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Author Workshop

Teaching with Clarity for Instructional Leaders: How to Help Teachers Prioritize and Do Less so Students Understand More

If doing more in our schools and classrooms were the answer to better meeting the needs of every child, then we’d have met every goal and closed every gap by now. We don’t need more activities, resources, initiatives, projects, or meetings. We need more clarity. Clarity emerges when we prioritize our efforts to do less with greater focus. With this focus, we empower our students to prioritize their strategy and efforts to develop deep understanding of the most important skills and content.

Who should attend?

About the Authors

Tony Frontier is an award-winning educator who works with teachers and school leaders nationally and internationally to help them prioritize efforts to improve student learning. With expertise in student engagement, evidence-based assessment, effective instruction, teacher reflection, data analysis, and strategic planning, Frontier emphasizes a systems approach to build capacity and empower teachers to improve each student’s schooling experience.

In addition to his work as an author and a consultant, Frontier serves as an associate professor of doctoral leadership studies at Cardinal Stritch University in Milwaukee, Wisconsin, where he teaches courses in curriculum development, organizational learning, research methods, and statistics. As a former classroom teacher in Milwaukee Public Schools, an associate high school principal, and the director of curriculum and instruction for the Whitefish Bay School District, Frontier brings a wealth of experience as a classroom teacher, building administrator, and central office administrator to his workshops, writing, and research.


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Teaching with Clarity: How to Prioritize and Do Less So Students Understand More


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