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

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. Sessions: September 28, 2026 (8:30 AM–3:00 PM); November 16, 2026 (8:30 AM–3:00 PM). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Addressing Harmful Language Using Restorative Practice

As student access to technology expands, harmful language is increasingly embedded in everyday interactions often without full understanding of its history or impact. This interactive two-day session equips educators with restorative practices to respond to harm in ways that promote accountability, empathy, and relationship-building rather than punishment. Participants will analyze the impact of harmful language, apply restorative strategies such as circles and conversations to real-world scenarios, and design actionable systems for sustainable implementation. Grounded in educator experiences and aligned with Connecticut statutes and IIRP practices, this session centers student voice and supports more inclusive, relationship-centered school communities. Sessions: September 29, 2026 (8:30 AM–12:30 PM); October 13, 2026 (8:30 AM–12:30 PM). In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

Coaching Paraeducators: Tools for Effective Supports

Paraeducators are widely recognized as essential partners in supporting students with disabilities, yet educators often receive little formal preparation on how to effectively supervise, coach, and collaborate with them. This professional learning session is intentionally designed for paraeducator–supervisor teams to attend together, building a shared understanding of roles, expectations and effective collaboration practices, and developing concrete tools to clarify roles, strengthen communication and build more effective instructional partnerships that enhance outcomes for students with disabilities. In-person (face-to-face) professional learning from CREC – Capitol Region Education Council.

School Behavioral Threat Assessment Team Training October 2026

Texas Senate Bill 11 requires every public school district and open-enrollment charter school to establish Safe and Supportive School Program Teams that conduct behavioral threat assessments on each campus, following the model policies of the Texas School Safety Center. This in-person training gives School Behavioral Threat Assessment (SBTA) team members a proactive, evidence-based approach to identifying individuals who may pose a threat and putting interventions in place before a violent incident occurs. Earns 6.00 CPE credits.

Leading to Create Positive and Caring School and Classroom Communities

High Reliability Schools Summit

A three-day summit where school and district teams learn how to reach the highest levels of effectiveness using the High Reliability Schools framework. Keynotes and breakout sessions from Marzano associates cover safe and collaborative culture, effective instruction, a guaranteed and viable curriculum, and standards-based reporting.