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.
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
Tricia McManus was born and raised in Tampa, Florida, as one of eight children in a family of dedicated educators. A proud graduate of the University of South Florida, she earned a bachelor’s degree in Elementary Education and a master’s degree in educational leadership.
Tricia devoted over three decades to Hillsborough County Public Schools, where she began her career as a classroom teacher before serving as Assistant Principal, Principal, Director of Leadership Development, and Assistant Superintendent of Leadership, Professional Development, and School Transformation. As a principal, she led two underperforming schools to remarkable improvements in student achievement and school grades, earning recognition from the Florida Department of Education.
As Director of Leadership Development, Tricia designed and implemented the Hillsborough Principal Pipeline, a nationally recognized, comprehensive talent management system for recruiting, developing, and supporting school leaders. Later, as Assistant Superintendent, she oversaw the district’s fifty lowest-performing schools, creating new turnaround structures that included equitable staffing and resourcing, redesigned compensation systems, and coordinated district and community supports. These efforts resulted in significant gains in student outcomes and sustainable school improvement.
In 2020, Tricia joined Winston-Salem/Forsyth County Schools as Deputy Superintendent, where she led principal supervision and district turnaround initiatives. She was appointed Interim Superintendent in November 2020, successfully guiding the district through pandemic-era challenges and reopening schools. In February 2021, she was named Superintendent, launching an ambitious strategic plan centered on equity, access, and eliminating achievement gaps. Under her leadership, the district reached its highest graduation rate in history and earned national recognition for outstanding post-pandemic recovery.
After 35 years of service, Tricia retired in June 2025. She remains a passionate advocate for public education, continuing to support districts, school leaders, and educators through strategic advisement with Instructional Empowerment and other consulting roles.
Tricia has been married to her husband, Mike, for twenty-nine years. They are the proud parents of two daughters, Morgan and Megan, and grandparents to their one-year-old grandson, Fields.