Professional Learning
Registration System

After attending this session, educators and leaders will engage in discussion and activities to help build their skill sets in preventing, supporting, and repairing with students and adults in crisis. Participants will understand some of the neuroscience behind stress, conflict, and crisis, and will explore the seven stages of the crisis cycle. 

Navigating state and federal program requirements can be complex! To support your work and keep you informed, SCOE offers the State and Federal Programs Network.

These virtual sessions are designed to serve as a collaborative space for both district and charter leaders. Sample topics include:

• Timely Regulatory & Funding Updates: Key guidance regarding Title programs, LCAP alignment, grant management, and compliance timelines.
• Peer Collaboration: Dedicated time to share effective practices, resources, and strategies across districts and charter schools.
• Q&A & Direct Technical Assistance: Live opportunities to clarify guidance, address common compliance questions, and request focused support.

Meetings are held via Zoom the week following the CDE State and Federal Directors meeting. A calendar invite and Zoom link will be shared upon registration.

Session Focus

• Review the PTKLF Science domain for children aged 3 to 5 1/2 years.

• Build an understanding of the Science domain.

• Learn how the PTKLF are representative and inclusive of children's cultures, languages, and lived experiences.

• Identify how teachers can support children's learning and development in science.

Join local Curriculum/Literacy Directors and Coordinators, LEA/Site Literacy Coaches and other Literacy Leaders as we learn together, tackle challenges, and share solutions. 

The transition from preschool to elementary school is an exciting milestone for children and families. This presentation will provide information, resources and practical strategies to help families prepare for the move to elementary school. Participants will learn how to support their child's social-emotional development, build positive school connections and foster conficence as they take this important next step in their education journey. 

Discover developmentally appropriate practices, classroom strategies, and engaging activities that support Transitional Kindergarten and Kindergarten students in thriving in expanded learning settings.

Outcomes:

• Discover the purpose of this publication The Powerful Role of Play in Education through reading and discussion.

• Explore the research-based connections between play and learning through group activities and readings.

• Experience the benefits and debunk common myths about play and learning.

• Consider planning opportunities for individualization and scaffolding within the reflective planning cycle.

Overview: The New Coordinator Support Sessions will provide an opportunity for new California Assessment of Student Performance and Progress (CAASPP) and English Language Assessments for California (ELPAC) coordinators (in their job for three years or less) to receive small group support from experienced coordinators.

The LEA assessment coordinator position has a huge learning curve, including many deadlines and few, if any, ‘job alikes’ within a district. The sessions will be guided by the activities listed in the Coordinator Checklist and will include other timely activities. The support sessions will be offered monthly via Zoom. These sessions will be co-facilitated by SCOE and PCOE LEA coordinators. The facilitators will help address questions and offer support. These support sessions are designed to provide new LEA assessment coordinators an opportunity to connect with other coordinators, build community and to ask questions related to their job in a small group setting.

This professional development session provides educators with a brave space to explore the intersection of social-emotional learning (SEL) and educational equity. Participants will shift the focus from student behavior to adult self-awareness, examining how personal identities and implicit biases shape school culture. By strengthening their own emotional intelligence, educators will learn to create more inclusive, culturally responsive environments where every student feels seen and valued.  

Not all students who are struggling show obvious signs of distress. Anxiety, depression, and other internalizing disorders often go unnoticed, leaving students to silently cope with emotional challenges that affect their well-being and academic success. This session helps educators and school-based mental health professionals recognize the warning signs, understand effective assessment practices, and implement evidence-based interventions to identify, support, and connect students with the help they need.

Tuesday, March 9, 2027 | 9:00–10:30 AM

Presenter(s)

• Kristin Moore, Psy.D., Clinical Psychologist

Intended Audience

• School psychologists
• Mental health professionals
• Teachers (counseling enriched classrooms)

Session

• Virtual (1.5 hours)

Participants Will

• Identify symptoms consistent with various internalizing disorders
• Learn best practices for assessing students who may present with an internalizing disorder
• Learn evidence-based interventions for working with students who have internalizing disorders

This professional development session provides educators with a brave space to explore the intersection of social-emotional learning (SEL) and educational equity. Participants will shift the focus from student behavior to adult self-awareness, examining how personal identities and implicit biases shape school culture. By strengthening their own emotional intelligence, educators will learn to create more inclusive, culturally responsive environments where every student feels seen and valued.

Module 1 Focus: 

• Introduce the definitions of race and ethnicity.

• Describe the features of oppression and the cycle of oppression.

• Describe how implicit bias influences educators’ behavior and the learning.

• Discuss a mindful reflection tool and strategies.

When student behavior is intense, complex, and high-stakes, common strategies often fall short. This training goes beyond surface-level approaches to focus on individualized, skilled interventions that truly make a difference. You'll learn practical tools that are often overlooked or misapplied in schools - strategies that help, not just manage, the most challenging behaviors. Special attention will be given to supporting students with trauma histories, mental health concerns, and those with extensive behavioral and developmental needs. Through case studies, discussion, and hands-on problem-solving, you'll leave with a deeper understanding of how to support students who need more than just the basics.

Presenter(s)

• Tara Zombres, Ph.D., BCBA-D, Education Specialist and Behavior Analyst

Intended Audience

• Special education teachers
• General education teachers supporting students with behaviors

Sessions 

**This registration is for Session 2- 

• Virtual  
• 3/10/27 
• 2:00 PM-4:00 PM 

*NOTE: Part 1 -  1/27/27  requires separate registration

https://proflearn.scoe.net/Home/Register/1277

Participants Will

• Identify why common behavior strategies often fail in high-stakes situations
• Analyze the impact of trauma, mental health concerns, and extensive behavioral needs on effective behavior intervention through guided discussion
• Troubleshoot common misapplications of behavior strategies and learn how to adjust interventions for better outcomes
• Develop a deeper understanding of individualized, research-backed interventions for students with complex needs
• Collaborate and discuss barriers and solutions to developing and implementing tailored intervention plans for complex student behavior

These virtual sessions will offer an opportunity to learn from guest speakers in the education field, collectively discuss current trends and relevant data related to inclusion topics, and collaboratively network with other educators

Audience: Staff who directly support in early learning settings with students between 0-5 years of age

Registration for future CoPs can be found below:

CoP 5

Date: 5/4/2027

Registration: https://proflearn.scoe.net/Home/Event/1307

Module 2 Focus:

• Define equitable early childhood environments where all children, including Boys of Color, can thrive

• Describe the different aspects involved in working to improve racial equity in early childhood programs and schools

• Introduce love as a critical foundation for responsive and equitable early education for Boys of Color

• Explain the need to change the conversation about Boys of Color and “challenging behaviors”

• Describe what it means to “love” our early childhood teachers and why this matters

Navigating state and federal program requirements can be complex! To support your work and keep you informed, SCOE offers the State and Federal Programs Network.

These virtual sessions are designed to serve as a collaborative space for both district and charter leaders. Sample topics include:

• Timely Regulatory & Funding Updates: Key guidance regarding Title programs, LCAP alignment, grant management, and compliance timelines.
• Peer Collaboration: Dedicated time to share effective practices, resources, and strategies across districts and charter schools.
• Q&A & Direct Technical Assistance: Live opportunities to clarify guidance, address common compliance questions, and request focused support.

Meetings are held via Zoom the week following the CDE State and Federal Directors meeting. A calendar invite and Zoom link will be shared upon registration.

The Parent Café Host Community of Practice (CoP) is a supportive, collaborative space designed for Parent Café hosts to connect, share strategies, and build their leadership skills. Grounded in the core agreements of mutual respect, active listening, and non-judgmental support, the CoP provides peer inspiration and continuous learning to help Hosts effectively strengthen their Parent Cafe teams and support the families in their communities. Participants engage in interactive activities—such as community conversations and team-building exercises around key operational areas like coordination, outreach, and logistics—to foster deep social connections, refine their hosting practices, and expand their local community networks.

*Please note, this CoP is open to certified Parent Café Hosts. If you are interested in becoming a certified Parent Café  Host, please contact earlylearning@scoe.net.

Session Focus:

•Discuss the purpose of the Responsive Early Education for Young Children and Families Experiencing Homelessness publication through reading and discussion.

•Explore the various definitions of homelessness.

•Discover the diversity of families experiencing homelessness and practice critical reflection.

•Identify specific teaching strategies in communication and classroom practice to support young children and families experiencing homelessness.

Module 3 Focus:

• Discuss the importance of culturally responsive practice as a foundation for working with Boys of Color

• Introduce suggestions for arranging environments to support Boys of Color learning preferences

• Acknowledge external stressors and the importance of implementing trauma-informed practices

• Provide guidance for directors and program administrators including the need to develop transparent behavior plans

• Describe realistic timelines for program leaders and administrators

These virtual sessions will offer an opportunity to learn from guest speakers in the education field, collectively discuss current trends and relevant data related to inclusion topics, and collaboratively network with other educators

Audience: Staff who lead in early learning settings with students between 0-5 years of age.

Registration for future CoPs can be found below

CoP 5

Date: 4/29/27

Registration: https://proflearn.scoe.net/Home/Event/1300

Module 4 Focus:

• Describe the limitations of the traditional approaches to parent education that have positioned families of color through deficit and led to distrust of educational institutions. (We share data and reflection questions to dispel common stereotypes and myths about families of color.)

• Introduce a strength-based framework for family engagement.

• Describe effective strategies for building respectful, responsive, and reciprocal relationships with families of color and early childhood teachers and staff, including an emphasis on the importance of involving fathers.