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Explicit Instruction Across the Curriculum: Clarity, Modeling, and Practice with Colleen Congel
Tuesdays – November 17, December 1 & 15, 2026 4:00-5:30 PM
Trained in the instructional practices of Anita Archer, Colleen Congel delivers a high-impact series on Explicit Instruction—a structured, research-based approach that emphasizes clear learning intentions, teacher modeling (“I do”), guided practice (“We do”), and independent application (“You do”). With experience across primary and secondary settings, Colleen will demonstrate how these strategies can elevate instruction in any content area.
Session 1: Clear, Direct, Effective: The Foundations of Explicit Instruction
What does it really mean to teach explicitly, and why does it work so well for so many learners? This session unpacks the research behind explicit instruction, drawing on the work of Rosenshine and Archer & Hughes, and clears up common misconceptions (no, it's not just lecturing). Participants will explore the core elements of the "I do, we do, you do" model, see what effective explicit teaching looks like in action, and leave with a clear picture of how this approach supports student learning across grade levels and content areas.
Session 2: Show, Don't Just Tell: Modeling and Breaking Down Complex Skills
Students can't do what they can't see. This hands-on session focuses on the "I do" phase: how to break complex skills into manageable steps, write clear and specific learning objectives, and model thinking out loud so students understand not just what to do but how an expert approaches it. Participants will practice crafting think-alouds and worked examples using their own content, and leave with a ready-to-use model for an upcoming lesson.
Session 3: Every Student Responding: Guided Practice and Checking for Understanding
How do you know students are actually learning before they're on their own? This session dives into the "we do" and "you do" phases, focusing on high-engagement response strategies, frequent checks for understanding, and timely corrective feedback. Participants will try out practical techniques like choral response, whiteboards, and response cards, learn how to decide when students are ready for independent practice, and explore how to build in review strategies that helps learning stick.
Cost:
$199/person; $175/person for teams of 3 or more.
Contact director@nysall.org with questions or to pay by Purchase Order.
All attendees will receive a year subscription to NYSALL.
Strengthening Teacher Efficacy through MTSS and PLCs with Heather Silvia
Thursdays – January 7, 21, & February 4 4:00-5:30 PM
Heather Silvia brings her expertise in Multi-Tiered Systems of Support (MTSS) and Professional Learning Communities (PLCs) to focus on one of the most powerful drivers of student success: teacher efficacy. This series will explore how collaborative structures, data-informed practices, and aligned support systems can empower educators, improve instruction, and accelerate student outcomes.
Session 1: Building Collective Teacher Efficacy Through PLCs
Explore how strong Professional Learning Communities create the conditions for teachers to believe in their collective impact on student learning. Participants will examine the connection between collaboration, shared responsibility, data analysis, and high levels of learning for all students while identifying structures that strengthen team effectiveness and instructional coherence. This will be explored through the lens of the 3 Big Ideas of a PLC.
Session 2: Aligning MTSS Systems to Strengthen Instruction and Student Outcomes
This session focuses on how leaders and teacher teams can align MTSS structures to ensure every student receives timely, targeted, and effective support. Participants will learn how to use evidence-aligned practices, collaborative problem-solving, and instructional decision-making to increase teacher confidence, improve consistency across tiers, and accelerate student achievement. This will be explored through the lens of the 4 Questions of a PLC.
Session 3: From Collaboration to Impact: Empowering Teachers Through Data-Informed Practice
Participants will examine how meaningful collaboration and purposeful use of data can transform instructional practice and increase teacher efficacy. This session highlights practical routines for analyzing student evidence, responding to learner needs, and creating a culture where educators feel empowered, supported, and capable of producing measurable results for all students. This will be explored through the curricula of ELA, Math, SEL and PBIS.
Supporting Struggling Adolescent Readers
with Dr. Heidi Beverine-Curry
Tuesdays – February 23, March 9, & 23 4:00-5:30 PM
Supporting struggling adolescent readers is vital because many older students lack foundational literacy skills, which limits their academic success and future opportunities. This three-part series will explore evidence-aligned strategies rooted in the science of reading, with a focus on vocabulary development, complex texts, and effective instruction within MTSS frameworks. Participants can expect practical tools, research-backed insights, and actionable steps to transform their approach to adolescent literacy.
Session 1: Emphasis on Evidence-Aligned Instruction: Dr. Beverine-Curry advocates for instructional practices grounded in the science of reading. She highlights the importance of phonological awareness, phonics, decoding, vocabulary, and comprehension as foundational elements in reading instruction. She notes that many educators have not been adequately prepared to teach these components, especially at the middle and high school levels.
Session 2: Importance of Vocabulary and Complex Texts: In addressing older struggling readers, Dr. Beverine-Curry emphasizes the need to focus on vocabulary—not just pronunciation but also meaning. She advocates for engaging students with complex texts and posing text-dependent questions to enhance comprehension skills.
Session 3: Integration of MTSS Frameworks: Dr. Beverine-Curry underscores the significance of MTSS in supporting adolescent literacy. She stresses that effective intervention requires a solid foundation of core instruction. Without quality core instruction, interventions may not yield the desired outcomes.
Confident, Capable, Connected: A Series for Teacher Assistants and Paraeductors
- in partnership with Educations Elements
Thursdays – March 4, 18 & April 1, 2027 4:00-5:30 PM
Recognizing the essential role these professionals play in supporting instruction and student success, this series provides foundational training that builds confidence, skill, and clarity around their contribution to the classroom and school environments.
Session 1: Strengthen Behavior and Classroom Management Capacity
Equipping teacher assistants and paraeducators with practical strategies to de-escalate student behaviors, foster calm environments, and support positive student interactions through mindful, trauma-informed practices.
Session 2: Enhance Classroom Teamwork and Collaboration
Clarifying the roles of TAs and paraeducators within instructional teams and providing tools to build strong partnerships with teachers, promote proactive engagement, and increase instructional support.
Session 3: Build Confidence in Supporting Diverse Learners
Developing knowledge and skills related to IEP/504 implementation, data collection, and differentiated strategies that enable TAs and paraeducators to contribute meaningfully to the success of students with special needs.
All attendees will receive a year membership to NYSALL.
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