K-12 Workshops in Connecticut

Responsive Classroom Institute — Middletown, CT

A one-day, in-person Responsive Classroom institute for elementary and middle school educators in Middletown. Courses offered at this institute: Introduction to Responsive Classroom: Foundational Strategies for Creating a Safe, Joyful Classroom; Morning Meeting in PreK—2: Teach School-Ready Behaviors; Strategies to Stop Disruptive Behavior. Responsive Classroom is an evidence-based approach to teaching that builds safe, joyful, engaging classrooms through practical strategies for classroom management, morning meeting and positive discipline. Register directly with Responsive Classroom.

Responsive Classroom Leadership Symposium — Middletown, CT

A half-day, in-person leadership symposium for school and district leaders in Middletown, held at Wesleyan University. Sessions: Leading to Create Positive and Caring School and Classroom Communities; Leading to Educate and Graduate Happy, Healthy, Wholesome Humans. Presented by Responsive Classroom, an evidence-based approach to elementary and middle school teaching. Register directly with Responsive Classroom.

Introduction to Responsive Classroom — Middletown, CT

A one-day (6-hour), in-person Responsive Classroom institute in Middletown: Introduction to Responsive Classroom: Foundational Strategies for Creating a Safe, Joyful Classroom. Experience foundational Responsive Classroom practices, explore the core beliefs and guiding principles behind safe, engaging, student-centered classrooms, and collaborate with peers. Includes a certificate of completion and resource book. Register directly with Responsive Classroom.

Introduction to Responsive Classroom — Storrs, CT

A one-day (6-hour), in-person Responsive Classroom institute in Storrs: Introduction to Responsive Classroom: Foundational Strategies for Creating a Safe, Joyful Classroom. Experience foundational Responsive Classroom practices, explore the core beliefs and guiding principles behind safe, engaging, student-centered classrooms, and collaborate with peers. Includes a certificate of completion and resource book. Register directly with Responsive Classroom.

Strategies to Stop Disruptive Behavior — Middletown, CT

A one-day (6-hour), in-person Responsive Classroom institute in Middletown: Strategies to Stop Disruptive Behavior. Explore the common causes of verbal conflict and how they affect relationships and learning, practice communication strategies that help students navigate disagreements respectfully and productively, and apply teacher language that de-escalates conflict and supports student regulation. Includes a certificate of completion and resource book. Register directly with Responsive Classroom.

Strategies to Stop Disruptive Behavior — Storrs, CT

A one-day (6-hour), in-person Responsive Classroom institute in Storrs: Strategies to Stop Disruptive Behavior. Explore the common causes of verbal conflict and how they affect relationships and learning, practice communication strategies that help students navigate disagreements respectfully and productively, and apply teacher language that de-escalates conflict and supports student regulation. Includes a certificate of completion and resource book. Register directly with Responsive Classroom.

Empowerment Through Perspective: Reframing Deficit Mindsets and Moving to an Asset-Based Mindset

In this two-part series, participants will be introduced to the concept of deficit-based thinking and how harmful and pervasive it is in education spaces. They will engage in an unpacking exercise to better understand the different harmful outcomes of deficit-based thinking. Then they will learn to reframe deficit thinking and co-create asset-based responses. Part 2 will help you understand the ways society does not value the capital that marginalized students bring to educational spaces. Using Yosso's (2005) community cultural wealth model, participants will reflect and reframe how their students are viewed in deficit ways to more asset-based descriptions. Sessions: October 27, 2026 (9:00 AM–12:00 PM); December 8, 2026 (9:00 AM–12:00 PM). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

From Contact to Community: Working Together with Families Across Cultures

The first interaction a family has with your school often sets the tone for their entire educational journey. Is it a bridge to partnership or a barrier to engagement? In this workshop series, we explore how school employees serve as the vital frontline of community belonging. We address the "cultural mismatches", differences in communication styles and lived experiences, that can unintentionally create mistrust, especially within culturally and linguistically diverse communities. Learning will be sustained through built-in practice during the session, so participants leave with strategies ready to use, along with practical resources to support ongoing implementation. Participants will be encouraged to collaborate with colleagues to continue reflecting and holding one another accountable, building a community of learners. Change will be evident through increased confidence, more culturally responsive communication, and more restorative and intentional relationship-building with families. Sessions: October 28, 2026 (2:00 PM–4:00 PM); November 4, 2026 (2:00 PM–4:00 PM). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Middle School Mathematics Intervention Learning Series (Session 3) – Shifting Mindset to Focus on Strengths

In this session, participants will examine how beliefs about students influence instructional decisions and outcomes. Grounded in asset-based frameworks from leading research organizations, math leaders will explore how to recognize and leverage students’ strengths, prior knowledge, and cultural assets in mathematics instruction. Participants will reflect on deficit-based practices and consider shifts that promote high expectations, student agency, and inclusive learning environments that support all learners. In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Data Literacy with Datawise and Change Management – 3 Session Series

Data is everywhere, but numbers only tell a story if we know how to read them, and culture only shifts if we know how to manage the human side of change. This collaborative workshop series guides educators, coaches, and school leaders through building data literacy using Harvard’s Data Wise Improvement Process, while also considering challenges with change management. Together, we will move past the overwhelm of "too much data" and build a culture of collaborative inquiry. Participants will learn how to look at data constructively, identify true learner needs, adjust instructional practices, and navigate the psychological and structural shifts required for sustainable, school-wide change. This workshop series addresses multiple domains of Connecticut’s Common Core of Leading (CCL), Professional Standards for Educational Leaders (PSSEL), and the Common Core of Teaching (CCT). Session Topics: Session 1-Teaming, Early Inquiry, and Resistance to Change Management; Session #2-Deeper Inquiry about Students and Adults, From a Culture of Compliance to a Culture of Inquiry; and Session #3-Taking Action, Overcoming Implementation Dips. Who Should Attend? This series is designed for District Leadership Teams, School Leadership Teams, Instructional Coaches, Department Chairs, and Grade-Level Professional Learning Communities (PLCs). Because this framework deeply addresses systems change and culture shifting, we highly recommend attending as a team of up to five (5) to maximize the impact in your setting. INCLUDED IN COST: Datawise 3rd Edition book Sessions: December 2, 2026 (8:45 AM–3:15 PM); February 23, 2027 (8:45 AM–3:15 PM); April 2, 2027 (8:45 AM–3:15 PM). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

School Leadership Decisions That Shape Early Learning (PreK-K): Instructional Leadership Without Pushdown

Administrators often face pressure to increase academic expectations in the early grades. How can leaders support strong academic outcomes without narrowing instruction or reducing time for play? This session focuses on vertical alignment across Pre-K and Kindergarten using CT ELDS and Kindergarten standards as a developmental continuum rather than separate mandates. Leaders will explore how curriculum pacing, materials, and expectations can be aligned without compromising the integrity of early childhood pedagogy. Participants will reflect on how leadership messaging, instructional guidance, and decision-making shape classroom practice across the continuum. In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Middle School Mathematics Intervention Learning Series (Session 4) – Using Multiple Representations

This session emphasizes the importance of multiple representations in developing conceptual understanding and supporting diverse learners. Participants will engage with strategies that connect visual, symbolic, verbal, and contextual representations to deepen student comprehension. Drawing from high-quality instructional resources, math leaders will analyze how representations can be intentionally used to scaffold learning without reducing rigor. Opportunities will be provided to design or adapt tasks that incorporate multiple entry points for students. In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Multi-Tiered System of Supports (MTSS) for Social-Emotional and Behavioral Supports

Join our comprehensive workshop designed to enhance your understanding and application of social-emotional and behavioral supports within a Multi-Tiered System of Supports (MTSS) framework. This hands-on workshop will delve into how to embed social-emotional and behavioral strategies to support positive behavior and classroom climate at any grade level. SNOW DATE: 1/20/2027 In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Culture & Connection: Restorative Practices Training for Culture & Climate Representatives

With evolving educational standards and recent Connecticut legislation, schools are called to move beyond exclusionary discipline toward environments that prioritize healing and community. Culture & Connection is a two-day training designed for school-based leaders and Climate & Culture Representatives who are ready to bridge the gap between policy expectations and real-world implementation. By integrating the IIRP model with an equity-driven, trauma-informed lens, this session transforms abstract theory into a practical toolkit for change. Participants will not only explore restorative frameworks and communication strategies but will also join a collaborative network of practitioners, including access to an exclusive post-training workgroup dedicated to fostering authentic belonging and resilient school climates. Sessions: February 3, 2027 (12:00 PM–4:00 PM); March 3, 2027 (10:00 AM–4:00 PM). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

School Leadership Decisions That Shape Early Learning (PreK-K): Observation, Assessment, and Accountability in Early Childhood

How should administrators evaluate teaching and learning in Pre-K and Kindergarten classrooms? What does meaningful assessment look like in play-based settings? This session addresses supervision, assessment, and accountability practices in early childhood. Participants will examine authentic, observation-based assessment approaches and consider how these practices align with district expectations for student growth and data use. Leaders will explore how to adapt walkthrough tools, evaluation frameworks, and feedback conversations to reflect early learning principles. The focus is on helping administrators supervise early childhood classrooms with confidence and clarity. In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Middle School Mathematics Intervention Learning Series (Session 5) – Supporting Mathematical Language Development

The final session focuses on strengthening students’ ability to access and use mathematical language to communicate their thinking. Participants will explore strategies that support vocabulary development, discourse, and academic language structures within mathematics classrooms. Using research-based practices, math leaders will consider how to integrate language supports into daily instruction to benefit all learners, particularly multilingual students and those who struggle with language demands. In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Fundamentals of Restorative Practices

In this two-day introductory series, participants will learn the history and core principles of Restorative Practices, reflect on their potential impact in both professional and personal contexts, and apply the RP continuum within educational settings. The training is led by certified facilitators using official materials from the International Institute of Restorative Practices (IIRP). Participants must attend both sessions to be eligible for the next phase of Restorative Practices training. Snowdate is 3/16/27 Sessions: March 15, 2027 (8:30 AM–3:00 PM); April 26, 2027 (8:30 AM–3:00 PM). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

School Leadership Decisions That Shape Early Learning (PreK-K): Systems and Scheduling That Support Play

How do leadership decisions about schedules, staffing, curriculum mandates, and instructional time impact the quality of early learning in Pre-K and Kindergarten classrooms? This session is designed for administrators who want to strengthen early childhood outcomes while meeting district expectations. Participants will examine how systems-level decisions—such as daily schedules, pacing guides, intervention blocks, collaboration time, and assessment requirements—either support or unintentionally limit developmentally appropriate, play-based instruction. Through guided discussion and practical examples, leaders will analyze how to structure the school day and year to promote executive function, language development, and strong foundational skills without sacrificing academic goals. The focus will be on aligning systems with what research tells us about how young children learn best. In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Humanities Council

The CREC Humanities Council brings together K–12 Language Arts and Social Studies educators, instructional coaches, and district leaders to engage in professional dialogue and shared learning around literacy and social studies instruction. Meetings feature timely updates and guest speakers from the CSDE and other partners, alongside opportunities for cross-district collaboration and reflection. Participants connect with colleagues, explore emerging initiatives and resources, and strengthen instructional practices in the humanities. NOTE: Two morning sessions are offered; the content is identical in both.

Leading to Educate and Graduate Happy, Healthy, Wholesome Humans

Leading to Create Positive and Caring School and Classroom Communities