Center for MatheMatiCs eduCation ProjeCt™
fra
nC
is “
skiP
” fe
nn
ell
job-eMbedded serviCes
job-eMbedded serviCes
don buCkley
lyle kirtMan
randall Charles
ra
nd
all
Ch
ar
les
Ca
PaC
ity
bu
ild
er P
lus™
ka
ren
Wix
on
ka
ren
Wix
on
ClassrooM teChnology
Pearson english learning systeM
Pearson english learning systeM
ilit
steM
assessMent
ass
essM
ent
aMP ™
CMP2™
dra2®
jon
sa
Phie
r
jon
sa
Phie
r
riCk stiggins
ro
bert
Ma
rz
an
o
kelly gallagher
My
Wo
rld
geo
gr
aPh
y™
deborah short
onraMP to algebra
deborah short
rea
der
’s jo
urn
ey
sCie
nC
e n
av
iga
tor
®
PaM
all
yn
PaM allyn
sCienCe navigator®
s C i e n C e n av i g at o r ®
sC
ien
Ce
na
vig
at
or
®
sCie
nC
e n
av
iga
tor
®
dan kennedy
Pr
ent
iCe
ha
ll l
iter
at
ur
e
dan kennedy
Writing CoaCh
ka
th
ry
n t
ho
rto
n
d i g i t s ™
sha
ne
teM
Plet
on
rea
din
g s
tr
eet
™
learning teaMs
CMP2™
dig
its™
dig
its™
language Central for sCienCe
Mathxl® for sChool
Ma
th
na
vig
ato
r™
sCienCe navigator®
CMe™ ProjeCt
basia hall
Ma
th
xl®
fo
r s
Ch
oo
l
dan kennedy
Writing CoaCh
randall Charles
the idea of aMeriCa™ by Colonial WilliaMsburg®
the idea of aMeriCa™ by Colonial WilliaMsburg® ConneCted MatheMatiCs ProjeCt 2™
rea
der
’s jo
ur
ney
edu
Ca
tio
na
l ef
feC
tiv
enes
s
learning teaMs
lea
rn
ing
tea
Ms
onraMP to algebra
grant Wiggins
CoMMon Core
sio
P®
sio
P®
ro
bert
Ma
rz
an
o
ro
bert
Ma
rz
an
o
jan
Ch
aPP
uis
a+
ris
e®
a+
ris
e®
a+rise®
elfr
ied
a h
iebe
rt
elfr
ied
a h
ieb
ert
Words their Way™
evel
yn
ar
ro
yo
tea
Ch
er C
oM
Pass
™
tea
Ch
er C
oM
Pass
™
jan
Ch
aPP
uis
lit
era
Cy
na
vig
at
or
®
Maryellyn vogt
Maryellyn vogt
Co
rn
erst
on
esha
ne
teM
Plet
on
shane teMPleton
Ma
th
na
vig
ato
r™
Math navigator™
int
era
Ct
ive
sCie
nC
e™g
ra
nt
Wig
gin
sQ
ri-
5
Qri-5
kathryn thorton
ka
th
ry
n t
ho
rt
on
6-trait Writing
MiChael fullan
teaChing student-Centered MatheMatiCs
tea
Ch
ing
st
ud
ent-
Cen
ter
ed M
at
heM
at
iCs
teaChing student-Centered MatheMatiCs
atia
ti
jan
a e
Ch
eva
rr
íar
esPo
nse
to
int
erv
ent
ion
Mike Padilla
Prin
CiP
al
Co
MPa
ss™
Prin
CiP
al
Co
MPa
ss™
PrinCiPal CoMPass™
Prin
CiP
al
Co
MPa
ss™
PrinCiPal CoMPass™
interaCtive sCienCe™PrinCiPal CoMPass™
deborah short deb
or
ah
sh
ort
eduCational effeCtiveness
edu
Ca
tio
na
l ef
feC
tiv
enes
s
ziPPorah Miller
ka
th
ryn
th
ort
on
Center for MatheMatiCs eduCation ProjeCt™
fra
nC
is “
skiP
” fe
nn
ell
job-eMbedded serviCes
don buCkley
lyle kirtMan
randall Charles
ra
nd
all
Ch
ar
les
diagnostiC and researCh serviCes
Ca
PaC
ity
bu
ild
er P
lus™
ka
ren
Wix
on
ClassrooM teChnology
Pearson english learning systeM
Pearson english learning systeM
steM
assessMent
ass
essM
ent
aMP ™
CMP2™
dra2®
jon
sa
Phie
r
ro
bert
Ma
rz
an
o
My
Wo
rld
geo
gr
aPh
y™
onraMP to algebra
deborah short
rea
der
’s jo
urn
ey
sCie
nC
e n
av
iga
tor
®
PaM
all
yn
PaM allyn
language Central for sCienCe
sCienCe navigator®
s C i e n C e n av i g at o r ®
sC
ien
Ce
na
vig
at
or
®
sCie
nC
e n
av
iga
tor
®
language Central for Math
dan kennedy
Pr
ent
iCe
ha
ll l
iter
at
ur
e
Writing CoaCh
ka
th
ry
n t
ho
rto
n
d i g i t s ™
sha
ne
teM
Plet
on
rea
din
g s
tr
eet
™
dig
its™
dig
its™
Mathxl® for sChool
Ma
th
na
vig
ato
r™
CMe™ ProjeCt
basia hall
Ma
th
xl®
fo
r s
Ch
oo
l
dan kennedy
Writing CoaCh
randall Charles
the idea of aMeriCa™ by Colonial WilliaMsburg® ConneCted MatheMatiCs ProjeCt 2™
rea
der
’s jo
ur
ney
edu
Ca
tio
na
l ef
feC
tiv
enes
s
learning teaMs
lea
rn
ing
tea
Ms
grant Wiggins
CoMMon Core
CoMMon Core
sio
P®
sio
P®
ro
bert
Ma
rz
an
o
ro
bert
Ma
rz
an
o
jan
Ch
aPP
uis
a+
ris
e®
a+
ris
e®
a+rise®
elfr
ied
a h
iebe
rt
elfr
ied
a h
ieb
ert
Words their Way™
evel
yn
ar
ro
yo
tea
Ch
er C
oM
Pass
™
tea
Ch
er C
oM
Pass
™
jan
Ch
aPP
uis
lit
era
Cy
na
vig
at
or
®
Maryellyn vogt
Co
rn
erst
on
esha
ne
teM
Plet
on
shane teMPleton
Ma
th
na
vig
ato
r™
int
era
Ct
ive
sCie
nC
e™g
ra
nt
Wig
gin
sQ
ri-
5
Qri-5
kathryn thorton
teaChing student-Centered MatheMatiCs
tea
Ch
ing
st
ud
ent-
Cen
ter
ed M
at
heM
at
iCs
ati
at
i
jan
a e
Ch
eva
rr
íar
esPo
nse
to
int
erv
ent
ion
Mike Padilla
Prin
CiP
al
Co
MPa
ss™
Prin
CiP
al
Co
MPa
ss™
PrinCiPal CoMPass™
Prin
CiP
al
Co
MPa
ss™
PrinCiPal CoMPass™
interaCtive sCienCe™PrinCiPal CoMPass™
deborah short deb
or
ah
sh
ort
eduCational effeCtiveness
edu
Ca
tio
na
l ef
feC
tiv
enes
s
ka
th
ryn
th
ort
on
PearsonPD.comPearsonSchoolImprovement.com
Pearson2013Algebra 1, Geometry, and Algebra 2
Professional Development &Specialized Support ServicesSchool Achievement ServiceS
MA
TH
EM
AT
ICS
22
MA
TH
EM
AT
ICS
33
ContentS
meet our experts ...................................................................... 6
implementation Path .................................................................. 7
Algebra 1, Geometry, and Algebra 2 ............................................. 8
new teaching Strategies Build Desired Student Behaviors in mathematicsWith a balanced focus on the new standards and current state testing
•Adopt new instructional strategies.
•ensure that students will be college and career ready.
• intervene with strong support to meet high expectations for all.
MA
TH
EM
AT
ICS
4 877.637.1604 | PearsonPD.com4
common core? mathematical Practices? content and instructional shifts? college and career readiness? has there ever been a more challenging time for mathematics education? You’ve probably caught yourself thinking about ensuring that math students develop desired academic behaviors so they’re ready for college credit-bearing courses or immediate placement in today’s workforce.
meeting the Demands of mathematics instruction
in today’s classroom
( x–3) ( x– 4) = 0( 2 x + 5y) + (3x – 2 y)
MA
TH
EM
AT
ICS
55877.637.1604 | PearsonPD.com
Adopt new Instructional Strategieseducators learn how to:
•change classroom instruction.
•EffectivelyimplementtheCommonCoreorcollegeandcareercompetencies.
•implement new rubrics to observe for instructional behaviors.
ensure that Students will be College and Career Readyeducators learn how to:
•teach for conceptual understanding and higher-order thinking.
•integrate classroom technologies into mathematics instruction.
•meet the content demands of the new standards.
Intervene with Strong Support educators learn how to:
•Differentiatemathematicsinstructiontomeetindividualneeds.
•teach to students’ misconceptions in addition to supporting basic skill development.
•integrate research-proven strategies.
We are not just about the what of the common core; we are about the howofeffectiveimplementation.
Weofferawidearrayofservicesthatfocusspecificallyonchangingclassroom instruction. Addressing misconceptions requires more than just re-teaching and traditional remediation. this shift in classroom practice requires substantial professional development support, such as side-by-side coaching to support implementation.
english language learners response to intervention common core State Standards
online Services
LeGenD
MA
TH
EM
AT
ICS
6 877.637.1604 | PearsonPD.com6
“ Introducing concepts and skills in problem-solving contexts evokes
thinking and reasoning about mathematical ideas.” —Dr. randall charles
Author
meet our mathematics expertsPearson works with more than 1,000 authors and researchers to bring you practical, evidence-based professional development programs and resources. our close association with key authors and architects of the common core State Standards ensures that the spirit and pedagogical approach of the initiative is embodied in our educational materials, assessments, and professional development.
A few of the experts we work with include:
Dr. Randall Charles Pearson Algebra 1, Geometry, Algebra 2 Author
• Professor emeritus in the Department of mathematics at San Jose State University in california
• Served on the writing team for the nctm curriculum Focal Points
• Primary research has focused on problem solving and is credited with multiple publications on the subject
Dan Kennedy, Ph.D. Pearson Algebra 1, Geometry, Algebra 2 Author
• lupton Distinguished Professor of mathematics at the Baylor School in chattanooga, tn
• Frequent speaker at professional meetings on the subject of mathematics education reform
• conducted more than 50 workshops and institutes for high school teachers
Basia Hall Pearson Algebra 1, Geometry, Algebra 2 Author
• Serves as manager of instructional Programs for the houston independent School District
• Served as a department chair, instructional supervisor, school improvement facilitator, and professional development trainer during 33 years in education
7
MA
tH
eM
At
ICS
877.637.1604 | PearsonPD.com
DriveteachereffectivenesswhilemeasuringthefidelityofyourAlgebra1,Geometry, and Algebra 2 implementationGet the Results You Want
Pearson’s wide array of Algebra 1, Geometry, and Algebra 2 professional development services coupled with additional mathematics, common core, classroom technology, and assessment professional development support will help you design an ongoing educator professional development plan.
these recommended road maps show how you can implement Algebra 1, Geometry, and Algebra 2
withfidelity—justpickyourfocusarea.
7
SteP 1
SteP 2
SteP 3
•thinking and Reasoning in Algebra 1, Geometry, and Algebra 2
•Algebra 1, Geometry, and Algebra 2: Implementing a Digital Path to Maximize Instruction and Learning
SteP 4
•Algebra 1, Geometry, and Algebra 2: Product Implementation essentials
•Focusing on the Mathematical Practices of the Common Core
•Coaching and Modeling
•Lesson Study
•Consultative Services
RoAD to SUCCeSS
•Algebra 1, Geometry, and Algebra 2: Performance-Based Assessment for Mathematics
•Algebra 1, Geometry, and Algebra 2: Using Assessment to Monitor Student Progress
MA
TH
EM
AT
ICS
8 877.637.1604 | PearsonPD.com8
Foundational overview of the Common Core State Standards for Mathematics
nUMBeR oF DAYS: 1
Discover all common core State Standards for mathematics (ccSSm) components in this workshop. in this workshop, participants explore the framework of learning that these components provide for college and career readiness. they focus on the domains, concept categories, and learning progressions of the K–12 Standards for mathematical content. Participants also explore how to integrate the mathematical habits of mind required by the K–12 Standards for mathematical Practice.
oUtCoMeS:By the end of the workshop, participants will be able to:
• identify the domains and concept categories included in the K–12 Standards for mathematical content.
• identify ways to promote classroom discourse that help students developmathematicalproficiency.
• identify aspects of the mathematical practices that bring teaching closer to assessment.
• connect current practice and articulate the changes needed to implement ccSSm.
tARGet AUDIenCe: 9–12 educators
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 115216
ISBn: Prentice hall Algebra 1, Geometry, and Algebra 2 ©2011: 115205
Algebra 1, Geometry, and Algebra 2: Product Implementation essentials
nUMBeR oF DAYS: 1
explore the program components and interactive lesson structure in Pearson High School Mathematics Common Core. Participants build on their instructional skills as they analyze sample lessons and learn to implement the personalized instruction embedded in theprogram.Theyalsocollaboratetoidentifyandlearneffectivestrategies for managing a Pearson High School Mathematics Common Core classroom.
oUtCoMeS:By the end of this workshop, participants will be able to:
• identify the program’s organization, content, and supporting resources.
• Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features in the Pearson high School mathematics common core program.
• Utilize the instructional technology embedded in the program to reach all types of learners.
tARGet AUDIenCe:educators, instructional coaches, Administrators, Paraprofessionals
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 117108
Algebra 1, Geometry, and Algebra 2
Algebra 2Common Core
GeometryCommon Core
Algebra 1Common Core
MA
TH
EM
AT
ICS
99877.637.1604 | PearsonPD.com
Using the Common Core in a Standards-Based Mathematics Classroom
nUMBeR oF DAYS: 1
investigate how to help students master the common core State Standards for mathematics (ccSSm). During this workshop, participants examine how to teach through problem solving in a standards-based classroom to help students make sense ofmathematics.Participantsexperiencethebenefitsofaninstructional model that considers what students know and the mathematically engaging aspect of problems and tasks while it builds acommunityoflearnersthatvaluesjustificationforanswersandmethods.
oUtCoMeS:By the end of the workshop, participants will be able to:
• Articulate a structure for teaching through problem solving that incorporates the Standards for mathematical content and the Standards for mathematical Practice.
• Identifyscaffoldedtasksasameansfordifferentiatedinstructionand an entry point for all students.
• connect common misconceptions to the potential opportunities for student learning.
• identify ways to promote purposeful student struggle and make mathematical relationships explicit.
tARGet AUDIenCe: 9–12 educators
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 115555
Focusing on the Mathematical Practices of the Common Core
nUMBeR oF DAYS: 2
examine the impact that mathematical practices have on students byconnectingthemtoprocesses,proficiencies,andproblemsolving.Thefirstdayfocusesontheeightmathematicalpracticesas well as how participants can use existing resources to promote and routinely assess the mathematical practices. the second day examinesspecificconsiderationsfordifferentiationandsupportfor all students as participants unpack content standards while continuing to consider the routine integration of the Standards for mathematical Practice.
oUtCoMeS:By the end of the two-day workshop, participants will be able to:
• identify a structure for collaboration and use of the eight practices.
• Articulate ways to routinely promote and assess the math practices.
• DescribehowspecificmathematicalpracticesareembeddedintheStandards for mathematical content.
• identify the attributes of a rich, instructional, problem-based approach and how it can support access to the Standards for mathematical Practice.
tARGet AUDIenCe: 9–12 educators
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 115553
ISBn: Prentice hall Algebra 1, Geometry, and Algebra 2 ©2011: 115571
Developing Mathematical Discourse in the Secondary Classroom
nUMBeR oF DAYS: 1
Explorehowtomakestudentseffectivepractitionersofmathematics and teach them how to explain their mathematical understandings, engage in mathematical discussions with their peers, deliver sound mathematical arguments and critiques, and communicate using academic mathematics language. Participants develop strategies for engaging students in rich mathematical discourse in alignment with Standards for mathematical Practice. they also learn how to develop students’ mathematical communication skills during their instruction.
oUtCoMeS:By the end of this workshop, participants will be able to:
• Definerichmathematicaldiscourse.
• identify opportunities during instruction that allow for rich mathematical discourse.
• Develop strategies for promoting mathematical discourse in a variety of classroom situations.
• Describe the importance of developing students’ mathematical language skills.
• Demonstratehowtouseeffectivequestioningtechniquestoengagestudents in rich mathematical discourse.
tARGet AUDIenCe:educators
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 119574
Algebra 1, Geometry, and Algebra 2: Performance-Based Assessment for Mathematics
nUMBeR oF DAYS: 1
explore performance-based assessments in relation to the common core State Standards for mathematics (ccSSm) with a focus on the eight mathematical practices. Participants discuss the implications of performance-based assessments on classroom instruction and assessment. they review sample performance tasks, develop a template to create similar assessments, and learn strategies for implementation.
oUtCoMeS:By the end of the workshop, participants will be able to:
• Apply strategies to create and evaluate performance-based assessments.
• Use the sample performance tasks as a model for creating performance-based assessments.
• Use student samples as a model to evaluate student work.
tARGet AUDIenCe: 9–12 educators
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 115567
MA
TH
EM
AT
ICS
10 877.637.1604 | PearsonPD.com10
Algebra 1, Geometry, and Algebra 2: Implementing a Digital Path to Maximize Instruction and Learning
nUMBeR oF DAYS: 1
Discover how PowerAlgebra.com and PowerGeometry.com provide instruction, practice, and assessment for students. Participants learn how to support the implementation of the digital path in the classroom, and they explore how to make instructional decisions about independent activities for individuals and groups of students to maximize instruction.
oUtCoMeS:By the end of the workshop, participants will be able to:
• identify and explore online resources to support student learning in the classroom.
• Develop lesson plans for students using a fully digital path approach and a blended approach.
• Focusonmethodsofusingtechnologytoenhanceanddifferentiateinstruction in the classroom.
tARGet AUDIenCe:educators, math coaches, District math Supervisors
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 116810
ISBn: Prentice hall Algebra 1, Geometry, and Algebra 2 ©2011: 112933
Algebra 1, Geometry, and Algebra 2: thinking and Reasoning in Algebra 1, Geometry, and Algebra 2
nUMBeR oF DAYS: 1
enhance learning and transferability by bringing thinking and reasoning to the forefront of instruction. Participants discover how to implement these strategies using the Algebra 1, Geometry, and Algebra 2 program.
oUtCoMeS:By the end of the workshop, participants will be able to:
• identify examples of embedded thinking and reasoning in the program and apply them in the classroom.
• implement strategies to enhance thinking and reasoning in the classroom.
tARGet AUDIenCe:educators, math coaches, District math Supervisors
nUMBeR oF PARtICIPAntS: 30
ISBn: Prentice hall Algebra 1, Geometry, and Algebra 2 ©2011: 112864
Algebra 1, Geometry, and Algebra 2: Preparing Students for College and Career Readiness in Mathematics
nUMBeR oF DAYS: 1
learn how to transition from a traditional classroom to a more student-focused classroom. Participants learn strategies that create rigorous classroom lessons as they implement the Standards for mathematical Practice. Participants also explore opportunities within the Pearson Algebra 1, Geometry, Algebra 2 common core programtodeveloptheirstudents’mathematicalproficiencyastheyengage in student-centered learning experiences. they learn how to use program resources to build a deeper conceptual understanding of mathematics and to prepare their students for college and career readiness.
oUtCoMeS:By the end of this workshop, participants will be able to:
• explain the skills needed for college- and career-level mathematics.
• identify how mathematical discourse, reasoning, and strategic use of appropriate tools assist students in solving complex problems.
• implement strategies that encourage students to justify solutions and critique the reasoning of others as they solve diverse problems using multiple representations.
• learn techniques for facilitating a student-centered learning environment.
tARGet AUDIenCe: educators
nUMBeR oF PARtICIPAntS: 30
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 119573
this workshop is also available for online learning. visit PearsonPD.com for details on our online learning options.
Pearson Algebra 1, Geometry, and Algebra 2:
Preparing Students for College and Career Readiness in Mathematics: Self-Paced Course
eqUIvALent SeAt tIMe: 6 hours
PeR SeAt PRICInG
ISBn: Pearson Algebra 1, Geometry, and Algebra 2 common core edition: 119651
view free Algebra 1, Geometry, and Algebra 2 tutorials on myPearsontraining.com!
MA
TH
EM
AT
ICS
1111877.637.1604 | PearsonPD.com
Algebra 1, Geometry, and Algebra 2: enhancing visual Learning Aspects with Algebra 1, Geometry, and Algebra 2
nUMBeR oF DAYS: 1
examine the Algebra 1, Geometry, and Algebra 2 program’s visual learning at an in-depth level, and apply that information to lesson planninganddifferentiatinginstructionforstudents.
oUtCoMeS:By the end of the workshop, participants will be able to:
• identify visual learning aspects found in Algebra 1, Geometry, and Algebra 2 and list ways to apply them in the classroom.
• Alignappropriatevisuallearningaspectstospecificstudentneeds.• Implementspecificvisuallearningaspectsinlessonplanningfor
Algebra 1, Geometry, and Algebra 2.
tARGet AUDIenCe:educators, math coaches, District math Supervisors
nUMBeR oF PARtICIPAntS: 30
ISBn: Prentice hall Algebra 1, Geometry, and Algebra 2 ©2011: 112863
Algebra 1, Geometry, and Algebra 2: Job-embedded ServicesPearson’sthreelevelsofjob-embeddedservicesofferthemosteffectivewayforschoolsanddistrictstobuildcapacity.Tolearnmore about Pearson’s job-embedded services, visit PearsonPD.com.
Coaching and Modeling: ISBn: 112932
Lesson Study: ISBn: 117087
Consultative Services: ISBn: 117097
Build capacity! Pair any Algebra 1, Geometry, and Algebra 2 workshop with a day of consultative services.
Algebra 1, Geometry, and Algebra 2: Using Assessments to Monitor Student Progress
nUMBeR oF DAYS: 1
explore assessment components and investigate how students are assessed formally and informally throughout a chapter in Algebra 1, Geometry, and Algebra 2. in this workshop, participants work with the various types of assessments involved in the program, including an in-depth study of online assessment options (Success tracker). they also examine student work and assessment data as it relates to students’ understanding of mathematical concepts. Participants walk away with strategies that allow them to use their students’ assessment data to make decisions in their classrooms and differentiateinstructionfortheirstudents.
note:For districts that plan to implement the common core State Standards, those assessment strategies will be addressed.
oUtCoMeS:By the end of the workshop, participants will be able to:
• Describe how the mathematical concepts are developed and assessed from one lesson to the next.
• examine the assessment tools available within the Algebra 1, Geometry, and Algebra 2 program and describe how they are used.
• Determine how to use data reports from Success tracker to inform anddifferentiateinstruction.
• explore performance assessments in Algebra 1, Geometry, and Algebra 2 and learn how these apply to common core State Standards test preparation.
tARGet AUDIenCe:educators, math coaches, Specialists, Administrators
nUMBeR oF PARtICIPAntS: 30
ISBn: Prentice hall Algebra 1, Geometry, and Algebra 2 ©2011: 115226
STEM
MaThXL® for SchooL
Dan KEnnEDy
SIo
P®
a+rISE®
Ka
Th
ry
n T
ho
rTo
n
PrIncIPaL coMPaSS™
DEborah ShorTDon Buckley
Ra
nD
all
ch
aR
les
classRoom Technology
PeaRson english leaRning sysTem
sTem cmP2™
Jon
sa
Phie
R
Ro
BeRT
ma
Rz
an
oPam allyns c i e n c e n av i g aT o R ®Dan kenneDy
ka
Th
Ry
n T
ho
RTo
n
sha
ne
Tem
PleT
on
Rea
Din
g s
TR
eeT
™
Dig
iTs™
ma
Th
na
vig
aTo
R™
leaRning Teams
sio
P®
a+
Ris
e®
elfR
ieD
a h
ieBe
RT
sha
ne
Tem
PleT
on
6-T
Ra
iT W
RiT
ing
aT
i
PRin
ciP
al
co
mPa
ss™
PRin
ciP
al
co
mPa
ss™
DeB
oR
ah
sh
oRT
eDucaTional effecTiveness
Pearson Online Professional Learning Services Effective. Flexible. Connected.Complement your face-to-face professional development with high-quality online services delivered in self-paced, live online, and fused online modalities. Perfect for time-crunched teachers. Choose your duration and get the results you want!
PearsonPD.comPearsonSchoolimprovement.com 877.637.1604
Copyright©2013PearsonEducation,Inc.oritsaffiliate(s).Allrightsreserved.
501 Boylston St., Suite 900 Boston, mA 02116