Relevance at the Center: Reflections on Learning and Design

In anticipation of our summer Learning Forward Texas conference, we’re excited to share a series of posts that highlight what makes this event special. Check out the posts from pre-conference speakers, testimonials from past attendees, and stay tuned for strategies for making the most of your conference learning experience. This month, we’re excited to feature Terri Iles—a dynamic facilitator, school leader, and advocate for practical, joyful professional learning.

I recently had the chance to connect with Terri Iles, a longtime educator, facilitator, and advocate for professional learning that makes a real-world impact. With more than four decades of experience as a teacher, principal, consultant, and leader within Learning Forward Texas, Terri brings a unique blend of practical wisdom, intentional design, and a deep passion for supporting adult learners.

Our conversation highlighted how purposeful planning, modeling, and a commitment to staying relevant can help professional learning experiences move beyond theory into meaningful, lasting practice.

Kathryn: The Tips and Tools session has been a favorite at past conferences and across districts, and it is returning with some updates this year. What’s new in this version that returning participants can look forward to?

Terri: Well, first—this version of Tips and Tools just looks and feels more polished. We've had time to really clean up the slides, refine the facilitator notes, and tighten the agenda. From a trainer’s perspective, that’s a big win—it makes everything easier to follow and easier to deliver.

We also made some key adjustments to the pacing. I used to worry we wouldn’t get through everything, but now we’ve allowed for more margin—more breathing room. Participants get the chance to really process and reflect, and we're actually finishing everything without rushing. That’s new!

What I’m most excited about, though, is how everything is aligned. The activities and examples connect directly to the nested process—which, you know, is my favorite part of the whole adult learning framework. And now, across all the Tips sessions in this strand, participants will see that same alignment. It’s all part of a larger, cohesive experience. 

KL: For those trying to decide which pre-conference session is right for them, can you help clarify the Tips titles? I know they’ve shifted a bit over the years.

TI: Yes! The one I’m facilitating this summer is called Tips and Tools for Professional Learning 1—and it’s truly the best place to start if you’re new to designing or leading professional learning. It lays the foundation and really focuses on the essentials.

There’s also Tips and Tools for Professional Learning 2, which builds on the first session. Then we have Tips and Tools for Teams, previously called Cultivating Leadership, which focuses on how leadership teams can work together to support learning across a campus or district.

KL: Perfect—thank you! For anyone curious about Tips and Tools for Teams, you can read last year’s conversation with facilitator Trish Hinze here.

TI: And in all of the Tips workshops, we’re trying to “walk the walk” of the nested process.

KL: You’ve already shared that the nested process is one of your favorite things, so for anyone who’s not familiar with it, can you give an overview?

TI: The nested process is my very favorite component. It was life-changing when I learned it 20 years ago—not just from a professional learning standpoint, but even in how I thought about teaching children. It made so much sense to me: how the brain learns, and how we need to pay attention to so many components of the design process, not just the content.

This framework is timeless. You can use the nested process no matter where you are in the system. First, consider the content—what you're teaching. Then the process—how you’re helping that content reach all learners. And finally, the conditions for success—which feels especially important in our post-pandemic world. What do I need to do to create a space for risk-taking? To help people feel safe? To help them connect the dots?

It’s helped me not only plan how I deliver content but also reflect on what worked. If a session didn’t go as planned, I go back to the nested process: Did I jump into content too quickly? Did I give participants enough time to process?

KL: And what I love about the framework is that it helps us think about designing from the inside out—starting with content, then process, then conditions for success—while participants experience it from the outside in.

TI: Exactly. In every Tips session, we’re designing with all three of those layers in mind. We’re not just telling participants about good professional learning—we’re showing them, modeling it, and giving them tools they can take back and use. That’s what makes the nested process so powerful.

KL: OK, speaking of modeling, is there favorite brain research or an engagement strategy you’re willing to share? I was in one of your Tips sessions last year, and I know there are so many great ideas—plus I know that brain research is right up your alley!

TI: Absolutely! One area is how we bring learners, especially adults, into the learning. Brain research reminds us that socialization is a critical part of adult learning—we can’t just dive into content. We have to start by helping adults feel comfortable, connected, and safe. That sense of belonging isn’t fluff; it’s foundational to learning. If I don’t feel safe in the learning, I’m not going to participate.

So one of the strategies we use is story dice. It’s a simple, fun, and completely free activity that gets people talking and connecting right away. You can find online versions with 5 or 9 dice—each one has images on the sides. (Here's one version.) Participants “roll” the dice and then choose one or more images to tell a short story or make a connection.

It’s a great warm-up for community building, but we use it with purpose—it becomes a bridge between participants’ past experiences and the new learning we’re about to explore. And honestly, it’s something that works just as well with students as it does with adults.

And that’s one of the core beliefs at Learning Forward Texas - that our work must translate to the classroom. For as long as I've been a part of the organization, when adults stand in front of other adults they need to do this type of modeling.

KL: I haven’t tried the story dice, but I’ve used a similar strategy with emojis. But I’ve always used it as a summary or exit reflection, rather than a connection activity. I love that you’re helping people build their PL story this way.

TI: We had to take out a couple of things, but we wanted people to jump in and use the activity to create a bridge to move into the content.

KL: I love it! Since you mentioned a bridge, how do you help participants move from theory to practice? How does your session help educators bridge that gap between big ideas and day-to-day implementation? 

TI: One thing we do is talk more about what we’re doing when we’re doing it. We allow time and space for reflection, and we’re very explicit about sharing the intent behind how we’ve planned the session. We follow up by asking, “How’s that going to look for you when you get back to your building?”

When you give participants time to reflect on when they might use a strategy and how they might embed it, you’re much more likely to see it implemented. I’ve even seen participants who changed the sessions they were about to present—sometimes just two days later—based on what they learned with us! It’s exciting to see immediate changes in practice.

KL: As we wrap up, what’s one of your favorite things about the Learning Forward Texas conference? And what advice would you give to someone attending for the first time?

TI: The Learning Forward Texas Conference feels like a family reunion. You get to see familiar faces every year, but you also make new friends. It’s not overwhelming like some of the big conferences can be. We have so much joy and fun in the learning; it truly is my favorite conference. Summer learning means that people want to be there—and they often have a little less on their plates, which brings great energy into the sessions.

For first-time attendees, I would say: Come in and just enjoy it. Soak it all in and meet as many people as you can. Make those connections, because even though Texas is a big state, we’re a close community. You’ll meet others who might be able to answer your questions when you need support. Immerse yourself in the experience. Every year, we have quite a few first-time attendees, so there’s always an opportunity to connect with someone new.

KL: Before we go, what’s inspiring you to learn right now?

TI: I’m reading Foundations of an Elite Culture by Dr. David Arencibia, who’s also our keynote speaker this year. My grandson was at his school when Dr. Arencibia was principal, so I’m reading it from a grandparent perspective—but everything about it speaks to my belief in building community. He shares that in an elite culture, you hold everyone to high standards while building a positive, supportive environment.

KL: I wasn’t familiar with his work, so now I’m even more excited about his keynote!

This conversation with Terri Iles was both energizing and affirming. Her focus on intentional design, participant connection, and real-world application reminds us why professional learning matters—and how it can ripple outward into classrooms and campuses. I can’t wait to continue learning with Terri in her Tips and Tools for Professional Learning session at this year’s Learning Forward Texas conference! If you’re attending, be ready to experience learning that’s designed for you—and for the learners you lead.

Terri Iles brings 44 years of comprehensive educational experience, having served as a

classroom teacher, college adjunct professor, elementary principal, Director of Quality

Learning, educational consultant, and Executive Director of Learning Forward Texas.

She holds a bachelor’s degree from Texas Christian University and a master’s degree in

Educational Administration and Curriculum from the University of Texas.

Terri spent 18 years teaching across all elementary grade levels and developing

innovative educational programs before transitioning into school leadership and district

administration roles.

Following her retirement, Terri began a consulting partnership with Jim Shipley and

Associates/Continuous School Improvement, a collaboration that continues today and

enables her to support educators throughout the United States and China.

She currently serves as an advisor on the Board of Directors for BridgesWork and

contributes as a trainer for Learning Forward and the Texas affiliate, Learning Forward

Texas, after concluding her tenure as Executive Director of the organization.

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Kathryn Laster brings over 30 years of education expertise as a math teacher, instructional coach, and digital learning consultant. Now, as an independent consultant, Kathryn creates and facilitates transformative learning experiences through intentional, human-centered, tech-infused design. Connect with Kathryn here and at Refined Learning Design.