Igniting Change
The RESC Alliance is proud to present Igniting Change, a comprehensive professional learning collaborative available to districts throughout Connecticut in which RESC staff developers lead, facilitate, and support districts in identifying, expanding their knowledge of, networking, and implementing transformative equity-centered practices that meet the need of all learners.
This year of professional learning will be framed by two one-day conferences: Oct. 19 and the second on April 5. Between the two conference dates, professional learning will continue through several one-day sessions, communities of practice events, and personalized, on-site coaching.
For our spring conference, two nationally renowned keynote speakers, Lorena Escoto Germán and Dr. Tom Guskey, will inspire participants to ignite change in their schools and districts. Breakout sessions will be offered aligned to four equity-centered pathways: Grading Reform, Culturally Responsive Pedagogy, Inclusive School Culture, and Equity-Centered Leadership. There will be additional time for networking, and breakfast and lunch will be served.
For more information, please visit

Click here to register for the spring conference!
Wednesday, April 5, 2023  /  8:30 a.m. - 4 p.m.
100 Columbus Blvd., Hartford


Early Bird Registration Oct. 18 - Feb. 1
Individual- $325/per person
Groups of 3+ - $250/per person

Registration after Feb. 1
Individual - $350/per person
Groups of 3+ - $275/per person

Breakout Sessions
Culturally Responsive Pedagogy
Districts participating within this pathway will unpack their understanding of culturally responsive teaching practices, and how to implement instructional practices to meet the needs of and foster excellence for diverse learners.
Participants in this pathway will:
  • Bolster capacity in cultural competency, inclusivity, and instructional equity.
  • Develop and expand capacity to support integrating dimensions of multicultural education and culturally relevant teaching and learning practices.
  • Build the capacity to lead the development of curriculum and instructional plans that ensure broad, diverse perspectives and viewpoints in educational programs and departments.

Equity-Centered Organizational Leadership
Participants in this pathway will grow their capacity to lead equity-centered change through strategically planning and preparing their community for transformative practices that benefit all learners.
Participants in this pathway will:
  • Expand capacity for equity-centered leadership at the school and/or district level, including skills in facilitating conversations about equity topics.
  • Develop skill in using data and student/staff/family experiences in diagnosing and assessing equity within the culture, policies, and practices of a school or district.
  • Gain expertise needed to be equity-centered instructional leaders so that every student thrives and excels.
  • Build the capacity to lead development of a purposeful, intentional equity plan in partnership within the context of their local community.
Grading Reform
Participants will focus on current grading practices and how they may be transformed to accurately represent student growth and mastery and be leveraged to promote engagement and improve access.
Participants in this pathway will:
  • Build capacity to lead transformation in grading practices, including developing a common purpose for grades.
  • Investigate strategies for separating academic achievement from non-academic factors in grades.
  • Strengthen skills in developing standards-based or competency-based rubrics and performance continua.
  • Develop strategies to engage teachers, families, and community members in conversation about equity-focused grading, feedback, and assessment practices.
Inclusive School Culture
In this pathway districts will consider how discipline practices, SEL, and school culture intersect and can be leveraged to create a welcoming and inclusive school environment for learners and their families.
Participants in this pathway will:
  • Bolster capacity in cultural competency, inclusivity, and welcoming school environments for all students and adults.
  • Build an inclusive school/district climate in which all students feel supported intellectually and academically, and feel valued in the educational environment regardless of identity.
  • Gain tools to engage the school community in productive conversations about race, power, and privilege.