Speaking & Professional Learning

Coaching With Purpose: Teacher Goal Setting That Improves Professional Practice

June 27, 2026 | 1:00–1:50 p.m. ET | Virtual

Most schools use classroom visits and evaluation frameworks to identify what is visible in a teacher’s practice. That does not always tell leaders what the teacher needs next.

This interactive session introduces the Hierarchy of Teacher Professional Development and demonstrates how teacher self-assessment and individual goal setting can guide classroom visits, feedback, coaching, and professional learning. Participants will explore a differentiated system designed to support meaningful growth for general education, special education, and special-area teachers.

Beyond Danielson: Helping Teachers Own Their Growth Between Evaluations

June 28, 2026 | 8:00–8:50 a.m. ET | Virtual

Real growth doesn’t happen during evaluations. It happens in the learning between them. This session introduces a practical system for aligning classroom visits, feedback, and coaching support using the HTPD framework. Leaders will leave ready to help every teacher own their growth and strengthen classroom practice. 

Conference registration is required to attend.

July 14–17, 2026 | Gaylord Opryland Resort & Convention Center | Nashville, Tennessee

Sue will present three sessions for principals, district leaders, and instructional coaches.

Teachers are expected to identify student needs and differentiate instruction, yet professional growth is often delivered through the same training and expectations for everyone.

This session introduces a practical framework that connects teacher self-assessment, individual goals, classroom visits, feedback, coaching support, and reflection. Participants will examine how a coherent system of differentiated professional growth can build teacher capacity and improve instructional practice.

There is never enough instructional time to teach every standard with equal depth. School leaders and teachers need a clear process for determining what students must master and how instruction, assessment, and collaboration will remain focused on those priorities.

Participants will explore a practical approach to identifying essential standards, creating learning maps, planning instruction, and using PLCs to monitor student learning without turning every meeting into a data meeting.

School leaders cannot predict every crisis, but they can build the vision, systems, and leadership habits that help a school remain focused when disruption occurs.

Drawing from leadership experiences on Maui through wildfires, hurricanes, the COVID-19 shutdown, staffing shortages, and tsunami warnings, this session examines how clear priorities and strong systems help leaders support teachers, protect instructional focus, and move a school forward through uncertainty.

Sue’s SREB sessions are scheduled across July 15 and July 17. Her conference book signing will take place on July 16. Conference registration is required to attend.

Move beyond one-size-fits-all professional development by identifying what each teacher needs next and aligning support to those needs. 

Connect self-assessment, professional goals, PLCs, classroom visits, feedback, coaching, reflection, and next steps through one shared framework. 

Develop practical systems that help principals move instructional leadership from intention to consistent practice. 

Create meaningful pathways for the growth of general education, special education, and special-area teachers within one coherent framework. 

Help leadership teams move beyond isolated training sessions and create the structures necessary for professional learning to influence classroom practice.