ISEEN Online has gone through an exciting evolution! We are proud to offer you that “ISEEN magic” between our in-person institutes. Experience the network from the comfort of your own office or classroom this 2026-2027 school year.

Thanks to all of you who offered your feedback – facilitators, participants, and members at large, we heard you and revised our online programming to better suit the network’s needs. Out of these focus groups, phone calls, and surveys, ISEEN is transforming its Professional Affinity Groups (PAGs) and Webinar series into two new programs.

Registration opening soon!

ISEEN Online Cost | Professional Learning Groups (PLGs) | Role-Based Roundtables (RBRs) 
Which Online Community Should I Join? | Facilitator Application + Application Process

Enrollment Costs for ISEEN Online Programming 2026-2027

Professional Learning Groups (PLGs) will be FREE FOR 2 PARTICIPANTS from each Member School and then $100/participants thereafter. If you are a Leadership Circle School – you have UNLIMITED FREE SPOTS FOR THIS PROGRAM. Non-Members can join a PLG at $150. Please note that PLGs are a year-long commitment and it is important that participants attend each meeting, as well as complete asynchronous work between these sessions. Don’t miss out on this amazing opportunity to connect and grow, together!

Role-Based Round Tables (RBRs) will be offered FREE OF CHARGE for all Member Schools this year! We are pleased to be able to offer this online space to educators across roles and experience levels. Non-Members can join RBRs at $50 per session. These programs are designed for faculty to “come when you can,” meaning you sign up for the session(s) that interest you and are not required to attend all RBR meetings. We hope to see many of your faces on Zoom this year for our RBR programming.

 *Use discount code PLGMember26 at checkout for your Member School registration discount!

Registration opening soon!

Professional Learning Groups (PLGs)

ISEEN’s Professional Learning Groups (PLGs) are focused on a topic of inquiry that participants hope to explore with the support of a committed group of experiential educators. Regardless of job title, these topics address key elements of experiential learning – both within and outside of the classroom – that educators must grapple with as they work through their planning. Each group will work through a cycle of inquiry that allows participants to gain insight into this topic through sharing of best practices and research, discussion with other participants, and individual research and experimentation. 

Groups will be facilitated by an individual with expertise in the area, and the groups will meet for one hour, four times per year: once in November, December, February, and April. This is a full-year commitment; individuals are asked to commit to attending all four sessions as well as complete asynchronous work between these sessions. Each group will have two time options: Pacific and Eastern; when participants register, they will select the time that works best for them and will remain with that group for all four sessions.

When participants select their group, they should choose the topic that most aligns with the question or project they are currently wrestling with. Whether it’s a specific program/project they want to move forward or a question they are seeking an answer to, participants will leave each session with new ideas, resources, and clarity to move their work forward. 

PLG Groups: 

Pedagogy and Assessment in Experiential Learning: This group is designed for educators interested in exploring pedagogy and assessment in experiential learning – both in the classroom and in the field. Participants in this group should have learning goals or questions focused on incorporating curricular standards into experiential learning opportunities, assessing authentic experiences according to grading standards, building reflection into learning, and adapting experiences for students’ ages and stages. Participants may be engaged in this work directly in their own classroom or as leaders working to support classroom teachers in this work.

Campus & Community Partnerships: This group is designed for educators interested in exploring relationship building both within their school community and the broader community (both local and global). One of the key challenges in experiential education is developing sustainable partnerships that allow this work to continue year after year even as people’s roles and involvement changes. Participants in this group should have learning goals or questions focused on building and maintaining relationships with colleagues and community organizations to deliver programming, vetting individuals and organizations to determine best fit, measuring the efficacy of these relationships and partnerships over time, and building reciprocal relationships with colleagues and community organizations. Participants may be engaged in this work through a variety of roles and can focus on partnerships with colleagues, the local community, and/or global communities.

Institutional & Change Leadership: This group is designed for educators interested in exploring how to lead experiential education work in their schools. Participants in this group should have learning goals or questions focused on how to create buy-in from administration and colleagues for experiential education programs, creating and scaling pilot programs, managing challenges and barriers to running experiential programs, and communicating outcomes and expectations with stakeholder groups. Participants may be engaged in this work directly through their role/responsibilities or may be aspiring to create experiential programming at their school.

Student Agency and Leadership Development: This group is designed for educators interested in exploring how to help students take on leadership roles – both official and organic – within school programming. Participants in this group should have learning goals or questions focused on developing student capacity to lead in different scenarios (e.g. trip leaders, sports captains, community engagement, student council, classroom activities, etc.), generating authentic student ownership in programming, mentoring colleagues to support student leaders, and tools for student reflection and assessment during their leadership journey. Participants may be engaged in this work directly through their role/responsibilities or may be looking to generate more student involvement and leadership within their experiential programming.

PLG meeting dates and times:

Four meetings throughout the year - one in fall, one in winter, and two in the spring semesters.

Role-Based Roundtables (RBRs)

The ability to connect with other individuals focused on similar responsibilities and initiatives as you can make doing this work feel less isolating and energize educators to try new ideas at their schools. To support you in building this professional network, ISEEN is offering Role-Based Roundtables (RBRs): an opportunity for educators to connect with other practitioners in the same role as them at different schools. These roundtables will be an opportunity to discuss and problem-solve role-specific topics and challenges and will provide an opportunity to learn from experts and each other. Participants will walk away with new ideas and a peer network they can reach out to and rely on. 

All participants who attend will be added to a network email list to allow for idea-sharing and problem-solving organically in between sessions. These groups are organized by role and include participants from all time zones. These groups will meet for 1.5 hours, three times per year: once in the fall, winter, and spring. Individuals need to register for individual sessions and can attend as few or as many roundtables as they wish. 

Role-Based Roundtable Topics:

1. Administrative and Strategic Leadership: For individuals in administrative or leadership roles, particularly those focused on experiential education. More general administrative roles (e.g. Head of School, Principal, Academic Director/Dean, etc.) with an interest in experiential education may also benefit from this group.

2. Community Engagement: For individuals leading or involved in community engagement (e.g. service learning, community partnerships, etc.) initiatives at their school whether full- or part-time or voluntary roles.

3. Environmental Stewardship & Sustainability: For individuals leading or involved in environmental stewardship and sustainability initiatives at their school whether full- or part-time or voluntary roles.

4. Global Education & Travel: For individuals who oversee or support global education and travel at their school, particularly those involved in the design, logistics, and oversight of these programs, whether full- or part-time or voluntary roles.

5. Intensives/Immersives Planning: For individuals who design, coordinate, or support their school’s intensive or immersive programs (e.g. week-long interdisciplinary courses that run outside the regular timetable; minimester programs; etc.), including those who oversee the structure, logistics, and scheduling as well as those who support faculty in designing their individual courses. Individuals may be in full- or part-time or voluntary roles.

6. Outdoor Education: For individuals who coordinate, lead, or support outdoor education at their school, particularly those involved in the design, logistics, and oversight of these programs, whether full- or part-time or voluntary roles.

7. Student Leadership: For individuals who oversee or support student leadership (e.g. student government, affinity groups, clubs, student-led conferences, etc.) initiatives at their school whether full- or part-time or voluntary roles.

8. Teaching and Pedagogy: For individuals who are classroom teachers or directly involved with classroom teachers (e.g. instructional coaches) focused on using experiential pedagogy in classrooms.