Leading Educators in Authentic Development (LEAD)

The LEAD program launches with a series of four half-day professional learning sessions facilitated over two consecutive days during the summer, providing a strong foundation for the year ahead.

This first session, Authenticity, takes place on the morning of Day 1 and focuses on developing a shared understanding of authenticity, the goals of the professional learning series, and the purpose of the LEAD program. Participants will build community, explore the Components of Authenticity, and reflect on college and career readiness skills. The session concludes with a review of the strategies modeled and a discussion on how they can be applied within their own school contexts.

Facilitated in the afternoon of Day 1, this second session builds on the morning’s foundation and shifts the focus to understanding how adults learn and what makes professional learning meaningful for educators.

Participants will explore the principles of Adult Learning Theory and consider how effective professional development aligns with these principles. Through collaborative activities such as the Adult Learning Relay, participants will deepen their understanding of what high-quality learning experiences look like for adult learners. They will also analyze a sample professional learning experience through the lenses of both authenticity and adult learning, then reflect on the strategies modeled throughout the session and how they might apply them in their own school settings.

Facilitated on the morning of Day 2, this third session shifts from theory to application, guiding participants in the 5E Model and in applying the model to designing professional learning experiences that are grounded in both authenticity and adult learning principles.

Participants engage in collaborative planning and reflection as they explore tools and strategies for developing meaningful, site-based professional development. They review key components of effective learning design, examine examples of authentic learning experiences, and begin drafting their own sessions with feedback from peers. The session emphasizes intentional planning that meets the needs of adult learners while aligning with school goals and priorities.

Facilitated on the afternoon of Day 2, this final session of the series focuses on preparing participants to confidently present professional development to peers.

In Presenting Professional Development, participants explore best practices for facilitating engaging and effective learning experiences. They review a professional development session they plan to deliver at their school, discuss strategies for managing presentation nerves, and reflect on the full professional development cycle. The session concludes by connecting these practices to the goals of the LEAD program, reinforcing participants’ roles as instructional leaders ready to inspire growth within their school communities.

Following the initial summer workshop series, participants engage in at least four Professional Development (PD) Cycles throughout the school year. These cycles represent the individualized coaching and practical application component of the LEAD program, supporting teachers as they grow into confident and capable facilitators of professional learning.

The PD Cycle is designed to strengthen educators’ abilities to design, deliver, and reflect on professional learning experiences. Each cycle begins with identifying specific goals or site-based needs, followed by planning and facilitating a professional development session. Participants then reflect on the experience—analyzing what went well, identifying areas for growth, and setting goals for their next cycle. Throughout each phase, educators receive personalized coaching and feedback from a program facilitator or mentor.

• Phase 1 Progression

  • PD Cycle 1: Participants observe a professional learning session facilitated by the LEAD program facilitator, a Phase 2 participant, or another experienced PD leader. This cycle does not include a pre-meeting.

  • PD Cycle 2: Participants co-facilitate a professional learning session alongside a mentor or experienced facilitator.

  • PD Cycles 3 & 4: Participants serve as the primary facilitator, taking the lead in designing and delivering the session with ongoing coaching and support.

• Phase 2 Progression

  • PD Cycles 1 & 2: Participants co-facilitate sessions, serving as mentors and modeling effective facilitation practices.

  • PD Cycles 3 & 4: Participants take on the role of primary facilitator, continuing to refine their skills and mentor others.

Through this ongoing cycle of practice, feedback, and reflection, educators develop the confidence and capacity to lead impactful professional learning in their school communities.

After co-facilitating or facilitating a professional development session, LEAD participants may engage in a SCORE Reflection with a teacher or group of teachers who have implemented a strategy or tool from the professional development session in their classroom. This reflection offers a meaningful opportunity to mentor colleagues, promote thoughtful implementation, and build coaching skills grounded in reflection and continuous improvement.

By using the SCORE Reflection, participants not only reinforce their own learning but also support the professional growth of their peers, fostering a culture of continuous reflection and improvement within their school communities.

The second workshop series takes place in the fall and consists of two professional learning sessions facilitated over one day.

This first session, Reflecting on PD, takes place in the morning and builds upon the foundational experiences from the summer. By this point, most participants have completed at least one PD Cycle, setting the stage for deeper reflection and growth.

Participants explore how intentional reflection strengthens the Professional Development Cycle and drives continuous improvement. The session includes a model professional development experience that highlights a variety of instructional strategies and resources. Following the model, participants engage in guided reflection—analyzing the design, delivery, and impact of the session—to better understand how reflective practices can inform and enhance their own facilitation efforts.

Facilitated in the afternoon of the fall workshop day, this session focuses on helping participants elevate the quality and impact of their facilitation through engaging and responsive delivery.

In Dynamic Delivery of Professional Development, participants begin by identifying common challenges educators face when facilitating PD and brainstorming strategies to overcome them. They then explore the qualities of dynamic facilitation—such as presence, adaptability, and clarity—and observe or engage in short facilitation practice sessions. The session concludes with reflection on what makes facilitation effective and how participants can continue to refine their delivery in future PD Cycles.

This session supports participants in building both confidence and competence as they prepare to lead professional learning that is not only well designed, but powerfully delivered.

Facilitated over a full day, the culminating spring workshop of the LEAD professional learning series focuses on aligning professional development efforts with school improvement goals. As participants near the end of their LEAD journey, they begin to shift from individual growth to broader school-wide impact.

In Supporting School Improvement, participants engage in a model professional development experience—the Instructional Strategy Café—which offers a variety of practical, high-impact strategies. From there, they examine their own school’s improvement priorities and identify specific strategies that align with those goals. Participants then design and facilitate collaborative activities that introduce these strategies to their peers, building their capacity to lead school-based initiatives that foster meaningful instructional change.

This session empowers educators to use professional development as a tool for driving sustained improvement, positioning them as influential leaders in their school communities.

At the conclusion of the LEAD program, participants engage in a SWOT Analysis—a structured reflection process focused on identifying the program’s Strengths, Weaknesses, Opportunities, and Threats. This analysis allows participants to reflect on their personal experiences, assess the overall impact of the program, and provide meaningful feedback for refinement.

The SWOT process not only empowers participants to take ownership of their learning journey, but also plays a critical role in shaping future iterations of the LEAD program. Insights gathered from this reflective exercise are used by program leaders to improve design, enhance participant support, and strengthen outcomes for the following year.

Through this final step, LEAD continues to model the cycle of reflective practice, ensuring the program remains relevant, responsive, and impactful.