Happy New Year From the Powerful Learning Practice Family! 
We hope that you have all enjoyed the holiday season the best you can, despite this year looking a little different! 

Many of you are on a much deserved break.  We hope that you’re able to take a pause from everything and that you’ve been able to truly enjoy some downtime doing things that bring you joy! 

The new year ahead brings hope and new beginnings. 

While our challenges won’t disappear at midnight (as much as we might wish they would), the new year gives us an opportunity to reflect and consider our hopes for the year ahead. 

As we reflect on this past year here are a few things that come to mind: 

• The resilience of educators around the world as they changed their school and instructional plans overnight. 
• How powerful it is when a group of educators gather together to support one another and collaboratively problem solve. 
• Meaningful relationships can be built in online spaces, many of us have done it these past few months! 
• How deeply educators care about their students, fellow educators and communities. 
• We have work to do, the pandemic has clearly highlighted everything that we knew wasn’t working even before the pandemic.

While we’ve always known all of the above, this year has brought it all front and center. Thank you for all you have done these past few months, we know you don’t hear it enough, but you are appreciated and valued. 

If you want to reflect on the past few months and think about yours hopes and goals, we’ve created some prompts for you to consider. Grab your favorite beverage, take a few quiet minutes and reflect on all that you accomplished, how you overcame the challenges and your hopes for the year ahead. Click the button below to access the pdf. 

Let us know below, how do you reflect? What is your greatest hope for 2021?

Many years ago when I was first introduced to Google Workspace (formerly GSuite), I was not convinced it was such a great thing, I loved using my traditional products and I didn’t want to change anything. That was…until I got a classroom set of netbooks and began teaching in a 1:1 environment. I discovered that Google Workspace was so much more than productivity tools. There was a whole other level of collaboration that could happen when using Google Workspace, not only could we develop group projects, but then we could then easily share our work and receive immediate feedback. Now more than 10 years later I use Google Apps exclusively both professionally and personally. I love that I can access a file whenever I need it even if I don’t have my computer, that any work I complete is automatically saved and that I can easily work with others. Below you will find some of my top tips for using Google Workspace!

Tips to consider when using Google Workspace:

1. Utilize the Collaboration Features

The most powerful feature of Google Workspace is the ability to collaborate, both synchronously and asynchronously. You can create, edit, and chat even if everyone is in different locations.

There are three ways to do this:

1. Work on a project in real time. You can have a number of people on one document at the same time making changes and you will see their changes as they are making them. One of my favorite things to do in an online live meeting is create a guide/template in a shared Google Doc and ask everyone at the meeting to contribute to it. It’s a great opportunity for all voices to be heard.
2. Any user signed into a gmail account can use the chat feature alongside the document. This allows you to work synchronously with other collaborators.
3. If you are working asynchronously then you can also leave comments. Users can reply to specific comments or add their own as well.

2. Practice Netiquette

One thing to keep in mind when collaborating on a document or project with someone is that at times you will be editing someone else’s work. Be sure to establish guidelines with your group or partner to determine how changes will be made, when and if the group should be notified when changes are made, and how everyone will communicate. When introducing these tools to students, have norm setting conversations to be sure they all know the expectations. This is also a great opportunity to have discussions with students around digital citizenship and for students to practice using those skills in a private, monitored space.

3. Know the Share Settings

In order to collaborate with others, you will need to share your project. Google Workspace provides you with several options for sharing your projects.

1. Share with specific individuals by adding their email addresses. Individuals will need a Gmail account in order to edit the document.
2. Create a live link, anyone with the link can access the document. Be sure to keep in mind that the link can be passed on, so you never know who will be viewing the document. If you send the link to someone, they do not need a Gmail account in order to edit the document. Click here to see even more share options via a link.
3. Make your project a public webpage, which can show up in search results. When you publish to the web, this also allows your document to be embedded into a blog or site.
4. You can share within your organization only, this means that only people in your district or school would be able to access the document. (They would have to be signed into their Google Apps for Education account.)

When you are determining how to share, be sure to think about the content and purpose of your document. If you have information in the project that you would not want passed around, consider sharing with specific people and ensure that they can not change the share settings.

4. Utilize folders to organize

As you begin to use your Google Workspace account more and more, you are probably going to want to keep things organized. You can create folders within folders, share whole folders, name and color code them as well. The ability to share folders also allows for more organization within projects and ensures that everyone can access all of the documents they need.

5. Save time with templates

Need to organize information or create a project using Google Workspace? One way to save time is to use templates. Each app has their own set of templates, when you go to create a new file you can select “from template” ‘and explore the template gallery. Two other options for Google Slides include Slidemania and Slidescarnival. Be sure to explore Hyperdocs as well, you’ll find many ready made resources and templates!

6. Use the Revision History

The revision history allows you to see who made what changes and when. This is very helpful when you have several people editing and developing a project, as you can see who has contributed the different aspects of the project. Another useful feature of revision history is that if there has been a mistake made, you can always revert back to any of the versions listed.

7. Use the Explore Tool

The Explore tools allows you to research a topic or find pictures without even leaving your document! Use the Tool menu, select “Explore” and type your keyword in the search bar. It will search the internet, your drive and images related to the key word. If needed, it will also automatically add a citation or link for you! When you use the Explore tool in Google Sheets it will also provide insights to the data in the sheet!

8. Be adaptive

As with any web tool, things are probably going to change. Google is constantly adding features, adjusting layouts and making changes, so keep that in mind as you use this tool.

Let us know below, what is your top tip for using Google Workspace?

Wondering how to make the most of Google Workspace? Or looking for some specific, how to guidance with using and infusing it in the classroom? PLP offers a Connected Classroom Course Bundle that includes everything you need to get started! Plus it’s 50% off through December 31st! That means 7-self-paced courses for only $74.50!

Courses include:

• Google Docs for the Connected Classroom
• Google Slides for the Connected Classroom
• Google Sheets for the Connected Classroom
• Google Forms for the Connected Classroom
• Twitter for the Connected Classroom
• Google Sites for the Connected Classroom
• Getting Started with Google Drive and Calendar

There are several different aspects to Digital Citizenship, they include keeping your data safe, protecting students identity, copyright and how we interact in online spaces. As many students and educators move to connected learning, we’re hearing that students struggle with interacting and connecting with each other in formal online spaces. This is a key skill that students will need has they go through school and eventually get a job. Below you will find five tips that will support students in building online communication skills to connect with one another and contribute to a classroom community in a positive manner.

Set norms as a class. If you started f2f and went remote, take some time to reset norms in a digital space. Interactions occur differently when not f2f. Asking students what they need to feel safe and comfortable interacting with you and others in online spaces. Setting norms sets clear expectations for students and allows them to experience how to actively contribute to an online space. Some norms to consider include:

• how to use the chat in a live meeting,
• how to ask a question,
• how to respond to one another in chat or in asynchronous spaces,
• expectations for collaboration in shared documents or projects,

Build community. In order for students to fully engage in remote learning they need to feel safe. Interacting in formal online spaces is still new for them, provide scaffolding and a variety of opportunities for them to connect. Through these opportunities students will experience being an active part of a community, just as they would f2f. This might look like:

• Including a quick ice breaker at the beginning of a meeting that gives them a chance to share about them personally. Keeping them easy to answer and not too personal. Providing clear instructions for how they can respond to each to other, either in chat or using a gesture over video.
• Providing opportunities for them to collaborate together in real time, starting small and with very clear expectations. One of my favorite ways to collaborate on a live meeting is through a Google Doc, sharing it with participants so that everyone can edit, we either answer a question, share observations or build a collaborative resource.
• Giving students responsibilities to contribute the class.

Use the chat intentionally. We’ve heard many educators say they have had to turn off chat in live meetings because students were not using it appropriately. However there can be a lot of opportunities for connection when using chat, and it allows for more voices to be heard throughout the meeting. Utilizing chat can provides a chance for students to practice interacting in online spaces in an safe, monitored environment. Since this is new to students, consider starting with very specific questions and tasks. Depending on the question and the experience of the class, consider having some examples ready to go that you can copy and paste into chat. If you find students struggle with the chat completely open for the whole meeting, turn it on to practice and then turn it off, gradually leaving it open as you see they’re able to use it correctly.

Use sentence stems to scaffold. Most older students are comfortable in online spaces, however they are used to interacting in very informal ways. For younger students, interacting in online spaces might be completely new. Both might need some support with learning how to respond to prompts or to each other in online spaces. Sentence stems or sentence starters can be an effective way to scaffold interactions.

Model in all digital spaces. Be as present as you can in all online spaces, leaving comments and feedback for all students, modeling how you want your students to interact with one another. Consider asking students to share what they notice about how you interact with them in online spaces to start a conversation around how they can connect with each other.

We’d love to know, how are you integrating digital citizenship with your students? What questions do you have around digital citizenship? Let us know below!

Digital citizenship is about the norms of appropriate, responsible and ethical behavior with regard to technology. During this course, we’ll be exploring digital citizenship in the classroom, helping students understand the impacts of technology, and looking at examples of ethical, responsible, and safe technology usage. Want to dig deeper into digital citizenship? Powerful Learning Practice offers a self-paced class for just $29. Click the button to learn more below!

Force a Copy

Step One: Create your Google doc, slides, drawing, sheet, etc. Make sure to set your sharing permissions so anyone with the link or those in your district can view them.

Step Two: Change the word “edit” at the end of the file’s URL to “copy”. It is as simple as that.

Ex. – https://docs.google.com/document/d/1QVKZRiKZ_AAyaz7tzDENJYZZlIOZWMxu6dorda1Ez04/edit changed to https://docs.google.com/document/d/1QVKZRiKZ_AAyaz7tzDENJYZZlIOZWMxu6dorda1Ez04/copy 

Give it a try with one of your Google files. Go ahead. I’ll wait.

See, that was easy. Right?

To View as a Template

Just like before, create your file. Now change the word “edit” at the end of the file’s URL to “template/preview”. Students will see the document and then can choose to make a copy by selecting the Use Template blue button in the upper right hand corner.

Ex. – https://docs.google.com/document/d/1QVKZRiKZ_AAyaz7tzDENJYZZlIOZWMxu6dorda1Ez04/edit changed to https://docs.google.com/document/d/1QVKZRiKZ_AAyaz7tzDENJYZZlIOZWMxu6dorda1Ez04/template/preview

When might you choose to create a View as a Template link instead of a Force a Copy link?

There is a Chrome Extension for That

Want a quicker way to force a copy or make a template? Try out the Sir Links-a-lot chrome extension by GeekyEdTech where with a click of the button you choose what you want to do and then copy the link. 

Access more tips like these when you enroll in any of the Google Tools for the Connected Classroom self-paced courses.

Choose an individual course for $29 or purchase as a bundle and save $58 (get two courses free)!

Purchased individually, these courses would cost about $200. Buy them bundled for only $149!

You will get instant access to:

• Google Docs for the Connected Classroom
• Google Slides for the Connected Classroom
• Google Sheets for the Connected Classroom
• Google Forms for the Connected Classroom
• Twitter for the Connected Classroom
• Google Sites for the Connected Classroom
• Getting Started with Google Drive and Calendar

Get started today at https://plpnetwork.com/online-courses/.

We’re offering 50% off on our most popular self-paced, e-course bundles and instructor led course!

Sale lasts: November 27th-November 29th

The Connected Classroom Bundle

Do you want to use digital tools in your classroom for student achievement, but aren’t sure how to get started? Maybe you’ve heard colleagues talk about the awesome power of collaboration through G Suite and Twitter, but you’re not sure where to go? This bundle of seven practical, step-by-step courses will get you up to speed and using these digital tools in your teaching practice in no time. And as if that wasn’t enough, you get to work at your own pace and can apply for professional certification credits from University of North Dakota as well!

Purchased individually, these courses would cost about $200. Buy them bundled for only $149 $74.50!

You’ll get instant access to:

• Google Docs for the Connected Classroom
• Google Slides for the Connected Classroom
• Google Sheets for the Connected Classroom
• Google Forms for the Connected Classroom
• Twitter for the Connected Classroom
• Google Sites for the Connected Classroom
• Getting Started with Google Drive and Calendar

The Well-Rounded Educator Bundle

From infusing technology in safe and ethical ways into your classroom as a means to reach your most at-risk learners to tapping into student’s passion through the integration of technology across the curriculum – The Well-Rounded Educator Course Bundle has a little something for everyone. Learn from experienced practitioners who demystify seamless integration and help you gain confidence as a connected educator. And as if that wasn’t enough, you get to work at your own pace and can apply for professional certification credits from University of North Dakota as well!

Purchased individually, these courses would cost about $200. Buy them bundled for only $149 $74.50!

You’ll get instant access to:

• Future-Proofing Students Living in Poverty
• Digital Citizenship
• Make & Take Lesson Plans
• 21st Century Learning through the 4 Cs
• Flipped Learning For the Connected Classroom 
• PBL: Project, Passion, Problem Based Learning
• Makerspaces 101

Connected Coaching

Coach in online spaces and leverage the affordances of technology for coaching from a unique strength-based inquiry lens. Connected Coaching is Powerful Learning Practice’s signature online coaching program! This method of coaching uses appreciative inquiry and strength based approaches embedded into connected spaces. Whether you are coaching adults or facilitating students in your hybrid courses, this is the course for you. The next instructor led, 8-week session begins on January 11th. Register today for $395 $197.50.

In the video excerpt above, Jennifer shares some of the key reasons that flipped learning can support teaching and learning during a global pandemic and what it might look like. Whether you are virtual, face-to-face or hybrid, this model can support any situation you’re in!

Are you using flipped learning right now? Let us know what it looks like for you or what questions you have in a comment below!

Looking for some support or resources that can guide you step-by-step in creating flipped lessons? Take a look at our self-paced course Flipped Learning for the Connected Classroom.

Having online classrooms using tools such as Google Classroom, Schoology, Canvas and others was not new to many teachers before the pandemic hit last year.  However, it was a choice.  Once the effects of the pandemic on education became apparent, it was no longer a choice to use the technology if available.   

Teachers and students who did not previously have access to devices and the Internet found themselves in a whole new world when being sent home with devices and/or rapidly transitioning to online learning environments, in which many were unfamiliar.

We heard from students, parents and teachers that students struggled with finding directions, resources, turning in assignments. Many said they were unclear on what they should be doing when actively participating in the online classroom.

Solutions to the Problem

One strategy is to have predictable routines and schedules that are clearly organized.  Use headings and be sure the information is organized consistently within the online classroom(s) to enable students to become familiar and comfortable within the online classroom.  

In Google Classroom, teachers shifted from posting in the stream to using topics in the Classworks page to establish a more clear structure.  Below are two images from the same Google Classroom. 

In this image, the students view resources in the Stream. 

What do you notice?  What might be a challenge for students in this view?

In this image, the students view resources in Classwork using topics

What do you notice?  Which view would be easier for a student to navigate?

Did you know you can move the topics within Google Classroom up or down to reorganize so the most current information is at the top?  Simply click on the post and drag up or down to reorganize.

Each learning management system has different ways of adding structure.  Below is an example of a 1st grade teacher’s Schoology classroom where lessons and resources are organized into subject based folders.

Another way to organize is by week and days like this 5th grade teacher is organizing her online classroom.

Think about your physical classroom, you have clearly defined spaces with posters and other visual clues to support learning.  Consider adding icons and other visual clues which will help all learners, but especially our youngest.

What strategies are you using or planning to use to organize your online classroom to support independent learners?

Are you new to teaching using an online classroom and want more support?   Instant Impact Collaborative Cohort (I2C2) can guide you with strategies like these and more! You don’t have to spend your valuable time figuring out how to navigate education’s new normal on your own. We have your back. 

By joining the Instant Impact Collaborative Cohort you will gain knowledge and develop your skills through:

• 8 webinars
• 1:1 and/or small group coaching
• vetted resource library
• supportive online community of educators
• monthly downloadables and printables
• 24/7 help to solve your challenges

Visit Instant Impact Collaborative Cohort to learn more.  

Our conversations and shares have been plentiful in Powerful Learning Practice. I want to consolidate the most popular culturally-relevant education. I titled this blog Re-Imagining Learning because I want to inspire you to be open, flexible, and adaptable in your pedagogy. I want you to ask yourself the following question: Does your teaching, right now, meet your students right where they are now? I don’t mean just academically, but culturally and socially. Here is another question: How do contextualize issues, topics, resources, and activities to your students?

Culturally-relevant education does not always fit into the commonly used curriculum, teaching, and learning. As educators, we are encouraged to do so. It can be challenging to transform what we usually and expected of us to truly meet our students culturally and socially where they are now.

Thanks to the PLPeeps, we have some things to share with you. Challenging your typical style of teaching with these:

• Spoken word Education

• Indigenous Education (or Indigenous Knowledge Systems)

• Lego Education

• Hip-Hop Education

These are excellent ways to effectively and genuinely engage with students in any subject area. No worries, you do not have to be a poet, nor do you have to Krump in class (but by all means try, I am sure you will be an all-star for your students!). The need for these deep connections is even greater during the various types of distance learning by adopting new ways of participation and communication. The automatic outcomes to including these changes—community of practice, authentic contexts, affirm cultural identities, meet students where they are, positive self-expression, and re-engage students in STEM and STEAM.

The key take-away is using these approaches to achieve content acquisition and student engagement in order to improve learning.

Your ability to adapt to your students’ social and cultural realities is not limited to this list. I encourage you to use your students’ interest and incorporate it into the learning, for example, gamification. Think back to when you were in school, and ask yourself: What interest of yours would you have liked to see part of a lesson, resource, or activity?

With so many of us moving to online spaces it seems that there is an endless list of tech tools available that add to the overwhelm.

But…you don’t have to use them all! In fact, we’d urge you not to! Find the tools that best serve your needs and stick with them! How do you know which tools best meet your needs? Find some of our top things to consider below.

What to Consider When Selecting a Tool:

1. Consider the goal for your lesson or unit and the following questions: 
   • What will students need to do to reach the goal? 
   • How will technology support them in reaching their goal? 
     • Will they use it to create something?
     • Will they use it to connect with others? 
     • Will they use it to consume information? 
     • Will they use it to curate information? 
2. Before exploring the tools, brainstorm some specific things you are looking for in the tool. For example: 
   • Do you want them to be able to share with the public? Or be kept private? Or allow some access to specific people?  
   • Do you want a closed space for your class?
   • Ease of access
   • devices that can access the tool
   • Does it integrate with tools you’re already using? (i.e. Google Classroom) 
3. Use a quick note catcher or check list for yourself that includes some of the specific things you are looking for. Consider including the following questions as well: 
   • Can students use it per the Acceptable Use Policy of your school and tool itself?
   • What will the learning curve be for myself and my students? 
   • How does this tool support my learning goals? 
4. Explore tools that are specific to your goal that you established at Step 1.   
5. As you explore, utilize your note catcher to stay focused on your overall goal and view each tool with a critical eye.
6. Once you have explored a few tools, look back at your notes and determine which would best fit for you, your students and the goal.

What are some ways you select tools to support your curriculum? What are some of your go-to tools that you use? Let us know in comment below.

Feeling overwhelmed by all of the tech and changes that are happening right now? Looking for ideas and resources to best create online learning experiences during a global pandemic? The Instant Impact Collaborative Cohort is currently open for registration! It was specifically designed to support educators through the 2020-2021 school year, providing support with pedagogy and tech infusion to relieve pressure, while also reducing overwhelm. Having a 1:1 coach, a supportive community and experts in the field of online education will give you everything you need to thrive this school year!

Scholarships Available! bit.ly/PLPscholarship

Wondering if the Instant Impact Collaborative can support you this year? We’re answering some of the top questions about the program below. Don’t see yours answered? Email Sheryl at Sheryl@plpnetwork.com or comment below and we’ll be happy to help.

Q: It sounds like it is a lot of work. Is it? I need help just getting through the week, not more work to do!

A: We agree. Things are challenging right now for all of us. The Instant Impact Collaborative makes things efficient and easy to learn and apply. Not only do you get a monthly email with everything you need in one place, but you also have a coach on stand-by, a monthly webinar (or a webinar archive) around just-in-time topics, and a community of experienced peers who have already figured most of this out. Rather than having to search and search for the answer, often it’s just a click away with Instant Impact Collaborative.

 Q. Does it take a lot of time each day? I’m already feeling stretched.

A: We hear you, in fact we designed the Instant Impact Collaborative specifically to target teachers that are overwhelmed. Just imagine the amount of time you will save by having a caring coach by your side as you’re figuring things out. You’re in control. You decide how much time you want to spend and when you want to spend it! Instant impact means just that — quick, relevant answers and solutions to your challenges right now.

Q: I have all the technology training I need right now, are we going to learn about something else?

A: Absolutely! Powerful Learning Practice believes that the tools are easy – but it’s how to use the tools effectively for deep learning that presents the challenge. Each month we will explore resources and ideas around new pedagogy infused into connected learning. Our primary focus is helping you overcome the challenges you are facing all while unleashing the potential the tools have for learning in ways that are very different from traditional classroom instruction.

Q: The kids are driving me crazy! They won’t stay in their seats, they keep turning the cameras off and they do anything to get a laugh out of the class. Will this help me get control back?

A: Yes! We’ll teach you ways to engage your students and build a classroom community of trust, combined with a passion driven, student selected curriculum that creates an environment where students want to participate and contribute. You will learn developmentally appropriate online activities at every grade-band. Trust us, in a matter of weeks you will have learners signing in early, hanging on every word you say and eager to engage in every activity you lead.

Q: What if we don’t have the funding? Is it really worth the money?

A: We’ve thought about this. We offer a three payment option available to spread out the cost over three months to make it more manageable. You get a lot of bang for your buck if you consider that it takes place over the course of a school year (up to 120 PD hours), it includes 24/7 coaching, membership to a robust learning community that offers ongoing professional learning experiences beyond the I2C2 learning opportunities, a self-paced course, and lots of printables and other free bonus content. Additionally, if your school or district will cover the cost, the Cares Act allotted additional funds for schools and school systems to provide professional development around pandemic education. I2C2 meets the requirement

Q: This seems like a one-size fits all program, but I want something more personalized. Can I customize my learning?

A: Absolutely! At Powerful Learning Practice we are all about personalized learning and not just for students! This is about instant impact! We know that when the experience is relevant for you, it will save you time, frustration and give you the needed inspiration to make the changes necessary. We’ve designed I2C2 to be a choose your own adventure approach to professional learning.

Q: I feel guilty spending time and money on myself.

A: Living for others is a quality so deeply ingrained in us, that it often translates into the complete abandonment of our own needs, which end up being less important than the needs of our children, partner, family, work, or community.

You deserve to have this care for yourself. And the rest of us in the PLP Community? We’ve got your back.

Q: I’m not really a technology person, will I be able to keep up?

A: Yes. We specialize in teaching thousands of educators how to use technology in their everyday practice. Our coaches are patient, kind, and understand how to help you take small steps to reach your big goals. 

 Q: Is this program only for classroom teachers?

A: I2C2 is for everyone that works with learners. It doesn’t matter if you’re working with children or adults, if you work with learners and are looking for a better way forward with instant impact in your instruction, pedagogy, coaching or leadership this program is for you.

 Q: Is this training all online?

A: Yes this training is 100% online. Here’s how it works:

• When you register, you’ll get instant access to your bonus material to download. You’ll also get access to your self-paced course portal that will have anytime, anywhere access to the content we will be discussing. 
• Leading up to the first of 8 webinars, you will receive emails with information about how to access the live training sessions, downloadables and printables that relate to the theme for the month, how to access your coaches for 1:1 support and more.
• All live training and on-demand coaching sessions will be offered through Zoom, a video conferencing application. You can watch and interact on your phone, tablet, or computer.
• All sessions will be available for replay (and downloading) after the session.
• A good portion of your learning will take place in an online community of inquiry. The group will share a private space for interaction with each other and the coaches, in addition to being a lifelong member of the PLP Community Hub with complete access to all that goes on there.

Q: What if I can’t make the live meetings? Can I still participate in I2C2?

A: Yes, all sessions will be recorded and uploaded to the community within 24 hours of the live session. 

We highly encourage you to attend live, as you will get more out of the interactive parts of this program. But you can participate via the recordings if that works best for you.
 

Q: How long do I have access to the program materials?

A: You have access to the self-paced course for 1 year from when your cohort ends (June 2022). You have lifetime access to the PLP Community Hub and your cohort group and all the downloadables and materials are yours to keep and use.
 

Q: Can I earn graduate professional development credit or contact hour CEUs for this program?

A: Yes. Upon completion of the program you will receive a downloadable certificate you can submit for credit with your school or district. Graduate pd credit is also available through the University of North Dakota. Contact us if you’re interested in graduate or continuing education credit.
 

Q: How much does it cost?

A: The cost of the program is as follows: 

• There are 3-payment options available. 
• There are a number of scholarships available to those you are in financial hardship. You can apply for scholarship here.

Q: What if I need a refund?

A: We’re so confident that you will benefit from I2C2 that we provide a 30-day money back guarantee. 

Simply contact us within 30 days of purchase and complete an exit interview with us so that we can understand how to improve the program, then we’ll get your refund sorted out. Easy!
 

Q: What if I need help?

A: Your success in I2C2  is our #1 priority. Embedded in the program are 12 30-minute 1:1 coaching sessions, small group coaching in the community, opportunities for peer feedback and more. However,  if you need help at any time you can contact us and we’ll be in touch!
 

Q: Can I share the videos, printables, or other resources with other teachers who aren’t in the program?

A: The program materials are for your personal use. We ask that you don’t share them with anyone who hasn’t enrolled in the course. Our PLP Coaches often share wonderful free resources in the PLP Community Hub  with overlapping information, and we encourage you to invite others to the Hub.
 

Q: How long is the program?

A: As long as you want to make it! The content is released monthly and each month begins with a live 90 minute Zoom meeting to introduce each theme. However, all live meetings are recorded and the self-paced course is designed for you to work at your own pace. You decide what you want to learn, from who you want to learn it, and on your schedule. You could take full advantage of up-to 120 professional learning hours, or as little time as you feel is necessary to address your learning goals. And don’t forget, you have 12-30 minute sessions with a Connected Coach to walk you through anything you don’t understand. In terms of length of the program, you are in the driver’s seat.
 

Q: What if I want to purchase school or district licenses?

A: We’d be happy to work with you for school or district licenses for your educators! You can also explore The Connected Learner Experience that was designed for school or district teams to participate collaboratively. 

The Connected Learner Experience also includes a Leadership Academy, Instructional Coaches program and a discount on all courses. 

 Q: Can my school or district pay with a PO?

A: Absolutely! We’d be happy to work with your school or district, please contact Sheryl@plpnetwork.com for more information. 

Important Update!  

Someone has paid for a limited number of scholarships that we have to use, so fill out this short application before Midnight EST and you’ll be notified tomorrow morning if you’re accepted.