Professional Learning
Registration System

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 2026-2027 Transitional Kindergarten/Kindergarten Educator Network Cohort serves as a professional learning community where educators collaborate to strengthen literacy instruction, share effective teaching strategies, and exchange high-quality resources. The network supports teachers in meeting the academic and social-emotional needs of young learners, with an emphasis on building strong foundational literacy skills through shared expertise and ongoing dialogue.

Session Fascilitators: Kou Vang, Deirdre Marsh-Girardi, and Steven Hicks.

Date: February 23, 2027

Time: 3:00PM - 4:30PM

Looking for targeted, hands-on PD? Join our CPE/STEAM Workshops on loose parts, designed for all early childhood educators (center-based, family child care, Head Start, FFN).

This 2-Hour In-Person Workshop Includes:

• Interactive presentation on a STEAM topic

• Real classroom video + reflection

• Hands-on Tinker and Take session

• Tools you can use right away

• Aligned with CA Preschool Learning Foundations (PTKLF)

Presented by Heather Edwards, Attorney at Law

This session will equip site and district leaders with strategies to drive system-wide shifts toward NGSS-aligned assessment. Participants will learn how to guide instructional teams in creating sensemaking tasks that turn assessments into empowering, confidence-building experiences. Leaders will leave with actionable tools to support, monitor, and scale student-centered assessment practices across their schools.

Location: David P. Meaney Education Center, 10474 Mather Blvd., Mather CA, 95655

This session will be offered twice. Please choose one date to attend based on your schedule:

• Thursday, February 25, 2027 | 9:00 am - 12:00 pm
• Tuesday, April 13, 2027 | 9:00 am - 12:00 pm

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. 

The second of two days to provide teachers with BTC strategies to implement across multiple subject areas, such as Science, ELA, and Social Studies.  In addition to experiencing tasks, participants will also look at planning units with their adopted materials.

Participants will experience strategies that empower students to:

• Think critically and engage deeply in learning
• Collaborate effectively with their peers
• Apply thinking classroom practices across subject areas

These sessions are designed for participants who have some experience with BTC, although all are welcome.

You can register with a purchase order even if you do not have one in place yet. Please complete all the payment information fields and enter "Pending" for the Purchase Order number. We will bill your district unless you contact us to cancel your session. Contact Amanda Wirz (curriculum@scoe.net) for more questions.

Cancellation Policy: For a refund of pre-payments and to avoid your district being invoiced, cancellations must be received 5 days prior to the event date.

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

Outcomes

• Identify the connection between language and social and emotional development.

• Explore strategies to integrate into practice.

• Reflect on the role of adults in modeling and encouraging communication.

Outcomes:

• Review the PTKLF Science domain for children aged three to five-and-a-half 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.

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.

Join us for a Growth Track Book Club exploring the life and legacy of Judith Heumann, a leading figure in the disability rights movement. From contracting polio as a child to being denied a teaching license because of her wheelchair, Heumann's story traces her journey into activism, including her role in the historic Section 504 sit-in. This candid and inspiring memoir offers powerful insight into the fight for disability rights and challenges us to rethink accessibility, inclusion, and belonging in our own work.

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.

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

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.  

This professional learning opportunity provides an introduction to systems thinking and its application in the workplace. Organizations achieve better results when people understand not only what is happening, but why it is happening. Through hands-on, experiential activities and real-world application, participants will connect systems thinking to their current work, gaining practical strategies for recognizing patterns, understanding interdependencies, and identifying opportunities for meaningful change. This series also serves as the foundation for those interested in continuing their learning leadership development using a systems approach.

This training contains 3 sessions over the spring semester. Please ensure you are able to attend all three dates prior to committing to the training.

Session 1: March 15, Session 2: April 19, Session 3: June 14

If these dates cause conflict, we invite you to view our fall semester options. 

**Those who register for spring semester 2 are only expect to attend the semester 2 dates. 

If you have any questions, please contact Anuhea Manalo at 916-228-2266 or amanalo@scoe.net 

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