Leading the Shift: Creating Classrooms Where Students Think, Struggle, and Debate
District leaders are grappling with a common classroom reality: students may be “on task,” but too often function as passive recipients of instruction, waiting for directions, relying on prompts, and disengaging when cognitive demand rises. This 90-minute, research-based Why Workshop helps leaders rethink their vision for instruction, so students become active participants in learning—initiating, collaborating, persisting, and taking responsibility for high-quality work.
Grounded in research on defining student agency, neuroscience/learning science (attention, motivation, cognitive load, and durable learning), and the instructional implications of screen time, participants will examine how today’s learning habits shape student stamina, self-regulation, and willingness to struggle productively. Leaders will unpack why some well-intended practices can unintentionally produce dependence (over-scaffolding, premature rescue, low-cognitive-demand tech tasks) and what coherent, high-rigor instruction looks like when ownership is the goal.
A key emphasis is designing learning so students do the heavy lifting together: working in teams on interdependent tasks where each learner’s contribution is necessary, talk is purposeful and evidence-based, and success requires coordination, accountability, and productive struggle.
Dr. Michelle Fitzgerald
Michelle Fitzgerald, Ed.D., is the Executive Director of Networking and Advocacy at Instructional Empowerment, bringing over 30 years of experience in education. Her career spans a wide range of roles, including area superintendent, assistant superintendent, curriculum director, building administrator, and middle school teacher. Michelle has worked across diverse educational settings in three states, from suburban Chicago districts to the nation’s 7th largest school district in Tampa, Florida, and within fully urban districts. This variety has enriched her expertise in standards-based curriculum, best instructional practices, and data-driven assessment.
In her leadership roles, Michelle has been instrumental in developing instructional leadership among principals and assistant principals, focusing on building strong, data-informed systems that support impactful teaching and learning. Her commitment to instructional excellence led to significant gains in student achievement in several underperforming schools in Florida through close collaboration with instructional leadership teams, structured systems, and a clear focus on instructional quality.
Michelle holds a Bachelor’s in Elementary Education from Illinois State University, a Master’s in Educational Leadership from Aurora University, and a Doctorate in Curriculum and Instruction from Northern Illinois University. Her dissertation, Student Involvement in the Formative Assessment Process, reflects her dedication to empowering students as active participants in their own learning through data-driven approaches.
Tricia McManus
Session Details
Topics:
Grade Level: All
Audience: School Leaders, District Leaders
Difficulty Level: Novice