2026 Engage Learning Conference

We often experience lots of talk about academic improvement, and ideas are tossed around as possible steps to address the problem, and then…nothing happens. We dive into new initiatives only to have them fizzle quickly when the next round moves in. It is time for less talk and more action. By using a three-step model of Challenge-Practice-Results for professional learning, we link student results to educator practices.

Participants will explore the concept of “Try-In instead of Buy-In,” learning how changes in beliefs follow experience, not persuasion. We will discuss the difference between clinical research and classroom-based action research and how educators can systematically test strategies in real time to improve learning, behavior, and attendance. Using real scenarios and real-time data, participants will identify a specific student challenge, select an aligned instructional or organizational practice, and determine measurable indicators of success.

Throughout the session, participants will actively engage in collaborative problem-solving, structured data analysis, and planning conversations modeled after effective PLCs, They will also leave with a completed sample implementation template and a drafted action plan ready to use in their classroom, school, or district.

Key takeaways include:
• Understanding how action research differs from traditional initiatives
• Using “Try-In” experiences to shift beliefs and practices
• Linking student outcomes directly to educator actions
• Identifying measurable indicators of success before implementation
• Leaving with a ready-to-implement action plan and template

The 3-step model of Challenge – Practice – Results increases teacher collective efficacy, strengthens PLC conversations, and leads to sustainable improvement because practices, not programs, become the driver of results.