Professional Development Offerings

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Course Date(s):

Feb. 16, Mar. 9, Mar. 23, Apr. 6, Apr. 27, May 11, 2022
4:00 – 7:00 PM

Unless otherwise noted, course times listed are in EST

Registration Deadline:

January 26, 2022


Online Facilitated




22.5 PDPs

Grad Credit:

1 graduate credit from Fitchburg State University at an additional fee of $300. Details for graduate credit registration will be shared on Day 1.


$559 TEC-member districts. $569 Other districts. Includes text and handout packet


Online | Facilitated


All PreK-12 Educators

Research for Better Teaching High Expectations Teaching (HiEx) Virtual Edition

This program teaches what it looks like and sounds like when a teacher acts authentically from a growth mindset. For students to believe that “Smart is not something you are; smart is something you can get through effective effort”, they need to be in a surround-sound environment that communicates three key messages: What we’re doing is important, you can do it, and I’m not going to give up on you. Participants will learn how to choose language, develop classroom structures, and use effective instructional strategies to motivate all students, but particularly to get low-performing, low-confidence students to change how they view their own capacity for learning. 

Participants will be able to:

  • Apply the research on attribution theory and mindsets to impact the motivation and learning of students
  • Align beliefs and instructional behaviors to fully communicate high expectations to all learners
  • Deconstruct and explicitly teach students how to give effective effort 
  • Increase student ownership of learning through self-assessment, self-monitoring, and feedback
  • Apply words, actions, and strategies in regularly recurring classroom arenas to send convincing messages about the capacity of every student to achieve at high levels

Instructional Materials: Participants will receive the High Expectations Teaching text and Course Handout Packet

About the Instructor

Reena Freedman has worked in education for over twenty-five years as a classroom teacher, curriculum designer, new teacher induction leader, staff developer, and administrator. In her work with schools and districts, she helps to institutionalize the study and application of research-based instructional practices that lead to student achievement. Her workshops for administrators, teachers, and coaches model the same instructional practices and leadership skills at the core of study. Reena’s areas of interest include building high-expertise teaching in classrooms, developing strong new teacher induction programs, and cultivating professional learning communities and teacher leadership.Currently, she is offering this course through Research for Better Teaching (RBT).

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