teach All Learners

Become a Britannica Expert in One Hour!

Britannica Digital Learning

Britannnica School ImageQuest

Britannica eBooks - Yours for the Downloading

Britannica Online School Edition, Secondary

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Schools in these Unions have free access to Britannica School: Atlantic Union Columbia Union Lake Union Mid-America Union North Pacific Union Southern Union Guam-Micronesia Mission Username: School Org ID (all lower case) Ask your school principal/head teacher for your school's ORG ID.

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UPDATED for 2024! Britannica Encyclopedia 

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UPDATED for 2024! Britannica Encyclopedia 

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Sample Google Slides for Early Childhood

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Sample Google Slides for Early Childhood

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Friendzy EEd BSEL Vol. 1 | Unit 1 | Digital Companion

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NAD Mental Health Training Toolkit and Website of Resources

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NAD Mental Health Training Toolkit and Website of Resources

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Home - Child Welfare Information Gateway

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Creating Safe Churches | Enditnow North America | Columbia, MD

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The North American Division recognizes that women and children, as well as men, are victims of abuse. God abhors abuse of EVERY kind, and we are working to prevent it and to help victims.

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BSAFE

Security awareness training

Certification of completion

FREE!

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Bsafe aims to reduce violence and sexual assaults by developing innovative and ground-breaking solutions to help create safe and sustainable communities for individuals, businesses, and local communities.

Our solutions shall prevent, handle and document crime, violence, and sexual assaults, reduce response time and improve outcomes. Together with our partners, we are developing an ecosystem to improve safety- and security.

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The bSafe app is considered one of the world's best safety- and security apps. It' is built with cutting-edge technology that makes it stand out as perhaps.

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Mission Trip Resource - Smart Traveler Enrollment Program

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Mission Trip Resource - Smart Traveler Enrollment Program

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Share US Embassy Contact information

You are also able to share your information with them and they will keep you informed on safety updates

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Stay Informed, Stay Connected, Stay Safe!

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Mission Trip Resource - International SOS

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Mission Trip Resource - International SOS

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Membership number: 11BCAM749125

Identify that you are of the Seventh-Day Adventist Church

Notifications sent of updated information in the country you are visiting

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Navigating a Year of Permacrisis with Expertise and Resilience

Business Continuity

Illness and Injury Case Management

Intelligence

Mental Health

Occupational Health

Sustainability

How we supported our clients in 2023 | From natural disasters to geopolitical shifts, our teams on the ground demonstrated unparalleled dedication to supporting our clients in the face of uncertainty.

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International SOS: Pioneer & Leader in International Health & Security Risk Management. Protecting people from health & security threats.

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Mission Trip Resource - ARM Short Term Travel

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Mission Trip Resource - ARM Short Term Travel

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Is your ministry planning a mission trip? Are you an Adventist Church employee planning your personal vacation? Short-Term Travel Insurance protects missiona…

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A best practice youth mental health promotion and suicide prevention program designed to harness the power of peer social networks to create healthy norms and culture, ultimately preventing suicide, violence, bullying, and substance misuse. The mission of Sources of Strength is to prevent adverse outcomes by increasing wellbeing, help-seeking, resiliency, healthy coping, and belonging. Sources of Strength moves beyond a singular focus on risk factors by utilizing an upstream approach for youth suicide prevention. This upstream model strengthens multiple sources of support, or protective factors, for young people so that when times get hard, they have strengths to rely on.

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OUR VISION IS TOEMPOWER A WELL WORLD Who We Are A best practice youth mental health promotion and suicide prevention program designed to harness the power of peer social networks to create healthy norms and culture, ultimately preventing suicide, violence, bullying, and substance misuse. The mission of Sources of Strength is to prevent adverse outcomes ...

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gorgeous2god l Real Questions, Real Answers from Christian Women

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Life is tough, but you're not alone. Join our community of young Christian women tackling real issues from a godly perspective.

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This blog is dedicated to connecting young men to God through mentorship and community, helping them find answers to life's toughest challenges.

No judgment-just compassionate advice from people who care.

Follow us on Instagram and Facebook: @ruggedjourney

and Subscribe to our YouTube Channel to hear from our vloggers.

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This blog is dedicated to connecting young men to God through mentorship and community, helping them find answers to life's toughest challenges. No judgment-just compassionate advice from people who care. Follow us on Instagram and Facebook : @ruggedjourney and Subscribe to our YouTube Channel to hear from our vloggers.

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Discover Adventist Education with "Perspectives in Adventist Education." This podcast series, recorded at the 2023 NAD Teacher's Convention, features insightful conversations with educators and thought leaders on crucial topics like integrating faith and science, supporting student mental health, and harnessing the power of technology.

Listen on your Favorite Podcast App:

Apple: https://podcasts.apple.com/us/podcast/perspectives-in-adventist-education/id1769955826

Spotify: https://open.spotify.com/show/3Kh2Y5vZjV7KRWW7bKLoai

Youtube link: https://www.youtube.com/playlist?list=PLnPjGoqHCdBDY2yLf4dysWCZAbKvRRVsB

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Zoom Licensing Information - Renewal or New Licenses

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Zoom Licensing Information - Renewal or New Licenses

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Questions? Contact nadzoom@nadadventist.org

Additional Information:
The Zoom features remain the same as last year.

Features

500 Participants in meetings

30 Hour Group Meeting Duration

Unlimited Local & Unlimited Cloud storage for recording

Webinar 500 Included in every license

Large Meeting 500 Included in every license

Screen Sharing

Breakout Rooms

Virtual Background

And many more!

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Rick Wormeli (Author of Fair is not Always Equal)

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Rick Wormeli (Author of Fair is not Always Equal)

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Rick Wormeli's "Just Did Some Professional Development...Now What?"

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Rick Wormeli's "Just Did Some Professional Development...Now What?"

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Activities to Help Educators Process and Apply PD Content and Skills

The most useful professional development (PD) is not in the "sit and get" moment at a conference or in-service training, though there can be sudden and lasting moments of insight in each. The most effective "stuff" of professional learning is in the personal reflection, application, connection, and conversation that follow these experiences. While the conference or training provides raw input and sparks personal/professional interest, what we do with that content in the weeks and months that follow results in the most positive changes in our practice.

There is significant, priming value in preparatory readings, discussions, video-watching, and reflection completed before attending any PD presentation. Let's do those things so as to maximize the impact of the experience. The real utility and inspiration, however, come in the actions we take for ourselves as we carry new learning forward. In the same PD breath, then, let's plan specifically for how we're going to process and apply the content from the PD experiences we attend, including how we'll connect and collaborate with others as we do.

More than 15 years ago, I wrote a piece included in The Collected Writings (So Far) of Rick Wormeli in which I emphasized the need for teachers to feel safe not knowing everything there is to know about effective instruction. Professionals in any field recognize the importance of never being finished with our learning. It's vital (life-giving) to embrace faculty who are still developing their instructional understanding and craft, especially for today's teachers who are under extreme scrutiny for one misstep with "science of" research that is sometimes deeply questionable and often politically motivated. From that earlier piece:
"Great PD happens in schools in which we are encouraged to change one's thinking in light of new perspective and evidence. To do this, the emotional/political atmosphere must be accepting of candor and constructive criticism. Teachers don't always have the tools for critiquing colleagues constructively, so building those skills may be a prerequisite to new building initiatives or individual growth. As writer and educator, Margaret Wheatley, says, "We can't be creative unless we're willing to be confused." Effective schools can't afford to have teachers spend most of their daily energy convincing others that they know what they're doing. It needs to be a safe place to make mistakes, an inviting place to draw insights from those mistakes and [welcome] our [rising] passion to improve classroom practice as result."
Let me offer one last, perhaps unpopular, note before offering the suggestions below: When an author, researcher, or educator comes to speak at our school or district, we should not usurp significant portions of that presentation time with activities like brainstorming, making school plans, building take-away products, or anything else that would diminish what we hear and see from the presenter. Yes, there should be mini-breaks throughout a full day PD experience to process content and help short term memory move that content into long-term memory, but the primary time and structure for processing, collaboration, creation of artifacts we can use, and other applications is on us as professionals to do after experiencing the presentation.

Of course, if the presentation is literally on creating these artifacts, doing that processing, and collaborating with others, then yes, let's do a lot of it during the presentation itself. On the other hand, if the presentation or lecture is about something new in child development and instructional practices, let's focus 80-90% of the day on hearing and seeing this new content, committing the bulk of our content processing and collaborating to post-presentation activities.

To improve the positive impact of professional development experiences, consider the following activities that we can do for ourselves and with others after conferences and presentations that help us dive deeply into new ideas and practices, assimilate ideas into our current practices, or adjust our current thinking and practices to these new perspectives. Take heart, too, as we explore these ideas in our own classrooms and schools that we take and use what works for us. As Robyn Jackson recommends in Never Underestimate Your Teachers, "Don't try to apply everything you learn exactly as the presenter presents it. Focus on the underlying principles and adapt the particular strategies to your own context and teaching style."

Summarizing/Processing PD Content for Ourselves
Strategy 1: Create "sketch-note" drawings of the presentation content as you see it, including principles, elements, connections, techniques, and what it all means for you.
Focus specifically on what you want to carry forward from the presentation. You may consider using an app like Paper 53, Adobe Draw, Procreate, or even free websites like Google Drawing or Autodraw.com. Tips on Sketch-noting and On-line examples can be found here:
Strategy 2: Write a Reflective Piece, Posting, or Email
Whenever we maintain a reflective journal or draft professional articles and online posts, we clarify our thinking and often, make connections and commit to ideas. The process is done for us as much as it is for others who might benefit from the sharing, and our teaching and leading are better for it.

Try responding to one or more of the following prompts in an email to a supportive colleague, an online posting, or a reflective thought piece that you may or may not let anyone see:

[X] was validating, reaffirming for me...

This shifts my thinking a bit...

So, what these ideas mean for me in my program is...

I like [X], but I'm concerned about...

If we did this [X], we'd have to change...

I wonder if we...

This makes me think of...

In the months ahead, I'd like to focus on...

Here's how I would improve one or more of these ideas for our situation...

Five ideas/techniques/insights from the training that spoke to me were...

Here are two principles from the training in which I feel particularly challenged (I'm not convinced they are true). Here's what I'd like to do to dive more deeply into their merits...

"I like, I wish, What if?" (Tina Seelig, p. 121)

Strategy 3: Based on the presentation's content, identify one or more elements of your instructional approach, or that of the school's, that should be dismantled and removed in the service of what's more effective, developmentally responsive, and ethical.
Join me in making it a practice every year to unlearn at least one thing about teaching, learning, or leadership that we've assumed was helpful and appropriate, but really isn't. Over the years, I've had to let go of a lot that I thought was legitimate. It went unscrutinized, however, and I was making assumptions. Here are some of those ideas I had to remove from my practice:

Thinking, "I'm just a teacher."

Oral dictation spelling tests

Thinking that if I don't grade it, kids won't do it

0's on the 100-point scale

Re-do's for only partial credit

Teaching only to the extent of my own knowledge, and getting uncomfortable when students surpass me in understanding and skills

Working harder than my students when it comes to their discipline

Being teacher-centered in the classroom

Thinking we have to wait until everyone agrees before we move forward

Using technology just to use technology, especially when something without tech would work better

Feeling like a complete failure when I make one mistake during the day

Taking students' comments about me personally

Thinking I could "move the needle" in new building initiatives by personal conviction alone

Thinking that only I, the teacher or administrator, can give useful feedback when students can be taught to do it just as well.

Along these same lines, did anything in the conference or training make you realize you might have some unrecognized biases, leanings, preferences, or, "-ism's" such as racism, classism, sexism, ableism, and ageism? If so, get honest: How does that bias filter how you see teaching, learning, students, colleagues, new ideas, or the role of education? Does it diminish anyone or anything, and does it elevate anyone or anything? Does it shape what you consider to be "normal," thereby excluding what others find normal? How could you open what you perceive as normal here? What three steps will you take this year to dismantle and remove that bias?
Strategy 4: Identify one principle or practice from the training that you judge so important, it's worth the pushback or outright scorn from others if or when you implement it.
State the principle or practice, why it's so important and helpful, and your responses to those who would push back on it.
Strategy 5: Create a one-word summary.
Choose a word that best captures the biggest elements of the PD, or that best captures your response to the PD, and argue for its merits. The word isn't so important to our goal of personal processing here as is its defense. So, today's session on using Google Docs is best described as door-opening (yes, hyphenated words are allowed), or the new, trauma-informed teaching methods are a root system of an established oak. Once stated, we make the case for the word's choice, including as many elements from the PD as we can.
Strategy 6: Conduct a P-M-I (Edward de Bono) Activity
Record a compelling or controversial idea from the presentation at the top of a doc or sheet of paper. Below it, create a three-column chart with the following headings: Plusses, Minuses, Interesting. In each column, record your take on advantages of the idea in the Plusses section, disadvantages or negatives in the Minuses section, and those aspects of the idea that don't fall neatly into either category in the Interesting section. Examples here might be how technology facilitates the new practice, what students would need to make it work, or what changes we could see in students and families if we implemented the practice.

Of course, this works well when we do it individually then share with colleagues who've also done this, but just doing it by ourselves and noting which column has the most comments is valuable. Revising our thinking in light of what others have noted in their columns is encouraged!
Strategy 7: Spend a moment with the operating principles of the PD's topic, and consider: Are we just chasing quick recipes for our teacher cookbook, or do we have the principled, "Why" behind each strategy and its principles, and thus can use them strategically?
Identify an operational principle or tenet of what you've learned in the PD session. Make sure it's clearly stated. Then list three or more expressions of that principle in action - What would it look like if we put the principle into practice?

Just as important, look at the teaching techniques you employ across one week's worth of instruction: Which principles from the PD are utilized? If the answer is none, how could you adjust so they are utilized?

Strategy 8: Write a letter of no more than two pages for potential new hires in your school that describes your faculty's guiding principles and professional expectations based on the PD, as well as other principles and practices you support.

These should be friendly descriptions of your operating tenets that incorporate what you've learned in the PD, mindful that those who do not ascribe to the same tenets would be frustrated working in your team, department, or school. You're trying to be very clear here and make the case for a good match in philosophy. You may or may not use this letter, but composing it really helps put our thoughts in order and commit to taking action on the practices described.
Strategy 9: Identify one of your personal "touchstones" and consider what they would say about the PD's recommended ideas and practices.
An educational touchstone is someone, alive or dead, such as a colleague, an author/presenter/researcher, a district or faith leader, or a family member who has earned such respect from you that you would seek their opinion when making complex decisions. Be sure to take a moment to describe why that person is such a professional touchstone for you. This is a key step as it creates a focusing lens through which to compose your response to the most essential element you do now: Identify the pro's and con's of one of the ideas or practices from the PD experience as if this respected individual was weighing them with you. Begin with, "What would [X] say about this?" and see where it takes you. Of course, each time you do this in the presence of a colleague or three, it improves the effect.
Strategy 10: Prepare a policy statement or "White Paper," on the new approach to classroom practice.
To help us answer what all this mean for us in the classroom, it's often helpful to prepare a one page statement describing the new practice in our teaching, why it's going to be used, and how it will be implemented in our classrooms. In this case, we'll choose one of the major ideas from our most recent PD session, beginning the statement with, "This year we will be implementing descriptive feedback techniques and students' self-monitoring of learning progress...," and continuing through the why and how. Your intended audience for this writing is your students, their parents, your colleagues, and your professional self, so write with these people in mind. Again, you may or may not actually send this out, but creating this statement helps us focus on the idea and, ultimately, put it into play.
Strategy 11: Create a 2-D or 3-D geometric shape or composite thereof that captures the warp and weave of one or more ideas from the PD experience.
An iconoclast is someone who breaks with conventional thinking or dogma, and it's usually done very publicly, such as Maya Angelou, Galileo, bell hooks, Norman Lear, Shirley Chisholm, and Wyclef Jean. What geometric shapes best express their iconic contributions? Hmm. 'an unraveling cone? Perhaps interlocking hexagons tessellating into 3D gothic depiction of forested area reclaimed from desert? Or, is the iconoclast a tangent breaking from a circle's perimeter or a spiraling Fibonacci sequence (a steadily increasing series in which each number is equal to the sum of the preceding two numbers), though slightly skewed so as to break through the perimeter?

What is the geometry of musical disruption, government function, eloquence, our evolving relationship with Artificial Intelligence, or the infrastructure needed for aging populations? Considering the geometry of something not usually fathomed in those terms helps us isolate critical elements and see how they relate to the whole. So, perhaps student motivation is a mosaic or mandala, grading is topography, working with English language learners is a tetrahedron with familiarity for students' cultures as its base. Give it try with some your recent PD's concepts!

Summarizing/Processing PD Content with Others

Now that we've explored strategies for summarizing and processing PD content for ourselves, let's consider ways we can do so with our colleagues.
Strategy 1: Redeliver the PD to Faculty who Couldn't Attend
We all know that one of the best ways to learn something is to teach it to someone else. So, capture the major points of the PD, re-style it, if necessary, to reflect your community's reality and personality, then present it to those who did not attend the conference or training. Isolating critical attributes and principles and reformatting them for your particular audience help determine what is salient (most important and worth retaining), makes us more versatile in the content's applications, and strengthens our commitment to implement the new thinking in our practices.
Strategy 2: Partner A and B (Paired Verbal Fluency)
For this strategy, participants form partners, identifying one as "A" and one as "B." On the word, "Go," Partner A relates everything learned in the PD for one minute. Partner B is silent - nodding, trying to listen. When the presenter calls time, Partner A stops talking and listens to Partner B, who now relates everything he recalls from the presentation that has not yet been mentioned by Partner A. Both partners can reference their notes, if helpful. Presenters can also adjust the time frame, 30 seconds a piece up to two minutes a piece.
Strategy 3: Think-Pair-Share (quick version)
Ask participants to spend time thinking quietly and independently, recording responses as warranted. When time is called, ask participants to pair up and ask each partner to share their thinking. Each of these steps should take only a few minutes. Once done, ask one or both partners to share three to five responses made by them and their partner.
Strategy 4: Inner-Outer Circle
Ask half the participants to stand in a large circle with a body width between each person. Ask the other half of the group to get in the center of the first circle and, each facing one of the outer circle participants. They should be conversationally close. If done properly, this creates an inner and an outer circle, one facing the outside of the circle, and one facing its center.

Think of these circles as gears, one moving outside the other. Choose one of the gears to remain in position while the other one moves, at least at first. Later you can add movement to the other gear. For this example, let's keep the inside gear in position and move only the outer gear, asking them to move three individuals to the right and greet their new partner, the one facing them.

In this first position, ask partners to each answer a question about the most recent learning. If possible, make it something that requires a complex response, not a simple one-word answer. Give participants 30 seconds a piece or a total of one minute for both partners to make their responses. Make the time shorter or longer as needed.

When time is up, ask the outer gear or circle of participants to move a particular number of people to the right or left. Keep track of where you send folks, so you don't repeat partnerships, if possible. Once participants are in their new partner positions, ask another question to which both partners must respond in the time allotted. When time is up, move the outer circle again and continue with the next question. Conduct the activity for anywhere from 10 to 20 minutes, then ask participants to thank their partners and return to their seats.
Strategy 5: Share One, Get One
Ask participants to create a large 3 X 3 grid on a piece of paper and record three concepts or practices from the PD they'd like to remember in any three of the grid's nine squares. When completed, participants then move about the room asking others to record one (and only one!) of their recorded ideas into the remaining six squares of their grids while they record one of their ideas in the remaining six squares in the other's grid. Invite participants to converse as they feel comfortable about any of the statements. When all nine squares are filled, however, each person then returns to their seat and creates a summary of the PD content incorporating each of the nine elements in their grids.

Strategy 6: Word Splash (originated by Dorsey Hammond)

As you begin a PD session, distribute an envelope with the presentation's vocabulary terms printed on individual sheets of paper, or simply post the terms at various angles at the front of the room. Ask participants to create a paragraph using all the terms meaningfully to describe the day's content. Remember, this is done before we even begin, we're priming the brain for what's to come! Then, conduct the presentation.

Now, ask the group to form partners or use their tablemates to make sense of the content by creating a well-organized paragraph that correctly incorporates each vocabulary term, dropping earlier misconceptions and revising thinking in light of the training. Ask each group to share their summary and, as time and group chemistry allow, ask the larger group to vote on the one summary that best captures the PD.

Strategy 7: Corners (originated by Spencer Kagan)

Place a different statement or principle from the PD in each corner of the room or in multiple locations along the walls of the room. Now ask faculty to move to the location with the statement that has a particular characteristic for them. For example, we can ask faculty to stand under the statement that, "Will result in the most significant change in their teaching practices," "Most validates and affirms what they are already doing," "Has the potential to have the most positive and lasting impact on students," "Will require extended explanation for parents," "Causes the strongest reaction, positive or negative, in them," or, "Is the idea that makes me the most curious." Once groups are formed in each location, group members share why they chose that characteristic and discuss. After a few minutes, time is called, and we ask faculty to stay under the same statement or move to a new location based on the "lens" of the next prompt.
Strategy 8: Human Continuum
Tape a long continuum across the floor with masking tape, weaving around tables as necessary. Place an arrow at either end and a perpendicular cross piece in the middle. At one end, tape a large "A" for Agree and at the other end a "D" for disagree. Ask participants to stand along the line according to how they agree (A) or disagree (D) with statements from the PD. If faculty sort of agree, but not completely, they stand only halfway out along the line to the "A," and they do the same on the other side if they only sort of disagree. The central perpendicular line indicates the zone for "I don't know" or "I'm not comfortable sharing my opinion." Faculty physically move along the taped-down continuum positioning themselves in alignment with their current thinking.

Once everyone has taken a position, select a few and ask them to explain their position along the continuum. Then ask if anyone in the group wants to change their position after hearing their colleague's reasoning and invite them to do so. Continue with the next statement and re-positioning along the continuum.

Activities to Apply and Extend PD Content

Now that we've taken the time to summarize and digest the PD, how can we make the most of our learnings? You may find the following strategies useful in this endeavor.
Strategy 1: Guided Practice
Practice matters. Start a structured sequence of teachers designing lessons that reflect the PD ideas, then conducting those lessons and reflecting on the results. Here's the important part: Repeat the sequence several more times, carrying the iterative feedback forward into subsequent practice teaching. When teachers do this in small groups, of course, we grow in two ways: First, we get helpful feedback on our specific lessons and how to improve them. Second, when analyzing colleague's lessons, we see them through our own instructional choices. We're keenly listening to what others say about their choices, which provides us with an emotionally safe way to reflect candidly on our own work.
Strategy 2: Videotaping and Analysis
Ask a coach, mentor, or colleague to video you while teaching. Afterwards, watch the video privately, noting actions, language, and practices that align with the recent PD's content, and note their effects on student learning. There's no evaluation here, just analysis (breaking things down, gathering information). Even better, though, is doing this while sitting with that coach, mentor, or colleague. Let them know your focus for the lesson and remind them of the PD content elements on which you're working. Invite them to be candid and share observations on things you may have missed. Feel free to stop the video, back it up, and play it again, as needed. Thankfully, the camera is objective, not subject to human vanities, and it leaves the reflection and interpretation to us - which is the heavy lifting we need to do to grow.
Strategy 3: Try 5
Over the two weeks following PD, implement five of the ideas from the experience. Ask a colleague to do the same. Then, sit with that colleague and share what you did and how each one went. Give the colleague a chance to do the same. Then, both of you comment on how you will revise each of the five practices to improve their effect for the next time you use them.
Strategy 4: Continue Interacting with the Presenter
In the months after the PD, reach out to the consultant/presenter with questions, even consider inquiring if the presenter would mind sitting in for a "Question and Answer" session virtually for 30 minutes in which you, your department, or school can ask questions that percolated to the surface after trying the PD. Many presenters do this for free (I'm one of them), but usually, if there's a charge, it's reasonably small.

There are other ways to use the consultant/presenter. They can:

Conduct an evening program for faculty on an associated topic or for parents on the main topic.

Record, or present live, a follow-up, virtual webinar customized for your faculty on a related topic within the larger subject of the recent PD experience.

Set up a space in the faculty lounge or conference room in which they sit and field specific questions about the topic for a day. Faculty rotate through during lunch and planning periods, and of course, food is made available throughout the day - It just helps.

Conduct direct observations of teachers teaching while using the PD's ideas and later provide written feedback on those observations.

Facilitate discussions of 7 to 15-minute videos that teachers have made prior to the gatherings that focus on their implementation of the PD's ideas. We do this in small groups, and we conduct the discussions as case studies, with teachers presenting their intended goals and colleagues providing feedback and suggestions on where to go next.

Review policies, documents, school plans, and other draft materials with school leadership, offering informed analysis and feedback on each one.

Strategy 5: Ask the Larger Questions of What We Do.
Asking the larger questions of our education work helps us see how specific ideas and practices such as those from the recent PD experience fit into the bigger picture. That context creates meaning for us, and we follow through on new thinking, empowered by the "why." On a semi-regular basis and with one another, let's ask the big questions of our profession, and how the recent PD supports or thwarts these efforts. Big questions include:

Why do we teach everyone, not just the easy ones?

Is what we're doing fair and developmentally appropriate?

What is the role of schooling in a democracy?

How does my approach reflect what we know about students this age?

Why do we grade students?

Do our current approaches align with what we know about how the brain learns?

How do we communicate with parents?

How does assessment inform our practice?

How can we counter the negative impact of poverty on our students' learning?

What role does practice play in mastery?

What is mastery for each curriculum we teach?

How are our current structures limiting us?

Whose voice is not heard in our deliberations?

Are we mired in complacency?

Are we open to others' points of view - why or why not?

Does our report card express what we're doing in the classroom?

How are modern classrooms different from classrooms thirty years ago?

Where will our practices look like 15 years from now?

To what extent do we allow state, provincial, country, or international exams to influence our classroom practices?

Strategy 6: Read and Discuss A Books Recommended During a PD Experience.
Find a willing colleague or three (a team or department?) to join you. Agree to meet at least twice, once after reading the first half of the book and once after finishing it. In each meeting, share what you found salient and worth lifting from the book for your own practices. These can be elements that validate what you already do, compelling perspectives and techniques you'd like to try, or anything that pushes your thinking.

Here's the important second part of the process: During or after reading the book, employ three or more of these principles and practices in your own classroom instruction and, in a third meeting with the group, describe how each one went. Did it work? How do you know? If not, what would you change or do differently next time? What was the impact on students and their learning? What additional principles or practices from the book would you like to try?
Strategy 7: As a Small Group, Use PD to Create Informed Responses to Hypothetical and Real Classroom Scenarios.
When we are emotionally safe and non-urgent, we think clearly. When we have the opinions of our respected colleagues in our heads, we are fortified for the immediate responses we have to make dozens of times in every class. So, identify 20 or more scenarios related to the recent PD that might happen or have happened in our classes, then ask colleagues to sit in groups of 4 to 6 and brainstorm how they might respond using insights from the PD. Discussing our responses to these situations in advance can make our decisions in the moment more effective.
Strategy 8: Audit your Gradebook and Lesson Plans.
Working with a colleague or a small group, look at your lesson plans and gradebooks in light of the PD. Do they align with those principles and practices? If not, what will we change? Alternatively, look at samples of lessons and gradebooks online and do the same audit - What holds up under the scrutiny of the recent PD's principles and practices and what needs to change? Working with samples from other schools can often be an emotionally safe place to start thinking about our own practices without feeling vulnerable and defensive.
Strategy 9: Maintain a Space on the Intranet, a Google Doc, or Somewhere Similar on the PD Topic.
Create this centralized location to post notes, insights, and ideas on the topic of study from conferences, article summaries, relevant blogs, webinars, and other PD experiences. Invite anyone who finds further thinking on the topic to share it here in this faculty portfolio, including the results of teachers trying some of the ideas in their own practice. Send an email each time something new is added to the collection.
Strategy 10: Teacher Smarter, Not Harder: Get Online!
Participate in the national conversations of your field, particularly as they apply to the PD content you experienced. When we join the online discussion we gain perspective and divergent ideas and see how the nation and profession are moving, which helps us make small to profound changes locally.

We can also subscribe to Smartbrief's free updates, a digest of the top 10 to 12 articles in a particular field every day. They do this for many professions, so sign up for the areas that interest you most. Other online tutorials and websites I recommend including Teaching Channel (be sure to take advantage of the AMLE member discount, SchoolTube, and TeacherTube. Be sure to explore the presenter's website as they often have helpful videos related to the PD.
Strategy 11: Instructional Roundtables
These are grassroots in nature, started and conducted by teachers, and focused on the PD content. They are one hour or less and advertised in advance. For example: "For those who are interested: Thursday, May 10th, 3:30 to 4:20 p.m, my classroom: How to Help Students Monitor Their Own Progress. BYOSS - Bring Your Own Snack and Strategy." Everyone who attends must bring a useful idea, insight, or technique related to the PD content to share with the group. Each person presents what they've brought. With each idea the group has to find a way to improve upon the idea or extend it to something else. For example, if six people show up, each person walks out with 12 ideas.
Conclusion
Remember, the real impact of "sit and get" professional development is in the follow-up experiences, not in the moment of delivery. We need structured and not-so-structured interactions beyond the conference or in-service training to make this a good use of time and energy. Let's make it a regular practice, then, to plan specific processing experiences every time we engage in PD for ourselves or our school. And hey, doesn't this sound effective for students' learning as well? Yes! So, let's do for ourselves as we would for our students.

Referring to the principles of a lever, Archimedes once declared, "Give me a place where I can stand-and I shall move the world." He was demonstrating a useful tool and its principle mechanics. His friends might have just nodded and gone about their day, but they didn't. Handed the lever and guided in their practice after its demonstration his friends found their "a-ah!" and released the tool's real power. That's where we and our students stand now, too, eyeing the tools and ready to move the world.
Rick Wormeli is a long-time teacher, consultant and author living in Herndon, Virginia. His book, The Collected Writings (So Far) of Rick Wormeli: Crazy, Good Stuff I Learned about Teaching Along the Way, is available from www.amle.org/store. His newest books are Fair Isn't Always Equal: Second Edition, and Summarization in any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning, 2nd edition, co-authored with Dedra Stafford. He can be reached at rick@rickwormeli.onmicrosoft.com, @rickwormeli2, and at www.rickwormeli.com.

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Just Did Some Professional Development - Now What? - AMLE

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To improve the positive impact of professional development experiences, consider the following activities that we can do for ourselves and with others after conferences and presentations that help us dive deeply into new ideas and practices, assimilate ideas into our current practices, or adjust our current thinking and practices to these new perspectives.

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Amazon List Book Recommendations from Rick Wormeli

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Amazon List Book Recommendations from Rick Wormeli

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Rick Wormeli's "Re-Learning and Re-Assessing:  Practical Tips"

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Rick Wormeli's "Re-Learning and Re-Assessing:  Practical Tips"

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Not everyone is comfortable with re-do's and re-takes, which are more appropriately recognized as re-learning (or learning properly) and re-assessing. Some of us experience pushback when suggesting these practices to colleagues, then succumb to those pressures thereby denying their use in our classes. As a result, our students don't learn the required content and skills. This is something that needs to be addressed, but it is not our focus here. Instead, let's cut directly to the practical side of re-learning and re-assessing.

Let's remind ourselves of four operational tenets to create a common frame of reference and sense of "why" of re-learning and re-assessing:

1. Repeated learning and assessment (re-iteration) with critical feedback, and improved performance because of that feedback, is one of the most effective ways any one person becomes competent in any field, including our own.

2. It is the recovery process that teaches, not the label. Walking with students as they recover from mistakes and failures teaches more content and cultivates more maturity than do unrecoverable labels of "F" or "0." Even more striking, denying students the opportunities to recover from these failing labels communicates that it is okay for students to remain incompetent in the material.

3. There is a big difference between what we do with students in the learning process and what we demand of certified professionals in the field. We do not demand adult, "fully certified in the field" performance from morphing, insecure humans as our standard for performance in secondary schooling. Nor should we apply this thinking as a rationale for denying re-learning/re-assessing opportunities. It is ineffective and can even be abusive to require experienced, high-quality, post-certification performance in an adolescent's one attempt at demonstrating competency during their learning process in a false bid to "prepare them for the working world." To be clear, it is not in alignment with how adolescents and young adolescents learn.

4. Falsifying the report of student proficiency does NOT teach students responsibility or prepare them for success in future courses. Frankly, it's dishonest. Unfortunately, this can happen when averaging the score of a student's first attempt at an assessment with the scores of later attempts at the same assessment, or when declaring a "ceiling" grade on any subsequent re-assessments (such as when declaring the highest score achievable on re-assessments as 70, even though the student demonstrates performance equated to a much higher score).

One quick caution before we begin with the practical side of things: Some students are really struggling academically and personally. If using these suggested practices to try to re-learn previous curriculum while also moving on with new curriculum is overwhelming a student, toss them. Seriously, our priority is compassion before curriculum, grace before accountability. Depending on the situation, it's okay to get rid of some of these requirements and instead delay the timing until later in the year, remove some of the "nice to know, but not germane" standards, express evidence of two or more standards in one product, build executive function skills, do smaller bits at a time, and differentiate robustly. Driving this into dysfunctionality is never helpful, and from the student's perspective, nor is working only on our deficits and trying to play catch-up. In short, break the rules as needed to maintain mental health.

The Practical in Re-Learning/Re-Assessing
Okay, let's connect the "why" to the "how" with practical tips and insights that make re-learning/re-assessing doable. Even better, they'll also help students mature and learn the curriculum:

First, re-learning/re-assessing without providing timely, helpful feedback usually does not work well. As we move into re-assessing, we simultaneously need to get up to speed on descriptive feedback principles and techniques if we're not already well fortified there. Useful feedback has significant, positive impact on student learning. Don't undermine it by making it nonactionable, such as when we give feedback but deny the opportunity to revise work products in light of that feedback. Consider:

"Studies of students' perceptions of feedback through the world (2018) show that students perceive as positive both descriptions of what they did well and constructive suggestions for improvement, as long as they are given a chance to use those suggestions."
- Connie M. Moss and Susan M. Brookhart, Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, ASCD 2019, p. 60,

AMLE has webinars and other resources on descriptive feedback in case you'd like to dive deeper into this skillset. Or reach out to me for suggested books on the topic. I also recommend Chapter 4 in Myron Dueck's new book, Giving Students a Say: Smarter Assessment Practices to Empower and Engage (ASCD, 2021). In it, he offers a thoughtful approach to helping students analyze and provide their own feedback, then use that data constructively in their re-learning and re-assessing process.

Second, start small to keep your sanity when first implementing re-learning/re-assessment policies. You may want to identify the four to eight most leveraging (important) standards you teach for the year and only do this process for them, as they are most pivotal to future success. Then, of course, add in as many of the secondary level standards (important, but less so) as you can manage. You may also want to offer only two re-assessments before it becomes too cumbersome to maintain repeated attempts while navigating the curriculum ahead. Of course, denying students re-assessment opportunities and thereby limiting their learning and achievement is a bitter pill to swallow, so let's be very sure this is an acceptable outcome. It usually isn't.

One other sanity saver: you may need to limit re-learning/re-assessment opportunities to all weeks of the marking period except the last week, as that week is protected for report cards, cleaning/ordering equipment, writing recommendations, and the avalanche of clerical things that usually occur during that time. If students want to re-assess during that last week, instead wait until the first week of the new marking period. If they demonstrate higher performance later in the year, submit a grade change request to revise the student's record accordingly.

Third, re-learning/re-assessing is always done at the teacher's discretion, not the parent's or the student's. We get to decide what is reasonable in any given situation, not the family. Include the due process words "at teacher discretion" in your syllabi's grading policy statement.

Fourth, ask students to submit a thoughtful plan of re-learning that is acceptable to us before granting the re-assessment opportunity. Evidence of that re-learning must be submitted prior to the re-assessment. Substantive re-learning plans usually list at least four to eight separate learning activities. These can be drawn from a menu of options we brainstorm with the class, or from something generated by the student alone. As an example, a student's re-learning plan may include the following activities:

create and practice flash cards,

view online tutorials identified by us,

engage in peer-tutoring,

attend a review session with us,

create some Sketchnotes about the topic,

create two mnemonic devices for the big concepts, and

draw five shape spellings of the major vocabulary.

Quick tip: Look at university and college student services center websites. They often have great studying ideas we can use with our students as well!

Students then map out the week and record each day the re-learning activities they will do as they prepare for re-assessment. We reserve the right to augment or revise the re-learning plan as needed and make sure we, the student, and the student's parent(s) sign off on the plan. This task analysis experience is significantly maturing for middle and high school students.

Fifth, as appropriate, ask students to write letters explaining the differences between the first and subsequent attempts, what new decisions they made that they did not make before, and what they learned about themselves as a maturing student in the process. We can also ask students to include the original attempt with the revised assessment in order to make a true comparison.

Sixth, we reserve the right to give alternative versions of any assessment for subsequent attempts. These are not more difficult, as they are assessing the same evidence, but they may be perceived as such because we're changing the format so students don't simply memorize answers from the first attempt. Any format that requires demonstration of the same identified evidence of proficiency is acceptable here, even something artistic, so long as they can clearly point out the evidence to us. My re-assessments have often been 15-minute interviews at my desk while the class worked on something, or during the hour before or after school. These can be demanding experiences for students because we ask follow-up questions to clarify the student's thinking. Alternatively, I've sat with students while watching on-line videos about a topic, asking students to evaluate the accuracy of the information presented. Consider this ratio, too: it's the re-learning that takes the time, not the re-assessment itself. So, let's focus energy on the proper learning of content instead of worrying about arranging the re-assessment.

Seventh, if a test is organized into sections, "bank" successful sections on which the student has done well. Rather than re-take the entire exam, we can request students only redo the sections on which they scored poorly. If they demonstrated poor performance, however, with something that is large or interwoven such as playing concertos, writing thematic essays, conducting extended laboratory processes, running long distances, or creating agile or more efficient code, then they need to re-do the whole thing, not just a portion.

Eighth, if a student demonstrates proficiency after grades have been submitted for the marking period, a grade change request indicating the higher proficiency should be submitted in the student's academic record.

Ninth, identify a deadline by which the re-assessment needs to be accomplished or the grade is permanent. This deadline, of course, may be adjusted at any point by the teacher. I've had students come to me in near tears on the assigned day of the re-assessment, explaining that they weren't quite ready to re-submit their work or sit for the test re-do. I have chosen to extend the deadline another three days but required a new plan of re-learning, as the last one obviously didn't work. This is not "going soft" on deadlines; this is more demanding - I will not let them escape their learning. What is going soft is caving into their immaturity and assigning an unrecoverable "F" or "0" with a quick, "hope this teaches you a lesson." Such statements are abdications of our adult role and deeply uninformed about best practice for teaching adolescents.

Tenth, be careful with credit recovery programs. Allowing students to do something else for the re-assessment that does not demonstrate the same evidence of learning is dishonest. It is wonderful if a student takes an on-line course or does extensive mentoring or independent study to learn the course content properly, but he still must demonstrate the required evidence of proficiency for the course. So, no: students can't do an alternative project for course credit that doesn't demonstrate the same required evidence of proficiency. But if we creatively find a way to demonstrate the same evidence required by the course via another route - then, yes, more power to the student and let's go for it!
Marking and Scoring Reminders

Let's stop giving half a point for each correction students make on the original assessment. If they demonstrate 100% proficiency but we record only 50%, we're making an inaccurate report of learning. In addition, simply making corrections is insufficient for a full re-assessment. Such a task is more so a proper learning experience.

If students achieve any grade or score less than an A, 4.0, or the top of our grading scale, they are allowed to redo assignments and assessments. This isn't just for the lowest performers and we should not stand in the way of a student achieving excellence. As long as they show significantly higher performance warranting a report in the next level of proficiency, we encourage it. We will not change a grade, however, for merely cosmetic improvements that don't show any difference in evidence of the standard.

We do not impose ceiling grades because we do not lie to students and parents about student learning and we do not perpetuate the false premise that we're somehow being fair to students who earned high scores on first attempts by denying accurate scores to classmates on their subsequent attempts.

Instead of averaging previous scores with new ones, we replace the earlier grade with the report of most recent evidence of proficiency as it is the most accurate. Averaging current competence reports with previous "less than" competence reports knowingly falsifies the grade.

It is much easier to conduct re-learning and re-assessment if we disaggregate scores on our assessments by listing the standards being assessed on the cover page of the test. This way, we clearly identify only those areas where the process need be applied.

The gradebook is cumulative for the year. Students can achieve, and teachers can change grades as a result, any time during the year - even for content from earlier marking periods. We are hired to teach so that students learn the material, whatever it takes. We are not hired to play "gotcha," limiting learning to one date on a uniform calendar imposed arbitrarily on the next generation.

If students are re-taking the whole course for full credit as the re-assessment option, then the earlier, lower grade is expunged from the record. The new, hopefully higher, grade is the most accurate indicator of current proficiency.

American poet, Nikki Giovanni, once said, "Mistakes are a fact of life. It is the response to error that counts." We've seen that in teaching, too. Our lessons look good on paper or screen when we plan them, but occasionally they bomb when applied the next morning. We worry about this, of course, but it's what we do the next day to pick up the pieces and do something constructive with them that is the testimony to our professionalism.

The trick here is for students and teachers to see mistakes and seeming failures as information gathering, not an indictment. We are not held to our digressions. Maturation and scholarliness flourish in a cycle of coach, attempt, miss, coach, recover, attempt, coach, recover, succeed - and repeat. Let's take on the challenge of re-learning/re-assessing mechanics so we can live up to their fundamental principles and powerful effects: compassion and successful learning. We operate here not from despair, but hope. Real futures are made of the stuff.
Rick Wormeli is a long-time teacher, consultant, and author living in Herndon, Virginia. His book, The Collected Writings (So Far) of Rick Wormeli: Crazy, Good Stuff I Learned about Teaching Along the Way, is available from www.amle.org/store. His book, Fair Isn't Always Equal: Second Edition (Stenhouse Publishers), was released in 2018 and his other new book, Summarization in any Subject: 60 Innovative, Tech-Infused Strategies for Deeper Student Learning, 2nd edition (ASCD), co-authored with Dedra Stafford, was just released in 2019. He can be reached at rick@rickwormeli.onmicrosoft.com, @rickwormeli2, and at www.rickwormeli.com.

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Re-Learning and Re-Assessing: Practical Tips - AMLE

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Not everyone is comfortable with re-do's and re-takes, which are more appropriately recognized as re-learning and re-assessing.

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Rick Wormeli's Washington Post Article "Rethinking the way teachers assign student grades"

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Rick Wormeli's Washington Post Article "Rethinking the way teachers assign student grades"

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Analysis | Rethinking the way teachers assign student grades

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Why some districts are moving away from the traditional 100-point grading system.

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Rick Wormeli PPT Slides' - Principles First, Strategies Second

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Rick Wormeli PPT Slides' - Principles First, Strategies Second

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Seventh Day Adventist Principal Educator Convention October 2024 PDF Principles First Strategies Second handout version

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Rick Wormeli PPT Slides' - Differentiation in a World of Standards and Accountability

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Rick Wormeli PPT Slides' - Differentiation in a World of Standards and Accountability

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Seventh Day Adventists Pastor Educator Conference October 2024 PDF Differentiation in a World of Standards and Accountability handout version

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Note Taking & Research Assistant with AI

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Note Taking & Research Assistant with AI

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For example….

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This lesson also gave my students the opportunity to see that there is an element of opinion in classification systems. Later, when we started to see how bias can end up in AI, I was able to pull them back and remind them that the data used to train their models was based on choices.

Seneca Hart * CS Discoveries Teacher

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Learn about artificial intelligence (AI) | Code.org

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Tools to help students and teachers bring AI into the classroom.

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Log in or register to find out your implicit associations about race, gender, sexual orientation, and other topics! Or, continue as a guest by selecting from our available language/nation demonstration sites: GO!

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CUC DEI & Book Club:  Courageous Discomfort PADLET

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CUC DEI & Book Club:  Courageous Discomfort PADLET

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Adventist Learning Community (ALC) Course

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Adventist Learning Community (ALC) Course

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Adventist Learning Community - REACH: Creating Inclusive Classrooms

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The ALC is a Seventh-day Adventist ministerial and educational platform designed to strengthen professionals through continuing education courses, teaching courses, ministerial training, and distribution of uniquely Adventist content for the church community and beyond.

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REACH Manual (from 2011 -- 2nd Edition--NOT current)