20th Annual Teacher Leadership Institute: Inspiring Excellence

You'll hear directly from a classroom teacher who used a reflective growth cycle focused on In-TASC Standard 6 to examine how assessment informs both student support and instructional decision-making. While this session focuses on math interventions, the guiding questions - Are our definitions of intervention consistent? Are there patterns in who is getting intervention and when? How much of what we’re calling intervention is actually just extra time?—will challenge educators to think critically about the systems and supports in place for all content areas. You’ll explore how assessment data can reveal patterns and ultimately lead to more intentional, student-centered interventions. Whether you're a teacher, coach, or school leader, this session offers practical insights and sparks meaningful dialogue around how we define, deliver, and reflect on intervention in today’s classrooms.

Learn about the outcomes of one teacher's reflective growth cycle aimed at building students’ academic stamina, focus, perseverance, and mindfulness. Using AASA data, she created six intentional learning teams to support targeted growth and foster peer accountability. Her journey was deeply informed by Awakened, Fewer Things, Better, and It’s Not About Grit, shaping a learning environment grounded in purpose and presence. Discover how small, intentional shifts led to stronger engagement and lasting mindset change—and consider how these strategies could apply in your own context.