2026-2027 Remote Teacher Collaboratives
Be Part of a Larger Conversation
During Remote Teacher Collaboratives, participants learn from recognized educators and from one another. They connect content to practical, high-impact instructional practices, share ideas and resources, and join a network of professionals from across the country.
ALL teachers of advanced coursework are invited to attend the Remote Teacher Collaboratives for their subject area.
Teachers are encouraged to invite colleagues across programs with an eye to equivalent courses (e.g. Precalculus = College Algebra and Trigonometry).
2026-2027 Session Dates
All sessions will meet 7:30 - 8:30 pm ET
- Monday, August 31st
- Tuesday, September 29th
- Wednesday, November 11th
- Monday, January 25th
- Tuesday, February 23rd
- Wednesday, April 7th
Registration
- Registration for this event is free for all participants.
- Teachers who participate in a session can opt to earn PGP documentation (1 PGP per session offered). You may select this option when completing the post-event survey.
- Upon registration, you will receive an email with the Zoom link to access your chosen session.
REGISTRATION NOW OPEN FOR SEPTEMBER 29TH
Session Topics
Monday, August 31, 2026
| Session Topics for Monday, August 31, 2026 | ||
| Session | Guiding Questions | Session Goals |
|---|---|---|
| Biology | How can we enhance our biology lectures for biochemistry, cells, and cellular energetics with interactive demonstrations? | Participants will explore and share strategies for making biochemistry and cell lectures more engaging and interactive. They will also discuss and share interactive demonstrations that can help students better understand and engage with key concepts. |
| Calculus | How do we know what they really know - and what do we do next? | In this session, we will explore a variety of knowledge checks. Participants will discuss the intentional design of targeted formative assessments, determine the best contexts for their use, and leverage student data to adjust instruction in both the short and long term. You are invited to share and discuss your most effective knowledge checks, or simply come prepared to gather actionable inspiration from fellow educators. |
| Chemistry | "What lab skills do I want my students to develop, and how can I use my current labs to intentionally emphasize those skills and content? How can I modify or enhance existing labs to maximize their instructional impact? " | Participants will learn to evaluate current labs for skills and content as well as explore multiple versions of an experiment to see how modifications can adjust the outcomes. They will also be able to explore how smaller labs can be emphasized to build bigger skills. |
| Computer Science | How can we use flowcharts to help students visualize and trace the flow of data through a function or an entire program? | Participants will discuss effective strategies to teach students how to create and interpret flowcharts as a tool for mapping program logic and building computational thinking. They will learn how to guide students in using flowcharts to trace data as it moves through variables, conditionals, loops, and function calls within an app. You are invited to share examples demonstrating how you have utilized flow charts in your own classrooms. |
| English Language / Composition / Rhetoric | How can I help my students develop a line of reasoning? | In this session, teachers will discuss a variety of ways to help students develop a line of reasoning in a variety of writing situations. |
| English Literature | Poetry Is Not A Luxury: Practical Tools to Build Confidence in Poetry Analysis | Are your students intimidated by reading and writing about poetry? Help them get out of their heads using two straightforward methods to first, build their confidence (and maybe even enjoyment!) in reading poetry and second, to build interpretations based around a line of reasoning. These classroom-ready routines build habits of mind when it comes to analyzing any text. |
| Environmental Science / Plant & Animal Biology | "-How can I intentionally plan my course to address current course expectations while balancing content knowledge with the development of essential science skills and practices? -How can I use student performance data to plan for ongoing assessments to monitor and improve students’ mastery of science skills and practices throughout the course?" | Participants will discuss and develop a better understanding of curriculum documents and how they impact course learning outcomes. They will reflect on their progress with course pacing and planning, sharing successes and strategies with one another. Participants will also explore available course resources and discuss how they can be used throughout the year to support instruction and student learning. |
| Physics 1 (Algebra-based) | What beginning of the year routines and practices can be incorporated to contribute to yearlong student success? | Participants will explore strategies for helping students build foundational math and problem-solving skills. They will also discuss pacing considerations and share ideas for effective beginning-of-the-year lab activities. |
| Precalculus / College Algebra & Trigonometry | How can we build routines for students to actively, and repeatedly, speak the language of precalculus? | In this session, participants will identify high-leverage vocabulary terms that are influential in later precalculus units and the calculus sequence, contribute to a shared cross-unit "vocabulary touchpoint map" built live by the group, and commit to one concrete, low-lift vocabulary-reinforcement technique to implement in the next two weeks. |
| Statistics | Beyond the Buzzwords: How can we help students interpret the new AP Statistics task verbs? | "In this collaborative session, we’ll unpack the new verbs, analyze student responses, and develop practical strategies you can use immediately to help students recognize what a question is asking and communicate their statistical reasoning effectively. Bring along a few AP Stats questions that you think students may struggle to answer correctly or fully." |
Tuesday, September 29, 2026
| Session Topics for Tuesday, September 29, 2026 | ||
| Session | Guiding Questions | Session Goals |
|---|---|---|
| Biology | How do we teach and assess quantitative reasoning as a genuine scientific skill in biology? | Participants will learn strategies for incorporating quantitative skills into their AP Biology or Dual Enrollment curriculum, with frequent and intentional use built into regular instruction. Participants will also evaluate approaches for assessing quantitative reasoning to measure scientific thinking and data literacy. Finally, participants will collaborate in small groups to troubleshoot a quantitative skills challenge from a case study and from their own classroom, leaving with at least one concrete strategy they can implement immediately. |
| Calculus | How can we ensure that students retain previous skills and knowledge as they encounter new material throughout the year? | Participants will discuss what spiraling and interleaving are, and how it can help students maintain what they have learned while learning new content and skills. We will discuss ways to incorporate this practice into the classroom and look at some examples. Participants will also have time to collaborate and brainstorm to plan implementation in their own classrooms. |
| Chemistry | 1. How can modeling, particulate drawings, and graphical representations make abstract chemical concepts more visible and understandable to chemistry students? 2. How can we use students’ models and representations to reveal misconceptions, and strengthen chemical reasoning? | Participants will explore strategies for incorporating modeling, particulate drawings, and graphical representations into instruction on intra- and intermolecular forces, chemical reactions, and solutions, as well as strategies for helping students translate between representations. They will also have the opportunity to develop a representation-rich instructional activity that can be implemented in their chemistry classroom. |
| Computer Science | How can we strategically approach and methodologically help students resolve errors in their code? | Participants will share methods they have found successful in teaching students how to debug their code, along with helpful tools for finding errors. We will discuss how finding and correcting errors can lead to student success on the AP CSP and CSA exams. We invite you to bring examples of your favorite debugging lessons and tools. |
| English Language / Composition / Rhetoric | How can teachers help students move beyond identifying rhetorical devices to explaining how an author's choices build an argument and shape meaning for an audience? | Participants will explore a practical, transferable approach to teaching rhetorical analysis by deconstructing Langston Hughes's "Theme for English B" and leave with strategies to help AP Lang and Composition & Rhetoric students identify author's choices (syntax, tone, direct address, structural shifts) and articulate how those choices build an argument and shape the poem's effect on its audience. |
| English Literature | How can we help students develop a line of reasoning in a literary analysis essay? | Students and teachers are often confused about exactly what it means to construct and maintain a line of reasoning. In this session, participants will be provided with a clear, concise, and actionable definition for the term (Line of Reasoning), and this session will equip participants with scaffolded assignments that will help students critically evaluate literary reviews by exploring how their authors construct their lines of reasoning. Furthermore, participants will engage in drafting and revision activities meant to model and help students produce strong lines of reasoning in their own literary analysis essays, both in their classrooms and on exam day. |
| Environmental Science / Plant & Animal Biology | How can graphical representations of human population data be interpreted to draw conclusions about patterns or trends in that population? | Participants will be able to use age-structure diagrams, survivorship curves, and the demographic transition model to determine trends and patterns in a population and infer societal changes that might lead to the trends and patterns seen in the graphical representations. Participants will also discuss some environmental impacts that come from human populations and collaborate with teachers from across Indiana to teach about human population trends. |
| Physics 1 (Algebra-based) | How can we foster a physics classroom culture where students are willing to struggle, persist, and figure things out for themselves? | Participants will explore and share strategies for encouraging productive struggle in the physics classroom. Through discussion of classroom scenarios and their own experiences, participants will consider how to recognize how and why students become stuck and how to support them without taking over the cognitive load. Participants will identify an opportunity where they could intentionally create more time and structure for students to work through a challenging situation more independently. |
| Precalculus / College Algebra & Trigonometry | How can we use inquiry-driven instruction to cement student understanding of logarithms and their applications? | Teachers will leave this session knowing how to bridge student understanding of exponential and logarithmic functions and models. Using samples of participants’ previous instructional strategies, we will discuss implications on inverse functions and function model selections, particularly in the context of modeling tasks. Additionally, teachers will understand the scope of semi-log plot coverage in a typical honors, dual-credit, or AP course. Please bring examples of tasks you’ve used in the past to teach the inverse relationship between exponential and logarithmic functions. |
| Statistics | How can we modify our classroom teaching to better align with the new AP Statistics CED, all-digital exam format, and 10-point FRQ's? | We will discuss as a group how to modify our current classroom strategies based upon the new CED to best help our students. We will also address sequencing based upon the 5 Units in the CED and perhaps topics that we should still be teaching, even though they are no longer formally part of the AP Statistics course curriculum/CED. We will explore the revised FRQ's and associated point-by-point Scoring Guidelines. |
Wednesday, November 11, 2026
Topics Coming October 2026!
Monday, January 25, 2027
Topics Coming January 2027!
Tuesday, February 23, 2027
Topics Coming February 2027!
Wednesday, April 7, 2027
Topics Coming March 2027