Information for Teachers


1. Deep content and standards knowledge—learning!

We know that the Tennessee Standards set a high bar for students and require teachers to have a rich, in-depth knowledge of their content. We design Bootcamps to dive deep into specific standards (e.g., fractions or informational reading) that have presented specific areas of challenge for teachers. Standards Bootcamps are all about teacher learning – not instructional strategies. We want teachers to walk away with a rich understanding of the rigor of the current standards. In many cases, teachers haven’t been taught the same way as the current standards are written, or they work in isolation and don’t have the opportunity to collaborate with peers. Bootcamps give the opportunity to relearn with a group of like-minded, passionate educators.

2. Collaboration and connection across district lines

Bootcamps bring people together! Last year, hundreds of teachers and leaders attended Bootcamps, and our goal is to reach even more educators this year. Eventually, we hope to create ongoing relationships among teachers and leaders across the country. We are all working to support students in learning rigorous content, and we know we’re better together.

3. Identification of misconceptions and support for differentiation

We have found that Standards Bootcamps can provide teachers with a great opportunity to refine their understanding of alignment and ultimately give them a chance to see where their current misconceptions within standards might be.

4. Resources and practice

We provide participants with resources to support their learning and ongoing development. In addition, our Bootcamps offer a chance to practice applying their new knowledge in real-life scenarios. We do “learning checkpoints” to help teachers assess their learning and content knowledge, and we give opportunities to practice what they’ve learned.


Since Standards Bootcamps are intended to be a deep dive into specific standards domains, you should not expect a general overview of all standards or a professional development about general pedagogy or instructional moves. This is also not about just splitting the standards into nouns and verbs or coming up with checklists of skills for each standard. It is about educators rolling up their sleeves and getting into the heart of the content - doing the math, reading the texts - and understanding the demands of specific standards in new ways.